HERDSA 2010 program: Concurrent session five
Applying for a HERDSA Fellowship within the reshaping of higher education
Robert Kennelly, Kogi Naidoo, Tai Peseta and Janet Taylor
HERDSA Fellowship Committee, Australia
The initiative: The HERDSA Fellowship Scheme is based on the fundamental values of HERDSA, including the development and improvement of higher education practice; the encouragement and facilitation of scholarship in learning and teaching; the formative and summative use of peer review and the setting and maintaining of quality standards. While the Fellowship Scheme recognises high quality educational practice, it is, first and foremost, a way in which HERDSA members can join with colleagues in a supported and structured professional recognition and learning experience. Why apply: Some members apply because it assists them in a critical phase in their career, such as with promotion. Some apply because the award of a Fellowship represents peer recognition of their achievements over a period of time. Others recognise that the process of taking time out from their hectic schedule to reflect on their educational practices or to develop their leadership roles will allow them to move forward in their personal and professional development. This session: The process of applying for a Fellowship is a personal journey; it is different for everyone. This interactive session provides an opportunity for you to learn more about the Fellowship Scheme, what is expected in an application and what is expected in terms of articulating your reflections on your educational practice. You will have the opportunity to ask questions and clarify issues.
Students’ perceptions of the effects of coursework on their development of graduate attributes
Linda Bowen and Kathryn Sutherland
Victoria University of Wellington, New Zealand
Graduate attributes are designed to provide a set of discipline specific and generic outcomes that graduates of a program should have achieved, as well as enabling lecturers within a program to develop coherent courses. All courses at Victoria University of Wellington are routinely evaluated by students on at least a three-yearly basis. Until 2007, these evaluation forms comprised eight core questions, none of which directly addressed the university’s three graduate attributes: “leadership”, “communication”, and “creative and critical thinking”. In 2007 three new questions were added to the form for student evaluation of courses to mirror the three specified graduate attributes, with the goal of investigating students’ perceptions of the development of these attributes. Data gathered from nearly 3000 course evaluations from 2007-2010 has been quantitatively analysed to determine whether student ratings of the three new core questions have improved as the graduate attributes become embedded in course and program processes. Medians are presented across the three questions and variations across faculties and disciplines are outlined to demonstrate which faculties appear to be helping students to develop which particular attributes. In addition, focus groups have been held with students and staff from programs where students perceived themselves to have developed at least one or more of the attributes in a significant way. This showcase will share the findings from the evaluation data and focus groups.
Publishing in Higher Education Research and Development (HERD)
Ian Macdonald
Victoria University, Australia
Higher Education Research and Development (HERD) is the journal of HERDSA. It is an “A” ranked journal in the ERA, and is listed on the Pearson’s social sciences citation index. The journal is run on behalf of HERDSA by two Co-Editors and a team of 20 Associate Editors, who manage the 200 plus submissions that HERD receives each year. Currently HERD has 6 editions per year, each with 8 or 9 papers – amounting to less than 50 published articles per year. Book reviews are also commissioned and gratefully received. The editorial team is accountable to the HERDSA Executive for its management of the journal. The functional operations of HERD are managed through the Manuscript Central software system operated for Taylor and Francis by ScholarOne (owned by Thomson Reuters). This session explores the type of articles that HERD seeks to publish and how they should be presented for publication; the process by which the Editorial team evaluates the submissions made; and the way the peer review process operates within HERD. Particular attention is paid to the role of reviewers, and their contribution to the success of the journal. Participants are encouraged to take up the responsibility and opportunity that reviewing provides.
