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

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

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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Quality: Making a difference

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Working together to develop a professional learning community

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

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

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

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Innovative classroom practice in an offshore environment

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Authentic activities and online learning

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

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

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

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

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

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

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

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The defining qualities of good assessment

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

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

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Why student retention fails to assure quality

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

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

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

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Strategic issues shaping online adoption in higher education

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

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

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Reflections on phenomenographic process: Interview, transcription and analysis

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Undergraduate work placement and academic performance: Failing by doing

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Creating an environment for collaborative language learning

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Quality and academic programmes

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

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Flexible delivery: Convergence and quality in model redesign

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

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The supervisory management styles model

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Straight talk about queer issues

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

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

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

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Quality teaching online: Putting pedagogy first

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Designing for reflection in online courses

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Spreading the word – the ITL experience

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Student perceptions of inclusivity in lecturing at university

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

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

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Satisfying real client requirements through student-centred courseware

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

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Applying adult education principles to university teaching

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Designing an IT-augmented student-centred learning environment

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

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Creating opportunities from challenges in on-line introductory biology

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

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

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

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

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

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

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

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

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Facilitating critical thinking in an online environment

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

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Evaluation of subject, teaching and research

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Study habits of Nigerian university students

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Formalising the description of learning designs

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Discourse communities and the social construction of reflection in teacher education

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Feedback from peer and teacher assessments of introductory anatomy essays

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

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

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A different quality: Hypertext, postmodernism, and disequilibrium

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

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Using log files to measure, evaluate and improve course websites

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

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Communicative spaces – A perspective on learning

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Teaching values: Meeting our obligations under human rights agreements

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

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

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

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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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Students’ perceptions of cognitive tools and distributed learning environments

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

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Successful teamwork: A case study

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

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

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

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

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How do first year lecturers help students develop writing skills?

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

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

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

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

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Maximising opportunities for learning: Sexuality education on-line

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

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

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A project approach case study: Blending theory and practice

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

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Conducting online research and evaluation

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