Jade McKay
Biographic Data
| ID | 6589041 |
|---|---|
| NAME | Jade McKay |
| GIVEN NAMES | Jade |
| FAMILY NAME | McKay |
| SIGNATURE | MCKAY J |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-8261-7383 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Grading the group effort
Effective collaborative group work (CGW) is a cornerstone of workforce preparation, fostering essential teamwork and problem-solving skills, with peer assessment (PA) playing a crucial role in mitigating issues such as social loafing and uneven contributions. However, challenges in honesty and engagement limit its effectiveness. PA moderation offers a solution, yet its impact on performance and learning is underexplored. This study examines three…
How do cognitive and social factors shape learning? Unpacking the roles of procrastination, social disengagement, academic burden and prior knowledge
Despite significant investment in learning technologies to enhance student engagement and academic performance, universities face persistent challenges in achieving meaningful student participation through digital learning technologies. With the increased use of online technologies in the post-pandemic era, there is a renewed expectation for flexibility from students in how, when and where they learn. Prior studies have focused on the effects of …
Wearing a “Mask at Work
Research suggests that the concept of a “successful leadership” is deeply entrenched in masculine stereotypes. Female leaders are caught in a dichotomy wrestling with characteristics which are considered “masculine” (e.g., confidence, authority, legitimacy, etc.) while characteristics which are considered more “feminine” are perceived to lack the necessary gravitas expected of senior leaders and thus females who embody these might not be consider…
Student perceptions of collaborative group work (CGW) in higher education
Despite the vast body of research surrounding collaborative group work (CGW) and its potential to enhance learning and engagement, questions persist in relation to the effectiveness of CGW initiatives in the development of teamwork skills amongst students in higher education. Prior studies have tended to measure the effectiveness of teamwork and group work through student grades, however, this is increasingly seen as problematic, with more resear…
Teaching students using technology
Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LS…
Academic leaders’ perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education
This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through ePortfolios does not have strong traction in business education courses and disciplines. The status of eP…
Low income doesn't mean stupid and destined for failure
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support defi…
Low income doesn't mean stupid and destined for failure
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support defi…
Low income doesn't mean stupid and destined for failure
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support defi…
Teaching students using technology
Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LS…
Academic leaders’ perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education
This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through ePortfolios does not have strong traction in business education courses and disciplines. The status of eP…
Student perceptions of collaborative group work (CGW) in higher education
Despite the vast body of research surrounding collaborative group work (CGW) and its potential to enhance learning and engagement, questions persist in relation to the effectiveness of CGW initiatives in the development of teamwork skills amongst students in higher education. Prior studies have tended to measure the effectiveness of teamwork and group work through student grades, however, this is increasingly seen as problematic, with more resear…
How do cognitive and social factors shape learning? Unpacking the roles of procrastination, social disengagement, academic burden and prior knowledge
Despite significant investment in learning technologies to enhance student engagement and academic performance, universities face persistent challenges in achieving meaningful student participation through digital learning technologies. With the increased use of online technologies in the post-pandemic era, there is a renewed expectation for flexibility from students in how, when and where they learn. Prior studies have focused on the effects of …
Wearing a “Mask at Work
Research suggests that the concept of a “successful leadership” is deeply entrenched in masculine stereotypes. Female leaders are caught in a dichotomy wrestling with characteristics which are considered “masculine” (e.g., confidence, authority, legitimacy, etc.) while characteristics which are considered more “feminine” are perceived to lack the necessary gravitas expected of senior leaders and thus females who embody these might not be consider…
Grading the group effort
Effective collaborative group work (CGW) is a cornerstone of workforce preparation, fostering essential teamwork and problem-solving skills, with peer assessment (PA) playing a crucial role in mitigating issues such as social loafing and uneven contributions. However, challenges in honesty and engagement limit its effectiveness. PA moderation offers a solution, yet its impact on performance and learning is underexplored. This study examines three…
Higher education (6 works) · Engineering (4 works) · Pedagogy (4 works) · Sociology (4 works) · Political science (3 works) · Psychology (3 works) · Education Systems and Policy (2 works) · Focus group (2 works) · Group work (2 works) · Higher Education and Employability (2 works)