Research and Development in Higher Education: Learning for an Unknown Future Vol. 26

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Research and Development in Higher Education: Learning for an Unknown Future Vol. 26

July, 2003, 692 pages
Editor 
Helen Mathews and Rod McKay
ISBN 
0 90 8557 55 8
 
Table of contents

Introduction

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Bond, C. and Bright, P.

Keynote one: Learning for an unknown future: Complexity, uncertainty, challenge

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Donald, J.

Keynote two: Higher education research for an uncertain future?

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Prosser, M. & Kirkpatrick, D.

Keynote three: Learning for an unknown future

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Barnett, R.

Knowing that the other knows: using experience and reflection to enhance communication in cross-cultural postgraduate supervisory relationships

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Adams, K. & Cargill, M.

Preparing students for the future: learning creative software development —setting the stage

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Armarego, J. & Clarke, S.

How to claim knowledge: The use of information in the lifeworld of the educational context

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Backlund, J.

Building bridges: authentic problem solving in a community of learning

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Baird, C. & Pedigo, K.

Web-based assignment submission and electronic marking

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Bancroft, P., Hynd, J., Dal Santo, F. & Reye, J.

On the path to improving our teaching – reflection on best practices in teaching chemistry

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Adlong, W., Bedgood Jr., D., Bishop, A., Dillon, K., Haig, T., Helliwell, S., Prenzler, P., Robards, K., Pettigrove, M. & Tuovin

Using formative assessment and the feedback process as an approach to the learning of software development review and quality assurance skills

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Box, I.

Factors influencing effective performance of university student teams

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

Fostering knowledge and building communities (KBC) through Computer-supported collaborative learning (CSCL)

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Chai, C., Tan, S. & Hung, D.

Recording the past to prepare for the future: the role of the teaching portfolio

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Challis, D.

Youth learners: The authentic neglected species learning for an unknown future

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Choy, S. & Delahaye, B.

Five ways of enhancing the postgraduate community: Student perceptions of effective supervision and support

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Conrad, L.

The degree of fit: The future relationship between qualifications and jobs in New Zealand

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Crothers, C.

An examination of the key educational issues to emerge from a professional development programme for offshore lecturers in Singapore.

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Dixon, K. & Scott, S.

Supercomplexity, risk and the unknown future: an interpretation of quality assurance under recent educational reforms

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Curzon-Hobson, A.

A cautionary note about the teaching of critical reasoning

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Davies, W.

The potential of women's programmes to generate institutional change

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Devos, A., McLean, J. & O’Hara, P.

An evaluation of a professional portfolio project for principals in Western Australia

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Dixon, R. & Dixon, K.

NESB student perceptions and attitudes to a new online learning environment

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Elgort, I., Marshall, S. & Mitchell, G.

Overseas partnerships – a case study in quality

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Fallshaw, E.

Challenging unequal learning outcome futures for males in Victoria’s north-east

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Ferrier, J.

Group facilitation: a case study of student-centered autonomous learning

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Fowler, J. & Gudmundsson, A.

Collaborative research: If we had the time to do it all again, tell me... would we, could we?

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Garbett, D. & Yourn, B.

Did Human Biology students use, recommend and benefit from computer-based assessment?

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Gemmiti, F.

Promoting the quality of online courses

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George, R. & Wood, D.

On student performance and needs in the learning situation: An empirical study

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Gynnild, V.

Correlates of student satisfaction with study modes

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Hagel, P. & Shaw, R.

For knowledge society read knowledge economy? One future for tertiary education in New Zealand

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Harvey, S.

Effectiveness of case studies: a survey of learners' perspectives and learning styles

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Ho, J. & Leong-Wee, H.

Postgraduate peer support programme: enhancing community

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Hortsmanshof, L. & Conrad, L.

The tutoring services provider: Authentic learning for an unknown future at work

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Hunt, L., Kershaw, L. & Bana, J.

