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Faculty of Education seminars

2 November 2005

'School and community based practicum projects' by Dr Janette Ryan, Faculty of Education

When: Wednesday 2 November, 1 - 2 pm
Where: Room G25, building 6, Clayton campus

Researching Work Learning and Leadership Seminar Series

'Changes in work-changes in learning: Explaining the changing relationship of work and learning', by Dr Richard Cooney, Faculty of Business and Economics; Mr Damon Anderson, Faculty of Education and Ms Robin Hill; Faculty of Medicine, Nursing and Health Sciences

When: Tuesday 8 November, 4 - 6 pm
Where: Room G25, building 6, Clayton campus

The three panellists in this seminar will consider the learning consequences of particular aspects of work changes and how they might be theorised. The presenters will identify an instance of change at work, and use this to explore the following questions: How does the change affect learning at work? What is the impact of the change in terms of work and learning? What does this example tell us about the relationship between work and learning?

To register or for further information contact Ms Trudi Brunton on +61 3 9905 2896 or email research@education.monah.edu.au or visit www.education.monash.edu.au/research/news/seminars/.

'Mentoring for women academics in the 'enterprise' university,' by Dr Anita Devos, Faculty of Education.

When: Wednesday 9 November, 1--2 pm
Where: Room G25, building 6, Clayton campus

Over the past decade and a half a large number of universities in Australia and New Zealand have introduced some form of mentoring initiative for female staff. In some cases these initiatives form part of broadly based development programs, such as leadership development, and in others mentoring is offered as a stand-alone program. In most cases mentoring is supported as a vehicle to support women's career development in the context of the continuing low representation of women in senior positions.

Mentoring has emerged as prominent workplace pedagogy in universities, in particular with regards to women, for at least two reasons. Firstly, the growth in interest in mentoring in universities is the result of the confluence of gender equity in higher education and of the 'enterprise university'. Secondly, mentoring functions as a technology for promoting new ways of understanding oneself as a worker within the enterprise university.

Based on data from interviews of women academics it is argued that mentoring can be a vehicle for implementing the new curriculum of academic work in the enterprise university which produces new knowledge of work and of the self. Significantly this locates mentoring within the complex of institutional relations of power and upsets romanticised notions of mentoring as inherently good and benign. Finally, it positions mentoring, and the learning associated with it, as centrally concerned with questions of subjectivity in contemporary workplaces.

Further information is available at www.education.monash.edu.au/research/news/seminars/.