My career has been firmly based in education, with experience gathered in both the school and higher education sectors. I have taught in schools, colleges and universities in both Australia and South Africa. My work on curriculum design has been primarily focused on large generalist programs such as the BA. My research in this area has led to commissioned projects and collaborations with the council of Deans of Humanities, Arts and Social Sciences (DASSH). This research has led to invitations to participate in program reviews and planning days with a number of universities in Australia and engagement with the Deans of Arts network in New Zealand.
I have been a key team member and project leader in nationally funded projects focusing on strategies for effective dissemination strategies of teaching innovation projects. These projects developed a series of resources and guidelines to support future applicants and application assessors.
My work in dissemination and evaluation of innovative teaching practices is recognised in the invitations to give presentations and facilitate workshops on these issues, both nationally and internationally. International workshops include those organised by the Higher Education Academy (HEA), SEDA and the Scottish Quality Assurance Agency. I have also been invited to act as an external reviewer of OLT and internal grant applications and awards at a number of different Australian universities and have been commissioned as an external evaluator on a range of nationally funded projects and fellowships.
Book Chapter: WIL in liberal arts programs: new approaches
Gannaway, Deanne and Sheppard, Karen (2017). WIL in liberal arts programs: new approaches. Work-integrated learning in the 21st century: global perspectives on the future. (pp. 51-66) edited by Tracey Bowen and Maureen T. B. Drysdale. Bingley, United Kingdom: Emerald Publishing.
Journal Article: Knowledge of Undergraduate and Graduate Dentists and Dental Therapists concerning Panoramic Radiographs: Knowledge of Panoramic Radiographs
McNab, Scott, Monsour, Paul, Madden, Daniel and Gannaway, Deanne (2015). Knowledge of Undergraduate and Graduate Dentists and Dental Therapists concerning Panoramic Radiographs: Knowledge of Panoramic Radiographs. Open Journal of Dentistry and Oral Medicine, 3 (2), 46-52. doi: 10.13189/ojdom.2015.030203
Journal Article: The Bachelor of Arts: slipping into the twilight or facing a new dawn?
Gannaway, Deanne (2015). The Bachelor of Arts: slipping into the twilight or facing a new dawn?. Higher Education Research and Development, 34 (2), 298-310. doi: 10.1080/07294360.2014.956689
Journal Article: What's in their baggage? The cultural and social capital of Australian students preparing to study abroad
Green, Wendy, Gannaway, Deanne, Sheppard, Karen and Jamarani, Maryam (2014). What's in their baggage? The cultural and social capital of Australian students preparing to study abroad. Higher Education Research and Development, 34 (3), 513-526. doi: 10.1080/07294360.2014.973381
Journal Article: Cultivating change: disseminating innovation in higher education teaching and learning
Gannaway, Deanne, Hinton, Tilly, Berry, Bianca and Moore, Kaitlin (2013). Cultivating change: disseminating innovation in higher education teaching and learning. Innovations in Education and Teaching International, 50 (4), 410-421. doi: 10.1080/14703297.2013.839334
Journal Article: Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders
Goos, Merrilyn, Gannaway, Deanne and Hughes, Clair (2011). Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders. The Australian Educational Researcher, 38 (1), 95-107. doi: 10.1007/s13384-010-0008-2
Book: The D-Cubed Guide: planning for effective dissemination
Hinton, Tilly, Gannaway, Deanne, Berry, Bianca and Moore, Kaitlin (2011). The D-Cubed Guide: planning for effective dissemination. Strawberry Hills, NSW 2012: Australian Learning andTeaching Council (ALTC).
Journal Article: Towards a curriculum typology for Australian generalist arts degree programs
Gannaway, Deanne (2010). Towards a curriculum typology for Australian generalist arts degree programs. Journal of Further and Higher Education, 34 (2), 149-163. doi: 10.1080/03098771003695437
Journal Article: Strategies for effective dissemination of the outcomes of teaching and learning projects
Southwell, Deborah, Gannaway, Deanne, Orrell, Janice, Chalmers, Denise and Abraham, Catherine (2010). Strategies for effective dissemination of the outcomes of teaching and learning projects. Journal of Higher Education Policy and Management, 32 (1), 55-67. doi: 10.1080/13600800903440550
Establishing the value of boundary learning: Discerning the hidden curriculum in generalist degrees
(2020) UQ Early Career Researcher
(2016–2018) UQ Teaching Innovation Grants
Making Connections: Future- proofing the generalist Bachelor of Arts
(2016–2017) OLT Teaching Fellowship
Casual Tutors/Adjunct Faculty in Architectural Design Studios: Identity and Practice
(2022) Doctor Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
(2022) Master Philosophy
Investigating the disconnect between perception, rhetoric and reality of the value of the Humanities in Australian higher education: a case study of Brisbane universities
Master Philosophy
Understanding the contribution of humanities, Arts and social science (HASS) programs to learning in higher education
There is an opportunity for a qualified applicant who is interested in higher education research to become a MPHIL/PhD student to exploreHASS-specific pedagogies. This project aims to identify practices and opportunities in HASS disciplines that enable and develop innovation, critical thinking and reasoning, creativity and entrepreneurial skills. It will identify problems in leading curriculum reform that particularly affect teaching into the BA in the contemporary context where there is increasing pressure to meet the needs of the growing knowledge and innovation based economy of Australia.
