Cec Pedersen - Academia.edu (original) (raw)
Papers by Cec Pedersen
The use of online assessment in higher education, in particular computer mediated assessment (CMA... more The use of online assessment in higher education, in particular computer mediated assessment (CMA) and online quizzes, has been growing in response to pedagogical and organisational efficiency drivers and with the increasing availability of technology and online assessment software options. However, the use of online assessment is not without pedagogical challenges. The usefulness and reliability of online assessment results relates to the clarity, specificity, and articulation of assessment purposes, goals, and criteria. In achieving effective online assessment, there are certain must haves, including but not limited to assessment instruments that fit the delivery mode, and the online mode is substantially and increasingly learner-centred. Simply transferring assessment instruments from traditional modes to online is no guarantee that either learners will or will not be able to demonstrate learning or that examiners will necessarily be able to verify that students have met learning objectives. Cheating and plagiarism are two frequent, controversial issues arising in the literature and there is a view that the online mode inherently lends itself to both these practices. However, reconceptualising practice and redeveloping techniques can pave the way for an authentic assessment approach which minimizes student academic dishonesty. This presentation briefly describes selected parts of research which investigated online assessment practice in a business faculty at an Australian university and it proposes what might constitute good, sustainable practice and design in university online assessment.
Despite the enormous impact of change on human resource development, it is still largely consider... more Despite the enormous impact of change on human resource development, it is still largely considered as being 'that part of human resource management that deals with training and development'. This presentation will propose that not only is HRD much more than training and development, but that change is the main reason a need for HRD exists. It will then argue that by using a conventional paradigm framework for static change environments and a contemporary paradigm framework for dynamic change environments, we can categorise specific characteristics that influence how HRD is approached within organisations.
Cultures of the West and the East are often seen as a binary with different values and assumption... more Cultures of the West and the East are often seen as a binary with different values and assumptions underlying each. Differences between Western and Confucian cultures can result in frustrations and confusion for crosscultural learners and therefore impact on their learning performance. This chapter explores differences between Western and Confucian cultures from an international education perspective to draw implications for Western educators involved in transnational or international education. In particular, a conceptual framework is presented to help move beyond the binary. Using the conceptual framework, the authors argue that, while Confucian culture may impose constraints on Confucian-heritage students' study of Australian business courses in terms of teaching and learning styles, it is possible to develop Confucian-heritage students to meet Western education requirements if measures are taken and efforts are made to bridge cultural gaps in two-way understanding and adaptation. The chapter draws from literature on cross- cultural teaching and learning as well as the authors' experiences in teaching Confucian-heritage students under transnational arrangements.
Expectations of what constitutes competent and capable graduates were reported in a number of sig... more Expectations of what constitutes competent and capable graduates were reported in a number of significant reports in Australia throughout the 1990's, such as Mayer, Finn and Karpin. This paper reports the development of a process for conducting a microcompetency audit on human resource management subjects that are undertaken as part of an undergraduate business degree program. It proposes a graduate attribute framework to audit the content, teaching processes and assessments used to deliver the subjects. * The author acknowledges the work and assistance of Dr Lesley Willcoxson, Prof Ronel Erwee and colleagues in the Department of HRM & Employment Relations, University of Southern Queensland, for their respective inputs and collegial contributions to the discussions and work which has been carried out on the project which is the basis for this paper.
Expectations of what constitutes competent and capable graduates from Universities and Colleges h... more Expectations of what constitutes competent and capable graduates from Universities and Colleges have been reported in a number of significant reports in Australia, eg. Mayer, Finn and Karpin. However, until recently there have been few significant attempts to use graduate attributes as either a knowledge management strategy or quality process in Australian Universities. This paper outlines and discusses the development of generic graduate attributes at an Australian University as a first stage to using competency profiling as a leadership strategy for 'knowledge' management. It also draws attention to the possibilities for knowledge management by focusing on quality processes to develop specific competencies, at discipline levels. This is done by the use of generic graduate attributes as the primary focus for a detailed audit of the attributes being developed, as well as auditing the teaching and assessment strategies being utilised to attain those attributes. Four relevant educational leadership theories are then identified and discussed in terms of the situational issues that are raised in the paper. Those theories are strategic leadership, organisation-wide leadership, educative leadership, and teacher centred leadership.
