[Herdsa] [HERDSA]: News on Wed 29th July 2009
landbeck at ozemail.com.au
Wed Jul 29 11:05:08 EST 2009
Dear List Members
This week we have:
Request to new ALTC citation holders who are HERDSA Members
Call for contributions to Special issue of HERD on Critical Thinking in Higher Education.
Positions vacant in Hong Kong and Victoria University, Melbourne.
Call for Cases for a book on e learning
Call for Contributions 8th Annual Hawaii International Conference on Education
New additions to database on International Education
AUQA Report for the University of Queensland
Some articles from University World News
1) The 2009 ALTC Citation Awards. Request to HERDSA Members.
Thanks to all those who have already responded to this request. I'd like to hear from any others. I hope you all enjoy the awards ceremonies.
The list of those who have received awards has just been published (see
www.altc.edu.au) and they will be receiving their awards at a series of ceremonies during August. If you have received an award and are a member of HERDSA please let me know<Landbeck at ozemail.com.au> so I can publish your name and citation details in the September HERDSA News. I would need to know by Mon 3 Aug to ensure inclusion in the News.
2) INVITATION FOR CONTRIBUTORS to a Special Issue of HERD
Contributions are invited for a special issue on the topic: Critical Thinking in Higher Education to be edited by Dr W. Martin Davies from the University of Melbourne. Papers should be submitted by December 30th, 2009 for an issue to appear in June 2010 or to meet the production date to be scheduled by the publishers.
Papers should be no longer than 7000 words inclusive of references and follow the stylistic conventions of the HERD journal. All papers will undergo peer review. Papers should be submitted to the guest editor, Dr W. Martin Davies by email: wmdavies at unimelb.edu.au or via ordinary mail to the following address:
Teaching and Learning Unit
Faculty of Economics and Commerce
198 Berkeley Street, Parkville 3010
Melbourne, Victoria, Australia.
For manuscript guidelines see: http://www.informaworld.com/smpp/title~db=all~content=t713423834~tab=submit~mode=paper_submission_instructions
Papers should be original, previously unpublished papers. They can be comparative reviews, empirically-based papers or reflective case studies. For the HERD Editorial Policy, see: http://www.herdsa.org.au/?page_id=189
Contributions for this special issue can cover, but are not limited to, the following areas:
• What constitutes critical thinking in the higher education context?
• The nature of critical thinking as a graduate attribute/generic skill, i.e., what does it mean to produce graduates that can “think critically”, and how is this best achieved?
• Culture and critical thinking: is the skill of critical thinking culturally invariant?
• The generalist-specifist debate in critical thinking: is critical thinking a general skill, a subject-specific skill, or both? What are the implications of this for teaching and learning?
Educational Practices, Pedagogy and Training for Employment
• Critical thinking as a form of inquiry in higher education: what does it mean to expect graduates to demonstrate “critical thinking” in assignments, theses and term papers?
• How can critical thinking be best embedded in the disciplines, and is this desirable?
• How can the skill of critical thinking be best taught to students in the tertiary context? What pedagogical strategies can be used?
• Critical thinking and new technologies, e.g., computer-aided mind mapping, concept mapping and argument mapping. Are these new technologies evidence-based and effective?
• Critical thinking, university graduates and employment-readiness: trends and prospects for the future.
• Critical thinking, psychology and the human developmental sciences: what do these tell us about the educational aspects of critical thinking?
• Critical thinking and cognitive science: What does work in multidisciplinary fields—Artificial intelligence, computer science, neurology, etc.—teach us about the educational aspects of critical thinking? What are the implications of this for teaching and learning?
For further information contact:
Dr W. Martin Davies, Guest Editor
Deputy Director, Teaching and Learning Unit
Teaching and Learning Unit, Faculty of Economics and Commerce
The University of Melbourne, Parkville, Victoria, Australia, 3010
email: wmdavies at unimelb.edu.au
'phone: (03) 8344 5727
mobile: 042 574 6523
fax: (03) 8344 8597
institutional 'web: http://tlu.ecom.unimelb.edu.au/
personal 'web: http://tlu.ecom.unimelb.edu.au/about_us/martin.html
Associate Editor: Higher Education Research and Development
3) POSITIONS VACANT
1) The Hong Kong Polytechnic University invites applications for
the following positions in its Educational Development Centre:
Senior Educational Development Officer (SEDO) / Educational
Development Officer (EDO)
The Hong Kong Polytechnic University (PolyU) is the largest
government-funded tertiary institution in Hong Kong, with a
total student headcount of about 27,200, of which 13,500 are
full-time students, 11,400 are part-time students, and 2,300
are mixed-mode students. It offers programmes at Doctorate,
Masterâ€™s, Bachelorâ€™s degrees and Higher Diploma levels. The
University has 26 academic departments and units grouped under
six faculties, as well as 2 independent schools. It has a
full-time academic staff strength of around 1,250. The total
consolidated expenditure budget of the University is in excess
of HK$4 billion per year.
