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Belinda Tynan · Tricia McLaughlin ·
Andrea Chester · Catherine Hall-van den Elsen ·
Belinda Kennedy Editors
Transformations
in Tertiary
Education
The Scholarship of Engagement at RMIT
University

Transformations in Tertiary Education

Belinda TynanTricia McLaughlin
Andrea ChesterCatherine Hall-van den Elsen
Belinda Kennedy
Editors
TransformationsinTertiary
Education
The Scholarship of Engagement at RMIT
University
123

Editors
Belinda Tynan
RMIT University
Melbourne, VIC, Australia
Tricia McLaughlin
RMIT University
Melbourne, VIC, Australia
Andrea Chester
RMIT University
Melbourne, VIC, Australia
Catherine Hall-van den Elsen
RMIT University
Melbourne, VIC, Australia
Belinda Kennedy
RMIT University
Melbourne, VIC, Australia
ISBN 978-981-13-9956-5 ISBN 978-981-13-9957-2 (eBook)
https://doi.org/10.1007/978-981-13-9957-2
©Springer Nature Singapore Pte Ltd. 2019
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, speciﬁcally the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microﬁlms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a speciﬁc statement, that such names are exempt from
the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
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authors or the editors give a warranty, expressed or implied, with respect to the material contained
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to jurisdictional claims in published maps and institutional afﬁliations.
This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd.
The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,
Singapore

Preface
It is my pleasure to write this foreword for what I believe is an exciting volume
ﬁlled with cases of how our educational practitioners go about scholarly practice at
Royal Melbourne Institute of Technology (RMIT University).
Transformations in Tertiary Education: the scholarship of engagement at RMIT
Universityshowcases a range of practices that were explored at the RMIT Learning
and Teaching conference, held in Melbourne on October 16–17, 2018. This annual
conference brings together a community of scholars, practitioners and sector
innovators, who actively contribute their ideas, enthusiasm and passion to support
RMIT’s journey towards scholarship and the promotion of remarkable, contem-
porary learning experiences for our students. This collection is the result of an
enthusiasm by the conference participants to submit their work for peer review and
to make their practice more available to a wider community.
Working in a large and complex educational institution, RMIT staff have the
responsibility of facilitating transformational experiences for over 80,000 students
globally, across vocational and higher education sectors, preparing them for life and
work. Our graduates need to be able to meet the challenges presented by rapid and
radical shifts in the work they do; where and how they work; the skills and com-
petencies they need and the industries and markets to which they contribute. The
responsibility to be active contributors in a dynamic and complex world is vast.
As the demands upon graduates become more complex, so too do the challenges
faced by academics and teachers. The 2018 conference streams reﬂected these
challenges, providing a rare opportunity for participants and presenters to network
and reﬂect around scholarship and innovative teaching and learning in a global
tertiary education setting. The chapter authors from RMIT Australia and our offshore
campuses in Vietnam address compelling questions related to curriculum, technol-
ogy, assessment, and work-readiness and interrogate them from twenty-ﬁrst-century
global perspectives.
This book is designed by RMIT's (FOR) 1300 Club for dissemination to an
audience beyond the university. It presents innovative ideas about new directions in
tertiary education, representing the breadth and depth of teaching and learning at
RMIT. All chapter submissions underwent a double-blind peer review process, and
v

it is with pride that I present the works here in three discrete sections. In each
section, the authors have demonstrated how they develop and sustain practice
around the three focus areas. InEngaging for Belonging, six chapters examine
transformative student experiences that address how we create remarkable student
learning experiences, underwritten by scholarship and evidence. InEngaging for a
Global Outlook, six chapters showcase examples of a focus on expanding our
global networks through curriculum and extracurricular activities that develop
intercultural awareness and competence and inEngaging for Life and Work,ﬁve
chapters discuss innovative curricula and assessments that ensure that every one of
our students leaves RMIT with skills that can be applied to changing workforce
needs.
Scholars and practitioners willﬁnd that this volume focusses on the complex
interrelationships between scholarship and practice, innovative learning design and
learning outcomes and the shifting scholarship roles of the institution, the teacher
and the learner. This book value-adds to both national and international perspec-
tives on scholarship, promoting new interest in changing approaches to learning and
teaching across the tertiary sector.
I do hope you enjoy reading and disseminating this work to your colleagues and
friends.
Melbourne, Australia Professor Belinda Tynan
Deputy Vice-Chancellor and Vice-President
RMIT University
vi Preface

Acknowledgements
In 2018, RMIT University hosted one of the largest annual learning and teaching
conferences in its history. Six conference streams covered the university’s strategic
focus areas, and each stream saw academics, teachers and invited guests presenting
in various types of sessions. More than 600 participants had the opportunity to hear
about their peers’great teaching practices across a range of academic disciplines.
RMIT’s 1300 Club was actively involved in the conference, and after the con-
ference, club members realized that contributors had provided valuable snapshots of
innovative teaching practice. The 1300 Club developed an ambitious plan to publish
an edited volume to showcase current endeavours dedicated to the scholarship of
learning and teaching at RMIT University.
With the support of Professor Belinda Tynan, Deputy Vice-Chancellor (Education),
Professor Sherman Young, Associate Deputy Vice-Chancellor (Education) and
Professor Andrea Chester, Dean, School of Education, the 1300 Club is pleased to
present this book on the anniversary of the 2018 conference.
The editors especially thank the academics who gave their time to participate in
the double-blind peer review process. Their thoughtful and constructive contribu-
tions helped the authors to reﬁne their chapters:
Neda Abbasi, Central Queensland University
Helen Anderton, RMIT University
Tasos Barkatsas, RMIT University
Amanda Berry, Monash University
Jeffrey Brooks, RMIT University
Bronwyn Clarke, RMIT University
Peter Davis, University of Newcastle
Heather Fehring, RMIT University
David Forrest, RMIT University
Roger Hadgraft, University of Technology, Sydney
Cathy Hall-van den Elsen, RMIT University
Graham Hardy, University of South Australia
Belinda Kennedy, RMIT University
vii

Josephine Lang, University of Melbourne
Justine Lawson, University of Technology, Sydney
Marcus McDonald, RMIT University
Kerry Mullan, RMIT University
Gabrielle Murray, RMIT University
Thembi Mason, RMIT University
Jessica O’Bryan, Queensland University of Technology
Kathryn Robson, RMIT University
Swapan Saha, Western Sydney University
Rebecca Spooner-Lane, Queensland University of Technology
Ian Thomas, RMIT University
Rachel Wilson, RMIT University.
viii Acknowledgements

Contents
Part I Engaging for Belonging
1 Engaging for Belonging
.................................. 3
Gabrielle Murray, Rachel Wilson and Bronwyn Clarke
2 Partnerships for Learning and Belonging in Tertiary
Education: A Social Capital Analysis
....................... 11
Andrea Chester, Alexandra Johnston and Angela Clarke
3 Developing the Resilient Learner: A Resilience Framework
for Universities
........................................ 27
Sarah Holdsworth, Michelle Turner and Christina M. Scott-Young
4 Enhancing Diversity and Inclusion Through Students’
Transformative Experiences in Prison
...................... 43
Marietta Martinovic and Marg Liddell
5 Embedding Academic Literacies for Belonging in First Year
Criminology
.......................................... 55
Juliana Ryan, Helen McLean, Gemma Hamilton, Ruth Liston,
Gregory Stratton and Rebecca Hiscock
6 Youth Ready for Youth Futures: A Case Study
of Project-Based Learning in Youth Work
................... 71
Dianne Mackay, Anh Pham and Trevor Bayley
Part II Engaging for a Global Outlook
7 Engaging for a Global Outlook
............................ 85
Meredith Tharapos
8 Teaching Strategies Employed in Transnational Education
......89
Meredith Tharapos and Brendan T. O’Connell
ix

9Reﬂective Writing as a Learning Tool: Assisting Undergraduate
Business Students from Diverse Backgrounds to Participate
in a Globalised Marketplace
.............................. 101
Reina Ichii, Aya Ono and Junny Ebenhaezer
10 Preparing Future Global Management Accountants
Through COIL: Evaluation of Processes and Outcomes
.........119
Lilibeth Jandug-Montera and Meetu Aggarwal
11 Engaging Students in a Multicultural Class Through
Scaffolded Learning Innovation
........................... 135
Lam Hong Lan and Belinda Kennedy
12 Investigating Strategies for Developing Cultural Intelligence:
A Creative Learning Experience to Enhance Student
Transition to a Global Workforce
.......................... 145
Marco De Sisto and Genevieve Dickinson
Part III Engaging for Life and Work
13 Engaging for Life and Work
.............................. 165
Leoni Russell and Judie Kay
14 Tracking Graduate Teacher Preparedness Through
A National Capstone Assessment
.......................... 169
Kathy Jordan, Kathy Littlewood, Belinda Kennedy
and Patricia McLaughlin
15 State Library of Victoria Becomes a Giant Canvas
for RMIT Students
..................................... 187
Grace Leone and Jan van Schaik
16 A Research-Led Approach to Authentic Assessment Design
for an Introductory Accounting Course
..................... 199
Clara Nkhoma and Mathews Nkhoma
17 Experiential Learning, Entrepreneurship and Enterprise:
Designing Learning for the Future of Work
.................. 213
Dan Sleeman
Part IV Conclusion
18 A Vision for Future Scholarship and Engagement
.............231
Sherman Young
x Contents

