Resource Library

The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.

Results may be sorted filtered by keywords.

63 resources found for ‘institution’.

An Institutional Leadership Paradigm: Transforming practices, structures and conditions in indigenous Higher Education

Associate Professor Lyn Fasoli
Batchelor Institute of Indigenous Tertiary Education
2008
Batchelor Institute of Indigenous Tertiary Education
The key resource emanating from this project is the values based Institutional Leadership Paradigm or ILP. The project identified and endorsed key Indigenous values that should be present within an institution in order to facilitate transformative institutional leadership for Indigenous outcomes.
ACU National
Final Report Download Document (169.9 KB)

Institutional Leadership Project

Linda Hort, Denise Higgins
The Australian National University
2008
The Australian National University
Final report Download Document (8.42 MB)

Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video

Simon Barrie, Clair Hughes, Calvin Smith
The University of Sydney
2009
The University of Sydney
Griffith, UQ

Introductory Commentary

This resource forms part of a larger collection.  It is recommended that readers refer also to:

1.  http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm

This 13-minute video is titled "Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes" by Dr Jeanette Baird, Australian Universities Quality Agency, and produced as part of the National Graduate Attributes Project (2007-08) which explores curriculum renewal strategies to achieve graduate attributes in Australian universities.

The video provides a quality assurance perspective on how universities (and higher education institutions, HEIs) implement Graduate Attributes. Dr Baird suggests there are two overall questions that HEIs should ask: "How do you know that graduates achieve the Graduate Attributes?" and "What improvements to students' learning outcomes have resulted from these Graduate Attributes?". Evidence is required to support HEIs' claims about Graduate Attributes.

Dr Baird then goes on to three specific areas: (1) alignment between Graduate Attributes and HEI's institutional objectives; (2) curriculum review and implementation through mapping and contextualisation; and (3) internationalisation. Other topics include (briefly): employer feedback; CEQ Generic Skills results as a proxy for Graduate Attribute achievement; curriculum mapping and the reflection required in relation to assessment; the challenges of internationalisation and Australian HEIs; consistency of the student experience across campus. Underlying this approach is the OADRI framework (Objectives, Approach, Deploy, Review and Improve).

This resource is particularly useful and relevant to those considering a whole of institution approach and deployment of Graduate Attributes implementation in the curriculum, as well as internal and external quality assurance. It is clearly presented and to the point. The video is easily accessible to most users, and plays within the web page and on most browsers.

Strategic leadership for institutional teaching and learning centres: developing a model for the 21st century

Dale Holt
Deakin University
2010
Deakin University
Macquarie, Monash, RMIT, UNE, UoN
Final Report Download Document (1.33 MB)
A Guide to Support Australian University Teaching and Learning Centres Download Document (1.64 MB)

Development of distributed institutional leadership capacity in online learning and teaching project:

Associate Professor Paul Chesterton, Professor Patrick Duignan, Dr Emma Felton, Dr Karen Flowers, Associate Professor Pam Gibbons, Associate Professor Marj Horne, Associate Professor Theda Thomas, Dr Tony Koop
Australian Catholic University
2008
Australian Catholic University
Final report Download Document (115.83 KB)
Independant Report. Dr Tony Koop and Associates Download Document (141.55 KB)

Good practice for safeguarding student learning engagement in higher education institutions

Karen Nelson, Tracy Creagh
Queensland University of Technology
2012
Queensland University of Technology
Auckland University of Technology (NZ), Charles Sturt University, Curtin University, Edith Cowan University, RMIT University, University of New England, University of South Australia
Final Report Download Document (764.54 KB)
Good Practice Guide Download Document (3.04 MB)

Establishing a framework for transforming student engagement, success and retention in higher education institutions

Karen Nelson, John Clarke, Ian Stoodley, Tracy Creagh
Queensland University of Technology
2014
Queensland University of Technology
Griffith University, The University of Queensland
Final report Download Document (1.23 MB)

Learning and Teaching Guide: A handbook to support institutions in implementing programs for assisting the development of communication and life skills in veterinary students

Jennifer Mills, Glen Coleman, Michael Meehan, John Baguley
Murdoch University
2009
Murdoch University
Sydney, UQ
Handbook Download Document (4.54 MB)

 

This 80-page handbook provides seven lesson plans, four assessment tools, fifteen supporting materials such as marking rubrics, and a bibliography to support training in communication for veterinary care.  The handbook enables a lecturer to teach skills and insights into empathy – essentially emotional intelligence – for professional veterinary practice, with particular attention to the owner-pet bond.

Teaching a professional skills module for veterinary students?  This handbook is meant for you.  If you are trying to teach professional skills in any field, such as engineering, this handbook can reveal useful insights, though the examples provided will not be directly applicable.

The handbook’s lesson plans are presented succinctly.  They include a one-paragraph review of the literature to justify the need for the lesson as well as a list of steps required to complete the activity.  Detailed resources may be found at the back of the handbook.  This format keeps the lesson plan to a single page, presenting it as an outline to help selection and stimulate thought.

The lesson plans are not provided with an estimate of how long each activity can take.  Nor are there strategies for demonstrating to colleagues why one should include each lesson in the curriculum, though one can follow up with the project principals for these insights.

It will take some effort to integrate these communication activities into science-based subjects, for those who have insufficient ‘space’ in their professional skills modules, or who indeed have no such module.  That said, the teaching strategies are well conceived, with lots of student group discussion and background theory to help the lecturer to understand, and relay to the students, key aspects of the nature of humans and their pets.

