Community, Fellowship, OpennessSupporting Early Career Researchers through Open Educational Practices

  1. Iniesto, Francisco 1
  2. Rebecca Pitt 1
  3. Bossu, Carina 1
  4. Farrow, Rob 1
  5. Weller, Martin 1
  1. 1 Institute of Educational Technology, The Open University (United Kingdom)
Revista:
Edutec: Revista electrónica de tecnología educativa

ISSN: 1135-9250

Año de publicación: 2023

Título del ejemplar: Prácticas educativas abiertas en educación superior

Número: 85

Páginas: 136-152

Tipo: Artículo

DOI: 10.21556/EDUTEC.2023.85.2839 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Edutec: Revista electrónica de tecnología educativa

Resumen

Las comunidades abiertas son un cada vez más comunes en espacios educativos. Este artículo resume la experiencia de un esquema de becas para investigadores junior en educación abierta respaldado por La Red Global de Estudiantes de Doctorado en Educación Abierta (GO-GN), una red internacional que apoya a candidatos doctorales. Nueve becados durante un período de tres años recibieron apoyo para realizar proyectos individuales de seis meses para facilitar sus estudios posdoctorales para el desarrollo de su carrera académica. El esquema de becas se estructuró en tres cohortes anuales entre 2020 y 2022. Los resultados de las encuestas y entrevistas cualitativas indican un impacto positivo y significativo del plan. Los aspectos clave de estas iniciativas son el apoyo brindado por académicos y colegas más experimentados. El esquema de becas permitió compartir la investigación entre otros estudiantes doctorales e investigadores junior a través de seminarios web y con una audiencia más amplia en conferencias reconocidas internacionalmente. Los resultados de este artículo son de interés potencial para aquellos que apoyan a los investigadores doctorales y a las organizaciones interesadas en administrar becas similares u otros esquemas de apoyo para investigadores doctorales u otros grupos interesados.

