Work-integrated learning (WIL) placements, undertaken as part of a higher education qualification, are recognised as a key opportunity for developing talent that is future-capable and can meet contemporary labour market demands. A workplace supervisor that can facilitate this learning is critical to the experience. The purpose of this study was to…

This article documents an examination of the role and alignment of social work field education within workintegrated learning (WIL) pedagogy. Both social work education and work-integrated learning share a long history of helping students connect with authentic work-related learning opportunities in the context of engagement and partnership with…

While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English…

Universities globally have continued to strategically increase work-integrated learning (WIL) opportunities for students to enhance graduate employability. However, meeting the needs of the increasing number of placements in industry settings places challenges on employers and academic programme coordinators. This paper examines an innovative…

Supervising masters and doctoral dissertations is a key function of teaching in higher education and giving written feedback on draft sections is an essential component of this function. However, the specific types of response that supervisors give to their dissertation students' written work have received limited research interest to date. The…

Changes in the funding and delivery of research programmes at the university level have, in recent years, resulted in significant changes to research supervision. This paper critically reviews key influences effecting postgraduate supervision. Analysis draws on literature spanning 2000-2010 to determine the appropriateness of traditional models of…

This book explores the wide range of contexts in which research into creating connections in learning and teaching may take place. Creating connections can encompass making links, crossing divides, forming relationships, building frameworks, and generating new knowledge. The cognitive, cultural, social, emotional and/or physical aspects of…

Development of a policy for annual faculty appraisal discussions at New Zealand's University of Otago is described, tracing its evolution from the traditional faculty evaluation interviews. The role accorded to faculty development is examined, and the emphasis on a collegial rather than corporate view of university administration is noted. (MSE)