Academic Scientist Survive in the Current Economic Climate

~ - ' •HERDS~news Higher Education Research and Development Society of Australasia

ISSN 0157-1826 VOLUME 28 No. 2 SEPTEMBER 2006 How Can a ''Teaching & Research'' Academic Scientist Contents Survive in the Current HowCan a "Teaching& Research"Academic ScientistSurvive in the CurrentEconomic Climate Economic Climate By Ian H Frazer...... 1 By Ian H Frazer Fromthe Editor...... 2 PRIZESAND AW ARDS@ A keynote address at the HERDSA the 1980s and 1990s, with some good HERDSACONFERENCE 2006 ...... 6 Conference 2006 outcomes and some less good . Of course, I was asked to make this a external intervention in University EightMore HERDSA Fellowships Awarded ...... 6 provocative talk, and scientists by their affairs does give us an excuse, when we Prizes...... , ...... ,...... ,...... 7 nature are conservative. However , I've don't like what's going on, as we can nothing to lose, so I'll tell it like I feel it. always blame "them" . However, to do Reflectionson the HERDSA2006 Conference ...... 8 Self-evidently these comments are my this would simply be a further example own and do not represent the views of of the externalisation of blame that President'sReport my centre or University. seems to dominate society these days By SheldaDebowski...... 11 - if I dive off a beach and break my Academics Should Be Lighta Candleor Cursethe Darkness? neck, then that must be someone's fault By BarbaraGrant et al...... 12 Setting Their Own Agenda - never mine. So let's accept that we It is of course dangerous to ask any should continue to take, as academics, I.T.IN HIGHER EDUCATION COLUMN academic to commentonhowuni versi ties a large part of the responsibility for the HasBlackboard become Blackbeard? should work, and particularly on what future of our universities and of their By RogerAtkinson ...... 14 their own job should looklike-"Inmat es academic activities. PhDThesis Exam ination running the jail" is the expression that ByAllyson Holbrook , Sid Bourke, comes to mind. However, someone has What Should We Be Doing TerenceLovat & HedyFairbairn ...... 17 to propose what we are, as academics as Academic Staff with with a focus on biomedical research at DentalStudents ' Perceptionsof theirProblem Australian universities, trying to achieve a Focus on Biomedical basedLearning Environment in the 21 st century. I believe the relevant Research? By VickiSkinner, Tracey Winning, Gerry Mullins & GrantTownsend ...... , 19 academic staff should do the proposing. If we wish to take control of the To some extent, of course, the golden nature of our jobs, we need to consider INTERNATIONALCOLUMNEXCHANGE rule applies: the government, who has what we're trying to achieve, and TeachingAssistants in the UnitedStates the gold, makes the rules. However, the whether there's currently a problem with By VirleenCarlson ...... 22 gold th~y have is our gold, and there is achieving it. If there is a problem , we an increasing tendency these days to should define the problem, the threats, HigherEducation in the Headlines devolve responsibility for professional and the opportunities that we have to By PeterKandlbinder ...... 23 and academic matters from the experts face. to the bureaucrats. This is as true in NewHERDSA Guides Launched ...... 24 the medical profession, where I've For the purposes of this discussion, watched the consequences over my I assert that academics [and here I draw BOOKREVIEWS ...... 25 career with some despondency, as in no distinction as to seniority , or as to education, where we're observing the discipline, or even as to the basis of effects of extensive social manipulation their funding] have four components to of university structure and purpose in their job: C t' d ------3 ~------~- http://www.herdsa.org.au 1:T':111HERDSA NEWS ~ September 2006

HERDSA Executive President From the Editor Shelda Debowski WA

Vice President The September issue of HERDSA useful to consider them before the Federal Government makes any move in these Mark Barrow NZ News has become focussed mainly on the annual conference which this year directions. The resources for research in Treasurer was held in Perth. The conference is the universities will surely not stretch much Maureen Bell NSW highlight of the Society's year providing further to enable all staff to be engaged in not only opportunities for sharing research meaningful research and yet the concept Executive Members and development but also for members to of a "teaching only" academic seems very Geoffrey Crisp SA meet and share experiences and establish bleak. We need to continue to look for Margaret Hicks SA useful co-operative work. The Executive ways of to maintain teaching informed Kogi Naidoo NZ meets to discuss projects and plans for the by research. Hence the value of hearing Juliana Kaya Prpic VIC coming year and becomes very visible to views from Professor Frazer. Judyth Sachs NSW members at the AGM. I welcome Peter Kandlbinder's Gail Wilson NSW For the second year the Institute new column Higher Education . in the Kathryn Sutherland NZ of Leaming and Teaching at Sydney Headlines. Peter has been trawling the Occasional Publications Editor University sponsored a prize for the most press in Australia, the UK and the States Allan Goody WA creative presentation at the conference to see the latest issues in higher education which was won by Shelley Yeo from in the three countries. The column will Journal Editor Curtin University. Shelley has written become a regular feature in the News. Gerlese Akerlind ACT an article about her presentation in this There are also two reports of research issue and I suggest it should be included Newsletter Editor projects that have been recently completed, in every delegate's satchel at next year's Roger Landbeck QLD one of particular interest to examiners conference. of PhD theses and I have been promised Public Officer This year there were some distinguished several more reports for the December John Deam ACT keynote speakers, who included Professor issue so we look forward to that. HERDSA Office Ian Frazer, the current Australian of the There is an international flavour to Year. Professor Frazer kindly agreed to his Jennifer Ungaro (Administration Manager) the issue with the report on the ICED address being reprinted in HERDS AN ews PO Box 27, Milperra NSW 2214 conference in Sheffield, UK by Barbara thus enabling all HERDSA members Grant and a cast of thousands and the Phone: +6129773 3911 to learn what he had to say. Professor third article in the International Column Fax: +61 2 9773 4299 Frazer's proposals for new academic's to Exchange series to which we welcome the Email: [email protected] have minimal teaching responsibilities in article by Videen Carlson, the Immediate Website www.herdsa.org.au the first five year's of their appointment Past President of the Professional and are controversial as was his support for HERDSANews Organisational Development in Higher posts that are mainly teaching. Although I Education Society (POD) in the USA. Editor Roger Landbeck suspect that such proposals would largely 22/34 Canberra Tee, Caloundra, QLD 4551 be rejected by HERDSA members it is Roger Landbeck Phone: +61 7 5438 2789 Email: landbeck@ozemai l.com.au

Editorial Committee Christine Bruce & Linda Conrad

Issue Dates: April, September, December HERD SA Budget 2006- 7 Contributions for the next issue must reach the editor by Monday 6 November 2006. The budget for 2006- 7 is now available in the Members section They should be sent to Roger Landbeck at of the web site. the above address. Advertising rates. Please contact the Office Views expressed in HERDSA News are those To login enter your last name as the user name and your of the authors and do not necessarily reflect membership number as password. the views of HERDSA. Written material from HERDSA News may be reproduced, providing its source is acknowledged. Your membership number can be found on the mailing wrapper Desk top publishing by Donna Bennett, that came with the News. Office Logistics , Brisbane Printed by Instant Colour Press, Canberra

2 HERDSA NEWS m September 2006 ~ How Can a ''Teaching & Research'' Academic Scientist Survive in the Current Economic Climate

AIM 1: creation of new knowledge, i.e. from university performance that any of PhD student scholarships restricts research one method of university funding is more opportunity for institutions to fund AIM 2: its use for the good of humankind, effective for achievement of university academics to provide mentoring, an i.e. application goals than any other. For most academics, integral pa1t of research. AIM 3: fostering the next generation of the major attraction. of a university job • If research is seen primarily as a critical thinkers, i.e. mentoring is the opportunity to pursue research mechanism for generating intellectual AIM 4: imparting knowledge as part of and student mentoring. However, in a property for commercialisation . and a general tertiary education, i.e. business model driven society, whether sale, as seems increasingly to be the training capitalist or socialist, the community by case, then decisions about research and large expects that knowledge to be priorities, and eventually about the For the purpose of this discussion translated into policy or products. So there worth of particular areas of human I assume that academics wish to end up is a disconnect between the training being intellectual endeavour, will be coloured with jobs achieving some or all of these paid for by government, the translational by the saleability of the product rather aims and that are satisfying, feasible , and research perceived as needed by society, than by a serious desire to understand appropriately rewarded. I also assume that and the research and mentoring that the the physical world we inhabit and the university collectively wishes to see service providers want to provide. There the intellectual world that we have the totality of these aims professionally are recognised general solutions to the created for ourselves, or to solve the achieved. problem of staff and paymasters who social inequalities of the society we As an aside to the definition, I note that expect different things of a job. However, live in. Following this argument to a while university training has become rather given that quality academic staff are a rare logical conclusion, generation of basic focussed on providing professional career and dying breed anyway, the most likely knowledge would go by the board, and orientated knowledge and training, I don't successful strategy is bribery - significant with it, the opportunity for academics to subscribe to the belief that an academic financial or other incentive to undertake pursue this aspect of their profession . education should have a sole purpose in the training and translational components • If, in the global village, education fitting someone for a specific career : rather of the job! This not ideal and a more is seen as a commodity to be sold to the university's responsibility should be appropriate approach would be to find those that can pay, rather than a means to impart the critical thinking skills as a mechanism to enable all parties needs to help solve the significant social well as core knowledge. In doing so they to be met by redesigning individual job injustices that follow from a significant train the student to gather and interpret descriptions to meet individual needs and maldistribution of wealth across the further core knowledge as it becomes expectations, of which more later. planet, then educational institutions available. Only this mix of training will What then are the challenges, set by will be marketed as a commodity, and enable the person so trained to enter government policy, that constrain the compete for market space rather than continuing professional education well nature of an academic job focussed on striving for excellence. Academic equipped . So I see aim 3 and 4 as rather biomedical research? Clearly, there are effort will be directed to what will sell distinct , and am increasingly concerned plenty. - professional courses in law, rather that the academic workload associated • If 50% of youth is to be offered a tertiary than discourse on how to solve the with Aim 4 has become so considerable in education, which seems increasingly problems that beset us. most disciplines that the mentoring (and to be the case, a monotheistic tertiary • If universities are to be run and judged indeed the practical training) has almost education institution model with broad as businesses, and academics are to vanished. entry criteria - tertiary education for be passed over as decision makers in favour of those with business acumen , Why is the Government plumbers and theologians alike - is , inconsistent with stretching the minds then collaborative and democratic Setting the Agenda for of the most able to the fullest. management of university life will Universities? • Imparting of knowledge to large be replaced by benevolent (or not so benevolent) dictatorships . There wi II Jn Australia, government provides the numbers diverts academics from be in consequence little regard paid majority offunds that enable universities to competitive research, as there are to the concept of academic freedom function, although nowadays only half of insufficient resources to properly of opinion, which allows intellectual university funding comes from government staff "tertiary education for all" with honesty and moves research forward directly, largely to fulfil the training aim, academics with time to pursue research, through debate and dissent. and much of the funding for research and if direct payment for education is mentoring is distributed competitively . deferred through the tax system. These are of course just a few of the This contrasts us with universities in some • Control of opportunities for post external constraints that have the potential countries, though it's hard to conclude tertiary mentoring by quota allocations to send academic jobs of the future down

