Lee-Ann Fenge

Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity

This article explores the role of group supervision within doctoral education, offering an exploration of the experience of group supervision processes through a small-scale study evaluating both student and staff experience across three cohorts of one professional doctorate programme. There has been very little research to date exploring mechanisms which might facilitate reflection on such programmes, such as group supervision and cohort-based pedagogies. The article raises important questions concerning what constitutes group supervision, and the opportunities it offers for wider learning opportunities beyond existing models of supervision by developing an enriched learning environment through peer learning. This pedagogical approach enables professional doctorate students to engage reflexively with discursive processes around their identity as researching professionals. Discussion of the findings will explore the impact of peer learning on the doctoral student journey, and whether any benefits of group supervision may have applicability across other kinds of doctoral programmes.

Professional Doctorates—A Better Route for Researching Professionals?

This paper explores the model of professional doctorate (D.Prof) as a route for those immersed in professional practice but who wish to undertake research at the doctoral level. One definition of the professional doctorate given by the United Kingdom Council for Graduate Education (UKCGE) describes it as ‘a programme of advanced study and research which, whilst satisfying the university criteria for the award of a doctorate, is designed to meet the specific needs of a professional group external to the university’. Central to the heart of the D.Prof is professional practice. It has been described as developing ‘researching professionals’ rather than ‘professional researchers’, and as part of the move towards the knowledge economy in higher education, can be seen as part of the transformation from ‘autonomous scholar’ into ‘enterprising self’. This paper explores my choice of a professional doctorate over a traditional PhD, and the role that reflection and reflexivity have in informing the research focus, methodology and practice development aspects of my study. It is argued that as social work is a practice based discipline, and one in which research is aimed at providing practice improvement, models of doctoral study which have at their heart the centrality of professional practice are more appropriate vehicles for those practitioners who wish to become ‘scholarly professionals’.

‘A second chance at learning but it’s not quite higher education’: experience of a foundation degree

This paper reports on the findings of a recent small scale study into the experiences of mature students of a foundation degree (FD) in health and social care. This was an exploratory study that evaluated one particular FD health and social care programme in order to gain an insight into some of the issues involved in delivering higher education through further education settings, and how mature students ‘make sense’ of themselves as learners on FD programmes. This paper examines the responses of the student interviews which depict them as making sense of themselves as ‘second chance learners’ on an educational programme that is ‘not quite higher education’. Discussion of these themes in terms of Bourdieu’s notions of habitus, field and capital will be offered alongside Weick’s model of sensemaking.

Sense and sensibility: making sense of a Professional Doctorate

This paper offers a retrospective reflexive narrative of my experience of sensemaking and identity on a Professional Doctorate Programme. It discusses some of the challenges of professional doctoral learning, and some of the nuances of following a ‘practitioner doctorate’. Sensemaking and habitus provide a method of conceptualizing how I positioned myself in relation to particular pre‐existing discourses, and how this in turn influenced my identity as student/researcher/practitioner. The complexities of practitioner focused doctorates involve dealing with the ambiguity and uncertainty of multiple identities. Concluding comments include considering a Chair of Learner Identity, which is influenced by both structural and individual factors.

Sexuality and Bereavement: Implications for Practice with Older Lesbians and Gay Men

This paper explores the importance of recognising the impact of sexuality on the experience of bereavement in later life and the implications for social work practice. The findings of a recent research project with older lesbians and gay men will be discussed in relation to issues of bereavement and loss. The objective of the paper is to begin to identify how the experience of bereavement and loss in later life may be influenced by sexuality, and the experience of ‘disenfranchised grief’ (Doka 1989, 2002). The invisibility of the needs of older lesbians and gay men within literature and social policy means that this is a little-researched and understood area. It is therefore important for practitioners to develop their understanding of the needs of older lesbians and gay men so that they provide appropriate bereavement support.

