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Research Seminar: Teaching-specialists in Australian research-intensive universities

Abstract: Teaching-specialist or teaching-focused positions (Probert, 2013) differ from casual teaching positions and teaching-only positions.  They comprise 60+% of academic workload allocated to teaching, with any research time usually assigned to the scholarship of teaching, rather than to discipline-specific research.  Teaching-specialist positions purportedly provide the same opportunities for promotion and staff development as those offered to research-only or research-teaching academics.  In theory, teaching is to be afforded the same status as research.  Whether this is the reality, is one of the issues that this study will explore.

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Work Integrated Researching by groups of students: WIRED for employment research seminar

Abstract: This presentation focuses on small teams of students researching in professional workplaces. Such Work Integrated Researching (WIR) value-adds to students’ knowledge base about future employment contexts, and provides a different perspective from work-based learning, allowing students to deeply observe and understand much about the less-tangible aspects of workplaces. Moreover, WIR may provide employers with useful understandings that connect theory with practice, as well as enable academics to engage in meaningful and realistic partnerships with industry. WIR may best be conducted by small groups of students to enable their mutual support, to reduce supervision load and travel, and especially to provide a united but varied focus on an industry issue.

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Research Seminar: Measuring student wellbeing, a Canadian case study

All welcome.

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