ORCID Profile
0000-0002-8542-4763
Current Organisation
University of South Australia
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Publisher: Informa UK Limited
Date: 07-07-2014
Publisher: Elsevier BV
Date: 12-2022
DOI: 10.1016/J.NEDT.2022.105604
Abstract: This review intended to synthesise existing evidence on the application of transformative learning theory in nursing education. An umbrella review, or review of reviews. Six databases were systematically searched: CINAHL, Cochrane Reviews, Ebscohost, OVID, ProQuest Central, and PubMed. The structured framework of PCC: Population/Concept/Context was employed to identify relevant literature, published in English between 2012 and March 1st, 2022. Elements of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guided this review. A modified version of the Johanna Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Synthesis was applied to determine final inclusions. Sixteen (16) reviews were included. Most reviews were scoping reviews. Nursing featured in 10 of the 16, medicine in half (8/16) and various allied health disciplines were reported in seven reviews. Studies reported on differing scholarly approaches to transformative learning theory. Curricula design and evaluation, developing leadership skills and a professional identity were common applications. Critical reflection and learning experiences that challenge students' and professionals' existing ideologies also featured. Few reviews reported on studies of models and tools for educators to guide them in applying the theory in lesson design and teaching practice. Applying transformative learning theory in curriculum design, program evaluation and healthcare professional education can be beneficial. There were reported successes and some critiques. Researchers should design more rigorous studies to evaluate the theory in practice and to develop and test frameworks that guide educators in teaching with transformative learning theory.
Publisher: Bloomsbury Publishing Inc
Date: 2014
Publisher: Intellect
Date: 13-04-2023
DOI: 10.1386/JOSC_00111_2
Abstract: This editorial introduces the 14.1 issue of the Journal of Screenwriting . It provides an overview of the articles in the issue and makes reference to the 2022 Screenwriting Research Network (SRN) conference held at the University of Vienna, which was the first face-to-face conference of the SRN in three years.
Publisher: Australasian Association of Writing Programs
Date: 31-10-2020
DOI: 10.52086/001C.23459
Abstract: As a practice, collaborative writing between students and supervisors is hardly new and can be considered common in STEM disciplines. This has not always been the case in the creative arts, where there are different expectations around authorship and, as in other contexts, potentially deeper considerations of power and authority. In this article, we examine modes of collaborative writing practice in the creative arts, with a particular focus on writing across hierarchical boundaries in research training scenarios. Using screenwriting practice as a context for this discussion, and informed by our own reflective practice, we identify a number of collaborative writing ‘modes’ (which we have named ‘take the lead’, ‘share the load’, and ‘learn the ropes’) and offer possible strategies for those writing across hierarchical relationships and boundaries. This is important for understanding what might otherwise become an assumed, misunderstood or, worse, predatory practice that disempowers students and unfairly advantages supervisors. As part of our exploration, we draw on our experiences of running cohort-based, collaborative research opportunities in creative disciplines. Reflecting on our experiences in regard to our own collaborations allows us to examine how these structures have enabled students to find their own agency within these collaborative spaces.
Publisher: Informa UK Limited
Date: 03-04-2022
Publisher: University College Cork
Date: 20-12-2022
DOI: 10.33178/ALPHA.24.07
Abstract: This article asks how educators at tertiary level might attempt to address gender ersity behind the camera in student productions. The 2020 Australian Screen Production Education and Research Association (ASPERA) report Diversity On and Off Screen in Australian Film Schools outlines the results of a national survey measuring levels of gender ersity behind the camera in Australian university capstone (major project-based) screen production units. The survey results reveal that, while close to even numbers of male and female students are completing capstone projects in screen production departments and film schools in Australia, crew roles are highly gendered. A gendered skew is most pronounced in the roles of cinematographer and sound designer (male dominated), and producer and production designer (female dominated). We argue that an investigation of this subject calls for an examination of the specificity of the tertiary screen production environment. The crewing of student projects can be fraught, involving competition for popular roles such as that of director, and choices are made based on student likes and dispositions. In this article, we further drill into quantitative and qualitative data from the ASPERA survey to examine educator attitudes and approaches towards the gendered nature of some student production roles.
