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15 SES 07 A: Partnership research in Erasmus+ projects
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15. Research Partnerships in Education
Paper Investigating Erasmus+ Partnerships as Third Spaces for Fostering Academic Sense of Belonging 1University of Bucharest, Romania; 2Aix-Marseille University, France Presenting Author:Our study is situated within the context of the "eBelong Sense of Belonging in the Context of New Higher Education Alliances" Erasmus+ project. Our primary objective is to explore the transformative potential of Erasmus+ partnerships in fostering a strong sense of academic belonging. While the overarching goal of the project is to assess and enhance the operational culture of higher education alliances, such as CIVIS, with a focus on promoting inclusive culture development, our research capitalizes on this setting to investigate how strategic collaborations transcend traditional educational boundaries, creating unique and collaborative environments. The research helps us understand the evolving dynamics of higher education in the age of globalization, where educational policies and competencies are continually reshaped within national frameworks (Apple, 2001; 2011).
As articulated in the Erasmus+ Program Guide (2024), Cooperation Partnerships aim to empower organizations to enhance the quality and relevance of their activities, strengthen their networks of partners, bolster their capacity to operate at a transnational level, and promote internationalization through the exchange and development of new practices and ideas. Given the multifaceted nature of these objectives, which are taken into account during project planning and implementation, it becomes evident that traditional binaries between different levels and roles are breaking down. The distinctions between local and transnational levels, individual and institutional roles, and norms and rules become intricate challenges in collaborative efforts, particularly when combined with the overarching aim of fostering a sense of belonging among academics (Veles et al, 2019; Veles & Carter, 2016; Smith et al, 2021) .
Our research is guided by the concept of third spaces, as introduced by scholars like Bhabha (1994) and further developed in educational contexts by Soja (1996) and Gutiérrez (2008). This perspective acknowledges that our ideas and knowledge are shaped by the various cultures we encounter, placing us in a perpetual state of cultural hybridity. Bhabha's notion of the third space disrupts traditional binary distinctions, offering an alternative framework for understanding and expressing our identities. We apply this concept to analyze the tensions within Erasmus+ partnerships, both at the individual and institutional levels, as Zeichner (2010) has done in the context of professional practice.
By adopting the concept of the third space as a metaphor, we highlight how the merging point of local/transnational levels and individual/institutional roles creates a dynamic environment where new rules, norms, identities, and practices can emerge. Grounded in the theoretical frameworks of third spaces, our research explores how the interplay between diverse educational practices and cultures contributes to the development of a shared sense of identity and community among academics involved in Erasmus partnerships.
Our research questions are: How are Erasmus+ partnerships perceived by participants in terms of cultural and educational integration? In what ways do these collaborations blend local and transnational levels, roles, and norms? How does the concept of belonging evolve within these partnerships? To what extent do Erasmus+ partnerships foster shared identities among academics? Through these questions, we aim to highlight the innovative potential of Erasmus+ partnerships in nurturing a sense of belonging and shaping a new international academic identity in an increasingly interconnected educational world.
