Lynley Deaker

TL;DR: The authors used the NEP to monitor changes in students' ecological worldviews over a limited time period, and concluded that monitoring students' attitudes is a worthwhile precursor to debating the issues institutionally.

TL;DR: In this paper, the authors benchmark the environmental worldview attributes of an incoming cohort of Otago Polytechnic students to support academic staff who need to know more about the sustainability interests and characteristics of their students, so that they may provide appropriate educational programmes.

TL;DR: In this paper, the authors explore how students' worldviews change as they experience higher education with us and conclude that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that education for sustainable development is substantially a quest for affective change.

TL;DR: This paper examined the commonalities between a pre-established set of discourses about resistance to teaching development and views about teaching and learning in academics' comments on student evaluations of teaching, and the identification of commonalities are used to speculate about implications for academic development approaches both with teachers and institutions.

TL;DR: In this article, an interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions and highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback.