2
Contents
Page
1.
Introduction
3
2.
HEDC Research Community 2017
4
2.1
Lecturers
4
2.2
Adjunct Lecturers
4
2.3
Honorary Lecturers
4
2.4
Assistant Research Fellow
4
2.5
Visiting Workshop Facilitators
4
2.6
Visitors to HEDC
4
3.
Research Outputs
5
3.1
Comparison of publication numbers
5
3.2
Journal Articles
5
3.3
Journal Articles published online first or in Press
7
3.4
Book
8
3.5
Edited Book
8
3.6
Book Chapter
8
3.7
Book Chapter in Press
9
3.8
Conference Contribution
9
3.9
Conference Poster
11
3.10
Reports
11
4.
Research Invitations
12
4.1
Invited Conference Keynotes
12
4.2
Invited Research Seminars
12
5.
New Research Grants
13
5.1
Grants
13
5.2
Datasets
13
6.
PhD and Masters Students
14
6.1
PhD
14
6.2
MA (Higher Education)
15
6.3
MHEd
15
6.4
Diploma, Masters and PhD Graduation
16
7.
HEDC Research Seminars
16
8.
Journal Club
17
3
1.
Introduction
2017 was another successful year for HEDC and the department has maintained its
publications output and quality. We are now extremely well placed for the next PBRF round.
Our established postgraduate community is central to HEDC and we have maintained
numbers over the last few years with 24 PhD, 2 Masters by research and 8 MHEd students.
Samuel Asare and Tracy Rogers graduated with PhDs.
In 2016/17 HEDC had two vacancies and we were able to attract high calibre applicants from
around the world. We were delighted to appoint Dr Julie Timmermans from Canada who
came as a new Senior Lecturer, and also appoint Dr Joyce Koh from Singapore who will start
as an Associate Professor in 2018.
Professor Tony Harland
Head of Department
4
2. HEDC Research Community 2017
2.1 Lecturers
Dr Vivienne Anderson
Russell Butson
Dr Ben Daniel
Associate Professor Clinton Golding
Professor Tony Harland
Dr Vijay Mallan
Professor Kerry Shephard
Dr Julie Timmermans
Dr Rob Wass
2.2 Adjunct Lecturers
Professor Rachel Spronken-Smith
Dr Sarah Stein
2.3 Honorary Lecturers
Dr Carol Bond
Dr Angela McLean
2.4 Assistant Research Fellow
Dr Navé Wald
2.5 Visiting Workshop Facilitators
Professor Amy Burnett, University of Nebraska
Dr Stanley Frielick, Director, Ako Aotearoa
Dr Margaret Kiley, Australian National University
Dr Krystyna Haq, University of Western Australia
Dr Sereana Naepi, University of British Columbia
Dr Jaya Goswami, Texas A & M University
Professor Welby Ings, Auckland University of Technology
2.6 Visitors to HEDC
Professor Aizan Yaacob – School of Education and Modern Languages, Universiti Utara Malaysia
Lindy Wang - Shanghai Jiao-Tong University, China
Professor Paul Gannon, Montana State University
5
3. Research Outputs
3.1
Comparison of publication numbers
3.2 Journal Articles
Adam, L., Anderson, V., & Spronken-Smith, R. (2017). ‘It’s not fair’: Policy discourses and
students’ understandings of plagiarism in a New Zealand university. Higher Education,
74(1), 17-32.
Daniel, B. K. (2017). A descriptive model of sense of community on Juba Arabic Facebook.
International Journal of Web Based Communities, 13(1), 36-53.
Daniel, B. K. (2017). Enterprise lecture capture technologies and value to student learning.
International Journal of Information and Communication Technologies in Education, 6(2),
23-36.