Using threshold concepts to enhance curriculum renewal in the Biological Sciences
Pauline Ross and Charlotte Taylor
University of Western Sydney, Australia
Louise Lutze-Mann, Chris Hughes and Noel Whitaker
The University of New South Wales, Australia
Vicky Tzioumis
The University of Sydney, Australia
The model of threshold concepts proposed by Meyer and Land (2003, 2005), creates a framework for teaching and learning initiatives that builds on the ideas of troublesome and ritualised knowledge (Perkins 2006). In the sciences, we have proposed further elaborations of the definitions relevant to biology (Ross et al. 2009) and explored the use of the thresholds model for teaching and curriculum design (Taylor 2006, 2009, Ross et al. 2010). We have used the model of threshold concepts to develop a program, supported by an ALTC grant, in which teachers and students can reflect on troublesome knowledge and ways to improve learning and understanding (Ebert May et al. 2003, McCune and Hounsell 2005). Our activities allow articulation of understandings of student learning, and effective teaching approaches, through workshops for teachers, interviews and focus sessions with teachers and students, and teaching interventions. Our data provide multifaceted evidence of the effectiveness of teaching approaches and of student learning. Having made important changes to our teaching practices, and collected data on the effectiveness of these changes, we used workshop presentations to other teachers to drive curriculum change and new teaching methods in biology. Workshop participants around Australia have demonstrated a deep involvement with both the ideas and the evidence. We continue to collect new data in all workshops, and find that presenting hands-on examples of teaching approaches, student engagement and evidence of learning (or not) is successful in engaging teachers.
Linking assessment standards and exemplars for exemplary teaching
Graham Hendry
University of Sydney, Australia
Susan Armstrong and Nikki Bromberger
University of Western Sydney, Australia
Many universities are moving to greater use of standards-based assessment to support effective student learning. Implementing a standards-based approach includes involving academic staff in writing descriptions of standards for assessment tasks both to guide the marking process and clarify staff expectations for students. However recent research shows many students find written descriptions of standards difficult to understand unless they are helped to engage with assignment exemplars. Teacher-led marking and discussion of exemplars in class results in increased student understanding of standards and higher achievement. This mixed method study explores students’ perceptions of the usefulness of exemplars, and the effects of different teacher styles in leading in-class marking of exemplars. An interactive style in which the teacher provides a balanced explanation of the standards embedded in exemplars is associated with higher student achievement. A minimal institutional approach to implementing standards-based assessment, in which staff simply construct and distribute written grade descriptors to students to support effective learning may have little or no overall benefit, particularly for students transitioning to their first year at university. Academic practice may need to be redefined to focus on engaging students in an ongoing dialogue about the standards of learning and work expected, including through the use of in-class marking and discussion of exemplars, which is consistent with an approach to assessment that is learning-oriented.
Developing class generated assessment rubrics: Challenges and benefits
Lorna Hallahan and Fay Patel
Flinders University, Australia
Developing class generated assessment rubrics presents several challenges because it is not the norm in higher education. This study investigates the challenges and barriers that affect the design and implementation of class generated rubrics within a Masters level topic in social work at Flinders University. The topic coordinator and an academic developer partner in this study to examine the complexity of class generated rubrics that are grounded in a participatory and constructivist framework. Inclusive student voice and an understanding of the assessment task are key aims in the study. A detailed concept mapping exercise was used to guide the rubric generation and to develop success criteria related to a major assessment task of a real-world related project. The completed rubric was presented to students to guide the completion of the task and subsequently by educators to mark and provide feedback on a salient professional development task. The study also incorporates an evaluation phase to be completed late July 2010. The paper will review the literature on class generated rubrics in higher education and focus on the complexity of the process with a masters level social work topic. It will identify the challenges and barriers in developing the rubric and also make recommendations on facilitating the process by identifying stages in rubric generation.
Questions of outcomes: Generic skills and attributes and the transfer of learning
Stephanie Doyle
Victoria University of Wellington, New Zealand
Pressure from government and industry has seen Australian and New Zealand universities join an international trend of universities demonstrating their contribution to the knowledge economy and to their nation’s international competitiveness through projects such as the articulation of graduate attributes and generic skills outcomes. Critics identify the weak theoretical basis, poor conceptualisation of the desired attributes and skills, and the lack of empirical research justifying these projects. The criticisms are sufficient to undermine the claims implicit in institutional graduate profiles of generic skills and attributes. This paper makes links between generic skills and attributes for graduates and research on transfer of learning. In addition to discussing the literature, the paper provides insights from a study of a group of business students. The findings discussed in this paper related to one dimension of a wider study of student perceptions of transfer of learning of generic skills from their degree studies to their everyday lives. The data reported here is drawn from interviews with 30 students. The findings give support to possibility of the transfer of learning of generic skills, and also to calls to reconceptualise transfer of learning as preparation for future learning (PFL).
