the integrated bridging program- research (ibp-r ...€¦ · pronunciation for researchers (5)...

Adelaide Graduate Centre

Life Impact The University of Adelaide

The Integrated Bridging Program-

Research (IBP-R): Enhancing Experiences

for International STEM Graduates

Dr Michelle Picard

Director, Researcher Education & Development (RED)



University Research Internationalization Strategy

“The University of Adelaide will build upon its tradition of

innovation through high-impact research and excellent

teaching across a broad range of disciplines and

professions. It will be a growing, internationally focussed...”

(University of Adelaide 2008-2012 Strategic Plan)

- High Impact Research (also ethical research + training)

- Teaching (also supervision as training/ pedagogy)

- International focus (language & learning support + sharing

of knowledge/ research cultures)



A Bridge to a Culture(s)



A Bridge to Communities of Practice



University Strategy and the IBP-R

Aspect Facts & Figures

Name of Program Integrated Bridging Program-Research (IBP-R)

Origin Quality in Teaching and Learning Report (1993)

Current response Strategic Plan (2009-2012): Support for seamless integration & greater interaction

Program Structure 1st six months of candidature, workshops generic research issues, disciplinary seminars, individual appointments

Program pedagogy Explicit teaching, scaffolding of ‘competent autonomy’, ‘ethnographers’ of community of practice’



IBP-R response to changing internationalisation

- Avoiding a “deficit discourse” (Coates, 2009)

- Admitting local students (choice & advice of supervisor/ DDoGS)

- Modularisation of language input

- Formalising participation options (full, negotiated, exempt)

- Diagnosing needs

- Providing opportunity to demonstrate ‘competent autonomy’

- Making workshops available to all researchers

- Providing opportunities for diversity, choice, sharing of experience

- Focussing on strategies for exploration, rather than prescribing



IBP-R Workshops

Taking a critical approach (1) Reviewing literature (2)

Appropriate citation& voice (3) Presenting a seminar (4)

Pronunciation for researchers (5) Intonation patterns in English (6)

Proposals & other research genres (7) Editing & Self-editing (8)

Cohesion and Coherence (9) Grammar for researchers (10)

Listening in research contexts (11) Being supervised (12)

Advanced pronunciation (13) Reading and note-taking (14)

Advised to visit subject librarian Advised to attend Endnote courses



IBP-R Evaluation

- 91-94% agreement on course and teaching satisfaction (targets 55% -

75%) in Student Experience of Teaching and Learning Surveys

- Students value:

* Scaffolded development of research skills & culture(s)

•“Very valuable for introduction to academic requirements, everything covered

logically”, the IBP-R courses are so useful to be to familiar (sic) with the academic

environment here and to start my research that I cannot imagine if there were not

such a fantastic program”, “the course increases my motivation towards research, it

improves my thinking and writing skills”, “more clear about what is important and

what I should pay more attention and also improve my academic independence”.

* Provision of warm and supportive environment

• “Good background, supportive!”, “[the teachers] show kindness and

recognised the most neediness (sic) of the students”, “[the teachers] are very

approachable...”, “regular, clear, understanding, fellowship, great empathy”.

“Good background, supportive!”, “[the teachers] show kindness and recognised the most neediness (sic) of the students”, “[the teachers] are very approachable...”, “regular, clear, understanding, fellowship, great empathy”.



Part of Researcher Education Strategy



Characteristics of RED Pedagogy

- Education and Development of both students and supervisors

- HDR generic workshops mirroring IBP-R

- Additional generic candidature management & research tools

- Thesis writing groups mirroring IBP-R community of practice,

but ongoing embedded in disciplines

- All include explicit instruction (including in supervision)

- All respect prior knowledge and culture(s)

- All exploratory rather than prescriptive

- All focussing on empowerment and development of ‘competent

autonomy’



Research IBP-R and After

Ethos: “Support [for] social justice, equality of opportunity and

cultural diversity” (Strategic Plan, 2008, p.2)

- Medical Sciences Equity Grant Mid-Candidature Support

- PhD project exploring development of ‘Community of Practice’

Agriculture International Students

- Other?

the integrated bridging program- research (ibp-r ...€¦ · pronunciation for researchers (5)...

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