The usefulness and reliability of online assessment results relate to the clarity, specificity an... more The usefulness and reliability of online assessment results relate to the clarity, specificity and articulation of assessment purposes, goals and criteria. Cheating and plagiarism are two frequent and controversial issues that arise and there is a view that the online assessments mode inherently lends itself to both these practices. However, reconceptualising practice and redeveloping techniques can pave the way for an authentic assessment approach which minimizes student academic dishonesty. This article describes research which investigated online assessments practice in a business faculty at an Australian university and proposes what might constitute good, sustainable practice and design in university online assessment practices.
Edward Elgar Publishing eBooks, May 15, 2012
The international journal of knowledge, culture and change management, 2004
The use of an academic mentor and a sequential framework may improve both the functionality of st... more The use of an academic mentor and a sequential framework may improve both the functionality of student project teams and enhance the learning outcomes by building learning partnerships between the mentor and the team, and between the team members. The sequential framework has several phases: Establishing the ground rules, Team dynamics, Feedback and information sharing, Personal autonomy, Reaffirmation, Personal and professional growth outcomes, and Debriefing. This framework removes many of the personal dynamics that create detractor tensions within teams and enables a higher level of team functionality towards achieving negotiated outcomes. These outcomes will involve personal outcomes (leadership, coordination , tolerance etc) that develop throughout the mentorship as well as professional outcomes (that are usually imposed by course assessments). Desired levels for professional outcomes can be negotiated and established at the commencement of the mentorship, although reaffirmed during it. Professional outcomes typically culminate in some form of team presentation or report. A team debriefing enables closure and provides the mentor with informal evaluation of the mentoring arrangement.
Impacts of physical disability on an individual’s career development. Despite ‘career ’ becoming ... more Impacts of physical disability on an individual’s career development. Despite ‘career ’ becoming a somewhat nebulous term, career development remains a proactive and dynamic process aimed at meeting the needs of both the organisation and the individual. Although the limited literature deals with disability in general, rather than specific physical disabilities, it does suggest the relationship between career development and disability is complex and individuals with a physical disability still face discrimination through stereotyping and perceptual generalisations. There are several other issues relating to physical disability and career development which are identified from this paper as requiring further investigation. These include confidence and self-esteem issues associated with having a physical disability, attitudes towards careers and who is perceived as being responsible for career development, and whether having computing skills reduces the gap between inability and indepe...
Conceptualising managerial and leadership wisdom- how many wise
Myths and realities: A critical exposé of older workers and industrial
This paper examines important themes linked to online assessment and appropriate use of this asse... more This paper examines important themes linked to online assessment and appropriate use of this assessment medium in the Faculty of Business. As things stand, there are some limitations to their use and some of these limitations are not always known or understood, such is the recency of this type of assessment. There is good theoretical and practical reason to propose that the application or adoption of the preceding recommendations to the Faculty’s assessment practices would help substantially in addressing the issue of academic integrity in online assessment which currently challenges the Faculty. The use of online assessment in higher education, in particular computer mediated assessment (CMA) and online quizzes, has been growing in response to pedagogical and organisational efficiency drivers and with the increasing availability of technology and online assessment software options. However, the use of online assessment is not without its challenges, and some of these challenges war...
The term 'learning and development' has emerged in Australia to describe the activities a... more The term 'learning and development' has emerged in Australia to describe the activities associated with the development of people in organisations. It is very closely related to training, HRD and to VET but has its own emphasis. In essence, learning and development borrows something from all three of the other fields and ultimately is tied to individual performance as part of overall organisational performance and outcomes. Training has a rather narrow connotation. It is focused on the development of the skills of the workforce and, although it may be job oriented, training is related primarily to meeting the skills needs of the organisation. Human Resource Development (HRD), especially in the sense developed by the ASTD (American Society for Training and Development) in the USA, is a far broader concept embracing all aspects of development that may happen in the organisation – individual, career and organisational. It forms a major part of the entire human resource manageme...
