Dr Nicole Brown

Call for participants! “Ripped off in Academia: Costs and Consequences of Unethical Practices in Research” Background In informal settings, academics of all career stages talk about being ripped off in higher education: they experience or witness unethical practices in research. Unethical practices described include but are not limited to: …academics […]

This post links to my contribution to The SRA Blog, in which I write about the purpose and practice of reflexivity and positionality

Deeply embedded in personal experiences, this perceptive book provides examples for universities to develop inclusive practices, accessible working and learning conditions and a less ableist environment.

I was invited to contribute to the SAGE MethodSpace to talk about how I use creative methods, and why I use creative methods, given the population and the nature of my research.

This post is a link to a recording from an event held via the Johannes Kepler Universität Linz, where I was asked to discuss ableism in academia.

The book "Ableism in Academia" provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be/work outside the stereotypical norm.

This article presents an original engagement with research into emotions in the PhD to ask ‘Where’s the validation?’ by using emotion work as a theoretical foundation.

This is an example for analysis within Embodied Inquiry from my research with chronically ill academics. The illustrated poem was created from the transcripts of conversations with chronically ill academics and an arts-based approach to making sense of data.

I have been asked about strategies for teaching international students. In principle, we should continue focussing on group work and sharing experiences and thus building collaborative, reflective practices. So the strategies I am presenting here for teaching international students are merely a reminder of good teaching practice, as they will be beneficial for all students.

This is my contribution to the RAI2018 conference in London "I can't describe what I'm going through - research, arts and therapy".

In this post I report some preliminary outcomes from the pilot phase of my fibromyalgia study. This is about learning to accept.

This is about the Global Innovation Awards 2016, in which I have been nominated the winner for the Academic Integrity category.

This is a review of "The art of being a brilliant middle leader" by G. Toward, C. Henley and A. Cope. A fantastic read for any team leader.

Brain fog is difficult to explain. So I tried to create a simulation of an episode of brain fog.

Teaching empathy is crucial if students are to understand empathy as a concept in order to be able to demonstrate historical empathy, for example. Here is a useful resource.