Browsing by Author "Brown C"
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- ItemA community-based practice for the co-development of women academic leaders(Taylor and Francis Group, 2024-05-28) Bone EK; Huber E; Gribble L; Lys I; Dickson-Deane C; Campbell C; Yu P; Markauskaite L; Carvalho L; Brown CAcademic development usually focuses on individuals, with activities bounded by institutional strategy. There is a lack of research exploring the emergence of cross-institutional communities of practice and their ability to offer opportunities for professional collaboration, particularly for underrepresented or marginalised groups. Our study highlights how, after a formal program, individuals from different institutions facilitated deeper connections, transcending hierarchical boundaries and nurturing a sense of trust. Drawing from our experiences, we examine the emergence of a collegiate group of academic women as a community of practice. Co-development through community-based relationships enable personal and professional growth outcomes including, but not limited to, promotion and esteem recognition.
- ItemLearning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students(Springer Nature Limited on behalf of the Association for Educational Communications and Technology, 2023-12) Gedera D; Forbes D; Brown C; Hartnett M; Datt AThe worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.