About the Editors
Professor Belinda Tynanis the Deputy Vice-Chancellor (Education), RMIT
University. Professor Tynan has responsibility for the quality and overall design of
academic programs, student administration and services, academic performance (in-
cluding promotion); updating of the teaching pedagogy, delivery mechanisms and
learning resources; and student access and equity. Her research is within theﬁeld of
online and digital education with a keen interest in‘openness’, staff workload and
more recently learning analytics. Prof. Tynan has worked across a range of education
sectors for 30 years in Australia, New Zealand, Singapore and the UK. As a member
of the Vice-Chancellor’s Executive at RMIT, she actively contributes to RMIT
strategic planning, in particular, education and student services.
Tricia McLaughlinis a nationally recognized scholar in the area of lifelong
learning. Tricia has extensive experience in the development of lifelong learning
principles and their application in workplaces, educational settings and schools. The
primary focus of her work is around learning and teaching models; and the eval-
uation of impact, particularly in the teaching of STEM. Tricia has authored and
edited 5 books and numerous publications in learning and teaching and her disci-
pline of construction.
Professor Andrea Chesteris currently the Dean, School of Education at RMIT
University. An accomplished senior academic and executive with 20+ years’
experience in tertiary education, Andrea has led learning and teaching innovation at
local and national levels She has particular expertise in the development of part-
nerships to enhance learning, with experience in co-design and mentoring models.
Andrea is a member of the Australian Council of Deans of Education and has been
recognized nationally for her teaching excellence. She is the author of more than
100 publications, reports and conferences papers.
Dr. Cathy Hall-van den Elsenhas extensive experiencein tertiary learning and
teaching. The primary focus of her work has been around developing models and
professional development for transnational learning and teaching and addressing the
xi

challenges and opportunities for academic and teaching staff moving from traditional
classrooms to‘new-generation’learning spaces. Cathy has participated in national
projects associated with professional development for transnational teaching teams and
the assurance of learning in higher education. Cathy convened RMIT University’s2018
learning and teaching conference, Transformations in Tertiary Education.
Dr. Belinda Kennedyis an academic in the School of Education and in the
College of Science, Engineering and Health at RMIT University. Belinda has broad
experience in STEM disciplines, in particular, science and has initiated a number of
STEM learning approaches for on-campus and off-campus programs for students at
all year levels.
xii About the Editors

Part I
Engaging for Belonging

Chapter 1
Engaging for Belonging
Gabrielle Murray, Rachel Wilson and Bronwyn Clarke
Section Overview
A shifting political and technological landscape combined with increased competi-
tion and ﬁnancial pressure have reshaped the way higher education institutions fulﬁl
their core business of education, collaboration, research and service. Evolving models
of online learning have fuelled international competition, while the changing tech-
nological environment in which universities operate, provides students with myriad
social networking sites in which to extend the informal curriculum. In Australia, an
increasing intake of international students, quotas for the inclusion of more diverse
cohorts, and changes to government policy and funding are placing new demands
on higher education institutions (Australian Government,2017; Koziol,2018). As
universities contend with the challenge of engaging students in this changing environ-
ment, a positive outcome has been a renewed focus on the student experience, includ-
ing how to enhance student engagement and foster a sense of belonging between
cohort peers, staff, and institutions (Walton, Cohen, Cwir, & Spence,2011; Stray-
horn,2012; Strayhorn, Bie, Dorime-Williams, & Williams,2016; Thomas,2012;
Morieson, Carlin, Clarke, Lukas, & Wilson,2013; Araújo, Carlin, Clarke, Morieson,
Lukas, & Wilson,2014; Araujo, Wilson & Clarke,2015; Ribera, Miller, & Dumford,
2017).
Belonging ﬁrst came to prominence as a concept within the ﬁeld of psychol-
ogy when it appeared in the third tier, alongside love, in Maslow’s (1954)hierar-
chy of needs. In psychology, ‘belongingness’ is therefore most often deﬁned as a
basic human need, recognised as fundamental to human motivation and behaviour
(Baumeister & Leary,1995). Central to the conception of belonging has been
Baumeister and Leary’s (1995, p. 497) hypothesis that human beings are driven
G. Murray (B)·R. Wilson·B. Clarke
RMIT University, Melbourne, Australia
e-mail:[email protected]
© Springer Nature Singapore Pte Ltd. 2019
B. Tynan et al. (eds.),Transformations in Tertiary Education,
https://doi.org/10.1007/978-981-13-9957-2_1
3

4 G. Murray et al.
to form ‘at least a minimum quality of lasting, positive, and signiﬁcant interper-
sonal relationships’. The failure to belong or to make human connections is asso-
ciated with a failure to thrive, consequently leading to feelings of ‘isolation, alien-
ation, and loneliness’ (Mellor, Stokes, Firth, Hayashi & Cummins,2008, p. 213).
Extensive research has demonstrated that the concept of belonging is highly appli-
cable to tertiary education, and work within RMIT University, and the sector more
broadly, has identiﬁed that fostering students’ sense of belonging improves transition
and retention, learning outcomes, engagement, well-being and organizational advo-
cacy. (Walton, Cohen, Cwir, & Spence,2011; Strayhorn,2012; Strayhorn et al.,2016;
Thomas,2012; Wilson, Murray, & Clarke,2018a,b).
In the higher education sector in Australia, belonging has been linked to research
on the ﬁrst-year experience (FYE) and ﬁrst-year retention. Kift, Nelson and Clarke
(2010) identiﬁed belonging as one of the three principles driving Queensland Uni-
versity of Technology’s (QUT) innovative, university-wide approach for the FYE.
Kift et al. (2010) cited the work of Krause (2005) as inﬂuential to their approach
to student engagement. Krause analysed the FYE for students by asking: ‘what is
the evidence of engagement?’ Accordingly, there are ﬁve elements that are readily
evidenced, including engaging through: class contact and study, online, peers, aca-
demic staff, and with the institution (Krause,2005, p. 5). Similarly, Kift et al. (2010,
p. 4) argued the ‘ﬁrst year curriculum must engage new learners in their learning
and mediate support for that learning’. To do this requires awareness and access to
support services and the development of ‘a sense of belonging through involvement,
engagement and connectedness with their university experiences’ (Kift et al.,2010,
p. 4).
Most approaches to belonging in higher education have addressed vulnerable
student cohorts, often based on ethnicity, gender, socio-economic status or ﬁrst-year
transitioning status (Hurtado & Carter,1997; Strayhorn,2012; Thomas,2012; Ribera
et al.,2017; Strayhorn et al.,2016). Released at the end of 2017, the RMIT Belonging
Strategy outlines a set of goals and interventions to activate belonging across the
whole student life cycle and beyond, while aligning and coordinating existing and
new initiatives to ensure that changes to the organisation are sustainable. Thomas
(2012) and Strayhorn’s (2012) examination of belonging within higher education
has informed how researchers at RMIT has situated an ethos of belonging within
a whole-of-institution strategy (Wilson, Murray, & Clark,2018a;b). Furthermore,
RMIT University’s2015–2020strategic plan,Ready for work and life,identiﬁed
belonging as a key focus area, providing the ideal background for the development
of a strategy that encompasses an organisational framework to inspire, motivate,
coordinate and align goals, activities and improvements to ensure sustainability.
Prior to the enterprise-wide 2017 Belonging Strategy work on activating a sense of
belonging had taken place in the School of Media and Communication, through the
Belonging Project 2011–2015 (Wilson & Clarke,2016), a multidisciplinary learn-
ing and teaching research study that deﬁned a new approach to enhancing student
engagement and graduate outcomes. The purpose of the project was to demonstrate
how an ethos of belonging could be embedded in formal and informal curriculum

1 Engaging for Belonging 5
activities. The project built conﬁdence and capacity for students in disciplinary, inter-
disciplinary and global learning environments across the student life cycle by using
a narrative model aligned to the 3-year bachelor degree structure, fostering students’
sense of identity and engagement (Clarke & Wilson,2016).
In relation to other Australian universities, RMIT University is one of the best
performers when it comes to retention rates (Australian Government,2017). Once
students enrol, they generally stay. Since 2016, the university has been using pulse
data to capture up-to-date student sentiment. Although students stay at the university
once they are enrolled, it has become apparent they are not necessarily enjoying their
experience or feeling engaged with the university. The RMIT Belonging Strategy
seeks to measure and affect students sense of belonging at the different stages of
the student journey, with the belonging drivers informing perception of what a good
experience of engagement should look and feel like at RMIT University (for further
discussion of the strategy, see Wilson, Murray, & Clarke,2018a). These drivers are
all factors over which the university can have some degree of inﬂuence, and it is
through the lens of these drivers that educators seek to measure and affect student
engagement.
Unsurprisingly, the RMIT Belonging Strategy identiﬁed ‘learning environments’
as the primary site at which students’ sense of belonging can be activated. In 2018,
the focus of the researchers’ work was to introduce the strategy to teaching staff in
the colleges, schools and programs. To build trust in the beneﬁt of adopting a belong-
ing ethos in curriculum design amongst grassroots staff, a range of interconnected
activities were undertaken including: program belonging workshops, curriculum-
speciﬁc belonging initiatives (CSBIs), the introduction of school-based belonging
action plans, the recruitment of school-based belonging champions and the develop-
ment of staff focussed micro-credentials. The focus has been on the development of
program and course-speciﬁc belonging narratives (and actions) unique to discipline
students and staff.
The inclusion of the belonging stream at theTransformations in Tertiary Edu-
cationlearning and teaching conference was one of the signiﬁcant outcomes of the
RMIT Belonging Strategy. The conference stream showcased a range of innovative
work been undertaken to embedded belonging in the curriculum by passionate and
engaged grassroots educators. As outlined in this section introduction (Engaging for
Belonging), the notion of belonging within an educational context is complex and
often discipline speciﬁc. Each of the case studies presented in this section illustrates
a way in which the authors have interpreted the task of creating a sense of belonging
for their student cohorts. Each chapter engages with the concept and the literature
of belonging in different ways and demonstrates the strength and adaptability of
the concept. The chapters presented discuss the concept of belonging through case
studies ranging from speciﬁc work integrated learning (WIL) experiences for Voca-
tional Education; youth work students in community building; embedding academic
skills from a disciplinary perspective; co-learner experiences of students in and out
of prison; and how peer-to-peer learning for staff and students can act as a signiﬁcant
contributor to a sense of belonging within tertiary education. The rich material will
be a fruitful resource to educators, offering insights to complex learning and teach-