3 r

m HERDSA NEWS ~ September 2006

rather soulless tracks. Students will sue of increased funding over the next few The Australian government dictates for lack of quality service, and research years. I note that the same cannot be the size of the pot for the teaching, objectives will be set by consumer need for said for government funded research in mentoring and research (a little overseas more appealing toothpaste, rather than by other areas of endeavour. funding excepted), and makes the latter strategies to avoid tooth decay ( or maybe two funding sources competitive within they're the same thing ... !) Clearly, I've Is There Really a Problem, and outwith universities. The size of any painted a black and white picture, where and if so What's the Solution? further pot for translation of knowledge to we are really looking at shades of grey, practice is partly government determined Given the opportunities mentioned but it does no harm to learn from worst (clinical service, consulting) and partly above to set the research agenda, to case scenarios, and plan accordingly. determined by industry, and is almost a contribute to policymaking, and to fund zero sum in Australia. What Opportunities Does our research, what then are we missing, that hinders us in our work, if we are to How can we Engineer Government Provide? provide academics with satisfying jobs, IF these are the challenges, what are the community with their needs and the Flexibility into the System? the opportunities provided by government government with their expectations. We should be aiming for as a solution policy? They too are many. I be! ieve that in a word the answer is to the problem, in my opinion, using a "dial-a-pizza" approach, in which we • Successive governments have, to date, "flexibility" - specifically flexibility of let the individual academic choose the affirmed that the academic research career strncture. mix of their career , from the repertoire community is a better judge than Why Don't we have of research, consulting, mentoring and government of the research that should teaching. Its one I've adopted, and that be pursued in Australia, and have not Flexibility at Present? I've encouraged within my own centre. made any serious effort to set a national The current education system virtually Unfortunately, in Australia you are research agenda beyond the definition of mandates separation of the four roles of generally granted the option to follow "broad principles" priority areas which the academic described above. this path only if you've been successful are little used to determine research If academics raise money to pay their in research and are approaching the end of funding priorities. Thus, academics salary to do research , they are judged, your career, or of course if you 've actually still have the oppo11unity to determine for practical purposes, only on research retired and are not being paid any more! However it needn't be that way; mix and a responsible and appropriate approach performance, and wi II therefore need to match can be provided universally , so to the choice of research activity we spend most time doing research, writing long as certain basic criteria are met, and pursue. about research, writing for funding for eve1yone knows the rules, and should at • Universities are permitted and even research, and judging other people's some level be facilitated by AWAs. encouraged to appoint research only research, to remain competitive for We need to ensure that there is a staff who are relatively free to choose funding. In consequence, however much mechanism that caters for the needs and their own level of involvement in the research only academic might wish expectations of both the academic and the teaching and administration. Such to take part in teaching or in assisting in community . freedom has its price , and the price in applying the products of research, they're The first requirement, to achieve this case is high: a total lack of security aware that time spent away from research this, is that those providing funding and of employment! diminishes their competitiveness in a very those judging individual and university • The academic community is rightly competitive world. performance need to accept that a flexible seen as a "good performer" producing If conversely an academic accept the approach to developing academic job more than 3% of global research output, "king's shilling" and take a teaching and descriptions on a person by person basis is from 0.5% of the global population. research job, they will be busy servicing a an approach which better serves the need of We have not, however, been so good substantial teaching load, examining, and the community. They then should supp011 at reaping the commercial benefits of administering courses, and will rarely get the flexible approach when evaluating all such research, for a number of reasons near the lab. In due course, they are likely aspects of academic performance. that need correcting . to become burnt out and uninspiring The second requirement is that it is • Academic advisors, when providing teachers. critical that academics that are largely independent expert advice, are listened Academics that choose the route recruited to teach are nevertheless given to. There has only been minimal of applied research, be it consulting or the opportunity to participate in research and mentoring, at least intellectually, attempt to censor expert opinion voiced commercialisation, are cut off from the through discussion with research by government funded researchers. We other two groups because they likely focussed academics. This should, within can speak to the people and their elected won't be in a university. the biomedical sciences , be easier than representatives as we feel inclined, to These are worst case it once was, as research has largely promote a cause, and without penalty. generalisations but they seem to be trner become a team effort, and there are many • A level of research funding not too far than once they were, and not to be too far potential roles for academics within a from the OECD average is provided, from the actuality of academic life, at least team: Program leaders, initiators of new at least in biomedical research, and in the universities that I have experience projects, mentors for students, coal face we have just won significant promise of. experimenters, writers of grants and of

4 HERD SA NEWS m September 2006 ~ papers, providers of service (peer review offer relatively higher financial rewards • each member of the academic staff can etc), and assisters with research translation with less stability of employment. determine what they're good at and do and commercialisation. Traditionally all of 3. Mentoring of research trainees should it, and their focus can more easily shift these have been expected of one person, be encouraged and can be rewarded over time and indeed performance was judged according to the number of students • the university can offers teaching on the ability to keep all the balls in the under superv1s1on; a substantial programs reflecting current expertise. air at once! Perhaps its time to change component of the research formula • there is a greater focus on the this paradigm and accept that while not allocation or of the student fees should international competitiveness of a all academic staff will initiate and steer be credited directly to the account of the research program rather than a research research effort they all have something to academic to offset salary. Fees should individual, and there is a clear place contribute - of course teaching focussed be set so that the net available funds in the system for those who wish to academic staff· themselves have to from an optimal maximum student load contribute research as part of a team recognise that according to ability, chance, (say 6 students) provide a reasonable but are not the one who wi 11 be the and stage of career their contribution to the wage for a junior academic. program leader: research effort (while expected in at least 4. The teaching component of any position one dimension to enable them to retain would be purchased from the research Of course there are downsides to all of currency of knowledge for teaching) may program by the university, as discussed this, not least that if an academic is not not be constant. further below . able or willing to be productive across any of the teaching or research domains To ensure that the aspirations of At a university level, implementation of this academic "brave new world" they newly appointed academics can be tested of a flexible job description for academic will need to find alternate employment. for appropriateness, the opportunity for staff requires organisation of the university In effect this is currently the situation investigator discovery research should be round stable research programs rather than anyway, and this new approach would provided to all "new" academics to whom teaching disciplines - by and large the allow, I believe , broader opportunities for a first university funded position is offered. performance appraisal of the individual success not only for the academic but also This can be achieved through fixed term staff member will be within the context of for the collective effort of the university. start up salary and infrastructure funding the research program. Research programs for up to 5 years . Of course, many will have will be larger and stronger and new Conclusion pursued a career in research prior to this programs will be initiated rarely, though time outside a university environment , and the directions of a research program my My thesis is that we can, by and large, may have already made decisions about shift with time. Each research program appoint academic staff in the biosciences the nature of their contribution to teaching, will offer teaching, and a program's to jobs that fit their preferred mix of work, and to one or other aspect of a research teaching contribution to the university will and provide them with ongoing flexibility program. However, for those who are truly likely be to multiple areas. The university of job mix, provided that: "new" to university research , teaching may not be able to offer teaching in all (a) staff accept that performance appraisal responsibilities for the first 5 years should the traditional disciplines - but is that in each area of their job will determine be minimal to enable maximal research necessarily bad: logically, the teaching their ongoing ability to access that opportunity, though not zero, as each new offering will be determined by what's component of their salary and that academic should develop teaching skills, needed for generation of new knowledge, their research effort cannot always be and evaluate their interest in this aspect and will likely be of high quality. The as team leader. of an academic career. Thereafter , the mix university will buy teaching from the (b) Universities accept that their strength between teaching and research related programs, and this purchase may comprise and responsibility is primarily in activity will be a matter for negotiation a core minimum in return for access to generation of new knowledge, and based on ability and personal desire. By infrastructure plus extra according to that their activities should therefore be and large, each new academic's research teaching delivered above the minimum focussedroundresearch programs rather activity would be integrated within a expectation. An averaging process, as than conventional teaching disciplines. program. Appointments would be made to is commonly used for distribution of Teaching will in consequence be more research programs rather than to teaching university funding would be needed to about quality than about breadth of disciplines: ensure some stability for both parties. coverage. 1. past the first 5 years, the value of the Please note that I have made no This approach is consistent with the research contribution would be judged intellectual evaluation of how or whether goals of the current Research Quality by the program and the component of this might work in any discipline other Exercise. As far as university activity is academic salary related to research than the biosciences - the argument is concerned, its "back to the future" of a would be determined accordingly. constructed round the natural need in pre-Dawkins era with research intensive 2. The opportunity to assist with applying biosciences research for multidisciplinary educational institutes distinct from those and/or commercialising discovery teams with a focus on international that are training focussed. research,eitherthroughcontractworkor competitiveness and cutting edge through secondment to industry, should technology. Jan Frazer is Director of the Centre for be open to the academic to pursue as a If this flexible program for defining Immunology and Cancer Research, The means of testing this area of academic academic job descriptions sounds familiar, University of Queensland. He is currently activity and also of supplementing with the major novel component being Australian of the Year in recognition of income. Such opportunities usually the shift of focus from departments and his work to develop a vaccine against emerge as a result of experience, and schools to research programs, it's meant cervical cancer. should be competitively awarded. They to! The benefits of the change are: Contact:[email protected]

5 f:r.l HERDSA NEWS 1.r.111September 2006 Prizes and Awards @ HERDS A Conf ere nee 2006 Eight More HERDSA Fellowships Awarded

At a cocktail party to mark the end Her assessment practices involve students teaching role, making learning and of the first day of the conference eight in real-world, relevant tasks that are teaching a two-way process. She has HERDSA Fellowships were awarded. engaging. undertaken significant work in supporting Each new Fellow was introduced with staff in the multicultural classroom and a brief description of the work they had Samantha Hardy with issues ofintercultural communication done to achieve their award. Faculty of Law, University of Tasmania in tertiary education. All HERD SA Fellows displayed a high Samantha has developed programs that degree of reflective practice and presented enhance the writing skills of law students, Catherine Layton evidence for the application of a scholarly and has made significant contributions Charles Sturt University approach to their educational practice. to the areas of online delivery, effective Catherine shows deep concern for the practices for large group lectures as well Beena Giridharan individual learner. She has used student as small group seminars and tutorials, and feedback in a reflective manner to enhance Deputy Director - English, Commerce & the use of videoconferencing. Samantha her educational practice. Catherine has Media Units, School of Pre-University has used reflective practice effectively to displayed leadership in the development Studies, enhance student learning. of innovative cmTicula. Curtin University ofTechnology, Sarawak, Malaysia Alison Kirkness Rob Philips Beena has built strong community Centre for Educational and Professional Teaching and Leaming Centre, Murdoch and professional networks that are used Development, Auckland University of University to enrich the students' experience of Technology Rob supports academics in enhancing their discipline. She uses a constructivist Alison uses the premise that teachers student learning, particularly through approach to learning and the development are also learners and that students have a the use of educational technology. Rob of critical thinking skills with students. plays a significant role as an educational designer of technology-supported learning environments and has written widely on the scholarship of learning and teaching. Margaret Potter Smartmoves Consultancy Margaret has created opportunities for her students to build their professional knowledge in physiotherapy through authentic learning pedagogies that engage students in real-life and problem based learning experiences, such as case studies and practica that are relevant to their future careers. This approach engages students and promotes analysis, interpretation and application of knowledge which facilitates deep rather than superficial learning Damian Ruth College of Business, Massey University HERDSA Fellows - Back row: Lenora Ritter, Maureen Bell, Margaret Potter, Richard Ladyshewski. Damian has created a community of Next row: Sue Donoghue, Samantha Hardy, Damien Ruth, Lynne Taylor, practice within his discipline area that Beena Giridharan, Rob Phillips, Janet Taylor, Catherine Layton, Robert Kennelly, enhances learning and teaching. He has Alison Kirkness, Kogi Naidoo. strong evidence for the engagement of

6 HERDSA NEWS ffl September 2006 ~ students with the learning process; he transfer of learned academic material actually more important in determining presented his research story which painted into the workplace indicating positive what is learned than what the teacher does. a strong philosophical view about the role outcomes for participants in the program. (Shuell, 1986, p. 429). I treat a conference of tertiary education and the context of his Transfer of professional skills into the presentation in the same way-but with educational practice. workplace were strengthened by this the added complication of a strict time integrated learning strategy. limitation. Janet Taylor Contact: So, given a short presentation time Coordinator of Academic Learning [email protected] what can one do to engage the audience Support, University of Southern immediately and then continue that Queensland The University of Sydney engagement? To start with, few of us can Janet has developed online tools Institute of Teaching do this by talking alone, unless the topic and strategies which create an inclusive and Learning Creative is inherently interesting. Other ways are to learning environment that supports first pose a question, put forward a contentious year students. She makes effective use Presentation Award was won proposition or use a controversial image. of group-problem based workshops and by Shelley Yeo from Curtin University Ask for a question from the audience in off-campus online discussion groups to of Technology for her paper 'Managing the middle of the presentation. Challenge motivate students. student plagiarism - critical first stage peoples' beliefs, but be prepared for decision making.' the consequences-people will defend Editors Note: I asked Shelley to write strongly-held beliefs because they are Prizes a short paper about how she planned and often supported by a whole belief system. The following prizes were also gave her presentation and to suggest some Create cognitive dissonance, whereby a awarded at the conference: hints for conference presenters. Here is person finds himself/herself promoting what she wrote. mutually exclusive arguments. Start The Edith Cowan Prize for a dispute or debate. Use your voice the Best Paper in Authentic Giving a "most creative creatively and use pauses for effect. For a 10-minute presentation, I try to Learning was awarded to Richard presentation" or just good adhere to the following (I don't remember Ladyshewsky from the Curtin University teaching practice? where or when I learned these but they of Technology for his paper: By Shelley Yeo work): Extending the boundaries of learning in As an academic staff developer I Relax and get the attention of your management education: An integrative cannot bring myself to give a "talk" to audience (joke, image, something approach for promoting transfer of academics explaining why a transmission creative). training into the practice environment. mode of teaching to passive students is Make 2-4 points only. Don't even try largely ineffective and that other methods for more-talking faster does not cause Abstract are much better at promoting learning. It more rapid understanding or learning! The business environment has been is the ultimate irony-"do as I say, not Limit the number of slides or critical of academic business schools for as I do". To me, delivering a conference transparencies to 5 ± 2. not preparing its graduates adequately for presentation as a "talk" is akin to lecturing Eye-contact is important: talk to the the world of practice. Business schools and can reinforce the same passive, audience, not the slides. have responded by sharpening their focus received knowledge view of learning. Present data or tables in abbreviated on the achievement of professional skills The alternative, however, demands some form (don't use tables from the paper). creativity. in their graduates through outcomes Keep PowerPoint slides simple but based initiatives. Development of these From a constructivist perspective, attractive (bells and whistles are skills, however, fare better when tested new knowledge is constructed through distracting). and implemented in a situated or work perception and action and is determined by Above all, get the timing right so that based context. This study examines the pre-existing knowledge (Hendry, 1996). you are able to finish as you want to application of an integrated learning Each person in the audience, therefore, finish. strategy using an experiential learning must be actively engaged. However, while framework that is driven by assessment what we say or do must connect in some A common error of judgement is on transfer of training outcomes. way with each person, at the same time we taking too long to get into the presentation Participants in a post-graduate certificate cannot expect everyone to learn the same (i.e. setting the scene) and then exceeding in management program set work place thing. This will be largely determined by the time allocated. Steadfastly ignoring learning goals, maintained reflective what they already know, and thus it is the chairperson's "time's up" signal does journals and engaged in peer coaching pointless trying to explain everything we not endear you to either the audience or for eights weeks following the academic know in fine detail to a diverse audience. the next presenter. component of their study.At the completion Something that is always in the back In short, I hope that any conference of this interval, participants submitted of my mind in preparing a seminar or presentation I give, no matter how short, reports outlining their learning outcomes presentation is the oft-quoted: It is helpful will spark interest, promote learning and and experiences. Results indicate positive to remember that what the student does is leave the audience with a desire to know

7 m HERDSA NEWS ~ Septembe r 2006 more. All just good teaching practice they all think this way': International argues that the students' understandings really ... students' experiences in constructing of the possibilities to incorporate their knowledge in higher education.' previous working experiences embedded References in their home countries in constructing Hendry, G. D. (1996). Constructivism Abstract knowledge in Australian higher education and educational practice. Australian Various studies explore the difficulties and the academic staff's expectations Journal of Education, 40, 19-45 . international students encounter in appear to be dissimilar. These mismatches Shuell, T. J. (1986) . Cognitive conceptions Australian higher education. Relatively may disadvantage the students in their of learning . Review of Educational little research has however focused on attempts to take control of their academic Research , 56, 411-436. the challenges arising from the students' life. The discussion indicates that in order Shelley Yeo is a Lecturer in the Learning negotiationofdifferentwaysofconstructing to make the curriculum accessible to the knowledge in doing specific tasks for their Support Network, Curtin University of increasing diverse student population, Technology course and compare their perceptions there seems to be a need to demystify the Contact: [email protected] with the academic staff's expectations. Drawing on an interdisciplinary opportunities and the relevant ways for The Taylor and Francis Prize framework for discourse analysis which students to articulate and reflect different dimensions of knowledge, including for the best paper by a new I have developed based on Lillis' (2001) heuristic for exploring student writing international students' past working researcher was not awarded this year. and positioning theory (Harre and van experiences, into pedagogical practices in Langenhove , 1999), this study examines specific disciplines. The Postgraduate Travel international students' experiences to Grant went to Tran Ly - from construct knowledge in their first texts Contact: Tran Ly, University of University of Melbourne. Tran gave a at an Australian University and the Melbourne paper entitled 'See, these big potatoes lecturers' views on this aspect. This paper [email protected]

Reflections on the HERDSA 2006 Confere nee

Editor's Note. Each year I invite two the Higher Education sector can provide that knowledge . Richard James, in his or three HERDSA conference delegates to its community. Critical Insight, generated a list of some to write short personal reflections about For me, the outstanding aspects of the 19 topics in need ofresearching, and I had the conference. Usually one of those conference were that I think there was less added substantially to that list by the end invited is a first time attendee. This year evidence of the "Academic Developers vs of the conference. Ian Frazer urged us, as Michael Kelly from the University of Discipline-based academic staff' sort of Academics, to set the agenda with regard Wollongong came to his first conference divide that has been at other HERDSA to shaping Higher Education change, and while Georgina Fyfe had done it all before meetings in the past. The presentations to "grasp the nettle" and do something and was encouraged by the differences I went to were all of high quality, and before they split research away from the universities. Ron Barnett expanded she noticed from previous conferences. generally generated good discussions, and on the theme of the "will to learn" of had gone beyond the "this is what I did" our students, and explored concepts of Georgina Fyfe stage to the analysis of observed effects. The 2006 HERDSA conference , set in The second thing that really struck me the stylish UWA Club, brought together about HERDSA2006 was the research new and existing HERDS A members from voice being heard. So often we grizzle Australia and beyond to share ideas and about the great divide between R&D and contribute to discussions about teaching T&L within our universities, but perhaps and learning in Higher Education . The we don't always try to break down these six keynote speakers brought their varied divisions . I thought the conference experiences to the conference, but their addressed issues of research/teaching messages converged in many ways . The nexus, and support for research staff and challenges that the keynotes threw out to students in a more inclusive way. Jan HERDSA members were to think more Orrell, in describing her role coordinating broadly about our roles as University discipline-based learning research at the academic staff, and to drive change in Carrick Institute, emphasised the need for the ways that we think about off-shore strong scholarship in teaching and learning, programs, indigenous programs, research expertise in educational research, and funding, and the general public good that good dissemination systems for sharing

8 HERDSA NEWS m September 2006 ~ change and uncertainty. "Uncertainty" he interests include curriculum change research nexus, Professor Frazer made said, "looks both ways at once to capture and developing reflective practice in two key controversial statements. The something of what we are at any time". undergraduate students. first was universities should not teach As usual, his perceptive address had depth Contact: [email protected] the professions, whilst the second, on and insight and was a rich resource for rethinking of the role of the academic, some serious hard thinking, although the seemed to suggest a split in the teacher/ many references to philosophy made me Michael Kelly researcher role. Whilst I have no doubt feel rather poorly-read. I liked his quote as to Professor Frazer's eminence in his from Sartre; "Being has not been given its HERDSA Conference 2006 - Critical field, I found myself disagreeing with a due". Reflections on a Positive Experience number of his arguments. Nonetheless As always in the breakout sessions, As a new member of HERDSA, I I immensely enjoyed his talk and the selecting what to go to was a problem, was not sure of what to expect of the subsequent days of debate. with eight options for most timeslots, 2006 HERDSA Conference, nor of Perth Another address that I personally but I think the tiering of presentations as itself. My first impression of the city was found challenging was that of Professor critical insights, spotlights and snapshots the rain, although our taxi driver insisted Ron Barnett. I found it challenging in two worked well. Timing and chairing were that it was the first rain in 6 months in ways. It was firstly challenging for me to good in the sessions I attended, and there the city, and thus it was welcome. I, too, engage with the philosophical approach was plenty of time for discussion during was welcomed by the city and found its that Ron took. The second challenge the tea and coffee breaks, if not after all shops, restaurants and bars very friendly. he posed was for the teacher and even the presentations. However, I did find a From the start of the conference, with institutions to address the student as couple of times that, when there were only the enthralling Welcome to Country by a a whole and engender a desire to deal three snapshots in the allocated 55 minutes member of the local indigenous nation, I with complexity and challenge. Having instead of four, I didn't have time to swap felt that HERDSA had a lot to offer in the recently undertaken university studies, I across to the last snapshot or spotlight in way of variety and engagement. found Ron's address very enjoyable, but I another session. One of the defining points of the did disagree with aspects of his arguments. Best spontaneous interjection of the conference for me was the introductory The "what-are-we-being-assessed-on" conference goes to Rob Phillips who, addresses. I found the juxtaposition of phenomenon is not to be taken lightly, and when Shelda Debowski was talking about the Hon. Julie Bishop's address with that issues such surrounding those undertaking learning to say "no" to impositions at work, of the esteemed Professor Allan Luke education based on a sense of duty to do said that she didn't learn to say no until very striking, particularly given their so (such as some international students) she was pregnant with her child. Quick as different messages. Coming from UOW, do offer significant challenge to Professor a flash, Rob called out "You should have it was with some interest that I listened to Barnett's enthusiasm for the student as learned to say no before that!" the Minister's description of the change a Being-for-complexity with a strong will to learn. I found question time after I really enjoyed HERDSA _ 06. It was in the National Teaching and Learning Professor Barnett's address particularly the affirmation I needed after a gruelling Performance Fund, and the developing interesting and am grateful to him for his teaching load in semester one, and the role of AUQA. The challenges that willingness to engage in discussions. feeling that the tasks of teaching are the Minister set were distinctly quality Sisyphean and largely unrewarded. The and innovation oriented. Allan Luke's I am a highly social beast, and conference was a chance for me to reflect challenges, however, were of a different personally one of the most positive on my own practice and consider how sort. With a background in international aspects of HERDS A for me was the room research into teaching and learning in the education, I was fascinated by Professor for social interaction. At both the cocktail function and the conference dinner (both disciplines could be a way to help staff, Luke's description of the way in way held in the beautiful surrounds of UWA's encumbered with large teaching loads, to universities conduct their transnational maintain links with a research culture and affairs from the perspective of someone to base their own curriculum decisions who has been on the receiving end of upon evidence from applied research. advances from Australian institutions. It also questioned the focus that many Allan's description of the problems academic staff development units have of ensuring positive teaching and on teaching and learning, while research learning outcomes in an environment of is left to the traditional "apprenticeship" disciplinary and managerial development system which may not be working as well in universities was a worthy challenge to as it has in the past. In short, the conference us all. underscored for me the importance of a On the subject of challenges, it would group such as HERDSA for advocacy and be a mistake for me to omit those posed collegial support. by Professor Ian Frazer. Given Professor Georgina Fyfe is a Senior Lecturer in Frazer's background, I approached his the School of Biomedical Sciences at address with a great deal of respect, Curtin University, Western Australia. which made his challenges all the more Her teaching disciplines are Human controversial for me. Taking what was Biology and Anatomy, and her research a science-centric view of the teaching-

9 r

n HERDS A NEWS ~ September 2006

University Club), I had the opportunity that are facing academics and tertiary Michael Kelly's role at the University of to meet a great variety of colleagues who institutions as a whole. As the son of two Wollongong is in academic development, were more than willing to share and discuss academics, I have watched the profession coordinating the "Carrick Project", ideas. I found this particularly striking as and the sector go through some major which was instigated to address the some "professional" conferences I have changes in the past few decades. Perhaps been to in the past have involved a great the most positive outcome of HERD SA for broad ambit of awards, grants, schemes deal of posturing rather than engaged me was seeing that people were engaging and initiatives of the Carrick Institute. discussion, and whilst this cannot always on every level in discussion as to issues He is responsible for internal change to be avoided, I was heartened by the many in teaching and learning, governance, the form synergies between UOW processes interesting debates and discussions I had teaching-research nexus and the ever and Carrick processes, and to generate with colleagues from other institutions. looming RQF. Although there are many a program of long-term academic Shelda Debowski's closing remarks challenges across the sector at present, development in line with the Carrick (of which I note that highlights were my participation in HERDSA 2006 has subsequently published in the Australian) allowed me to see that we have the best aims. certainly hold true on the challenges minds in the business on the issues. Contact: [email protected]

The quotations that appear in this issue are taken from A Guide to Learning Independently which is reviewed on page 26.

1. The Nature of Universities ... universities have become huge bureaucracies with an academic mind and no heart, careless and ignorant about students and their intellectual needs, organised by managers and managerial professors absorbed in their own pursuits, giving service to the existing social order and dispensing its conventional wisdom, bereft of a philosophy and the social imagination to create a new and compelling conception of their own future. Harold Taylor 1969, Students without teachers, McGraw-Hill, New York, pxii.

