Kerry Shephard
Biographic Data
| ID | 3591178 |
|---|---|
| NAME | Kerry Shephard |
| GIVEN NAMES | Kerry |
| FAMILY NAME | Shephard |
| SIGNATURE | SHEPHARD K |
| AFFILIATIONS | University of Otago |
| ORCID | 0000-0002-4139-5112 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
University teachers’ perspectives on student attendance
This article addresses university teachers’ perspectives, gathered via interviews, on issues involved in their students’ decreasing attendance in formal taught-events, before and during the pandemic, and the implications of this for university teaching in the future. The research was part of a broad enquiry into learning and teaching during the Covid-19 pandemic, conducted in one research-led university in New Zealand by a research team of 19 uni…
Academic identity and “education for sustainable development”
The research described in this article set out to explore the nature of higher education institutions’ commitment to teaching for social, environmental and economic justice in the context of the SDGs and to develop a theory of this phenomenon to support further research. The research used grounded theory methodology and took place over a two-month period in 2023. Cases were collected in four universities in New Zealand, India and Sweden and inclu…
Indigeneizar la educación superior
Indigenizar la educacin superior? Tendencias en tres continentes
On the Nature of Quality in the Contexts of Academic Publication and Sustainability
Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how …
Exploring the relationship between dispositions to think critically and sustainability concern in Hesd
Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustai…
Seeking sustainability competence and capability in the ESD and Hesd literature
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainab…
How democratic is higher education for sustainable development
We wondered how 'democracy' was being used and communicated within the higher education discourse of 'education for sustainability', or 'for sustainable development' (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the conce…
What global perspective does our university foster in our students
We used a modified circuit of culture enquiry to explore processes of production, representation and consumption of global perspective at our university, in the context of fostering this perspective as a graduate attribute. We identified four frame packages by which this perspective is understood and communicated. Global perspective is framed within our institution simultaneously as essentially cooperative and as competitive. We express concern a…
Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education
This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable developme…
Teaching research integrity in higher education
Recently published research suggested that university academics have qualitatively disparate views on some key aspects of teaching research integrity within the broader construct of academic integrity and surprisingly ambiguous views on others. In the light of this variation, we have reviewed the research and academic integrity policies of our institutions, and the relevant international literature, with respect to six areas of interest in order …
Longitudinal analysis of the environmental attitudes of university students
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education f…
Is the environmental literacy of university students measurable
We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered …
Exploring what university teachers think about educationforsustainability
The higher education literature reveals the highly subjective nature of thinking about the roles of higher education and its teachers with respect to ‘education for sustainability’. We used Q methodology to help to clarify and categorise commonly held viewpoints about this complex issue held by teachers in one university in New Zealand. We developed 50 statements about the issue and asked 43 participants to rank them and to record their responses…
Comparing different measures of affective attributes relating to sustainability
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of…
Preparing an application for a higher-education teaching-excellence award
We were interested in how preparing for a national teaching award influences those who subsequently receive awards and whether these influences expand higher education's exploration of teaching excellence or limit it. We explored these interests by conducting semi-structured telephone interviews with 10 awardees from five different countries and used an inductive approach to identify key themes from the transcripts. Three themes significant to ou…
Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research …
Higher education for sustainability
Purpose The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability. Design/methodology/approach An analysis based on a literature review of relevant educational endeavours in affective learning.…
Development and evaluation of computer‐assisted assessment in higher education in relation to BS7988
A university-wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer-based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer-assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002).…
Seeking sustainability competence and capability in the ESD and Hesd literature
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainab…
Longitudinal analysis of the environmental attitudes of university students
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education f…
Exploring what university teachers think about educationforsustainability
The higher education literature reveals the highly subjective nature of thinking about the roles of higher education and its teachers with respect to ‘education for sustainability’. We used Q methodology to help to clarify and categorise commonly held viewpoints about this complex issue held by teachers in one university in New Zealand. We developed 50 statements about the issue and asked 43 participants to rank them and to record their responses…
Is the environmental literacy of university students measurable
We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered …
Teaching research integrity in higher education
Recently published research suggested that university academics have qualitatively disparate views on some key aspects of teaching research integrity within the broader construct of academic integrity and surprisingly ambiguous views on others. In the light of this variation, we have reviewed the research and academic integrity policies of our institutions, and the relevant international literature, with respect to six areas of interest in order …
Preparing an application for a higher-education teaching-excellence award