6 G. Murray et al.
ing situations, with virtually all of the concepts and ideas presented being readily
adaptable across disciplines.
In the chapter ‘Partnerships for Learning and Belonging in Tertiary Education: A
social capital analysis’, the authors Chester, Johnson and Clarke return to broader
concerns within tertiary education with an examination of the relationship of peer
partnerships and belonging through the framework of social capital. Student peer-to-
peer mentoring forms a signiﬁcant part of RMIT’s activation of belonging and this
chapter provides a rigorous, wide-ranging and unique perspective of the philosophical
dimensions of this theoretical approach.
As the authors indicate, academic interest in social capital as an outcome of com-
munity engagement gained prominence in the 1990s through the work of sociologist
Pierre Bourdieu. Social capital is compared to cultural and economic capital and
deﬁned it as the product of the value of personal connections an individual has. Sim-
ilar to deﬁnitions of belonging, social capital is developed when connections and
ties are reciprocal, involve trust and elicit positive emotions. The authors identify
two types of social capital, bonding social capital and linking social capital, as key
attributes required to sustain meaningful peer-to-peer learning for both students and
staff in the form of staff peer observation.
In their chapter ‘Nurturing the Resilient Learner: the role of university and
learner’; Holdsworth, Turner and Scott-Young present a framework to help con-
ceptualise contemporary notions of resilience for undergraduate students and outline
how its development can be supported throughout the student journey. Deﬁned as the
capacity of learners to adapt and develop additional capability in response to adverse
situations, academic resilience is a constructive mechanism that can be developed
through curriculum and co-curricular activities. The authors point to the critical role
a sense of belonging plays in developing resilience for students, especially in terms
of self-efﬁcacy, intrinsic motivation and student retention rates.
Rather than being a passive by-product of education, resilience capability training
can only occur if the university is positioned as a major contributor in its develop-
ment, through implicit and explicit actions. Implicit action occurs primarily via for-
mal learning experiences and builds individual resilience capability; explicit action
develops through a broader focus on a supportive learning environment for students.
The ‘Resilience and Higher Education’ framework proposed by the authors outlines
the ways in which these two approaches are simultaneously required and can be
operationalised within a university. Resilience is not something we are born with but
can be nurtured and universities have a signiﬁcant role to play in the development
of resilience in students, with its beneﬁts exceeding that of the individual to become
culturally and socially far-reaching.
The concept of embedding academic skills within discipline curriculum is now
largely considered routine, however, its application across the sector is rarely consis-
tent. In ‘Embedding Academic Literacies for Belonging in First Year Criminology’,
Ryan, McLean, Hamilton, Liston, Stratton and Hiscock report on the work done to
insert and develop ‘multiple’ academic skills in two subjects in the ﬁrst-year Crimi-
nology program. The authors note that while this work is routine in many disciplines,
it is relatively new to the discipline of Criminology. The research identiﬁes thematic

1 Engaging for Belonging 7
insights into discrepancies between student and staff expectations and how to better
enable students’ skill development through strategies such as feedback loops. The
loops incorporate an evaluative process method that enables reﬂection and active
engagement between staff and students.
In ‘Youth Ready for Youth Future: A case study of project-based learning in Youth
Work’, the authors MacKay, Pham and Bayley describe a compelling example of how
a compulsory WIL task became a powerful conduit for students to experience a sense
of belonging to their discipline, profession and community. In this project, vocational
Youth Work students worked with teachers and community partners to co-design an
outreach program for ‘at risk’ or disengaged young people to support the development
of employability skills and provide insight into educational pathways. In a mutually
beneﬁcial project, the students set up and operated pop-up career advice hubs across a
range of locations and provided relevant, targeted and ﬁrst-hand examples on how to
access education and career skills advice. The ongoing project is highly successful
and valued by the partner communities, providing authentic learning experiences
which ensure that the initiative beneﬁts students, partners and the university.
Similarly, in Martinovic and Liddell’s chapter, ‘Enhancing diversity and inclusion
through students’ transformative experiences in prison’, demonstrate the importance
of actively building a sense of belonging to discipline, community and profession
through WIL programs. In this instance, the project is the local adaptation of an
internationally recognised prison exchange program, Inside-Out. After a rigorous
selection process, a small number of RMIT Criminology and Justice students under-
take a university course with prisoners by attending classes at the prison. The data
the authors have gathered proves that the program continues to provide signiﬁcant
life-changing transformational learning for both cohorts. The incarcerated partici-
pants report expanded world views and greater conﬁdence, whereas the university
students report a process of growing awareness of the prisoners as individuals with
complex histories and interconnecting disadvantage. All students improve their crit-
ical thinking skills and engagement with the teaching materials and ‘inside’ students
generally obtain higher academic results. However, and perhaps most importantly,
‘outside’ students report an increased awareness of the structures of power and priv-
ilege and ability to examine their own stereotypical beliefs as they relate to crime
and punishment. In addition, the sense of belonging that is generated by the program
extends to ‘outside’ students reporting increased connection to the community.
Belonging is a complex interpersonal concept that inﬂuences the overall student
experience and should be a value that drives the ‘whole student’ experience. There
is a ﬁnancial imperative to improve student belonging, but, more importantly, for
both students and staff is the sense of engagement that follows. Having motivated
students who are ready to learn and staff impassioned about the generative potential
of educational design brings us back to the reason as why many educators teach––to
be stimulated by participating in the idea of others and for the joy of engaging in the
process of learning that happens in classrooms worldwide.

8 G. Murray et al.
References
Araújo, N., Carlin, D., Clarke, B., Morieson, L., Lukas, K., & Wilson, R. (2014). Belonging in
the ﬁrst year: A creative discipline cohort case study.International Journal of the First Year in
Higher Education, 5(2). Retrieved fromhttps://fyhejournal.com/article/view/240/247/.
Araujo, N., Wilson, R., & Clarke, B. (2015). Why belonging still matters: Student success beyond
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HEAd18.2018.8091.

Chapter 2
Partnerships for Learning and Belonging
in Tertiary Education: A Social Capital
Analysis
Andrea Chester, Alexandra Johnston and Angela Clarke
Introduction
This chapter provides an analysis of peer partnership activities in tertiary education
using the framework of social capital. The concept of social capital, with links to
sociology, politics, economics and education, is used to explore the beneﬁts that arise
from peer to peer interactions, including student peer mentoring and staff observation
of teaching programs. Although the concept of social capital is not widely discussed
in the literature in either of these areas, the value of peer networks is at the core of
both processes and social capital offers a way to think about and into these practices.
The chapter begins by describing the concept of social capital and its historical
development. We deﬁne different types of social capital. Following this introduction,
we examine the literature on student peer mentoring and staff peer observation of
teaching, with a focus on how these two processes can build social capital for their
participants and beneﬁt tertiary institutions. A key driver for institutional growth in
the tertiary education sector is the need to foster learning and professional environ-
ments that help people work more effectively together. Using these two common
practices, we show how building social capital through positive and productive peer
partnership relationships develops a sense of belonging and social cohesion in a range
of settings and enhances learning. Findings from a range of studies summarised in
this chapter, including our own research, show that students and staff, individuals and
groups, were able to effectively build both trust, engagement and social cohesion,
key variables that are often used to measure the beneﬁts of building social capital.
A. Chester (B)·A. Johnston·A. Clarke
School of Education, RMIT University, GPO Box 2476, Melbourne VIC 3001, Australia
e-mail:[email protected]
© Springer Nature Singapore Pte Ltd. 2019
B. Tynan et al. (eds.),Transformations in Tertiary Education,
https://doi.org/10.1007/978-981-13-9957-2_2
11

12 A. Chester et al.
Social Capital
‘Social capital can be understood quite simply as networks of social relations char-
acterised by norms of trust and reciprocity. The essence of social capital is quality
social relations’ (Stone & Hughes,2000, p. 20).
While the term social capital is often credited to Hanifan’s (1912) advocacy for
community engagement in rural education in the US, academic interest in the concept
is relatively recent, with origins in the work of sociologist Pierre Bourdieu in the
1990s. Bourdieu (1998) compared social capital to economic and cultural capital,
describing it as a product of the number of connections a person has and the volume
of the economic and cultural capital inherent in each of those members. At the same
time Coleman (1988), also a sociologist, was exploring the application of social
capital in the context of education and Fukuyama (1995), a political economist, was
exploring its economic and political functions. But it was the American political
scientist, Robert Putnam, who popularised the concept of social capital (Halpern,
2005). InMaking Democracy Work: Civic Traditions in Modern Italy, published in
1993, Putnam and his co-authors argued that the relative performance of regional
governments in Italy over a 20-year period was due not to innovative policy or
ﬁscal management, but rather to levels of civic engagement and social networks, in
other words, social capital. In his next work,Bowling Alone, Putnam (2000) turned
his attention to North America and explored social capital in the context of civic
and religious participation, workplace and social connections, altruism, volunteering
and philanthropy, social movements and the Internet. It was this work that captured
widespread attention, within and outside academic circles.
Social capital is thus multidisciplinary in nature, drawing on sociology, political
science and economics in its development and more recently ﬁnding application in
disciplines from history to health science (Field,2008). In education, the roots of
social capital predate Hanifan (1912) with the word found in the early writings of
John Dewey. InThe Elementary School Record, Dewey commented on an education
system that would ‘unlock to the child the wealth of social capital which lies beyond
the possible range of his limited individual experience’ (1900, p. 230).
What Is Social Capital?
With its diverse disciplinary origins, it is not surprising that those writing in the area
approach the concept from different perspectives. While critics have argued there
is a need for clarity (Halpern,2005; Woolcock,2001), in essence social capital is
a remarkably straightforward concept. As Field (2008) notes, the central thesis of
social capital can be ‘summed up in two words: relationships matter’ (p. 1).
InBowling Alone, Putnam (2000) described social capital as the ‘collective value
of social networks and the inclinations that arise from these networks to do things
for each other’ (p. 19). According to Putnam, the features of social networks—trust,

