Mapping Resources, Activities and Processes Supporting the Development of Tertiary Learning and Teaching Grant Applications : Final Report.
This report looked at the mapping resources, activities and processes used to support the development of tertiary learning. Most tertiary institutions in Australia and New Zealand have competitive learning and teaching grants, many of which articulate to national programs on a competitive basis. Whi...
| Institutions: | University of South Australia Curtin University University of New South Wales University of Auckland Monash University Tabor Adelaide CQ University |
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| Huvudskapare: | , , , , , , , , |
| Publicerad: |
Office for Learning and Teaching
2016
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| Ämnen: | |
| Länkar: | /resources/SP14_4077_Sanderson_Report_2016.pdf |
| Sammanfattning: | This report looked at the mapping resources, activities and processes used to support the development of tertiary learning. Most tertiary institutions in Australia and New Zealand have competitive learning and teaching grants, many of which articulate to national programs on a competitive basis. While some institutions have highly-structured, well-resourced and systematic approaches to support the development of grant applications, others take a less prescribed and resourced approach. While the approach of any institution is shaped by a variety of contextual factors and one size will not fit all, it is likely that some approaches, including professional development for applicants, are more supportive and effective than others. This project will produce a Typology of resources, activities and processes to support the development of learning and teaching grant applications. The Typology will raise awareness in institutions about the range of approaches that exist to support authors to build competitive, relevant and robust proposals. The project's deliverables can assist institutions to benchmark their internal processes to enhance the suitability and quality of learning and teaching grant applications. |
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| ISBN: | 9781760289010 (PDF) 9781760289027 (DOCX) 9781760289003 (print ed) 9781760289010 (PDF) 9781760289027 (DOCX) 9781760289003 (print ed) |