The use of online assessment in higher education, in particular computer mediated assessment (CMA... more The use of online assessment in higher education, in particular computer mediated assessment (CMA) and online quizzes, has been growing in response to pedagogical and organisational efficiency drivers and with the increasing availability of technology and online assessment software options. However, the use of online assessment is not without pedagogical challenges. The usefulness and reliability of online assessment results relates to the clarity, specificity, and articulation of assessment purposes, goals, and criteria. In achieving effective online assessment, there are certain must haves, including but not limited to assessment instruments that fit the delivery mode, and the online mode is substantially and increasingly learner-centred. Simply transferring assessment instruments from traditional modes to online is no guarantee that either learners will or will not be able to demonstrate learning or that examiners will necessarily be able to verify that students have met learning objectives. Cheating and plagiarism are two frequent, controversial issues arising in the literature and there is a view that the online mode inherently lends itself to both these practices. However, reconceptualising practice and redeveloping techniques can pave the way for an authentic assessment approach which minimizes student academic dishonesty. This presentation briefly describes selected parts of research which investigated online assessment practice in a business faculty at an Australian university and it proposes what might constitute good, sustainable practice and design in university online assessment.
Despite the enormous impact of change on human resource development, it is still largely consider... more Despite the enormous impact of change on human resource development, it is still largely considered as being 'that part of human resource management that deals with training and development'. This presentation will propose that not only is HRD much more than training and development, but that change is the main reason a need for HRD exists. It will then argue that by using a conventional paradigm framework for static change environments and a contemporary paradigm framework for dynamic change environments, we can categorise specific characteristics that influence how HRD is approached within organisations.
Cultures of the West and the East are often seen as a binary with different values and assumption... more Cultures of the West and the East are often seen as a binary with different values and assumptions underlying each. Differences between Western and Confucian cultures can result in frustrations and confusion for crosscultural learners and therefore impact on their learning performance. This chapter explores differences between Western and Confucian cultures from an international education perspective to draw implications for Western educators involved in transnational or international education. In particular, a conceptual framework is presented to help move beyond the binary. Using the conceptual framework, the authors argue that, while Confucian culture may impose constraints on Confucian-heritage students' study of Australian business courses in terms of teaching and learning styles, it is possible to develop Confucian-heritage students to meet Western education requirements if measures are taken and efforts are made to bridge cultural gaps in two-way understanding and adaptation. The chapter draws from literature on cross- cultural teaching and learning as well as the authors' experiences in teaching Confucian-heritage students under transnational arrangements.
Expectations of what constitutes competent and capable graduates were reported in a number of sig... more Expectations of what constitutes competent and capable graduates were reported in a number of significant reports in Australia throughout the 1990's, such as Mayer, Finn and Karpin. This paper reports the development of a process for conducting a microcompetency audit on human resource management subjects that are undertaken as part of an undergraduate business degree program. It proposes a graduate attribute framework to audit the content, teaching processes and assessments used to deliver the subjects. * The author acknowledges the work and assistance of Dr Lesley Willcoxson, Prof Ronel Erwee and colleagues in the Department of HRM & Employment Relations, University of Southern Queensland, for their respective inputs and collegial contributions to the discussions and work which has been carried out on the project which is the basis for this paper.
Expectations of what constitutes competent and capable graduates from Universities and Colleges h... more Expectations of what constitutes competent and capable graduates from Universities and Colleges have been reported in a number of significant reports in Australia, eg. Mayer, Finn and Karpin. However, until recently there have been few significant attempts to use graduate attributes as either a knowledge management strategy or quality process in Australian Universities. This paper outlines and discusses the development of generic graduate attributes at an Australian University as a first stage to using competency profiling as a leadership strategy for 'knowledge' management. It also draws attention to the possibilities for knowledge management by focusing on quality processes to develop specific competencies, at discipline levels. This is done by the use of generic graduate attributes as the primary focus for a detailed audit of the attributes being developed, as well as auditing the teaching and assessment strategies being utilised to attain those attributes. Four relevant educational leadership theories are then identified and discussed in terms of the situational issues that are raised in the paper. Those theories are strategic leadership, organisation-wide leadership, educative leadership, and teacher centred leadership.
