RESEARCH REPORT
2016
2
Contents
1. Introduction ................................................................................................................................................................ 3
2. HEDC Research Community 2016 ............................................................................................................................... 4
Lecturers ..................................................................................................................................................................... 4
Visiting Lecturers ........................................................................................................................................................ 4
Adjunct Lecturers ........................................................................................................................................................ 4
Honorary Lecturers ..................................................................................................................................................... 4
Honorary Research Fellow .......................................................................................................................................... 4
Assistant Research Fellow .......................................................................................................................................... 4
3. Research Outputs ....................................................................................................................................................... 5
3.1 Comparison of publication numbers .................................................................................................................... 5
3.2 Journal Articles ..................................................................................................................................................... 5
3.3 International Research Partners ........................................................................................................................... 8
3.4 Edited Book ........................................................................................................................................................... 8
3.5 Book Chapter ........................................................................................................................................................ 9
3.6 Book Review ....................................................................................................................................................... 10
3.7 Conference Contribution .................................................................................................................................... 10
3.7.a. Full Papers ................................................................................................................................................. 10
3.7.b. Refereed Abstracts .................................................................................................................................... 11
3.7.c. Conference Poster ..................................................................................................................................... 13
3.7.d. Reports ...................................................................................................................................................... 13
4. Research Invitations ................................................................................................................................................. 13
4.1 Invited Conference Keynotes ......................................................................................................................... 13
4.2 Invited Research Seminars ............................................................................................................................. 14
5. New Research Grants ............................................................................................................................................... 15
5.a Grants ................................................................................................................................................................. 15
5.b Fulbright Award .................................................................................................................................................. 15
6. Phd and Masters Students........................................................................................................................................ 16
6.1 PhD ..................................................................................................................................................................... 16
6.2 MA (Higher Education) ....................................................................................................................................... 17
7. MHEd ......................................................................................................................................................................... 17
8. PhD and Masters Graduation ................................................................................................................................... 17
9. HEDC Research Seminars .......................................................................................................................................... 18
10. Journal Club ............................................................................................................................................................ 19
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1. Introduction
2016 was another successful year for HEDC. The department has maintained its publications output
and quality. With 13 more articles already in press for 2017 we are extremely well placed for the next
PBRF round.
Our established postgraduate community is central to HEDC and we have maintained numbers over
the last few years with 29 PhD and Master’s students. In addition, there are another 13 postgraduate
certificate and diploma students to give total postgraduate numbers of 42. We continue to receive
interest from potential students from Otago, New Zealand and throughout the world. This year our
report contains a world map showing HEDC’s international research collaborations.
A number of staff moved on in 2016. I thank them for the time they spent in HEDC and their
contribution to the University. I wish them all well in their new careers. I thank Lynley Deaker, Gala
Hesson, Swee Kin Loke, Jenny McDonald and Adon Moskal.
HEDC appointed a new lecturer and we are delighted to have Julie Timmermans joining us in March
2017.
A survey was done of University of Otago academics who had published in the field of higher
education. Data were collected from the major higher education journals and we found 215 colleagues
with published papers. These are staff outside of HEDC who had mostly done research in the teaching
of their discipline. For all, higher education is a ‘secondary’ field but it shows the level of interest in
the scholarship of teaching and learning at the University, and that academics can be ‘dual subject’
researchers. Many of these staff are regular contributors to HEDC’s ‘Spotlight on Teaching’
conference.
Professor Tony Harland
Head of Department
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2. HEDC Research Community 2016
Lecturers Dr Vivienne Anderson
Russell Butson
Dr Ben Daniel
Associate Professor Clinton Golding
Professor Tony Harland
Dr Jenny McDonald
Dr Vijay Mallan
Professor Kerry Shephard
Dr Rob Wass
Visiting Lecturer Dr Tracey Millin – Stellenbosch University, South Africa
Adjunct Lecturers Professor Rachel Spronken-Smith
Dr Sarah Stein
Honorary Lecturers Dr Carol Bond
Dr Angela McLean
Honorary Research Fellow Ayelet Cohen
Assistant Research Fellow Lynley Deaker
Dr Navé Wald
Visitors to HEDC
Ruby Olivares - University of Chile
Associate Professor Nick Zepke - Massey University
Albert Weideman - University of The Free State, South Africa
Margaret Kiley – Australian National University
Professor Neil Haigh – Auckland University of Technology
Claire Jackson – University of Strathclyde
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3. Research Outputs
3.1 Comparison of publication numbers
3.2 Journal Articles
Adam, L., Anderson, V. and Spronken-Smith, R. (2016) ‘“It’s not fair”: policy discourses and students’
understandings of plagiarism in a New Zealand university’, Higher Education, DOI:
10.1007/s10734-016-0025-9.