2 Partnerships for Learning and Belonging in Tertiary Education … 13
reciprocity, information sharing and cooperation––are both a private beneﬁt as well
as a public good, bringing advantages to the people connected by those relationships
and often for others. Like the physical capital that exists in education contexts (such
as the technologies, facilities and resources) and human capital (such as the skill and
knowledge of the staff), social capital, Putnam argued, has the potential to increase the
productivity of both individuals and collectives. As Benbow and Lee (2018) explain,
social capital emerges when one invests in cultivating social ties. Paxton (1999) notes
that for social capital to develop those ties need to be reciprocal, trusting and involve
positive emotion.
Different types of social capital have been described, with a distinction drawn
betweenbonding social capital, exclusive relationships between like people in sim-
ilar situations andbridging social capital, inclusive relationships between like peo-
ple across social groupings (Field,2008). Putnam (2000) described the former as
a sociological superglue holding people together and the latter as a kind of WD40,
lubricating and protecting relationships. According to Lin (2001), whose work has
informed social capital research in the discipline of education, the two types of social
capital serve different purposes. The strong ties of bonding social capital serve to
reinforce identity-focused goals. In contrast, the weaker ties of bridging social capital
can provide access to new resources and facilitate the achievement of instrumental
goals.
While bonding and bridging social capital have been described ashorizontal
metaphors describing relationships between essentially homogeneous community
members, Woolcock (2001) identiﬁed a third andverticalform of social capital,
linking social capital, which describes alliances with people who provide a ‘capacity
to leverage resources, ideas, and information from formal institutions beyond the
community’ (p. 14) and provide links to power outside the group.
In the following sections, we use the lens of these forms of social capital to
explore two common practices in tertiary education: peer mentoring for students and
staff peer observation of teaching. Through the framework of bonding, bridging and
linking social capital, it is possible to evaluate the social capital potential of these two
aspects of tertiary education practice and the ways in which these social networks
are positively transforming tertiary education.
Social Capital in Tertiary Education: Student Peer
Mentoring
Leveraging social capital amongst students offers a sustainable and efﬁcient solution
to multiple challenges currently facing tertiary education. As the number and diver-
sity of students entering tertiary education increase (Parr,2015), institutions need to
develop efﬁcient and effective ways to manage student transition and engagement.
Peer mentoring has become a standard element in best practice models of ﬁrst-year
transition and retention (Adams, Banks, Davis, & Dickson,2010). Indeed, as Egege

14 A. Chester et al.
and Kutieleh (2015) note ‘while not exactly a “silver bullet”, peer mentoring appears
to be the single most effective way to prevent attrition and low satisfaction rates’
(p. 266).
Tertiary education institutions have been using mentoring for many years and
several reviews of research on mentoring in education now exist, spanning more
than 25 years of practice (for example, Crisp & Cruz,2009; Egege & Kutieleh,
2015; Ehrich, Hansford, & Tennent,2004; Gerschenfeld,2014; Haggard, Dougherty,
Turban, & Wilbanks,2011; Jacobi,1991; Terrion & Leonard,2007). These reviews
have conﬁrmed four functions of student mentoring in tertiary education:
emotional and psychological support;
help with academic content and subject knowledge;
direct assistance with career and professional development;
role modelling.
Together these four functions emphasise the social capital implicit in the mentor-
ing process, underscoring the core ways in which ‘relationships matter’ in student
mentoring, from providing social support, to facilitating academic progress and pro-
fessional development.
In a paper critiquing the lack of deﬁnitional and theoretical clarity in the ﬁeld
of mentoring, Barry Bozeman and Mary Feeney acknowledged the central role that
social capital might play, deﬁning mentoring as:
a process for the informal transmission of knowledge, social capital, and psychosocial support
perceived by the recipient as relevant to work, career, or professional development; mentoring
entails informal communication, usually face-to-face and during a sustained period of time,
between a person who is perceived to have greater relevant knowledge, wisdom, or experience
(the mentor) and a person who is perceived to have less (the protégé), (Bozeman & Feeney,
2007, p. 731).
In the same year, Hezlett and Gibson (2007) published a comprehensive review
of the alignment of social capital and workplace mentoring programs, showing how
a small number of studies have drawn explicitly on social capital theory and a wider
literature has implicitly aligned with social capital elements. Hezlett and Gibson
provide a comprehensive argument, demonstrating how both the mentoring and social
capital literature have shared a focus on the value of relationships and common
constructs including positive outcomes, negative experiences, trust and information
exchange.
While social capital has been linked to mentoring in the workplace, there have
been few explicit references to social capital in the tertiary education mentoring lit-
erature. Gerschenfeld (2014), in a review of 20 undergraduate mentoring programs,
noted that social capital had been used as a conceptual framework in only two. In
the ﬁrst of these, Mekolichick and Gibbs (2012) analysed beneﬁts derived from
research-focused mentoring for sociology undergraduates, noting differences in the
approaches taken by ﬁrst-generation students and those with a family history of ter-
tiary study, concluding that these differences could be explained by the concept of
cultural capital. Gannon and Maher (2012) referenced social capital theory, draw-
ing parallels between social capital and mentoring theory, citing three studies that

2 Partnerships for Learning and Belonging in Tertiary Education … 15
have aligned both theories. It is of note that none of these studies were situated in
tertiary education. Nevertheless, Gannon and Maher argue that a mentoring program
cognizant of social capital impact may have particular beneﬁts for the careers of
graduating students. Their program, in which ﬁnal-year tourism and hospitality stu-
dents were mentored by alumni working in the industry, was positively evaluated by
both mentees and mentors, however, the authors note their intention to more strongly
underscore the social capital beneﬁts of the program for participants in subsequent
iterations.
Although social capital has rarely been explicitly addressed in the literature on
tertiary education student mentoring, the dimensions of bridging, bonding and linking
social capital are evident in mentoring programs.
Bridging Social Capital
While deﬁnitions of mentoring are diverse (Egege & Kutieleh,2015; Jacobi,1991;
Crisp & Cruz,2009), core to most deﬁnitions is a more experienced mentor partnering
with a less experienced mentee. Kehoe (2007), for example, deﬁned a mentor as ‘a
person who is more experienced in a particular context helping a less experienced
person achieve their goals’ (p. 6). Mentoring epitomises bridging social capital,
which builds relationships between like people who do not yet have well-established
ties.
In most models of tertiary education mentoring, mentors are typically later year
students from the same discipline as the mentee. For example, in an effort to bet-
ter support mature-age ﬁrst-year paramedic students who were at risk of failing,
Hryciw, Tangalakis, Supple, and Best (2013) introduced a voluntary Peer Assisted
Study Sessions (PASS) program, facilitated by later year mentors. Second-year men-
tors, chosen on the basis of their academic performance, worked in pairs to facilitate
groups of 25 mentees. Compared to ﬁrst-year students who did not attend the men-
toring sessions, the 105 mentees achieved higher grades and were less likely to fail.
Mentees perceived the program to improve their study and increase their conﬁdence.
They also reported these beneﬁts generalising to other courses. In an analysis of the
mutual capital built through the exchange, beneﬁts for mentors included perceptions
of improved knowledge, communication and leadership skills as well as enhanced
conﬁdence.
In our own teaching, we have used later year students as mentors. For example, in
one study we described the integration of a mentoring program into a ﬁrst-semester
compulsory psychology unit, where ﬁrst-year students (N=231) were mentored
in small groups by pairs of third-year students (N=34) (Burton, Chester, Xenos,
&Elgar,2013). We used a mixed-methods pretest–posttest design to evaluate the
model. First-year students evidenced signiﬁcant improvements in the psychological
literacies targeted in the program. In addition, both mentees and mentors experienced
an increase in deep learning and a reduction in surface learning. Mentees and mentors

16 A. Chester et al.
alike agreed that the program improved the quality of their work and facilitated a
sense of belonging.
Similar pairings of ﬁrst-year and later year students have produced positive out-
comes in a range of other disciplines, including accounting (Fox, Stevenson, Con-
nelly, Duff, & Dunlop,2010), biology (Goff,2011) and education (Douglass, Smith,
& Smith,2013). Beyond these, course-focused models are examples of the whole
of university programs; large-scale initiatives that also use more experienced men-
tors from the mentee’s discipline (for example, Beltman & Schaeben,2012;Hall&
Jaugietis,2011; Skaniakos, Penttinen, & Lairio,2014).
The studies described above provide examples of mentoring programs that connect
ﬁrst-year students with more experienced students in the discipline. These programs
implicitly leverage bridging social capital in order to successfully support transition,
increase pass rates, enhance deep learning and academic achievement and improve
retention of ﬁrst-year students.
In several studies, beneﬁts for mentors have also been documented, supporting the
importance of reciprocity in social capital emphasised by both Putman (2000) and
Paxton (1999). Beltman and Schaeben (2012), for example, focused on beneﬁts for
mentors in an institution-wide program, noting four main areas of advantage: altru-
istic (satisfaction derived from helping others), cognitive (enhancement of skills and
knowledge), social (development of networks) and personal growth (self-conﬁdence
and reﬂection). In our own research (Burton et al.,2013), mentors showed even more
positive evaluations of the program than the ﬁrst-year students, strongly agreeing that
the program had helped both their academic performance and sense of well-being.
These positive outcomes were perhaps due to the layers of social capital they accrued
through their work with their mentor partner as well as their work with the ﬁrst year
students.
Bonding Social Capital
Several mentoring programs have built bonding social capital within mentee cohorts,
both explicitly and implicitly, through group programs. For example, the PASS pro-
gram to support mature-age paramedic ﬁrst-year students developed by Hryciw et al.
(2013), brought mentees together in groups of 25. Mentees noted the program had
increased their friendship network. Similarly, the majority of ﬁrst-year psychology
mentees in our research (Burton et al.,2013) who worked with mentors in small
groups within their tutorials, reported that the mentoring program had enhanced
their sense of belonging.

