Journal of University Teaching & Learning Practice
The Journal of University Teaching and Learning Practice is a bi-annual, peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere. Journal of University Teaching and Learning Practice ISSN: 1449-9782 .
Current Issue: Volume 6, Issue 1 (2009)
Welcome to the first issue of Volume Six of the Journal of University Teaching and Learning Practice. This issue contains six papers exploring a range of issues relating to teaching and learning practice and marks my first issue as Senior Editor. I would like to extend our thanks to Associate Professor Helen Carter, who has been Senior Editor of JUTLP since its inception and contributed significantly to the establishment of the journal.
Many thanks to our reviewers for this issue, including: Tom Angelo; Chris Brewer; Jude Carroll; Karen Cimanec; Bob Corderoy; Brian Ferry; Andy Furco; Maree Gosper; Greg Hampton; Gordon Joughin; Terry Lovat; David McInnes; Kim McShane; Helen Mandl; Kay Maxwell; Chris Morgan; Rob Phillips; Ken Russell; Diane Salter; Simon Shurville; Ray Stace; Rosemary Thomson; Ruth Walker; Carolyn Webb; Paul Weekes; Jeremy Williams; Gail Wilson.
Journal Articles
'What is a Sociologist doing in a School of Management?’ Reflections on the Use of Sociological Concepts in Management Education
Fernanda Duarte
First year student expectations: Results from a university-wide student survey
Geoffrey Crisp, Edward Palmer, Deborah Turnbull, Ted Nettelbeck, Lynn Ward, Amanda LeCouteur, Aspa Sarris, Peter Strelan, and Luke Schneider
Active Tasks to Change the Use of Class Time within an Outcomes Based Approach to Curriculum Design
Dr Diane Salter, Dr Marco Y.C. Pang, and Dr Piyush Sharma
A model for determining student plagiarism: Electronic detection and academic judgement
Tracey Bretag and Saadia Mahmud
Predicting Satisfaction with Group Work Assignments
Jane Burdett and Brianne Hastie
