Research and Development in Higher Education: Quality Conversations Vol. 25

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Research and Development in Higher Education: Quality Conversations Vol. 25

July, 2002, 794 pages
Editor 
Tony Herrington
ISBN 
0 908557 54 X
 
Table of contents

The future of academic staff: Visions of tertiary teaching in the 21st century

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Reeves, T.

Quality: Making a difference

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Woodhouse, D.

Working together to develop a professional learning community

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Anderson, S.

Higher Education Institutions quality initiatives in New Zealand and Australia: Conversations across academic cultures

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Avdjieva, M. & Wilson, M.

Mentoring – Improving the quality of work life and organisational effectiveness: A case study of a formal mentoring programme implemented in a higher education organisation

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Baker, W.

“A trouble shared ...”: Conversations for survival

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Beasley, C. & Watts, J.

Paradoxes in teaching and learning: Synthesis of theoretical knowledge, practical experience and personal reflection

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Bratanic, M.

Innovative classroom practice in an offshore environment

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Bretag, T. & Scobie, S.

Authentic activities and online learning

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Reeves, T., Herrington, J. & Oliver, R.

How can we help classroom teachers produce research from their practice?

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Bruce Ferguson, P. & Coubrough, S.

Design and construction of a Formula SAE racecar in a teaching and research framework

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Bullen, F. & Karri, V.

Students’ reactions to a studio-based teaching and learning philosophy in a three year IT degree

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Carbone, A., Lynch, K., Barnden, A. & Gonsalvez, C.

Student to faculty satisfaction at a midwestern university in the United States

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Carey, K., Camblano, R. De Vore, J.

The influence of gender and country-of-origin effects on student processes in team projects

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Caspersz, D., Wu, M. & Skene, J.

Integrating the conceptual and practice worlds: A case study from Architecture

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Challis, D.

Tools and techniques for enhancing the quality and effectiveness of student teams

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Christensen Hughes, J.

The defining qualities of good assessment

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Christie, M. & Stehlik, T.

Use of an interactive CD-ROM as a learning resource and its effect on student outcome in first year human biology

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Coall, D.

A postgraduate research training programme in generic skills and strategies: Description and evaluation

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Cooper, G. & Juniper, S.

Concepts of ‘quality’: And the problem of ‘customers’, ‘products’ and purpose in higher education

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Cooper, T.

Why student retention fails to assure quality

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Cooper, T.

Quality interventions: Examining the unintended effects of quality policies on academic standards and staff stress

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Cooper, T.

Resolving relevance, quality and quality assurance: A transitional criteria approach

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Cowdroy, R., Williams, A., DeGraaff, E. & Mauffette, Y.

Enabling quality conversations: Building reflective mature age business graduates through the use of a facilitative instructional model

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Debowski, S.

Strategic issues shaping online adoption in higher education

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Deden, A. & Herrington, J.

An exploratory study of students’ learning strategies in a first year university Italian language course

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Dinelli, R. & Clulow, V.

Case study: Service Level Agreements —a framework for assuring and improving the quality of support services to faculties

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Dixon, J. & Blackwell, M.

Reflections on phenomenographic process: Interview, transcription and analysis

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Dortins, E.

Undergraduate work placement and academic performance: Failing by doing

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Duignan, J.

Creating an environment for collaborative language learning

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Dunworth, K.

Quality and academic programmes

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Edwards, H.

In FLITE conversations: Building a faculty-based centre to support Information Technology Education

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Ellis, A. & Prpic, J.

Flexible delivery: Convergence and quality in model redesign

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Fitzsimmons, J., Killion, F., Leeks, M. & Mensinga, J.

Quantitative learning conversations: Constructivism and its application to learning in an engineering environment

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Fowler, L., McGill, D., Armarego, J. & Allen, M.

The supervisory management styles model

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Gatfield, T. & Alpert, F.

Straight talk about queer issues

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Goody, A. & de Vries, J.

Influence of students’ prior learning experiences, learning conceptions and approaches on their learning outcomes

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Gravoso, R., Pasa, A. & Mori, T.

Meeting the need for relevance and quality learning: A case in using the constructivist learning approach

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Gravoso, R.

Exemplars of on-line peer support—are we looking in the right places?

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Green, J.

Quality teaching online: Putting pedagogy first

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Herrington, A. & Bunker, A.

Designing for reflection in online courses

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Herrington, J. & Oliver, R.

Spreading the word – the ITL experience

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Hicks, O., Martin, K., Santhanam, E., Goody, A. & Ingram, D.

Student perceptions of inclusivity in lecturing at university

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Hicks, O.& Santhanam, E.

Authentic transitions: The Click Around ECU on-line transition to university program

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Hunt, L., Kershaw, L. & Seddon, J.

Authentic learning within the community of practice: The Advancing Teaching and Learning Program

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Ingram, D. & Goody, A.

Satisfying real client requirements through student-centred courseware

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Ireland, K., Tarricone, P. & Luca, J.

Creating an authentic learning environment in the chiropractic classroom: A problem-based learning approach

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Jamison, J.