0
5
10
15
20
25
30
2012
2013
2014
2015
2016
2017
HEDC publications for current PBRF round
Books
Chapters
Conference
Journals
6
France, A., Anderson, V., Laqekoro, Z., & Foster Page, L. (2017). Pacific adolescents' attitudes
to and beliefs about oral health and oral health care in two southern cities. New Zealand
Dental Journal, 113(1), 17-24.
Golding, C. (2017). Advice for writing a thesis (based on what examiners do). Open Review of
Educational Research, 4(1), 46-60.
Golding, C. (2017). For example? A philosophical case study of some problems when abstract
educational theory ignores concrete practice. Journal of Philosophy of Education, 51(2),
476-490.
Harland, T., Wald, N., & Randhawa, H. (2017). Student peer review: Enhancing formative
feedback with a rebuttal. Assessment & Evaluation in Higher Education, 42(5), 801-811.
Mahroeian, H., Daniel, B., & Butson, R. (2017). The perceptions of the meaning and value of
analytics in New Zealand higher education institutions. International Journal of Educational
Technology in Higher Education, 14(1), 35-52.
Meer, J. v. d., Wass, R., Scott, S., & Kokaua, J. (2017). Entry characteristics and participation in
a peer learning program as predictors of first-year students’ achievement, retention, and
degree completion. AERA Open, 3(3), 1-13.
Nairn, K., Anderson, V., & Blanch, K. (2018). Future teachers debate charter schools on
Facebook: Analysing their political subjectivities. Discourse: Studies in the Cultural Politics
of Education, 39(1), 41-52.
Shephard, K. (2017). Discovering tertiary education through others’ eyes and words: Exploring
submissions to New Zealand’s review of its tertiary education sector. Journal of Higher
Education Policy and Management, 39(1), 4-19.
Shephard, K., & Brown, K. (2017). How democratic is higher education for sustainable
development? Discourse: Studies in the Cultural Politics of Education, 38(5), 755-767.
Shephard, K., Bourk, M., Mirosa, M., & Dulgar, P. (2017). What global perspective does our
university foster in our students? Environmental Education Research, 23(3), 398-414.
Shephard, K., Brown, K., & Guiney, T. (2017). Researching the professional-development
needs of community-engaged scholars in a New Zealand university. Sustainability, 9(7),
1249.
Shephard, K., Brown, K., Connelly, S., Hall, M., Harraway, J., Martin, J., . . . Stoddard, I. (2017).
Empowering students in higher-education to teach and learn. New Zealand Journal of
Educational Studies, 52(1), 41-55.
7
Sim, K. N., & Butson, R. (2017). Visualising the doctoral research process: An exploration into
empirical research processes of emerging researchers. International Journal of Learning,
Teaching and Educational Research, 16(9), 42-59.
3.3 Journal Articles published online first or in Press
Anderson, V., Young, S., Blanch, K., & Smith, L. (2017). Mobility, place and affect in
transnational teacher education graduates’ accounts of their first year teaching. Teaching
and Teacher Education, 1-10. doi.org/10.1016/j.tate.2017.09.010
Asare, S., & Daniel, B. K. (in press). Factors influencing response rates in online student
evaluation systems: A systematic review approach. Journal of Interactive Learning.
Daniel, B. K. (2017). Big Data and data science: A critical review of issues for educational
research. British Journal of Educational Technology, 1-13. doi:10.1111/bjet.12595
Daniel, B. K. (2017). Contestable professional academic identity of those who teach research
methodology. International Journal of Research & Method in Education, 1-14.
doi:10.1080/1743727X.2017.1369510
Daniel, B. K. (in press). Empirical verification of the 'TACT' framework for teaching rigour in
qualitative research methodology. Qualitative Research Journal.