Publisher: Informa UK Limited
Date: 08-03-2016
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Intellect
Date: 05-2010
Abstract: This article will discuss how, in mainstream film screenplays, the protagonist undergoes both an actual, physical journey and an internal, emotional journey, pulled together by the invisible hand of the screenwriter in order to create the complete narrative experience. Central to the article is an evaluation of how character transformation (arc) is positioned against physical action (plot), arguing that the two can be mapped out as in idual yet symbiotic threads of a narrative: the physical and the emotional journeys. After mapping the territory of what is already written on this subject, the works of Joseph C bell and his protg Christopher Vogler (Clayton 2007: 210) will be drawn together to offer a re-examination of the model of the Hero's Journey. Assessing these two narrative threads (physical and emotional) as both distinct and symbiotic, it will be clear that a special relationship exists between plot and character, where character transformation is encouraged to take place within the frame of the physical action of the plot. The substance of such a transformation, the emotional core of the narrative experience, is what lives on in the audience, post-text the physical action of a film story may frame emotion, but emotion has the power to break the frame and take on a life of its own.
Publisher: Informa UK Limited
Date: 08-03-2023
Publisher: Springer International Publishing
Date: 2020
Publisher: Peter Lang Verlag
Date: 06-06-2022
DOI: 10.3726/B15823
Abstract: «Just like Prisoner and Wentworth, this book is an instant cult classic. Written with love by a collective of expert aca-fans, TV Transformations & Transgressive Women takes us on a fascinating journey through the cultural legacies of Australia’s favourite prison TV dramas. Contributors use a rich palette of methods, from genre analysis to production research, to unpack the significance of these shows. An exemplary textual study, this richly multi-perspectival collection is essential reading for anyone interested in television genres.» (Ramon Lobato, Associate Professor, RMIT University) «This collection is a wonderful ex le of how certain TV shows can have tremendous impact, not only in the time of their making, but for several decades, when suddenly there’s the opportunity to travel even further in an on-demand age and meet new audiences, academics and analytical approaches. The chapters offer a wide range of interesting interpretations and discussions, not the least on the way women have been represented on screen then and now. A good read for academics, fans and aca-fans.» (Eva Novrup Redvall, Associate Professor, University of Copenhagen) A deep e into iconic 1980s Australian women-in-prison TV drama Prisoner (aka Cell Block H), its contemporary reimagining as Wentworth, and its broader, global industry significance and influence, this book brings together a range of scholarly and industry perspectives, including an interview with actor Shareena Clanton (Wentworth’s Doreen Anderson). Its chapters draw on talks with producers, screenwriters and casting fan voices from the Wentworth twitterverse comparisons with Netflix’s Orange is the New Black queer and LGBTQ approaches and international production histories and contexts. By charting a path from Prisoner to Wentworth, the book offers a new mapping of TV shifts and transformations through the lens of female transgression, ruminating on the history, currency, industry position and cultural value of women-in-prison series.
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer International Publishing
Date: 20-12-2017
Publisher: Springer International Publishing
Date: 2023
Publisher: Springer International Publishing
Date: 2022
Publisher: John Benjamins Publishing Company
Date: 19-01-2017
DOI: 10.1075/DS.28.04BAT
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer International Publishing
Date: 2020
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Palgrave Macmillan UK
Date: 2014
Publisher: Informa UK Limited
Date: 02-09-2015
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 04-10-2022
Publisher: Edward Elgar Publishing
Date: 16-02-2021
Publisher: Informa UK Limited
Date: 04-05-2015
Publisher: SAGE Publications
Date: 02-05-2019
Abstract: This article discusses how doctoral candidates identify and navigate personal learning challenges on their journey to becoming researchers. Our study asked creative arts and humanities candidates to think beyond the research project itself and reflect on emotional hurdles they were facing or had overcome. The findings point to a great deal of ‘invisible’ work that underpins doctoral study, and show that such hidden work can have a major influence not only on the research project, but also on progress and satisfaction with the learning journey. In this article, we outline the key themes that emerged from the study: on the emotional and transformational dimensions of the doctoral journey. Using these themes and the candidate stories surrounding them, we align the doctoral journey with Joseph C bell’s journeying ‘hero’ and Mezirow’s concept of transformation, and suggest how making such invisible aspects of candidature more visible might enhance research training.