2 Partnerships for Learning and Belonging in Tertiary Education … 17
Linking Social Capital
Linking social capital connects mentees to important resources outside their disci-
pline area. Although less frequent in tertiary education, some models of linking social
capital exist in the mentoring literature. Jones and Goble (2012), for example, paired
undergraduate students with an intellectual disability with mentors majoring in spe-
cial education. Designed to support academic and/or social needs of the mentees, the
program demonstrated positive outcomes for both mentees and mentors.
Moving beyond the use of students as mentors, research-focused staff
(Mekolichick & Gibbs,2012) and industry practitioners (Gannon & Maher,2012)
have also been integrated into mentoring programs, linking mentees to core knowl-
edge and resources for professional development. With a focus on industry connec-
tion, Gannon and Maher (2012), p. 442 noted
the value of developing a mentoring program for students, who will soon enter the highly
competitive, mass, graduate labour market is therefore also clearly supported by arguments
and evidence from social capital theory, where social capital and ties may be the discerning
factors in securing positions and advancement opportunities (Gannon, 2012, p. 442).
In summary, although not widely employed as a construct in the student peer
mentoring literature, social capital provides a framework for explaining the impact
and value of programs on both mentees and mentors. It can help describe the ways
student mentoring bridges, bonds and links to transform learning experiences.
Social Capital in Tertiary Education: Staff Peer Observation
of Teaching
Social connections between teachers in primary and secondary settings have long
been recognised as important ways to support the transition of new teachers as well
as provide access to information, support and advice for existing staff (Baker-Doyle,
2013). These networks can increase job satisfaction and self-efﬁcacy as well as
improve practices that enhance student outcomes (Benbow & Lee,2018). Less is
known, however, about the impact of these networks in tertiary settings. In a study
of staff across three American universities, Benbow and Lee (2018) explored the
development of social networks to support tertiary teaching. Using survey data from
224 academics and supplemented by 22 face-to-face interviews, analyses showed that
network size, diversity and strength were correlated with years of teaching experience
and organisational support.
One explicit way that tertiary institutions can support the development of social
capital amongst staff is through peer observation of teaching programs. These pro-
grams have been implemented to support and inspire teachers in collaborative activ-
ity against a backdrop of diminishing resources (Georgiou, Sharma, & Ling,2018).
Like student mentoring, peer observation of teaching for staff is associated with a
range of beneﬁts from individual and institutional perspectives, all of which can be

18 A. Chester et al.
related to social capital. From an individual perspective, beneﬁts include reﬂective
practice development (Bell,2001; Lomas & Nicholls,2005), enhanced collegiality
(Bell,2001; Lomas & Nicholls,2005; Mager et al.,2014; White et al.,2014) and
improved teacher efﬁcacy (Hendry & Oliver,2012; Wright & Main,2015). From
an institutional perspective, peer observation programs have evidenced a shift from
teacher-led to student-focused learning (Chester,2012; Hounsell,2009), enhanced
student learning outcomes (Hanbury, Prosser, & Rickinson,2008) and a focus on
quality of teaching (Bell,2001; Kell & Annetts,2009).
Peer observation of teaching is a contested term, but it is generally used to describe
the practice of peers observing and providing feedback on each other’s teaching
practice. Within that broad conceptualisation of peer observation of teaching, mul-
tiple models exist, with distinct principles, practices, processes and purpose. These
models include formative, diagnostic, summative and evaluative programs that are
designed to focus on improving or evaluating teaching quality (Gosling,2002; Lomas
& Kinchin,2006; see Table2.1). Programs typically focus on either continuous
improvement processes, performance management or providing evidence for aca-
demic promotion or advancement.
Formative peer observation of teaching programs, with an emphasis on colle-
gial exchange, reﬂective practice, trust and relationship building, can be seen as an
exchange that builds social capital. Models with a formative and collegial focus have
generally been reported as more successful (Georgiou et al.,2018). The other forms
of peer observation are designed to make judgements about performance for a range
of purposes from probation to promotion. These models are typically characterised by
unequal power relationships, where neither learning nor the relationship is the focus.
As such, these programs do not contribute positively to a social capital analysis.
While the concept of social capital has rarely been used to describe formative
peer observation of teaching, both bonding and bridging social capital can be used
to describe and explain the beneﬁts that arise from formative approaches. In the
rest of this section, we examine these aspects. In contrast, we could not ﬁnd any
examples of linking social capital in the peer observation of teaching literature.
Partnering beyond the academy for observation of teaching does not seem to have
Table 2.1Models used to describe peer observation of teaching
Model Principles/practices/processesPurpose
FormativeObservation, critical reﬂection,
appraisal, collegial exchange of
practices and improvement strategiesContinuous professional development and improved quality of teaching
DiagnosticReview performed by experienced academic Identiﬁes and addresses teaching practice issues
SummativeReview performed by experienced academic or educational developerAcademic promotion
EvaluativePeer observation performed by experienced academic or managementAuthoritative diagnosis of perceptions of teaching
Table has been adapted from Gosling (2002) and Lomas & Kinchin (2006)

2 Partnerships for Learning and Belonging in Tertiary Education … 19
yet been explored or is at least not yet well documented. Nevertheless, it is possible
to imagine contexts in which such partnerships could be used to build social capital.
For example, teachers in primary, secondary and tertiary education could potentially
provide useful feedback to each other and inform understandings of pedagogy and
practice across these sectors. Partnerships between industry and educators focusing
on teaching observation could also, with appropriate support, offer opportunities for
strengthening connections and practice.
A peer observation partner can play an important role in building social capital by
assisting a peer in realising what ‘good’ teaching represents (Gosling,2009). Social
capital can, therefore, be realised through engaging in peer observation as a practice
foundational to academic scholarship. As with student mentoring, the functions of
peer observation are diverse. These functions enable engagement with both informal
and formal mechanisms within which social capital is enacted. Informal mechanisms
may privilege building tacit forms of social capital.
Like student mentoring, peer observation of teaching is associated with a range of
beneﬁts. These beneﬁts may be further conceptualised through the lens of structural,
relational and cognitive dimensions of social capital (Nahapiet & Ghoshal,1998).
The structural dimension of social capital refers to the factors that both inﬂuence
relationship coherence within a social network and provide the relationship meaning
and stability (Inkpen & Tsang,2005). At a relational level, different relationship
types fuel different qualities of motivation, which in turn impacts the types of social
capital gained. Informal structures may be more generative and sustaining of informal
relationships, and are mediated by the quality of motivation governing the relational
exchange. Where relationships exist within more visible structures, social sanctions
may have a stronger bearing on the type and quality of relational exchange, including
levels of reciprocity of knowledge exchange. Higher levels of reciprocity can con-
tribute to increased trust, and enhanced motivation to exchange knowledge. Within
peer observation, this may be evidenced by increased teaching effectiveness (Hendry
&Oliver,2012; Wright & Main,2015).
The quality of knowledge exchange may be contingent on the degree of a shared
language, goal and culture. These commonalities form the cognitive dimension of
social capital. Where language, goals and cultures are perceived to be shared, the
relational dimension of social capital is more likely to be validated and exploited for
mutual beneﬁt. Realising these mutual beneﬁts may reinforce the coherence of the
social network and enhance access to important resources (Foley & Edwards,1999).
Examples of these resources include the exchange of emotional support (bonding)
and access to information and resources (bridging) (Brass, Galaskiewicz, Greve, &
Tsai,2004). We explore these two aspects of bonding and bridging social capital
more fully below.

