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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.
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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