ORCID Profile
0000-0002-8618-0537
Current Organisations
Jo-Anne Kelder Consulting
,
University of Tasmania
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Publisher: IEEE
Date: 2008
Publisher: IEEE
Date: 2008
Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-7998-1204-3.CH077
Abstract: Researchers worldwide are increasingly looking to recruit research participants via social media (particularly @Facebook and @Twitter) because they appear to offer access to a wider range of research participants and afford inherently convenient tools for recruitment. In Australia, the National Statement on Ethical Conduct in Human Research, together with the federal Privacy law and a number of state-based privacy statutes, provide support and guidance for this novel approach. This article offers a preliminary analysis and discussion of this trend from an Australian perspective, illustrated by an enquiry into the ethical challenges posed by social media-based recruitment, conducted in an Australian university in 2015. Leximancer™ was used as an analytical tool and the content from social media sites used for a small number of research studies conducted up to 2015, taken in conjunction with the various national human research ethics guidelines, offered a means of understanding how ethical challenges of privacy and anonymity can be addressed for responsible social media-based research.
Publisher: Informa UK Limited
Date: 11-04-2018
Publisher: Informa UK Limited
Date: 22-03-2022
Publisher: ACM
Date: 08-02-2011
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 30-11-2022
Abstract: This editorial introduces the articles published in the 2022 edition of the journal Advancing Scholarship and Research in Higher Education. The journal’s editors reflect on the journal operations and on publishing in higher education in times of the COVID-19 pandemic.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-1108-4.CH011
Abstract: Contemporary society is characterized by the prevalence of wicked problems to which the efforts and actions of some entrepreneurs have negatively contributed to social problems. Corporate social responsibility emerged as an early response to multi-factor problems that are difficult to conceptualize or structure, but it has had limited success in engendering significant structural societal change. Social entrepreneurship is a contested construct that typically includes the social entrepreneur. A definition of social entrepreneurs is provided drawing on the literature. Social entrepreneurs offer leadership for social innovation outcomes as an antidote to prevailing social issues. This contributes to the literature on social entrepreneurs by examining how social entrepreneurs lead in the digital era. Importantly, this chapter considers the role that authentic leader behaviors (awareness, sincerity, balanced processing, positive moral perspectives, and informal influence) has in enabling social entrepreneurs to create and innovate.
Publisher: IGI Global
Date: 10-2018
DOI: 10.4018/IJVCSN.2018100102
Abstract: Researchers worldwide are increasingly looking to recruit research participants via social media (particularly @Facebook and @Twitter) because they appear to offer access to a wider range of research participants and afford inherently convenient tools for recruitment. In Australia, the National Statement on Ethical Conduct in Human Research, together with the federal Privacy law and a number of state-based privacy statutes, provide support and guidance for this novel approach. This article offers a preliminary analysis and discussion of this trend from an Australian perspective, illustrated by an enquiry into the ethical challenges posed by social media-based recruitment, conducted in an Australian university in 2015. Leximancer™ was used as an analytical tool and the content from social media sites used for a small number of research studies conducted up to 2015, taken in conjunction with the various national human research ethics guidelines, offered a means of understanding how ethical challenges of privacy and anonymity can be addressed for responsible social media-based research.
Publisher: Elsevier BV
Date: 02-2019
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 02-12-2021
Abstract: This book review illuminates Pollock’s (2021) text ‘How to use storytelling in your academic writing’. In the longstanding discipline of literary criticism/study, a book review is often the work of a single author and written to expose the reader/audience to the contents of the book under investigation (C bell & Jamieson, 1978). The review we have offered here adopts a writing style of a conversation about the book between two academics, and thus posits a new mode of book-review writing. The intent of the article is to challenge expectations of what counts as a book review. The review itself recommends the book as a valuable contribution to the collection of academic books on academic writing.
Publisher: IGI Global
Date: 27-12-2022
DOI: 10.4018/978-1-6684-7593-5.CH064
Abstract: Contemporary society is characterized by the prevalence of wicked problems to which the efforts and actions of some entrepreneurs have negatively contributed to social problems. Corporate social responsibility emerged as an early response to multi-factor problems that are difficult to conceptualize or structure, but it has had limited success in engendering significant structural societal change. Social entrepreneurship is a contested construct that typically includes the social entrepreneur. A definition of social entrepreneurs is provided drawing on the literature. Social entrepreneurs offer leadership for social innovation outcomes as an antidote to prevailing social issues. This contributes to the literature on social entrepreneurs by examining how social entrepreneurs lead in the digital era. Importantly, this chapter considers the role that authentic leader behaviors (awareness, sincerity, balanced processing, positive moral perspectives, and informal influence) has in enabling social entrepreneurs to create and innovate.