Does discipline matter? Issues in the design and implementation of management development programmes for heads of academic departments

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Huntley-Moore, S. & Panter, J.

Catalysing the transition into the unknown: A student advocate in chemistry education

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Jamie, I., Fraser, S., Haklani, C.

A balancing act for an unknown future: exposing the teaching/research nexus at the University of Otago

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Kane, R., Sandretto, S. & Heath, C.

A research-based model for managing strategic educational change and innovation projects

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Kenny, J.

Developments in postgraduate education in Australia over the last decade

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Kiley, M.

On-line learning: student and tutor as one.

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Koenders, A. & Brook, C.

Learners for life: vocationalism and emancipation

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Kuiper, A.

Learning for the workplace and beyond: the challenge of university-community engagement

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Langworthy, A. & Turner, T.

Venturing into the unknown—a framework and strategies to assist international and Australian students to learn from each other

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Leask, B.

Identifying essential learning skills in students’ Engineering education

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Applying TQM philosophy to the teaching and learning process

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Lee, F. & Yeap, B.

A case study of flexible delivery: observations on student choice, approaches to learning and performance

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Lee, G., Weerakoon, P. & Lingard, J.

The changing face of teaching: Using CMC tools for large group interaction

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Lewin, C. & Jerram, C.

The learning of a known practice for an unknown future

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Lim, L.

Bad theory versus bad teachers: Toward a pragmatic synthesis of constructivism and objectivism

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Lister, R. & Leaney, J.

Customer-led learning environments: industry-university partnerships

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Lyons, F.

Inquiry-based teaching and learning: What’s in a name?

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Mahony, M., Wozniak, H., Everingham, F., Reid, B. & Poulos, A.

Using language and culture to construct group work in higher education

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Melles, G.

Personality profiles and workforce readiness: a comparative study of university students in technical and non-technical fields

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Mustapha, R., Ishak, N. & Nadzir, N.

It takes more than breadcrumbs to learn generic skills: Collaborating to improve information literacy

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Owen, S.

Implementing peer tutoring in gross anatomy tutorials

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Pandey, P. & Magin, D.

The learning moment: a stepping stone between experience and possibility

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Prpic, J.

An educational rationale for determining levels of undergraduate units

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

Preparing academics for teaching in Australian universities

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Ryan, Y., Dearn, J. & Fraser, K.

Capturing immediate feedback in the classroom: An embedded action research study

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Fielden, K. & Goh, M.

Learning for the future: making the case for teaching diversity management to undergraduate students

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Skene, J. & Eveline, J.

Generic attributes in undergraduate programmes: a case study of a regional and capital city university

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Snoke, R.

Education for flexibility in a changing world: a case study of competency development in university graduates

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Tranter, P. & Warn, J.

A tale of two evaluations: Better practice for learning collaboratively online

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Treleaven, L.

Coaching the transition to flexible learning: re-thinking instructional design

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Trevitt, C.

Learning to overcome resistance to change in higher education: the role of Transformational Intelligence in the process.

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van Schoor, A.

Inter-professional practice and education in rural health: developing an evidence base

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Walker, J., Bull, R. & Dalton, L.

Evaluation of on-line learning and students’ perception of workload

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Weerakoon, P.

System dynamics, quality assurance and the teaching portfolio: a case study

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Wilson, G. & Pettigrove, M.

The first year physics diary project

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Wilson, K. & Russell, C.

On nurturing hedgehogs: Developments online for distance and offshore supervision.

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Wisker, G., Waller, S., Richter, U., Robinson, G., Trafford, V., Wicks, K. & Warnes, M.

Adapting to a new culture of education: not just an issue for students

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Yourn, B. & Kirkness, A.

Changes in tertiary science over the last decade

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Zeegers, P. & Klinger, C.

In-class conference provides an authentic learning experience

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Ziman, M.

First-year students’ perceptions of inclusion and relationships with other university experiences.

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Zimitat, C.