We were interested in how preparing for a national teaching award influences those who subsequently receive awards and whether these influences expand higher education's exploration of teaching excellence or limit it. We explored these interests by conducting semi-structured telephone interviews with 10 awardees from five different countries and used an inductive approach to identify key themes from the transcripts. Three themes significant to ou…
Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research …
Comparing different measures of affective attributes relating to sustainability
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of…
University teachers’ perspectives on student attendance
This article addresses university teachers’ perspectives, gathered via interviews, on issues involved in their students’ decreasing attendance in formal taught-events, before and during the pandemic, and the implications of this for university teaching in the future. The research was part of a broad enquiry into learning and teaching during the Covid-19 pandemic, conducted in one research-led university in New Zealand by a research team of 19 uni…
What global perspective does our university foster in our students
We used a modified circuit of culture enquiry to explore processes of production, representation and consumption of global perspective at our university, in the context of fostering this perspective as a graduate attribute. We identified four frame packages by which this perspective is understood and communicated. Global perspective is framed within our institution simultaneously as essentially cooperative and as competitive. We express concern a…
Development and evaluation of computer‐assisted assessment in higher education in relation to BS7988
A university-wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer-based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer-assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002).…
Higher education for sustainability
Purpose The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability. Design/methodology/approach An analysis based on a literature review of relevant educational endeavours in affective learning.…
Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research …
Preparing an application for a higher-education teaching-excellence award
We were interested in how preparing for a national teaching award influences those who subsequently receive awards and whether these influences expand higher education's exploration of teaching excellence or limit it. We explored these interests by conducting semi-structured telephone interviews with 10 awardees from five different countries and used an inductive approach to identify key themes from the transcripts. Three themes significant to ou…
Comparing different measures of affective attributes relating to sustainability
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of…
Is the environmental literacy of university students measurable
We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered …
Exploring what university teachers think about educationforsustainability
The higher education literature reveals the highly subjective nature of thinking about the roles of higher education and its teachers with respect to ‘education for sustainability’. We used Q methodology to help to clarify and categorise commonly held viewpoints about this complex issue held by teachers in one university in New Zealand. We developed 50 statements about the issue and asked 43 participants to rank them and to record their responses…
Longitudinal analysis of the environmental attitudes of university students
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education f…
Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education
This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable developme…
Teaching research integrity in higher education
Recently published research suggested that university academics have qualitatively disparate views on some key aspects of teaching research integrity within the broader construct of academic integrity and surprisingly ambiguous views on others. In the light of this variation, we have reviewed the research and academic integrity policies of our institutions, and the relevant international literature, with respect to six areas of interest in order …
What global perspective does our university foster in our students
We used a modified circuit of culture enquiry to explore processes of production, representation and consumption of global perspective at our university, in the context of fostering this perspective as a graduate attribute. We identified four frame packages by which this perspective is understood and communicated. Global perspective is framed within our institution simultaneously as essentially cooperative and as competitive. We express concern a…
How democratic is higher education for sustainable development
We wondered how 'democracy' was being used and communicated within the higher education discourse of 'education for sustainability', or 'for sustainable development' (ES/ESD). We used a philosophical hermeneutic approach to explore the sense or senses in which the concept of democracy is used within this literature and supported our analysis by incorporating text about democracy from other disciplines. We conclude from our analysis that the conce…
Seeking sustainability competence and capability in the ESD and Hesd literature
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainab…
On the Nature of Quality in the Contexts of Academic Publication and Sustainability
Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how …
Exploring the relationship between dispositions to think critically and sustainability concern in Hesd
Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustai…
Indigeneizar la educación superior
Indigenizar la educacin superior? Tendencias en tres continentes
Academic identity and “education for sustainable development”
The research described in this article set out to explore the nature of higher education institutions’ commitment to teaching for social, environmental and economic justice in the context of the SDGs and to develop a theory of this phenomenon to support further research. The research used grounded theory methodology and took place over a two-month period in 2023. Cases were collected in four universities in New Zealand, India and Sweden and inclu…
University teachers’ perspectives on student attendance
This article addresses university teachers’ perspectives, gathered via interviews, on issues involved in their students’ decreasing attendance in formal taught-events, before and during the pandemic, and the implications of this for university teaching in the future. The research was part of a broad enquiry into learning and teaching during the Covid-19 pandemic, conducted in one research-led university in New Zealand by a research team of 19 uni…
Political science (17 works) · Sociology (15 works) · Higher education (14 works) · Pedagogy (14 works) · Psychology (12 works) · Environmental Education and Sustainability (10 works) · Social science (10 works) · Sustainability (10 works) · Sustainability in Higher Education (10 works) · Computer Science (8 works)