1. International Conference on Enhancement and Innovation in Higher Education June 2015 Transitions to Research: Experiencing new paradigms Gráinne Barkess & Anne Tierney, Edinburgh Napier University

2. Overview Background Challenges of transitions to research Current practice and support – PhD/disciplinary research – Pedagogical research Discussion

3. Background Transformational learning (Mezirow, 1990, 2009) Moving through the liminal state (Keefer, 2015 & Kiley, 2009) Assuming a doctoral/researcher identity through: Work (Paré, McAlpine & Starke-Meyerring, 2006) Community (McAlpine, Jazvac-Martek & Gonsalves, 2008) Performance/doing (Tonso, 2006) We argue that this also all applies to the transition of being a pedagogical researcher

4. Current practice and support Induction PhDPedagogy Induction activities at school and university level PGCTLHE induction workshop

5. Current practice and support Early stage support PhDPedagogy Researcher Development programme PGCTLHE UG summer interns

6. Writing support

8. Current practice and support Presentation opportunities PhDPedagogy Student conferences Teaching Fellows conference Staff Learning and Teaching conference

9. Current practice and support Financial support PhDPedagogy Researcher-led initiatives Teaching Fellows Fund Research pump- priming fund

10. Current practice and support Supervisor support PhDPedagogy UG PDTs

11. Supporting an emerging researcher identity Community Performing / Doing Work

12. Discussion Support for PhD students is in place PGCert and its current redevelopment helps “new” academics ARISE will support those undergoing a secondary transition to pedagogical research Transitions at all levels supported through – work – community – performance/doing

13. References Keefer, J. M. (2015). Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International, 52(1), 17–28. Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46(3), 293–304. Mayes, T. (2009). Quality enhancement themes: the first year experience. Overview of the enhancement theme 2006- 08 : the aims, achievements and challenges. QAA Scotland. McAlpine, L., Jazvac-Martek, M., & Gonsalves, A. (2008). The question of identity: Negotiating roles and voices in evolving academic systems. In R. Barnett & R. Di Napoli (Eds.), Changing Identities and Voices in Higher Education (pp. 113–123). London: Routledge. Mezirow, J. (Ed.). (1990). Fostering critical reflection in adulthood. San Francisco: Jossey Bass. Mezirow, J. (2009). An overview of transformative learning. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning theorists... in their own words (pp. 90–105). London and New York: Routledge. Paré, A., McAlpine, L., & Starke-Meyerring, D. (2006). Entering the text: Learning doctoral rhetoric. Presented at the Conference of the American Educational Research Association, San Francisco. Tonso, K. (2006). Student engineers and engineer identity: campus engineer identities as figured world. Cultural Studies of Science Education, 1, 272–307.

14. International Conference on Enhancement and Innovation in Higher Education June 2015 Gráinne Barkess g.barkess@napier.ac.ukg.barkess@napier.ac.uk Anne Tierney a.tierney@napier.ac.uka.tierney@napier.ac.uk Edinburgh Napier University