Publisher: Intellect
Date: 2011
Publisher: Informa UK Limited
Date: 02-05-2022
Publisher: Informa UK Limited
Date: 02-01-2018
Publisher: Bloomsbury Publishing
Date: 2008
DOI: 10.1007/978-1-137-05057-1
Abstract: This revised and refreshed edition guides the contemporary screenwriter through a variety of creative and critical approaches to a deeper understanding of how to tell stories for the screen. With a renewed focus on theme and structure, the book is an essential guide for writers, script developers and teachers to help develop ideas into rich dynamic projects, and craft compelling, resonating screenplays. Combining creative tools and approaches with critical and contextual underpinnings, the book is ideal for screenwriting students who are looking to expand their skills and reflect on practices to add greater depth to their scripts. It will also inspire experienced writers and developers to find fresh ways of working and consider how new technology is affecting storytelling voices. Comprehensive and engaging, this book considers key narrative questions of today and offers a range of exercises to address them. Integrating creative guidance with rigorous scholarship, this is the perfect companion for undergraduate students taking courses in screenwriting. Encouraging and pragmatic, it will provide a wealth of inspiration for those wishing to work in the industry or deepen their study of the practice. New to this Edition: - Refreshed and revised edition to meet the demands of contemporary screenwriting - New case studies, models, tools and approaches to writing for the screen - Updated areas of industry practice, including web series, transmedia, VR and long-form storytelling - Includes practical approaches and creative exercises that can be used in the classroom
Publisher: Bloomsbury Publishing Inc.
Date: 2016
Publisher: Springer International Publishing
Date: 2020
Publisher: Informa UK Limited
Date: 02-10-2022
Publisher: Informing Science Institute
Date: 2019
DOI: 10.28945/4422
Abstract: Aim/Purpose: This article reports on university-funded research conducted to inform, design and implement applied industry-integrated training that could support higher degree by research (HDR) candidates in the disciplines of nursing and creative arts. Background: Doctoral candidates contribute in steadily increasing numbers to the intellectual and economic capital of universities globally, however, the quality of candidate progression and outputs has also been widely criticised. How to best support doctoral candidates for success is therefore a critical focus for universities and an ongoing area of research. Methodology: The study was framed as an action research project as it was driven by the identification of a problem embedded in professional practice that invited action and reflection as well as participation from other practitioners in the field. Contribution: This article presents a multidimensional, industry-focused model for HDR training that effectively engages HDR candidates with key threshold concepts for research. Findings: Doctoral training needs to be more holistic, integrative and career-focused to meet the needs of increasing numbers of candidates with erse backgrounds and post-doctoral career pathways. Recommendations for Practitioners: This article provides a doctoral training model that can be adapted to other disciplines and industry contexts. Recommendation for Researchers: This article provides a doctoral training model that can, and should, be adapted to other disciplines and industry contexts in order to build more substantive and reliable evaluative data. Impact on Society: As secure career pathways in academia are diminishing, while the number of doctoral candidates are increasing, the integration of industry partners and applied contexts into holistic doctoral training is critical for the working futures of doctoral graduates. Future Research: Further implementations and evaluations of the training workshop provided in this article would advance understandings of training design and implementation options and issues.
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer International Publishing
Date: 2021
Publisher: Informa UK Limited
Date: 14-12-2016
Publisher: Informa UK Limited
Date: 02-09-2018
Publisher: SAGE Publications
Date: 31-08-2020
Abstract: Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.