“Research skills are vital in all facets of life”: Research perceptions, expectations, and experiences of undergraduate students
Catherine Lang and Simone Buzwell
Swinburne University of Technology, Australia
Our university, like many others in Australia, is determined to explore different strategies to build stronger research experiences for undergraduate students into the curriculum. During the course of a recent investigation, students were surveyed to ascertain their perceptions, expectations and experiences of research in their undergraduate degrees. The purpose of the student survey was to explore students’ attitudes to a proposal for a research intensive minor which was being proposed as an option in undergraduate courses. The student responses indicate that the majority of those surveyed had a varied and broad understanding of what constituted research. Many of the student opinions and definitions specifically related to the discipline that they were currently studying. We were pleased to find that many of those surveyed expressed an appreciation of the importance of independent research skills to their future employability. The findings from this survey contribute the student voice to the wider discourse around building stronger teaching-research links into undergraduate degree programs.
'Living curricula': An institutional strategy
Ray Meldrum
Unitec New Zealand, New Zealand
Oram (2009) explains that the future is characterised by change and uncertainty, and by convergence, interdependency and complexity. Barnett (2004), indeed, argues that our new task is ‘... preparing students for a complex world in which incomplete judgements or decisions have to be made’ (p.250), and, to that end, Barnett and Coate (2005) argue that the student has to be given ‘curriculum space’ instead of being ‘boxed in’ (p.125). The response in one New Zealand Institute of Technology has been to adopt the notion of ‘living curricula.’ It has been agreed that living curricula: involve complex conversations; are curiosity/inquiry led; are practice-focussed; are socially constructed; are research-informed; have a discipline base and are also interdisciplinary; develop literacies for life-long learning; and include embedded assessment. A further feature is that they blend face-to-face and web-based learning, and to that end a coherent, comprehensive eLearning Strategy is being put in place. Many programs already exhibit these features and will provide models that show the way forward. All other programs will be reworked so that they achieve the ‘Living Curriculum Tick’ by the end of 2012. During 2009, the Graduate Diploma in Higher Education, principally a professional development program for educators, was piloted through a ‘user-centred design’ process that will see the program completely remade from 2010. The rigorous engagement with qualification-users through brainstorm events, face-to-face meetings and interviews, and on-line surveys will provide a model of how living curricula will also be continually responsive to the changing needs of employment.
Evaluating scientific reasoning and research skills in a large class setting: Is it possible?
Kay Colthorpe, Susan Theiss and Judit Kibedi
The University of Queensland, Australia
Recently there has been strong impetus to encourage science students to develop the attributes of ‘being a scientist’ throughout their undergraduate years, particularly in their approach to science, through development of skills such as critical thinking, problem-solving and an ability to use evidence. This has been encouraged through the introduction of activities such as undergraduate research experiences and inquiry-based classes. However, this creates a significant challenge - to develop and apply equitable and effective assessment methods, aligned to the learning objectives and graduate attributes, in a program with large enrolments. The study reports on a project to develop sustainable and effective methodologies for explicitly assessing scientific and research skills of BSc students in a large class setting. The assessment tasks were evaluated for efficacy by specifically identifying evidence of scientific reasoning and research skills within the student work. Student perceptions of the assessment tasks were explored in course evaluation surveys. Preliminary results have shown that evidence of scientific reasoning and research skills were present and identifiable within the student work, and that this could be graded in an equitable and repeatable manner. Student responses indicated that the majority of students perceived that the course and assessment emphasised understanding, applying and analysing information. As student numbers in undergraduate Science courses are increasing across many universities, there is a need to develop greater flexibility in assessment practices. This project demonstrates that it is possible to effectively and equitably assess scientific and research skills in large classes.
