Annual Report 2019

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Contents:

Page Number

1. Year in Perspective 3

2. Staff 4

3. Academic Development 5

4. Student Learning Development 7

5. Strategic Direction 9

6. Research Report 2019 11

Contact Higher Education Development Centre 65/75 Union Place West Dunedin 9016 Phone: 64 3 479 8492 Email: hedc@otago.ac.nz Web: http://www.otago.ac.nz/hedc/index.html

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1. Year in Perspective

Welcome to this HEDC Annual Report for 2019. In HEDC, we aim to provide excellent research-led academic development for both students and academic staff, with the Centre being integral to improving all the academic endeavours of the University. We aspire to maintain a strong and internationally recognised research profile as a basis for our teaching and foster a strong cohort of postgraduate students from within New Zealand and Internationally.

In 2019 HEDC had frequent changes to professional staff and loss of department and institutional knowledge. I would like to thank Professor Tony Harland for successfully leading the department since 2011 and Associate Professor Vijay Mallan, who acted as interim HoD until I took up my current position. Some of the other challenges that the department faced included being short-staffed for nearly the whole year and having to respond to a department review. In a small department like HEDC, these are very real challenges, and I would like to thank all academic and professional staff for their outstanding work during the difficult times. We consider 2020 as a rebuilding phase for the department and look forward to what we can achieve for our field of Higher Education and the University. For many years during Professor Harland's leadership, HEDC has established and maintained itself as a world-class academic development department and we would like to continue this trajectory even to the highest heights possible.

It is worth noting that despite the challenges that the department had to face, nearly all key performance indicators (KPI) and productivity indices of the department remain outstanding and shows that the department is meeting the targets and goals set by our University. Our research has been outstanding in its quality, and the numbers utilising our services are strong across all areas of our core business in the institution.

This report is structured to cover a wide range of significant activities in HEDC. Still, it does not include the many of the one-to-one consultancies/teaching or academic development we do with students, staff and departments or the work we do with HR on the teaching profile, confirmation and promotions, and the Teaching Awards.

Lastly, in this report, we have included our strategic directions, and these are now being revised.

Associate Professor Ben Daniel Head of Department

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2. Staff

Heads of Department

Professor Tony Harland Associate Professor Vijay Mallan Associate Professor Ben Daniel

2011—July 2019 July – October 2019 November 2019—present

Administration

Trilby Ashworth Curtis Day Candi Young Dr James Rodgers

Client Services Administrator Client Services Administrator Client Services Administrator Lead Administrator Client Services

Lecturers

Dr Vivienne Anderson Dr Russell Butson Associate Professor Ben Daniel Associate Professor Clinton Golding Professor Tony Harland Associate Professor Joyce Koh Associate Professor Vijay Mallan Professor Kerry Shephard Dr Julie Timmermans Dr Rob Wass

Professional Practice Fellows Carole Acheson

Teaching Fellows Pauline Brook Pam Melgren Dr Tracy Rogers Dr Ruth Toumu'a

Research Fellow Dr Navé Wald

Affiliated Staff Professor Rachel Spronken-Smith Dr Sarah Stein

Honorary Lecturer Dr Angela McLean

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3. Academic Development

3.1 Professional Development Workshops

In 2019, we presented 80 professional development workshops for staff, resulting in a total of 910 staff attendances.

Workshop Series/Programme/Theme Number of workshops Number of attendees

Treaty Education Series 6 114

Tutor/Demonstrator Training Programme 16 218

Postgraduate Supervision Programme 14 167

Community-engaged learning 3 16

Research 6 88

Educational Technology 12 63

Teaching 21 216

Copyright and Open Access 1 10

Graduating Year Review 1 18

Total 80 910

3.2 Postgraduate Certificate, Diploma and MHEd Programme

• Postgraduate Certificate in Higher Education • Postgraduate Diploma in Higher Education • Master of Higher Education

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Paper Total number enrolled

Completed and passed Incomplete

HEDU501 20 20 0 HEDU502 7 7 0 HEDU503 3 3 0 HEDU510 0 0 0 HEDU504 2 2 0 HEDU590 2 Paper end date is Feb 2020

Certificate and Diploma completions in 2019

Name Programme Kristina Mungure PGCertHighE(End) Susannah Aitcheson PGCertHighE(End) Geoffrey Kelly PGCertHighE Kennedy Sarich PGCertHighE(End) Susan Wardell PGCertHighE Faith Jeremiah PGCertHighE Kathryn Newsham-West PGCertHighE

3.3 Programme for tutors and demonstrators

Year Tutor and demonstrator training workshops Attendance 2019 16 218

3.4 Programme for postgraduate supervisors

Year Postgraduate supervision workshops Attendance 2019 14 167

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4. Student Learning Development Over 1837 students attended HEDC Student Learning workshops across the University's campuses. Further, 582 students accessed 1038 one-to-one consultations to support them in their studies. HEDC also offers Peer Assisted Study Sessions (PASS), where a second or third-year student facilitates regular study groups for first-year students. Participation in PASS is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates. In 2019 HEDC offered 1357 PASS sessions in 34 subjects for 917 students.

Dunedin

Student Consultations: Undergraduate 431 Postgraduate 221 Total 652

Student Workshops: Undergraduate 52 Postgraduate 39 Total 91

Numbers Attending: Undergraduate 441 Postgraduate 463 Total 904

Peer Assisted Study Sessions (PASS)

No. of sessions 1357 No. subjects offered 34

Contact hours 9024 No. of unique student attendees

917

Staff 6 mentors 36 Facilitators

Christchurch

Student Consultations Undergraduate 24 Postgraduate 215 Total 239

Student Workshops: Undergraduate 6 Postgraduate 28 Total 34

Numbers Attending: Undergraduate 141 Postgraduate 355 Total 496

Wellington

Student Consultations: Undergraduate 29 Postgraduate 100 Total 129

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Student Workshops: Undergraduate 10 Postgraduate 8 Total 18

Numbers Attending: Undergraduate 184 Postgraduate 137 Total 321 Southland

Student Consultations: Undergraduate 18

Student Workshops: Undergraduate 13

Numbers Attending: Undergraduate 116

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5. Strategic Direction to 2020

5.1 Introduction The Higher Education Development Centre (HEDC) was established in 1978 as an academic department with the task of serving the University by supporting the professional development of its academic staff and students. HEDC researches in the field of Higher Education and this knowledge and our practical expertise provides a foundation for the academic development activities that support staff, students and the management of the institution. HEDC's functions are aligned with the core activities of University's Strategic Direction to 2020. The Strategic Imperatives are:

Excellence in Research • Excellence in Teaching • Outstanding Student Experience • Outstanding Campus Environment • Commitment as a Local, National and Global Citizen • Strong External Engagement • Sustaining Capability

5.2 Vision and Mission HEDC works in partnership with staff, students, departments and management to advance, preserve and promote the ideals, knowledge and values of higher education. It does this by building on foundations of world-class research, teaching expertise and professional capabilities. HEDC strives for excellence in the areas of student learning development and academic staff development. HEDC is strongly engaged with University staff and students through determining and responding to learning and professional development needs and through active leadership. The Centre has a strong and internationally recognised research profile with a commitment to external engagement within the Higher Education community, both nationally and internationally. 5.3 Core Values HEDC is committed to be:

• Research-informed: Guided by relevant high-quality research in our day-to-day work • Pedagogically-sound: Making use of appropriate pedagogical methods in our activities and projects • Collegial: In our interactions with each other and with the wider University • Role models for good practice: In all aspects of our work • Evaluation-informed: Guided by suitable evidence and benchmarking of activities • Aligned to institutional policies, strategies and planning documents • Innovative: Being research-active, through developing, experimenting and applying new ideas •

Responsible: We aim to act responsibly in terms of providing effective, responsive and credible research-informed service that are ethically, socially, and environmentally responsible

5.4 Key Activity Areas Organisation HEDC organises its activities through a series of key portfolios to which all staff contribute. In addition, HEDC uses a group structure to manage areas of practice. There are three practice groups:

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1. Student Learning Development 2. Educational Technology 3. Evaluation Research and Development Each group produces a strategic plan (Appendix 1) and has a coordinator. The coordinators are usually members of the department's management team. Activities The following activity areas summarise the work in groups and portfolios. They have clear alignment with the University's Strategic Imperatives to 2020: Supporting undergraduate and postgraduate student development Through workshops, consultations, peer-learning, peer-mentoring and student leadership development programmes. A particular focus is the 1st year student cohort. Supporting academic staff development and leadership Through workshops, mentoring, consultation, formal qualifications and appropriate provision of resources, both physical and digital. We focus on and prioritise support for new academic staff. Supporting an enhancement-focused culture of evaluation of teaching and learning Through workshops, consultancy and service. Supporting innovation and experimentation in the scholarship of teaching and learning Through partnering academics for CALT funded projects, through the development of applied technology research, through inviting academics to join collaborative research projects, through internal conferences such as Spotlight on Teaching. Engaging in research activities By contributing to the field of Higher Education and assisting in developing both the pedagogical and disciplinary research capability of Otago staff and students. Contributing to the development of policies and processes Through involvement in University committees, working parties, and providing advice on Higher Education matters as appropriate. Raising awareness of teaching and learning Through the publication of Akoranga, fostering communities of practice, involvement in teaching awards, the Spotlight Colloquium on Teaching. Community and professional service By maintaining links with our research community and professional organisations in New Zealand and worldwide, developing knowledge around external engagement.

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RESEARCH REPORT 2019

1. HEDC Research Community 2019

Lecturers Dr Vivienne Anderson Dr Russell Butson Associate Professor Ben Daniel Associate Professor Clinton Golding Professor Tony Harland Associate Professor Joyce Koh Associate Professor Vijay Mallan Professor Kerry Shephard Dr Julie Timmermans Dr Rob Wass

Adjunct Lecturers Professor Rachel Spronken-Smith Dr Sarah Stein

Honorary Lecturers Dr Angela McLean

Research Fellow Dr Navé Wald

Visitors to HEDC Professor Paul Gannon Montana State University, USA Heryati Abdul-Ghaffar Ministry of Education, Singapore Dr Yong Mei Fung Universiti Putra Malaysia Professor Petia Radeva University of Barcelona, Spain Dr Marjetka Rangus University of Maribor, Slovenia Yoko Mori University of Tokyo, Japan Dr Tian Jing Wuhan University, China Professor Gina Wisker (HEDC Visiting Scholar) University of Brighton, UK Dr Margaret Kiley The Australian National University, Australia Professor Gordon Stubley (HEDC Visiting Scholar) University of Waterloo, Canada

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2. Research Outputs

2.1 Comparison of publication numbers

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5

10

15

20

25

30

35

40

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Books

Chapters

Conference

Journal

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2.2 Journal Articles

Journal Articles Bakar, F., & Kumar, V. (2019). The use of humour in teaching and learning in higher education

classrooms: lecturers' perspectives. Journal of English for Academic Purposes, 40, 15-25. Brown, K., Connelly, S., Lovelock, B., Mainvil, L., Mather, D., Roberts, H., . . . Shephard, K. (2019).

