This research examines the ways in which a postmodernist context, coupled with performativity demands, shape teachers and teaching. In particular, it examines of these factors impact on the teaching practice of those who teach with a social justice orientation.
This project examines how students make use of online support sites to assist in their pursuit of tertiary studies. Major findings include: students who make use of online learning support sites judge that they do make a useful contribution to their academic success. Students especially value the opportunity to access learning support that is free from the time and space restraints of traditional on-campus support service delivery.
This research project asked how tertiary education might nurture entrepreneurial creativity, by focussing on the key themes espoused by business leaders' success stories. For the purposes of this study, fourteen New Zealand entrepreneurs or associates were asked the question: 'Why are you a successful entrepreneur?" Their responses informed findings for how best to foster entrepreneurial creativity amongst tertiary students, particularly in the context of work-integrated learning programmes.
This project uses the context of four undergraduate business courses to understand the nature of class size and its role in shaping curriculum structure and learning design, and its consequent effect on students' course expectations and learning experiences.
This project explores the degree of organisational efficiency in Australian and New Zealand public universities, in the context of a competitive higher education market. It also investigates the extent to which competition for international students has impacted on organisational efficiency.
To investigate the impact of ICT in providing variation for student learning, from the perspective of the dominant mode of pedagogy, learning environment and technology that is used in each blended situation to provide the variation that learners need in order to learn.