Anderson, V. and Johnson, H. (2016) ‘Guest editorial: special issue on “Asia and Education”’, New
Zealand Journal of Asian Studies, 18 (2): 1-2.
Bond, C., Spronken-Smith, R., McLean, A., Smith, N., Frielick, S., Jenkins, M. and Marshall, S. (2017) ‘A
framework for enabling graduate outcomes in undergraduate programmes’, Higher Education
Research & Development, 36(1): 43-58.
0
5
10
15
20
25
30
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Books
Chapters
Conference
Journal
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Carter, S. and Kumar, V. (2016) ‘Supervisory feedback on doctoral writing’, Innovation in Teaching
and Education International, 54(1): 68-75, DOI: 10.1080/14703297.2015.1123104.
Daniel, B., Kumar, V. and Omar, N. (2017) ‘Postgraduate conception of research methodology:
implications for learning and teaching’, International Journal of Research & Method in Education,
1-17, DOI: 10.1080/1743727X.2017.1283397.
Daniel, B.K. (2017) ‘Contemporary research discourse and issues on big data in higher
education’, Educational Technology: The Magazine for Managers of Change in Education,
57(1): 18-22. Available from: http://aect.site-ym.com/page/ETM
Daniel, B.K. ‘A predictive model of a sense of community on Juba Arabic Facebook’, International
Journal of Web Based Communities.
Daniel, B.K., Ismail, M., El-Nabahany, U., Yunus, S., Mwinyi, M. and Mohammed, A. (2016) ‘The role
of social media technologies in teaching at the State University of Zanzibar’, International Journal
of Social Media and Interactive Learning Environments, 4(2): 187-209.
Daniel, B.K., Kumar, V. and Omar, N. (2016) ‘Support for research methodology as a discipline’,
International Journal of Research & Methods in Education, DOI: 1283397
DOI:10.1080/1743727X.2017.1283397.
France, A.J., Anderson, V.R., Laqekoro, Z. and Foster Page, L.A. (in press) ‘Pacific adolescents’
attitudes to and beliefs about oral health and oral health care’, New Zealand Dental Journal.
Friedlander, L., Chandler, N. and Daniel, B. (2016) ‘Five year analysis of undergraduate education
using tapered hand and rotary endodontic instrumentation techniques’, International Endodontic
Journal, 49 (1): 85.
Gambetta-Tessini, K., Mariño, R., Morgan, M. and Anderson, V. (2016) ‘Coping strategies and the
Salutogenic Model in future oral health professionals’, BMC Medical Education, 16(224): 1-8.
Golding, C. and Adam, L. (2016) ‘Evaluate to improve: useful approaches to student evaluation’,
Assessment & Evaluation in Higher Education, 41(1): 1-14.
Harland, T. (2016) ‘Teaching for research’, Higher Education Research and Development, 35(3): 461-
472.
Harland, T., Wald, N. and Randhawa, H. (2016) ‘Student peer review: enhancing formative feedback
with a rebuttal’, Assessment & Evaluation in Higher Education, 1-11, DOI:
10.1080/02602938.2016.1194368.
Innes, S., Shephard, K., Furnari, M., Harraway, J., Jowett, T., Lovelock, B., Strack, M. and Skeaff, S.
(2016) ‘Greening the curriculum to foster environmental literacy in tertiary students studying
Human Nutrition’, Journal of Hunger & Environmental Nutrition, 1-13, DOI:
10.1080/19320248.2016.1255693.
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Jeyaraj, J.J. and Harland, T. (2016) ‘Teaching with critical pedagogy in ELT: the problems of
indoctrination and risk’, Pedagogy, Culture & Society, 24(4): 587-598.
Kumar, S. and Daniel, B.K. (2016) ‘Integration of learning technologies into teaching within Fijian
Polytechnic Institutions’, International Journal of Educational Technology in Higher Education,
13(1): 1-17.
Kumar, V. and Stracke, E. (2017) ‘Reframing doctoral examination as teaching’, Innovations in
Education and Teaching International, 1-9.