2. Choices and Decisions Most people let themselves be pushed by chance or other people's expectations into environments of which the make the best, rather than those which meet their inner needs. Michael Deakin, 1973, The children on the hill: The story of an extraordinary family, Quartet Books, London, p.27

3. Choosing Teachers Learning grows and develops by the dialogue of teacher and student, becoming sometimes greater than anything an individual, however brilliant, could produce. E.R.Leavis, quoted in J. Wyatt, 1990, Commitment to higher education: Seven West European thinkers on the essence of the university, Society for Research into Higher Education and Open University Press, Bucks., p.82

4. What Questions Might You Ask Every language conceals within its structure a vast airny of unconscious assumptions about life and the universe, all of which you take for granted and everything that seems to make common sense ... N.J. Berill, 1958, Man's emerging mind, Dennis Dobson, London, p. 158

5. The Process of Writing Find a subject you care about and which in your heart feel others should care about. It is this genuine caring, and not your games with language, which will be the most compelling and seductive element in your style. Kurt Vonnegut, 1980, How to write with style', advertisement in Psychology Today, September, p. 58

10 HERDSA NEWS m September 2006 ~ President's Report

Each year the HERDSAconference acts experiencing increasing expectations with often neglect our own growth as being a as a catalyst for reflection and discussion respect to their research productivity and luxury we can't afford. In these times of of emerging issues and challenges facing quality. This is likely to be a major tension increased competition and expectations, higher education. This year the evolving for many individuals. Is it possible to be our professional development is a priority expectations of academics and the likely an excellent teacher, excellent researcher we must not neglect. This is a pivotal impact on institutions and individuals was and also contribute to the ongoing point in higher education as the nature of an important area of debate. development of th~ university and its academic work shifts into a higher gear. It's Both Australia and New Zealand priorities? Perhaps this is the most critical an exciting time to be part of the sector, but question we will need to explore over are actively working to position their it also requires careful consideration as to universities as strong players in the the next few years. The pressure to be how we may best operate in the fuh1re, and international higher education community. effective across teaching, research and what new skills and capabilities we may Our governments are raising the standards service will force us to re-examine how need to integrate. It was very pleasing to of performance in teaching and learning we conduct our work and whether there see our new HERDSA fellows recognised and research, anticipating that universities are better ways to achieve our goals. will adapt to emerging requirements and For many, this may necessitate a at the conference. They had demonstrated therefore be more competitive. And for time of self-reflection and review. Am their commitment to both reflection and the most part, universities are meeting I working effectively? Are there more self-renewal. Their model is an important the challenge by revamping many of their efficient ways for me to do my work? one for us all to consider. internal systems and processes to suit. What is the highest priority for me as an The HERDSA Executive has three It is clear that the context of higher individual, and for me as a member of major goals toward which it is working in education is changing to reflect these the university? Or, if we are working at an effort to assist this major transition. In external realities. However, the rate of an optimum level, perhaps we could take brief, they are: change has created a strong sense ofanxiety a different slant? As a highly effective 1. Implement the new website to support contributor, how could I assist other to in many university members. Over the last effective and dynamic interaction enhance their performance? year we have seen a number of accusations and sharing of good practice across of managerialism and bullying levelled at The support of the university will be members; various institutions. There is concern that an important element in building more universities have lost touch with their effective and suitable practices to meet 2. Increase the HERDSA presence in the real mission and priorities as they adapt these changing expectations. For the local communities, so that members to ensure continuing funding and market most part, universities have focused their can interact, share expertise and share. But perhaps this is alerting us to resources on building support for those explore issues with colleagues; a more fundamental shift in both culture entering the university as new academics. 3. Promote the enhancement of higher and focus? The relationship between If you are new to university work, make education policy and practice through the academic and the institution has sure you take full advantage of these lobbying, representation on national altered. The paternalism that once inured opportunities. They are worth the time. initiatives and provision of ongoing academics from the political realities has However universities now need to expand opportunities for debate and review. morphed into an expectation that each of that agenda to reflect the needs of those us will understand and support the goals who have worked in the sector for some Over the coming year you will see a of our institution. Where academics were time so that they can further develop their number of changes to the Society as we once protected from many changes the professional capabilities. The support that work toward these outcomes. While the impact of policy and financial decisions universities provide to meet these different formative work has taken some time, you are now affecting the way in which we challenges will help to distinguish them as should start to see some very exciting work. We are all being held accountable institutions that are desirable workplaces. innovations emerging. However, the for institutional performance and expected For example, there is a strong need to success of each of these goals is dependent to understand and support those priorities. support mid-career academics as they on each member sharing their expertise The era of the politically-aware academic move into more senior roles relating to and participating in the various initiatives. is upon us. teaching, research and leadership. The We hope that the HERDSA opportunities Despite the pressures of working techniques we once learnt in our first few will be an important channel of support in in a very volatile and evolving sector years of working in universities also need your ongoing development. academics still continue their own quest to refinement. Universities therefore need If you have further ideas about how for disciplinary excellence. Teaching to ensure their staff are offered sufficient the Society might assist you, please don't and learning philosophy and practice support to build more effective modes of forget to let me know (Shelda.Debowski@ continues to strengthen ~ as evidenced working, thinking and interacting. by the reflective and insightful papers Conversely, those working in uwa.edu.au). presented by many HERDSA delegates. academic settings also need to commit to With best wishes, At the same time, academics are also their own development. In busy times we Shelda Debowski

11 r

m HERDSA NEWS r..:..ISeptemb er 2006 Light a Candle or Curse the Darkness? A Report on the International Consortium of Educational Developers (ICED) Conference in Sheffield (June 11-14)

By Barbara Grant with (in order of appearance) Nancy Turner, Val Clifford, Catherine Manathunga, Di Bills, Brad Wuetherick, Sue Clegg, Simon Barrie, and Trevor Holmes, of the CAD Collective•

Internationalisation, the theme of then civil unrest and violence have transnational education is the impositions ICED 2006, is a difficult agenda for escalated in Sri Lanka and universities that the "travelling" language has on its higher education: it's an unholy trio of have not been immune. A time of sorrow host culture - in his seminar Owen offered altruism, greed and need. The impulse for Sri Lankans, a time of darkness an extraordinary model for approaching to altruism produced moments of unease indeed, one that is hard to imagine for this dilemma. (Val) in conversations and keynotes across the many of us conference participants who In another seminar Abdullah Hussein conference. Just what does our altruism overwhelmingly came from the affluent spoke of the complex issues involved in consist of? Neo-colonial impulses to side of the global divide. incorporating e-learning technologies fashion higher education in developing For some of us it was a first time into African universities. He emphasised countries in the image of the West? at ICED. It is pretty special to be at a how the adoption of these technologies Asymmetrical desires to exchange with conference that has such a sharp focus on in Africa could be read as a potential another? Longings for the lost missionary the work that we (referred to here as either site of neo-colonialism. An intriguing position? Feelings of obligation and academic or educational developers) do. discussion followed his presentation goodwill towards the Other? Probably all The programme reached into all the where one participant spoke of how the of these in trnth. This is provocative stuff nooks and crannies of what counts as colonial metaphor grated on her but she and the ICED conference stirred up our educational development via a satisfying wasn't sure why. Another participant thinking from the start with Professor Suki mix of different kinds of events and from South Africa spoke evocatively of Ekaratne's contribution to the opening different forms of engagement. Fellowship how colonialism becomes internalised. keynote (given jointly with Dr Liz Beaty), emerged as the "real magic" (Nancy) of She shared with us a saying that "a entitled Enhancing academic development the conference. And then there were the black man's medicine is a white man" practices and policy for a globalised wonders of the purple t-shirted brigade: a and described how colonial aftershocks world: International perspectives raft of cheery Sheffield Hallam students continue to impact upon her university for bridging a widening divide. Suki who welcomed and sorted disoriented and her country . (Catherine) challenged academic developers in the West to choose to "enable higher and overheated conference participants. There were some challenging new education to make a positive contribution We were some of those participants perspectives on strengthening links to the development agenda through and here are some of our memories and between research and teaching. Angela mutual respect, acknowledgement of our impressions . Brew asked us to think more creatively interconnected futures and through sharing The internationalisation theme was about the integration of teaching and our experience". "Light a candle or curse addressed directly in some presentations. research in and through scholarly the darkness," he said, "your choice". The For example, Owen Hicks illustrated how a communities, raising questions about metaphor of education as light shone in candle could be lit with his experiences as a the inclusivity of scholarly communities dark places is an old and compelling one. volunteer in Timor Leste. Using his newly in linking research and teaching. Is There is, as always, some context here . acquired skills in the local language, Owen institutional decision making research Suki works at the University of Colombo taught with two other teachers, preparing based? How can communities of scholars in Sri Lanka where ICED 2006 was to one to take over the course when he left break down long-standing divisions have been held. But the 2005 tsunami while the other was a translator moving between researchers and teachers? What washed that possibility away along with between the three languages present in the counts as research and who gets to do the lives and livelihoods of so many Sri classroom, enabling the students to work it? Should we expect teaching to inform Lankans and others in the region. Since in any of them. One of the debates about research in the same way research

12 HERDSA NEWS m September 2006 ~ can inform teaching? An unorthodox whole rather than focus solely on teaching do we hear these challenges from our very approach to integrating research and and learning. (Brad) diverse and particular places? (Trevor) teaching through academic development The idea of different modes of To return to Suki 's challenge: how to was presented by Gwyneth Hughes and time emerged from a number of papers respond in a world so politically overlaid Bruce Macfarlane from Thames Valley and discussions. For example, Trevor with colonialist histories and references University, where academic development Holmes' workshop dealt explicitly with haunts us all. How do we hear this is located in a university-wide Graduate the metaphor of slow food movement. challenge? How might we work in the School and academic developers have The need for space and time for thought, colonial contact zone when it is a place of expertise in both research and teaching reflection and scholarly engagement oppression and extinction as well as one and learning. Interesting questions were appeared to resonate with participants of rich adaptation and exchange? We may raised in this session around possible both in terms of their own practice and our not have easy answers for the challenges ways of developing teaching and research perception of pressure on the academics posed by the internationalisation agenda capacities simultaneously through, with whom we are working. The in higher education, but ICED 2006 surely for example, workshops that develop challenge is what academic development reminded us of the need for thoughtful skills in academic peer review that are and academic practice might look like if also relevant for teachers who provide slowness, not busyness and speed, were engagement with those challenges, risky feedback on student writing. Finally, at the heart of the project. Thinking about and uncertain though that might feel. Mick Healey, Brad Wuetherick and Nancy time and slowness involves confronting Turner presented the results of a survey of what is lost when busyness takes over. Author Details final-year undergraduate students in three (Sue) Barbara Grant, Academic Advisor/ institutions. While students generally The status of knowledge about Interim Head, Centre for Professional appreciated the benefits of being involved academic development that was on Development, The University of in a research-based curriculum, many did display at ICED impressed itself on some Auckland not perceive themselves to be engaged participants. Many of the papers from Nancy Turner, Acting Director, in the development of research skills other parts of the world were couched Educational Development Centre, Royal and knowledge. At least one take-home primarily in terms of the dominant Holloway, University of London message was that it's necessary to make western ways of knowing. Maybe this Val Clifford, Deputy Head, Oxford Centre the purposes and strategies of a research was simply a reflection of the scholarly for Staff and Learning Development, based curriculum explicit if students are tradition of building bridges to existing Oxford Brookes University to fully appreciate what it offers. (Di) discourses. There were some challenging, Catherine Manathunga, Lecturer in Another theme was preparing creative and insightful adaptations of Higher Education, TEDJ and Graduate colleagues for academic practice. Simon these ways of knowing in light of issues School, University of Queensland Barrie explored how a framework he'd of culture and context, but these were not developed at the University of Sydney as frequent or as different as I was hoping. Di Bills, Acting Associate Director for students could also be applied to I was left wondering about the spaces we Research and Scholarship, Flexible understanding notions of "academic could create in a forum like ICED to better Learning Centre, University of South ways of being" (Barnett's phrase), ie encourage the expression of different Australia the qualities and dispositions we might voices. (Simon) Brad Wuetherick, Special Project Officer, expect of university teachers. This theme Then there were tensions between what Research Makes Sense for Students continued in Graham Gibbs' workshop we might call conceptual leaps and what Initiative, University of Alberta where he introduced the Centre for were claimed as researched certainties. Sue Clegg, Professor of Educational Excellence in Preparing for Academic There were tensions between managerial Research, Sheffield Hallam University Practice that has been established at Oxford and more liberatory orientations. Also, Simon Barrie, Senior Lecturer, Institute to prepare graduate students and contract there were tensions between what was for Teaching and Learning, University of research staff for scholarly careers. scripted as a developed/developing Sydney Participants explored different ways in divide. There was an odd tendency to TrevorHolmes,EducationalDevelopment which research institutions with a heavy assume a univocality both to developed Associate, Teaching Support Services, focus on doctoral education can structure and developing "nation" as identities, University ofGuelph both generic and discipline-specific especially as expressed through programmes to enable their graduates to individuals. Were Suki's words too easily Contact Barbara Grant [bm.grant@ succeed in any of the diverse range of accorded a truth-status by the audience, auckland.ac.nz] academic institutions where they will take for example, by our assenting to the idea academic positions. Similar discussions that the solution to privileging "the book" Endnotes took place in a number of other sessions was to provide better books. How are To visit or JOm the Challenging throughout the conference reinforcing the Suki 's challenges to dominant, developed Academic Development (CAD) need for academic development to focus culture entangled in the culture of colonial Collective, go to http://mailman.ucc. on developing an academic identity as a assumptions in the first place? More, how usyd.edu.au/rnailman/listinfo/itl-cad