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PUBLICATIONS
OF THE
SCOTTISH HISTORY SOCIETY
VOLUME XX
———
THE LYON IN MOURNING
VOL. I
October 1895
THE
LYON IN MOURNING
OR A COLLECTION OF SPEECHES LETTERS
JOURNALS ETC. RELATIVE TO THE AFFAIRS
OF PRINCE CHARLES EDWARD STUART
BY THE REV. ROBERT FORBES, A.M.
BISHOP OF ROSS AND CAITHNESS
1746-1775
Edited from his Manuscript, with a Preface by
HENRY PATON, M.A.
———
IN THREE VOLUMES
I

EDINBURGH
Printed at the University Press by T. and A. Constable
for the Scottish History Society
1895

CONTENTS
PAGE
Preface, xi
Letter from the Rev. Mr. Robert Lyon to his mother and sisters, 3
The last and dying speech of Robert Lyon, A.M., presbyter at Perth, 12
A Conversation between Mr. Lyon and Mr. Buchanan, of Arnprior, about the
murder of Mr. Stewart of Glenbuckie,
21
A short account of Mr. Lyon, 21
Speech of Mr. Thomas Theodore Deacon, 22
Speech of Mr. Thomas Syddal, 26
Speech of Arthur, Lord Balmerino, 32
The manner of his death, 33
Speech of Donald MacDonell of Tiendrish, of the family of Keppoch, 34
Short account of Major MacDonell while in Carlisle Castle, and at his trial,36
Letter from Major MacDonell to Mr. Robert Forbes, at my Lady Bruce's
lodgings at Leith,
37
Answer to the above, 38
Letters to Mr. John Moir, merchant in Edinburgh, and Mr. Robert Forbes, in
Leith,
39
Letter to Mr. Robert Forbes, 40
Letter to Mr. John Moir, merchant in Edinburgh, 41
Anecdote of Mr. Burnett of Monboddo, 42

Speech of David Morgan, Esquire, 43
Speech of Mr. James Bradeshaw, 48
The case of Mr. Francis Buchanan of Arnprior, 51
Speech of Arthur, Lord Balmerino, from his Lordship's own handwrit, 54
A list of evidences against Lord Balmerino, 56
Verses on Arthur, Lord Balmerino, 56
Letter to a gentleman in Holland, vindicating the character of Arthur, Lord
Balmerino, in a certain important point,
58
Speech of the Rev. Mr. Thomas Coppoch of Brazenose College, Oxford,
commonly called Bishop of Carlisle,
60
Speech of Andrew Wood, who join'd the Prince in England, 64
A genuine and full account of the battle of Culloden, etc., taken from the
mouths of the old laird of MacKinnon, Mr. Malcolm MacLeod, etc., and
of Lady Clanronald and Miss Flora MacDonald, by John Walkingshaw of
London, or Dr. John Burton,
66
Conversation with MacDonald of Kingsburgh upon the above account, 74
Liberation of Mr. MacDonald of Kingsburgh, 82
Journal by Mr. John Cameron, Presbyterian preacher and chaplain at Fort-
William,
83
Captain O'Neil's Journal of the Prince's retreat and escape after April 16th,
1746,
102
Remarks and particular sayings of some who were concerned in the Prince's
preservation,
108
Narrative by Mr. Cameron of Glenevis, given to several persons in
Edinburgh, after his liberation out of the Castle of Edinburgh, about the
beginning of July 1747,
124
Some circumstances of MacDonald of Kingsburgh's history, 126

Journal of Captain Malcolm MacLeod, second cousin to Malcolm MacLeod,
Laird of Raaza, as to the Prince's escape, his own sufferings, and some
other incidents of the Rebellion,
130
Journal of Donald MacLeod of Gualtergill, of the Prince's escape, and his
own after fortunes,
154
Letter to Mr. Alexander MacDonald of Kingsburgh in Skye, 186
Letter to Captain Malcolm MacLeod of Castle in Raaza, 187
A short but genuine account of Prince Charlie's wanderings from Culloden to
his meeting with Miss MacDonald, by Edward Burke,
189
Supplementary details by Edward Burke, with account of his own fortunes,197
Journal of the Prince's embarkation and arrival, etc., chiefly taken from
Duncan Cameron at several conversations,
201
Story of Duncan Cameron's escape, 210
Letter from the Prince to his father after the battle of Gladsmuir, 21st
September 1745,
211
Account of cruelties by Mrs. Cameron, Dr. Archibald Cameron's lady, 216
Another account of cruelties by Mrs. Robertson, Lady Inches, 216
Letter from Mr. Deacon to his father, 220
Some paragraphs of a letter to Mr. Deacon's father, said to be written by the
nonjurant clergyman that used to visit Mr. Deacon, etc.,
221
Letter from Sir Archibald Primrose of Dunipace, to his sister, 222
Letter to the same lady, which served as a cover to the above, from Mr.
James Wright, Writer in Edinburgh,
223
Song, to the tune of 'A cobbler there was,' etc., 223
Poem on a late defeat, 1746, said to have been composed by a Scots
gentleman, an officer in the Dutch service,
226

A Paraphrase upon Psalm CXXXVII., by Willie Hamilton, 228
Ode on the 20th of December 1746, 229
Ode on the 10th of June 1747, 233
Soliloquy, September, 29th 1746, 235
Lines upon the different accounts of the behaviour of the two executed
lords, Kilmarnock and Balmerino, taken out of an English newspaper,
237
These lines turned into the form of an inscription, 238
Lines on Lord Balmerino, 238
Lines on the death of Sir Alexander MacDonald, 239
Lines spoken extempore on Lovat's execution, by a lover of all those who
will and dare be honest in the worst of times,
239
Lines on a young lady, who died on seeing her lover, Mr. Dawson, executed
on 30th July 1746,
241
The contrast set in its proper light; said to be done by a lady, 241
A Catch, 1746, 244
Lines by the Rev. Mr. Thomas Drummond, Edinburgh, on Mr. Secretary
Murray's turning evidence,
245
Satan transformed into an angel of light, or copy of a letter from Mr.
Evidence Murray, to his nephew, Sir David Murray, of seventeen or
eighteen years of age, in jail in the city of York, 1747,
247
Copy of the Prince's summons to the city of Edinburgh to surrender, 249
Narrative by Mr. Alexander Murray, printer in Edinburgh, 250
Letter from Charles Gordon of Terperse to his own lady, 252
Letter, which served as a cover to the above, from Mr. Patrick Gordon,
minister at Rhynie,
253

Letter, said to be written by Lord George Murray or one of his friends, as to
the battle of Culloden,
254
Conversation with Captain John Hay, 267
Some omissions in Donald MacLeod's Journal, 268
Letter to Mr. Robert Forbes, containing a true and genuine account of the
case of poor William Baird,
270
Reply to the above letter, wherein a character of honest Donald MacLeod,271
Letter from Malcolm MacLeod to Mr. Robert Forbes, and the reply, 273
Lines by a lady, extempore, upon the ribband which the Prince wore about
his head when obliged to disguise himself in a female dress under the
name of Betty Burke,
276
Narrative of a conversation between Captain John Hay and Mr. Robert
Forbes,
276
Journal of the Prince's embarkation and arrival, etc., taken from the mouth
of Æneas MacDonald, a banker in Paris, and brother of Kinlochmoidart,
when he was in a messenger's custody in London, by Dr. Burton of
York,
281
Note of the Prince's escape from Scotland to France, 295
Journal taken from the mouth of Flora MacDonald by Dr. Burton of York,
when in Edinburgh,
296
Lines, Townly's Ghost, etc., 306
Copy of several remarkable narratives taken from the mouth of Dr. Archibald
Cameron's lady, by Dr. John Burton, when in Edinburgh,
307
Letter (of a very singular nature) to Arthur, Lord Balmerino, and its history,313
Orders given by Colonel John Campbell to Captain Campbell of Knockbowie
of the Argyleshire Militia,
316
Omission in the Journal of Mr. John Cameron, 317

Petition of George, Lord Rutherford, for a peerage, 319
Joint Journal by Captain Alexander MacDonald, Young Clanranald, and
MacDonald of Glenaladale, of the Prince's adventures after Culloden,
320
Colonel Ker of Gradyne's Account, 355
Observations by Captain Alexander MacDonald on the Journals of Mr. Æneas
MacDonald and Captain O'Neil,
357
Captain O'Neille's Journal, from a copy attested by himself, 365
Notes on this Attested Journal, 375
Appendix .—A copy of a letter from a soldier in Cobham's dragoons, 11 May
1746,
380

PREFACE
The Lyon in Mourning is a collection of Journals, Narratives, and
Memoranda relating to the life of Prince Charles Edward Stuart at
and subsequent to the Jacobite Rebellion of 1745. The formation of
this collection was to a great extent the life-work of the Rev. Robert
Forbes, M.A., Bishop of Ross and Caithness.
He was the son of Charles Forbes, a schoolmaster in the parish of
Rayne, Aberdeenshire, and of Marjory Wright, and was born there in
1708, his baptism being recorded in the parochial register as having
taken place on 4th May of that year. He must have been a studious
youth, as he was sent to Marischal College, Aberdeen, in or about
1722, at the early age of fourteen, and graduated there as Master of
Arts in 1726. He then proceeded to qualify himself for orders in the
Scottish Episcopal Church, and coming to Edinburgh in June 1735,
he was there ordained priest by Bishop Freebairn. In December of
that year he became assistant to the Rev. William Law at Leith, and
soon afterwards, at the request of the congregation, was appointed
his colleague. At Leith, it may be said, he lived and laboured for the
remainder of his life.
Like most of the Episcopalians of that day, he was an ardent
Jacobite, indeed one of the most ardent, and but for a timely
interposition of the 'hated Hanoverian' government would not
improbably have shared the fate of some of his brethren whose end
he chronicles. In that case there would have been no Lyon in
Mourning, and it is but fair to say that though The Lyon can never be
considered, and does not pretend to be, an impartial relation of the
events with which it deals, our literature of the Rebellion of 1745
would have been greatly the poorer by its absence. Nay, it may even
be said that, but for the continuous energy and single-eyed purpose

of Bishop Forbes in this work, much of what is now known on this
subject would never have come to light.
On hearing of the advent of Prince Charles Edward in the West
Highlands, Mr. Forbes, with two Episcopalian clergymen and some
other gentlemen, started off with the intention of sharing his
fortunes, but all were arrested on suspicion at St. Ninians, near
Stirling, and imprisoned. He notes the fact in the Baptismal Register
of his congregation, as follows: 'A great interruption has happened
by my misfortune of being taken prisoner at St. Ninian's, in company
with the Rev. Messrs. Thomas Drummond and John Willox, Mr.
Stewart Carmichael and Mr. Robert Clark, and James Mackay and
James Carmichael, servants, upon Saturday, the seventh day of
September 1745, and confined in Stirling Castle till February 4th,
1746, and in Edinburgh Castle till May 29th of said year. We were
seven in number, taken upon the seventh day of the week, the
seventh day of the month, and the seventh month of the year,
reckoning from March.'
[1]
An incident of the roping of these prisoners
at their removal from Stirling to Edinburgh is narrated by the author.
[2]
After his release from imprisonment Mr. Forbes appears to have
been invited to reside in the house of one of the most wealthy
members of his congregation, Dame Magdalene Scott, Lady Bruce of
Kinross, the widow of Sir William Bruce of Kinross. She resided in the
Citadel of Leith, and was a strong Jacobite; Mr. Forbes tells how her
house was on more than one occasion the special object of the
Government's concern, as the Prince himself was supposed to be
concealed there.
[3]
For this lady Mr. Forbes cherished the highest
esteem, speaking of her as 'the worthy person, the protection of
whose roof I enjoy.'
[4]
She died in June 1752, aged 82; but before
that event took place he had left her house, on the occasion of his
marriage to his first wife, Agnes Gairey. This was in 1749,
[5]
and the
lady died on 4th April of the following year.
[6]
He afterwards married,
as his second wife, Rachel, second daughter of Ludovick Houston of
Johnstone, in Renfrewshire, of whom he makes frequent mention in