Do we teach our students to share and to care? Research in Post-Compulsory Education, 24(4), 462-481. DOI:10.1080/13596748.2019.1654693

Cornwall, J., Mayland, E. C., van der Meer, J., Spronken-Smith, R. A., Tustin, C., & Blyth, P. (2019). Stressors in early-stage doctoral students. Studies in Continuing Education, 41(3), 363-380. DOI:10.1080/0158037X.2018.1534821

Daniel, B. K. (2019). Improving the pedagogy of research methodology through learning analytics. Electronic Journal of Business Research Methods, 17(1), 43-53.

Daniel, B. K. (2019). Using the TACT framework to learn the principles of rigour in qualitative research. Electronic Journal of Business Research Methods, 17(3), 118-129. DOI:10.34190/JBRM.17.3.002

Daniel, B. K., & Bird, R. (2019). Attention! Student voice: providing students with digital learning materials before scheduled lectures improves the learning experience. Turkish Online Journal of Educational Technology (TOJET), 18(3), 1-9.

Golding, C. (2019). Discerning student thinking: a practical, theoretical framework for recognising or informally assessing different ways of thinking. Teaching in Higher Education, 24(4), 478-492. DOI:10.1080/13562517.2018.1491024

Joseph Jeyaraj, J., & Harland, T. (2019). Linking critical pedagogy practice to higher education in Malaysia: insights from English language teachers. Asia Pacific Journal of Education, 39(1), 1-13. DOI:10.1080/02188791.2019.1572590

Koh, J. H. L. (2019a). Articulating teachers' creation of technological pedagogical mathematical knowledge (TPMK) for supporting mathematical inquiry with authentic problems. International Journal of Science and Mathematics Education, 17(6), 1195-1212.

Koh, J. H. L. (2019b). Four pedagogical dimensions for understanding flipped classroom practices in higher education: a systematic review. Educational Sciences: Theory & Practice, 19(4), 14-33.

Koh, J. H. L. (2019c). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research and Development, 67(3), 577-595.

Kuiper, A. C., & Stein, S. J. (2019). Engaging, innovating and inspiring: the paradox of the mediated voice of award-winning teachers. Higher Education Research & Development, 38(6), 1197-1212. DOI:10.1080/07294360.2019.1626811

Kumar, V., & Kaur, A. (2019). Supervisory practices for intrinsic motivation of doctoral students: a self-determination theory perspective. International Journal of Doctoral Studies, 14, 581-595. doi:https://doi.org/10.28945/4415

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Moskal, A. C. M., & Wass, R. (2019). Interpersonal process recall: a novel approach to illuminating students' software development processes. Computer Science Education, 29(1), 5-22. doi:10.1080/08993408.2018.1542190

Neilson, A., Indratmo, Daniel, B., & Tjandra, S. (2019). Systematic review of the literature on big data in the transportation domain: concepts and applications. Big Data Research, 17, 35-44. doi:10.1016/j.bdr.2019.03.001

Paz, R., Jara, C., & Wald, N. (2019). Tensions around land tenure in Argentina's agrarian periphery: scales and multiple temporalities of capitalism in Santiago del Estero, Argentina. Latin American Research Review, 54(3), 694–706. doi:http://doi.org/10.25222/larr.483

Rabello, R. C. C., Nairn, K., & Anderson, V. (2019). Working within/against institutional expectations: exploring recommendations for social investment in the Oil and Gas sector. The Extractive Industries and Society, 6(1), 103-109.

Rogers, T. L., & Anderson, V. R. (2019). Exploring Cambodian schoolgirls' educational persistence: a community cultural wealth perspective. Gender, Place & Culture, 26(4), 533-558. doi:10.1080/0966369X.2018.1555517

Scott, C. A., McLean, A., & Golding, C. (2019). How peer mentoring fosters graduate attributes. Journal of Peer Learning, 12(3), 29-44.

Sole, G., Skinner, M., Hale, L., & Golding, C. (2019). Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: a Delphi study. New Zealand Journal of Physiotherapy, 47(1), 49-58.

Strack, M., Shephard, K., Jowett, T., Mogford, S., Skeaff, S., & Mirosa, M. (2019). Monitoring surveying students' environmental attitudes as they experience higher education in New Zealand. Survey Review, 51(366), 257-264. doi:10.1080/00396265.2017.1399526

Timmermans, J. A., & Meyer, J. H. F. (2019). A framework for working with university teachers to create and embed 'Integrated Threshold Concept Knowledge' (ITCK) in their practice. International Journal for Academic Development, 24(4), 354-368. doi:10.1080/1360144X.2017.1388241

Wald, N., & Harland, T. (2019). Graduate attributes frameworks or powerful knowledge? Journal of Higher Education Policy and Management, 41(4), 361-374. doi:10.1080/1360080X.2019.1613310

Journal Articles published 'online first' or 'in press'

Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Student experiences of learning clinical reasoning. The clinical teacher, 1-6. doi:10.1111/tct.13014

Anderson, V., Rabello, R., Wass, R., Golding, C., Rangi, A., Eteuati, E., . . . Waller, A. (2019). Good teaching as care in higher education. Higher Education, 1-19. doi:https://doi.org/10.1007/s10734-019-00392-6

Hayes, S., Tucker, H., & Golding, C. (2019). Exploring 'deep learning' during an international tourism field school. Journal of Hospitality, Leisure, Sport & Tourism Education, 1-8. doi:10.1016/j.jhlste.2019.100229

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Joseph Jeyaraj, J., & Wald, N. (2019). Students' reflections on barriers to promoting higher education's social purposes in the classroom. Teaching in Higher Education, 1-16. doi:10.1080/13562517.2019.1625320

Koh, J. H. L., & Kan, Y. P. R. (in press). Perceptions of learning management system quality, satisfaction, and usage: Differences among students of the Arts. Australasian Journal of Educational Technology.