13 r

m HERDSA NEWS ~ September 2006

I. T. IN HIGHER EDUCATION COLUMN Has Blackboard become Blackbeard? By Roger Atkinson

Having recently watched an Government office that is the most And there's much academic-amateur entertammg DVD, Pirates of the involved, IP Australia. legal advice of the kind:" ... Desire2Learn Caribbean [1], the name Blackbeard Firstly, there is no doubt about the could also use the defense that the patent comes easily to mind. And why piracy fervour of the anti-Bb backlash. Consider is "obvious" to a "person having ordinary and Blackbeard? Because, by the time a brief, illustrative sample of "backlash" skill in the art"; or, very succinctly, " ... you read this column you may know phrases from some forums and lists [7, we need to flesh out a ton of prior art" [7, something about an astonishing action by 8]: "Software Patents are Evil"; " ... 8]. The specific term "prior art" is new Blackboard Inc. The company announced almost equivalent to Microsoft trying to to me, but it seems to be equivalent to in a press release dated 26 July 2006, patent the concept of a web browser"; IP Australia's statement about one of the that "it has been issued a U.S. patent "Blackboard can shove their WebCT"; prerequisites for granting a patent: " ... the for technology used for internet-based "Vultures"; "If this is their business style, invention must not be obvious to someone education support systems and methods. then I want absolutely nothing to do with with knowledge and experience in the The patent covers core technology relating them"; "Blackboard has turned its back on technological field of the invention" [ll]. to certain systems and methods involved those who have built it up from scratch"; As you may expect, numerous veterans of in offering online education, including " ... they'll drain D2L of financial reserves the 90s, including myself, are combing the course management systems... patents and establish a legal precedent that they archives for recorded evidence of LMS corresponding with the U.S. patent have can use in subsequent cases against other developments or component developments been issued in Australia, New Zealand and entities". IfI were a Bb executive, I would that precede Bb's patent filing date in Singapore ... "[2]. The patent referred to is be engaging maximum hyperdrive on the Australia. There is the problem, referred to earlier, of "being asleep on the watch", United States Patent 6988138, filed on corporate damage control system. "June 30, 2000" and apparently granted or to be more specific, "being too focussed Related to the anti-Bb backlash, there on 17 January 2006[3]. on pedagogical issues and neglecting the is widespread scepticism [7, 8] about Why has it taken over six months for corporate issue". To quote a somewhat patent law and its administrators: "Isn't it this news to break? Who was asleep on the risque statement of the corporate issue, ridiculous what the patent offices allows IT watch? Some hypotheses are discussed "Do we think open source Moodie is companies to patent?"; " ... probably it's below, but in brief the news broke because driving the cutting edge trends? Which one more of those "cases" that are needed Blackboard Inc., widely regarded as top suggests that the mega corp will need to to finally crash the whole patent industry dog amongst commercial providers of catch up to rear end us" [7]. Or, in the worldwide and send all those patenting LMSs (learning management systems) also risque warning from another Moodie bastards to hell!"; "The ever-brilliant [4 ], has sued Desire2Learn Inc., distant Fonnn correspondent, "My experience has US Patent and Trademark Office has second in the commercial LMS ranks, been that the bad guys will come up and apparently granted Blackboard a patent for for patent infringement, filing in the U.S. bite you in the bum if you aren't looking . .. well ... pretty much anything remotely District Court, Eastern District of Texas, under evety rock for them" . [7] related to learning management systems". on 26 July 2006 [5]. I'm not familiar with Secondly, I believe that we need to the correct legal jargon for this, but upon Also related to the anti-Bb backlash, publicise concerns about the fuzziness reading the copy of Blackboard's filing there are academic analyses of the flaws in of the dividing line between intellectual provided by The Inquirer [5], it seemed a system that allows patents where patent prope11y and intellectual piracy. One to me that Bb has initiated a "pre-emptive law should not venture: theme in the anti-Bb backlash discussed nuking" ofD2L [6]. ... what Blackboard claims to have above [7, 8, 9] is a deeply resentful feeling The Bb strike on D2L ignited invented in 2000 is almost an exact that Bb has, in effect, "pirated" everyone clone of what I described in 1997 and else's academic work, and fluked an commentary on biogs and forums [7], published in 1999. . . . my response lists [8] and in some newspapers [9]. In to Blackboard is this: where do you assignment of intellectual property rights, this humble column, I'll try to illustrate get off taking /my/ invention, which with the help of an examination procedure the fervour of the reaction against Bb, I shared freely with the rest of the that many view as flawed . Now being the fuzziness of the dividing line between world, in order to advance learning, duly licensed to sue, that is precisely what and claiming it as your own? Is this intellectual property and intellectual Bb is doing, in effect accusing others the model of learning to which you piracy, and the role that we and our subscribe, to use the legal system to of patent "piracy" (infringement) . To academic societies may play in informing deny learning to people who cannot assess for yourself whether Bb's patent our institutions and the Australian afford it? [ 1OJ really does represent an "... inventive

14 HERDSA NEWS m September 2006 ~ step" [11], read their pitch filed in characteristics . . . [five lines of detail nasty as Bb's strategy unfolds and if Australia, Standard Patent Application omitted] attacks upon its patents are unsuccessful. No. 2005203324 [12]. The actual date of b) A server computer in communication writing isn't clear, probably 1999 or 2000, with each of the user computers References so in looking for "prior art", try pre-2000. over a network, the server computer l. Pirates of the Caribbean: The Curse of For example, scan AJET 1996-1999 comprising ... [about ten lines of detail the Black Pearl. http://disney.go.com/ [13] and you will see a progressively omitted] disneyvideos/liveaction/pirates/main _ increasing proportion of atticles that are site/main.html Heck, that's what we were doing in concerned with online learning, using the Murdoch University's TLC in 1995, where 2. Blackboard Inc (2006). Blackboard Internet, etc, for education, or as Bb tenns the "system" was a Unix computer known Awarded Patent on e-Leaming it in the patent's title, "Internet-based as "cleo", running among other programs Technology. Press release, 26 July. education support system and methods". the NCSA web server that predated http://www. blackboard. cam/patent/ Check Hart ( 1996), Freeman ( 1997) and Apache, and shareware discussion forums patentpress.htm Brown (I 997) for starters [ 13]. Around Discus and NetForum. The "network" 3. US Patent & Trademark Office (2006). the world there is quite a large number was the campus LAN, 10 Mb/s Ethernet. United States Patent: 6988138. http:// of educators who worked very hard and All very communal, public, published patft. uspto.gov/netacgi/nph-Parser? effectively to implement fundamental knowledge [for example, 14], nothing Sect 1=PTO I &Sect2=HITOFF&d= change based upon the technologies, and patentable about cleo (though it was a sad PALL&p=l &u=%2Fnetahtml%2F who wrote papers for AJET and many day when cleo was retired). However , my PTO%2F srchnum. h tm&r = 1& f=G & other publications, prior to Bb's patent humble opinion about what's patentable 1=50&s 1=6,988, 138.PN.&OS=PN / applications. Quite justifiably, many will and what's not, and the intellectual 6,988, l 38&RS=PN/6,988, 138 resent and dispute Bb's claims in the press property-intellectual piracy dividing 4. Atkinson, R. (2005). The WebCT release [2] and in the patent [12], such as: line, is unlikely to have any influence Blackboard merger: Will it fulfil "For nearly a decade, Blackboard has upon events in the scene where these corporate expectations? HERDSA been a thought leader in thee-Leaming News, 27(3). http://www.users. industry and has developed products matters are determined for Australia, at IP that have helped to fundamentally alter Australia [11]. For a good short cut into bigpond.net.au/atkinson-mcbeath/ how educational institutions and their researching Bb's patents in Australia, see roger/pubs/herdsa-newslet2 7-3 .html educators teach and communicate with Blackfate [15]. 5. The Inquirer (2006). Firm sues students ," said Michael Chasen, CEO competitor over online learning of Blackboard. [2] This links into my third topic, what roles can we and our academic societies patent. The Inquirer, I August. The present invention also provides http://www.theinquirer.net / default. for access to a plethora of academic such as ASCILITE, HERDSA and aspx?article=33396 resources that supplement the ODLAA undertake in informing our student's online education experience. institutions and IP Australia about this 6. U.S. District Court, Eastern District The user may browse discipline issue? It's a big issue, and a task for teams, of Texas (2006). Blackboard Inc. specific information, resources and notwithstanding Blackfate's individual v. Desire2Learn Inc. Case 9:06-cv- communities linked to each course 00155-RHC Document 1-1 Filed website [ 12, p.31 of 120] effort [15]. Academic societies should be in a leading role, representing their 07/26/2006. Copy available [5 Aug In my own reading of Application older members who did the "prior art", 2006] at http://www.theinquirer .net/ No. 2005203324 I looked for evidence of and their younger members whose future images /articles /blackboard. pdf "thought leadership", but in my humble work should not be stifled by the threat of 7. For example, Feldstein, M. (2006) . opinion the document contains more Bb's big legal artillery. As publishers, the Blackboard Patents the LMS. 27 "thought copying" than "thought leading". societies possess the research papers that, July. http://mfeldstein.com/index. For example, the second quotation above in my humble opinion, substantiate "prior php/weblog/permalink/blackboard_ seems to me to just restate something that art". If acting together, societies could patents _ the_ !ms/; Blackfate (2006). our librarians at Murdoch University were afford the specialised legal advice that is http://blackfate.edublogs.org/; Moodie busy doing even before the arrival of the an almost mandatory feature of the patent (2006). Using Moodie: Blackboard first web servers and web readers (just world. Also, societies can decline to invite Patents. http://moodle.org/mod/fornm/ change "present invention" to "Library Bb to sponsor and attend conferences. discuss.php?d=50597 [login required] website"). On institutional fronts, the task may be 8. For example, notably , Burgos, B. To take just one example of claims harder, but at the very least every one of (2006). IT Forum posting, 3 Aug 2006 in the "We claim" section of Bb's us can insist that the ethical record of a 08:36:37 +0900; Downes, S. (2006). IT application: software supplier should be evaluated, Forum posting, 2 Aug 2006 22:05:34 - I. A system for providing to a community just as carefully as we evaluate fitness 0300. http://it.coe.uga.edu/itforum/ of users access to a plurality of online for purpose, user friendliness, cost and 9. For example, Carnevale, D. (2006). courses comprising: numerous technical details. We should Blackboard sues rival provider a) a plurality of user computers, each propose that every institution needs a of course-management software, user computer associated with a user "Plan B", so to speak, for changing LMS alleging patent infringement. The of the system having predefined provider, should things become really Chronicle of Higher Education,

15 r

m HERDSANEWS ~ September 2006

2 August. http://chronicle.com/daily/ 12. Blackboard, Inc. (2006). Internet 14. Brown, A. ( 1997). Designing for 2006/08/2006080201 t.htm based education support system and learning: What are the essential 10. Downes, S. (2006). Web-Based methods. Standard patent Application, features of an effective online course? Courses: The Assiniboine Model. No. 2005203324, Australian Patent Australian Journal of Educational http ://www.downes.ca/cgi-bin/page. Office, filed2005 .07 .28. http:/ /pericles. Technology, 13(2), 115-126. http:/ I cgi?post=35237 and http://www. ipaustralia.gov.au/aub/pdf/nps/2005/ www. ascili te. org. au/aj et/aj et 13 / downes.ca/blackboard _patent.him 082512005203324A l /2005203 324. brown.html 11. IP Australia (2006). The patents pdf 15. Blackfate (2006). All your LMSes guide: The basics of the patent system in Australia explained. http://www. 13. AJET (undated). Access to all volumes belong to Blackboard(TM) Inc (R). i paustralia. gov. au/pdfs/patents/ from 1985. http://www.ascilite.org.au/ http:/ /b lackfate. edub logs. org/2006/08/ patentsguide. pdf ajet/about/ajet-arcs-a.html Contact: [email protected]

The Institute for Teaching and Leaming (ITL) at The University of Sydney is pleased to announce that a new issue of Synergy is available. Synergy is a scholarly forum for the discussion and debate of higher education teaching and learning at the University of Sydney.

Issue 23, August 2006 features brief scholarly articles, profiles and reports on teaching and learning innovations.