Lesa, R. and Daniel, B. (2016) ‘Simulations in undergraduate nursing programmes in New Zealand:
current status and next steps’, BMJ Simulation and Technology Enhanced Learning, 2(4): 118-123.
Loke, S.-K. and Golding, C. (2016) ‘How to do things with mouse clicks: applying Austin’s speech act
theory to explain learning in virtual worlds’, Educational Philosophy and Theory, 48(11): 1168-
1180.
Mahroeian, H. and Daniel, B.K. (2016) ‘The dynamic landscape of higher education: the role of Big
Data and analytics’, Journal of Educational Multimedia and Hypermedia, 25(3): 287-297.
McCulloch, A., Kumar, V., van Schalkwyk, S. and Wisker, G. (2016) ‘Excellence in doctoral
supervision: an examination of authoritative sources across four countries in search of
performance higher than competence’, Quality in HigHer education, 22(1): 64-77.
Nairn, K., Anderson, V. and Blanch, K. (2016) ‘Future teachers debate charter schools on Facebook:
analysing their political subjectivities’, Discourse: Studies in the Cultural Politics of Education, 1-
12, DOI: 10.1080/01596306.2016.1228045.
Perumal, V., Butson, R., Blyth, P. and Daniel, B. (2017) ‘Clinical anatomy e-cases: a five-year follow-
up of learning analytics’, The New Zealand Medical Journal, 130(1449): 22-29.
Sharmini, S. and Kumar, V. (in press) ‘Examiners’ commentary on thesis with publications’,
Innovation in Education and Teaching International.
Smith, D., Spronken-Smith, R., Stringer, R. and Wilson, C.A. (2016) ‘Gender, academic careers and the
sabbatical: a New Zealand case study’, Higher Education Research & Development, 35(3): 589-
603.
Smith, L.A., Anderson, V. and Blanch, K. (2016) ‘Five beginning teachers’ reflections on enacting New
Zealand’s national standards’, Teaching and Teacher Education, 54107-116.
Spronken-Smith, R., McLean, A., Smith, N., Bond, C., Jenkins, M., Marshall, S. and Frielick, S. (2016) ‘A
toolkit to implement graduate attributes in geography curricula’, Journal of Geography in Higher
Education, 40(2): 254-266.
Stracke, E. and Kumar, V. (2016) ‘Exploring doctoral students’ perceptions of language use in
supervisory written feedback practices–because “feedback is hard to have”’, Australian Review of
Applied Linguistics, 39(2): 122-138.
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Wald, N. (2016) ‘Historical paths to current unrest: extending the temporal lens in analysing
geographies of agrarian change and conflict’, Geoforum, 7638-47.
Wald, N. and Harland, T. (2017) ‘A framework for authenticity in designing a research-based
curriculum’, Teaching in Higher Education, 1-15, DOI: 10.1080/13562517.2017.1289509.
Wald, N. and Hill, D.P. (2016) ‘“Rescaling”alternative food systems: from food security to food
sovereignty’, Agriculture and Human Values, 33(1): 203-213.
Wass, R. and Moskal, A. (in press) ‘What can Interpersonal Process Recall (IPR) offer academic
development? ‘, International Journal for Academic Development.
3.3 International Research Partners
3.4 Edited Book
Daniel, B.K. (Ed.) (2017) Big Data and Learning Analytics in Higher Education: Current Theory and
Practice, Cham, Switzerland: Springer International.
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3.5 Book Chapter
Chellapan, L. and van der Meer, J. (2016) ‘Challenges in implementing the flipped classroom model
in higher education’, in J. Keengwe and G. Onchwari (Eds.) Handbook of Research on Active
Learning and the Flipped Classroom Model in the Digital Age, Hershey, PA: IGI Global, pp. 352-
365.
Daniel, B.K. (2016) ‘Learning model of recorded lectures: implications to learning analytics theory
and practice’, in M.J. Spector, B.B. Lockee and M.D. Childress (Eds.) Learning, Design, and
Technology: An International Compendium of Theory, Research, Practice, and Policy, Cham,
Switzerland: Springer International, pp. 1-24.
Daniel, B.K. (2017) ‘Overview of big data and analytics in higher education’, in B.K. Daniel (Ed.) Big
Data and Learning Analytics in Higher Education: Current Theory and Practice, Cham, Switzerland:
Springer International, pp. 1-4.
