|1 Demonstrates a willingness and ability to learn and acquire knowledge. (D1)
Develops questioning style and technique
|That is what life is all about, isn't it? If I am not learning something new, I am not sure I am actually alive. What do you think?|
2 Demonstrates flexibility and open-mindedness. (D3)
Identifies the right questions, asks challenging questions; always curious
|Yes - although I do also play an implicit devil's advocate role from time to time and present dogmatic view points in order to stimulate discussion.|
|3 Sees beyond immediate questions to unexplored areas||Isn't that what designing research projects is all about?|
|4,5 Anticipates the cutting edge questions||This would be why one always has at least 3 explanations ready, to account for the|
Intellectual effort (scholarship)
|1 Absorbs and appropriates ideas; is intellectually sharp.
Creates ideas and opportunities by investigating/seeking information
|Yes, and I hope I am intellectually sharp. As above, surely creating ideas and opportunities by investigating and seeking information is what research and teaching are all about?|
|2 Picks up new trends quickly; insightful; goes beyond the obvious.
Is developing own conceptual approach, understanding of intellectual position.
Shows initiative, and works independently. (D7)
Probably pick up new trends too quickly. Often accused of developing ideas too far too quickly for others to keep track. Have developed own theory of mind, which in turn provides a theory of learning and provides an understanding of intellectual position.
Not only show initiative and work independently but have even been known to be able to work as part of the team and to the constraints of a project occasionally.
|3 Sees where discipline is going and to some extent influences the intellectual agenda.
|Definitely think laterally. Have an idea of where the discipline is going, but not convinced I particularly influence the agenda except in some small ways.|
|4 Makes connections between previously unrelated issues.*
Influences the intellectual agenda for the discipline
|Certainly make connections between things which people take a while to grasp, which suggests that they previously considered them unrelated.|
|5 Provides outstanding breakthrough thinking for the discipline and has strategic input to other close disciplines||Not, I think, for me to judge (and probably not)|
|1 Produces convincing arguments to defend thesis; provides evidence in support.
Structures verbal and written arguments concisely and intelligibly.*
Constructively defends research outcomes. (E3)
I do seem to be able to convince people of my theses, given that I have supporting evidence or not. I provide evidence when it is available, preferring rational argument to rhetorical for knowledge, rather than belief based systems.
I believe I structure arguments well, and defend research outcomes if anyone challenges them.
|2 Rigorous in argument construction and production of evidence||Success in getting journal papers published indicates that this may not be the case at the moment.|
|3 Adds originality of argument construction and command of languages||Insofar as the language I use is English, yes.|
|4,5 Produces finely honed argument rapidly||I believe my colleagues would assert that this is true.|
|1 Tests the boundaries, willing to expose ideas to critical audience and to critically appraise other research||Yes, through discussions with peers, senior researchers, undergraduates and the global community through various online tools.|
|2 Challenges the status quo in thinking within own field||I believe so, yes.|
|3 Challenges the status quo within the discipline||I hope so, but others may need to be the judge of that.|
|4,5 Willing and able to take intellectual risks in the pursuit of knowledge||Yes. This is hardly the level 5 option though, is it?|
|1 Understands the role of innovation and creativity in research. (D2)||This concerns me slightly - I am having trouble imagining how you could possibly work in research without understanding these roles. I think the answer is yes.|
|2 Exercises critical judgement and thinking to create new ways of understanding.*
Develops new ways of working on a topic and has unusual ideas.
Identifies which ideas are likely to be successful
|I believe I manage all of these. I may be lacking in being sufficiently critical sometimes, focussing more on identifying new ways of understanding and worrying about the detail of implementing them later.|
|3,4 Realises the potential of ideas.
Encourages and inspires others.
|I certainly hope so|
|5 A visionary; challenging traditional viewpoints||Again, this is not something which is always widely approved of, but, yes, I think this describes me at least some of the time. I think 'Visionary' might be a little bit strong, but I certainly challenge traditional viewpoints.|
I suspect I am a level 4 overall in this category.
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