Te Mātāpuna - Library & Learning Services

Permanent link for this collection

This collection contains research done by AUT Te Mātāpuna - Library & Learning Services staff.


Recent Submissions

Now showing 1 - 5 of 22
  • Item
    Academic Misconduct Among Undergraduates Across Aotearoa: Insights and Implications for Policy and Practice
    (Springer Science and Business Media LLC, 2024-03-26) Stephens, JM; Absolum, K; Adam, LA; Blickem, CJ; Gilliver-Brown, KE; Hart, DE; Kelly, J; Olsen, W; Ulrich, N
    As elsewhere in the world, academic misconduct is a serious problem in Aotearoa. Yet, beyond the occasional newspaper headline, we know relatively little about the extent of the problem here or the factors associated with it. Consequently, our educational leaders and practitioners are left under-informed as they seek to address the problem and promote academic integrity. To help provide the knowledge and insights needed to craft good policy and best practice, the Research on Academic Integrity in New Zealand (RAINZ) Project—a research collaboration involving eight tertiary institutions—was founded in 2021. In the second semester of 2022, the RAINZ Project launched the first-ever nationwide survey of undergraduate students’ perceptions, attitudes, and behaviours related to academic integrity. Results from this survey, which was completed by undergraduates (N = 4493), indicate that most students (approximately two-thirds) reported engaging in at least one form of academic misconduct in the past year. As hypothesised, students’ perceptions (of the institutional climate and peer norms) and moral attitudes (related to cheating) were significantly associated with their engagement in academic misconduct. Details of these results as well as their implications for policy and practice are discussed.
  • Item
    Embedded Approaches to Academic Literacy Development: A Systematic Review of Empirical Research About Impact
    (Taylor and Francis Group, 2024-05-20) Bassett, Mark; Macnaught, Lucy
    This systematic literature review identifies evidence used to justify embedded approaches to academic literacy development. This inquiry is of direct relevance to widening participation in higher education and persistent inequity with completion rates for linguistically and culturally diverse student groups. Using the PRISMA-P checklist, 20 studies were included. Analysis focused on their research designs, types of evidence presented, pedagogic practices implemented, and journal choice. Findings show that research designs often involved questionnaire, interview, and focus group data to generate insights about student and staff perceptions. Descriptions of pedagogic practices were brief and not always related to claims about impact, and publishing targeted a variety of disciplines. These findings highlight the need for research teams with discipline knowledge and literacy knowledge so that evidence about the impacts of embedded approaches on academic performance are included, as well as complementary publications that detail the pedagogic practices contributing to change in academic performance.
  • Item
    ‘I don’t know the hierarchy’: Using UX to Position Literacy Development Resources Where Students Expect Them
    (Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2023-11-28) Bassett, Mark; Chapman, Emma; Wattam, Craig
    The provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student literacy development across our university, we have conducted multiple rounds of user experience (UX) testing with our students to design a set of resources in a course within our learning management system that all students can access. Our most recent UX employed usability testing, card sorting, and low-fi wire framing activities to identify how students experience our resources. Findings indicate that students are confused by enforced groupings of literacy development content and that they expect our resources to be accessible with the rest of their assessment information. Implications for design include balancing student expectations of immediate access to relevant literacy development resources with the constraints of having a small team who can design this content.
  • Item
    Using Historical Evidence: Semantic Profiles and Demonstrating Understanding of Ancient History in Senior Secondary School
    (University of Newcastle, 2023-03-06) Macnaught, Lucy; Matruglio, Erika; Doran, Yaegan
    This paper presents findings from the Australian Research Council funded ‘Disciplinarity, Knowledge and Schooling’ project (DISKS) which investigates knowledge-building practices in Australian secondary schools and gave rise to the ground-breaking notions of ‘semantic waves’ (Maton, 2013) and ‘power pedagogy’ (Martin, 2013). In this paper, we investigate student writing in senior secondary school Ancient History. We focus on how students use evidence in their responses to different types of exam questions. Our research question focuses on the extent to which key features of responses to short answer questions appear in extended responses and vice versa. This focus arose through findings that teachers in our study tended to view short answer questions as a ‘mini’ version of extended responses and prepared students accordingly. The similarities and differences are important to identify as extended responses make a significant contribution to the overall exam grade. To better understand the use of evidence in responses to different types of exam questions, the study draws on the dimension of Semantics in Legitimation Code Theory (Maton, 2013). We use the newly developed wording and clausing tools (Doran & Maton, 2018, forthcoming) to analyse the relative strength of context dependence in responses to Year 12 exam questions. Context dependence is particularly relevant to how students use evidence, as it involves relating the concrete particulars of specific historical artefacts, events, and the behaviours of historical figures to more abstract concepts in the discipline of history that are not bound to one historical setting. Our analysis tracks relative shifts in context dependence in student texts to generate semantic profiles of their exam responses. Findings show that although teachers may use the writing of short answer questions as preparation towards the high-stakes extended writing tasks, short answer responses are not ‘minature’ versions of extended responses. We argue that the differences are teachable and propose the use of model texts to make these features visible to students. Beyond the timeframe of secondary school education, learning to use evidence, particularly for the development of arguments, may provide a robust foundation for tertiary level writing tasks where students need to control degrees of context dependence.
  • Item
    "Be better than what's out there."
    (AUT University Students Association (AUTSA), 2023-07-06) Murdoch, Craig
    Tucked down an alleyway in central-ish Auckland is the place where I get my hair done. If you don’t know it’s there, you’re not very likely to find it. The big open space with the deliberate lack of signage is run in the manner of a collective, and peopled by tattoo artists, pop-up vendors, the occasional market which spills into the alleyway, and my hairdresser. It’s a welcoming and safe space for those blessed by neurodiversity and for members of the Rainbow community. It is one of my favourite places...
Items in these collections are protected by the Copyright Act 1994 (New Zealand). These works may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:
  • Any use you make of these works must be for research or private study purposes only, and you may not make them available to any other person.
  • Authors control the copyright of their works. You will recognise the author’s right to be identified as the author of the work, and due acknowledgement will be made to the author where appropriate.
  • You will obtain the author’s permission before publishing any material from the work.