Daniel, B.K. (2017) ‘Big data in higher education: the big picture’, in B.K. Daniel (Ed.) Big Data and
Learning Analytics in Higher Education: Current Theory and Practice, Cham, Switzerland: Springer
International, pp. 19-28.
Daniel, B.K. and Butson, R. (2017) ‘The rise of big data and analytics in higher education’, in E.
Rodriguez (Ed.) The Analytics Process: Strategic and Tactical Steps, Boca Raton, FL: CRC Press.
Day, T. and Spronken-Smith, R.A. (in press) ‘Geography education, fieldwork and contemporary
pedagogy’, in D. Richardson (Ed.) The International Encyclopedia of Geography: People, the Earth,
Environment, and Technology, Hoboken, NJ: Wiley.
Harland, T. (2016) ‘Deliberate subversion of time: slow scholarship and learning through research’, in
F. Trede and C. McEwen (Eds.) Educating the Deliberate Professional: Preparing for Future
Practices, Cham, Switzerland: Springer International, pp. 175-188.
Harland, T. (2017) ‘The contemporary research university and the contest for deliberative space’, in
B.K. Daniel (Ed.) Big Data and Learning Analytics in Higher Education: Current Theory and
Practice, Cham, Switzerland: Springer International, pp. 73-86.
Hill, D.P., Wald, N. and Guiney, T. (2016) ‘Development and neoliberalism’, in S. Springer, K. Birch
and J. Macleavy (Eds.) The Handbook of Neoliberalism, New York: Routledge, pp. 116-127.
Ismail, M. and Daniel, B.K. (in press) ‘Transforming education in Zanzibar through the prism of social
media technologies and MOOCs to promote and learn Kiswahili online: challenges, promises and
possibilities, in B. Brock-Utne, M. Vuzo and M. Ismail (Eds.) Transformation, Language, Education
and Development, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers.
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Kumar, V. and Stracke, E. (in press) ‘Settling students into community of practice’, in S. Carter and D.
Laurs (Eds.) Giving Feedback on Postgraduate Writing: A Handbook for Supervisors and Advisors,
London: Routledge.
Perumal, V., Daniel, B. and Butson, R. (2017) ‘Learning analytics of clinical anatomy e-cases’, in B.K.
Daniel (Ed.) Big Data and Learning Analytics in Higher Education, Cham, Switzerland: Springer
International, pp. 253-263.
Rabello, R., Anderson, V. and Nairn, K. (in press) ‘An exploration of social investment discourses in
the oil and gas sector’, in D. Crowther, S. Seifi and A. Moyeen (Eds.) The Goals of Sustainable
Development: Responsibility and Governance, New York: Springer.
Wald, N. and Hill, D.P. (2016) ‘Anarchist geographies in the rural Global South’, in R.J. White, S.
Springer and M.L. De Souza (Eds.) The Practice of Freedom: Anarchism, Geography, and the Spirit
of Revolt, Lanham, MD: Rowman & Littlefield, pp. 23-41.
3.6 Book Review
Harland, T. (2016) ‘Bruce Macfarlane: Freedom to learn: the threat to student academic freedom
and why it needs to be reclaimed’, Higher Education, 1-4, DOI: 10.1007/s10734-016-0089-6.
3.7 Conference Contribution
3.7.a. Full Papers
Anderson, V. (2016) ‘What do “good teaching” and ‘effective learning’ look like at university? Insights
from international (and other) students’, proceedings of The 27th ISANA International Education
Conference, Wellington, New Zealand, 7-9 December. Available from
http://2016.isanaconference.com/program
Anderson, V. and Gomes, C. (2015) ‘Life beyond the PhD: pathways, persistence and possibilities’ (a
workshop for doctoral students and recent doctoral graduates), proceedings of the 27th ISANA
International Education Conference, Wellington, New Zealand, 7-9 December. Available from
http://2016.isanaconference.com/program
Anderson, V. (2016) ‘The internationalisation of higher education in Aotearoa New Zealand: historical
and contemporary contradictions and possibilities’, proceedings of the Centre for Research on
International Education Conference – ‘Internationalizing higher education: Past practices and
future possibilities’, Vancouver, Canada, 26-29 July. Available from:
https://www.sfu.ca/crie/conference---internationalizing-higher-education/presentations.html
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Anderson, V. (2016) ‘Rethinking internationalized higher education through attention to place,
embodiment and affect’, proceedings of the 2016 Comparative and International Education Society
Conference - ‘Six decades of comparative and international education: Taking stock and looking
forward’, Vancouver, Canada, 6-10 March. Available from: http://cies2016.org/program/
Asare, S., Nicholson, H. and Stein, S. (2016) ‘Exploring the role of teachers in student engagement and
alienation in higher education’, proceedings of the Higher Education Conference: The Scholarship
of Learning, Teaching and Organising, Amsterdam, the Netherlands, 13-15 July.
Asare, S., Nicholson, H. and Stein, S. (2016) ‘How do student–teacher relationships engage or alienate
students in higher education?’, proceedings of the Higher Education Close-Up 8: Locating Social
Justice in Close-Up Research in Higher Education, Lancaster, United Kingdom, 18-20, July.
Daniel, B.K. and Bird, R. (2016) ‘Access to digital learning materials and student lecture attendance
patterns’, proceedings of the EdMedia World Conference on Educational Media and Technology
(pp. 611-617), Vancouver, Canada, 27-30 June.
Daniel, B.K. (2016) ‘iMethod: a web-based environment for harvesting and visualisation of learning
analytics on research methodology’, proceedings of the EdMedia World Conference on Educational
Media and Technology (pp. 618-621), Vancouver, Canada, 27-30 June.
Furnari, M., Golding, C. and Anderson, V. (2016) ‘Encouraging and assessing reflective thinking: are
online discussions effective?’, proceedings of the Ottawa-ANZAPHE 2016 Joint Conference, Perth,
Australia, 19-23 March. Available from:
http://media.wix.com/ugd/363deb_3fc11e0e465046a0a2339f92f7a78993.pdf
Mahroeian, H. and Daniel, B.K. (2016) ‘The dynamic landscape of higher education: the role of big data
and analytics’, proceedings of the EdMedia World Conference on Educational Media and
Technology (pp. 1320-1325), Vancouver, Canada, 27-30 June.
Shawkat, F. (2016) ‘Measuring creativity of JSC (junior school certificate) graduates in writing
composition: a Bangladeshi perspective’, proceedings of the 25th MELTA International Conference,
Perak, Malaysia, 30 May - 1 June.
Stein, S., Daniel, B., Fisher, J., Hart, S., and Pratt, E. (2016) ‘Using the ACODE benchmarks for
technology enhanced learning to support and enhance service provision’, proceedings of the
Distance Education Association New Zealand (DEANZ) Conference: There and Back: Charting
Flexible Pathways in Open, Mobile, and Distance Education, Hamilton, New Zealand, 17-20 April.
3.7.b. Refereed Abstracts
Cornwall, J., Mayland, B., van der Meer, J., Spronken-Smith, R., Tustin, C. and Blyth, P. (2016) ‘Sources
of stress in early-stage doctoral candidates’, Quality Postgraduate Research Conference (p. 158),
Adelaide, Australia, 20-22 April.
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Daniel, B.K. and Ismail, M. (2016) ‘An exploration of the use of social media in teaching of Kiswahili’,
Transformation, Language, Education and Development (TRANSLED) Conference, Zanzibar, 14-16
January.
Furnari, M. (2016) ‘“Cultures of learning” and international student success in professional
programmes’, proceedings of the 27th Annual International Education Association Conference,
Wellington, New Zealand, 7-9 December. Available from: http://2016.isanaconference.com/1872
Furnari, M., Golding, C. and Anderson, V. (2016) ‘Using online discussions to reflect about culture in
medicine’, proceedings of the 2016 Ottowa-ANZAPHE Joint Conference, Perth, Australia, 19-23
March.
Furnari, M., Golding, C., Anderson, V. (2016) ‘Encouraging and assessing reflective thinking: are online
discussions effective?’, 2016 Ottowa-ANZAPHE Joint Conference, Perth, Australia, 19-23 March.
Geertshius, S., Wass, R. and Lewis, N. (2016) ‘Embedding employability in the curriculum’, paper
presented at the Tertiary Education Research in New Zealand (TERNZ) Conference, Dunedin, New
Zealand, 30 November – 2 December.
Geertshius, S., Wass, R. and Lewis, N. (2016) ‘Future ready graduates’, paper presented at the Tertiary
Education Research in New Zealand (TERNZ) Conference, Dunedin, New Zealand, 30 November – 2
December.
