Susan Wallace

Figuratively speaking: six accounts of the PhD viva

This paper is based on research into the conduct of PhD vivas, whose aim was to investigate how this examination is experienced by successful candidates, and specifically to address a question raised by previous researchers: Why does a successful viva outcome nevertheless leave some candidates feeling negative about their experience? The focus in this paper is on the language – particularly the figurative language – which successful candidates use to describe their oral examination. It explores the fact that those who reported feeling a sense of achievement were found to employ metaphors and similes of sporting competitions or debate, while candidates who report feeling negative, despite their success, employ imagery relating to imprisonment and interrogation. It goes on to argue that neither of these conceptual models is appropriate for the examination of higher degrees, and that such discrepancy may arise from the way some examiners interpret their role.

When you’re smiling: exploring how teachers motivate and engage learners in the further education sector

This paper is based on a one-year research project in the UK designed to investigate teachers’ strategies for motivating learners and managing non-compliant behaviour in the further education sector. Carried out in collaboration with 203 teachers in three colleges of further education, the inquiry set out to identify, through the use of observations and focus groups, the learner behaviours most commonly identified by teachers as ‘challenging’, and the methods teachers employ to successfully address these. It also sought to capture teachers’ theories about the possible causes of non-engagement, with a view to incorporating findings about both theorising and practice into sessions for initial teacher training and continuing professional development. Drawing on these data, this paper suggests that lack of motivation in the 14–19 age group is a common phenomenon across this range of colleges, manifesting in behaviours such as lack of punctuality, failure to submit coursework and refusal to remain on task; and that experienced teachers are no more effective in managing such behaviours than teachers new to the profession. The implications in terms of teacher education and development are discussed in the final section, which points to evidence that, although positive teacher–learner interaction is found to be productive in addressing the immediate symptoms of disengagement, participants in the study consider the root causes to lie beyond their control.

Telling a compelling story: managing inclusion in colleges of further education

Taking as its starting point a series of interviews with senior and middle managers in FE colleges across the country, this paper argues that the values and practices which reflect a commitment to inclusive education and training are unlikely to become effectively embedded within the organisational structures and ethos of a college simply through requirements for compliance with appropriate or ‘fashionable’ classroom practices; or through hard ‘selling’ by senior management; or through claims made in policies and mission statements. It suggests instead that a sense of meaning and shared values can be created most effectively and authentically when managers at all levels undertake to explore the ways in which organisational values and the personal values of their teams can be brought into alignment.

Joining the Goblins: Fictional Narratives and the Development of Student-Teachers' Reflection on Practice in the Further Education Sector.

This paper explores ways in which student‐teachers in the Lifelong Learning sector are able to draw on fictionalised accounts of their own teaching practice experiences in order to gain a clearer understanding of their models and expectations of professionalism, and of how they, as individuals, locate their current position within the profession as a community of practice. It argues that the translation of experience into fiction – in this case specifically in the form of fairy tales – can be usefully applied in order to enhance and encourage reflection on practice as part of an action research cycle. Drawing on the evidence gathered, the paper goes on to suggest that student teachers’ main preoccupation at this stage of their development is not so much with meeting ‘standards’ of professionalism as with questions of behaviours and practices that will lead to a sense of belonging and acceptance; and with the need to transform their status, in relation to the profession, from that of outsider to insider.

How to Be a Good Mentor and Mentee

How to be a good MENTOR and MENTEE ! A!quick!guide!for!making!the!most!of!your!time!with!your!mentor(s)! while!being!the!best!mentor!to!post;bacs,!summer!students!and!other!junior!scientists! ! ! Good!MENTORS!will!...! ! Interact(and(regularly(meet(with(mentee(s):! • Be#approachable,#available,#and#willing#to#share# their#knowledge#and#experiences# • Build#a#relationship#with#mentees#based#on# mutual#respect#and#understanding## • Share#expectations#(e.g.#what#do#you#hope#to# accomplish#by#meeting?)# • Listen#effectively# • Respect#confidentiality# • Provide#encouragement#and#constructive# criticism#–#offer#ways#to#improve#weaknesses# • Describe#preferred#mentoring#and# communication#style#(see#back#for#details)# # Suggest(career(development(strategies:( • Work#with#mentees#to#set#longFterm#and#shortF term#research#and#career#goals#and#create#a# timeline#to#achieve#them#through#the# development#of#an#Individual#Development#Plan# • Offer#expertise#and#guidance#in#their#field## # Help(mentees(build(a(network(and(identify(resources:(( • Share#their#network#–#introduce#mentees#to# individuals#who#can#help# • Encourage#interactions#with#others#in#the#field# both#intraF#and#extramurally# • Seek#the#assistance#of#institutional#resources# when#necessary#(e.g.#contact#OITE#when#career# advice#is#outside#of#expertise).# • Encourage#attendance#at#professional#meetings# to#network#and#present#research## • Commit#to#being#a#supportive#colleague#as# mentees#transition#to#the#next#stage#of#their# careers#and#throughout#their#professional#lives# ( Help(mentees(develop(non>research(skills(needed(to( further(their(careers:# • Encourage#mentees#to#attend#career# development#workshops##(e.g.#grant#writing,# leadership,#and#other#skill#building)# • Recognize#that#there#are#multiple#career#options# and#provide#assistance#in#exploring#them#F# Direct#mentees#to#resources#for#exploring#nonF academic#careers,#and#discuss#these#options# ! Good!MENTEES!will!...! ! Interact(and(regularly(meet(with(mentor(s):! • Be#respectful#of#their#mentors’#commitment# • Make#good#use#of#time#(e.g.#come#prepared#F# bring#a#list#of#preliminary#questions/discussion# topics#and#a#current#resume/CV)# • Have#open#and#timely#discussions#with#their# mentor# • Listen#effectively# • Respect#confidentiality# • Seek#regular#feedback#on#their#performance#and# progress# • Describe#preferred#mentoring#and# communication#style#(see#back#for#details)# # Be(pro>active(in(their(career(development:( • Be#honest#and#selfFcritical#(recognize#both# strengths#AND#weaknesses)# • Work#with#mentors#to#set#longFterm#and#shortF term#research#and#career#goals#and#create#a# timeline#to#achieve#them#through#the# development#of#an#Individual#Development#Plan# • Take#responsibility#for#researching#career# options#and#take#initiative#in#pursuing#them# • Follow#a#path#that#matches#their#individual#skills,# values,#and#interests# ( Utilize(additional(resources(for(career(development( and(build(a(professional(network:(( • Seek#out#mentors#beyond#their#immediate# supervisor(s)# • Actively#seek#opportunities#outside#their#current# officeF#for#example,#attend#professional# development#seminars#and#workshops#in#oral# communication,#writing,#and#teaching#to# develop#the#full#set#of#professional#skills## ! For!more!information!and!examples,!visit!our!website:! www.training.nih.gov/felcom/mentoring! !