The Lyon. She was in fullest sympathy with her husband's Jacobite
proclivities, and occasionally sent presents to the Prince abroad.
In 1762 Mr. Forbes was chosen and appointed Bishop of Ross and
Caithness, and in 1767 he was elected Bishop of Aberdeen by a
majority of the local clergy, but the College of Bishops disallowed the
election in his case, and another was appointed. How keenly Mr.
Forbes felt this action will be seen from his conversation and
correspondence with Bishop Gordon of London. He twice visited his
diocese in the north, and kept full journals of his progresses.
[7]
They
are similar to a diary of his visit to Moffat, which is inserted in The
Lyon,
[8]
and which was doubtless so inserted because of its concern
with certain Jacobite matters; but it is also of interest on other
accounts.
In later life, when, from having less to chronicle, he was not so
taken up with this work, Bishop Forbes was an occasional contributor
to the Edinburgh Magazine, in which he published a number of
topographical and antiquarian articles. Several of these, relating to
Roslin Chapel, were collected and printed in 1774, under the nom de
plume of Philo-Roskelynsis. He died at Leith on 18th November 1775
and was buried in the Maltman's Aisle in South Leith parish church.
He does not appear to have had any children.
The origin of this collection, The Lyon in Mourning, probably dates
from the author's imprisonment in Stirling Castle or Edinburgh
Castle. In the latter place he was brought into contact with some of
those who had taken an active share in the cause of Prince Charles,
and it was, doubtless, while listening to their narratives that he was
inspired with the idea of committing them to writing. Why he called
his collection by the name it bears, he nowhere explains. It has been
suggested that it was 'in allusion to the woe of Scotland for her
exiled race of princes;' the Lyon being the heraldic representative of
the nation. Bishop Forbes, in his own mind, no doubt, identified the
Scottish nation with the comparatively few Jacobites within the
country.

But whatever may be said about the title, the Bishop's purpose was,
as he declared, to make up 'a Collection of Journals and other
papers relative to the important and extraordinary occurrences of life
that happened within a certain period of time,' and which, he adds,
'will serve to fix a distinguishing mark upon that period as a most
memorable æra to all posterity.... I have,' he proceeds to say, 'a
great anxiety to make the Collection as compleat and exact as
possible for the instruction of future ages in a piece of history the
most remarkable and interesting that ever happened in any age or
country.' Nor was it only what particularly concerned that 'certain
Young Gentleman' (as they were wont to style the Prince) that Bishop
Forbes set himself to gather information, but also whatever could be
gleaned about those who followed his fortunes. He was even
desirous that every act of kindness performed by the victorious
Hanoverians towards their vanquished enemies, should be cherished
with the names of the doers, that they with the others 'may be
carefully recorded and transmitted to posterity, according to truth
and justice.'
And thus, though it be a purely Jacobite Collection, it is evident
throughout that the author was most scrupulous with regard to the
truth of the facts he relates. Hence, in seeking for narratives of the
different episodes in the rebellion, his endeavour was to get them at
first-hand from participators therein. 'I never chuse,' he says, 'to
take matters of fact at second-hand if I can by any means have
them from those who were immediately interested in them.'
[9]
Where
this could not be obtained, he instructed his correspondents to 'have
a particular attention to dates, and to names of persons and places;'
for, he adds,'I love a precise nicety in all narratives of facts, as
indeed one cannot observe too much exactness in these things.... I
love truth, let who will be either justified or condemned by it.... I
would not wish to advance a falsehood upon any subject,' not even
on Cumberland himself, for any consideration whatsoever.
His assiduity in the work is likewise noteworthy. Assuming that he
began collecting in the end of 1746, by September 1747 he records
that he has covered between twenty-four and thirty sheets, which by

19th April following had increased to about forty, by 4th July 1748,
to sixty sheets, and by the following month about seventy, which he
had bound up in several octavo volumes. These (from the point at
which he mentions this
[10]
) would be at this time four in number, for
by 'sheets,' Bishop Forbes means a sheet of paper which, when
folded, yields sixteen pages, and the number of pages in these first
four volumes amount in the aggregate to 868 pages. He was now
well advanced with another, the fifth, which ends with page 1112.
The sixth volume is also dated on its title-page '1748,' volume
seventh, 1749, and volume eighth, 1750. This eighth volume,
however, could only have been begun in that year, as there is
reference in it, near the end, to an event which happened in 1761.
But as the seven volumes contain 1598 pages, or, as the author
would have put it, ninety sheets, we have a pretty fair estimate of
his diligence in the collecting, sometimes drafting, and in all cases
transcribing his materials. Naturally, as the main facts of the
Rebellion receded from public view by the progress of time and
other events, interest would abate, and materials fall off, and this is
evident enough from the compilation of volume eighth taking ten or
eleven years, while the previous seven were accomplished in three
or four. Volume ninth, again, gave the collector employment for at
least fourteen years, for though it is dated in 1761, it contains
correspondence down to April 1775. This volume, while it yields a
few papers respecting the Rebellion of 1745, is chiefly occupied with
a correspondence maintained by Bishop Forbes with other Jacobites,
in which a most lively interest is taken in the daily life and affairs of
Prince Charles on the Continent of Europe, and schemes suggested
and devised for the realisation, some time or other, of Jacobite
hopes. This correspondence is continued in the tenth and last
volume, which, however, is only partly filled up, the rest of the
volume consisting of blank pages. It was commenced in 1775, and
goes on to October of that year, the death of Bishop Forbes
occurring in the following month. Here, however, there is no lack of
interest in the persons to whom we are introduced as engaged in
the Cause along with Bishop Forbes. They are almost all

Episcopalians. Indeed, the members of the Scottish Episcopal body
were practically identified with the Stuart Cause from the Revolution
onwards, until in despair, they, by a formal declaration, professedly
severed themselves from it in or about 1780. Bishop Forbes did not
live to see this, but even some time before his death evil tidings had
frequently arrived and given rise to sad forebodings of shattered
hopes, and the wrecking of long-cherished expectations.
To publish his Collection, Bishop Forbes could never be induced. He
rightly judged it imprudent to print what could only be construed as
a censure of the Government of the day, and which, accordingly, was
likely to draw resentment not only upon himself, but upon any of the
surviving actors whose names it was his desire to immortalise in
story. Urged to it by one of his correspondents (Dr. John Burton of
York, who, being himself a sufferer on the Prince's account,
published a pamphlet narrative of the Prince's adventures and
escape, and also of his own sufferings), Bishop Forbes always replied
that he 'waited a seasonable opportunity.' His mind, as to this,
further appears from the way in which he expresses himself to a
brother in office in reference to Dr. Burton's publication. It has made
its appearance, he says, 'contrary to my earnest and repeated
remonstrances. I have resisted many solicitations, and I am well
aware that this is far from being a proper time for the publication of
truths of so much delicacy and danger, and therefore, for my part, I
am resolved to wait for a more seasonable opportunity;' and when
that would occur he could not imagine. This was in 1749, and, as
the result shows, the opportunity never came for him. He did print a
short account of the Prince's adventures at a later date, copies of
which he sent to the Prince and others abroad; but this was only a
trifle in comparison with what he had collected.
Naturally, The Lyon in Mourning was one of his most valued
possessions, and he guarded it with the most jealous care. Only on
one occasion would he allow it out of his own hands. He would show
his friends the external bulk of it, but they were not permitted to pry
within. One young relative, who did not apparently stand very high
in the author's favour, had the temerity to ask that the 'black-edged