Harland, T., & Wald, N. (2017). Vanilla teaching as a rational choice: The impact of research
and compliance on teacher development. Teaching in Higher Education, 1-16.
doi:10.1080/13562517.2017.1395408
Kumar, V., & Aitchison, C. (2017). Peer facilitated writing groups: A programmatic approach to
doctoral student writing. Teaching in Higher Education, 1-13.
doi:10.1080/13562517.2017.1391200
Kumar, V., & Stracke, E. (2017). Reframing doctoral examination as teaching. Innovations in
Education and Teaching International, 1-9. doi:10.1080/14703297.2017.1285715
Shephard, K., Brown, K., Guiney, T., & Deaker, L. (2017). Valuing and evaluating community-
engaged
scholarship.
Tertiary
Education
and
Management,
1-11.
doi:10.1080/13583883.2017.1395904
Timmermans, J. A., & Meyer, J. H. F. (2017). A framework for working with university teachers
to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice.
International Journal for Academic Development, 1-15.
doi:10.1080/1360144X.2017.1388241
8
3.4 Book
Daniel, B. K., & Harland, T. (2017). Higher Education Research Methodology: A Step-by-Step
Guide to the Research Process. London: Routledge.
3.5 Edited Book
Dawson, M., Rosin, C., & Wald, N. (Eds.). (2018). Global Resource Scarcity: Catalyst for Conflict
or Cooperation? Abingdon, UK: Routledge.
3.6 Book Chapter
Daniel, B., & Butson, R. (2017). The rise of big data and analytics in higher education. In E.
Rodriguez (Ed.), The Analytics Process: Strategic and Tactical Steps (pp. 113-126). CRC
Press.
Dawson, M., Rosin, C., & Wald, N. (2018). Introduction: Resource scarcity between conflict
and cooperation. In M. Dawson, C. Rosin, & N. Wald (Eds.), Global Resource Scarcity:
Catalyst for Conflict or Cooperation? (pp. 1-18). Abingdon, UK: Routledge.
Dawson, M., Rosin, C., & Wald, N. (2018). A world without scarcity? In M. Dawson, C. Rosin, &
N. Wald (Eds.), Global Resource Scarcity: Catalyst for Conflict or Cooperation? (pp. 203-
206). Abingdon, UK: Routledge.
Golding, C. (2017). Getting better ideas: A framework for understanding epistemic
philosophical progress in Philosophy for Children. In M. Gregory, J. Haynes, & K. Murris
(Eds.), The Routledge International Handbook of Philosophy for Children (pp. 65-73).
London: Routledge.
Golding, C. (2017). Reasonableness instead of rationality. In S. Naji & R. Hashim (Eds.), History,
Theory and Practice of Philosophy for Children: International Perspectives (pp. 102-107).
London: Routledge.
Kumar, V., & Stracke, E. (2017). Settling students into community of practice. In S. Carter & D.
Laurs (Eds.), Giving Feedback on Postgraduate Writing: A Handbook for Supervisors and
Advisors (pp. 17-22). London: Routledge.
Rabello, R. C. C., Anderson, V., & Nairn, K. (2018). An exploration of social investment
discourses in the oil and gas sector. In D. Crowther, S. Seifi, & A. Moyeen (Eds.), The Goals
of Sustainable Development: Responsibility and Governance (pp. 139-154). Singapore:
Springer.
9
Spronken-Smith, R., Brown, K., & Mirosa, R. (2018). Employability and graduate attributes of
PhD graduates. In E. Bitzer (Ed.), Spaces, Journeys and New Horizons for Postgraduate
Supervision. Stellenbosch, South Africa: African Sun Media.
Timmermans, J. A. (2017). Unfolding rapport-building professional development:
Informational and transformational growth. In K. West & C. Hoessler (Eds.), Educational
Development Guide Series No. 2: Rapport-building for Educational Developers (pp. 66-73).
Ottawa: Educational Developers Caucus.
3.7 Book Chapter in Press
Rabello, R. C. C., Nairn, K., & Anderson, V. (in press). Rethinking corporate social responsibility
in capitalist neoliberal times. In D. Crowther & S. Seifi (Eds.), Reinventing and Redefining
CSR. Bingley, UK: Emerald.
