A Best Practice Framework to inform and guide Higher Degree by research training excellence in Australia.
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.
Materials identified as good practice are indentified. Read more...
Results may be sorted filtered by keywords.
22 resources found for ‘research higher degrees’.
Higher Degree Research Training Excellence: A Good Practice Framework
Edith Cowan University
2013
Development and evaluation of resources to enhance skills in higher degree research supervision in an intercultural context
Macquarie University
2010
This project addressed postgraduate research supervision in a cross-cultural context from the point of view of both supervisor and candidate, and from the perspective of what institutions can do to support candidates and supervisors. Based on the research data, five different types of resources were developed: ten short video clips with supporting transcripts; 17 written scenarios with key ideas and suggested discussion questions; three documents outlining strategies; a checklist to determine departmental and faculty readiness; and an annotated bibliography with over 100 entries. Resources may be found on the project website and are freely available for use by both candidates and supervisors.
UoN
Research graduate skills project
The Australian National University
2009
Australian Writing Programs Network
University of Canberra
2008
QUT, UNE
Education Learning and Teaching Academic Standards Statement
Australian Learning and Teaching Council Limited
2011
These Threshold Learning Outcomes cover the degrees of Master of Education (both coursework and research), Master of Teaching and other specialist masters degrees in education offered by Australian Higher Education Providers (HEPs) that meet the Australian Qualification Framework (AQF) specifications for Level 9 qualifications. These standards were developed as part of a demonstration project funded by the Australian Government in 2010-11 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, and graduates participated in the development of minimum threshold learning outcomes for the discipline.
ISBN: 978-1-921856-30-3
Dancing Between Diversity and Consistency: Evaluating Assessment in Postgraduate Studies in Dance
Edith Cowan University
2009
The project aims to refine a code of assessment for postgraduate research studies in dance in Australia, encompassing the two primary modes of investigation, written and practice-based theses, their distinctiveness and their potential interplay. The code will facilitate best practice in assessment for higher degree studies in dance and related creative arts’ disciplines.
Deakin, QUT
The Report on the research project, 'Dancing with Diversity and Consistency: Refining Assessment in Post Graduate Degrees in Dance', provides useful information regarding the research methodology employed in the development of the project’s guidelines, which are articulated through its primary research outcomes: the website and booklet. In reflecting on the very recent history of dance in tertiary contexts, its ‘fledgling status in postgraduate contexts’, and the research methodologies employed, the report succinctly outlines some of the key formulations around research degrees: the transition from dependence to independence; the question of how to assess embodiment in the context of higher degree research; as well as the variations to approach and methodology encountered throughout the course of the project. The report also looks at the factors that contributed to the project’s success as well as those that impeded progress. The report is generous in its acknowledgement of contributing stakeholders, and candid in reflecting on the variations and/or limitations that manifested throughout the research process, and which are likely to influence future developments in creative arts research. By also acknowledging the temporal and/or dynamic nature of the research undertaken, the researchers leave the way open for discussion, dialogue and the whole question of knowledge throughout the expanded field of dance and choreographic practices in particular, and the creative and performing arts in general.
Double degrees: research pathways, enabling cross-disciplinarity and enhancing international competitiveness
University of Technology, Sydney
2011
Curtin University, Queensland University of Technology, RMIT University, University of South Australia
Where are our doctoral candidates coming from and why?
The Australian National University
2011
Edith Cowan University, James Cook University, Queensland University of Technology, The University of New South Wales
Measuring student experience: relationships between teaching quality instruments (TQI) and course experience questionnaire (CEQ)
The University of Melbourne
2011
Results of course experience questionnaires (CEQ) provide Australian tertiary institutions with valuable information on perceptions of their courses. Institutions also survey their students at subject level. This study aimed to determine the degree to which responses recorded on subject level Teaching Quality Indicators (TQI) are related to the CEQ, and whether TQI responses anticipate subsequent CEQ responses. This study found that TQIs at different institutions are not designed in a consistent manner and that only a small portion of the CEQ responses could be predicted by these TQI. The research established that course characteristics such as: the level of the degree, the Faculty and Department in which the course was taken, the course description, the industry and duties of those who have found employment after completing their course, all strongly influence the CEQ.
Australian Council for Educational Research (ACER), Flinders University, Graduate Careers Australia, University of Tasmania, University of Wollongong
eDST: Decision support tools for multi-disciplinary applications in higher education
University of New England
2011
GCTE: A national graduate certificate in tertiary education
CQU, ECU, Flinders, Murdoch, UB, UoN
Good Practice Report: Student transition into higher education
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on student transition into higher education. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
University of South Australia
LiFE: Learning interactively for engagement - meeting the pedagogical needs of students from refugee backgrounds
Murdoch University
2010
CDU, CUT
'Seeing' networks: visualising and evaluating student learning networks
University of Wollongong
2011
Murdoch University, RMIT University, The University of British Columbia (Canada), The University of Queensland
Future-Proofing the Creative Arts in Higher Education
The University of Melbourne
2009
The role of honours in contemporary Australian higher education
The Australian National University
2009
UoN, UQ, UTS
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report
Queensland University of Technology
2009
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated – a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. This transition pedagogy is framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success, and retention and is described in Appendix 1. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
Good Practice Report: Clinical Teaching
Australian Learning and Teaching Council Limited
2011
The Good Practice Reports were commissioned by the Australian Learning and Teaching Council Ltd. (ALTC) to provide a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on key topics in higher education. Each report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- recommendations of areas in which further work or development are appropriate.
Peer Review of Teaching in Australian Higher Education
The University of Melbourne
2009
Peer Review of Teaching in Australian Higher Education: Resources to support institutions in developing and embedding effective policies and practices
Teaching scientific inquiry skills: a handbook for bioscience educators in Australian universities
The University of Melbourne
2010
Twenty-six cases of current teaching practices are identified and described using a framework based on the degree of inquiry inherent in student tasks; the independence expected of students in performing tasks; the tasks’ learning objectives; and the learning environment. Six innovative learning designs incorporating educational technologies are presented in the Hand book. Recommendations are made about evaluating student learning of scientific inquiry skills. A website presents project findings.
La Trobe, Monash, UQ
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