Those who are familiar with facilitating discussions will find adopting these materials to be easier than those who lack such experience.  If you are not yet comfortable with facilitative teaching, then you might want to have a colleague who specialises in communication at your side during development and implementation of lessons (e.g., someone from psychology or doctor-patient communication training).  Note that some exercises call for people to role-play clients; so check on resources needed before launching into an element of this curriculum. The bottom line – good stuff, but you may need a coach by your side (or on the phone).

Assuring Learning and Teaching Standards through Inter-Institutional Peer Review and Moderation

Kerri-Lee Krause, Geoff Scott
University of Western Sydney
2014
University of Western Sydney
Charles Darwin University, Griffith University, La Trobe University, Macquarie University, Queensland University of Technology, The Australian National University, The University of Melbourne
Final report Download Document (3.41 MB)
Handbook Download Document (3.24 MB)

Innovation with Quality Assurance: online curriculum development for the University of New England's multi-institutional, collaborative programs in German at New England, James Cook and Newcastle universities, Final Report; Deutsch e-rklärt: a website

Kerry Dunne, Beat Lehmann, Jennifer Evans, Inge Wormleaton, Iain MacKay
2009

Final Report

JCU, UoN
Final Report Download Document (1.34 MB)

Establishing infrastructure and collaborative processes for cross-institutional benchmarking of student clinical performance in speech pathology

Sue McAllister, Michelle Lincoln
The University of Sydney
2011
The University of Sydney
James Cook University, La Trobe University, The University of Newcastle, The University of Queensland
Final Report Download Document (1.77 MB)
Benchmarking Resources Handbook Download Document (3 MB)

Ideas of leadership underpinning proposals to the Carrick Institute

Professor Don Anderson, Professor Richard Johnson
Australian Learning and Teaching Council Limited
2006
Australian Learning and Teaching Council Limited
A review of proposals Download Document (62.34 KB)

Peer Review of Teaching in Australian Higher Education

Kerri-Lee Harris, Kelly Farrell, Maureen Bell, Marcia Devlin, Richard James
The University of Melbourne
2009
The University of Melbourne

While there is growing interest in peer review of teaching in the Australian higher education sector, the level of awareness and expertise is variable. Some institutions have established processes in place. At other institutions involvement is variable in approach and tends to be localised to particular faculties or departments. The team believes the challenge in improving the uptake and effectiveness of peer review of teaching is largely a policy one at the level of individual institutions. This project will create a new, easy-to-use set of resources to assist institutions to effectively implement policies and programs for the peer review of teaching. A key feature of this project will be the development of a distinctive approach to peer review of teaching that embodies an Australian conception of the scholarship of teaching and that aligns with existing national initiatives for enhancing learning and teaching in higher education.

Final Report Download Document (3.25 MB)
Handbook Download Document (1.6 MB)

Academic leadership development within the university sector by dissemination of a web-based 360° feedback process and related professional development workshops

Tricia Vilkinas, Rick Ladyshewsky
University of South Australia
2011
University of South Australia

The overall goal of this project was to develop the capacity of academic developers to build leadership capacity in their respective universities, in particular at the level of front-line staff, such as academic program directors, who often deal directly with students. This report describes the provision of leadership development opportunities for these groups during two workshops using the Integrated Competing Values Framework leadership model. As part of the action learning approach adopted, participants designed and implemented development programs for academics within their institutions. Recommendations for institutions and other resources form part of the report.

Curtin University of Technology
Final Report Download Document (5.63 MB)

Sustainable leadership of teaching and learning initiatives: lessons from the promoting excellence initiative

Marcia Devlin, Georgia Smeal, Rick Cummings, Margaret Mazzolini
Deakin University
2012
Deakin University

The seven insights in this document,and the longer companion report,aim to provide guidance to support leaders in consolidating a systemic approach to improving the quality of learning and teaching within their institution and more broadly.

Murdoch University, Queensland University of Technology, Swinburne University of Technology
Final Report Download Document (1.73 MB)
7 Insights Download Document (356.03 KB)

Aboriginal site specific maths project (ASSMP): problem solving in a culturally defined context

Robyn Hurley
Batchelor Institute of Indigenous Tertiary Education
1998
Batchelor Institute of Indigenous Tertiary Education
This is a final report of an Aboriginal site specific maths project funded by the Committee for University Teaching and Staff development. The report details the project's aims, outcomes, rationale and methodology, and provides information about the literature review and project assessment.
Final report Download Document (59.41 KB)

Tracking Student Success: who is falling through the cracks?

Kathryn von Treuer, David Marr
Deakin University
2013
Deakin University
Australasian Association for Institutional Research, Southern Cross University
final report Download Document (1 MB)

‘Can’t be what you can’t see’: The Transition of Aboriginal and Torres Strait Islander Students into higher education

Stephen Kinnane, Judith Wilks, Katie Wilson, Terri Hughes, Sue Thomas
The University of Notre Dame Australia
2014
The University of Notre Dame Australia
Batchelor Institute of Indigenous Tertiary Education, Southern Cross University
Final report Download Document (1.12 MB)
Literature review Download Document (1.58 MB)

Engineering education for social and environmental justice

Caroline Baillie, Rita Armstrong
The University of Western Australia
2013
The University of Western Australia
Engineers without Borders (Australia), Murdoch University, Rensselaer Polytechnic Institute (USA), The University of Sydney
Final report Download Document (2.45 MB)

Closing the gap in curriculum development leadership

Frederick D'Agostino, Mia O'Brien
The University of Queensland
2010
The University of Queensland
Final Report Download Document (2.85 MB)

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