Kumar, V., & Sanderson, L. J. (2019). The effects of acknowledgements in doctoral theses on examiners. Innovations in Education and Teaching International, 1-11. doi:10.1080/14703297.2019.1620625

McDonald, J., Moskal, A. C. M., Goodchild, A., Stein, S., & Terry, S. (2019). Advancing text-analysis to tap into the student voice: a proof-of-concept study. Assessment & Evaluation in Higher Education, 1-11. doi:10.1080/02602938.2019.1614524

Moore, A., Daniel, B., Leonard, G., Regenbrecht, H., Rodda, J., Baker, L., . . . Mills, S. (2019). Comparative usability of an augmented reality sand table and 3D GIS for education. International Journal of Geographical Information Science, 1-22. doi:10.1080/13658816.2019.1656810

Rogers, T. L. (2019). Reciprocity and visual methods in cross-cultural research with Cambodian schoolgirls. Children's Geographies, 1-15. doi:10.1080/14733285.2019.1668910

Rudland, J. R., Golding, C., & Wilkinson, T. J. (2019). The stress paradox: how stress can be good for learning. Medical education, 1-6. doi:10.1111/medu.13830

Sharmini, S., & Spronken-Smith, R. (2019). The PhD – is it out of alignment? Higher Education Research & Development, 1-13. doi:10.1080/07294360.2019.1693514

Shephard, K., Rogers, T., & Brogt, E. (in press). Impacts of engaging in research into teaching and learning on academics' conceptions of their development as teachers and on the roles of academic developers. International Journal of Academic Development.

Timmermans, J. A., & Sutherland, K. A. (in press). Wise academic development: learning from the 'failure' experiences of retired academic developers. International Journal for Academic Development, 1-15.

Wald, N., & Daniel, B. K. (2019). Enhancing students' engagement with abstract ideas through conceptual and theoretical frameworks. Innovations in Education and Teaching International, 1-10. doi:10.1080/14703297.2019.1692055

Wald, N., & Golding, C. (2019). Why be a head of department? Exploring the positive aspects and benefits. Studies in Higher Education, 1-11. doi:10.1080/03075079.2019.1578736

Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2019). Photovoice as a research method for higher education research. Higher Education Research & Development, 1-17. doi:10.1080/07294360.2019.1692791

Wass, R., & Rogers, T. (2019). Using video-reflection and peer mentoring to enhance tutors' teaching. Innovations in Education and Teaching International, 1-11. doi:10.1080/14703297.2019.1695646

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2.3 International Research Partners

2.4 Edited Book Anderson, V., & Johnson, H. (Eds.). (2019). Migration, Education and Translation: Cross-

Disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings. Abingdon: Routledge.

Timmermans, J. A., & Land, R. (Eds.). (2019). Threshold Concepts on the Edge. Rotterdam: Brill | Sense.

2.5 Book Chapter

Alm, A., & Daniel, B. K. (2019). Student engagement with mobile language apps in blended learning environments: Perspectives from university language students. In A. Palalas (Ed.), Blended Language Learning: International Perspectives on Innovative Practice (pp. 182-220). Beijing: China Central Radio & TV University Press Co. Ltd.

Anderson, V., & Johnson, H. (2019). Introduction. In V. Anderson & H. Johnson (Eds.), Migration, Education and Translation: Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings (pp. 1-9). Abingdon: Routledge.

Daniel, B. K. (2019). Artificial reality: the practice of analytics and big data in educational research. In J. S. Pedersen & A. Wilkinson (Eds.), Big Data: Promise, Application and Pitfalls (pp. 287-300). Cheltenham, UK: Edward Elgar.

Daniel, B. K. (2019). Engaging with the academic literature: a systematic approach, strategies and tools. In R. Dan (Ed.), Innovation in Teaching of Research Methodology Excellence

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Awards 2019: An Anthology of Case Histories (pp. 39-56). Reading, UK: Academic Conferences and Publishing International.

Inoue, N., & Anderson, V. (2019). 7 English language teaching as a pathway to university employment for native English-speaking migrants to Japan. In V. Anderson & H. Johnson (Eds.), Migration, Education and Translation: Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings (pp. 105-116). Abingdon: Routledge.

Psyché, V., Daniel, B., & Bourdeau, J. (2019). Adaptive learning spaces with context-awareness. In A. Coy, Y. Hayashi & M. Chang (Eds.), Intelligent Tutoring Systems: Lecture Notes in Computer Science (Vol. 11528) (pp. 68-79). Cham, Switzerland: Springer.

Shephard, K. (2019). Higher Education pedagogy. In S. Fincher & A. Robins (Eds.), The Cambridge Handbook of Computing Education Research (pp. 276-291). Cambridge: Cambridge University Press.

Spronken-Smith, R. (2019). Graduate attributes in geography higher education. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for Teaching and Learning in Geography (pp. 430-442). Cheltenham, UK: Edward Elgar.

Timmermans, J. A., & Meyer, J. H. (2019). Embedding affect in the threshold concepts framework. In J. Timmermans & R. Land (Eds.), Threshold Concepts on the Edge (pp. 51-67). Rotterdam: Brill | Sense.

Timmermans, J., & Land, R. (2019). Preface. In J. Timmermans & R. Land (Eds.), Threshold Concepts on the Edge (pp. ix-xxi). Rotterdam: Brill | Sense.

Book Chapters in Press Brogt, E., Shephard, K., Knewstubb, B., & Rogers, T. (in press). Using SoTL to foster a research

approach to teaching and learning in higher education. In R. Plews & M. Amos (Eds.), Evidence-based Faculty Development through the Scholarship of Teaching and Learning. Hershey, PA: IGI Global.

