Bonnie Amelia Dean
Dados Biográficos
| ID | 4605928 |
|---|---|
| NOME | Bonnie Amelia Dean |
| PRENOMES | Bonnie Amelia |
| SOBRENOME | Dean |
| ASSINATURA | DEAN B A |
| AFILIAÇÕES | University of Wollongong |
| ORCID | 0000-0002-2057-9529 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
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…
Students’ perceptions of learning, work and wellbeing networks in work-integrated learning (WIL)
Work-integrated learning (WIL) is a widely employed strategy that aims to develop the employability of higher education graduates. Discourse surrounding the strategy often focuses on the affordances it offers higher education institutions but overlooks the perspectives of students. This study utilises a qualitative approach to identify the people, devices, documents and other materials students perceive as influential during WIL activities. Drawi…
Exploring the purposes and uses of generative artificial intelligence tools in academic writing for multicultural students
As generative artificial intelligence (GenAI) continues transforming various aspects of university study and work, students increasingly turn to GenAI tools to enhance their writing processes and outputs. This study explores the purposes and ways in which multicultural undergraduate students use GenAI tools, specifically focusing on plagiarism and academic writing perspectives. Through four focus groups with 24 undergraduate students for whom Eng…
Equity and inclusion in work-integrated learning
Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This …
Designing for inclusion in work-integrated learning
Work-integrated learning (WIL) is relied upon to meet important shared employability-related goals of institutions of higher education, students and employers. However, research indicates that not all students have access to and experience WIL activities. A clearer understanding of how WIL may be designed for inclusion of a diverse student population is needed. This scoping review analysed and synthesised 34 empirical studies published between 20…
Academics’ practices and perceptions of career development learning in the curriculum
Career development learning (CDL) equips students with the skills, knowledge and resources to navigate their careers amidst dynamic work and learning environments. While CDL is known to be facilitated by central careers services in higher education institutions, embedding CDL activities within the curriculum is purported to be an effective approach to generate meaningful reflections that prepare students for their future lives. This study examine…
Inclusive work-integrated learning in higher education
This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, and employability. It employs an inclusive pedagogies framework to analyse findings from a scoping review (between 2010 and 2022) that address or investigate inclusive WIL. Through this examination, the paper identifies common barriers and enablers of inclusive WIL…
Looking forward, looking back
Although quality teaching requires ongoing professional development and critical reflection, early career teachers (ECTs) often encounter inadequate support for their professional learning. This study employs semi-structured interviews to explore ECTs’ perspectives on the usefulness, relevance, and importance of setting learning goals during undergraduate studies to reflect on their current teaching. Findings suggest benefits in formulating learn…
“They’re coming to us and we don’t have any training” - Professional learning approaches for secondary Australian school year advisors
Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to supp…
The contribution of different types of work-integrated learning to graduate employability
Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this large-scale study draws on national graduate survey data (n = 76,261) to investigate the impact of th…
Employability-related activities beyond the curriculum
A practice-based approach to understanding learning on placement
One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of …
Equity and inclusion in work-integrated learning
Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This …
A practice-based approach to understanding learning on placement
One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of …
“They’re coming to us and we don’t have any training” - Professional learning approaches for secondary Australian school year advisors
Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to supp…
The contribution of different types of work-integrated learning to graduate employability
Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this large-scale study draws on national graduate survey data (n = 76,261) to investigate the impact of th…
Employability-related activities beyond the curriculum
Designing for inclusion in work-integrated learning
Work-integrated learning (WIL) is relied upon to meet important shared employability-related goals of institutions of higher education, students and employers. However, research indicates that not all students have access to and experience WIL activities. A clearer understanding of how WIL may be designed for inclusion of a diverse student population is needed. This scoping review analysed and synthesised 34 empirical studies published between 20…
Academics’ practices and perceptions of career development learning in the curriculum
Career development learning (CDL) equips students with the skills, knowledge and resources to navigate their careers amidst dynamic work and learning environments. While CDL is known to be facilitated by central careers services in higher education institutions, embedding CDL activities within the curriculum is purported to be an effective approach to generate meaningful reflections that prepare students for their future lives. This study examine…
Inclusive work-integrated learning in higher education
This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, and employability. It employs an inclusive pedagogies framework to analyse findings from a scoping review (between 2010 and 2022) that address or investigate inclusive WIL. Through this examination, the paper identifies common barriers and enablers of inclusive WIL…
Looking forward, looking back
Although quality teaching requires ongoing professional development and critical reflection, early career teachers (ECTs) often encounter inadequate support for their professional learning. This study employs semi-structured interviews to explore ECTs’ perspectives on the usefulness, relevance, and importance of setting learning goals during undergraduate studies to reflect on their current teaching. Findings suggest benefits in formulating learn…
Exploring the purposes and uses of generative artificial intelligence tools in academic writing for multicultural students
As generative artificial intelligence (GenAI) continues transforming various aspects of university study and work, students increasingly turn to GenAI tools to enhance their writing processes and outputs. This study explores the purposes and ways in which multicultural undergraduate students use GenAI tools, specifically focusing on plagiarism and academic writing perspectives. Through four focus groups with 24 undergraduate students for whom Eng…
Equity and inclusion in work-integrated learning
Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This …
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…
Students’ perceptions of learning, work and wellbeing networks in work-integrated learning (WIL)
Work-integrated learning (WIL) is a widely employed strategy that aims to develop the employability of higher education graduates. Discourse surrounding the strategy often focuses on the affordances it offers higher education institutions but overlooks the perspectives of students. This study utilises a qualitative approach to identify the people, devices, documents and other materials students perceive as influential during WIL activities. Drawi…
Pedagogy (11 obras) · Psychology (10 obras) · Higher Education and Employability (8 obras) · Political science (8 obras) · Sociology (8 obras) · Higher education (7 obras) · Engineering (6 obras) · Higher Education Learning Practices (5 obras) · Mathematics education (5 obras) · Medical education (5 obras)