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Kim Brown
University of Otago
9Publications
3H-index
21Citations
Publications 9
Newest
ABSTRACTDoctoral students’ understandings of collegiality and their collegial practices warrant specific attention, yet are often addressed as implicit to peer learning and research communities, an...
#1Kerry Shephard (University of Otago)H-Index: 21
#2Kim Brown (University of Otago)H-Index: 3
Last.Gala Hesson (University of Otago)H-Index: 1
view all 5 authors...
ABSTRACTThis article describes one aspect of a research project that sought to describe and interpret the perspectives of university colleagues who are community-engaged, about their community-enga...
#1Kerry Shephard (University of Otago)H-Index: 21
#2Kim Brown (University of Otago)H-Index: 3
Last.Lynley Deaker (University of Otago)H-Index: 7
view all 4 authors...
This article examines the nature of, and need for, evaluation of community-engaged university teaching and research. The research was conducted as part of a larger project aimed at improving institutional understanding of how to best support community-engaged university people. We interviewed 25 community-engaged colleagues, and used a general inductive approach to identify four recurring themes relating to evaluation within interview transcripts. The themes emphasised diverse conceptualisations...
#1Kerry Shephard (University of Otago)H-Index: 21
#2Kim Brown (University of Otago)H-Index: 3
ABSTRACTWe wondered how ‘democracy’ was being used and communicated within the higher education discourse of ‘education for sustainability’, or ‘for sustainable development’ (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the concept of democracy within ES/ESD texts has ev...
#1Kerry ShephardH-Index: 21
#2Kim BrownH-Index: 3
Last.Tess GuineyH-Index: 3
view all 3 authors...
We explored the processes adopted by university teachers who engage with communities with a focus on asking how and why they became community-engaged, and an interest in what promotes and limits their engagement and how limitations may be addressed. As part of year-long research project we interviewed 25 community-engaged colleagues and used a general inductive approach to identify recurring themes within interview transcripts. We found three coexisting and re-occurring themes within our intervi...
#1Kerry Shephard (University of Otago)H-Index: 21
#2Kim Brown (University of Otago)H-Index: 3
Last.Isak Stoddard (Uppsala University)H-Index: 1
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We explored opportunities, advantages and barriers to enabling students to establish student-led learning events at a New Zealand university. We used an action-research approach to explore if stude ...
#1Kim Brown (University of Otago)H-Index: 3
#2Kerry Shephard (University of Otago)H-Index: 21
Last.Jean S. Fleming (University of Otago)H-Index: 12
view all 5 authors...
ABSTRACTHigher education institutions are seeking greater community engagement through academic, social and civic activity. In response, researcher attention has turned to impacts on students’ education, and benefits to both university and community partners. This phenomenographic study examines how a diverse group of teachers, researchers and administrators at one New Zealand university conceptualised their involvement in community-engaged learning and teaching. We identified an outcome space w...
#1Kim Brown (University of Otago)H-Index: 3
#2Karen Nairn (University of Otago)H-Index: 16
Last.Carole Scott (University of Otago)H-Index: 3
view all 4 authors...
Peer learning models in pre-service teacher education are in the early stages of implementation. In this article, we evaluated a pilot Peer-Assisted Study Sessions (PASS) program that supplemented a course for pre-service teachers at one New Zealand university. PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. We explained these tensions by considering how social and cognit...
#1Kim BrownH-Index: 3
#2Karen NairnH-Index: 16
Last.Susan SandrettoH-Index: 6
view all 3 authors...
AbstractExcellence features in the daily educational experience of many students. A number of schools promote excellence in achievement for all, an aim that seems both laudable and oxymoronic. Participants used a choice of tools to represent themselves as learners. We interpreted students' perspectives to consider what it means to strive for excellence. From our findings, we suggest educational discourses of excellence appeared unstable and problematic for high achievers, complicating how studen...
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