Learning together through international collaborative writing groups

  • Mick Healey Healey HE Consultants
  • Kelly E Matthews University of Queensland
Keywords: Collaborative writing, international co-authoring, scholarship of teaching and learning, writer’s experience

Abstract

The International Collaborative Writing Groups (ICWG) initiative creates a space for ongoing collaboration amongst scholars of teaching and learning who co-author a manuscript on a topic of shared interest. The second ICWG, linked to the 2015 International Society for the Scholarship of Teaching and Learning Conference in Melbourne, Australia, involved 59 scholars from 11 countries. In this piece, we describe the aims, process, and outcomes for the ICWG, comparing it with the first ICWG in 2012. While international collaboration around a topic of shared interest is generally viewed positively, the realities of collaborating online with limited face-to-face interactions to complete a manuscript can be challenging. We argue, despite such challenges, that ongoing collaboration amongst scholars is vital to the scholarship of teaching and learning (SoTL) movement. Drawing on our experience of leading the overall ICWG initiative and our research into participants’ experiences, we suggest there are individual dispositions toward collaboration that enrich and enable successful participation in ICWG experiences. We end by highlighting the final products arising from almost two year of collaborative thinking and writing from six groups.

Author Biographies

Mick Healey, Healey HE Consultants
Mick Healey is an HE consultant and researcher and Emeritus Professor, University of Gloucestershire, UK.
Kelly E Matthews, University of Queensland
Kelly E. Matthews is an Australian Learning & Teaching Fellow and Senior Lecturer in Higher Education at the Institute for Teaching and Learning Innovation, University of Queensland, Australia.
Published
2017-03-29
How to Cite
Healey, Mick, and Kelly E Matthews. 2017. “Learning Together through International Collaborative Writing Groups”. Teaching & Learning Inquiry 5 (1), 3-8. https://doi.org/10.20343/teachlearninqu.5.1.2.
Section
ICWG Special Section