Methodology, Methods, Research Instruments or Sources Used This research is conducted within the framework of the "eBelong: Sense of Belonging in the Context of New Higher Education Alliances" project, a collaborative effort involving representatives from five universities: the University of Bucharest, Universidad Autónoma de Madrid, Université d'Aix Marseille, Ethniko kai Kapodistriako Panepistimio Athinon, and Eberhard Karls Universität Tübingen. To investigate Erasmus+ partnerships as "third spaces," we employ a qualitative methodology designed to delve into the complex nature and dynamics of these collaborative environments. The qualitative research approach was chosen due to its focus on understanding complex social phenomena within the context of Erasmus+ partnerships (Denzin,& Lincoln, 2011). Our methodological approach seeks to uncover how Erasmus+ partnerships function as third spaces, emphasizing their role in transcending and redefining traditional binaries such as local versus transnational levels, individual versus institutional roles, and norms versus rules, ultimately giving rise to innovative practices. To achieve this, we employ discourse analysis and conduct interviews and focus groups to capture both the conceptualization and the understandings of participants. Discourse analysis (Fairclough, 1992) is used for understanding policy documents related to Erasmus+ partnerships, including program guides and project materials. We examine these documents through the lens of the third space, paying particular attention to instances that illuminate the negotiation of cultural and disciplinary boundaries, the evolution of shared practices, and the cultivation of a sense of belonging among participants. This process involves coding the materials for specific themes related to third spaces and the aforementioned binaries, while also remaining open to the emergence of other relevant themes. Furthermore, we conduct interviews and focus groups (Morgan, 1997) with members of the project team from all five partner universities. To broaden our perspective, we plan to distribute open-ended surveys in English among academics from these universities who have been involved in other Erasmus projects. This comprehensive approach ensures a well-rounded understanding of the dynamics, perceptions, and experiences related to Erasmus+ partnerships as third spaces, contributing valuable insights to the field of higher education research. We explore how participation in these partnerships influences identity development, shapes the co-creation of knowledge, and impacts engagement with diverse educational practices. Conclusions, Expected Outcomes or Findings The expected outcomes involve a comprehensive analysis of various data sources from five different European universities. The research will delve into policy and project documents, as well as transcripts of individual interviews, focus groups, and surveys conducted with participants from these universities. The primary focus of the analysis will revolve around several key research questions. First, the study aims to explore how the participants involved in these partnerships understand the concept of partnerships itself. This examination will shed light on their perceptions, expectations, and interpretations of collaborative efforts within the Erasmus+ framework. Additionally, the research will investigate the extent to which Erasmus+ partnerships facilitate the merging of local and transnational levels. It will also explore how these partnerships impact individual and institutional roles, as well as norms and rules within the academic setting. This analysis will provide valuable insights into the dynamics of cross-border collaboration and the influence of Erasmus+ on academic institutions and individuals. Furthermore, the study aims to reconceptualize the notion of a "sense of belonging" within the context of Erasmus+ partnerships, viewing them as "third spaces." This perspective offers a unique lens through which to understand the evolving identities and relationships that emerge as a result of these partnerships. Lastly, the research seeks to assess the extent to which Erasmus+ partnerships promote the creation of shared identities among academics. This exploration will provide valuable insights into the social and cultural impacts of international collaboration in the academic world. Ultimately, after a collaborative process of data analysis using coding techniques, the project team plans to engage in member-checking to validate the credibility and plausibility of their findings. This rigorous approach ensures that the research outcomes are robust and reliable, contributing to a deeper understanding of Erasmus+ partnerships and their implications for academia and higher education in Europe. References Apple, M. W., 2011. Global crises, social justice, and teacher education. Journal of Teacher Education, 62(2), 222-234. Bhabha, H. K. (1994). The Location of Culture. Routledge. Daza, V., Gudmundsdottir, G. B., & Lund, A. (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education, 102, 103338. Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative Research. Sage. Fairclough, N. (1992). Discourse and Social Change. Polity Press. Greene, J. C. (2007). Mixed Methods in Social Inquiry. Jossey-Bass. Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164. Morgan, D. L. (1997). Focus Groups as Qualitative Research. Sage Publications. Smith, C., Holden, M., Yu, E., & Hanlon, P. (2021). ‘So what do you do?’: Third space professionals navigating a Canadian university context. Journal of Higher Education Policy and Management, 43(5), 505-519. Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Blackwell. Veles, N., & Carter, M. A. (2016). Imagining a future: changing the landscape for third space professionals in Australian higher education institutions. Journal of Higher Education Policy and Management, 38(5), 519-533. Veles, N., Carter, M. A., & Boon, H. (2019). Complex collaboration champions: university third space professionals working together across borders. Perspectives: Policy and Practice in Higher Education, 23(2-3), 75-85. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99. 15. Research Partnerships in Education
Paper A Sustainable Partnership: eBelong. Sense of Belonging in Online Learning Environments 1The University of Bucharest, Romania; 2National and Kapodistrian University of Athens Presenting Author:The present proposal is a critical reflection on the impact of a partnership, forged in the context of the Covid-19 pandemic, on individual practitioners, the partner institutions and the university communities, beyond the project lifetime.