• Enhancing research students' learning experiences through overseas placements • Feedback for Teachers surveys • An e-Leaming resource for the Health Sciences • Giving students a voice: discussion, reflection and interaction in teaching and learning • Leaming outcomes approaches to curriculum design and review in Agriculture • In their own words: finding out what students think about their university learning experience • Profile: Associate Professor Jennifer Hodgson (Associate Dean, Leaming & Teaching), Veterinary Science

The issue also includes a review of two book publications: Alan Skelton's Understanding Teaching Excellence in Higher Education: Towards a critical approach; and Angela Brew's Research and Teaching: Beyond the Divide; a run-down of recent work in the ITL; and a list of forthcoming learning and teaching conferences.

Visit Issue 23 of Synergy at http://www.itl.usyd.edu.au/synergy. For further information, comments or feedback, contact the Editor, Dr Tai Peseta at [email protected]

16 -

HERDSA NEWS m September 2006 ~ PhD Thesis Examination Overview report on an ARC Discovery Grant project 2003-06

By Allyson Holbrook, Sid Bourk~, Terence Lovat & Hedy Fairbairn

Introduction the sample included the Go8, IRU, new other largest groups being from the USA The research team of Allyson Holbrook, generation and unaligned categories. (19%) and the UK (9%). Only 24% of the Sid Bourke and Terence Lovat, assisted The candidates' age on enrolment examiners were female. ranged from 21 to 66 years with a mean by Hedy Fairbairn have just completed Thesis Examination Results a study of PhD assessment in Australia. age of 34 years. Age on submission of The researchers are members of the the thesis ranged from 24 to 76 years Five of the eight universities involved Centrefor the Study of Research Training (mean 39 years). There was almost an in the study use three examiners, the and Impact (SORT/) at the University of even balance of candidate gender with other three use two. The examiner Newcastle. 4 7% of candidates being female, 77% recommendations on the theses and the were native English speakers, and 59% university committee decisions are shown The PhD is clearly the pinnacle of formal qualifications in our education held a scholarship for at least part of their in the table below as percentages of the candidature. The most common entry total number of candidates. Clearly the system representing excellence and qualifications were an honours degree message is that submission of a PhD thesis attracting both resources and prestige to (46%) and a coursework masters degree normally results in the eventual award of universities. Candidates are highly valued (27%). On average each candidate had the degree. in their institutions and hold a privileged 2 supervisors over the course of their position. In tum the expectation is that candidature with 35 candidates (more The Examiner Reports their projects will provide an original and than 4%) having had four supervisors. significant research outcome, in the form The examiner reports, which ranged of a thesis. Theses across all Broad Fields of Study from one line to 1272 lines of text, (BFOS) were represented. Science theses were coded, line-by-line, identifying For Australian PhDs, normally the only made up 26% of the sample, and Arts, 28 specific codes, each in one of four assessment made is through the medium Humanities and Social Sciences 22%. major categories: Examiner and process of written reports on the thesis by either Other BFOS proportions were Health (4 codes), assessable areas covered (12), two or three external examiners. The (16% ), Education (11 % ), Business (9% ), dialogic elements (3), and evaluative examiners effectively set PhD standards. Engineering (8%) and Agriculture (5%). elements (9). Multiple line codes were the It was the content of the examiner There were much smaller numbers of norm with a mean of 2.2 text codes per reports in providing indicators of thesis Veterinary Science, Law and Architecture line of reports. quality that was the major focus of this theses. study. These reports were linked with Overall, 22 of the 28 specific text codes candidature and examiner information to Almost half the examiners (4 7%) were significantly related to the quality provide background information thought were located outside Australia, with the of the thesis as indicated by examiner to be relevant to the thesis examination process. Examiner Recommendation/ Examiner Committee The Candidates and Committee Decision Recommend Decision Examiners % % Personal and candidature information Accept the thesis as submitted 31 12 was collected from 804 candidates spread Invite (or require) minor correction to the thesis 40 46 across all discipline areas at 8 Australian Require more major correction(s) to the thesis 21 37 universities, together with the 2121 examiner reports on their theses, and some Revise and resubmit the thesis for further 7 4 examination information about the examiners ( eg, gender, location). Universities included in Fail, without the opportunity to resubmit 0

17 m HERDSANEWS ~ September 2006 recommendations. Some of the more codes. These intersections provide even that the female examiners in this BFOS prominent codes are mentioned below. more powerful indicators of thesis quality, were setting higher standards. Despite particularly for the highest quality theses this finding, when one looks more Examiner and Process and the marginal theses. In even more closely at the texts of the reports written Typically examiners focussed about fine-grained analyses, the ways in which by the female examiners, the language 5% of their report on each of two aspects examiners treat the literature review in used tended to be less dismissive in about themselves and the examination theses has been shown to be a particularly tone. process, not directly associated with the powerful indicator of thesis quality. Other thesis - personal and professional context analyses include the application of the A Few Concluding Comments (positively correlated with quality) Habermasian "ways of knowing" thesis to There are a number of issues that and application of anticipated criteria power discourse in PhD examination. this study addresses and/or raises for (negatively correlated). Other areas being investigated include further consideration. First, there is the PhD examination in the creative arts, with Assessable Areas Covered issue of thesis quality, its assessment and a focus on the exhibition that is commonly By far the most text in these areas recognition. With the coming Research an additional element in the process. relates to analysis and reporting offindings Quality Framework (RQF) exercise, the A few interesting extracts from our (37%, negatively correlated). Other major importance of assessing in PhD research various papers arising out of the study content concerns the significance and training and particularly the quality include the following. contribution of the thesis ( I 0%, positive), of the thesis outcome should not be l. Once the specialist vocabulary and the approach used in the thesis underestimated. was removed, there were no major (13%), focussing on method, design and Secondly, the study provides differences in the content of examiner execution. Approach was not correlated information about what examiners reports between most of the disciplines. with quality, suggesting there was a comment on, and therefore presumably Creative arts disciplines where the balance of positive and negative comment value, which can be used to assist examination normally included an on this area of the theses. candidates and their supervisors to better exhibition or performance were the meet examiner expectations. This is an Dialogic Elements exception here. ongoing commitment of the researchers The most common of these codes was 2. When the detailed content of their who, to date, have been invited to visit and examiner use of the first person (17%). reports were considered, examiners of present lectures, seminars or workshops This usage was generally an indicator of the same thesis were quite consistent. to candidates and/or supervisors in six Although there were some differences an examiner feeling relaxed because s/he universities in five States. in the examiner recommendations was examining a good thesis. Thirdly, the study adds considerable made, only 4% of theses had empirical information to the literature Evaluative Elements examiner reports that differed from in the important and neglected area of The most common types of comment in the committee decision by at least two doctoral assessment. Further studies are examiner reports were positive summative categories on the list of five possible planned in this area. and other positive judgments totalling recommendations shown above. We are particularly grateful to the 29% of reports. Given that most theses 3. In terms of overall thesis quality, we eight deans of graduate studies or their will pass, this should not be a surprising defined the highest quality theses equivalent in the universities that provided result. However, the largest single code as those where all examiners and the information for this study. Publication was formative instruction (21 % ) which the university committee uniformly is proceeding, but current information involved the examiner in attempting to agreed the thesis should be accepted about articles and conference papers teach the candidate ( and perhaps the as submitted, and marginal theses as produced from this study is available on supervisor) how to do or understand those where the examiners and the something. Use of this code implies there committee concurred that the thesis the SORTI website: http://www.newcastle. was something in the thesis that should should be revised and resubmitted edu.au/centre/sorti/ be improved. More obviously negative for further examination or failed. On Sid Bourke is a Professor in Education summative and other judgment totalled these definitions, almost 8% of the 804 specialising in quantitative research only 4% but, in addition, prescriptive theses were of the highest quality, and methods, affective assessment and comment accounted for 11% of examiner almost 5% were of marginal quality or research on research training. His reports. Prescriptive comment consists worse. other current projects include work on of "fix it this way" type of advice or 4. With respect to theses in the Arts, completion/attrition of PhD candidates, instruction, and is also a clear indicator of Humanities & Social Sciences, for research journal quality and impact, problems in theses. which more than one-third of the and the attraction of engineering as a The first level of coding described examiners were female, "Revise & profession. above is being supplemented by more resubmit" recommendations were Centre for the Study of Research intensive, extended analyses involving made twice as frequently by the female Training & Impact (SORTI) code intersections, particularly between the examiners (10.4%) compared with the The University of Newcastle assessable areas and evaluative elements male examiners (5.2%). This suggests Email: [email protected]

18 HERDS A NEWS ,:r.t September 2006 ~ Dental Students' Perceptions of their Problem-based Learning Environment

By Vicki Skinner, Tracey Winning, Gerry Mullins & Grant Townsend

What Were We Interested In case materials ( eg, 'clinical photographs, They experienced the updated introductory and Why? radiographs, dental charts and models) . PBL unit and PBL packages . Fourth-year Students work in groups of eight to students took part at the end of Semester We wanted to better understand investigate a PBL package, resulting in 2. They worked with the updated packages our students' experiences of the hybrid identification of learning questions related in their fourth year only. problem-based learning (PBL) Bachelor to the patient. Students then research their of Dental Surgery (BDS) curriculum . learning questions in groups and report What Data were Collected Of interest was students' perceptions of back on their research in subsequent and Analysed? the purpose and nature of PBL packages sessions. Learning from PBL packages and assessment and what these required The purpose of the analysis was to is also supported by related classes such them to do. Our curriculum/ PBL package characterise students' perceptions of PBL as laboratory, resource or clinic sessions design aimed to provide motivating, self packages in their own words and from provided after the initial investigation of directed learning opportunities with a their perspectives . Therefore, students the PBL pack age. focus of students' learning on integrated participated in individual, taped semi and systematic patient care. We asked how Our PBL packages continue to be structured interviews. The data were well our students' perceptions matched our developed in terms of the materials analysed using an inductive process design intentions. We are concerned that provided and format used. One of the major that involved identifying major themes if our students' perception s do not match changes we have made over the years and patterns in the data (Rice and Ezzy, our curriculum intentions, then intended has been to provide students with more 1999). outcomes may be compromised. support and structure. This particularly Our study draws on evidence from relates to linking the process used in PBL What do the Students Think other learning contexts that students vary packages to the processes used in clinic about PBL Packages? with patients . The PBL introductory first in their perceptions of what is required of Our students saw PBL packages as year unit (weeks 1- 7) was also changed them in specific learning and assessment an interesting and motivating way of to provide more structure and guidance tasks (Biggs, 2003, Prosser and Trigwell, learning. Fourth-year students reported for the PBL process and other support 1999; Ramsden, 2003). This research PBL packages were relevant to future sessions on self-directed learning and showed that variations in perceptions lead practice and prepared them for managing to different approaches to learning that were learning in groups . various patients . They applied a clinical positively or negatively associated with investigative approach when working learning outcomes. There is also growing Who was Involved? through PBL packages that reflected their evidence that students' understanding of Ethics approval was obtained from the clinic experience. The fourth-year group's PBL is not necessarily aligned with PBL University of Adelaide Human Research recognition of the purpose and clinical cmTiculum aims (Caplow et al., 1997; EthicsCommittee(H: 67-2001) . To explore relevance of PBL packages developed Duke et al 1998; Forbes et al 2001). variations among students ' perceptions of gradually during their third/fourth years, the PBL packages, we wanted to sample while in their first- and second-years they Where was the Study Done? a broad range of students. Therefore, we had been unsure of the purpose or process The BDS at the University of planned to select students on the basis of of PBL packages. Adelaide (Australia) commenced a their "Study Processes Questionnaire" First-year students had limited clinic hybrid PBL curriculum in 1993. It is a responses (voluntary; 90% response rate; experience but most recognised PBL five-year undergraduate-entry program Biggs, 1987). However, clear preferences packages were preparing them for future (approximately 50 students per year level for either deep or surface approaches dental practice. However in contrast to at the time of the study) . Students start were not evident. The sampling strategy the fomth-year group's repott of their investigating PBL packages from week was modified to selection of two groups early years experience of PBL packages, 1 in first year and continu e throughout of five students in each year level-one the first-year interviewees recognised the second to fourth year, while fifth year is with the highest and one with the lowest clinical relevance of PBL packages. They a predominantly clinical year. The PBL scores on the "deep approach" sub-scale. realised PBL packages were about patient packages consist of a patient scenario This resulted in participation of ten first management or learning a systematic way (presented in video , audio and/or print and nine fourth-year students . First-year of thinking about the process of caring for format) and supporting authentic patient students had completed six PBL packages. a patient. Two first-year students did not

