Research and Development in Higher Education Vol. 30: Enhancing Higher Education, Theory and Scholarship

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Research and Development in Higher Education Vol. 30: Enhancing Higher Education, Theory and Scholarship

July, 2007, 651 pages
Editor 
Geoffrey Crisp & Margaret Hicks
ISBN 
0 908557 72 8
 
Table of contents

Are we there yet? A critical reflection on higher education academic development

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Debowski, S.

Extending the boundaries of research into higher education

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Clegg, S.

A tale of two education revolutions: Higher education in 2007

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Marginson, S.

European universities on the move

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Sursock, A.

The first year experience: Perceptions of students at a new campus

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Ballantyne, J., Todd, N. & Olm, T.

Supporting scholarly e-teaching: lessons learned from a faculty-based initiative

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Benson, R., Brack, C. & Weaver, D.

Web-based Student Learning of Statistics

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Bilgin, A., Luo, K. & Middledorp, J.

Linking research and teaching through student-led module evaluation

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Bovill, C.

Power as resistance: Using students’ subjugated knowledges to inform the Social Work curriculum

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Bozalek, V.

Science Fair: An opportunity for authentic learning and community involvement for pre-service teachers

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Brown, N., LeRoi, J. & van de Vusse, A.

Working with conceptions of teaching to underpin lasting change

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Budge, K., Clarke, A. & de la Harpe, B.

Are the benefits of clickers due to the enforcement of good pedagogy?

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Burke da Silva, K., Wood, D. & Menz, R.

ICT in legal education: a challenge but an opportunity

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Butler, D.

Exploring the role of unit coordinators within universities

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Cohen, L., Bunker, A. & Ellis, R.

Work-based learning for clinical practice exams

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Coleman-George, D. & Elliott, T.

Towards a conceptual model of community development

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Dawson, S.

Graduate qualities in course design, teaching and assessment – academic and student perceptions

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Clarke, M. & Burdett, J.

Finding the right track: Enabling early career academic management of career, teaching and research

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Debowski, S.

Overcoming barriers to learning through e-learning

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Edlington, B.

Self Assessment: A Critical Step in Developing the Research Capabilities of ProfDoc Students

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Fink, D.

Influence of emotional intelligence on learning styles: an exploratory study on management undergraduates in Malaysia and Saudi Arabia

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Fong, O. & Yeo, R.

Mathematics discipline-specific personal epistemology of Thai university students: Cultural influence on mathematics-related beliefs

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Fujiwara, T.

In praise of difference: Analysing work/academic negotiations in designing university curricula

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Garraway, J.

Breaking the Ritual: Getting Students to Participate in Discussion-based Tutorials in the Social Sciences

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Habib, B.

A theoretical and discursive analysis: Performance and accountability for NZ university research/ers in neoliberal times

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Harvey, S.

Applying work motivation theories to articulate the challenges of providing effective doctoral supervision

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Hean, S. & Matthews, M.

The potential contribution of change management literature to understand and support student transitions

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Heathcote, E. & Taylor, P.

Facilitating student recognition of their learning

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Hewitt, A., McEvoy, K. & Parsons, M.

Crossing the chasm: opportunities for academic development as teachers go online

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Housego, S. & Anderson, T.

Crossing the border: Internationalization and student mobility in Dutch Higher Education

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Jansen, E., Suhre, C. & Bruinsma, M.

First-year students’ expectations and perceptions of readiness before they start university

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Jansen, E. & van der Meer, J.

A vertically integrated, embedded curriculum enhances the information literacy skills of science undergraduates

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Jones, S., Evans, C. & Magierowski, R.

Enhancing higher education through leadership capacity development: Progressing the faculty scholars model

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Lefoe, G., Smigiel, H. & Parrish, D.

A Mentoring Scheme for International Masters Students

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Lim, C.

Participation Patterns in Moderated Online Synchronous Tutorial Discussions

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Lim, H.

Critical thinking in action: decision-making in medical school graduates

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Macpherson, K.

A phenomenological analysis of experiences of learning in the South African distance education context

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Makoe, M. (

Rovers at the border: the double framing of student rovers in learning commons

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McCormack, R. & Dixon, J.

Variation in patterns of teacher development and change: Connections with the development of scholarly teaching and the scholarship of teaching

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McKenzie, J.

Using web-based lecture technologies – advice from students

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McNeill, M., Woo, K., Gosper, M., Phillips, R., Preston, G. & Green, D.

Dodging the Damocletian sword of academic oral presentations

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Miller, J.

Using a student centred approach to explore issues affecting student transition

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Morda, R., Sonn, C., Ali, L. & Ohtsuka, K.

Professional Standards legislation and supporting Learning Cultures

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Murphy, G. & Calway, B.

Learning style variations in a culturally diverse class: A case study

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Muzychenko, O.

Using Professional Dialogue to Facilitate Meaningful Reflection for Higher Education practitioners

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Nsibande, R.

Reusing and sharing learning designs in higher education

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Oliver, R.

English entrance requirements and language support for international postgraduate students

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Picard, M.

Engaging fire fighters in higher learning: Integrated academic literacy teaching in a postgraduate program for NSW Fire Brigades Inspector candidates

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Power, C. & Parker, P.

Blogging - Infusing engagement, enjoyment (joy) and reflection into learning

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Quinn, D., Duff, A., Johnston, H. & Gursansky, D.

Tensions of transformation: Teaching postgraduate business students on an Australian international campus

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Rollo, F.

Scholarship of Teaching and Learning as a strategy for institutional change

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Roxå, T., Olsson, T. & Mårtensson, K.

Picturing change: Using visual art to explore organizational change and students’ learning

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Ruth, D.

Virtual museums: enhancing graduate capabilities and the student experience through an innovative group assessment task

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Sendziuk, P.

Teaching and learning: Maps as metaphor

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Seymour, K.

Facilitating the active interplay between the conceptual and methodological aspects of a higher degree research project – Gowin’s Vee heuristic

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Sillitoe, J. & Webb, J.

Evidence-based education: From an epistemologically inclusive perspective

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Suri, H.

A key place for Academic Development in Higher Education Scholarship

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Sweet, J.

Talking about transitions: the value of a conceptual approach

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Taylor, P., Millwater, J. & Nash, R.

An analytical review of innovation in assessment and its relationship to practice

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Thomson, K. & Falchikov, N.

Developing scholarship in students - the value of academic literacy

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Thomson, K., Gourlay, L., Alston, F., Alder, E. & Sutherland, R.

Using portfolios for assessment: problems of reliability or standardisation?

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Tomkinson, B. & Freeman, J.

Re-conceptualising the ‘teaching-research nexus’

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Trowler, P. & Wareham, T.

Evaluating the work of Academic Developers: A Case study from the University of New England

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Tynan, B. & Smyth, R.

Teaching and Learning in the Technology Access Programme (TAP) at Tshwane University of Technology (TUT)

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Viljoen, L.

Developing the leadership capability of academic coordinators

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Vilkinas, T., Leask, B. & Rogers, T.

Exploring Chinese postgraduate students’ academic adjustment experiences in Australia

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Wang, T. & Shan, X. (

Appraising professional practice in a tertiary environment using appreciative inquiry

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Watt, L.

Supporting undergraduate dental students to become effective self-assessors in clinical settings

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Winning, T., Lekkas, D. & Townsend, G.

Collaborative peer review: a model for promoting reflective practice, improving quality of feedback and enhancing learning outcomes

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Wood, D. & Freney, M.