Browsing by Author "Brogt E"

Now showing 1 - 3 of 3
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    Postgraduate writing for publication workshops: Preparation for the past or for the future?
    (2013) Comer KV; Clement J; Brogt E; Obel C
    This article demonstrates the potential for postgraduate writing for publication workshops to foster increased research outputs alongside improved writing abilities. The authors explore some consequences of a national research evaluation framework of universities in New Zealand, and discuss how postgraduate student feedback led to the piloting of publication workshops. The approaches and successes of these workshops are explored. In arguing for support for such workshops with respect to their demonstrated benefits for participants in New Zealand and elsewhere, the authors also note the need to focus greater attention on the future employment of postgraduates.
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    Report from the 2018 Academic Development Symposium: Connecting and Staying Connected
    (Higher Education Research and Development Society of Australasia New Zealand Branch, 2018-11-01) Swiatek L; Sutherland K; Brogt E
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    Using Institutional Research Data on Tertiary Performance to Inform Departmental Advice to Secondary Students
    (AAIR, 2011) Brogt E; Sampson K; Comer KV; Turnbull MH; McIntosh AR
    This article examines the use of institutional research data on tertiary academic success of students in the first-year Biology program at the University of Canterbury in relation to their secondary school performance in English, Mathematics with Statistics, Biology and Chemistry. This study was commissioned by the School of Biological Sciences to examine the validity of the advice they gave to secondary students considering studying biology at university and was carried out as a joint venture between institutional researchers and departmental academics. We found that students with higher overall first-year university biology performance were more likely to also have taken Chemistry at secondary school. Controlling for overall performance, students taking both Chemistry and Biology as domains for the New Zealand University Entrance qualification (UE) did significantly better in two out of three first-year biology courses than those who had taken only one or neither subject as a domain. The extent of the advantage depended on the type of course; being greatest in the biochemistry-related course and least in ecology-related. We concluded that the advice the School of Biological Sciences had been giving students in secondary school as to the best preparation for (first- year) university studies in biology (emphasising the need to take both the subjects of Biology and Chemistry) was consistent with the institutional performance data of first-year students at university.