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The conference was convened by the Lifelong Learning Network, which is a policy research network based at the University of Canberra. Changes taking place in higher education are intimately related to changes taking place in the organisation and practice of staff development in universities both in Australia and internationally. In Australia, in particular, these changes are stimulating discussion about practices and principles underpinning staff development, so that future directions can take into account the needs of this relatively new profession. The author of this paper provides a brief overview of the current issues in staff development and describes an approach adopted by Victoria University, based on some of these principles and practices. The Assessment for Learning Teams (ALTs) project is described to illustrate the process used in the delivery of activities, and conclusions about the nature and scope of staff development are drawn.

The collected papers of the conference are indexed at TD/ACT 59.13. Show less

This paper reports the outcomes of a study that investigated the working knowledge of academics in a 'new generation' university in Australia. It investigates the implications of the findings of the study for professional development processes and practices in a multi sectoral university. The study explored how academic staff ranging in academics level and experience make sense of the knowledge they need in their everyday work. This paper explores the possibility of a parallel study at the same institution which will investigate the working knowledge of vocational education teachers and elucidate possible ways of 'being' a vocational education teacher. It draws on what is known about the working knowledge of vocational education teachers. It suggests that in a multi sector institution, the working knowledge of vocational education teachers needs to be considered alongside what is known about the working knowledge of academics so that professional development processes and practices are sensitive to the demands of work of both academics and vocational education practitioners.

Available papers from the 11th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 92.459 to TD/TNC 92.499 and from TD/TNC 92.701 to TD/TNC 92.716. Show less

Staff development processes and practices in a dual sector institution are complex as, in addition to meeting the separate needs of higher education academics and TAFE teachers, there is an imperative to foster collaborative effort between TAFE and higher education. At [Victoria University] VU, there is increasing recognition that there are different conceptions of teaching held by teachers within and across the University's TAFE and Higher Education divisions, and that a better understanding of these differences will inform the development of institution-wide professional development strategies. Recent research suggests that staff development practices in tertiary institutions will need to be conceptualised in terms of institutional work-based approaches that locate workers as learners. This paper describes a project that explores conceptions of teaching held by TAFE teaching professionals in a dual sector institution. The project builds on extensive work undertaken to identify the conceptions of teaching held by academics in Higher Education. It seeks to develop a complementary study into TAFE teaching that will inform staff and curriculum development processes in a dual sector institution.

Published abstract.

The collection of refereed papers is indexed at TD/TNC 78.501. Available refereed papers are indexed from TD/TNC 78.502 to TD/TNC 78.518. The collections of non-refereed papers are indexed at TD/TNC 78.519 and TD/TNC 78.520. Available non-refereed papers are indexed from TD/TNC 78.521 to TD/TNC 78.556. Show less