In this Season 2 launch of The Chatterbox Podcast, I share the real and raw story of an emergency plane landing that turned an ordinary flight into an extraordinary moment of connection. Among the passengers were fellow JCI members (leaders from around the world), whose presence and humanity in crisis reminded me what leadership really looks like.

This episode is about more than a midair emergency. It’s about how shared space, vulnerability, and deep listening can transform strangers into a circle of trust. It’s a reminder that leadership isn’t just about taking charge, it’s about how we show up for each other when it matters most.

This one is for anyone who believes that human connection is at the heart of leadership.

With the first draft of our main course assignment due in the next week, I am circling around ideas of human connection and the impact that it has on the journey of an academic writer. Looking back to the assigned reading from Week 4, I'm drawn to an excerpt from an article taken from Swales and Feak's (2012) "Academic Writing for Graduate Students" that discussed how more teams were emerging with co-authored work (p.250-256). Since team work would indicate humans that are connected with each other on the foundation of the academy, I am curious to read this article again to see if it resonates with my current work for my literature review.

References:

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students : essential tasks and skills (3rd ed.).

University of Michigan Press. Wuchty, S., Jones, B. F., & Uzzi, B. (2007). The Increasing Dominance of Teams in Production of Knowledge. Science, 316(5827), 1036–1039.

Boundaries are important in so many facets of life, from personal to professional relationships to volunteer opportunities to something as simple as setting a consistent bed time. It's no secret that defining and setting clear expectations leads to more positive results. If we extract this concept out of life experience and insert it into academia, as a mature learner, I'm finding its application extremely useful. This week, as I am diving into developing my research question for the main course assignment, the "Literature Review," I find myself distracted by the abundance of topics that seem interesting and relevant. Much the same as the need to re-focus my blog posts around the guiding question of "what is an academic writer and how can I become one," success in this literature review assignment depends on setting clear boundaries (i.e. a clear research question) that will act as a framework to guide my research.

Reference for today's episode:

O’Leary, Z. (2017). Developing your research question. The essential guide to doing your research project (3rd ed.) (pp. 82–115). London: SAGE. https://web.archive.org/web/20211102123209/https://www.ru.ac.bd/wp-content/uploads/sites/25/2019/03/402_06_00_O%E2%80%99Leary-The-Essential-Guide-to-Doing-Your-Research-Project-2017.pdf

I have always enjoyed writing, whether I'm writing free form, stream of consciousness in my journal, writing a letter to a friend, creating a social media post, or venting frustrations to translate them from the jumble in my head into words on a page, writing is a release for me.

As we progress through each passing week in this academic writing course, I find myself effectively building a toolbox to help better guide my words as I write. Now, as we enter into our tenth week of learning, I am embarking on a new journey, and adding another tool to my toolbox: writing a literature review. Let me start by saying that a literature review is not at all what I expected it would be; I originally took the words "literature review" at face value, assuming I would be reviewing one piece of literature. What I have learned is that this type of work it is so much more than that, and involves researching, reading and reviewing far more than only one piece of literature.

Stay tuned over the coming months; the format and frequency of this podcast will be shifting to include a new range of topics and maybe even a few guests!

Reference for todays episode:

Academic Writing Help Centre, University of Ottawa. (2010, September 26). Writing kit: Writing a literature review.

https://web.archive.org/web/20100926113145/http://www.sass.uottawa.ca:80/writing/kit/grad-literature-review.php

This week has been especially transformative in how I see myself through the lens of the academy. As I'm continuing to develop my sense of writing as an academic writer, as opposed to a casual writer in modern society, my most difficult task has been staying on task; when there are so many new topics and perspectives to soak in, I tend to forget my bigger purpose here. With a focus on refocusing this week, and as we are diving into completing peer reviews with the rest of our classmates on our first big assignment, I am thinking about perspective.

Our first assignment is a Critical Review of Fernsten and Reda's article about self-reflective practices in academic writing. We are using selections from Peter Elbow's Writing With Power: Techniques for Mastering the Writing Process to guide our own processes in reviewing each other's reviews. Particularly poignant is the excerpt on reader-based feedback; this is essentially giving feedback based on the way a piece of writing makes the reader feel (Elbow, 245).

Fernsten, Linda A., and Mary Reda. “Helping Students Meet the Challenges of Academic Writing.” Teaching in Higher Education, vol. 16, no. 2, 2011, pp. 171–182. Taylor & Francis Online, doi:10.1080/13562517.2010.507306.

Elbow, Peter. Selections from Writing With Power: Techniques for Mastering the Writing Process, 2nd edition, Oxford University Press, 1998. ProQuest Ebook Central, 0-ebookcentral-proquest-com.aupac.lib.athabascau.ca/lib/athabasca-ebooks/detail.action?docID=241397.

As a Canadian, the first time I took an uber, I must admit, it was quite strange. As an academic writer, I'm intrigued to unpack the topic. I started by using an 'app' to call a car. When the driver pulled up, I hopped into the back seat, and then he took me where I wanted to go. Money had been exchanged in the 'app,' so all I needed to do was take the ride and exit the car at my destination. Comparatively, it was much the same experience the first time I rented an Airbnb. In both cases, the atmosphere into which I entered belonged to the owner of the rented space. Or did it become my space as the renter, for the time during which I rented? Or was it, in fact, a shared space which I merely occupied for a time? Regardless of who owns the space, or who occupies the space, it represents a collaborative arena what we now know as "sharing economy" (Yildiz and Altan, 1114).

Works Cited

Sovani, Altaf, and Chandana (Chandi) Jayawardena. “How Should Canadian Tourism Embrace the Disruption Caused by the Sharing Economy?” Worldwide Hospitality and Tourism Themes, vol. 9, no. 4, Aug. 2017, pp. 464–70. EBSCOhost, https://0-doi-org.aupac.lib.athabascau.ca/10.1108/WHATT-05-2017-0023.

Tavor, Tchai. “The Influence of Airbnb Announcements on North American Capital Markets: Insights for Stakeholders.” International Journal of Financial Studies, vol. 12, no. 1, Mar. 2024, p. 6. EBSCOhost, https://0-doi-org.aupac.lib.athabascau.ca/10.3390/ijfs12010006.

Vasconcelos, Isamara M., and Peter V. Hall. “Ride-Hailing Applications in Vancouver, Canada: Representation, Local Empowerment and Resistance.” Canadian Journal of Urban Research, vol. 30, no. 1, June 2021, p. 53. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=edsggo&AN=edsgcl.672179686&site=eds-live.

Yıldız, Murat, and Meral Altan. “Literature Review of the Sharing Economy: Socio‐cultural Perspective.” Journal of Community & Applied Social Psychology, vol. 33, no. 5, Sept. 2023, pp. 1112–36. EBSCOhost, https://0-doi-org.aupac.lib.athabascau.ca/10.1002/casp.2728.

Find the corresponding blog here: https://landing.athabascau.ca/blog/view/26782243/blog-4-the-sharing-economy-do-canadians-like-to-share