Elaine Huber

An Analysis of Internally Funded Learning and Teaching Project Evaluation in Higher Education.

– In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. , – The emergent realism paradigm provides the theoretical framework with a pragmatic approach to mixed-methods data collection. Thematic analysis was used to analyze the transcripts of interviews with 15 project leaders. , – Four key themes on project evaluation emerged: how evaluation is conceptualized, particularly the overlap, even conflation, between evaluation and research; capability building within the sector; resourcing in terms of time and money; and the role of an action-oriented approach to evaluation. The authors conclude that misalignment exists between evaluation theory and the practice of project evaluation and that this relationship can be further inhibited by a project leader’s perception of evaluation. , – A series of strategies for developing capacity across the higher education sector for project evaluation are presented. These include the development and provision of: a time allocation for evaluation in future and ongoing project plans with procedures to revisit the project and assess impact; models of how to incorporate evaluation into the research cycle; constructive feedback on evaluation reports from the university funding body; and networking opportunities to disseminate learnings from project evaluations. , – This study focusses on the under-researched area of evaluation of learning and teaching projects in higher education, providing research-based evidence for strategies to develop sector capacity.

ENGAGING WITH ACADEMIC INTEGRITY: A FOCUS ON THE TEACHER

Research into academic integrity has been approached from a range of perspectives. In many cases a student-centered approach is taken towards investigating academic literacies and the best ways in which to approach plagiarism, whether it be through lack of understanding or purposeful. Few studies focus on the teachers and this study will contribute to the body of knowledge in this regard by asking “How are staff being supported to redirect their understanding of academic integrity based on penalties and punishment towards a more supportive and sustainable approach?” A first step could be to guide teachers to the location of relevant policies and procedures then to raise their awareness of their practicalities. From there, to develop understanding of how good assessment design and pedagogy can provide students with the opportunity to excel in their studies. This paper describes the design, development and implementation of a professional learning online module for staff at one Australian university. The online module enables staff to engage in critical discourse about academic integrity issues in an authentic context and through a community of practice.