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Title: Learning from the first year of the Transformative Education/al Studies (TES) project
Authors: Harrison, Liz
Pithouse-Morgan, Kathleen
Conolly, Joan Lucy
Meyiwa, Thenjiwe 
Keywords: Postgraduate research;Self-study of educational practice;Collaborative scholarship;Learning communities;Postgraduate teaching and learning;Reflexive Ubuntu
Issue Date: 2012
Source: Harrison, L., Pithouse-Morgan, K., Conolly, J. and Meyiwa, T. 'Learning from the First Year of the Transformative Education/al Studies (TES) Project' Alternation. 19, 2 (2012): 12-37.
Abstract: The Transformative Education/al Studies project (TES) is a three-year, funded project led by researchers from three universities: a University of Technology, a Research-Intensive university, and a rural Comprehensive University. The project participants are academic staff members who are pursuing Masters and Doctoral studies and their supervisors. These participants, all engaged in self-study of their practice in Higher Education, form an inter-institutional, trans-disciplinary learning community. TES aims to enhance and study the development of self-reflexive pedagogic, research and supervision capacity among these participants. In this article, we make public our learning thus far about supporting an emerging postgraduate research learning community involving academic staff working and studying in three very different university contexts. The data sources comprise digital logbooks kept by participants, workshop evaluations, and the researchers‟ personal reflections and communications. Our analysis contributes to a body of academic work that explores how collaborative and social approaches to scholarship can enhance research capacity, productivity and quality in Higher Education. The conceptual underpinning of the article is that of reflexive ubuntu, which demands a consciousness of our developing „selves‟ as researchers and supervisors and of our interrelationships with other people.
Appears in Collections:Research Publications (Academic Support)

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