Higher Education Research and Development Society of Australasia
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
Quality: Making a difference
Working together to develop a professional learning community
Higher Education Institutions quality initiatives in New Zealand and Australia: Conversations across academic cultures
Mentoring – Improving the quality of work life and organisational effectiveness: A case study of a formal mentoring programme implemented in a higher education organisation
“A trouble shared ...”: Conversations for survival
Paradoxes in teaching and learning: Synthesis of theoretical knowledge, practical experience and personal reflection
Innovative classroom practice in an offshore environment
Authentic activities and online learning
How can we help classroom teachers produce research from their practice?
Design and construction of a Formula SAE racecar in a teaching and research framework
Students’ reactions to a studio-based teaching and learning philosophy in a three year IT degree
Student to faculty satisfaction at a midwestern university in the United States
The influence of gender and country-of-origin effects on student processes in team projects
Integrating the conceptual and practice worlds: A case study from Architecture
Tools and techniques for enhancing the quality and effectiveness of student teams
The defining qualities of good assessment
Use of an interactive CD-ROM as a learning resource and its effect on student outcome in first year human biology
A postgraduate research training programme in generic skills and strategies: Description and evaluation
Concepts of ‘quality’: And the problem of ‘customers’, ‘products’ and purpose in higher education
Why student retention fails to assure quality
Quality interventions: Examining the unintended effects of quality policies on academic standards and staff stress
Resolving relevance, quality and quality assurance: A transitional criteria approach
Enabling quality conversations: Building reflective mature age business graduates through the use of a facilitative instructional model
Strategic issues shaping online adoption in higher education
An exploratory study of students’ learning strategies in a first year university Italian language course
Case study: Service Level Agreements —a framework for assuring and improving the quality of support services to faculties
Reflections on phenomenographic process: Interview, transcription and analysis
Undergraduate work placement and academic performance: Failing by doing
Creating an environment for collaborative language learning
Quality and academic programmes
In FLITE conversations: Building a faculty-based centre to support Information Technology Education
Flexible delivery: Convergence and quality in model redesign
Quantitative learning conversations: Constructivism and its application to learning in an engineering environment
The supervisory management styles model
Straight talk about queer issues
Influence of students’ prior learning experiences, learning conceptions and approaches on their learning outcomes
Meeting the need for relevance and quality learning: A case in using the constructivist learning approach
Exemplars of on-line peer support—are we looking in the right places?
Quality teaching online: Putting pedagogy first
Designing for reflection in online courses
Spreading the word – the ITL experience
Student perceptions of inclusivity in lecturing at university
Authentic transitions: The Click Around ECU on-line transition to university program
Authentic learning within the community of practice: The Advancing Teaching and Learning Program
Satisfying real client requirements through student-centred courseware
Creating an authentic learning environment in the chiropractic classroom: A problem-based learning approach
Applying adult education principles to university teaching
Designing an IT-augmented student-centred learning environment
Devising strategies for enhancing quality staff development in embedding ICT in teaching and learning
Creating opportunities from challenges in on-line introductory biology
Managing the action/reflection polarity through dialogue: A path to transformative learning
Multiple theoretical perspectives in the long thesis PhD: A foundation problem in PhD education
I can't let them down!: Affiliative motivation and co-operative learning in higher education
Authentic learning: What is it, and what are the ideal curriculum conditions to cultivate it in?
Variation and relevance structures for university teachers’ learning: Bringing about change in ways of experiencing teaching
Enhancing the quality of the student experience online: Revisiting the imperative of learning as socially based
Great expectations: Can the quality of teaching and learning be improved through academic development programs?
Designing an on-line environment to scaffold cognitive self-regulation
Facilitating critical thinking in an online environment
The CEQ: Is it a measure of Architecture program quality?
Evaluation of subject, teaching and research
Study habits of Nigerian university students
Formalising the description of learning designs
Discourse communities and the social construction of reflection in teacher education
Feedback from peer and teacher assessments of introductory anatomy essays
Creating a project-based on-line learning environment for MBA economics students
Institutional academic audit: The experiences of New Zealand’s newest university
A different quality: Hypertext, postmodernism, and disequilibrium
Influences in the design of a faculty-wide tutor development program
Using log files to measure, evaluate and improve course websites
“Don’t mention the war....”: Ensuring graduates can write literate English without distorting assessment outcomes
Communicative spaces – A perspective on learning
Teaching values: Meeting our obligations under human rights agreements
An Australian view of generic attributes coverage in undergraduate programs of study: An information systems case study
Professional skill development in Australian universities: Is there a bias?
Quality outcomes through inclusion: Tertiary decision- making and ethnicity at a regional New Zealand polytechnic
Quality course development through a central teaching and learning project: Lessons from a project to embed graduate attributes in undergraduate programs
Students’ perceptions of cognitive tools and distributed learning environments
Could oral communication skills become a casualty of online learning?: A future scenario that could prevent this
Successful teamwork: A case study
Faculty development as institutional leadership: A framework for meeting new challenges
Quality and Web-based learning objects: Towards a more constructive dialogue
Case study: Learning in the affective domain within two undergraduate IT subjects
Authenticity or virtuality: Reflections on the communication of tacit knowledge in a collaborative learning environment
How do first year lecturers help students develop writing skills?
Using quality assurance to drive a teaching and learning agenda: Taking a risk, meeting the challenge
IT courses and the IT industry: Does the future rely on gender or generation?
Meeting the challenge of positioning undergraduate units of study at the appropriate level
Learning styles and design: The use of ASSIST for reflection and assessment
Maximising opportunities for learning: Sexuality education on-line
Ensuring quality outcomes from the first year of Bachelor of Engineering degrees
Improving doctoral education in Australian universities: Learning from conversations in the field
A project approach case study: Blending theory and practice
Tertiary reform in New Zealand: A knowledge society and a ‘new professionalism’
Conducting online research and evaluation
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