The usefulness and reliability of online assessment results relate to the clarity, specificity an... more The usefulness and reliability of online assessment results relate to the clarity, specificity and articulation of assessment purposes, goals and criteria. Cheating and plagiarism are two frequent and controversial issues that arise and there is a view that the online assessments mode inherently lends itself to both these practices. However, reconceptualising practice and redeveloping techniques can pave the way for an authentic assessment approach which minimizes student academic dishonesty. This article describes research which investigated online assessments practice in a business faculty at an Australian university and proposes what might constitute good, sustainable practice and design in university online assessment practices.
Edward Elgar Publishing eBooks, May 15, 2012
The international journal of knowledge, culture and change management, 2004
The use of an academic mentor and a sequential framework may improve both the functionality of st... more The use of an academic mentor and a sequential framework may improve both the functionality of student project teams and enhance the learning outcomes by building learning partnerships between the mentor and the team, and between the team members. The sequential framework has several phases: Establishing the ground rules, Team dynamics, Feedback and information sharing, Personal autonomy, Reaffirmation, Personal and professional growth outcomes, and Debriefing. This framework removes many of the personal dynamics that create detractor tensions within teams and enables a higher level of team functionality towards achieving negotiated outcomes. These outcomes will involve personal outcomes (leadership, coordination , tolerance etc) that develop throughout the mentorship as well as professional outcomes (that are usually imposed by course assessments). Desired levels for professional outcomes can be negotiated and established at the commencement of the mentorship, although reaffirmed during it. Professional outcomes typically culminate in some form of team presentation or report. A team debriefing enables closure and provides the mentor with informal evaluation of the mentoring arrangement.
Impacts of physical disability on an individual’s career development. Despite ‘career ’ becoming ... more Impacts of physical disability on an individual’s career development. Despite ‘career ’ becoming a somewhat nebulous term, career development remains a proactive and dynamic process aimed at meeting the needs of both the organisation and the individual. Although the limited literature deals with disability in general, rather than specific physical disabilities, it does suggest the relationship between career development and disability is complex and individuals with a physical disability still face discrimination through stereotyping and perceptual generalisations. There are several other issues relating to physical disability and career development which are identified from this paper as requiring further investigation. These include confidence and self-esteem issues associated with having a physical disability, attitudes towards careers and who is perceived as being responsible for career development, and whether having computing skills reduces the gap between inability and indepe...
Conceptualising managerial and leadership wisdom- how many wise
Myths and realities: A critical exposé of older workers and industrial
This paper examines important themes linked to online assessment and appropriate use of this asse... more This paper examines important themes linked to online assessment and appropriate use of this assessment medium in the Faculty of Business. As things stand, there are some limitations to their use and some of these limitations are not always known or understood, such is the recency of this type of assessment. There is good theoretical and practical reason to propose that the application or adoption of the preceding recommendations to the Faculty’s assessment practices would help substantially in addressing the issue of academic integrity in online assessment which currently challenges the Faculty. The use of online assessment in higher education, in particular computer mediated assessment (CMA) and online quizzes, has been growing in response to pedagogical and organisational efficiency drivers and with the increasing availability of technology and online assessment software options. However, the use of online assessment is not without its challenges, and some of these challenges war...
The term 'learning and development' has emerged in Australia to describe the activities a... more The term 'learning and development' has emerged in Australia to describe the activities associated with the development of people in organisations. It is very closely related to training, HRD and to VET but has its own emphasis. In essence, learning and development borrows something from all three of the other fields and ultimately is tied to individual performance as part of overall organisational performance and outcomes. Training has a rather narrow connotation. It is focused on the development of the skills of the workforce and, although it may be job oriented, training is related primarily to meeting the skills needs of the organisation. Human Resource Development (HRD), especially in the sense developed by the ASTD (American Society for Training and Development) in the USA, is a far broader concept embracing all aspects of development that may happen in the organisation – individual, career and organisational. It forms a major part of the entire human resource manageme...