3.8 Conference Contribution
Anderson, V. (2017). Internationalisation in Aotearoa New Zealand: Promoting or prohibiting
“inclusive quality education for all”? Proceedings of the 45th Annual Conference of the
Oceania Comparative and International Education Society (OCIES), 7-10 November.
University of New Caledonia, Noumea (p. 5).
Anderson, V., Rangi, A., Eteuati, E., Wass, R., Golding, C. & Rabello, R. (2017). “I think they
need to realise how influential they really are”: What can we learn from university
students’ conceptions of ‘good teaching’ and ‘effective learning’? Proceedings of Talking
teaching: A conference on tertiary education practice and research, 27-28 November. St
Margaret’s College, Dunedin (p. 18). Retrieved from
https://akoacademy.ac.nz/images/Talking_Teaching_2017_schedule_of_abstracts_v2.pdf
Anderson, V., Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017).
Reframing ‘curriculum transformation’ through attention to university students’
conceptions of good teaching. Proceedings of the Higher Education Research and
Development Society of Australasia (HERDSA) Annual Conference: Curriculum
transformation, 27-30 June. International Convention Centre, Sydney, Australia. Retrieved
from
https://guidebook.com/guide/89612/event/16041647/
Asare, S. & Daniel, B. K. (2017). Factors influencing response rates in online student evaluation
systems: A systematic review approach. In J. Dron & S. Mishra (Eds.), Proceedings of
eLearn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher
10
Education. (pp. 537-541). Chesapeake, VA: Association for the Advancement of Computing
in Education. Retrieved from
https://www.learntechlib.org/p/181306/
Bakar, F., Kumar, V., & Harland, T. (2017). The use of humour in teaching and learning in
Higher Education. Paper presented at the Fifteenth International Conference on dew
directions in the Humanities, 5-7 July, Imperial College, London.
Butson, R. (2017). Measuring stress in doctoral research: a case for reality mining across
psychological, physiological and environmental dimensions. . Paper presented at the
International Conference on Computers in Education (ICCE 2017), Christchurch.
Bruni, C., Dea, S., Gorbet, R., Moffat, B., Stubley, G., Timmermans, J. A., & *Williams, D. (2017,
April 27). Cultivating curiosity and care on the threshold. Interactive panel session at the
University of Waterloo Teaching and Learning Conference, Waterloo, Canada.
Daniel, B. K. (2017). iMethod and learning analytics research design for pedagogical
enhancement of research methods courses. In J. Dron & S. Mishra (Eds.), Proceedings of
eLearn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher
Education. (pp. 769-777). Chesapeake, VA: Association for the Advancement of Computing
in Education. Retrieved from
https://www.learntechlib.org/p/181310/
John, S., Butson, R., & Spronken-Smith, R. (2017). I am what I do: detecting behavioural
patterns in student spatiotemporal data, University of Otago, Research Symposium,
Dunedin, New Zealand.
John, S., Butson, R., & Spronken-Smith, R. (2017). I am what I do: using digital devices to
detect behavioural patterns in student spatiotemporal data, EDULearn17 Proceedings, pp.
2112- 2120.
John, S., Butson, R., & Spronken-Smith, R. (2017). Mining for meaning: Detecting behavioural
patterns in student spatiotemporal data. International Conference of Computers in
Education, Christchurch, New Zealand.
John, S., Butson, R., & Spronken-Smith, R., (2016). Mining reality: detecting behavioural
patterns in student spatiotemporal data. Paper presented at the Tertiary Education
Research in New Zealand, Auckland, New Zealand.
Kumar, V & Carter, S. (2017). Ignoring me is part of learning. Paper presented at the Fifteenth
International Conference on dew directions in the Humanities, 5-7 July, Imperial College,
London.
Kwan, C. & Anderson, V. (2017). Exploring the Fiji higher education sector: Establishment,
growth, and ongoing complexities. Proceedings of the 45th Annual Conference of the
11
Oceania Comparative and International Education Society (OCIES), 7-10 November.