The Educational Development Centre (EDC) is a large Centre of
its kind. Its mission is to enhance the quality of teaching
and learning at the University and it plays a pivotal role in
supporting the University in the development and
implementation of a range of strategic initiatives in teaching
and learning. Please visit the website at
http://edc.polyu.edu.hk for more information about the Centre.
The appointees will be required to
(a) design and deliver staff development programmes for
academic staff who are new to teaching, and for research
students who have teaching duties;
(b) conduct workshops/courses for academic staff on a wide
range of topics on pedagogy and curriculum development;
(c) support departments/programme teams/academic staff in
designing and implementing student-centred learning strategies;
(d) support the University in promoting and implementing
strategic initiatives in teaching and learning.
Applicants for the post of SEDO should have
(a) a doctoral degree in Education or a relevant discipline;
(b) at least twelve years of proven and successful experience
in post-secondary teaching, including substantial experience
in the field of academic/educational development;
(c) excellent facilitation/interactive teaching skills and a
commitment to student-centred learning;
(d) a proactive and innovative work style with the ability to
work independently and co-operatively;
(e) strong organizational, problem-solving and leadership
(f) excellent communication, consultation and interpersonal
Preference will be given to those with experience in one or
more of the following areas: curriculum development,
outcome-based approach to student learning, work-based
learning, first year experience and capstone experience in
university. Candidates with less qualification/experience will
be considered for the post of EDO.
Short-listed candidates will be required to give a live
demonstration of their teaching/facilitation skills and attend
Applicants can contact Dr Angela Ho at email
etangela at inet.polyu.edu.hk for further information.
Salary offered will be commensurate with qualifications and
experience. Applicants should state their current and
expected salary in the application. Remuneration package will
be highly competitive.
Please submit application form via email to
hrstaff at polyu.edu.hk; by fax at (852) 2764 3374; or by mail to
Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong
Polytechnic University, Hung Hom, Kowloon, Hong Kong.
Application forms can be obtained via the above channels or
downloaded from http://www.polyu.edu.hk/hro/job.htm. The
closing date for application is Saturday, 29 August 2009.
Applicants who are not invited to an interview within two
months of the closing date should consider their applications
unsuccessful. Details of the University's Personal
Information Collection Statement for recruitment can be found
2) Victoria University, Melbourne.
The Centre for Innovation in Learning and Teaching (CILT) is a new centre that is driving innovation at Victoria University (Melbourne Australia). It is delivering exciting new activity across research, curriculum development and staff capability development consistent with the strategic directions outlined in Making VU: A statement of purpose. In particular, this includes a commitment to initiatives that support and promote Learning in the Workplace and Community (LiWC), flexible delivery, internationalisation and curriculum design for student support.
As one of two new portfolio leaders, you will lead the development and coordination of CILT projects in your specialised area, supervise staff of the portfolio and provide advice on strategic opportunities, services provision and allocation of resources to the Senior Leadership Team.
Portfolio Leader - Teaching Support and Educational Development Portfolio Leader - Teaching and Learning Research and Development
Academic Level C/D $82,847 - $109,896 per annum plus 17% employer superannuation contribution. Both positions are full time, continuing appointments based at St Albans Campus.
Apply your excellent communication skills, network building capabilities and project management skills to lead the team of staff supporting VU's strategic direction. You will have suitable postgraduate qualifications, a reputation for outstanding research in your field which includes a proven record of obtaining grants for research and a comprehensive understanding of the Tertiary Education sector.
Applications for these positions close Friday 14 August 2009.
How to apply:
For further information and a Position Description, visit our website www.vu.edu.au/jobs or phone 03 9919 4957.
4) CALL FOR CASES
Globalized and Culturally Appropriate E-Learning:
Challenges and Solutions
A book edited by Dr. Andrea Edmundson, CPLP
CEO, eWorld Learning, Inc. USA
Founder, Global eLearning Community
In 2007, Dr. Edmundson published Globalized E-Learning Cultural Challenges (http://www.igi-global.com/books/details.asp?id=6045). Since then, more research has been done in the field and practical examples are available. This book will cover actual cases that encompass cultural influences on e-learning and how challenges were resolved. The ability to provide culturally appropriate e-learning requires an integrated approach from several disciplines: Translation, localization, interculturalism, cultural analysis, instructional design, web interface design, and so forth. This book will address such challenges as interdependent.
