The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
Supporting Staff includes professional development, support services for staff, and staff workload.
The Learning Center is a US web-based resource designed to help educators and students develop a better sense of what plagiarism means in the information age, and to teach the planning, organizational, and citation skills essential for producing quality writing and research.
Executive Summary for Developing research supervision skills: understanding and enhancing supervisor professional development practice in the Aotearoa New Zealand context - a project funded by the Ako Aotearoa Southern Regional Hub Project Fund
Case studies from Developing Research Supervision Skills: understanding and enhancing supervisor professional development practice in the Aotearoa New Zealand context - a project funded by the Ako Aotearoa Southern Regional Hub Project Fund.
Guidelines for professional development in the ACE sector as a whole, local networks and the work of individuals. The aim is not to be prescriptive, but to offer suggestions based on what has been seen to work well during the course of the research.
mathcentre is a UK on-line mathematics support centre which provides resources to help students make the transition from school-level to university-level mathematics. There are also resources and useful links for those who teach or support students.
Postgraduate education is seen as an essential component In the quest for professional status. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition Programme is discussed along with the need for strong nursing leadership.
The Australian and New Zealand Institute for Information Literacy (ANZIIL) supports organisations, institutions and individuals in the promotion of information literacy and, in particular, the embedding of information literacy within the total educational process. Includes searchable resource database.
ESCalate produces and disseminates resources for staff and students in Higher Education and Further Education involved in Education Studies, Continuing Education and Lifelong Learning and Initial Teacher Education.
The e-Learning Guidelines project has produced case studies showing effective e-learning practice in the New Zealand tertiary sector. These case studies below are ones that are relevant to Professional Development
The SFEA, Scottish Further Education Association, was formed in 1966 to provide an independent voice for further education. The union stThe SFEA, Scottish Further Education Association, was formed in 1966 to provide an independent voice for further education. The union steadily grew in size and influence and in 1983, with a significant proportion of our membership engaged in higher education, the union changed its designation to the Scottish Further and Higher Education Association.eadily grew in size and influence and in 1983, with a significant proportion of our membership engaged in higher education, the union changed its designation to the Scottish Further and Higher Education Association.
Manu-Ao is a Māori academic networking initiative, supported by Te Kahui Amokura (a Māori Standing Committee of the New Zealand Vice-Chancellors Committee), TEC, and in association with all eight New Zealand Universities. This website is designed to provide a forum for panui, academic information, and Māori academic dialogue. The initiative is intended to support a culture of Māori scholarship within participating institutions. Each institution will have the opportunity to extend its own development programmes for Māori staff and on the basis of what needs are identified.
This working paper is part of a strategy to grow understanding about the use of Personal Development Planning (PDP) and the characteristics of effective practice. Earlier versions of the paper were peer reviewed by experienced practitioners and their views are included in the revised text.
This project researched the characteristics of academic staff development programmes and student support services offered in tertiary institutions that make a difference for undergraduate tertiary students in their studies. Student outcomes comprised achievement, participation, progression, retention and completion.