University of New Caledonia, Noumea (p. 40).
Licorish, S., George, J.L., Owen, H.E. & Daniel, B.K. (2017). “Go Kahoot!” Enriching classroom
engagement, motivation and learning experience with games. In W. Chen et al. (Eds.)
(2017). Proceedings of the 25th International Conference on Computers in Education. New
Zealand: Asia-Pacific Society for Computers in Education. December, 4-8 Christchurch, New
Zealand.
Mahroeian, H., Daniel, B, Butson, R & Kumar, V. (2017) The impact of analytics within the
institutions of higher education in New Zealand. Extended summary Proceedings of the
25th International Conference on Computers in Education, 4-8 Dec., New Zealand.
Spronken-Smith, E., Brown, K., Kumar, V, Gaut, Y., Dean, J. (2017). Considering more structure
professional development for PhD students. Paper presented at the Talking Teaching
Conference, 27-28 November, Dunedin, New Zealand.
Steel, M. (2017). The teaching experiences of medical interns in a period of transition.
Proceedings of the 2017 ANZAHPE conference, Adelaide, Australia, 11-14 July.
Stubley, G., Holmes, T., & Timmermans, J. A. (2017, June 4-7). Decoding our threshold concepts:
What MUST we teach, and how do we know? Pre-conference workshop at the Canadian
Engineering Education Association Conference, Toronto, Canada.
Timmermans, J. A., & Pinnock, R. (2017, December 6). Exploring threshold concepts in the health
professions. Presentation at the Health Profession Education Research Symposium, Dunedin,
New Zealand.
Timmermans, J. A. (2017, November 14). Aligning my self, principles, and research. Presentation
at the Higher Education Development Centre Research Symposium. Waitati, New Zealand.
Timmermans, J. A., & Meyer, J.H.F. (2017, June 27-30). A framework for supporting curriculum
transformation with threshold concepts. Pre-conference workshop at the Higher Education
Research and Development Society of Australasia, Sydney, Australia.
Wald, N. and Harland, T. ‘Examining the Roles of Students as Sessional Teachers in Higher
Education’, refereed proceedings of the 13th Tertiary Education Research in New Zealand
(TERNZ) Conference, 29 November – 1 December, 2017, Massey University, Palmerston
North, New Zealand, ISBN: 978-0-473-41907-3.
Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017). How do we
foreground students’ voices to inform good practice (or curriculum change)? Proceedings
of the Higher Education Research and Development Society of Australasia (HERDSA) Annual
12
Conference: Curriculum transformation, 27-30 June. International Convention Centre,
Sydney, Australia. Retrieved from
https://guidebook.com/guide/89612/event/16041635/
3.9 Conference Poster
Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017). Students’ voices
as partners for change. Poster presented at the International Society for the Scholarship of
Teaching and Learning, Calgary, Canada.
3.10 Reports
Anderson, V., Rangi, A., Eteuati, E., Wass, R., Golding, C., & Rabello, R. (2017). The Good
Teaching Project. Retrieved from Wellington: https://akoaotearoa.ac.nz/projects/good-
teaching-project
.
4. Research Invitations
4.1 Invited Conference Keynotes
Harland T. (2017) Professional Learning for Academics and the Scholarship of Teaching and
Learning. International Conference on the Scholarship of Teaching and Learning, 4-5 April,
Universiti Utara Malaysia.
Harland T. (2017) Teaching undergraduate students as researchers and the relationship to
powerful knowledge. Symposium on designing a research-based curriculum, 11 October,
University of Plymouth UK.
Harland, T. (2017) Over-assessment and the case for slow scholarship. Assessment:
Challengers and enablers of change. National Forum for the Enhancement of Teaching and
Learning, Dublin Ireland. October 31
st
.
