Fostering collaborative teaching and learning scholarship through an international writing group initiative

Elizabeth Marquis*, Mick Healey, Michelle Vine

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together a range of international academics to co-author articles on teaching and learning topics of shared interest. Data were collected via online surveys at the beginning and end of the initiative and interim focus groups/interviews. In addition to suggesting that the ICWG is an effective means of fostering collaborative writing, the results point to a number of factors that might also influence collaboration in other contexts: modes of collaboration, opportunities for social dialogue, developing a shared vision and voice, and leadership. Implications and applications of the findings, as well as areas of further research, are discussed.

Original languageEnglish
Pages (from-to)531-544
Number of pages14
JournalHigher Education Research and Development
Volume35
Issue number3
DOIs
Publication statusPublished - 3 May 2016
Externally publishedYes

Keywords

  • collaboration
  • interdisciplinarity
  • international scholarship
  • scholarship of teaching and learning
  • writing

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