Rogers, T. (in press). Give girls a chance to participate in developing the country": Cambodian schoolgirls (re)negotiate the status of girls. In H. Switzer, K. Desai, & E. Bent (Eds.), Girls in Global Development: Theoretical Contestations, Empirical Demands. New York: Berghahn Press.

2.6 Conference Contribution Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Viewing Student Learning

Experiences as Promoting/Inhibiting Participation in Using, and Co-constructing, Clinical Reasoning Skills. A paper presented at the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference, Canberra, Australia, 1st-4th July.

Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Using Activity Theory to Interpret Students' Experiences of Learning Clinical Reasoning. A paper presented at the Association for Medical Education in Europe (AMEE) Annual Conference, Vienna, Austria, 24th-28th August.

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Anderson, V. & Cone, T. (2019). Navigating Higher Education in Bangladesh & New Zealand: What Can We Learn From Refugee-Background Women Students?' A paper presented at the Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference: Next Generation, Higher Education — Challenges, Changes and Opportunities, University of Auckland, New Zealand, 2nd-5th July.

Brown, G., Cooper-Thomas, H., Curtin, J., Dunham, A., Geertshuis, S., Knewstubb, B., . . . Wass, R. (2019). Teaching for Transformation: The 4E's of Teaching Future-ready Graduates. A paper presented at the Higher Education Research and Development Society of Australasia (HERDSA), University of Auckland, Auckland, New Zealand, 2nd-5th July.

Daniel, B.K., & Nabahany, U. (2019). The Affordance and Challenges of Implementing a Massive Open Online Course on Kiswahili in East Africa. A paper presented at the 19th International Educational Technology Conference (IETC), George Mason University, USA, 7th-8th August.

Hall, K., Pinnock, R., Wilkinson, T., & Timmermans, J. (2019). Threshold Concepts and Being a Good Doctor. A workshop offered at the Association for Medical Education in Europe (AMEE) Annual Conference, Vienna, Austria, 24th-28th August.

Koh, J.H.L. (2019). Creating Technological Pedagogical Content Knowledge (TPACK) through Instructional Consultation. A paper presented at the Society for Research into Higher Education (SRHE) Conference, Newport, Wales, 11th-13th December.

Koh, J.H.L. (2019). Preparing Students for Learning with Next-Generation Digital Learning Environments (NGDLEs). A paper presented at the Higher Education Research and Development Society of Australasia (HERDSA) Conference, Auckland, New Zealand, 2nd-5th July.

Koh, J.H.L., Scott, N., Lucas, A., Kataoka, M., & MacDonell, S. (2019). Fostering Professional Thinking in Early Learning Dietetics Lectures through Flipped Learning. A paper presented at the Society for Research into Higher Education (SRHE) Conference, Newport, Wales, 11th-13th December.

Kumar, V. ( 2019). Examiner Views of Doctoral Acknowledgements. A paper presented at the 5th International Conference on Linguistics and Culture, Penang, Malaysia. 29th-30th July.

Levesque, M., Chakraverty, D., Qi, J., Kombe, C., O'Carroll, C., Shen, W., Yonezawa, A., Spronken-Smith, R., & Hashim, R. (2019). Policy Dimension - Capacity Building in the Era of Globalisation. A paper presented at the Revisiting Forces and Forms of Doctoral Education Worldwide Conference, Hannover, Germany, 5th-6th September.

Rogers, T., Gaffney, M., Hohmann-Marriott, B., Rudd, C., & Weber, Z. (2019). Teaching and Learning Circles. A panel discussion at the Humanities Teaching and Learning Symposium, University of Otago, 15 October.

Rogers, T., Sutherland, K., Tennant, E., Elgort, I., Golding, C., Wass, R., & Timmermans, J. (2019). Teaching and Learning Circles: An Initiative Aimed at Enhancing Teaching Culture and Practice. A paper presented at the Higher Education Development Society of Australasia (HERDSA), Auckland, NZ, 2nd-5th July.

Rogers, T., Sutherland, K., Tennant, E., Elgort, I., Golding, C., Wass, R., & Timmermans, J. A. (2019). Teaching and Learning Circles: An Initiative Aimed at Enhancing Teaching Culture and Practice. A paper presented at the 42nd Annual Higher Education Research and Development

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Society of Australasia (HERDSA) Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities, Auckland, New Zealand, 2nd-5th July.

Rogers, T., Sutherland, K., Tennant, E., Wass, R., Timmermans, J., Elgort, I., & Golding, C. (2019). Teaching and Learning Circles: An Initiative Aimed at Enhancing Teaching Culture and Practice. A paper presented at the Higher Education Research and Development Society of Australasia Inc (HERDSA) conference, Auckland, 2nd-5th July.

Rogers, T., Timmermans, J., Wass, R., & Golding, C. (2019). Teaching and Learning Circles: A Framework for Enhancing Teaching Culture and Practice. A paper presented at the Ako Aotearoa Project Fund Colloquium – Southern Region, Christchurch, October.

Rogers, T., Wass, R., Berg, D., Brown, K., Han-Smith, K., Beatson, N., & Tagg, J. (2019). Enhancing PASS through Structured Metacognitive Awareness Training. A paper presented at the Australasian PASS and Peer Learning Conference, University of Wollongong, 2nd-3rd October.

Rogers, T., Wass, R., Berg, D., Brown, K., Smith-Han, K., Beatson, N., & Tagg, J. (2019). Enhancing PASS through Structured Metacognitive Awareness Training. A paper presented at the 2019 Australasian PASS and Peer Learning Conference, University of Wollongong, Australia, 2nd-3rd October.