Neither Silent nor Invisible: A comparison of two participative projects involving older lesbians and gay men in the UK

SUMMARY This article offers a comparative review of two participative projects involving older lesbians and gay men (OLG) in different parts of the United Kingdom. Both projects set out to promote local networks of OLGs, support and facilitate their input and commentary on local services and act as a prototype model of consultation that might be taken up and used in other areas. The authors review some of the challenges and achievements of each project and critically compare the two initiatives. Discussion of each stage of the projects includes an appraisal of the relative strengths and weaknesses of their different elements. Emphasis is placed upon the concern to involve OLGs at every level and stage of each project and how this was achieved. Reference to relevant policy provides a backdrop to a discussion of the practical considerations in setting up time-limited projects of this nature. Consideration of some of the outcomes of each project with emphasis upon the implications for utilising similar participative approaches in future consultation and inclusion initiatives is provided.

Lifting the Lid on Sexuality and Ageing The Experiences of Volunteer Researchers

This article offers ‘insider perspectives’ on participatory action research (PAR) by exploring the reflective narratives of older volunteer researchers who were involved in a recent participatory action research project into the needs, experiences and aspirations of older lesbian women and gay men (OLGs) living in Dorset, England. It explores in their own words the experiences of being a volunteer researcher on a project that explored the marginalized identities of older lesbians and gay men. The Gay and Grey project was funded for three years by the Big Lottery Fund, and was a joint initiative between Help and Care, a voluntary agency working with older people in Dorset, and Bournemouth University. In this article the volunteers offer narrative reflections on their involvement in this project, and what it meant to them. The tensions in participatory action research will be explored in terms of the different expectations of stake-holders in the research. Consideration will be given to what can be learnt from the narratives of volunteer researchers, and the issues of inclusivity within marginalized voices.

Developing Understanding of Same-Sex Partner Bereavement for Older Lesbian and Gay People: Implications for Social Work Practice

There is little research and literature exploring same-sex partner bereavement in later life or end-of-life experiences of lesbian and gay elders in the United Kingdom. This article considers this often overlooked area of social work practice and explores a range of factors emerging from a small explorative study that considers the experience of loss and bereavement for lesbian and gay elders. Discussion of issues emerging include consideration of the wider psycho-social nature of bereavement and end-of-life experiences for lesbian and gay elders, and the implications this has for social work education and practice.

Co-production in scholarly activity: Valuing the social capital of lay people and volunteers

• Summary: Within the domains of health and social care the expertise of patients, service users, volunteers and carers is becoming increasingly recognized and valued. Their involvement in various aspects of research and service development is becoming more common through ‘co-production’, emphasizing the social capital of these groups in contributing to new types of knowledge and service development. This article develops the notion of ‘co-production’ further by discussing the value of involving lay people, volunteers, service users and carers in scholarly writing and dissemination activities, and will explore ways of achieving this. Bourdieu’s General Theoretical Framework is used to explore how the field of ‘higher education’ can embrace the social and cultural capital of those outside of the academy in both research and scholarly writing activities, and how volunteers and lay researchers can be supported in such activities. • Findings: In producing this article, two volunteers were asked to reflect on their experiences of becoming researchers, and their thoughts about disseminating the research findings through scholarly writing. The social capital of experts by experience can be valued within scholarly writing, and through this creative process different representations and understandings of the social world we live in begin to emerge. • Application: The importance of synthesizing alternate epistemologies within academic debate and discourse is centrally important when involving lay people and volunteers in research. This serves to stretch the boundaries of professional knowledge further, and contributes ‘insider’ perspectives to our understanding of social life.

Seen But Seldom Heard: Creative Participatory Methods in a Study of Youth and Risk

This paper presents a discussion of the methodologies used in a small scale ‘popular education’ project involving young people in creative activities. The goal of the project is to explore their experiences and feelings about risk and safety and their ‘connectedness’ to their local community. A number of different methods are discussed as ways of empowering marginalised young people, including the use of visual methods, and new media in the form of blogs and Twitter Scripts, within an overarching participatory methodology. Arts-based and multimedia activities are powerful tools to enable young people to collectively question the nature of their historical and social situation and have the potential to raise sensitive issues, therefore, encouraging wider debate, producing new understandings, and facilitating social change. Building on insights gained in earlier research, which suggested that young people felt that they were not listened to or had enough influence in their neighbourhoods, this paper discusses the use of multimedia and creative means to develop a more accessible and effective arena in which young people can learn new skills to enable them to tell their story. In keeping with Bourdieus General Theoretical Framework, consideration is given to the ways in which such participatory and arts-based approaches can demonstrate value for the social and cultural capital of young people.