ORCID Profile
0000-0002-8715-5923
Current Organisation
University of Tasmania
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Publisher: Elsevier BV
Date: 09-2020
Publisher: Wiley
Date: 20-10-2023
DOI: 10.1111/ACFI.13189
Publisher: Wiley
Date: 18-05-2020
DOI: 10.1111/ACFI.12376
Publisher: Informa UK Limited
Date: 28-06-2022
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 29-05-2023
DOI: 10.53761/1.20.5.03
Abstract: This study examines how the flipped classroom approach to teaching and learning supports or inhibits the cognitive needs of relatedness, competence, and autonomy, leading to either increased or decreased levels of motivation. We use semi-structured interviews involving twenty-two students and five facilitators in an Australian university to qualitatively investigate perceptions of motivation through the lens of self-determination theory (SDT). Using thematic analysis, our findings reveal that the flipped classroom approach supports students’ cognitive need for relatedness by providing more opportunities for interaction in the classroom. Further, relatedness has been shown to facilitate internalisation and support competence as a result of students supporting each other. However, our findings demonstrate that despite overall satisfaction with the flipped learning environment, the students raised concerns about how the learning is executed. Among recommendations for pedagogical practices, academics and education providers are urged to create an environment that supports a sense of belongingness and self-endorsement of learning activities among students to promote more autonomous forms of motivation.
Publisher: Informa UK Limited
Date: 20-02-2023
Publisher: American Accounting Association
Date: 02-2023
Abstract: The delivery of accounting higher education in Australia has been heavily dependent on casual academic staff in light of increased enrolments of national and international students. Although research to date has emphasized the demanding aspects of casual teaching and the need for improvements to the working conditions of casual academics, little is known about casual academics lived experiences and the way they develop ethical understanding of their day-to-day working conditions. We provide in-depth empirical evidence about casual accounting academics employment experiences in Australian universities and highlight the factors that support and/or inhibit casual academics' sense of inclusion and dignity in the workplace. Using “workplace dignity” as our theoretical framework, we find that the stage of the casual academics' career and their aspirations for academia impact their views and experiences of dignity and inclusion in the workplace.
No related grants have been discovered for Steven Burch.