Herdsa 2011

HERDSA 2011 program: Concurrent sessions

Development of the new academic: The case for blended delivery

Boris Handal, Elaine Huber

This case study reports the design, implementation and evaluation of an academic induction program, delivered using a blend of in campus and online environments at Macquarie University. The Teaching Induction Program (TIP) was designed to provide professional learning opportunities to novice academics in the Faculty of Business and Economics, particularly sessional staff. A five-point philosophy underpinned the design, ensuring TIP offered a collaborative, reflective, evidence-based, discipline-embedded and student-centred experience. To investigate the effect of the program and in particular the use of digital technology such as wikis, videos and online discussion forums in the delivery of the program, semi-structured interviews were conducted with twelve program participants. Findings show positive gains in their professional learning, enhancement of their attitudes towards using digital technologies in teaching and learning as well as building a community of practice among sessional staff. This paper argues that blended delivery can be used as an effective and complementary tool to reflectively introduce and engage new academics in their teaching endeavours.


Preparedness, first-year experiences and outcomes: A comparison between students in domestic and international degree programmes in a Dutch university

Ellen Jansen, Cor Suhre

The diversity in influx in international degree programmes raises the question whether differences in foreign and domestic students' motivation, preparedness and course experience lead to more, less or the same outcomes in terms of study progress and GPA. The influence of these factors on students’ study success is compared for domestic and international students in bachelor’s degree programmes in economics and business at a Dutch research university. Multiple sample comparisons reveal that there are differences between domestic and international students in their expectations, perceived preparedness, course experiences and study success. International programmes seem to attract the better engaged and better prepared students. Good pre-entry qualifications, among others, proper expectations and perceived preparedness, affect study behaviour and study success. Characteristics of the programme, like clear goals and standards, good teaching and appropriate workload, are important as well for the explanation of study success.


 

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