ORCID Profile
0000-0001-6456-6781
Current Organisations
RMIT University
,
University of Tasmania
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Publisher: Informa UK Limited
Date: 12-2009
Publisher: Edith Cowan University
Date: 12-2011
Publisher: Informa UK Limited
Date: 04-07-2021
Publisher: Edith Cowan University
Date: 12-2009
Publisher: Informa UK Limited
Date: 20-07-2017
Publisher: Informa UK Limited
Date: 25-03-2021
Publisher: Springer Science and Business Media LLC
Date: 29-07-2021
Publisher: Springer Science and Business Media LLC
Date: 29-11-2016
Publisher: Springer Science and Business Media LLC
Date: 13-08-2022
DOI: 10.1007/S10734-022-00912-X
Abstract: This paper reports on research exploring the academic workload and performance practices of Australian universities. This research has identified a suite of activities associated with teaching, research and service, each with an associated time value (allocation). This led to the development of the academic workload estimation tool (AWET). In 2020, to validate the findings, we contacted academics willing to participate further and conducted interviews. We used the AWET to estimate workload for each in idual for the previous year and compared it to the workload allocated according to their institutional workload model. Discrepancies were then discussed to ascertain to what extent the AWET was able to capture their work. In general, the participants thought the AWET provided a more realistic estimate of their actual work and highlighted how much is underestimated or unaccounted for by the workload models used within their institutions. It also showed how academic performance policies, focussed primarily on research output, disadvantaged many in iduals because they ignored or minimised many scholarly, teaching and service-related tasks inherent in the academic role. Overall, the findings showed the AWET was a useful tool to discuss academic work and assisted them to better capture the complexity and extent of what they did. We offer the AWET as a validated approach for academics to estimate their workload in a holistic and transparent manner. We suggest its implementation institution-wide, along with an aligned performance policy, will facilitate negotiation of reasonable performance expectations. This will rebuild trust in the processes and improve a university’s effectiveness.
Publisher: Informa UK Limited
Date: 19-06-2009
Publisher: Informa UK Limited
Date: 12-2009
Publisher: Informa UK Limited
Date: 12-2009
Publisher: Emerald
Date: 10-07-2009
Publisher: Edith Cowan University
Date: 2014
Publisher: Informa UK Limited
Date: 15-09-2014
Publisher: Springer Science and Business Media LLC
Date: 06-2023
DOI: 10.1007/S42330-023-00276-Z
Abstract: Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and linked to meaningful contexts. Both goals may be realised through the principle of Two-Eyed Seeing (TES), which seeks to integrate the strengths of Indigenous ways of knowing with one eye, and Western ways of knowing with the other eye, for the benefit of all students. This theoretical paper presents a Two-Eyed Seeing for Science Education (TESSE) Framework, which brings together two pedagogical models. One is from a contemporary science perspective, the 5Es representation-rich inquiry approach, which scaffolds authentic student-centred conceptually focused learning experiences. The other is from an Indigenous perspective, the 8 Aboriginal Ways of Learning, which illustrates different ways of knowing—many of which are familiar with First Peoples across the world (e.g., place-based, visual, holistic). The TESSE Framework aims to act as a strengths-based interface between the two knowledge systems to support a culturally responsive approach to teaching and learning science. It is designed to support meaningful connections through curriculum and pedagogy in ways that are contextually relevant to place. Through empirical investigation and in collaboration with local communities, the Framework has the potential to inform current approaches to science education in schools and universities and provide a pathway towards decolonisation and reconciliation.
Publisher: Edith Cowan University
Date: 03-2012
Publisher: Springer Science and Business Media LLC
Date: 22-03-2017
Publisher: Informa UK Limited
Date: 08-05-2019
Publisher: Emerald
Date: 07-2006
DOI: 10.1108/09696470610667733
Abstract: To develop a theoretical model for strategic change that links learning in an organization to the strategic process. The model was developed from a review of literature covering a range of areas including: management, strategic planning, psychology of learning and organizational learning. The process of forming and implementing strategy in an organization was looked at critically and then the links between learning and strategy were explored, particularly in relation to innovation and radical strategic change. The degree of correspondence found across various strands of the literature implies a general principle: that the development of strategy is closely linked with learning. The paper proposes that, if appropriately designed, purposeful strategic activity will help to develop an organizational learning culture. As the strategic planning process is widely accepted across all sectors of the economy, it has the potential to provide an effective means of directing resources in order to achieve desirable learning within an organization towards its long‐term viability. The paper develops a theoretical model of strategy formation, called “The maturity model for strategy formation”, which describes a developmental continuum for strategy based on the application of appropriate strategic approaches which are linked to suitable learning approaches and a consideration of the roles of management and staff in the change process.
Publisher: Informa UK Limited
Date: 08-2012
Publisher: Informa UK Limited
Date: 12-2009
Publisher: Elsevier BV
Date: 11-2016
No related grants have been discovered for John Kenny.