Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision

The overall goal of this qualitative research case study into doctoral writing was to determine if there were knowable threshold concepts and, if so, to develop effective strategies for helping students overcome them. In addition, it was understood that such strategies could have change implications for supervisory practice. Interview and survey data were collected from students and supervisors. From the student data two threshold concepts had emerged: “Talking to think”—a strategy for developing clarity in writing; and self-efficacy—the belief in one's ability to overcome writing barriers and become an independent academic researcher. In this paper, those two threshold concepts provide an organising framework for the presentation of supervisor findings and for discussion of supervisor professional development needs. The paper concludes with insights into how supervisor professional development could be improved and extended beyond its current focus on regulations and compliance issues

Collaborative development of EFL in Vietnam through open source software

The University of Aizu, in collaboration with the University of Waikato, has been investigating the use of open source, server-based software for the enhancement of English language instruction in Vietnam. In this paper, we describe recent educational, technical, and English language reforms in Vietnam which have facilitated a new approach to the teaching and learning not only of English, but also Computer Science concepts. The paper concludes with a brief discussion of the efficacy of using open source tools and highly structured instructional approaches for English language teaching in developing nations

The promise and practice of e-learning within complex tertiary environments

In advance of a change in learning management systems at a tertiary institution in New Zealand, the authors undertook a research study, the purpose of which was to provide a ‘snap-shot’ of existing online instructional practice within their School. They sought to identify existing pedagogical and technical issues and staff attitudes and preparedness for the new software. Although they found considerable staff good will toward e-learning, a number of problems were identified in the study. Findings from research have been organized and are discussed within five categories, including vision, skills, incentives, resources, and action plan. Conclusions describe plans for reorganizing how and in what manner e-learning can be supported within complex social environments, such as universities, when resources are limited

Genetic Technology and Its Impact on Culpability for Criminal Actions

This article addresses only one issue, one which our judicial system ultimately must address: the criminal responsibility one will bear for committing a crime when the actions are determined by the actor\u27s genetic make-up. Part I of the article traces the roots of genetic research from Darwinism to eugenics and Nazi racial purity theories. Part II reviews theories and studies which support the concept of genetic influence on social, particularly criminal, behavior. Part III considers the impact of the genetic revolution on our criminal justice system with special emphasis on the effect on our system\u27s fundamental concept of free will. Part IV discusses a defendant\u27s defense to commission of crime(s) based on genetic determinism. Possible responses including alternative penalties are also discussed. Finally, Part V concludes the article

“It gave me a much more personal connection”: Student generated podcasting and assessment in teacher education

This paper reports on a qualitative case study of an online initial teacher education class in New Zealand, exploring the potential of student-generated podcasts as a form of interactive formative assessment. Findings from interviews with teaching staff indicate that podcasting was useful for supporting multimodal learning valuing student voice and reflections. Podcasting enhanced the affective and relational connections in the online class, and empowered students to develop technical skills and confidence relevant in their teaching careers. As such, this study positions educators as future makers and as leaders in a climate of change. We suggest implications for student-generated podcasts in similar contexts

Bail: Reforming Policies to Address Overcrowded Jails, the Impact of Race on Detention, and Community Revival in Harris County, Texas

Starting in the 1970s, the U.S. federal government and many state and local governments adopted “get tough” policies against crime. These new strict policy initiatives produced an explosion of incarceration in prisons throughout the country. They also impacted local jails as well, particularly in the numbers of persons detained pre-trial. This Article explores this phenomenon and its implications for local governments, as well as its unforeseen consequences on communities, particularly communities of color. The Article uses Harris County, Texas to exemplify the systematic problems resulting from the over-jailing of its citizens, particularly persons who are detained pre-trial. We attempt to show that with some changes to local policies and the development of new initiatives, Harris County could substantially reduce its jail population without increasing crime, at a substantial savings to the county in both monetary and human capital

Bail: Reforming Policies to Address Overcrowded Jails, the Impact of Race on Detention, and Community Revival in Harris County, Texas

Starting in the 1970s, the U.S. federal government and many state and local governments adopted “get tough” policies against crime. These new strict policy initiatives produced an explosion of incarceration in prisons throughout the country. They also impacted local jails as well, particularly in the numbers of persons detained pre-trial. This Article explores this phenomenon and its implications for local governments, as well as its unforeseen consequences on communities, particularly communities of color. The Article uses Harris County, Texas to exemplify the systematic problems resulting from the over-jailing of its citizens, particularly persons who are detained pre-trial. We attempt to show that with some changes to local policies and the development of new initiatives, Harris County could substantially reduce its jail population without increasing crime, at a substantial savings to the county in both monetary and human capital

Leveling the playing field: Exploiting technology to enhance tertiary learning

This paper reports on an on-going case study project to explore ICT/ eLearning across several disciplines and with students from diverse backgrounds at tertiary level in New Zealand. The project has been designed to address issues of tertiary-level pedagogy, epedagogy, and research with the goal of building eLearning capacity, leveraging pedagogical change, and closing participatory gaps for students and lecturers. Initial design decisions, the pedagogy that has informed the case studies, and the challenges and benefits of working across subjects and levels in a multi-disciplinary team are described. We also discuss research knowledge mobilization within our own instructional context and more broadly elsewhere

Transferable skills for global employability in PhD curriculum transformation

Over the past twenty years, higher education has experienced greatly increased doctoral enrolments and corresponding changes in career destinations. Until recently, most graduates could expect to secure academic positions, but this career path is no longer assured or necessarily desired. For example, in the UK, only 14% of PhD students now secure an academic post, and only 19% of UK PhD holders were in higher education research roles three years after graduating. The increasing proportion and diversity of people holding a doctorate is leading to a transformation in how governments, employers, and degree holders themselves consider career possibilities for doctoral graduates. This change in the doctoral demographic and concomitant employment possibilities has precipitated a focus on the development of generic (transferable) skills in addition to the PhD research content itself. Consequently, a range of researcher development programmes has been established, notably national initiatives such as Vitae in the UK and institution-specific initiatives. This expansion of focus has implications for curriculum, with employability as a key driver for what and how we teach doctoral students. However, in facilitating and achieving such curriculum transformation, students’ views of how their experiences and learning have supported, enhanced, or hindered their career and life opportunities have seldom been sought. This issue becomes even more pertinent when discussion is extended to the global sphere. The OECD average for international students in doctoral programmes is 24%, which includes traditionaltype international students who travel to host countries to study. The number increases further when doctoral students in programmes designed in line with “international” standards, but taught by international faculty in a home country context, are added. What do these students consider appropriate preparation for their future employment in terms of transferable skills, and what challenges do they perceive when seeking jobs? Using perspectives gained from an empirical study on transferable skills conducted with doctoral students in New Zealand and the experiences of curriculum transformation in a PhD programme in Kazakhstan designed in collaboration with strategic partners in the UK and USA, the presenters will engage delegates in discussion of doctoral curriculum transformation and transferable skills in a global context. Doctoral candidates are especially welcome at the round table to share their own experiences

Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato

In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A “snapshot” of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, “within” and “across” case themes, and implications of the research