TY - JOUR
T1 - Moving beyond the formal
T2 - developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team
AU - Beauchamp, Gary
AU - Chapman, Sammy
AU - Risquez, Angelica
AU - Becaas, Susan
AU - Ellis, Cheryl
AU - Empsen, Michaël
AU - Farr, Fiona
AU - Hoskins, Laüra
AU - Hustinx, Wouter
AU - Murray, Liam
AU - Palmaers, Steven
AU - Spain, Sinead
AU - Timus, Natalia
AU - White, Melanie
AU - Whyte, Shona
AU - Young, Nick
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Conversations and networks are essential for transforming academics’ teaching practices as learning experiences (Palmer 1993). Yet, there has been little research reporting academics’ informal conversations about teaching (Thomson and Trigwell 2018). Teachers will generally access small significant networks (Becher and Trowler 2001) for nuanced and personal issues relating to teaching and learning. Collaborative transnational projects provide fertile ground for unique conversations about Higher Education (HE) teaching (Thomson 2015), with the added value of cross-national perspectives. This study examines the conditions that help to create significant networks and conversations, based on collective autoethnographic reflections of the member of an Erasmus+ project, including five partner universities from four different countries. The results provide insights into how the project have afforded the generation and continuation of cross-national and interdisciplinary significant networks and how unique conversations have allowed for trust, relationships and common goals to develop, which add value beyond the individual level.
AB - Conversations and networks are essential for transforming academics’ teaching practices as learning experiences (Palmer 1993). Yet, there has been little research reporting academics’ informal conversations about teaching (Thomson and Trigwell 2018). Teachers will generally access small significant networks (Becher and Trowler 2001) for nuanced and personal issues relating to teaching and learning. Collaborative transnational projects provide fertile ground for unique conversations about Higher Education (HE) teaching (Thomson 2015), with the added value of cross-national perspectives. This study examines the conditions that help to create significant networks and conversations, based on collective autoethnographic reflections of the member of an Erasmus+ project, including five partner universities from four different countries. The results provide insights into how the project have afforded the generation and continuation of cross-national and interdisciplinary significant networks and how unique conversations have allowed for trust, relationships and common goals to develop, which add value beyond the individual level.
KW - Significant networks
KW - cross-national perspectives
KW - higher education
KW - significant conversations
UR - http://www.scopus.com/inward/record.url?scp=85129149905&partnerID=8YFLogxK
U2 - 10.1080/13562517.2022.2056833
DO - 10.1080/13562517.2022.2056833
M3 - Article
AN - SCOPUS:85129149905
SN - 1356-2517
VL - 29
SP - 1075
EP - 1091
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 4
ER -