Anne Margaret Tierney

TL;DR: All students could benefit from such a peer review process as the assignment process is asynchronous, allowing sufficient time to complete the task, see examples of work from other students and receive feedback on their own work, helping to improve their fluency in scientific English.

Abstract: The transition from undergraduate study to postgraduate research is a difficult one for students to negotiate. Similarly, the transition from disciplinary researcher to pedagogic researcher is a difficult transition for staff to undertake. There are similarities between the processes; transition from certainty to uncertainty, negotiation of a new paradigm, and both an epistemological and ontological shift. As such, the processes should result in a transformative learning experience (Mezirow, 1990, 1991). However, there are hurdles to overcome (Cousin, 2010; Meyer & Land, 2005) before the transition to researcher is complete. Transitions to Research in both contexts are being considered at Edinburgh Napier University, and are supported in a number of ways, via writing groups, a researcher development programme, our PGCTLHE, the Learning, Teaching and Assessment Resource Bank, and the peer reviewed journal, JPAAP. We will look at the similarities between the challenges postgraduate students and novice pedagogic researchers have to face, and take lessons from successful strategies.

TL;DR: In this article , a staff-student collaborative inspiration emerged with the collaboration across Malaysia and Edinburgh campuses in engaging multiple learning styles through remote digital learning, which focused on remote development of programming skills, translating ideas into tangible solution, and pitching among Malaysia and international students to address a selected Sustainable Development Goal.

TL;DR: In this article, the authors explore the difficulties and challenges faced by academics attempting to engage with a paradigm out with their disciplinary expertise, the effort consumed in successful engagement, and the transformations that occur, showing the development of engagement by reading literature, to actively carrying out research projects and writing papers.

TL;DR: The case study is developed by the contribution of all of the members of the team as mentioned in this paper, and the strength of the ScotPID collaboration is the varied background of team members. But, collaboration between the teams should also be encouraged, to strengthen the inter-institutional approach further.