Reshaping graduate outcomes of science students – The contribution of undergraduate research experiences
Kelly Matthews, William Probert and Paula Myatt
The University of Queensland, Australia
Today’s science graduates require substantially different skills compared to yesterday’s graduates given the changing nature of modern science. As higher education institutions struggle to reform curricula and pedagogy, undergraduate research experiences (UREs) are increasingly being incorporated to enhance undergraduate science curricula. This study is situated within a traditional Bachelor of Science degree that offers students some voluntary opportunities to participate in UREs. This study explores two graduating science cohorts (n=272), comparing those who did and did not participate in UREs. A survey investigated student perceptions (importance, confidence and improvements) of five graduate outcomes in the context of science: writing skills, communication skills, quantitative skills (QS), teamwork skills and content knowledge. Cross-tabs and a linear discriminant analysis were used to investigate perception change between the two groups. The notable differences in perception scores in this study were consistently higher in QS, perhaps indicative of UREs emphasising the need for such skills in science or from students gaining increased confidence as a result of utilising QS within an authentic context. Our results reveal little difference in other student outcome areas, which raises questions around the role of UREs as a broad strategy for enhancing the achievement of graduate outcomes in science. This study is limited to a single institution and is focused on specific graduate outcomes, so only limited conclusions can be drawn. However, further research to determine the graduate outcomes gained from UREs would benefit the sector, particularly science disciplines, in the changing focus of government policy on student learning outcomes.
Reflecting on a professional development initiative in intercultural competence
Alison Kirkness, Holly Perry and Kitea Tipuna
Aukland University of Technology, New Zealand
In answer to a marked increase in the linguistic and cultural diversity of staff and students in tertiary institutions The Auckland University of Technology developed a policy on Academic Literacies and Intercultural Capabilities (ALIC Policy) which seeks inter alia to promote awareness and knowledge amongst staff of the diverse cultures in the student body. One way of promoting cultural awareness is through direct contact with the culture, as demonstrated in this showcase, between teaching staff in a specific discipline and cultural advisers (Chandratana et al., 1998; Asmar, 1999; Louie, 2005; Browser et al., 2007). With the requirements of New Zealand health registration boards in mind, a 10 hour programme on intercultural competence was designed for a team of culturally diverse medical laboratory scientists. In the course of one week the programme focused on developing intercultural sensitivity, promoting inclusive teaching, comparing cultures of education and meeting with cultural advisers. An adviser representing traditional Maori culture was invited to discuss his cultural knowledge relating to body parts and blood transfusions with the team. At the end of the programme the team members reflected on the impact of their learning on their students, on their work in the academic discipline and on the practice of their science. Participants provided oral and written reflections before, during and after the programme and semi-structured interviews with participants and stakeholders were conducted nine months later. Participants engaged enthusiastically with the issues and were well satisfied with the outcomes, including the unintended outcomes. They reported benefits and the unintended learning outcomes were also identified. The short programme on intercultural competence raised questions about the place of indigenous and Western knowledge in the discipline of medical laboratory science and the role of professionals working with a multicultural client base.
Re-shaping the role of the Unit Coordinator
Susan Roberts
Murdoch University, Australia
This session showcases the outcomes of a study funded by the ALTC, which examined the role of the Unit Coordinator as a leader of learning in Higher Education. The literature revealed that, previously, the responsibilities, functions and expectations of Unit Coordinators were vague and undefined and, as a result they were, generally, unsupported in the performance of their role. This project sought to address this constraint through clarifying and, thus, re-shaping how the role is perceived, and by making explicit a Unit Coordinator's potential to influence and impact on their students' learning through initiating, leading and modelling good teaching practice. Data collection involved searching Australian University websites for information about the role and conducting focus groups and interviews with Unit Coordinators. The data was analysed and categorised into seven responsibilities from which numerous examples of tasks derive, and characterised in the form of a Job Description. A Person Specification, which outlines the competencies needed to perform the role effectively, has also been devised. Propositions for induction and professional development were subsequently created to support Unit Coordinators starting out, and as they progress in the role. Having clarified the role it is argued that there will be enhanced understanding of its many facets. The findings will also provide a framework upon which to base future planning, HR processes, development and reward programs that target this significant role in the academic structure.