19 -

t:'f':IHERDSA NEWS ~ September 2006

perceive the clinical parallels but focussed Students in both year levels gave will give us some insight into possible only on topics represented in the PBL similar accounts of group processes for relationships between perceptions of their package. researching and applying information learning context and their outcomes. Tn about their learning questions to the response to the variations in students' What do the Students Think PBL packages. In general, "learning" via perceptions of PBL, we are collecting about PBL Assessment? group-work was not talked about. There data from consenting first-year students were a very few references to group about their understanding of PBL, how Student perceptions of the PBL processes that supported learning, such as this develops over their first semester assessment included a focus on process or discussions that helped students develop and relates to their end of semester content. Fourth-year students approaches their understanding of the PBL package. performance. Tnresponse to the findings to PBL and assessment were consistent. When discussing group work, students related to students' experiences of PBL Specifically, they understood assessment talked about needing to manage the group work, another study is addressing was about being able to systematically difficulties of group work, eg, organising what students understand about and how analyse the information provided about meetings, or getting everyone in their they conduct their PBL group-work, and a patient and then demonstrate their group to contribute equally, or balancing how this relates to learning. knowledge of core concepts that were doing PBL work with other course relevant to the patient situation. work requirements. The groups adopted References In contrast, first-year students perceived strategies often oriented to complete the Biggs, J.B. (1987). The Study Process PBL assessment in two ways. Some task efficiently, eg, by delegating work so Questionnaire (SPQ): Manual. students thought assessment was about that not everyone had to do all the work, Hawthorn, VIC: Australian Council demonstrating an ability to systematically or to limit the need for group meetings. for Educational Research. analyse a patient scenario and apply There were variations in the match Biggs, J. (2003). Teaching for quality their knowledge during their analysis between individual students' strategies learning at university. 2nd ed of and response to the situation. Others for learning related to PBL packages and Buckingham, UK: SRHE and Open focussed on the content of the course, assessment, and the extent of agreement University Press. with assessment involving demonstrating between perceptions and strategies, eg, Caplow, J.A.H., Donaldson, J.F., Kardash, their knowledge and understanding of the (i) either perceiving a need for and C.A., & Hosokawa, M. (1997). main topics. adopting a patient-care focus and Learning in a problem-based medical learning for meaning for both PBL curriculum: students' conceptions. How did Students Learn For and assessment tasks; or Medical Education, 31, 440-44 7. PBL and Assessment? (ii) adopting a learning for meaning Duke, M., Forbes, H., Hunter, S., & Students adopted strategies to learn for focus and a mixh1re of strategies; or Prosser. M. (1998). Problem-based understanding or to manage the task. The (iii) forming limited perceptions of either learning (PBL): Conceptions and strategies that fourth-year students used to PBL or assessment and adopting approaches of undergraduate students investigate PBL packages were analogous various strategies. of nursing. Advances in Health to those they had used in the student Sciences Education, 3, 59-70. clinic, reflecting their clinic experience. What did we Learn? Forbes, H., Duke, M. & Prosser, M. The students positioned themselves as Students' perceptions of PBL packages (2001 ). Students' perceptions of the dental practitioner. First-year students varied in complexity from learning about learning outcomes from group-based, recognised they needed to investigate total patient care to learning individual problem-based teaching and learning PBL packages from the stance of a dentist topics. This variation was consistent with activities. Advances in Health Sciences or use a systematic approach to gathering their experience. We were encouraged by Education, 6, 205-217. and organising information or apply first-year students making connections Prosser, M. & Trigwell, K. (1999). information to developing a treatment between PBL and clinical practice. This Understanding Learning and Teaching: plan. contrasted with senior students who The Experience in Higher Education. When researching learning issues, hadn't been able to make this link until Buckingham, UK: The Society for students in both year levels indicated later in their program. Some students Research into Higher Education & they were aiming to understand, not just adopt coherent ways of learning for PBL Open University Press. memorising or rote learning, the material and related assessment that is consistent they researched. However, in general, with the aims of PBL, and others adopt Ramsden, P. (2003). Learning to Teach in students' descriptions or explanations ways of learning that are non-coherent or Higher Education. RoutledgeFalmer: of the learning methods they used are inconsistent with PBL aims. London. when individually researching learning Rice, P. & Ezzy, D. (1999). Qualitative questions were limited. Students did not Where to From Here? Research Methods: A health focus. use any new learning methods for PBL We need to review how these Melbourne: Oxford University Press. packages but continued with methods perceptions of PBL and assessment they had used in secondary school or relate to student outcomes. Analysis of Vicki Skinner is a Research Officer throughout their previous university/EDS students' concept maps of a PBL package and PhD candidate in the School of experience. completed at the time of the study Dentistry, The University of Adelaide,

20 HERDSA NEWS J:T:111 September 2006 ~ with qualifications in psychology and interests include analysis of student Contact: education. Her current research interests experiences and outcomes from PBL and [email protected] include analysis of student experiences self-assessment in clinic. Grant Townsend is Professor of Dental and outcomesfromPBL, with a particular Contact: focus on PBL groups. Science in the Adelaide School of [email protected] Contact: Dentistry. He was involved closely Gerry Mullins is an Adjunct Associate [email protected] in the planning, development and Professor in the School of Mechanical Tracey Winning is a Senior Lecturer in implementation on the PBL BDS Engineering at the University of Adelaide. the School of Dentistry, The University curriculum and in its ongoing evaluation. He has been involved in the evaluation of Adelaide. She has been involved He is actively involved in teaching dental of the PBL BDS curriculum since its in implementation, development and students in all years of the course and his initial implementation. His current evaluation of the Adelaide PBL BDS other research interests are in the field of curriculum and co-ordinates the research interests involve analysis of craniofacial biology. development and presentation of a the post-graduate research experience, range of PBL packages throughout particularly related to beliefs and values Contact: the curriculum. Her current research of supervisors and thesis examiners. [email protected]

The Annual Teaching and Learning Forum 30-31 January 2007 University of Western Australia

The University of Western Australia invites you to attend the annual Teaching and Learning Forum 30-31 January 2007 at UWA. The TL Forum is a combined WA universities event. The theme for the 2007 Teaching and Learning Forum is Student Engagement. What do we mean by student engagement? How does student engagement relate to the learning environment we provide for students? The Forum will provide the opportunity to explore these questions and what it means for teaching and the student learning experience. Keynote speakers are Professor Donald Markwell and Professor Owen Hicks.

Proposals You are invited to submit proposals as:

* Refereed Research Papers,

* Refereed Professional Practice papers

* Abstracts for non-refereed papers, workshops and activity sessions Key Dates Full papers for refereeing to be submitted by 13 October 2006. Abstracts for non-refereed papers to be submitted 17 November 2006. Final date for early bird registration 15 December 2006 Full details are available at http://www.catl.uwa.edu.au/tlf2007

21 ...

ffl HERDSA NEWS ..:::..lSeptembe r 2006

INTERNATIONAL COLUMN EXCHANGE Teaching Assistants in the United States By Virleen Carlson, In1mediate Past President, POD Network

POD is the acronym for Professional A third level of services is the highly and Organisational Network in Higher specialised area of International Teaching Education. Assistant development programs. This work combines the pedagogy of TA This article was written as part of the development, plus the pedagogy of Canada, Austrnlia, US Presidents of pronunciation for comprehensibility. Higher Education Societies co/1111111 The difficulty lies in the found<1tions exchange. It is the third and _final of the two TA pedagogies. Whereas the installment. TA developer traditionally comes from The most pressing problem in the the pe(fagogy of higher education research United States concerning teaching on lemning, the ITA developer hails from assistants is the language barrier when the the English-as-a-Second-Langtrnge and graduate student and the undergraduate linguistics background. This is not always student are not native speakers of English. the case, but it occurs often enough to More often, the non-native speaker is an make it worth noting. When working international graduate student studying in with the two groups of developers, very the United States and the native speaker few people move fluidly back and forth with a well-trained and supported graduate is the undergraduate. Undergraduate between the "learning" literature and the student, particularly if comprehensibility students, many for the first time, are linguistics literature, so to speak. coming in contact with an unfamiliar is there. The second occurs when the English accent. The most unfamiliar Even the traditional professional graduate student, degree in hand, leaves accents are those from the Asian countries, development conferences split the two the University for a teaching position. groups. Whereas POD in the US now but the "World Englishes" of the Indian This teaching position could be anywhere draws over 100 participants who identify sub-continent and parts of Africa can be in the world. Increasingly, US natives equally challenging. This is compounded themselves as being interested in TA seek positions around the world, and by the graduate scholars teaching the hard Development, the TESOL (Teachers of sciences, which are admittedly considered English to Speakers of Other Languages) international students return to their home "bard" by undergraduates. conference has an equally dedicated group countries seeking faculty positions. There of over 100 participants who identify The best teaching assistant are many permutations of these global themselves as being interested in ITA development programs invite native changes and exchanges. and non-native speakers to sit side by development. It is the goal of every teaching assistant side in workshops, mentoring programs, POD conferences become the and international teaching assistant classes, seminars, brown bag discussions, ideal forum for all teaching assistant orientations, and large (guest) lectures. developers to meet, exchange ideas, and developer that I know, myself included, It is also very productive to have special present sessions. Because the wider goal to ensure that the next "crop" of faculty programming just for teaching assistants, is the success of the graduate student, the members assume their teaching careers POD committee for teaching assistant without faculty present, as the politics of with the best start possible, and that the asking questions in front of faculty has developers chose a new name recently, undergraduates have the best teachers been known to keep many a TA from the committee for Graduate Student asking what she/he wants to know. Professional Development. as soon as possible. We have too much Centers for Teaching and Learning There are two levels of success. The research going back a quarter of a century across the United States have a faculty first occurs when the graduate student, to ignore the ethics and pragmatics of development component, plus a native English speaker or non-native, has making all our TAs better, faster. teaching assistant component if there a positive experience in the American are enough graduate students to warrant classroom. Undergraduate students find it For details about the POD Network go services beyond the departmental level. easy, comfortable, and rewarding to study to www.podnetwork.org

22 HERDSA NEWS m September 2006 ~ Higher Education in the Headlines

By Peter Kandlbinder

A summary of the top stories on to be more inclined to complain about rejected politics coming into the university higher education from the last 3 months the quality of higher education than in classroom . Concerns were also raised in of Australian Higher Education, Times previous years. the Chronicle about the lower numbers Higher Education Supplement and the The British higher education sector of low-income students and an increasing Chronicle of Higher Education has been preoccupied with a pay dispute gap between rich and poor attending This is a new feature in HERDSA during which the Times has reported university. News. I am grateful to Peter Kand/binder imminent job cuts and increased for offering to compile this article. casualisation in a time of larger revenues Websites consulted In the Australian sector the change of for universities and bonuses being paid www.theaustralian.news.com.au Minister led many universities to call on to attract academic staff due to a skills www.thes.co.uk shotiage. Britain has begun to feel the the new minister to reduce government red ~hronicle .com/ tape, which she later reportedly agreed to impact of introducing student fees with Peter Kand/binder is a Senior Lecturer do. Whatever changes are made will need students increasingly scrutinising courses in the Institute for Interactive Media and to demonstrate increased diversification and universities needing to offer financial Learning at the University of Technology, in the sector which at various times incentives to attract high quality students. Sydney. His main responsibility is meant through university mergers, calls The US continues to be focussed on for academic development in area of for increased links with industry or the security with the Chronicle questioning assessment and over the past 15 years he introduction of specialist universities. At the quality of personal safety with has been providing similar support for the same time universities have had to allegations of systematic abuse and attacks come to terms with the introduction of on US campuses. Fears about terrorism problem-based learning, postgraduate voluntary unionism and students continued are threatening to undennine academic supervision and other forms of small focus on the financial benefits of higher freedoms through the reclassification group learning at a number of universities education, prefening to take courses that of documents and accusations of being in Australia and the South Pacific. offer the employment opportunities than unable to speak out about matters of Contact: science and maths. They are also reported national importance. Meanwhile a poll [email protected]

Hawaii International Conference on Education The 5th Annual Hawaii International Conference on Education will be held from January 6 (Saturday) to January 9 (Tuesday), 2007 at the Waikiki Beach Marriott Resort & Spa, the Radisson Waikiki Prince Kuhio, and the Pacific Beach Hotel in Honolulu, Hawaii. The conference will provide many opportunities for academicians and professionals from education related fields to interact with members inside and outside their own particular disciplines. Cross-disciplinary submissions with other fields are welcome.

