Laura Rook
Biographic Data
| ID | 3941545 |
|---|---|
| NAME | Laura Rook |
| GIVEN NAMES | Laura |
| FAMILY NAME | Rook |
| SIGNATURE | ROOK L |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0002-4945-9993 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Integrating Generative Artificial Intelligence into University Curricula
As generative artificial intelligence (GenAI) is increasingly adopted in professional settings, universities face growing pressure to prepare students for a GenAI-integrated future. This study explores undergraduate business students’ perceptions of GenAI and its role in academic learning and career readiness, drawing on qualitative responses from 166 students enrolled in a capstone unit. Thematic analysis revealed strong support for integrating …
Leveraging Generative AI Through Vibe Coding
Generative Artificial Intelligence (GenAI) tools such as Large Language Models (LLMs) have uncovered new possibilities for educators to develop interactive learning resources, yet practical guidance on harnessing these capabilities remains limited. This paper examines how GenAI and LLMs can support curriculum redesign through their capabilities in generating and testing code. We present a case study of a postgraduate operations management course …
Student feedback for integrating reflection into the higher education curriculum; a cross disciplinary study
Reflective practice is a vital lifelong learning skill, highly regarded in educational pedagogy for its powerful role in shaping students’ sense of identity, enhancing knowledge transfer, and deepening their ability to articulate learning. Though the benefits of reflection are well known, its application and value vary, with students’ views on its learning impact often overlooked. This paper reports on an empirical, cross-disciplinary study exami…
Mixed views in the academy
Work-integrated Learning (WIL) can be a vehicle for the development of students’ work-ready skills. This paper presents the views of undergraduate business students and academics about the role and perceived importance of work-ready skills in the business curriculum and the perceived role of WIL activities in enabling the development of work-ready skills. A total of 50 business students and 24 academics from a number of faculties across the unive…
Mixed views in the academy
Work-integrated Learning (WIL) can be a vehicle for the development of students’ work-ready skills. This paper presents the views of undergraduate business students and academics about the role and perceived importance of work-ready skills in the business curriculum and the perceived role of WIL activities in enabling the development of work-ready skills. A total of 50 business students and 24 academics from a number of faculties across the unive…
Mixed views in the academy
Work-integrated Learning (WIL) can be a vehicle for the development of students’ work-ready skills. This paper presents the views of undergraduate business students and academics about the role and perceived importance of work-ready skills in the business curriculum and the perceived role of WIL activities in enabling the development of work-ready skills. A total of 50 business students and 24 academics from a number of faculties across the unive…
Integrating Generative Artificial Intelligence into University Curricula
As generative artificial intelligence (GenAI) is increasingly adopted in professional settings, universities face growing pressure to prepare students for a GenAI-integrated future. This study explores undergraduate business students’ perceptions of GenAI and its role in academic learning and career readiness, drawing on qualitative responses from 166 students enrolled in a capstone unit. Thematic analysis revealed strong support for integrating …
Leveraging Generative AI Through Vibe Coding
Generative Artificial Intelligence (GenAI) tools such as Large Language Models (LLMs) have uncovered new possibilities for educators to develop interactive learning resources, yet practical guidance on harnessing these capabilities remains limited. This paper examines how GenAI and LLMs can support curriculum redesign through their capabilities in generating and testing code. We present a case study of a postgraduate operations management course …
Student feedback for integrating reflection into the higher education curriculum; a cross disciplinary study
Reflective practice is a vital lifelong learning skill, highly regarded in educational pedagogy for its powerful role in shaping students’ sense of identity, enhancing knowledge transfer, and deepening their ability to articulate learning. Though the benefits of reflection are well known, its application and value vary, with students’ views on its learning impact often overlooked. This paper reports on an empirical, cross-disciplinary study exami…
Curriculum (4 works) · Higher education (3 works) · Artificial Intelligence in Healthcare and Education (2 works) · Curriculum development (2 works) · Generative grammar (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · AI in Service Interactions (1 work)