Scott, N., Lucas, An., Kataoka, M., MacDonell, S., & Koh, J.H.L. (2019). Cultural Communication: Exploring a Flipped Classroom. A paper presented at the Dietitians NZ Conference, Auckland, New Zealand, 2 September.

Shephard, K. (2019). Higher Education for Professional and Civic Values: A Critical Review and Analysis. A paper presented at the European Conference on Educational Research (ECER), Hamburg, Germany, 3rd-6th September.

Shephard, K. (2019). Reconceptualising Higher Education for Sustainability. A paper presented at the Comparative and International Education Society Conference, San Francisco, USA, 14th-18th April.

Shephard, K., Rieckmann, M., Lysgaard, J. A., Christie, E., & Reid, A. (2019). A Conversation of Academic Publishing and Academic Research and Their Possible Interactions with Higher Education's Contribution to Education for Sustainability. A paper presented at the European Conference on Educational Research (ECER), Hamburg, Germany, 3rd-6th September.

Sim, KN., & Stein, S. (2019). Is ICT use in Higher Education, Transforming Lives and Societies? A paper presented at the International Council for Distance Education (ICDE) Conference, Dublin, Ireland, 3rd-7th November.

Spronken-Smith, R.A., & Brown, K. (2019). Could Micro-credentials be a Game Changer in Better Preparing Doctoral Graduates for Career Opportunities? A paper presented at the Australian Research Management Society Conference, Adelaide, 18th-20th September.

Stein, S. J. (2019). Finding space, redefining space, keeping it simple: Rebuilding teacher agency through experiential professional learning about curriculum design for distance and online courses. Presentation at The Higher Education Technology Agenda (THETA) Conference, Wollongong, Australia, 19th-22nd May.

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Stein, S. J., & Sim, KN. (2019). ICT: Challenge, Change or Opportunity in Doctoral Research Processes? A paper presented at the Higher Education Research and Development Society of Australasia (HERDSA) Conference, Auckland, New Zealand, 2nd-5th July.

Stein, S. J., Keaney, P., Hart, S., & White, R. (2019). Student Views on Costs of & Access to Textbooks. A paper presented at the National OER Practitioner and Leadership Symposium, Dunedin, New Zealand, 5th-6th December.

Timmermans, J. A. (Ed.). (2019). Proceedings of the Celebrating Higher Education Symposium 2018. Dunedin, New Zealand: Higher Education Development Centre, University of Otago. 37p. Retrieved from https://www.otago.ac.nz/hedc/otago684376.html

Timmermans, J., & Sutherland, K. (2019). Learning from Failure: Lessons from Academic Development Leaders. A paper presented at the 42nd Annual Higher Education Research and Development Society of Australasia (HERDSA) Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities, Auckland, New Zealand, 2nd-5th July.

Conference Posters Daniel, B., & Wald, N. (2019). Demystifying the Meaning and Role of Conceptual and Theoretical

Frameworks in Postgraduate Research Education. A poster presented at the 18th European Conference on Research Methodology for Business and Management Studies, University of the Witwatersrand, Johannesburg, South Africa, 20th-21st June. Won Best Poster Award https://www.academic-conferences.org/conferences/ecrm/ecrm-future-and-past/

Stein, S. J. (2019). From Teaching On-Campus to Teaching at a Distance: Wrestling With Critical Changes to Understanding and Practice. Poster presented at the Professional Practice, Education and Learning (ProPEL) Conference, Sydney, Australia, 9th–11th December.

Conference Proceedings (peer-reviewed full-book)

Daniel, B.K., & Wald, N. (2019). Demystifying the Meaning and Role of Conceptual and Theoretical Frameworks in Postgraduate Research Education. In A. Stacey (Ed.), Proceedings of the 18th European Conference on Research Methodology for Business and Management Studies (pp. 101-108). Reading, UK: Academic Conferences and Publishing International. doi:10.34190/RM.19.123

Daniel, B. K. (2019). What Constitutes a Good Qualitative Research Study? Fundamental Dimensions and Indicators of Rigour in Qualitative Research: The TACT Framework. In A. Stacey (Ed.), Proceedings of the 18th European Conference on Research Methodology for Business and Management Studies (pp. 101-108). Reading, UK: Academic Conferences and Publishing International.

Daniel, B. K. (2019). Student Experience of the Maximum Variation Framework for Determining Sample Size in Qualitative Research. In A. Stacey (Ed.), Proceedings of the 18th European Conference on Research Methodology for Business and Management Studies (pp. 92-100). Reading, UK: Academic Conferences and Publishing International.

Ndukwe, I. G., Daniel, B. K., & Amadi, C. E. (2019). A Machine Learning Grading System Using Chatbots. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren B., & R. Luckin (Eds.) Artificial

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Intelligence in Education. AIED 2019. Lecture Notes in Computer Science, vol 11626 (pp. 365-368). Cham: Springer.

3. Research Invitations

3.1 Invited Research Seminars Anderson, V. (2019). Higher education for former refugees in New Zealand: Jungles, brick walls

and pathways, Higher Education Development Centre Seminar, 22 October. Daniel, B. K. (2019) 'The elephant in the room': how to effectively engage with the academic

literature and produce useful reports? East African School of Higher Education, Makerere University, Kampala, Uganda.

Daniel, B. K. (2019) Effectively engaging with the academic literature and producing critical reports, invited lecture, Department of Linguistics, University of Saskatchewan; Department of Computer Science, University Putra Malaysia, November.

Daniel, B. K. (2019) The role of conceptual and theoretical frameworks in the research process, East African School of Higher Education, Makerere University, Kampala, Uganda.

