|
Authors |
Paper title |
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| |
Sue
Anderson |
Working together
to develop a professional learning community |
|
| |
Maria
Avdjieva & Marie
Wilson |
Higher Education
Institutions quality initiatives in New Zealand and Australia: Conversations
across academic cultures |
|
|
Wendy
Baker |
Mentoring - Improving
the quality of work life and organisational effectiveness: A case
study of a formal mentoring programme implemented in a higher education
organisation |
|
| |
Colin
J. Beasley & Jon
Watts |
"A trouble shared
...": Conversations for survival |
|
| |
Marija
Bratanic |
Paradoxes in teaching
and learning: Synthesis of theoretical knowledge, practical experience
and personal reflection |
|
| |
Tracey
Bretag & Sonja
Scobie |
Innovative classroom
practice in an offshore environment |
|
| |
Joanne
M. Brownlee |
Students learning
to teach: Conversing with students about their epistemological beliefs |
|
| |
Pip
Bruce Ferguson & Susan
Coubrough |
How can we
help classroom teachers produce research from their practice? |
|
| |
Frank
Bullen & Vishy
Karri |
Design and construction
of a Formula SAE racecar in a teaching and research framework |
|
|
Angela
Carbone, Kathy
Lynch, Andrew
Barnden & Chris
Gonsalvez |
Students' reactions
to a studio-based teaching and learning philosophy in a three year
IT degree |
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Karen
Carey, Reneé
L. Cambiano & Jack
B. De Vore |
Student to faculty satisfaction
at a Midwestern university in the United States |
|
| |
Donella
Caspersz, Madeline
Wu & Judy
Skene |
The influence of
gender and country-of-origin effects on student processes in team
projects |
|
| |
Di
Challis |
Integrating the conceptual
and practice worlds: A case study from Architecture |
|
| |
Julia
Christensen Hughes |
Tools and
techniques for enhancing the quality and effectiveness of student
teams |
|
| |
Michael
Christie & Tom
Stehlik |
The defining qualities
of good assessment |
|
| |
David
Coall |
Use of an interactive
CD-ROM as a learning resource and its effect on student outcome
in first year human biology |
|
| |
Geoffrey
Cooper & Sato
Juniper |
A postgraduate research
training programme in generic skills and strategies: description
and evaluation |
|
| |
Trudi
Cooper |
Concepts of 'quality':
and the problem of 'customers', 'products', and purpose in higher
education |
|
| |
Trudi
Cooper |
Why student retention
fails to assure quality |
|
| |
Trudi
Cooper |
Quality interventions:
Examining the unintended effects of quality policies on academic
standards and staff stress |
|
|
Robert
Cowdroy, Anthony
Williams, Erik
DeGraaff & Yves
Mauffette |
Resolving relevance,
quality and quality assurance: A transitional criteria approach |
|
|
Shelda
Debowski |
Enabling quality
conversations: Building reflective mature age business graduates
through the use of a facilitative instructional model |
|
| |
Ann
Deden & Jan
Herrington |
Strategic issues shaping
online adoption in higher education |
|
| |
Raffaela
Dinelli & Val
Clulow |
An exploratory study
of students' learning strategies in a first year university Italian
language course |
|
| |
Jill
Dixon & Melany
Blackwell |
Case study: Service
Level Agreements - a framework for assuring and improving the quality
of support services to faculties |
|
| |
Emma
Dortins |
Reflections on phenomenographic
process: Interview, transcription and analysis |
|
| |
John
Duignan |
Undergraduate work
placement and academic performance: Failing by doing |
|
| |
Katie
Dunworth |
Creating an environment
for collaborative language learning |
|
|
Helen
Edwards |
Quality and academic
programmes |
|
| |
Ainslie
Ellis & J.
