|
|
|
Assisting research students from non-traditional backgrounds
Edited by James Sillitoe, Glenda Crosling [et al.]
[Melbourne] : HERDSA (Vic), 2002
|
If you are:
- a member of the Monash community; and
- have published, or are about to publish a book.
Let us know about it by
emailing:
authors@monash.edu.au
|
|
Book description
It is well known that as society and the academy change at
increasing speed, teaching in universities in general has become more
complicated. This volume, however, alerts us to a new domain of
concern in university teaching, which is that of supervising research
students from non-traditional academic backgrounds. Just as mass
higher education, globalisation and technological change are each
challenging traditional teaching and learning practices, especially at the
undergraduate level, the contributors to this book explain that the advent
of a growing number of research students from non-traditional backgrounds
makes a range of new demands on supervisors. These two phenomena are
related, of course, and they are causing a re-think of many aspects of what
'higher education' means in the current climate.
About the author
Glenda Crosling has over 12 years' experience in student
learning support and currently is a Senior Lecturer with responsibility
for the Language and Learning Services program in the Faculty of
Business and Economics at Monash University's Clayton campus.
Need help? Library frequently asked questions and online
enquiries: current students/staff | public users, online chat,
or phone +61 3 9905 5054
Something to say? Use our online enquiry service to send us
your feedback and suggestions: current students/staff | public users
|