Kumar, V. (2019). Invitation to lead workshops on Doctoral Feedback practices. University Technology Malaysia, Johor Baru, 7th-8th April.

Kumar, V. (2019). Invitation to lead a workshop on Doctoral Supervision. Taylor's University, Kuala Lumpur, Malaysia. 25th-27th July.

Spronken-Smith, R. (2019). Preparedness of PhD graduates for career pathways: a comparative study of graduates from US and NZ universities, Durham University, Durham, UK, 11 September.

Timmermans, J. A. (2019). Threshold concepts and decoding the disciplines: Helping students to navigate troublesome and transformative ideas, Anatomy Department, University of Otago, 21 May.

3.2 Research Invitations Anderson, V. et al. (2019). TEO Staff Panel: What's working? What's not?, Learning Together in

Aotearoa: An Action-Oriented Forum to Establish a Tertiary Network to Support Refugee-Background and Asylum-Seeking Students, Victoria University, Wellington, New Zealand, 6 December.

Koh, J.H.L. (2019) Research advisor for funded project on 'Language and literacy learning and teaching with Augmented Reality', Western Sydney University. Project grant is funded by Primary English Teaching Association Australia, AUD74,910 (August 2019 – March 2021).

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Kumar, V. (2019). Identity in feedback practices. La Trobe University, Melbourne, Australia, November.

Spronken-Smith, R. (2019). New Zealand's Doctoral Education System. Report prepared for Revisiting Forces and Forms of Doctoral Education Worldwide Forum and Conference, Hannover, German, 2nd-6th September. Available at: https://www.doctoral-education.info/documents.php.

Zammit, F, Brabazan, T., Buckley, P., Luca, J and Spronken-Smith, R. (2019). Deans of Graduate Research Panel Session. Australian Research Management Society Conference, 18th-20th September, Adelaide, Australia.

4. New Research Grants Anderson, V. (Principal Investigator). Refugee-background students in Aotearoa — Supporting

successful secondary to tertiary education transitions, New Zealand Council for Educational Research Teaching Learning Research Initiative (TLRI), 2020-2022, $338,747. Associate Investigators include Dr Rachel Rafferty, Dr Jo Oranje (University of Otago), Amber Fraser-Smith (Otago Polytechnic), Jarrah Cooke (NZ Red Cross), Pip Laufiso (Ministry of Education), and Angela Watts (Carisbrook School).

Koh, J.H.L. (Principal Investigator) Developing and Implementing Four Flipped Models to Develop Professional Thinking During Early Learning in Dietetics Lectures, University of Otago Teaching Development Grant, Jan – Dec 2019, NZD 19,041.52.

5. Awards

Daniel, B. K., & Wald, N. (2019) Awarded Best Research Poster: Demystifying the meaning and role of conceptual and theoretical frameworks in postgraduate research education. The 18th European Conference on Research Methodology for Business and Management Studies, University of the Witwatersrand, Business School, South Africa, 20th-21st July.

Daniel, B. K. (2019) Awarded British Journal of Educational Technology (BJET) Editors' Choice Award. To mark the 50th anniversary of the British Journal of Educational Technology (BJET), the Editors, Wiley and British Educational Research Association (BERA) have introduced an annual BJET Editors' Choice Award in 2019. The award recognises timely and popular research published in BJET over the past year.

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6. Other Research Outputs Rogers, T., Timmermans, J., Wass, R., & Golding, C. (2019) Teaching and learning circles: A

framework for enhancing teaching culture and practice. Paper presented at the Ako Aotearoa Project Fund Colloquium – Southern Region: Christchurch.

Rogers, T., Wass, R., & Timmermans, J. (2019). A framework for enhancing teaching culture and practice. Wellington, New Zealand: Ako Aotearoa. 17p. https://ako.ac.nz/knowledge-centre/teaching-and-learning-circles-a-framework-for-enhancing-teaching-culture-and-practice/a-framework-for-enhancing-teaching-culture-and-practice-report/

Scott, N., Lucas, A., Kataoka, M., MacDonell, S., & Koh, J.H.L. Cultural communication. Exploring a flipped classroom? (In-press). Smart Bites – Inspiration from Dietitians New Zealand – October 2019.

Sim, KN. & Stein, S. J. (2019) Enhancing the roles of information and communication technologies in doctoral research processes. Research report. Commissioned by Ako Aotearoa National Centre for Tertiary Teaching Excellence, Wellington, New Zealand. https://ako.ac.nz/assets/Knowledge-centre/Enhancing-the-Roles-of-Information-and-Communication-Technologies-in-Doctoral-Research-Processes/6b8677e970/Enhancing-the-roles-of-Information-and-Communication-Technologies.pdf

Sim, KN. & Stein, S. J. (2019). Reconstructing the roles of information and communication technologies in doctoral research processes. Guidelines for practice. Commissioned by Ako Aotearoa National Centre for Tertiary Teaching Excellence, Wellington, New Zealand. https://ako.ac.nz/assets/Knowledge-centre/Enhancing-the-Roles-of-Information-and-Communication-Technologies-in-Doctoral-Research-Processes/7001439d6a/Reconstructing-the-Roles-of-Information-and-Communication-Technologies-in-Doctoral-Research-Processes.pdf

Wald, N. and Golding, C. (2019) Careers intelligence: Why be a head of department?, Times Higher Education, 31 October, available from https://www.timeshighereducation.com/news/careers-intelligence-why-be-head-department.