Referencias bibliográficas

  • Ackers, L., & Gill, B. (2005). Attracting and retaining ‘early career’ researchers in English higher education institutions. Innovation, 18(3), 277-299. https://doi.org/10.1080/13511610500186649 DOI: https://doi.org/10.1080/13511610500186649
  • Allmer, T. (2018). Precarious, always-on and flexible: A case study of academics as information workers. European Journal of Communication, 33(4), 381-395. https://doi.org/10.1177/0267323118783794 DOI: https://doi.org/10.1177/0267323118783794
  • Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1). https://doi.org/10.5334/jime.565 DOI: https://doi.org/10.5334/jime.565
  • Beaulieu, A. M., Bambach, K., Bandolin, N. S., Barnes, D., Messman, A., Papanagnou, D., ... & King, A. M. (2022). From the ground up: Creating and leading fellowship programs in emergency medicine. AEM Education and Training, 6, S77-S84. https://doi.org/10.1002/aet2.10748 DOI: https://doi.org/10.1002/aet2.10748
  • Beetham, H., Falconer, I., McGill, L. & Littlejohn, A. (2012). Open practices: briefing paper. https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
  • Bossu, C., Iniesto, F., Vladimirschi, V., Jordan, K. & Pete, J. (2023). GO-GN Guidelines for Equity Diversity and Inclusion in Open Education with a focus on Africa and Latin America. Global OER Graduate Network. https://go-gn.net/gogn_outputs/edi-guidelines/
  • Bossu, C., & Stagg, A. (2018). The potential role of open educational practice policy in transforming Australian higher education. Open Praxis, 10(2), 145–157. http://doi.org/10.5944/openpraxis.10.2.835 DOI: https://doi.org/10.5944/openpraxis.10.2.835
  • Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. In Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch016 DOI: https://doi.org/10.4018/978-1-5225-8431-5.ch016
  • Bozkurt, A., Koseoglu, S., & Singh, L. (2019). An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere. Australasian Journal of Educational Technology, 35(4), 78–97. https://doi.org/10.14742/ajet.4252 DOI: https://doi.org/10.14742/ajet.4252
  • Bozkurt, A., & Zawacki-Richter, O. (2021). Trends and Patterns in Distance Education (2014–2019): A Synthesis of Scholarly Publications and a Visualization of the Intellectual Landscape. The International Review of Research in Open and Distributed Learning, 22(2), 19-45. https://doi.org/10.19173/irrodl.v22i2.5381 DOI: https://doi.org/10.19173/irrodl.v22i2.5381
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806 DOI: https://doi.org/10.1080/2159676X.2019.1628806
  • Casad, B. J., Franks, J. E., Garasky, C. E., Kittleman, M. M., Roesler, A. C., Hall, D. Y., & Petzel, Z. W. (2021). Gender inequality in academia: Problems and solutions for women faculty in STEM. Journal of neuroscience research, 99(1), 13-23. https://doi.org/10.1002/jnr.24631 DOI: https://doi.org/10.1002/jnr.24631
  • Castellacci, F., & Viñas-Bardolet, C. (2021). Permanent contracts and job satisfaction in academia: evidence from European countries. Studies in higher education, 46(9), 1866-1880. https://doi.org/10.1080/03075079.2019.1711041 DOI: https://doi.org/10.1080/03075079.2019.1711041
  • Cronin, C. (2018). Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education. ARAN - Access to Research at NUI Galway. https://aran.library.nuigalway.ie/handle/10379/7276
  • Ehlers, U. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1–10. http://www.jofdl.nz/index.php/JOFDL/article/view/64/46
  • Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/.
  • Farrow, R., Iniesto, F., Weller, M., Pitt., R., Algers, A., Baas, M., Bozkurt, A., Cox, G., Czerwonogora, A., Elias, T., Essmiller, K., Funk, J., Mittelmeier, J., Nagashima, T., Rabin, E., Rets, I., Spica, E., Vladimirschi, V. & Witthaus, G. (2021). The GO-GN Guide to Conceptual Frameworks. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/conceptual-frameworks/.
  • Fontinha, R., Van Laar, D., & Easton, S. (2018). Quality of working life of academics and researchers in the UK: the roles of contract type, tenure and university ranking. Studies in Higher Education, 43(4), 786-806. https://doi.org/10.1080/03075079.2016.1203890 DOI: https://doi.org/10.1080/03075079.2016.1203890
  • Gavin, H. (2008). Thematic analysis. Understanding research methods and statistics in psychology, 273-282. DOI: https://doi.org/10.4135/9781446214565.n17
  • GO-GN (n.d.). Global OER Graduate Network. http://go-gn.net/
  • Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology Magazine, 55(4), 3-13. https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf
  • ICDE (n.d.). Global Doctoral Consortium. https://www.icde.org/global-doctoral-consortium/
  • Inamorato dos Santos, A., Punie, Y., y Castaño-Muñoz, J. (2016) Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report, EUR 27938 EN. https://doi.org/10.2791/293408
  • Iniesto, F., Pitt, B., Weller, M., Farrow, R., Cronin, C., Funk, J., Lambert, S., Nerantzi, C., Paskevicius, M., Pete, J., Roberts, V., Rodés, V. and Vladimirschi, V. (2022). The GO-GN Fellowship reflections report. Global OER Graduate Network. https://go-gn.net/gogn_outputs/fellowship-reflections-report
  • Kim, E., & Patterson, S. (2022). The pandemic and gender inequality in academia. PS: Political Science & Politics, 55(1), 109-116. https://doi.org/10.1017/S1049096521001049 DOI: https://doi.org/10.1017/S1049096521001049
  • Koseoglu, S., & Bozkurt, A. (2018). An exploratory literature review on open educational practices. Distance education, 39(4), 441-461. https://doi.org/10.1080/01587919.2018.1520042 DOI: https://doi.org/10.1080/01587919.2018.1520042
  • Lambert, S. R. (2018). Changing our (dis)course: A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5(3). https://jl4d.org/index.php/ejl4d/article/view/290/334 DOI: https://doi.org/10.56059/jl4d.v5i3.290
  • Marín, V. I., & Villar-Onrubia, D. (2022). Online Infrastructures For Open Educational Resources. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (Global Perspectives and Internationalization). Springer. https://doi.org/10.1007/978-981-19-0351-9_18-1 DOI: https://doi.org/10.1007/978-981-19-0351-9_18-1
  • Olivier, J. Bunt, B.J. & Dhakulkar, A. (2022). Open educational practices for self-directed learning: A staff fellowship as a case study. In J Olivier, C du Toit-Brits, BJ Bunt & A Dhakulkar (eds.), Contextualised open educational practices: Towards student agency and self-directed learning, in NWU Self-Directed Learning Series, vol. 10, AOSIS Books, Cape Town, pp. 01–17. https://doi.org/10.4102/aosis.2022.BK345.01 DOI: https://doi.org/10.4102/aosis.2022.BK345.01
  • OpenEdGroup (n.d.). OER Research Fellows. https://openedgroup.org/fellowship
  • Open Ed Influencers (n.d.). Open Education Influencers @MandelaUni http://openedinfluencers.mandela.ac.za/open-education-influencers-mandelauni/
  • Ossiannilsson, E., Zhang, X., Wetzler, J., Gusmão, C., Aydin, C. H., Jhangiani, R., ... & Harichandan, D. (2020). From Open Educational Resources to Open Educational Practices. Distances Médiations Des Savoirs, 31. https://doi.org/10.4000/dms.5393 DOI: https://doi.org/10.4000/dms.5393
  • Passaretta, G., Trivellato, P., & Triventi, M. (2019). Between academia and labour market—the occupational outcomes of PhD graduates in a period of academic reforms and economic crisis. Higher Education, 77(3), 541-559. https://doi.org/10.1007/s10734-018-0288-4 DOI: https://doi.org/10.1007/s10734-018-0288-4
  • Pulker, H., & Kukulska-Hulme, A. (2020). Openness reexamined: Teachers’ practices with open educational resources in online language teaching. Distance Education, 41(2), 216-229. https://doi.org/10.1080/01587919.2020.1757412 DOI: https://doi.org/10.1080/01587919.2020.1757412
  • Searle, N. S., Hatem, C. J., Perkowski, L., & Wilkerson, L. (2006). Why invest in an educational fellowship program? Academic Medicine, 81(11), 936-940. https://doi.org/10.1097/01.ACM.0000242476.57510.ce DOI: https://doi.org/10.1097/01.ACM.0000242476.57510.ce
  • Weller, M., Farrow, R., & Pitt, B. (2019). GO-GN: Lessons in building an open research community. Commonwealth of Learning (COL). https://oasis.col.org/items/f1815f9e-b61e-4272-8a47-e78e76c50674
  • Weller, M., Pitt, R., Iniesto, F., Farrow, R & Bossu, C. (2022). GO-GN annual review 2022. https://go-gn.net/gogn_outputs/annual-review-2022/
Fuente de los datos: Dialnet