Kaya Prpic |
In FLITE conversations:
Building a faculty-based centre to support information technology
education |
|
|
John
Fitzsimmons, Frances
Killion, Marilyn
Leeks & Jo
Mensinga |
Flexible delivery:
Convergence and quality in model redesign |
|
| |
Lynne
Fowler, Daniel
McGill, Jocelyn
Armarego & Maurice
Allen |
Quantitative learning
conversations: Constructivism and its application to learning in
an engineering environment |
|
|
Terry
Gatfield & Frank
Alpert |
The supervisory management
styles model |
|
| |
Allan
Goody & Jennifer
de Vries |
Straight talk about
queer issues |
|
| |
Rotacio
Gravoso, Arturo
E Pasa & Toshiaki
Mori |
Influence of students'
prior learning experiences, learning conceptions and approaches
on their learning outcomes |
|
| |
Rotacio
Gravoso |
Meeting the need
for relevance and quality learning: A case in using the constructivist
learning approach |
|
| |
John
Green |
Exemplars of on-line
peer support- are we looking in the right places? |
|
|
Jan
Herrington & Ron
Oliver |
Designing for
reflection in online courses |
|
| |
Anthony
Herrington & Alison
Bunker |
Quality teaching
online: Putting pedagogy first |
|
| |
Owen
Hicks & Elizabeth
Santhanam |
Student perceptions
of inclusivity in lecturing at university |
|
|
Owen
Hicks, Kenn
Martin, Elizabeth
Santhanam, Allan
Goody & Deborah
Ingram |
Spreading the word:
The ITL experience |
|
| |
Lynne
Hunt, Lorraine
Kershaw & Jack
Seddon |
Authentic transitions:
The Click Around ECU on-line transition to university program |
|
|
Deborah
Ingram & Allan
Goody |
Authentic learning
within the community of practice: The Advancing Teaching and Learning
Program |
|
| |
Ken
Ireland, Pina
Tarricone & Joe
Luca |
Satisfying real client
requirements through student-centred courseware |
|
|
Jennifer
Jamison |
Creating an authentic
learning environment in the chiropractic classroom: A problem-based
learning approach |
|
| |
Cate
Jerram |
Applying adult education
principles to university teaching |
|
| |
Sandra
Jones & Joan
Richardson |
Designing an IT-augmented
student-centred learning environment |
|
| |
Charles
Juwah & Maria
Northcote |
Devising strategies
for enhancing quality staff development in embedding ICT in teaching
and learning |
|
|
Annette
Koenders |
Creating opportunities
from challenges in on-line introductory biology |
|
|
Marilyn
Laiken |
Managing the action/reflection
polarity through dialogue: A path to transformative learning |
|
|
Terence
Love |
Multiple theoretical
perspectives in the long thesis PhD: A foundation problem in PhD
education |
|
|
Maurice
McGookin |
"I can't let them
down!": Affiliative motivation and co-operative learning in higher
education |
|
| |
Jo
McKenzie |
Variation and relevance
structures for university teachers' learning: Bringing about change
in ways of experiencing teaching |
|
| |
Tony
McKenzie, Chris
Morgan, Kerry
Cochrane, Geoff
Watson & David
Roberts |
Authentic learning:
What is it and what are the ideal curriculum conditions to cultivate
it in? |
|
| |
Catherine
McLoughlin & Joe
Luca |
Enhancing the quality
of the student experience online: Revisiting the imperative of learning
as socially based |
|
| |
Catherine
McLoughlin & Curtis
Samuels |
Great expectations:
Can the quality of teaching and learning be improved through academic
development programs? |
|
| |
Mark
McMahon |
Designing an on-line
environment to scaffold cognitive self-regulation |
|
| |
Jane
Mummery |
Facilitating critical
thinking in an online environment |
|
| |
Peter
Murray |
The CEQ: Is it a measure
of Architecture program quality? |
|
|
Chenicheri
Sid Nair |
Evaluation of subjects,
teaching and research |
|
| |
Love
M. Nneji |
Study habits of Nigerian
university students |
|
|
Ron
Oliver, Barry
Harper, John
Hedberg, Sandra
Wills & Shirley
Agostinho |
Formalising the description
of learning designs |
|
| |
Alan
Ovens |
Discourse communities
and the social construction of reflection in teacher education |
|
|
Priti
Pandey & Doug
Magin |
Feedback from peer
and teacher assessments of introductory anatomy essays |
|
| |
Greg
Parry, Clive
Reynoldson & Romana
Pospisil |
Creating a project-based
on-line learning environment for MBA economics students |
|
| |
Patsy
Paxton |
Institutional academic
audit: The experiences of New Zealand's newest university |
|
| |
Ann-Marie
Priest |
A different quality:
Hypertext, Postmodernism and Disequilibrium |
|
| |
J.