Wass, R., Rogers., T., Howell, A., Hartung, C., & McIntyre, G. (2019). Using mentor and peer observation to enhance the practice of short term contractual (tutoring) staff p.19 https://ako.ac.nz/assets/Knowledge-centre/Mentor-and-peer-observation-to-improve-the-practice-of-casual-short-term-teachers/2fa3c163c5/Mentor-and-peer-Observation.pdf

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7. PhD Students

Nicholas Baker Vijay Mallan

Julie Timmermans

HEDC – 100%

Russell Butson Rachel Spronken-Smith

Ben Daniel

HEDC - 100%

Miriam Gibson Rachel Spronken-Smith

Russell Butson

HEDC - 100%

Stuart Hayes Clinton Golding

Hazel Tucker

HEDC - 40%

Tourism - 60%

Naoko Inoue Vivienne Anderson

Ben Daniel

HEDC - 100%

Senorita John Rachel Spronken-Smith

Russell Butson

HEDC - 100%

Paul Kane Sarah Stein

Julie Timmermans

HEDC - 100%

Salmah Kassim Vivienne Anderson

Julie Timmermans

HEDC - 100%

Charmaine Kwan Vivienne Anderson

Rob Wass

HEDC - 100%

Belinda Lawrence Sarah Stein

Russell Butson

HEDC - 100%

Raewyn Lesa Ben Daniel

Tony Harland

HEDC - 100%

Ifeanyi Glory Ndukwe Ben Daniel

Russell Butson

HEDC - 100%

Larian Nkomo Ben Daniel

Russell Butson

HEDC - 100%

Emma Osborne Vivienne Anderson

Bridget Robson

HEDC - 70%

Public Health UOW - 30%

Krishneel Reddy Tony Harland

Rob Wass

HEDC - 100%

Farah Shawkat Ben Daniel

Russell Butson

HEDC - 100%

Nantida Sripaoraya Rachel Spronken-Smith

Nancy Longnecker

HEDC - 20%

Science Communication - 80%

Maree Steel Tony Harland

Ben Daniel

HEDC - 100%

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Matthew Strother Ben Daniel

Matt Schofield

Katrina Sharples

HEDC - 60%

Mathematics & Statistics - 30%

Mathematics & Statistics - 10%

Rachel Tan Tony Harland

Ben Daniel

HEDC - 100%

Carla Thomson Clinton Golding

Vivienne Anderson

Samir Samman

HEDC - 80%

Human Nutrition - 20%

Michael Tweed Sarah Stein

Jeffrey Smith

Tim Wilkinson

HEDC - 30%

Education - 40%

Dean's Dept. UOC - 30%

James Windle Rachel Spronken-Smith

Ian Tucker

Jeffrey Smith

HEDC - 30%

Pharmacy - 50%

Education - 20%

8. MHED Maria Bernardo

Lev Lafayette

Lynette Murdoch

Kate O'Callahan

Paul Trani

Jennifer Weavers

Anna Wheeler

Taylor Wilson

Agnes Wong Soon

9. PhD and Master’s Graduations

Russell Butson (PhD) Rachel Spronken-Smith Ben Daniel

HEDC - 100%

Naoko Inoue (PhD) Vivienne Anderson Ben Daniel

HEDC - 100%

Belinda Lawrence (PhD) Sarah Stein Russell Butson

HEDC - 100%

Raewyn Lesa (PhD) Ben Daniel Tony Harland

HEDC - 100%

Rachel Tan (PhD) Tony Harland Ben Daniel

HEDC - 100%

Jennifer Weavers (MHEd) Kerry Shephard HEDC - 100%

Anna Wheeler (MHEd) Sarah Stein HEDC - 100%

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10. HEDC Research Seminars In 2019 we continued with the Research Tuesday sessions, designed to strengthen the research culture and community in HEDC. Starting in March, every Tuesday from 1-2pm was an HEDC research event for all HEDC researchers, academic and postgraduate. Each session was led by one or more academics or postgraduates, who chose what sort of research event it would be:

· Work in progress: briefly share your planned research, or what you have done so far, and get some feedback

· Seminar: present the results of some research and invite discussion

· Journal club: Before the session ask participants to read a topical journal article and discuss in the session

· Feedback on writing: Share some writing for publication with participants before the session and ask for feedback during the session

· Discussion on an important issue in HE: for example, the purpose of a University, retention, academic well-being…

· Discussion on an important aspect of the research process in HE: for example, writing, interviewing, applying for grants

Every member of HEDC presented at least one Research Tuesday event in 2019, and a large proportion of the staff and students attended every week. This is a valued venue for sharing work in progress, getting useful feedback on our research, and engaging in critical discussions. Seminars • Are Examiners Influenced by Doctoral Acknowledgement?

Dr Vijay Mallan & Dr Lara Sanderson

• A Project-based Learning Approach to Develop Grammar and Higher Order Thinking Skills Dr Mei Yong

• Preparing students for learning with next-generation digital learning management systems (LMSs) Associate Professor Joyce Koh

• A discussion about students as partners in higher education and academic development Professor Tony Harland

• Learning from Failure: Lessons from retired academic developers Dr Julie Timmermans

• Collaborative project investigating metacognitive awareness training with PASS facilitators,

undergraduate commerce tutors, and Early Learning in Medicine (ELM) tutors Dr Tracy Rogers and Dr Rob Wass

• Nursing students' experiences in simulation: Opportunities and challenges to develop clinical judgement Raewyn Lesa

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• Higher education for former refugees in New Zealand: jungles, brick walls and pathways Dr Vivienne Anderson

• Developing higher education pedagogy and policy approaches and practices Professor Gina Wisker (HEDC Visiting Scholar)

• Do we need a sub-discipline for STEM Scholarship of Teaching and Learning in Higher Education

(SoTLHE) Professor Gordon Stubley (HEDC Visiting Scholar)