Insights from applying activity theory to situated, curriculum based, leadership development for course coordinators
Robyn Lines and Kristin Warr
University of Tasmania, Australia
Neil Trivett
University of Ballarat, Australia
Natalie Brown
University of Tasmania, Australia
Jason Flello
University of Ballarat, Australia
Peter Kandlbinder and Jo McKenzie
University of Technology Sydney, Australia
In this Showcase activity system theory is used to analyse outcomes of three curriculum based projects at three universities - University of Tasmania, University of Ballarat and the University of Technology, Sydney. The projects, all part of an ALTC Leadership grant, were designed to support both curriculum and leadership development for the course coordinators leading participatory and collegial curriculum projects. Activity systems theory, which suggests organisations are made up of distinct activity systems with historically developed rules, tools, forms of practice and divisions of labour and responsibility. It is argued that the primary activity system within the university is the department and that for professional development to be successful it must address the activity system as a whole rather than focus upon individuals. In the complex tasks of curriculum review or renewal, the beliefs, rules and practices of department activities must respond to other areas from within the institution, for example academic development units and senior leadership, each with their own beliefs, rules and practices. How to harness the contradictions between these systems as a source of creativity and learning in a practical and sustainable leadership and curriculum development system is the focus of this Showcase. In this work, activity systems theory is used as a framework to explore the existence of the diverse systems that exist in and influence curriculum review and renewal, with particular attention to the negotiations and contradictions that exist between systems when leading curriculum change across an institution.
Enterprise LMS evaluation: Moving beyond the feature shootout
NetSpot – Conference lanyard sponsor
The enterprise education software market has gone through a significant period of change and consolidation in recent years, which has resulted in organisations selecting from a decreasing number of vendors for increasingly large and complex applications. Even though the market has changed, too many organisations still make enterprise software decisions based on the assumption that there are multiple vendors that are primarily differentiated by their product features. The acceptance of open source technologies as valid enterprise learning options in particular has been a contributing factor in the need for a re-think of traditional evaluation processes. This presentation discusses the critical aspects to consider in an enterprise learning software evaluation, going far beyond the traditional feature comparison matrix and incorporating such dimensions as risk management, cultural fit, total cost of ownership and organisational readiness for open source platforms such as Moodle. As Australia’s largest Moodle Partner, NetSpot have been involved in numerous such evaluation processes in recent years, and the experiences gained by viewing a range of evaluation processes by educational institutions makes this presentation a must for any organisation about to undertake an LMS review project.
Do Australian universities short-change teaching?
Lawrence Cram
The Australian National University, Australia
Two recent reviews of Australian higher education (Cutler & Bradley) have reported cross-subsidization of education by research, and implied that students might be poorly served by this practice. The concern echoes similar worries in the US and UK. The showcase presents a critical economic perspective on the issue, through a statistical study of the time series expenditure of 36 Australian universities 1996-2007. The study shows that the expenditure per unit of research output has been remarkably stable when expressed in constant prices: the expenditure to produce a DEST HERDC point has been approximately 5,000 over the whole interval. The expenditure per unit of education output has fallen significantly when expressed in constant prices: the expenditure per completion was well above 30,000 at the start of the period and is now below 20,000. The showcase asks whether this trend is evidence that students are being short-changed.
Scoping a distributed leadership matrix for higher education
Sandra Jones
Royal Melbourne Institute of Technology University, Australia
Ann Applebee
Australian Catholic University, Australia
Marina Harvey
Macquarie University, Australia
Geraldine Lefoe
University of Wollongong, Australia
While there has been significant research into the theory and practice of distributed leadership in the school system, there has been less research into its applicability into higher education. This is somewhat surprising given the pressure on universities to reshape their governance models to accommodate a more competitive business environment as education becomes an important contributor to national economies. It is also interesting that, despite resistance from academics to the more ‘enterprise-based’ approach to shaping university leadership, there has not been a focus on a distributed leadership model that appears to accommodate the need for the autonomy that underpins academic culture. It is within this context that this paper intends to use the findings of four recently completed empirical projects funded under the Australian Learning and Teaching Council (ALTC) Leadership Project (LP) grant scheme to identify synergies in approach. This identification constitutes a scoping of the issues that need to be considered in exploring the applicability of distributed leadership in higher education.