The project eBelong. Sense of belonging in online learning environments (2020-1-RO01-KA226-HE-095475) is an Erasmus+ funded project during a special call in 2020 determined by particular conditions of the pandemic, which proposed building and supporting activities where partners could exchange ideas and build capacities in the field of HE at a time of great challenges. The “forced digitalization” of HE came with many provocations, the key being to ensure continuity of the teaching and learning process under the unexpected conditions imposed by social interaction restrictions.
The University of Bucharest took up the challenge and was coordinating a partnership of 7 European universities from CIVIS A European Civic University (AMU, NKUA, UB, AUM, UniRoma 1, SU and EKTU) which joined forces in this project aiming at a central dilemma that needed to be addressed at that time, namely ensuring social-emotional conditions of learning in HE, as successful learning was not just about the quality of knowledge and skills to be trained, but was very much related to quality of social interactions among key stakeholders in the process, as well as to the emotional engagement of academics and students with teaching and learning experiences.
The eBelong project aimed at: - IDENTIFYING the best practices that could enhance teaching and learning when using digital tools and create conditions for social and emotional engagement of students in online learning. - PROVIDING a framework for transforming and adapting learning support services, with a special focus on vulnerable groups. - CREATING the tools to develop student’s sense of belonging in the context of virtual learning communities.
The target groups were the academics from partner universities, teaching online courses, with a focus on those with reduced digital literacy and limited capacity to transfer all teaching in online environment in an effective way, and the students studying at the partner universities and learning online, who need to develop a sense of belonging, with a focus on those from vulnerable groups.
Challenges were turned into opportunities as collaborative groups of academics from the seven partner universities collected and analysed data to co-create knowledge, support mechanisms and services to be offered across all universities. Activities in the project included:
The project proposed CoP (communities of practice) as an endless support resource, capable to respond to a diversity of needs, irrespective of the context, and at the same time it raised awareness on the efficiency of CoP in fostering social and emotional engagement with impact on learning productivity. Methodology, Methods, Research Instruments or Sources Used The last intellectual output of the project was a document summarizing the endeavors of the team, proposing a new mindset in HE which focuses on social and emotional aspects of the learning experiences universities offer to their students in order to reach academic success. It redefined teaching practices in the context of online education and development of new academic skills, in an effort to generate inclusion. Although based on all data obtained, it was also a critical reflection writing, which involved a structured and thoughtful analysis of the experience, in which all partners made reference to: • The experience they had during the project, initial reactions and expectations. • The main themes, issues and concepts that emerged from the experience. • The challenges when working with an international team. • Their perspective on the experiences in the project. • Reflections on new insights, skills, or knowledge gained. • Connecting the experience to relevant theories or concepts • The overall outcome of the project experience. • Actionable goals for future situations. • The significance of the experience and its impact on personal or professional development. For the purpose of this presentation we used the critical reflections on the project experience, taking into consideration their contributions on the following topics: • A culture based on cooperation and support (UB) • Early warning systems. Instruments for identification and needs monitoring (AMU and UniRoma) • Online communication and support. Online teaching and learning platforms/instruments (NKUA and UAM) • Forms of cooperation- Open Lab and Peer Learning (SU and EKUT) • Support services – Couching, Counselling and Academic Writing (UB) Conclusions, Expected Outcomes or Findings eBelong still represents one of CIVIS achievements in terms of collaboration that was made possible between leading HE partners across Europe, that shared a common vision on: inclusiveness, equity and co-creation of knowledge