4.2 Invited Research Seminars
Anderson, V. (2017). The Good Teaching Project: What can we learn from university students’
conceptions of good teaching and effective learning? Invited research seminar (via Zoom),
14 September, Australian Catholic University, Australia.
13
5. New Research Grants
5.1 Grants
Supporting engagement during active video watching with personalized nudges, Co-
Investigator
with Professor Antonija Mitrovic, University of Canterbury, Associate
Professor Ben Daniel, AKO, grant awarded $10, 000, 2017-2018.
Internationalisation of the Curriculum on Analytics and Research Methods (ARM)
Programme for Academic Development, University of Otago, PI, Associate Professor Ben
Daniel, grant awarded $12,000, 2017-2018.
How to Improve Student Engagement with Online Evaluation Systems: Deployment of
Otago Evaluation Systems on Mobile and Ubiquitous Devices, PI, Associate Professor Ben
Daniel, amount awarded $9,976 2016-2017.
An investigation into the reasons for ‘no-show’ of students at lectures,
Researchers: Dr Mathew Parackal, Dr Damien Mather, Dr John Guthrie, Dr Lisa McNeill, Dr
Andrea Insch, Dr Rob Wass, Ms Brigid Casey, Fund: University Teaching Development
Grant, NZ $17, 445.
Applying and testing an intervention to scaffold students’ metacognitive practice,
Researchers: Dr David Berg, Kim Brown, Dr Sylvia Robertson. Fund: University Teaching
Development Grant, NZ $19, 974.
Barriers to implementing a new technique for treating tooth decay in children,
Researchers: Assoc Prof Lyndie Foster Page, Dr Robin Whyman, Dr Vivienne Anderson,
Charissa Keenan, Prof Murray Thomson. Fund: Health Research Council Research
(Partnerships for NZ Health Delivery Grant), NZ $198,588. (Awarded but relinquished due
to a restructure in the community partner organization.)
5.2 Datasets
Butson, R., & Junn, Y. (2017). Dental Tutor Stress Study. Electrodermal Activity (EDA)
Dataset; Photograph Dataset; Discussion Dataset.
John, S., & Butson, R. (2017). Undergraduate Experience: Space, Event, Movement (SEM)
study. GPS Dataset; Photographic Dataset; Mood Dataset; Computer Log Dataset; Profile
Dataset.
14
6. PhD and Masters Students
6.1 PhD
Samuel Asare
Sarah Stein
Helen Nicholson
HEDC - 60%
Anatomy - 40%
Farhana Abu Bakar
Nick Baker
Vivienne Anderson
Tony Harland
Vijay Mallan
Julie Timmermans
HEDC - 100%
HEDC-100%
Kim Brown
Clinton Golding
Karen Nairn
HEDC - 45%
Education - 55%
Russell Butson
Rachel Spronken-Smith
Ben Daniel
HEDC - 100%
Lakshmi Chellapan
Rob Wass
Jacques van der Meer
Keryn Pratt
HEDC - 25%
Education - 75%
Mary Furnari
Clinton Golding
Vivienne Anderson
HEDC - 100%
Naoko Inoue
Vivienne Anderson
Ben Daniel
HEDC - 100%
Senorita John
Charmaine Kwan
Rachel Spronken-Smith
Russell Butson
Vivienne Anderson
Rob Wass
HEDC - 100%
HEDC – 100%
Belinda Lawrence
Sarah Stein
Russell Butson
HEDC - 100%
Raewyn Lesa
Ben Daniel
Tony Harland
HEDC - 100%
Swee Kin Loke
Clinton Golding
Sarah Stein
HEDC - 100%
Hamidreza Mahroeian
Glory Ndukwe
Ben Daniel
Vijay Mallan
Ben Daniel
Russell Butson
HEDC - 100%
HEDC - 100%
15
Krishneel Reddy
Tony Harland
Rob Wass
HEDC - 100%
Tracy Rogers