Applying adult education principles to university teaching

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Jerram, C.

Designing an IT-augmented student-centred learning environment

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Jones, S. & Richardson, J.

Devising strategies for enhancing quality staff development in embedding ICT in teaching and learning

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Juwah, C. & Northcote, M.

Creating opportunities from challenges in on-line introductory biology

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Koenders, A.

Managing the action/reflection polarity through dialogue: A path to transformative learning

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Laiken, M.

Multiple theoretical perspectives in the long thesis PhD: A foundation problem in PhD education

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Love, T.

I can't let them down!: Affiliative motivation and co-operative learning in higher education

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McGookin, M.

Authentic learning: What is it, and what are the ideal curriculum conditions to cultivate it in?

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McKenzie, A., Morgan, C., Cochrane, K., Watson, G. & Roberts, D.

Variation and relevance structures for university teachers’ learning: Bringing about change in ways of experiencing teaching

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McKenzie, J.

Enhancing the quality of the student experience online: Revisiting the imperative of learning as socially based

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McLoughlin, C. & Luca, J.

Great expectations: Can the quality of teaching and learning be improved through academic development programs?

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McLoughlin, C. & Samuels, C.

Designing an on-line environment to scaffold cognitive self-regulation

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McMahon, M.

Facilitating critical thinking in an online environment

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Mummery, J.

The CEQ: Is it a measure of Architecture program quality?

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Murray, P.

Evaluation of subject, teaching and research

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Nair, S.

Study habits of Nigerian university students

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Nneji, L.

Formalising the description of learning designs

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Oliver, R., Harper, B., Hedberg, J., Wills, S. & Agostinho, S.

Discourse communities and the social construction of reflection in teacher education

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Ovens, A.

Feedback from peer and teacher assessments of introductory anatomy essays

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Pandey, P. & Magin, D.

Creating a project-based on-line learning environment for MBA economics students

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Parry, G., Reynoldson, C. & Pospisil, R.

Institutional academic audit: The experiences of New Zealand’s newest university

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Paxton, P.

A different quality: Hypertext, postmodernism, and disequilibrium

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Priest, A.

Influences in the design of a faculty-wide tutor development program

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Prpic, J. & Ellis, A.

Using log files to measure, evaluate and improve course websites

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Randolph, C., Murphy, J. & Ruch, D.

“Don’t mention the war....”: Ensuring graduates can write literate English without distorting assessment outcomes

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Ritter, L.

Communicative spaces – A perspective on learning

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Roxa, T.

Teaching values: Meeting our obligations under human rights agreements

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Sims, M.

An Australian view of generic attributes coverage in undergraduate programs of study: An information systems case study

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Snoke, R., Underwood, A. & Bruce, C.

Professional skill development in Australian universities: Is there a bias?

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Soontiens, W. & de la Harpe, B.

Quality outcomes through inclusion: Tertiary decision- making and ethnicity at a regional New Zealand polytechnic

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Sovka, R.

Quality course development through a central teaching and learning project: Lessons from a project to embed graduate attributes in undergraduate programs

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Sparrow, H. & Sharpe, S.

Students’ perceptions of cognitive tools and distributed learning environments

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Steketee, C.

Could oral communication skills become a casualty of online learning?: A future scenario that could prevent this

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Tanian, S. & James, K.

Successful teamwork: A case study

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Tarricone, P. & Luca, J.

Faculty development as institutional leadership: A framework for meeting new challenges

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Taylor, K. & Schönwetter, D.

Quality and Web-based learning objects: Towards a more constructive dialogue

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Taylor, P.

Case study: Learning in the affective domain within two undergraduate IT subjects

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Turk, M.

Authenticity or virtuality: Reflections on the communication of tacit knowledge in a collaborative learning environment

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Underwood, F., Hiscock, J., Li, K. & Juniper, J.

How do first year lecturers help students develop writing skills?

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Vardi, I.

Using quality assurance to drive a teaching and learning agenda: Taking a risk, meeting the challenge

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Wahr, F. & Radloff, A.

IT courses and the IT industry: Does the future rely on gender or generation?

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Walker, E. & O'Neil, L.

Meeting the challenge of positioning undergraduate units of study at the appropriate level

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Watson, G., Morgan, C., McKenzie, A., Roberts, D. & Cochrane, K.

Learning styles and design: The use of ASSIST for reflection and assessment

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Webster, R.

Maximising opportunities for learning: Sexuality education on-line

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Weerakoon, P. & Wong, M,

Ensuring quality outcomes from the first year of Bachelor of Engineering degrees

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Whelan, K. & Boles, W.

Improving doctoral education in Australian universities: Learning from conversations in the field

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Wildy, H, & Holland, S.

A project approach case study: Blending theory and practice

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Yourn, B., Garbett, D. & de Lautour, N.

Tertiary reform in New Zealand: A knowledge society and a ‘new professionalism’

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Yourn, B.

Conducting online research and evaluation

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Zimitat, C. & Crebert, G.