First of all, I would like thank Adam Frank, my husband and father of our two boys, Thanassis and Odysseas. There have been extremely difficult and demanding times for all of us while I was working on this research which took me away from many precious family moments. I know that I would not have been able to carry out and complete this study without his patience, understanding, tolerance and unlimited support in so many different ways. I will be forever grateful to Adam for his unconditional love and support and the boys for their unlimited patience and understanding.
A big thank you goes to the supervisory team who believed in the importance of this research and supported it.
- Prof. Keith Smyth, initially at the Edinburgh Napier University and then at the University of the Highlands and Islands, for believing in me and my initial research idea which was a result of my MSc Dissertation in Blended and Online Education, and for his valuable support and advice throughout.
- Dr Karen Aitchison, Head of Academic Practice, of the Office of the Vice Principal (Academic) at Edinburgh Napier University in her capacity of Director of Studies until March 2014 and supporting the application and start of this research especially.
- Tom McEwan as second supervisor from April 2014 to July 2015 for his critical comments and advice during this period.
- Dr Sandra Cairncross, Assistant Principal at Edinburgh Napier University and Director of Studies since April 2014. Her systematic approach and persistence played a key role in bringing this research to fruition.
- Dr Norrie Brown, Senior Lecturer and Senior Teaching Fellow, School Academic Lead for Quality Enhancement, School of Health and Social Care at Edinburgh Napier for chairing the progress meetings during my studies with great honesty and directness and for his constructive feedback on the draft thesis.
As an open researcher I would also like to acknowledge the following individuals for their help on this journey:
- Lars Uhlin, Karolinska Institutet, for his interest in my PBL work and for co-developing and co-delivering three times the open course Flexible, Distance and Online Learning (FDOL132) and all further colleagues who supported this initiative and participated.
- Sandra Sinfield, London Metropolitan University, Dr Nikos Fachantidis, University of Macedonia, Sue Watling, University of Hull and Prof. Norman Jackson, Creative Academic, who embraced the open course Creativity for Learning in HE (#creativeHE) and co-organised and co-facilitated this and all course participants.
- Penny Sweasey, my line manager at Manchester Metropolitan University (Manchester Met) for granting me some time to work on this research in the form of study leave.
- Carol Yeager, Dr Charles Neame, David Hopkins, Frances Bell, Dr Leslie Robinson, Prof. Norman Jackson, Dr Janice Whatley, Viviene Vladimirschi, Dr Bea de los Arcos, Dr Beck Pitt, Dr Cristina Costa, Barbara Thomas, Dr Javiera Atenas, Dr Anne Algers, Prof. Ale Armellini, Bernard Lisewski, Prof. Carol Haigh, Chris Rowell, Simon Thomson, Dr Caroline Baylis-Green and especially Dr Stephen Powell and Dr Peter Gossman for our valuable professional discussions and moral support.
- Colleagues from the Global OER Graduate Network who found me and helped me to connect with fellow PhD students in Open Education from around the world and participate in some of the network activities, which I found invaluable for my development as an open researcher and made me feel part of a community of open researchers.
- Further individuals from my social media networks such as Penny Bentley, Prof. Åke Ingerman and especially Margy MacMillan, who responded to my calls for help on social media. All of them were instrumental in my development as a phenomenographer.
- Colleagues Stephan Caspar, Viviene Vladimirschi, Dr Stephen Powell, Frances Bell, Ronald Macintyre, Nikos Moratoglou, Denis MacGrath, Dr Whitney Kilgore, Dr Sukaina Walji and Dr Carina Bossu who reviewed the draft framework of this study.
- Many colleagues from the ALT and SEDA communities and especially Prof. Sally Brown, Prof. Phil Race and Dr David Baume, for helping me fill in some of the gaps in the academic development timeline.
- Study participants from FDOL132 and #creativeHE for being so generous with their time in providing demographic information, participating in the interviews, checking the transcripts for accuracy and commenting on the phenomenographic findings including the outcome space.
- Thank you goes also to everybody who participated in FDOL132 and #creativeHE.
Finally, I would like to acknowledge and thank the Higher Education Academy for awarding me a National Teaching Fellowship in 2015 and Manchester Met for supporting my application. I used part of the award to pay the fees for the last two years of these studies.
This thesis is dedicated to Adam, my boys, Thanassis and Odysseas, as well as my Mami and Papi who always supported my love for learning.
Nerantzi C. (submitted) Towards a cross-boundary collaborative open learning framework for cross-institutional academic development, Doctoral thesis, Edinburgh: Edinburgh Napier.