volumes' might be sent to him in London for completing a narrative
which he and another were preparing for publication, and in reply
got the rebuff, that there was much room for doubting his
competency for the task he had undertaken, while as for the loan of
the Manuscript, he had asked what the author would not have
granted to his own father. However, Bishop Forbes judged it
expedient to part with them for a time when his residence was
threatened with a search. He had this to plead as an excuse to Dr.
Burton, who begged the Bishop to furnish from his collection some
materials to make his own proposed publication more perfect. 'I was
obliged,' he replies, 'to secret my collection, having been threatened
with a search for papers. I have therefore put my collection out of
my own custody into the keeping of a friend, where I cannot have
access to it without some difficulty, and I resolve to keep it so, that
so I may defy the Devil and the Dutch.' Indeed, this was his usual
way with it, for he writes to another, 'I keep my collection in a
concealment always, so that I am not afraid of its being seized by
enemies; and it is not every friend I allow to see only the bulk and
outside of my favourite papers.'
[11]
The volumes are bound in sombre black leather, and have their
edges blackened, while around each title-page is a deep black
border. Some relics, which are, or have been, attached to the
volumes for preservation, call for some notice. They are most
numerous on the insides of the boards of the third volume. First,
there is a piece of the Prince's garters, which, says Bishop Forbes,
'were French, of blue velvet, covered upon one side with white silk,
and fastened with buckles.'
[12]
Next there is a piece of the gown
worn by the Prince as Betty Burke, which was sent to Bishop Forbes
by Mrs. MacDonald of Kingsburgh. It was a print dress, and from this
or other pieces sent the pattern was obtained, and a considerable
quantity of print similar to it made by Mr. Stewart Carmichael,
already mentioned. Dresses made from this print were largely worn
by Jacobite ladies, both in Scotland and England, for a time. Thirdly,
there is a piece of tape, once part of the string of the apron which
the Prince wore as part of his female attire. Bishop Forbes secured

this relic from the hands of Flora MacDonald herself, who brought
the veritable apron to Edinburgh, and gave the Bishop the pleasure
of girding it on him. To keep company with these, another relic has
been added to this board by the late Dr. Robert Chambers, and
which, consequently, Bishop Forbes never saw. It is a piece of red
velvet, which once formed part of the ornaments of the Prince's
sword-hilt, and was obtained, as that gentleman narrates, in the
following way. On his march to England, the Prince rested on a bank
at Faladam, near Blackshiels, where the sisters of one of his
adherents, Robert Anderson of Whitburgh, served him and his
followers with refreshments. Before he departed, one of the young
ladies begged the Prince to give them some keepsake, whereupon
he took out his knife, and cut off a piece of velvet and buff leather
from the hilt of his sword. Up till 1836 at least, this was preciously
treasured at Whitburgh; and it was from Miss Anderson of
Whitburgh, of a later generation of course, that Mr. Chambers at that
time obtained the scrap which he placed with the Bishop's relics. On
the inside of the back board of this volume are pieces of tartan,
parts, respectively, of the cloth and lining of the waistcoat which the
Prince received from MacDonald of Kingsburgh, when he
relinquished his female garb. This he afterwards exchanged with
Malcolm MacLeod for a coarser one, as it was too fine for the rôle of
a servant, which he was then acting. Malcolm MacLeod hid the
waistcoat in the cleft of a rock until the troubles should be over; but
when he went to recover it, as it had lain there for a year, he found
it all rotted, save a small piece, which, with two buttons, he
forwarded to Bishop Forbes.
On the inside of the back board of the fourth volume the Bishop has
had two small pieces of wood, one of which has now disappeared.
The remaining piece is about one inch long, less than half an inch
broad, and about one-eighth of an inch in thickness. These, says the
author, are pieces of that identical eight-oared boat, on board of
which Donald MacLeod, etc., set out with the Prince from Boradale,
after the battle of Culloden, for Benbecula, in the Long Isle. The bits
of wood were obtained and sent by MacDonald of Glenaladale. Then,

finally, there are pieces of one of the lugs of the brogues or shoes
which the Prince wore as Betty Burke, stuck on the inside of the
back board of volume fifth. But the Bishop seems to have had the
brogues themselves, and he and his Jacobite friends were wont to
use them as drinking vessels on special occasions. This was reported
to the Prince, who heartily enjoyed the idea, and remarked
concerning Bishop Forbes, 'Oh, he is an honest man indeed, and I
hope soon to give him proofs how much I love and esteem him.'
After the death of Bishop Forbes The Lyon in Mourning remained a
possession treasured by his widow for fully thirty years, she alone
knowing of what value it had been in the eyes of her husband. With
advancing years, however, she fell into poverty, and was obliged in
1806 to part with the Collection, a suitable purchaser having been
found in Sir Henry Steuart of Allanton, who had set himself the task
of preparing 'An Historical Review of the different attempts made to
restore the Stewart family to the throne from the Revolution in 1688
to the suppression of the Rebellion in 1745.' Ill-health frustrated his
design, and The Lyon in Mourning lay past unknown and unheeded
at Allanton until it was unearthed by Dr. Robert Chambers. He
purchased it from Sir Henry Steuart, and in 1834 published a
number of the papers and narratives contained in it in his work
entitled Jacobite Memoirs of the Rebellion of 1745. On an average
computation it may be said that Dr. Chambers printed about a third
part of what is contained in The Lyon, sometimes weaving one
narrative with another, in order to present in fuller form, so far as
possible, the entire history of the Prince in his adventures. But what
Dr. Chambers there gave in the personal narratives of the
contributors to The Lyon in Mourning, and what he has written in his
admirable popular History of the Rebellion, on information derived
chiefly from the same source, have but increased the desire of the
historical student to have before him the complete text of The Lyon
in Mourning as it stands in the original manuscript. This desire the
present publication will gratify. The Council of the Scottish History
Society originally proposed merely to print what Dr. Chambers had
left unprinted. But consideration of the fact just stated, and the

undesirability of the reader being required to compare two works in
order to ascertain the real contents of the Lyon, led to the resolution
to print the full text of the Bishop's manuscript, especially also as the
Jacobite Memoirs is now a somewhat scarce book.
Dr. Chambers bequeathed this Manuscript Collection of Bishop
Forbes to the Faculty of Advocates, Edinburgh, in whose library it
now remains. He had previously attached to the first volume the
following writing, to declare the genuineness and history of the
work:—
'Edinburgh , May 5, 1847.
'I hereby certify that the accompanying manuscript, in ten
volumes, entitled The Lyon in Mourning, was purchased by me
in 1833 or 1834 from the late Sir Henry Steuart of Allanton,
Baronet, by whom I was informed that he had bought it about
thirty years before from the widow of Bishop Forbes of the
Scottish Episcopal Church, the compiler, who had died in 1775.
'The volume contains, in a chronological progress, many
documents and anecdotes respecting the civil war of 1745, and
the individuals concerned in it. On this account I desired to
possess it, as I designed to make use of its contents for the
improvement of a history of the insurrection which I had
written.
(Signed) 'Robert Chambers .'
By a 'chronological progress' the reader is not to understand that the
events of the Prince's life, or of the Rebellion, will be found related in
order of time in the following pages. It can only mean that Bishop
Forbes proceeded in a chronological progress from 1746 or 1747 till
his death, in building up his Collection, telling us from time to time
the dates of his receiving his information, which he enrols as he
receives it, without any other regard to chronology than its coming
to him. But to enable the reader to follow the chronological
sequence of events, a brief chronological digest of the narratives

contained in the Collection will be given as an Appendix in the third
volume. In that volume also will be found an Index to the whole
work. Into the plots and scheming prior to the actual outbreak of the
insurrection, Bishop Forbes's materials do not lead us. It is, however,
satisfactory to learn that the Scottish History Society has in hand the
publication of the Journal of the Prince's Secretary, John Murray of
Broughton, which promises to throw light upon much that was
taking place anterior to the actual outbreak, as well as in other
respects to supply the deficiencies of The Lyon in Mourning.
It only remains to acknowledge the kindness of the Faculty of
Advocates in placing The Lyon in Mourning at the disposal of the
Society for publication, and the uniform courtesy of Mr. Clark and his
assistants in the Advocates' Library in facilitating the progress of this
work. Our acknowledgments are also due to the indefatigable
Secretary of the Society, Mr. T. G. Law, and to his ever-willing
assistants in the Signet Library, for their ready furtherance in the
labours of reference and research.

FACSIMILE OF ORIGINAL TITLE-PAGE
THE LYON IN MOURNING
OR

A COLLECTION (AS EXACTLY MADE AS THE
INIQUITY OF THE TIMES WOULD PERMIT)
OF SPEECHES, LETTERS, JOURNALS, ETC.,
RELATIVE TO THE AFFAIRS, BUT MORE
PARTICULARLY THE DANGERS AND DISTRESSES
OF
VOL. I
Eheu! quanta tenent Scotos mala! quanta doloris
Copia! qui Patriam luctus ubique premit
1747

1746 23
Oct.
Copy of a Letter from the Rev. Mr.
Robert Lyon
[13]
to his Mother and
Sisters .
[fol. 1.] My dear mother and my loving sisters ,—How ever
great a shock to nature I presently feel in writing you
upon this occasion, and the great trouble and affliction it
must give you all in reading my last, yet I could not allow myself,
having warning of my approaching fate, to leave this miserably
wicked world, without bidding you farewel and offering you my
advice.
It has pleased Almighty God in His unsearchable Providence for
some time past to afflict me with grievous and sore troubles,
everything that could be look'd on as comfortable in this world being
denied me that was in the power of my enemies to grant or refuse.
But blessed be my merciful God, they could not stop the inward
consolations of God's Holy Spirit, which has hitherto supported me in
health and vigour under all this miserable scene of calamities, for
which I have the greatest reason, while I live, to bless and adore His
glorious name. The miseries I have already undergone, and humanly
speaking, am still to suffer, are undoubtedly inflicted upon me as a
just reward and punishment for my manifold sins and iniquities, [fol.
2.] and I trust they have been dispensed as the chastisements of a
merciful Father to a prodigal child in order to draw me to a nearer
acquaintance with Himself, to wean my heart from all inordinate
affections to the follies and vanities of the world, to enlarge my
heart with desires of being with Jesus, my Saviour, of the freedom
from sin and of the fruition of my God to all eternity. This is the
proper influence His afflicting hand should have had upon me. And,
if my heart deceives me not, I have made it my endeavour, tho' with

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Transformations in Tertiary Education The Scholarship of Engagement at RMIT University Belinda Tynan

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