Home | Author Archives: Susan Woodward (page 22)

Author Archives: Susan Woodward

Life skills trump research skills

The teaching of research skills in undergraduate years is also doing some serious value-adding, according to a new study. Putting elite science undergraduates into a research-intensive environment doesn’t mean they automatically learn more about science. That’s the surprising finding from ...

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Change underpins academic dissatisfaction

Australian academics are an unhappy lot, particularly when it comes to their attitudes to senior management, a new paper has found. Rapid and unprecedented changes in the higher education sphere have led to widespread grumbling among Australian academics, threatening further ...

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More women, but still underrepresented

There were twice as many women named laureate fellows this year as in 2009 – but there are still only four. In the second year of the Australian Laureate Fellowships, four women were among the 15 researchers awarded, sparking both ...

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Bond likely to pair with World Bank

Bond, Stanford and Queen’s universities are in the running to win a major World Bank tender. Bond University is expecting an imminent green light from the World Bank to host an online postgraduate program on infrastructure management. The course will ...

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Growing a research workforce

A new consultation paper examines the challenges of building and sustaining a high-quality research workforce as the nation strives to keep pace with skyrocketing global demand for researchers. The federal government may finally expand its postgraduate scholarships program as part ...

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What predicts course satisfaction?

New research suggests student evaluations should be more flexible to allow a wider range of responses. Future versions of student satisfaction questionaries should be expanded and also assess learning attainment, according to a new study. Published in the most recent ...

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Science undergrads: We’re not all brilliant

Putting elite science undergraduates into a research-intensive university environment doesn’t mean they automatically learn more about science., such as critical thinking. “The things that they don’t say they learn are tackling a problem, formulating a problem, developing a hypothesis and ...

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