Kumar, V. and Stracke, E. (2016) ‘Reframing doctoral education as teaching’, paper presented at the
Quality in Postgraduate Research, Adelaide, Australia, 20-22 April.
Shawkat, F., Daniel, B. and Butson, R. (2016) ‘Teacherpreneurship: transforming teaching within higher
education’, paper presented at the Tertiary Education Research in New Zealand (TERNZ)
Conference, Dunedin, New Zealand, 30 November – 2 December.
Sole, G., Hale, L., Skinner, M. and Golding, C. (2016) ‘Framework for teaching clinical reasoning skills
to under-graduate physiotherapy students and models for learning’, paper presented at the
Physiotherapy New Zealand conference, Auckland, New Zealand, 16-18 September.
Spronken-Smith, R.A. (2016) ‘Enabling the promotion of women to senior academic positions: a case
from New Zealand’, paper presented at the Oxford Roundtable: Women and Education, Oxford,
United Kingdom, 21-23 March.
Spronken-Smith, R.A., Cameron, C., Quigg, R. Gallop, C. (2016) ‘The money or the weather? Achieving
doctoral completion rates of about 82% in under four years’, paper presented at the Quality
Postgraduate Research Conference (p. 65), Adelaide, Australia, 20-22 April.
Spronken-Smith, R. and Mirosa, R. (2016) ‘Evaluating attainment and use of graduate attributes by
doctoral graduates’, paper presented at the Quality Postgraduate Research Conference (p. 93),
Adelaide, Australia, 20-22 April.
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Tan, R., Harland, T. and Daniel, B.K. (2016) ‘The impact of globalisation on the teaching and learning
structure of a university’, paper presented at the Tertiary Education Research in New Zealand
(TERNZ) Conference, Dunedin, New Zealand, 30 November – 2 December.
Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C. and Rabello, R. (2016) ‘Insights from the good
teaching project: ‘photovoice’ as a means for letting students speak’, paper presented at Tertiary
Education Research in New Zealand (TERNZ) Conference, Dunedin, New Zealand, 30 November – 2
December. Available from https://guidebook.com/guide/82933/event/14860127/
Golding, C. (2016) ‘Assessing thinking in philosophy for children: a practical session’, Federation of
Australasian Philosophy Schools Associations Conference, Wellington, New Zealand, 18-19 April.
3.7.c. Conference Poster
Moore, A., Daniel, B.K., Leonard, G., Regenbrecht, H., Rodda, J., Baker, L. and Mills, S. (2016)
‘Preliminary usability study of an augmented reality sand-based 3D terrain interface’, poster
presented at the 8th National Cartographic Conference: GeoCart'2016, Wellington, New Zealand,
31 August – 2 September.
3.7.d. Reports
Daniel, B.K. (2016) Student Perceived Value of Recorded Lectures in Learning, CALT Report, University
of Otago, Dunedin, New Zealand.
Laqekoro, Z., Foster Page, L., Anderson, V. and Misa, T. (2016) Pacific Young People’s Perspectives of
Oral Health and Oral Health Care, report for the Health Research Council of New Zealand.
Moore, A., Daniel, B., Leonard, G., Regenbrecht, H., Rodda, J., Baker, L. and Mills, S. Preliminary
Usability Study of an Augmented Reality Sand-Based 3D Terrain Interface.
4. Research Invitations
4.1 Invited Conference Keynotes
Tony Harland – TERNZ
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4.2 Invited Research Seminars
Anderson, V. (2016) Engaged teachers engage students: diverse students' insights from the ‘Good
Teaching’ project, an invited research seminar, 8 November, Durham University, UK.
Anderson, V. (2016) ‘Internationalisation’ contradictions and possibilities: reflections from Aotearoa
New Zealand, an invited research seminar for the University of Otago ‘International Initiatives’
seminar series, 14 April, Dunedin, New Zealand.
Anderson, V. (2016) ‘Internationalisation’ contradictions, possibilities and limit factors: reflections
from Aotearoa New Zealand, an invited research seminar for the University of British Columbia
Department of Educational Studies ‘Critical Dialogues’ seminar series, 11 March, University of
British Columbia, Vancouver, Canada.
Daniel, B.K. (2016) Enhancing Learning and Teaching through Big Data and Analytics, an invited
research seminar for MacEwan University, July, Edmonton, Canada.
Daniel, B.K. (2016) Exploring Contemporary Discourse on Teaching and Learning Research
Methodologies, an invited research seminar for the Kampala International University, Kampala,
Uganda.