and skills, digital and technological transformation, innovative pedagogical tools and training methodologies, resource and knowledge sharing. eBelong offered knowledge based solutions to pandemic challenges for students and academics in HE. Although in synergy with CIVIS objectives, eBelong project is standing out as a responding to present particular issues raised by unusual circumstances, but at the same time made use of the creative force that was made possible by the partnership cooperation of European educational specialists, building and supporting activities where individuals could exchange ideas and build capacities in the field of HE. The project ended in May 2023, concluding that we need to consider the learning experiences of the students as part of a community that fosters a sense of belonging (identification of common values, needs, purposes, visions for career/life), as well as the experiences of the academics who contribute to the creation and the maintenance of these communities of learning. It continued in 2023 with eBelong 2: Sense of belonging in the context of new EU alliances, which built on the findings of the previous endeavor and continues exploring issues of diversity, equity and inclusion within academic communities, in particular in the context of the CIVIS alliance, as the partner universities in the project are part of it. What can say more about the nature and the impact of this partnership is not only the fact that the same partners wished to continue working together, but the project team members are with very small exceptions the same. References Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(2-3), 3-23. Fullan M., Quinn J., Drummy M., Gardner M., (2020), Education Reimagined. The Future of Learning, A collaborative position paper between New Pedagogies for Deep Learning and Microsoft Education. http://aka.ms/HybridLearningPaper Johnston, E., Burleigh, C., & Wilson, A. (2020). Interdisciplinary collaborative research for professional academic development in higher education. Higher Learning Research Communication, 10(1), 62–77. DOI: 10.18870/hlrc.v10i1.1175 Lee, R., & Faulkner, M. (2011). The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning. E-Learning and Digital Media, 8 (1), 58-67. OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris. Redmond, P., & Abawi, L.-A., Brown, A., Henderson, R., Heffernan, A. (2018). An Online Engagement Framework for Higher Education. Online Learning Journal. 22. 10.24059/olj.v22i1.1175 Strayhorn, T.L. (2018) College Students’ Sense of Belonging: A Key to Educational Success for All Students; Routledge: New York, NY, USA; Oxfordshire, UK. Sung, E., and Meyer, R. E., (2012), Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738-1747. https://doi.org/10.1016/j.chb.2012.04.014 Thacker, I., Seyranian, V., Madva, A., Duong, N. T., & Beardsley, P. (2022). Social Connectedness in Physical Isolation: Online Teaching Practices That Support Under-Represented Undergraduate Students’ Feelings of Belonging and Engagement in STEM. Education Sciences, 12 (2), 61. MDPI AG. http://dx.doi.org/10.3390/educsci12020061 Trolian, T., Jach, E., Hanson, J., Pascarella, E. (2016). Influencing Academic Motivation: The Effects of Student-Faculty Interaction. Journal of College Student Development. 57. 810-826. 10.1353/csd.2016.0080. Whiteside A.L., Garrett Dikkers A., and Swan K. eds (2017). Social Presence in Online Learning: Multiple Perspectives on Practice and Research (Online Learning and Distance Education), Sterling, Virginia : Stylus Publishing. 15. Research Partnerships in Education
Paper The Erasmus+ Teacher Academy Project on Teaching Sustainability (TAP-TS): a study in partnership, trust, and collective learning 1UCD, Dublin, Ireland, Ireland; 2PHW Vienna, Austria; 3University of Warsaw, Poland; 4University of Glasgow, Scotland; 5University of Canterbury, New Zealand Presenting Author:Our proposal emerges from critical reflection on the challenges and opportunities associated with the Erasmus+ TAP-TS project, and from ongoing work by a number of the co-authors into the need for research that tackles the challenges, opportunities, and potential issues raised by the Erasmus+ Teacher Academy initiative – including significant policy implications for future European teacher education (Galvin et al 2024; Sorensen and Graf, forthcoming). The Erasmus+ Teacher Academy Project on Teaching Sustainability (TAP-TS) is one of 11 inaugural Erasmus+ Teacher Academies. TAP-TS aims to strengthen capacity for sustainability education among European primary and secondary teachers and teacher educators by facilitating participation in international teacher development courses based on