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V. R. Vargas et al.
a small teaching load. Previously she was teaching music in further education (FE).
Her approaches to teaching have shifted over the years depending on the subjects
taught. In FE, whilst teaching Music Theory and Solfege, she perceives her approach
as structured and teacher-led. When teaching contemporary music and sustainable
development she perceives her approach as more student-led, less structured and
holistic. Researcher A has a keen interest in power relations and the impact they
have on people professionally, personally and within inter- and intra-organisational
stakeholder networks in the education and research sector.
Researcher B: Researcher B is originally an ecologist, completing a PhD on the
ecological impacts of an invasive non-native species. She has worked as a professional actor; teacher of English to speakers of other languages; woodland surveyor
for a national park; and collaborated in funded art/science projects. She has taught
undergraduate and postgraduate Biology and Research Methods. She now works in
a centre for learning and teaching at a university in the UK, working closely with
academic staff to enable them to develop their teaching practice. She has led projects
at the institutional level in global citizenship, student transition and personal tutoring.
Researcher C: Researcher C is a marine biologist with a PhD in tropical marine
ecology. Her work involves comparisons between tropical and temperate marine
environments around the world. In the UK she has worked in four leading universities, teaching and supervising students (bachelor-Ph.D. levels) on topics related to
marine biology and ecology. She coordinated the Newton Fund project Fishing for
Life (www.pescandoparalavida.org) between 2016–2018, the base for the women’s
leadership project. In Colombia, she worked for the national marine research institute (coordinating research projects and a research line) and the Ministry of Defence
(as advisor for the Colombian Maritime Director and the Colombian representative
at UN-IMO). During the last 3 years she has coordinated several binational projects
(UK-Colombia). Her participation in Newton and GCRF projects has increased her
involvement in scientific-social research.
4 Results
The coding analysis showed 18 different themes identified as a result of the reflection
on the research experience with the women leaders in Colombia (Fig. 1), from which
power relations, agency and identity are the most relevant to the aim of this paper.
4.1 Analysis of Power Relations (Symmetrical
and Asymmetrical)
The researchers’ reflections were characterised strongly by a consideration of power
relations. A basic open coding showed that the researchers considered both symmetric
V. R. Vargas et al.
a small teaching load. Previously she was teaching music in further education (FE).
Her approaches to teaching have shifted over the years depending on the subjects
taught. In FE, whilst teaching Music Theory and Solfege, she perceives her approach
as structured and teacher-led. When teaching contemporary music and sustainable
development she perceives her approach as more student-led, less structured and
holistic. Researcher A has a keen interest in power relations and the impact they
have on people professionally, personally and within inter- and intra-organisational
stakeholder networks in the education and research sector.
Researcher B: Researcher B is originally an ecologist, completing a PhD on the
ecological impacts of an invasive non-native species. She has worked as a professional actor; teacher of English to speakers of other languages; woodland surveyor
for a national park; and collaborated in funded art/science projects. She has taught
undergraduate and postgraduate Biology and Research Methods. She now works in
a centre for learning and teaching at a university in the UK, working closely with
academic staff to enable them to develop their teaching practice. She has led projects
at the institutional level in global citizenship, student transition and personal tutoring.
Researcher C: Researcher C is a marine biologist with a PhD in tropical marine
ecology. Her work involves comparisons between tropical and temperate marine
environments around the world. In the UK she has worked in four leading universities, teaching and supervising students (bachelor-Ph.D. levels) on topics related to
marine biology and ecology. She coordinated the Newton Fund project Fishing for
Life (www.pescandoparalavida.org) between 2016–2018, the base for the women’s
leadership project. In Colombia, she worked for the national marine research institute (coordinating research projects and a research line) and the Ministry of Defence
(as advisor for the Colombian Maritime Director and the Colombian representative
at UN-IMO). During the last 3 years she has coordinated several binational projects
(UK-Colombia). Her participation in Newton and GCRF projects has increased her
involvement in scientific-social research.
4 Results
The coding analysis showed 18 different themes identified as a result of the reflection
on the research experience with the women leaders in Colombia (Fig. 1), from which
power relations, agency and identity are the most relevant to the aim of this paper.
4.1 Analysis of Power Relations (Symmetrical
and Asymmetrical)
The researchers’ reflections were characterised strongly by a consideration of power
relations. A basic open coding showed that the researchers considered both symmetric