Vivienne Anderson
Karen Nairn
HEDC - 55%
Education - 45%
Farah Shawkat
Ben Daniel
Russell Butson
HEDC - 100%
Maree Steel
Tony Harland
Ben Daniel
HEDC - 100%
Rachel Tan
Tony Harland
Ben Daniel
HEDC - 100%
Wee Chun Tan
Vijay Mallan
Tony Harland
HEDC - 100%
Carla Thomson
Clinton Golding
Vivienne Anderson
Samir Samman
HEDC - 80%
Human Nutrition - 20%
Mike Tweed
Sarah Stein
Jeff Smith
Tim Wilkinson
HEDC - 30%
Education - 40%
Dean’s Dept. Chch - 30%
James Windle
Rachel Spronken-Smith
Ian Tucker
Jeffrey Smith
HEDC - 30%
Pharmacy - 50%
Education - 20%
6.2 MA (Higher Education)
Miriam Gibson
Russell Butson
HEDC - 100%
Verena Tilson-Scoble
Ben Daniel
HEDC - 100%
6.3 MHEd
Andrew Barlow Ben Daniel HEDC - 100%
Nadine Hoskins Ben Daniel HEDC - 100%
Jasbir Singh Ben Daniel HEDC - 100%
Ashik Srinivasan Ben Daniel HEDC - 100%
Sheena Townsend Russell Butson HEDC - 100%
Jennifer Weavers Kerry Shephard HEDC - 100%
Anna Wheeler Sarah Stein HEDC - 100%
Taylor Wilson Russell Butson HEDC - 100%
16
6.4 Diploma, Masters and PhD Graduation
Samuel Asare(PhD)
Nicholas Baker (MHEd)
Sarah Stein
Helen Nicholson
Russell Butson
HEDC - 60%
Anatomy - 40%
HEDC - 100%
Rebecca McDiarmid (MHEd) Ben Daniel
HEDC - 100%
Tracy Rogers (PhD)
Carole Scott (PGDipHighE)
Vivienne Anderson
Karen Nairn
Clinton Golding
HEDC - 55%
Education - 45%
HEDC -100%
7. HEDC Research Seminars
Relationships: A Reflective Practice Requirement?
Carla Thomson, University of Otago
Putting the focus on student learning
Professor Amy Burnett, University of Nebraska
Integrating sustainability within engineering education: A humbling journey
Professor Paul Gannon
Frameworks of professional standards for university teaching: A New Zealand model?
Dr Stanley Frielick, Director, Ako Aotearoa
PhD thesis examination: What the research tells us
Dr Margaret Kiley
Developing effective industry-PhD collaborations: What processes could facilitate mutual
benefit and manage inherent risk?
Dr Krystyna Haq, University of Western Australia
Beyond the dusky maiden: Pacific women's experiences working in higher education
Dr Sereana Naepi, University of British Columbia
Faculty partnerships to improve university teaching
Dr Jaya Goswami, Texas A & M University
Not marking: Disrupting the ballet of Pavlov's dogs
Professor Welby Ings, Auckland University of Technology
17
8. Journal Club
Jennie Winter, Rebecca Turner, Lucy Spowart, Reema Muneer & Pauline Kneale
‘Evaluating
academic development in the higher education sector: Academic developers’ reflections on
using a toolkit resource
’ Higher Education Research & Development. 36:1, 1503-1514 |
DOI:
10.1080/07294360.2017.1325351
Anna Jones, Simon Lygo-Baker, Sharon Marless, Bart Rienties & Roberto Di Napoli (2017)
‘Conceptualising impact in academic development: finding a way through’, Higher Education
Research & Development, 36:1, 116-128, DOI: 10.1080/07294360.2016.1176997
Kathryn A. Sutherland (2009) ‘Nurturing undergraduate tutors’ role in the university teaching
community’, Mentoring & Tutoring: Partnership in Learning, 17:2, 147-164, DOI:
10.1080/13611260902860091
Dostları ilə paylaş: |