For detailed information about submissions see: http:/ /www.hiceducation.org/cfp _ edu.htm

Hawaii International Conference on Education P.O. Box 75036 Honolulu, HI 96836 USA E-mail: [email protected] Website: http://www.hiceducation.org

23 -

~ HERDSA NEWS ~ September 2006 New HERDSA Guides Launched

Two HERDSA Guides were launched at the conference. 'Managing Student Teams' is a new addition to the collection and should provide a valuable resource for staff and students seeking to use teams in research projects. So often students come together to work on a project with very little guidance about the nature of team work and the result can be very frustrating for all. 'Up the Publication Road' has proved a very helpful guide for many staff seeking to get a paper accepted by an academic journal. Today getting published is even more urgent than it was when the first edition appeared around 15 years ago. Royce Sadler's revised edition is therefore very timely. HERDSA Guides have been selling well recently. Members wishing to Donella Caspersz, Allan Goody (HERDSA Occasional Publications Editor) purchase copies can do so over the web, and Royce Sadler www.herdsa.org.au Details can be found in the advertisement on the back cover. Managing Student Teams the challenges facing staff and students Up the Publication Road in using student teams, before describing (3rd Edition) Donella Caspersz, Judy Skene and strategies that can be used to manage these. Madeline Wu The guide discusses the knowledge and Royce Sadler Publishing m scholarly journals: Effective student teams don't just happen; skills required by students for managing how the system works, and how to help they are made to happen. This guide is a successful student team project, the system work for aspiring authors. written for teaching staff, in any field, who provides guidance on the sequence in are interested in using student teams as which strategies may be used, and high Deciding on a suitable journal, copyright, part of their teaching strategy. Stemming lights some overarching principles and refereeing procedures, preparing a from a research project surveying both guidelines which could be followed by manuscript, submitting a paper, proof staff and students on operational aspects staff and students in managing student reading, and how to cope with rejections. of student teamwork, the guide discusses teamwork. 57 pages, 2006 40 pages, 2006 (3rd Edition)

HERDSA List Serve

Changing your email address?

No need to contact the HERDSA Office or Roger Landbeck go to

http ://mailman.an u.edu.au/mailman/listinfo/herdsa

where you will find the steps to take.

24 HERDSA NEWS m September 2006 ~

BooK REVIEWS

Doctorates Downunder- Keys to successful doctoral study in Australia & New Zealand Carey Denholm and Terry Evans

ACER Press, Camberwell - Victoria, 2006, 227 pages. ISBN 0 86431 429 9 (paperback), AUD $34.95

Reviewed by Margaret Carthew

Doctorates Downunder (DD) on a thesis topic; authors McCormack, "Writing as a research tool", "Thinking demystifies the doctoral study process. The Kiley, Maher and Cripps demonstrate the and writing for your thesis" and "Research book is divided into twenty-eight chapters benefits of structure via the development skills and writing a thesis". written with no-nonsense entertaining of personal learning plans. The extensive The two chapters in Section Eight clarity guaranteeing that you don't fall nature of doctoral work confounds many reveal the examiner's outlook and asleep in the middle of a topic. Chapters prospective candidates, however, by are grouped into nine major sections following the guidelines set out in Chapter Margaret Kiley and Gerry Mullins give allowing the reader to quickly ascertain Ten goals are clarified, the skills possessed hope to all aspiring doctoral candidates where to start answering his/her questions. and needed are identified, and who/what is explaining that examiners are "human" Each chapter consists of a collection required to achieve the objective becomes and for the most part look forward to of short essays from several authors more obvious. reading candidates' theses. When oral with experience in the field, providing For individuals who have remained in examination is a requirement of thesis meaningful insight into the various aspects the tertiary system and, as yet, have not completion, Rowarth and Fraser provide of doctoral study. For those who may obtained employment, there is a chapter insight to prospective candidates on have completed their initial degrees via on "Preparing for postdoctoral life" successful completion of the process, distance mode study and are continuing written by Alan McAlpine. offering an explanation of the oral exam onto higher level degrees via off campus/ Section Four contains the necessary external mode (as I have), DD offers a skeleton of research oriented study. purpose, hints on preparation and finally, realistic appraisal of the doctoral process. Margaret Zeegers and Deirdre Barron words of wisdom for the acceptance of the Even for those already entrenched in their analyse generic skills training; Robyn judgement by the examining panel. PhD or Professional Doctorate project, Barnacle points-the-way to becoming I feel if you take the time to read DD can provide valuable insight into areas a critical researcher; Justin Denholm Doctorates Downunder, implement the such as maintaining contact with support establishes guidelines for ethical research strategies outlined and heed the practical staff, sustaining impetus, part-time study, practices; and Jacqueline Rowarth and advice provided, it will take you a producing effective presentations, being Pam Green present strategies for sustaining critical and ethical, publishing and the inspiration and motivation. substantial part of the way to attaining the examiner's assessment procedure. Laureate Professor Peter Doherty title "Dr". For my part I will be placing Section Five (authored by Carey aptly indicates the worthwhile practical my copy ofDD beside the bed and perhaps Denholm, Christopher Newell, and Terry guidance provided throughout DD in the on occasion even under my pillow; it has Evans,) contains revelations about the Forward: "This is a volume by people given me heart to undertake what I initially personal obstacles candidates may face, who have been there, done that, and are felt was a dream well beyond my reach. along with information for individuals now well-placed to pass on the basic Margaret Carthew is a Master of with disability or chronic illness and understanding to others. Any intending or Education with Honours Candidate those trying to maintain the balance current graduate student can dip into the between study, work and family; very various chapters with profit". in the Faculty of Education at James important considerations in a time when Carey Denholm, Frances Martin and Cook University. She hopes to continue equity issues and economic pressures Jill Scevak are the authors in Section Six, to the Education Doctorate. Her topic are prevailing factors in society. Brian which conveys ways to communicate is "The Knowledge Society - Education Edwards, Sarah Wilks and Mary Krone thesis research through avenues including Stakeholders' Perceptions and how feature in Section One for beginning oral presentations, publishing in academic Professional Development is meeting the candidature, providing questions and tips, journals and most importantly guidelines need for Teaching and Learning Change and sharing case scenarios to explain the for clear writing of theses. Following with a focus on Differences for Rural/ desirable characteristics of a productive on in Section Seven Erica Mc William, Remote Areas". candidate. Robyn Owens, Robert Cantwell and Gilah Personally, Chapter Ten was very Leder and Lloyd Holliday detail the thesis Contact: pertinent during initial attempts to focus preparation examining "Argumentation", [email protected]

25 -

m HERDSA NEWS ~ September 2006

BOOK REVIEWS

A Guide to Learning Independently Lorraine Marshall and Francis Rowland

4th Edition (2006). Pearson Education Australia, Frenches Forest, Sydney. ISBN 1-74103-372-1.xx+ 307 pages. A$ 37.95

Reviewed by Roger Landbeck

A Guide to Learning Independently illustrate the principles being described, how learning is evaluated. As you might first appeared 25 years ago in the same very effectively. These are drawn from expect self evaluation of learning is year that the personal computer became a wide variety of sources, which is a encouraged. available. Much has happened in the learning experience in itself. Finally there Finally there is an appendix dealing intervening years, particularly in the are further readings supplied at the end of avoiding sexist language and attitudes. realm of computers in daily life, which is the chapter. I was surprised that, despite the recognised in this fourth edition. However The first five chapters are all about emphasis of the book on learning, there the principles of the book, that oflearning the individual learner who is encouraged was no mention of the conceptions of to become an independent learner, remain to be very reflective about a wide variety learning and other aspects of learning the same. Back then the book was head of topics from the physical and emotional that have been investigated by the and shoulders above other study skill self to learning how to remember. The five phenomenographic research methodology. manuals because of its emphasis on the topics are You, Planning when and how Further the research on the intellectual learner and its style that actively engaged you study (approached in a refreshingly development of the learner by William the reader with question after question. different way), Becoming an independent Perry is not mentioned either. I would While study techniques were covered the student, Asking your own questions. and have thought it would have been helpful reader was invited to reflect on issues like Learning and remembering. I believe to weave these topics into the text. the nature of tertiary institutions ( chapter these should be compulsory reading for 3), the assumptions of evaluation, (chapter all students. I have written enthusiastically about this book but I am left facing some very 16) and many issues not considered by Chapters 6 to 10 deal with taking practical questions. Will students, who are other study manuals. in and evaluating ideas, using a range under great pressures these days, be able The fourth edition now includes of information sources, analysing and to find time to read, reflect and act on the descriptions of the changing university researching a topic. Approaches to reading questions raised in this book? Will they be scene, the social, cultural and political and listening to lectures are covered here. factors of the current times and their Chapter 8 on using libraries and other able to afford to buy another book with effects on learning and being a student in infonnation services has a useful section their limited resources? I fear that students the 21 st century. Given the current staff on identifying primary and secondary just about manage the assessment tasks of student ratios and other pressures on staff sources. their units and have little time for anything the principles of becoming an independent Chapters 12 to 16 deal with else. Yet I know that by following the learner are even more important and communication in both in writing and ideas in the book students will not only be urgent than in 1981. through discussion groups. There are successful in their courses but will have Each chapter begins with a discussion useful ideas about participating in groups a far more satisfying learning experience. of the topics to be covered followed by a and the teacher's authority in a group. How can they be convinced to spend the pithy three or four line description of the Writing is approached by considering how time on learning how to learn? contents. The approach to study described to develop the skill with encouragement I know that the book has been written in the book is non prescriptive and the to write in different styles. I hope that the and revised on the basis of many years reader is reminded that there is no "right use of Biogs to encourage writing will be of use with thousands of students at way" and offered a variety of approaches covered in any revisions as it does not get Murdoch University so I wonder what with discussions of the differences, a mention here. Neither do Wikipedias in evidence there is about the use of the book including some comment on what might the chapter on information sources. by students. Do they use the book and if be appropriate for different individuals. Chapter 16 deals with the important so how helpful do they find it.? I really There are a large number of quotations topic of evaluation in learning asking, why hope there are positive answers to these scattered throughout each chapter, which evaluate learning, who evaluates learning, questions.

26 HERDSA NEWS m September 2006 ~

BooK REVIEWS

A Learning Companion. Your guide to practising independent learning Lorraine Marshall

(2006). Pearson Education Australia. Frenches Forest, Sydney. ISBN 0-7339-6997-1. xii+ 323 pages. A$ 38.95

Reviewed by Roger Landbeck

"A Learning Companion" is written book. The chapter on numeracy is very However I think it would reqmre by Lorraine Marshall one of the authors useful particularly I guess, for those who considerable dedication for students to of "A Guide to Learning Independently". find maths frightening. work through the exercises in addition to The two books naturally share the same Each exercise has a clear structure. their program of study, given the pressures approach, to encourage independent This includes learning log entries to guide and constraints they are under at present. learning. However "A Learning the student's writing, required reading I therefore find myself posing the same Companion" develops the approach mostly based on "a guide to learning questions I put in the review of"a guide to through a series of structured exercises independently", worksheets and a series learning independently". One way around compared with descriptive chapters. of learning activities. this problem would be for the disciplinary Hence there are exercises on Learning The exercises are based on considerable units to incorporate appropriate material from Lectures and Understanding the into their programs. nature of university essays. field testing with students at Murdoch University. However I am a little sceptical Ideally all students should purchase The introduction sets out the as to whether the suggested time allowed both these books but if it was only possible principles, methods and outcomes of is realistic. For example I tried Activity 21 to afford one then it would be best to the exercises. This is followed by two buy "a guide to learning independently". sections on learning beginning with the "Understanding the nature of university encouragement to keep a learning log. essays". There are seven parts to the However copies of"a learning companion" Then follows four chapters on Learning activity plus six pages ofreading. should be made available through learning from lectures and discussions, Reading, The book is full of excellent material centres within an institution. Numeracy and Writing essays. Thus there to develop independent learners, which Roger Landbeck is editor of HERDSA are some topics from "a guide to learning enhances and reinforces the content of News and moderates the HERDSA list independently" that are not covered in this "a guide to learning independently". serve.

27 r

Higher Education Research and Development Society of Australasia Incorporated

Announces TWO new HERDSA Guides

Managing Student Teams Donella Caspersz, Judy Skene and Madeline Wu

Up the Publication Road (3rd Edition) Royce Sadler

HERDSA GUIDES PRICELIST

HERDSA Members $15.00 per guide Non Members $20.00 per guide Bulk Discount ( order 5 or more guides MEMBERS) $13.00 per guide Bulk Discount (order 5 or More guides NON- MEMBERS) $18.00 per guide Postage and packing are included in orders within AUSTRALIA

FOR A FULL LIST OF HERDSA GUIDES

PLEASE VISIT THE HERDSA WEBSITE

www.herdsa.org.au/publications

PO Box 27, Milperra, NSW 2214 Australia

Phone: +6.12 9771 3911 Fax: +61 2 9771 4299

Email : [email protected]