Overall Goal of the Book
The goal of this book is to share contemporary knowledge (practical experiences and recent research) on how to adapt or develop e-learning that promotes equitable learning outcomes for targeted learners by addressing interdependent disciplines. In the first book, Globalized E-Learning Cultural Challenges (2007), culturally appropriate e-learning was a pioneering topic. Now, with more empirical research and experience in the field, the goal of this book is to make research and theory 'come alive' by presenting case studies that illustrate the different challenges faced when offering e-learning to learners of other cultures but, most importantly and how they were resolved.
1. To provide organizations with information and data about the e-learning needs of learners in other cultures.
2. To illustrate how educational and multinational organizations can find, create, or adapt e-learning for use in other cultures - the techniques of instructional design, what content is appropriate, what media can be used, etc.
3. To provide an overview of contemporary (last 5 years) research on culture and cross-cultural dimensions, especially as it pertains to online learning.
4. To demonstrate how cultural values and perspectives affect how education is provided, structured, promoted, created, and designed in various countries.
5. To illustrate the challenges and successes of adaptation techniques when designing e-learning for another culture, or when matching the needs of a culture to the characteristics and features of an e-learning course.
6. To offer a multicultural perspective of the challenges, not an ethnocentric American one, by soliciting contributions globally, especially from the countries heavily invested in e-learning such as in India, China, Japan, and Korea.
To read the call for cases, visit either link below:
http://www.RunMyClub.com/eWorldLearning/ClientFiles/Call for Cases-EdmundsonA.pdf
NOTE FROM THE EDITOR
Deadline extended to July 31 2009 (while I am traveling), in case anyone is interested in contributing at the last minute. In addition, we are accepting mini-lessons learned blurbs for people who want to contribute insights/experiences but don’t have time to write a complete chapter. Thanks, Dr. Andrea Edmundson
APOLOGIES FOR VERY SHORT NOTICE- THIS REQUEST HAS ONLY JUST COME-List Moderator
5) Call for Papers/Abstracts/Submissions
8th Annual Hawaii International Conference on Education January 7 - 10, 2010 Waikiki Beach Marriott Resort & Spa / Hilton Waikiki Prince Kuhio Hotel Honolulu Hawaii, USA
Submission/Proposal Deadline: August 14, 2009
Pepperdine University - Graduate School of Education and Psychology University of Louisville - Center for Sustainable Urban Neighborhoods New Horizons in Education - The Journal of Education, Hong Kong Teachers'
California State University, East Bay - Educational Leadership Program
Website address: http://www.hiceducation.org Email address: education at hiceducation.org
Submitting a Proposal:
Submit your paper/proposal by using our online submission system! To use the system, and for detailed information about submitting see:
6) Latest addition to database on International Education
Dear Roger & HERDSA members
The IDP Database of Research on International Education has been updated with 111 new records. The latest entries can be browsed from the New Additions page at:
See also http://twitter.com/idpdrie for publications as noted day by day.
Stuart (ACER Library)
7) AUQA Report on the University of Queensland
An Audit Report for The University of Queensland was released on Wednesday 22 July 2009.
The PDF or WORD versions of the Audit Report can be downloaded from the AUQA Website.
8) Articles from University World News
AUSTRALIA: International education at crossroads
Despite changes to Australia’s immigration rules that have slashed the number of foreign students obtaining permanent residency, enrolments continue to grow. The result is a huge number of former students hoping for a permanent visa just at a time when their chances of getting one have collapsed. A new report says the education export industry has yet to realise how serious the situation is.
Full report on the University World News site
NEW ZEALAND: Research performance moves worry union
The next assessment of research in New Zealand’s tertiary education sector is three years away but preparations for the event by some institutions already have the country’s university staff union worried.
Full report on the University World News site
AUSTRALIA: The need for moral wisdom
The dependence on full-fee international students by Australian universities has made a big difference. Competing for foreign students forced universities to become more student-focused. But, to quote the old stage adage, you ain’t seen nothing yet. Following the recommendations of the Bradley review, we are about to enter a whole new era in Australian higher education, an era in which competition will become more intense than ever. Let me explain why.
Full report on the University World News site
More information about the Herdsa