Publisher: Australasian Association of Writing Programs
Date: 30-10-2021
DOI: 10.52086/001C.30986
Abstract: The WoW Project – Words on Wheels Words on Water – is a public transport poetry venture in development, seeking to bring poetry to Sydneysiders (and then others) commuting to work – on buses, light rail, trains, and ferries. The project attributes its genesis to two major public transport schemes in London and New York, where established and legacy poetry is displayed on posters throughout each city’s public transport system. Locally, while upholding established and legacy poets, the project seeks to support new and emerging poets. Additionally, and importantly, the poetry in this project is interested in igniting social justice, equity, and advocacy issues – poetry to start a conversation. ‘The Moving Poet’ is the pilot product of The WoW Project, a collaboration between University of Technology Sydney (UTS) Creative Writing staff (former and current) and UTS undergraduate Visual Communication students. Throughout one semester in 2020, Creative Writing staff became clients of the students’ simulated design company Salt Studio, collaborating at the intersection of text, image, and place. Staff stepped into a space unknown to them as the students designed 20 posters, thematically and conceptually framed, of poetry by eight Australian poets developed social media interfaces and produced teaser videos of the concept for pitching to potential funders and supporters. The collective goal, underpinning both practice and pedagogy, is to use these artefacts to provoke conversation about social injustice in a bid to incite discussion, particularly in an Australian context to surprise commuters by ‘scattering’ poems in public places and to generate further interactions from these poems through social media and digital responses. Drawing on both the field of creative writing and its place within a design education context, this article traces the project from its inception, including its positioning within similar projects internationally, to writing and design collaboration, to its final stage of presentation of deliverables. It outlines the project’s next steps, namely engaging with industry and community partners for full execution.
Publisher: Intellect
Date: 03-2019
Publisher: Informa UK Limited
Date: 23-02-2017
Publisher: Informa UK Limited
Date: 06-12-2020
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: Informa UK Limited
Date: 11-12-2018
Publisher: Springer International Publishing
Date: 2022
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Macmillan Education UK
Date: 2016
Publisher: Macmillan Education UK
Date: 2016
Publisher: Macmillan Education UK
Date: 2016
Publisher: Macmillan Education UK
Date: 2016
Publisher: Macmillan Education UK
Date: 2016
Publisher: Springer International Publishing
Date: 2017
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Macmillan Education UK
Date: 2016
Publisher: Macmillan Education UK
Date: 2008
Publisher: Macmillan Education UK
Date: 2016
Publisher: Australasian Association of Writing Programs
Date: 30-10-2019
DOI: 10.52086/001C.23703
Abstract: This article focuses on both the process and the results of a recently completed research project that concentrated on what are commonly seen as peripheral aspects of the doctorate that is, aspects of candidature that lie beyond, and outside of, the core work of what is widely understood to be research training. The project saw 18 candidates from the creative arts and humanities – and creative writing in particular – gather to reflect upon their learning journeys, and then analyse and theorise the ‘human’ dimensions of undertaking a doctorate. These often peripheral aspects were revealed to have a major influence on undertaking a research degree, as well as affecting candidates’ progress and satisfaction with their studies, and career potential beyond the research degree. This article first outlines how candidates were able to develop a language with which to identify some of the major human dimensions – the lived experience – of undertaking a doctorate that emerged from the project. It then explores how candidates were able to articulate their own growth in the form of producing an edited collection of essays in order that others might benefit from this reflective learning.
Publisher: Macmillan Education UK
Date: 2016
Publisher: Macmillan Education UK
Date: 2008
Publisher: Springer International Publishing
Date: 2021
Publisher: American Astronomical Society
Date: 09-12-2016
Publisher: Springer International Publishing
Date: 2018
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Springer International Publishing
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 14-03-2020
Publisher: Intellect
Date: 03-2014
Publisher: Palgrave Macmillan US
Date: 2014
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Springer International Publishing
Date: 2019
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Emerald
Date: 02-01-2020
DOI: 10.1108/SGPE-04-2019-0048
Abstract: There has been sustained interest in how to support doctoral students through the often-gruelling journey they undertake from enrolment to graduation. Although doctoral numbers and successful completions have been steadily increasing globally as well as in Australia, the quality of student progression and outcomes has been widely interrogated and criticised in the literature that is reported in this paper. The authors’ interest as experienced research higher degree supervisors and research leaders in the creative arts and humanities prompted a research project that aimed to better understand the challenges and breakthroughs involved in completing a doctorate from the perspective of candidates themselves. This was implemented through an action learning collaboration with 18 students from three Australian universities facilitated by four research supervisors. The main findings presented in this paper include the necessity for maintaining, brokering and supporting a range of relationships understanding expectations of research study and embracing the need for agility in managing these and finally, using techniques to improve personal agency and ownership of the transformative journey of research higher degree candidature. The importance of establishing an understanding of the multidimensional human experience of doing a doctorate and providing appropriate support through enhanced forms of research training emerged as a core finding from this research project. The relatively small number of research participants in this study and the discipline-specific focus prohibits generalizability of findings however, the collaborative, action learning method adopted represents an approach that is both productive and transferable to other contexts and disciplines. Further research might investigate the relevance of the findings from this research to doctoral students in other disciplines and/or institutions or apply the collaborative action learning approach to doctoral training presented here to a range of contexts and cohorts. Improving doctoral training options to support the multidimensional needs of candidates can better assure the mental and emotional well-being of doctoral students (essential to their continuing intellectual development and sense of agency) through developing sustainable relationships and realistic expectations. This in turn has the potential to address the consistently high attrition rates in doctoral programmes. This research contributes new insights from doctoral students on the challenges and breakthroughs experienced by them as they pursue original research through formal study and present a novel, collaborative and empowering approach to doctoral training that can be applied in erse setting.