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 11-10-2021
DOI: 10.53761/1.18.6.01
Abstract: In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-3171-6.CH013
Abstract: Despite their inherent complexity, social entrepreneurs seek to create social innovation to stem society's wicked problems. To do so requires a balanced consideration of varying social expectations, all while trying to lead a sustainable enterprise. Educators look to equip the social entrepreneur with the right skills and mindset with program failure, sadly, more common than not. This chapter seeks to explore the commonalities of such failures, highlighting the importance of behavioral development and facilitating an effective learning environment. Following an investigation into the notion of social entrepreneurship, authentic leadership is identified as a response some of the shortcomings of contemporary entrepreneurship education. The incorporation of authentic leader behaviors in entrepreneurial education can offer an injection as the social entrepreneur seeks to address the various challenges of social enterprise.
Publisher: IGI Global
Date: 27-12-2022
DOI: 10.4018/978-1-6684-7593-5.CH005
Abstract: Despite their inherent complexity, social entrepreneurs seek to create social innovation to stem society's wicked problems. To do so requires a balanced consideration of varying social expectations, all while trying to lead a sustainable enterprise. Educators look to equip the social entrepreneur with the right skills and mindset with program failure, sadly, more common than not. This chapter seeks to explore the commonalities of such failures, highlighting the importance of behavioral development and facilitating an effective learning environment. Following an investigation into the notion of social entrepreneurship, authentic leadership is identified as a response some of the shortcomings of contemporary entrepreneurship education. The incorporation of authentic leader behaviors in entrepreneurial education can offer an injection as the social entrepreneur seeks to address the various challenges of social enterprise.
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 08-08-2021
Abstract: The use of learning outcome statements underpins contemporary university course design, yet their impact in practice is unclear. Threshold learning outcomes (TLOs) for Australian bachelor degrees in science were published in the Science Standards Statement in 2011. This paper reports how and where the Science TLOs have been adopted by science faculties across Australian universities as a case study in the broad-scale application of discipline learning outcomes in generalist degrees. The analysis draws on four data sources: a desktop survey of published course learning outcomes for science degrees an online survey of learning and teaching leaders semi-structured interviews with a sub-set of those leaders and a citation analysis. The results show that the majority of Australian science faculties have embraced the Science TLOs both as a reference point for quality assurance and as the basis of curriculum design or redevelopment. The TLOs are perceived as a trusted external reference point, endorsed by the Australian Council of Deans of Science, and aligned to national legislative requirements. Some challenges remain, including staff resistance to change and a perception of curriculum reform as a ‘top-down’ process. Positional leaders clearly have a pivotal role as active brokers to lead positive change. However, in terms of national standards and quality assurance, we conclude that disciplinary learning outcome statements such as the Science TLOs build a bridge between intent and practice in curriculum reform.
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 17-05-2021
Abstract: ASRHE has introduced a novel article category named ‘Research in Progress’. While the journal’s website provides a succinct definition of this category, initial submissions indicate that further guidance is required to highlight requirements and opportunities. The editors have decided to approach this challenge by constructing an audio editorial, recorded in a conversational format, allowing for multiple voices and nuances to come across. Important aspects of Research in Progress lie in facilitating publication of tentative results, sharing of research approaches and discussion of research designs. The editors emphasize the need for a strong research foundation, as in literature grounding or careful research question design, and open and honest discussion of successes and failures. Research in Progress is strongly placed to invite collaborations and authors are reminded to be explicit in specifying how they want to work with others to take research forward. The editorial also addresses the situation of research students and how a Research in Progress article might sit alongside thesis writing. Research in Progress is a developing article category. The editors invite assistance from the higher education research community in shaping this category.
Publisher: IGI Global
Date: 10-01-2020
DOI: 10.4018/978-1-7998-2212-7.CH020
Abstract: The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In this chapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.
Publisher: Springer Science and Business Media LLC
Date: 14-07-2014
Publisher: Wiley
Date: 2009
Start Date: 2013
End Date: 2013
Funder: Office for Learning & Teaching
View Funded ActivityStart Date: 2015
End Date: 2015
Funder: Office for Learning & Teaching
View Funded Activity