Kaya Prpic & Ainslie
E. Ellis |
Influences in the design
of a faculty-wide tutor development program |
|
|
Cherry
Randolph, Jamie
Murphy & Denis
Ruch |
Using log files to
measure, evaluate and improve course websites |
|
| |
Thomas
C. Reeves, Jan
Herrington & Ron
Oliver |
Authentic activities
and online learning |
|
| |
Leonora
Ritter |
"Don't mention the
war….": Ensuring graduates can write literate English without distorting
assessment outcomes |
|
| |
Torgny
Roxå |
Communicative spaces:
A perspective on learning |
|
|
Margaret
Sims |
Teaching values: Meeting
our obligations under human rights agreements |
|
| |
Robert
Snoke, Alan
Underwood & Christine
Bruce |
An Australian view of
generic attributes coverage in undergraduate programs of study:
An information systems case study |
|
| |
Werner
Soontiens & Barbara
de la Harpe |
Professional skill
development in Australian universities: Is there a bias? |
|
| |
Roseanne
Sovka |
Quality outcomes through
inclusion: Tertiary decision-making and ethnicity at a regional
New Zealand polytechnic |
|
| |
Heather
Sparrow & Sue
Sharp |
Quality course development
through a central teaching and learning project: Lessons from a
project to embed graduate attributes in undergraduate programs |
|
| |
Carole
Steketee |
Students' perceptions
of cognitive tools and distributed learning environments |
|
|
Sherryl
Tanian & Kandy
James |
Could oral communication
skills become a casualty of online learning?: A future scenario
that could prevent this |
|
| |
Pina
Tarricone & Joe
Luca |
Successful teamwork:
A case study |
|
| |
Peter
G. Taylor |
Quality and Web-based
learning objects: Towards a more constructive dialogue |
|
| |
K.
Lynn Taylor & Dieter
J. Schönwetter |
Faculty development
as institutional leadership: A framework for meeting new challenges |
|
|
Michael
Turk |
Case study: Learning
in the affective domain within two undergraduate IT subjects |
|
|
Fiona
Underwood, Jane
Hiscock, Kam
Li & James
Juniper |
Authenticity or
virtuality: Reflections on the communication of tacit knowledge
in a collaborative learning environment |
|
|
Iris
Vardi |
How do first year lecturers
help students develop writing skills? |
|
|
Fiona
Wahr & Alex
Radloff |
Using quality assurance
to drive a teaching and learning agenda: Taking a risk, meeting
the challenge |
|
| |
Elizabeth
Walker & Lorraine
O'Neill |
IT courses and the
IT industry: Does the future rely on gender or generation? |
|
| |
Geoff
Watson, Christopher
K. Morgan, Tony
McKenzie, David
Roberts & Kerry
Cochrane |
Meeting the challenge
of positioning undergraduate units of study at the appropriate level |
|
| |
Ray
Webster |
Learning styles and
design: The use of ASSIST for reflection and assessment |
|
| |
Patricia
Weerakoon & May
Wong |
Maximising opportunities
for learning: Sexuality education on-line |
|
| |
Karen
Whelan & Wageeh
Boles |
Ensuring quality outcomes
from the first year of Bachelor of Engineering degrees |
|
| |
Helen
Wildy & Susan
Holland |
Improving doctoral education
in Australian universities: Learning from conversations in the field |
|
|
Belinda
Yourn |
Tertiary reform in
New Zealand: A knowledge society and a 'new professionalism' |
|
| |
Belinda
Yourn, Dawn
Garbett & Nicky
de Lautour |
A project approach case
study: Blending theory and practice |
|
|
Craig
Zimitat & Gay
Crebert |
Conducting online
research and evaluation |
|
Papers 
