Margaret Jollands

• What are the key capabilities needed by university teachers and are these embedded in existing frameworks

  Open Access•Ieva Stupans, Brendan O’Connell et al.•ARTICLE•The Australian Educational…•2025

  Añadir item

  This study aims to identify the key capabilities needed by university teachers and to examine the extent to which current university frameworks specify and define standards for these skills. This paper is based on extensive literature review and comparative study of individual university frameworks utilising a comparative document analysis. Our key findings are that there is a diverse range of capabilities cited across the literature but only a w…

• A new sustainable change theoretical framework for the professional disciplines

  Open Access•Brendan O’Connell, Ieva Stupans et al.•ARTICLE•Higher Education Quarterly•2023

  Añadir item

  This paper contends that one key reason for the lack of adoption of comprehensive change models based in higher education (HE) teaching and learning is that they lack a strong theoretical underpinning, thus potentially impeding their effectiveness in dealing with the complexities of human and organisational behaviour. Change theories that articulate the specific roles and influences of context, time and key actors in the change process are interr…

• Towards an effective change framework for scholarly teaching in higher education professional degrees

  Margaret Jollands, Ieva Stupans et al.•ARTICLE•Higher Education Research &…•2023

  Añadir item

  Sustained innovation in teaching and learning is needed to achieve high-quality outcomes in student learning. However, despite extensive research in teaching and learning practice, challenges are faced to translate teaching research into scholarly practice, especially in professional degrees. This article develops and proposes a new conceptual framework for sustainable change in teaching and learning in higher education professional disciplines. …

• A new sustainable change theoretical framework for the professional disciplines

  Open Access•Brendan O’Connell, Ieva Stupans et al.•ARTICLE•Higher Education Quarterly•2023

  Añadir item

  This paper contends that one key reason for the lack of adoption of comprehensive change models based in higher education (HE) teaching and learning is that they lack a strong theoretical underpinning, thus potentially impeding their effectiveness in dealing with the complexities of human and organisational behaviour. Change theories that articulate the specific roles and influences of context, time and key actors in the change process are interr…

• Towards an effective change framework for scholarly teaching in higher education professional degrees

  Margaret Jollands, Ieva Stupans et al.•ARTICLE•Higher Education Research &…•2023

  Añadir item

  Sustained innovation in teaching and learning is needed to achieve high-quality outcomes in student learning. However, despite extensive research in teaching and learning practice, challenges are faced to translate teaching research into scholarly practice, especially in professional degrees. This article develops and proposes a new conceptual framework for sustainable change in teaching and learning in higher education professional disciplines. …

• What are the key capabilities needed by university teachers and are these embedded in existing frameworks

  Open Access•Ieva Stupans, Brendan O’Connell et al.•ARTICLE•The Australian Educational…•2025

  Añadir item

  This study aims to identify the key capabilities needed by university teachers and to examine the extent to which current university frameworks specify and define standards for these skills. This paper is based on extensive literature review and comparative study of individual university frameworks utilising a comparative document analysis. Our key findings are that there is a diverse range of capabilities cited across the literature but only a w…

Computer Science (3 obras) · Engineering (3 obras) · Engineering ethics (3 obras) · Higher Education Practises and Engagement (2 obras) · Innovative Education and Learning Practices (2 obras) · Knowledge management (2 obras) · Pedagogy (2 obras) · Process management (2 obras) · Professional development (2 obras) · Psychology (2 obras)