European School for Interdisciplinary Tinnitus (ESIT): A global research training initiative
DOI:
https://doi.org/10.15173/ijsap.v6i1.4877Keywords:
internationalisation, diversity, inclusion, PhD program, cross-cultural partnershipsAbstract
The European School for Interdisciplinary Tinnitus Research (ESIT) is an EU-funded doctoral training network. ESIT is a consortium of 12 universities, over 30 commercial and not‐for‐profit organizations, and 15 PhD students providing cutting-edge education across 10 European countries to develop highly knowledgeable and innovative experts in the field of tinnitus research. The ESIT consortium is composed of multidisciplinary researchers and academics engaged in supervising culturally diverse students from nine countries. Over the span of 4 years, ESIT students demonstrated transformational growth in academic and personal spheres and overcame multiple challenges. This case study documents the meaningful partnerships developed between students and the ESIT support network and some of the challenges faced by ESIT in training 15 international students during a global pandemic. It documents the co-creation of knowledge achieved by those engaged in a global shared learning journey and the conflicts and cultural dimensions that they navigated.
Downloads
References
Arkoudis, S., Yu, X., Baik, C., Borland, H., Chang, S., Lang, I., Lang, J., Pearce, A. & Watty, K. (2010). Finding common ground: Enhancing interaction between domestic and international students. Australian Learning and Teaching Council. http://www.cshe.unimelb.edu.au/research/projectsites/enhancing_interact.html
Baklashova, T. A., & Kazakov, A. V. (2016). Challenges of international students' adjustment to a higher education institution. International Journal of Environmental and Science Education, 11(8), 1821–1832.
Barnett, R. (2004). Learning for an unknown future. Higher Education Research and Development, 23(3), 247–260. https://doi.org/10.1080/0729436042000235382 Barrie, S. C. (2006). Understanding what we mean by the generic attributes of graduates. Higher Education, 51(2), 215–241. https://doi.org/10.1007/s10734-004-6384-7
Bolstad, R., Hipkins, R., & Stevens, L. (2014). Measuring New Zealand students' international capabilities: An exploratory study.
Clark, C. M. (2001). Good conversation. In C. M. Clark (Ed.), Talking shop: authentic conversation and teacher learning (pp. 172–182). New York: Teachers College Press.
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty: John Wiley & Sons.
Cook‐Sather, A., & Agu, P. (2013). Student consultants of color and faculty members working together toward culturally sustaining pedagogy. To Improve the Academy: A Journal of Educational Development, 32(1), 271–285. https://doi.org/10.3998/tia.17063888.0032.020
Deeley, S. J., & Bovill, C. (2017). Staff student partnership in assessment: Enhancing assessment literacy through democratic practices. Assessment & Evaluation in Higher Education, 42(3), 463–477. https://doi.org/10.1080/02602938.2015.1126551
Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282–284. https://doi.org/10.1038/nbt.4089
Fallows, S., & Steven, C. (2013). Integrating key skills in higher education: Employability, transferable skills and learning for life. Routledge.
Felten, P., Gardner, J. N., Schroeder, C. C., Lambert, L. M., Barefoot, B. O., & Hrabowski, F. A. (2016). The undergraduate experience: Focusing institutions on what matters most. John Wiley & Sons.
Giannakis, M., & Bullivant, N. (2016). The massification of higher education in the UK: Aspects of service quality. Journal of Further and Higher Education, 40(5), 630–648. https://doi.org/10.1080/0309877X.2014.1000280
Green, W., Hammer, S., & Star, C. (2009). Facing up to the challenge: Why is it so hard to develop graduate attributes? Higher Education Research & Development, 28(1), 17–29. https://doi.org/10.1080/07294360802444339
Jaremka, L. M., Ackerman, J. M., Gawronski, B., Rule, N. O., Sweeny, K., Tropp, L. R., Metz, M. A., Molina, L., Ryan, W. S., & Vick, S. B. (2020). Common academic experiences no one talks about: Repeated rejection, impostor syndrome, and burnout. Perspectives on Psychological Science, 15(3), 519–543. https://doi.org/10.1177%2F1745691619898848
Mantai, L., & Dowling, R. (2015). Supporting the PhD journey: Insights from acknowledgements. International Journal for Researcher Development, 6(2), 106–121. https://doi.org/10.1108/IJRD-03-2015-0007
Matthews, K. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1). https://sehej.raise-network.com/raise/article/view/380
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119
Novotny, J. S. (2011). Academic resilience: Academic success as possible compensatory mechanism of experienced adversities and various life disadvantages. New Educational Review, 23(1), 91–101.
Pitman, T. (2014). Reinterpreting higher education quality in response to policies of mass education: The Australian experience. Quality in Higher Education, 20(3), 348–363. https://doi.org/10.1080/13538322.2014.957944
Rometty, G. (2014, October 7). Tips for transforming a company [Conference presentation]. Fortune’s Most Powerful Women Summit 2014, Laguna Niguel, California.
Severin, A., & Egger, M. (2021). Research on research funding: An imperative for science and society. British Journal of Sports Medicine, 55(12). https://doi.org/10.1136/bjsports-2020-103340
Spelt, E. J., Biemans, H. J., Tobi, H., Luning, P. A., & Mulder, M. (2009). Teaching and learning in interdisciplinary higher education: A systematic review. Educational Psychology Review, 21(4), 365–378. https://doi.org/10.1007/s10648-009-9113-z
Weber, E. P., & Khademian, A. M. (2008). Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network Settings. Public Administration Review, 68, 334-349. https://doi.org/10.1111/j.1540-6210.2007.00866.x
Williams, T., & Satherley, S. (2021). Getting a PhD–“How hard can it be?” In A. Blackler & E. Miller (Eds.), How to be a design academic: From learning to leading (pp. 59–82): CRC Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Giriraj Shekhawat
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
