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Refereed Papers - Paper Title

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