NEWS FLASH: My formal #ARUEdD research proposal has been approved by the university! After preparing for it for the past two years as part of phase 1 of the EdD (best thing ever!), I feel relieved and excited that it is finally there. I am actually starting EdD Stage 2. Next on the list is to get ethical approval for my project, and then it is time to start collecting data. Scary stuff! I look forward to talking to colleagues and course managers in other institutions. I am passionate about this project, because it affects me personally, and I think the outcomes may make a real difference to those in my role.
If you are interested in the project, I have added the proposal to this website. Please find it here.
Another snippet of good news: my #EBCMgt review paper with Dr Philip Howlett has been published a few days ago in International Journal of Educational Management (find it at DOI: 10.1108/IJEM-09-2017-0250). A blog post about it is on its way, and related conference material can be found here.
My third Knowledge Summary for Veterinary Evidence was published last week. It is on raw feeding and periodontal health in dogs, and is the result of joint work with James Oxley, who is a Writtle University College Animal Science graduate and is currently working as an independent researcher.
On 26 July I will be presenting the following poster at the 12th Anglia Ruskin Annual Research Student Conference. Click on the poster to get a copy of the corresponding abstract. Alternatively, click here.
My second Knowledge Summary for Veterinary Evidence was published last week. It is on raw feeding and urinary tract health in dogs, and is the result of joint work with Emma Taylor, who is a Writtle University College Animal Science graduate and is currently finishing an MSc in Veterinary Microbiology at the University of Surrey before starting a PhD at Surrey Vet School.
On 24 and 25 May I attended a Grounded Theory (GT) seminar in Petersfield. This seminar, led by Dr Helen Scott (Grounded Theory Online) with a surprise Skype appearance from Prof Tom Andrews (UC Cork) is aimed at doctoral researchers in all stages of their doctoral journey and intends to give researchers a platform to discuss their research, and to seek guidance from GT experts and peers.
I decided to attend this seminar as I am currently in the proposal stage for my EdD and was struggling with my understanding of the method and what it would look like in practice. Unfortunately Glaser’s approach of “Just do it” (no swoosh here, Glaser coined the term before a big sports clothing company did) is not the most helpful when you are trying to write a proposal as not only a novice GT researcher, but also a novice qualitative researcher.
I set of on my journey early on the 24th, and soon realised the M25 is a pig! After 3.5 hours I finally arrived in Petersfield, in a very nice business centre in what appeared to be a grade-listed building. After a friendly welcome and some much needed coffee, the seminar was underway. It was a small group, with seven researcher from various fields (urban transport, nursing, psychotherapy, business management, policing, ICT and education management) in various stages of their research (range: proposal writing stage – thesis writing-up stage).
Day 1 started with an overview and discussion of the GT research process. Although all of us were familiar with classic Grounded Theory, it was good to see that there was plenty of discussion on various details of the process, such as the purposes of properties, dimensions and degrees of a concepts, and how this affects GT research practice. Importantly, the discussions did not only address theory, but there was plently of talk about practice and GT in real life (real life is messy, but GT can cope with that).
After this, it was my turn to present my project, where I am in my journey and what I am struggling with. Although I had given this some though on the way in (plenty of time to think when you’re stuck in traffic), it was hard to put my concerns into coherent words. I am still not sure why, but I think it had something to do with being around people who were further on in the journey, and I am still getting used to the GT language. Confidence is a weird thing. However, I managed to talk through my project with Helen, and received some great peer-input from the rest of the group. This is what I think was the best aspect of the seminar: talking stuff through with other doctoral GT researchers, and hearing their experiences, woes and worries. As a result, I am now much more confident, and felt able to contribute to further discussions.
After a lovely lunch in a very nice garden, we discussed three more GT projects, during which everyone contributed and some lively discussions were had. It was now time to go to my hotel and have some dinner. I was fortunate in that two other seminar attendees stayed in the same hotel. We ended up having a great discussion over dinner and a few beers, evaluating the day and discussing our research. With my mind buzzing with research ideas and my brain turned to mush I went to bed.
Day 2 started with a brief recap from day 1, after which we went on to discuss another 3 grounded theory projects. Valuable discussions were held, and I felt much more able and confident to contribute to discussions and ask probing questions. My role as a lecturer came in handy as I could provide one attendee who was an MRes student with some advice. After another lovely lunch, we switched to practicing coding and memoing from an interview transcript provided by Helen. As a group I think we did a decent job, and again I felt confident I could make a valuable contribution. It turns out Glaser is right: you do really learn GT bu doing it. After a bit of an uncertain start, I got the hang of it and now understand coding a lot better. towards the end of the exercise, Helen shared with us her codes for the interview, and it was quite remarkable how similar our codes were; grounded theory is a powerful method!
We ended the day with a surprise Skype visit from Professor Tom Andrews, who shared with us his take on grounded theory. Tom was unfased by the technical difficulties we experienced and patiently answered our questions. It was really useful to hear from another GT expert, and hearing him confirm much of what we heard over the past two days. I now have Tom’s most recent paper on GT which I look forward to reading and incorporating it in my final #ARUEdD paper.
Overall, the grounded theory seminar has been a great experience. I have learned a lot, and feel much more confident that I will not make as much silly mistakes in my research as I would have done if I had not had this experience. I will most likely return in a year or two to get more assistance. I would wholeheartedly recommend the GT seminar to everyone considering or undertaking classic grounded theory research. Apart from the subject matter, it was incredibly valuable to discuss my work and woes with others doing similar research, and to simply network with like-minded researchers. We now have a Grounded Theory WhatsApp group, and it is going to be good to stay in touch!
If you are interested in a grounded theory seminar, or in grounded theory as a research method, please have a look here. I have no affiliation with Grounded Theory Online, but they are very helpful!
I realise it has been a while since the last post, and a lot of things have happened in the day job, but also the EdD journey I am on. Specifically, since starting the EdD at Anglia Ruskin University in September 2016, I have successfully passed 3 out of 4 written papers, with the 4th one due in June this year. The first two papers have resulted in journal publications (paper 1 here, paper 2 is currently in press at IJEM), a conference abstract based on paper 2 has been accepted (find it here) and I have been allocated a place at the 2-day Grounded Theory Seminar in Petersfield in May.
The next steps are to finish paper 4, which is the formal research proposal, followed by submitting my application for research ethics approval. After this, the real fun starts (positive thinking here…) in the form of data collection through interviews with course leaders. Additionally, I want to investigate whether paper 3 can be turned into a published paper on application of Glaserian Grounded Theory to investigate HE course leader experiences.
I look forward to the rest of the journey. So far the EdD has been a great experience, with brilliant support from staff from the Faculty of Health, Social Care and Education (you know who you are!) and very helpful discussions with the other people in my EdD cohort.
Yesterday I had my first ever academic book review published (find it in Veterinary Evidencehere). I reviewed one of my favourite evidence-based practice books*, which I use a lot for my teaching practice, but also my research practice.
It made me think about the value of a book review. Writing it forced me to think about who I wrote it for, and how I would get my message (this book is awesome!) across in a fair and balanced manner. Ideally, this book review will be a helpful guide for those looking for help in writing systematic reviews, which can be both postgraduate students (MSc and doctoral level) and early career researchers. It was not easy to find a writing style which would be accessible to both.
However, I think I did a fair job, and although it is no a peer-reviewed output, I see the fact it has made it past editorial staff and editor review as an indicator of it’s quality. I hope it is of use to researchers. Feedback always welcome, and if you like the book, do let me know!
*To avoid any doubt, I have no financial or other gain from writing this review, nor am I in any way linked to it’s authors. I just really like the book.