Publisher: Macmillan Education UK
Date: 2008
Publisher: Macmillan Education UK
Date: 2008
Publisher: Intellect
Date: 03-2016
Publisher: Springer International Publishing
Date: 20-12-2017
Publisher: Macmillan Education UK
Date: 2008
Publisher: Intellect
Date: 09-02-2012
Publisher: Macmillan Education UK
Date: 2016
Publisher: SAGE Publications
Date: 11-2014
DOI: 10.1177/1329878X1415300114
Abstract: Today's market is inundated with digital screenwriting tools and apps. From the introduction of formatting software that promised to give writers access to industry standard screenplay layout (Final Draft, Celtx) comes an era in which technologists are seeking to influence screenwriting practice itself (Scrivener, Slugline, Plotbot, StorySkeleton). Although perhaps not as explicit in their claims of success as the plethora of seminars by screenwriting ‘gurus’, digital tools and apps do in some ways promise a range of solutions to everyday screenwriting problems, at the very least by assuring users that they will help manage the logistics that often get in the way of creativity. But what do these digital interventions actually do? Do they shape creative practice, or merely provide tools to format a screenwriter's existing ideas? Do they help the writing process, or the processing of writing? This article examines some of the digital screenwriting tools and apps on the current market, and examines what they offer script development and writing practice. By reflecting on my own involvement in an online screenplay assessment platform, the article also suggests how embracing pedagogical aspects of screenwriting might give digital tools and apps the opportunity to help shape creative practice.
Publisher: Macmillan Education UK
Date: 2016
Publisher: Palgrave Macmillan UK
Date: 2014
Publisher: Intellect
Date: 07-2023
DOI: 10.1386/JOSC_00127_2
Abstract: This abstract introduces the 14.2 issue of the Journal of Screenwriting . It recognizes the wide-ranging approaches to screenwriting research and the range of topics that are covered. It also refers to the large number of non-screenwriting peer reviewers who are now assessing articles for the journal. It then goes on to outline the issue’s contents.
Publisher: Informa UK Limited
Date: 04-05-2015
Publisher: Informa UK Limited
Date: 02-01-2017
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Intellect
Date: 03-2021
DOI: 10.1386/JOSC_00048_1
Abstract: Serial storytelling dominates the international TV landscape, yet the terms used to describe this form as distinct from ‘series’ vary across industry, scholarship and popular media. While many scholars have observed the series/serial ‘ ide’, none of them have done so from the vantage point of screenwriting practice. This article argues there is both the scope and a need to provide clearer definitions for discussion of TV drama screenwriting, particularly as it intersects with extant notions such as ‘complex’ and ‘quality’ TV. In this article, we consolidate the literature on the series/serial and provide our own terms to describe contemporary trends in serial storytelling – finite, infinite and franchise – terms that we hope speak more directly to the screenwriter and screenwriting scholar.
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Palgrave Macmillan
Date: 2014
Publisher: Springer International Publishing
Date: 2021
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Craig Batty.