project Learning & Teaching Packages (LTPs). These LTPs are sets of novel OERs which build towards critical and reflective learner-engagements that foster values, agency, and informed sustainable life-choices. At the core of TAP-TS is the idea of enhancing teacher agency through critical & agentic reflection (c.f. Leijen et al 2020; Papenfuss et al 2019; Lunt 2020). In terms of underpinning principles, all TAP-TS partnership engagements (co-production, piloting and use of LTPs) rest on a vision of professional learning based in a model that is ‘deeply reflective’ (Cavadas et al 2023; Goodwin et al 2023) and ‘values-led’ (Purdy et al 2023). Mutual trust (Hora and Millar 2023) is central to this. The TAP-TS consortium is diverse in nature and capacity. The partnership connects members from different stages within the European teacher education system (primary and secondary), a ministry agency specialising in supporting teacher continuing development, a leading media house in online education, two secondary schools (which are full and active partners), a civil society organisation specialising in eco-social education, and a quality and monitoring centre with expertise in both education and business spheres. We come from ten European countries, covering almost the full geographically span of the EU. Assembling, aligning and maintaining this partnership has been an extraordinarily experience. Within the limits of the presentation, we address:
The theoretical framework we use to explore the core conditions and detail of our partnership practices is described in some detail below. This is rooted in understandings of social learning which recognise the complexity and particularities of our distinct organisational contexts (Wenger-Trayner et. al., 2023) and the characteristics of strong partnerships as socio-cultural exercises involving learning through boundary-crossing between social worlds (Greenhow et al 2023).The wider issue of Teacher Academy purposing as an exercise in neo-liberal public management practice is addressed through concepts in critical theory drawn from Lynch (2021) and Habermas (2021). Methodology, Methods, Research Instruments or Sources Used TAP-TS is best understood as fundamentally a transdisciplinary and inter-sectoral partnership. This reflects in the constellation of project partners drawn from distinct institutional and national contexts; in the diverse educational themes addressed by the project (sustainability and digitality, critical media literacy, entrepreneurship, environment, decoloniality, inclusion etc.); and in our use of fully digital, hybrid and face to face educational event formats. Theorising the nature and detail of this transdisciplinary and inter-sectoral partnership is, not surprisingly, challenging. To do so, we have borrowed from insights provided by Greenhow et al (2023) on partnerships as socio-cultural exercises that require learning through boundary-crossing between social worlds; and on how this activity might be analysed (and better understood) by approaching it through learning context theory with an emphasis on agentic engagement drawing from Reeve and Shin (2020) and on the particularities of our distinct organisational contexts, the significance of which has been well described by Wenger-Trayner et al (2023). This allowed us to start from the ideational phase of the Teacher Academy and consider the thinking behind the recruitment of project partners, and then discuss how we came to place the construction of social learning engagement and community of practice at the centre of our work. Within the presentation we offer several examples of partnership-enhancement such as how we successfully shared ideas across what might otherwise have been sectoral boundaries as the project partners grew in trust and mutual understanding of the tasks involved. For instance, our Roadmap – once agreed and in place – assisted considerably in the co-construct of TAP-TS pedagogical engagements, the co-creation of teaching and learning materials, and building innovation and engagement around our common interest in educating for sustainability. Similarly, the constant in-project presence of our Project Advisory Group – an unusual use of such a resource – catalysed timely and helpful discussions about project direction In the presentation we propose to share other examples illustrating how the partnership evolved, sometimes unexpected, through trust and respectful inter-sectoral dialogue. As regards the wider potential and possible implications of the ERASMUS+ Teacher Academy initiative, we propose to draw from Cairney (2021) to examine how the initiative offers research opportunities to gain insight into policy for