‘Except as required by law’: Australian researchers’ legal rights and obligations regarding participant confidentiality

Researchers’ promises of confidentiality are often easily and genuinely made. However, our experience in research ethics review (Julie through an NGO-run ethics review committee; Anna through formally constituted university and hospital human research ethics committees), in qualitative research and in teaching qualitative research ethics has led us to think about the limits of these promises.... Continue Reading →

Why I always get an ISBN for my research reports

Mooney-Somers, J, Erick, W, Brockman, D, Scott, R. & Maher, L (2008). Indigenous Resiliency Project Participatory Action Research Component: A report on the Research Training and Development Workshop, Townsville, February 2008. National Centre in HIV Epidemiology and Clinical Research, The University of New South Wales, Sydney, NSW. ISBN: 978 0 7334 2647 6. See that... Continue Reading →

Earning the LGBTI (or being deliberate when describing our research): Reflections on the 9th National LGBTI Health Conference

I've just attended the 9th National LGBTI Health Conference in Canberra. The conference organisers had a very progressive approach to communicating with delegates - for the few months leading up to the conference they sent out short announcements (blog posts) about the papers to be presented, along with the more usual updates with delegate information.... Continue Reading →

From culture shocked to fearless adventurer – introducing students to qualitative research

Over this past semester I've introduced about 250 postgraduate students to qualitative research. Last year it was about 200. Actually through running a postgraduate coursework program in qualitative health research for 5 years and teaching several qualitative methods courses for community researchers there have been quite a few over my relatively short teaching career. I’ve... Continue Reading →

How can ethics committees judge whether researchers are competent to conduct qualitative research?

[check out some more thoughts at the end of the post] I’ve just taught a session on ethics in qualitative research, part of an intensive course designed to give attendees an appreciation of the philosophical and ethical issues underlying research involving human participants. There was good representation from those who called themselves qual researchers, those... Continue Reading →

Putting my argument up front would have made my presentation better

I attended a workshop by Nick Hopwood on presenting qualitative research. It was full of tips and strategies - check out the storify - and useful frameworks; Hammersley’s framework for critical review of ethnography (reminding me again that I need to read Hammerlsey) and Kamler and Thompson’s framework for writing abstracts from their ‘Helping doctoral... Continue Reading →

Sexual risk and health care seeking behaviour in young Aboriginal and Torres Strait Islander people in north Queensland

The Indigenous Resiliency Project was part of the International Collaborative Indigenous Health Research Partnership (ID: 361621), a trilateral partnership between the National Health and Medical Research Council of Australia, the Canadian Institutes of Health Research, and the Health Research Council of New Zealand. There were parallel projects in Canada and New Zealand; together we aimed... Continue Reading →

Flipping PhD Supervision

I find something useful in every blog NIck Hopwood writes. And a week later I realise it was two useful things. Lots of useful ideas here

Nick Hopwood

First up this is not just about PhD supervision, but supervision of research degrees, whether Masters, PhD, Professional Doctorates etc. PhD in the title is just a convenient shorthand.

One of the interesting things that has been going on where I work is ‘Learning2014’. This is UTS’ approach to changing teaching and learning across all our campuses (including the online ones) and disciplines. One of the features of this concerns ‘New Approaches’ to pedagogy, and within this, a key idea is ‘flipped learning’.

Flipped learning is gaining currency as a way to describe certain ideas about what might happen before a key pedagogical interaction, such as a lecture or tutorial. While the term feels relatively new, it builds on key ideas that have informed teaching and learning for a long time.

Admittedly, I was initially a little cynical (as I tend to be about most things)…

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Lesbian and bisexual women and Pap smears – some good news but concerns remain

I attended the Australasian Sexual Health conference in Sydney to share our recent analysis of data from SWASH on Pap smear testing rates for lesbian, bisexual and queer (LBQ) women. The work was initiated by a medical student from Scotland, Catriona Douglas, who did an research internship with me earlier  this year. We looked at... Continue Reading →

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