Daniel, B.K. (2016) Analysis of Qualitative Research Data, an invited research seminar for the State
University of Zanzibar, Tanzania.
Daniel, B.K. (2016) An Overview of Mixed Methods Research Methodology, an invited research
seminar for the State University of Zanzibar, Tanzania.
Daniel, B.K. (2016) Instructional Technology in Higher Education—Design and Development, an
invited research seminar for the State University of Zanzibar, Tanzania.
Daniel, B.K. (2016) Survey Design and Statistical Analysis, an invited research seminar for the State
University of Zanzibar, Tanzania.
Daniel, B.K. (2016) How to engage with academic research literature, an invited research seminar for
the State University of Zanzibar, Tanzania
Mallan, V. (2016) Providing quality feedback, an invited research seminar for University Malaysia
Kelantan, 17 July, Malaysia.
Mallan, V. (2016) Preparing students for the oral examination, an invited research seminar for
Universiti Malaya, 20 July, Malaysia.
Spronken-Smith, R.A. and Sharmini, S. (2016) Doctoral education – is it well aligned?, an invited
research seminar for Uppsala University, 8 March, Sweden.
15
Spronken-Smith, R., Cameron, C., Quigg, R. and Gallop, C. (2016) The money or the weather? Achieving
doctoral completion rates of about 83% in under 4 years, an invited research seminar for the
University of Strathclyde, 11 March, Scotland.
Spronken-Smith, R., Cameron, C., Quigg, R. and Gallop, C. (2016) The money or the weather? Achieving
doctoral completion rates of about 83% in under 4 years, an invited research seminar for Durham
University, 15 March, UK.
Spronken-Smith, R. (2016) Completing a graduate dissertation: strategies for
administrators, advisers and students, an invited research seminar for Thammasat University, 21
October, Thailand.
5. New Research Grants
5.a Grants
Anty Education: Problem-based learning in neurobiology Researchers: Professor Mike Paulin, Dr Jenny Jandt, Professor Alison Mercer, Dr Rob Wass, Joseph Cahill-Lane, Fund: University Teaching Development Grant, NZ $19,000. Enhancing future employability through tertiary education Researchers: Professor Susan Geertshius, Dr Rob Wass, Tim Watts, Dr Kensington-Miller, Dr Sean Sturm, Fund: Ako Aotearoa National Project Fund Grant, NZ $ 300,000. How do successful university students cenceptualise ‘good teaching’ and ‘effective learning’? Researchers: Dr Vivienne Anderson, Ana Rangi, Esmay Eteuati, Dr Rob Wass, Associate Professor Clinton Golding, Fund: Ako Aotearoa Regional Hub Grant, NZ $ 9,954.
5.b Fulbright Award
Fulbright Scholars Award for Graduate Attributes and Employability in PhD Graduates: A Comparative
Case Study of Doctoral Training in the USA and New Zealand’; research to be conducted January-May
in 2018 at UC Berkeley and in Washington, DC. Spronken-Smith, R.
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6. PhD and Masters Students
6.1 PhD
Samuel Asare Sarah Stein Helen Nicholson
HEDC - 60% Anatomy - 40%
Farhana Abu Bakar Vivienne Anderson Tony Harland
HEDC - 100%
Kim Brown Clinton Golding Karen Nairn
HEDC - 45% Education - 55%
Russell Butson Rachel Spronken-Smith Ben Daniel
Hedc - 100%
Lakshmi Chellapan Rob Wass Jacques van der Meer Keryn Pratt
HEDC - 25% Education - 75%
Mary Furnari Clinton Golding Vivienne Anderson
HEDC - 100%
Naoko Inoue Vivienne Anderson Ben Daniel
HEDC - 100%
Senorita John Rachel Spronken-Smith Russell Butson
HEDC - 100%
Belinda Lawrence Sarah Stein Russell Butson
HEDC - 100%
Raewyn Lesa Ben Daniel Tony Harland
HEDC - 100%
Swee Kin Loke Clinton Golding Sarah Stein
HEDC - 100%
Hamidreza Mahroeian Ben Daniel Vijay Mallan
HEDC - 100%
Krishneel Reddy Tony Harland Rob Wass
HEDC - 100%
Tracy Rogers Vivienne Anderson Karen Nairn
HEDC - 55% Education - 45%
Farah Shawkat Ben Daniel Russell Butson
HEDC - 100%
Maree Steel Tony Harland Ben Daniel
HEDC - 100%