how European teachers can approach and develop their teaching in emerging areas such as technological empowerment, sustainable learning, entrepreneurship, playful learning. And on Lynch (2021) and Habermas (2021) to suggest some of the potential hazards that may arise. Conclusions, Expected Outcomes or Findings We hope to contribute to a conversation among the European teacher education community around the potential and the problematics associated with the ERASMUS+ Teacher Academy initiative. The proposed presentation emphasizes particularly the nature of partnership as experienced by one Academy - and will discuss both the affordances and challenges of this in an open and constructive manner. Less evident but necessary to note here also are the deep connections of the action to the wider European Commission European Education Area (EEA) to 2025 agenda. The Academies are set firmly within this wider policy work and reflect particularly the five designated EEA focus topics: improving quality and equity in education and training; teachers, trainers, and school leaders; digital education; green education; and the EEA in the world. Noting this is important for a better understanding of the increasing level of EC actions and not-insignificant funding represented by the Academies. As an action, the Teacher Academies can be seen as an unprecedented level of strategic, policy-led intervention into teacher education and training activities and practices across Europe, designed to foster greater collaboration among European Union Member States in building more resilient and inclusive national education and training systems. As noted in the call for this sub-theme, the Erasmus+ Teacher Academies initiative has all the hallmarks of a ‘knowledge economy’ project:we propose it is possible to some degree at least to hollow-out and subvert this in favour of a more professionalising agenda that reflects the will, interests, and professional values of those within the Academies, now and into the future. All of the co-authors are involved in researching and/or implementing the EU Erasmus+ Teacher Academies initiative. References Bianchi, G., Pisiotis, U., & Cabrera, M. (2022). GreenComp The European sustainability competence framework. EU Publications Office. Cavadas, B., Branco, N., Colaço, S., & Linhares, E. (2023). Teaching sustainability for primary school. In ATEE-Annual Conference 2023 -TEACHER EDUCATION ON THE MOVE. Fuchs, C. (2020). Communication and capitalism: A critical theory (p. 406). University of Westminster Press Galvin, C., Madalinska-Michalak, J., & Revyakina, E. (2024). The European Union Erasmus+ Teacher Academies Action: Complementing and Supplementing European Teacher Education and Teacher Education Research?. In Enhancing the Value of Teacher Education Research (pp. 170-197). Brill. Goodwin, A. L., Madalińska-Michalak, J., & Flores, M. (2023). Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities. European Journal of Teacher Education, 46(5) 1-16 Gradinaru, C. (2016). The technological expansion of sociability: Virtual communities as imagined communities. Academicus International Scientific Journal, 7(14), 181-190. Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2023). Teachers without borders: professional learning spanning social media, place, and time. Learning, Media and Technology, 48(4), 1-19. Habermas, J. (2021). The tasks of a critical theory of society. In Modern German Sociology (pp. 187-212). Routledge. Hora, M. T., & Millar, S. B. (2023). A guide to building education partnerships: Navigating diverse cultural contexts to turn challenge into promise. Taylor & Francis. Leijen, Ä., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. Lunt, P. (2020). Practicing media—Mediating practice| beyond Bourdieu: The interactionist foundations of media practice theory. International Journal of Communication, 14, 18. Lynch, K. (2021) Care and Capitalism. Cambridge: Polity Press Papenfuss, J., Merritt, E., Manuel-Navarrete, D., Cloutier, S., & Eckard, B. (2019). Interacting pedagogies: A review and framework for sustainability education. Journal of Sustainability Education, 20(4), 1-19. Purdy, N., Hall, K., Khanolainen, D., & Galvin, C. (2023). Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe. European Journal of Teacher Education, 46(5), 755-771. Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150-161. Sorensen, T.B., & Graf, L. (Forthcoming). “A European Experiment in Governing Teacher Education and Training: The case of the Erasmus+ Teacher Academies” Wenger-Trayner, E., Wenger-Trayner, B., Reid, P. & Bruderlein, C..(2023). 'Communities of practice within and across organizations. A guidebook'. Sesimbra: Portugal. | ||