ORCID Profile
0000-0003-2058-3074
Current Organisation
James Cook University
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Publisher: Australasian Association of Writing Programs
Date: 29-10-2020
DOI: 10.52086/001C.23460
Abstract: Given evidence of enhanced productivity and citations achieved by collaborative writers, it is important for researchers to develop collaborative capacity (Abramo, D’Angelo & Di Costa 2009 McCarty, Jawitz, Hopkins & Goldman 2013). Our theoretical paper defines the concepts of Collaborative Capacity and Informed Research and incorporates them within a Collaborative Research Culture Framework. We also present five stories that illustrate how elements of the Framework, including Collaborative Capacity, can help the collaborative research writer to overcome challenges and engage successfully in collaborative opportunities. One story focuses on a student and supervisor collaboration to highlight the role of trust and respect another describes how student collaborations can enrich and enable informal, formal and sanctioned networks a third describes the innovation, inclusion and initiative achieved through writing collaboratively a fourth demonstrates how leadership capacity facilitates the creation of a successful edited book, and the last examines how writers as informed researchers can engage with critical communities and resources. All the stories occur in global and cross-disciplinary contexts and exemplify the potential for developing new collaborative writing approaches. While the stories are generic they are loosely based on collegially shared or reported experiences. The power of adopting a narrative approach in this paper is that it allows the exploration of the particular in ordinary, everyday instances (Clandinin 2013 Donnelly, Gabriel, Özkazanç‐Pan & Kara 2013). The stories demonstrate how a writer can develop Collaborative Capacity, by showing leadership and being an informed researcher, supporting access to different networks, genres and media that progress their research endeavours within and across disciplines and sectors (e.g., government, industry, community and the non-profit). We conclude that the Framework enables strategic reflection by those seeking to successfully collaborate through development of Collaborative Capacity.
Publisher: Informa UK Limited
Date: 13-02-2022
Publisher: Emerald
Date: 14-10-2019
DOI: 10.1108/SGPE-04-2019-0040
Abstract: This paper aims to demonstrate the value of a collaborative research culture framework (Gasson and Bruce, 2018a), featuring trust and respect as core elements of healthy collaborations, to support the research success of higher degree research (HDR) students. HDR is a term used in Australia to reference Doctoral and Master by research programmes. The authors propose that by positioning collaboration as part of a research culture built on trust and respect, discussion about and the development of healthy collaborative research culture will be facilitated. A healthy culture is defined as one that supports sustainable and productive collaborative research. The applications of the framework demonstrate the role the framework can play in supporting researchers to understand, engage in and manage collaborations. Reflection on discussions to date has led to the authors’ view that collaborative success requires a unique set of skills (i.e. skills in the development of a collaborative research culture) and that the framework provides a deliberate and overt way of supporting development of those skills. The framework helps HDRs develop the capacity to build healthy collaborative research cultures vital for their research productivity and longer-term success as researchers.
Publisher: CILIP Information Literacy Group
Date: 05-06-2022
DOI: 10.11645/16.1.3101
Abstract: This paper presents the Faces of Informed Research, an information literacy (IL) framework that aims to enhance researchers’ capacity to participate productively in collaborative interdisciplinary partnerships. Universities and funding bodies increasingly require collaborative approaches to research initiatives. Beneficial for advancing shared research interests, collaboration often requires overcoming significant variation in disciplinary approaches, including how researchers use information to conduct research, to transition unfamiliar researchers into working relationships. A conceptual development process was undertaken to expand on the Seven Faces of Informed Learning to further adapt the framework to collaborative and interdisciplinary research contexts. Embodying critical components of working together, Informed Research especially supports researchers’ collective enablement and enactment of different experiences of using information. Drawing from the pedagogic model Informed Learning Design, an ‘informing narrative' illustrates how the recognition of variations in information experience may be used to enrich researchers’ collaborative capacity. Future investigation will focus on the role of Informed Research in relationship to 1) research training in higher education, 2) group collaboration ‘efficacy,’ 3) research, research management and research collaboration leadership, and 4) the importance of information experiences for successful research, collaboration, and writing.
No related grants have been discovered for Susan Gasson.