Rachel Tan Tony Harland Ben Daniel
HEDC - 100%
Wee Chun Tan Vijay Mallan Tony Harland
HEDC - 100%
Carla Thomson Clinton Golding Vivienne Anderson Samir Samman
HEDC - 80% Human Nutrition - 20%
Mike Tweed Sarah Stein Jeff Smith Tim Wilkinson
HEDC - 30% Education - 40% Dean’s Dept. Chch - 30%
James Windle Rachel Spronken-Smith Ian Tucker Jeffrey Smith
HEDC - 30% Pharmacy - 50% Education - 20%
17
6.2 MA (Higher Education)
Miriam Gibson Russell Butson HEDC - 100%
Verena Tilson-Scoble Ben Daniel HEDC - 100%
7. MHEd
Nick Baker
Jennifer Weavers
Anna Wheeler
Rebecca McDiarmid
Khaled Goher
Rebecca Bird
8. PhD and Masters Graduation
Althea Blakey (PhD) Clinton Golding Neil Pickering Tim Wilkinson
HEDC - 60% Bioethics - 30% DSM - 10%
Shalendra Kumar (MHEd) Ben Daniel HEDC - 100% Senorita John (MHEd) Ben Daniel HEDC - 100% Syafinaz Amin Nordin (MHEd) Kerry Shephard HEDC - 100% Kwong Nui Sim (PhD) Russell Butson
Sarah Stein Jacques van der Meer
HEDC - 70% Education - 30%
Sharon Sharmini (PhD) Rachel Spronken-Smith Clinton Golding Tony Harland
HEDC - 100%
18
9. HEDC Research Seminars
Otago Undergraduate student numeracy pilot project
Brigid Casey
Short answers to deep questions: A novel approach to supporting teachers in large-class settings
Dr Jenny McDonald (HEDC) and Dr Rebecca Bird (Department of Anatomy)
Tuning into the voices of teachers and students: Challenges of learning research methodology in postgraduate education
Dr Ben Daniel
Otago’s completion rates for PhD candidates: Do we rank among the best globally?
Rachel Spronken-Smith (Graduate Research School and HEDC), Claire Cameron (Preventive and Social Medicine), Robin Quigg and Claire Gallop (Graduate Research School)
The TACT visual framework: analysing and assessing rigour in qualitative research
Dr Ben Daniel
A case study about students who peer review each other’s work
Professor Tony Harland
A framework for authenticity when teaching through research
Dr Navé Wald
Student engagement in higher education: what is missing?
Dr Margaret Kiley
Student engagement in higher education: what is missing?
Associate Professor Nick Zepke
My year as an Education Officer for the Students’ Association: Contributions and lost opportunities
Alexia Cochrane
Ensuring PhD graduates are well equipped for careers: The case of a Postgraduate Certificate in Researcher Professional Development at the University of Strathclyde
Claire Jackson
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10. Journal Club
Bélanger, C.H., Bali, S. and Longden, B. (2014) ‘How Canadian universities use social media to brand
themselves’, Tertiary Education and Management, 20(1): 14-29.
de Oliveira Andreotti, V., Stein, S., Pashby, K. and Nicolson, M. (2016) ‘Social cartographies as
performative devices in research on higher education’, Higher Education Research & Development,
35(1): 84-99.
Dringus, L.P. (2012) ‘Learning analytics considered harmful’, Journal of Asynchronous Learning Networks,
16(3): 87-100.
Tannock, S. (2015) ‘No grades in higher education now! Revisiting the place of graded assessment in the
reimagination of the public university’, Studies in Higher Education, 1-13. DOI:
10.1080/03075079.2015.1092131
Dobele, A.R. (2015) ‘Assessing the quality of feedback in the peer-review process’, Higher Education
Research & Development, 34(5): 853-868.
Karabag, S.F.and Berggren, C. (2016) ‘Misconduct, marginality and editorial practices in management,
business and economics journals’, PloS one, 11(7): e0159492.
Van Merrienboer, J.J. and Sweller, J. (2005) ‘Cognitive load theory and complex learning: recent
developments and future directions’, Educational Psychology Review, 17(2): 147-177.
Yanping L. (2013) ‘Experienced journal reviewers' perceptions of and engagement with the task of
reviewing: an Australian perspective’, Higher Education Research & Development, 32(6): 946-959.