Interdisciplinary learning in Generalist programs
Generalist programs such as the Bachelor of Arts (BA) and Bachelor of Science (BSc) are often defended by arguments that contend that BA students have a unique opportunity to integrate knowledge and skills from disparate disciplines and that new, personalised learning occurs through generating the connections and forming coherence between the different disciplines studied. Learning in the spaces in between disciplines, fundamental to interdisciplinary learning, is described as promoting a heightened understanding of the complexities of the contemporary world. A key strength of BA and BSc programs is the capacity to engage with multiple disciplines. Yet, there is little evidence that this kind of interdisciplinary learning actually occurs. An investigation of the actual graduate attributes attained and sustained over time through this cross-discipline learning is required. Suitably qualified applicants interested in interdisciplinary higher education research are invited to become a MPHIL/PhD student to investigate this question.
Approaches to actualise curriculum design in higher education
There is an opportunity for a qualified applicant who is interested in higher education research to become a MPHIL/PhD student exploring the efficacy of design-based thinking as an approach to program design in higher education. Design-based thinking has been used as a process to design services and products and marketing and as a tool to teach students creativity and innovation and to strategies. It has also been used as a process to highlight and address curriculum challenges in K-12 education. This research posits that design-based thinking approaches can be used to encourage a whole-of-program view and to refresh and renew existing higher education curricula. This approach also firmly places students as partners in curriculum design
WIL in liberal arts programs: new approaches
Gannaway, Deanne and Sheppard, Karen (2017). WIL in liberal arts programs: new approaches. Work-integrated learning in the 21st century: global perspectives on the future. (pp. 51-66) edited by Tracey Bowen and Maureen T. B. Drysdale. Bingley, United Kingdom: Emerald Publishing.
McNab, Scott, Monsour, Paul, Madden, Daniel and Gannaway, Deanne (2015). Knowledge of Undergraduate and Graduate Dentists and Dental Therapists concerning Panoramic Radiographs: Knowledge of Panoramic Radiographs. Open Journal of Dentistry and Oral Medicine, 3 (2), 46-52. doi: 10.13189/ojdom.2015.030203
The Bachelor of Arts: slipping into the twilight or facing a new dawn?
Gannaway, Deanne (2015). The Bachelor of Arts: slipping into the twilight or facing a new dawn?. Higher Education Research and Development, 34 (2), 298-310. doi: 10.1080/07294360.2014.956689
Green, Wendy, Gannaway, Deanne, Sheppard, Karen and Jamarani, Maryam (2014). What's in their baggage? The cultural and social capital of Australian students preparing to study abroad. Higher Education Research and Development, 34 (3), 513-526. doi: 10.1080/07294360.2014.973381
Cultivating change: disseminating innovation in higher education teaching and learning
Gannaway, Deanne, Hinton, Tilly, Berry, Bianca and Moore, Kaitlin (2013). Cultivating change: disseminating innovation in higher education teaching and learning. Innovations in Education and Teaching International, 50 (4), 410-421. doi: 10.1080/14703297.2013.839334
Goos, Merrilyn, Gannaway, Deanne and Hughes, Clair (2011). Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders. The Australian Educational Researcher, 38 (1), 95-107. doi: 10.1007/s13384-010-0008-2
The D-Cubed Guide: planning for effective dissemination
Hinton, Tilly, Gannaway, Deanne, Berry, Bianca and Moore, Kaitlin (2011). The D-Cubed Guide: planning for effective dissemination. Strawberry Hills, NSW 2012: Australian Learning andTeaching Council (ALTC).
Towards a curriculum typology for Australian generalist arts degree programs
Gannaway, Deanne (2010). Towards a curriculum typology for Australian generalist arts degree programs. Journal of Further and Higher Education, 34 (2), 149-163. doi: 10.1080/03098771003695437
Strategies for effective dissemination of the outcomes of teaching and learning projects
Southwell, Deborah, Gannaway, Deanne, Orrell, Janice, Chalmers, Denise and Abraham, Catherine (2010). Strategies for effective dissemination of the outcomes of teaching and learning projects. Journal of Higher Education Policy and Management, 32 (1), 55-67. doi: 10.1080/13600800903440550
Gannaway, Deanne, Hinton, Tilly, Berry, Bianca and Moore, Kaitlin (2011). A review of the dissemination strategies used by projects funded by the ALTC Grants Scheme: final report. Sydney, NSW, Australia: Australian Teaching and Learning Council.
The D-Cubed Guide: planning for effective dissemination
Hinton, Tilly, Gannaway, Deanne, Berry, Bianca and Moore, Kaitlin (2011). The D-Cubed Guide: planning for effective dissemination. Strawberry Hills, NSW 2012: Australian Learning andTeaching Council (ALTC).
Gannaway, Deanne (2022). Practitioner response: considering co-constructing a programme leadership development programme in a research-intensive HEI. Supporting course and programme leaders in higher education: practical wisdom for leaders, educational developers and programme leaders. (pp. 71-72) edited by Jenny Lawrence, Sue Morón-García and Rowena Senior. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003127413-12
A whole-university approach to building expertise in higher education teaching
Gannaway, Deanne (2022). A whole-university approach to building expertise in higher education teaching. Developing expertise for teaching in higher education: practical ideas for professional learning and development. (pp. 57-68) edited by Helen King. London, United Kingdom: Routledge. doi: 10.4324/9781003198772-6
Pursuing employability through generalist and specialist degree programs: Australian perspectives
Gannaway, Deanne and Sheppard, Karen (2019). Pursuing employability through generalist and specialist degree programs: Australian perspectives. Education for employability (volume 2): Learning for future possibilities. (pp. 155-166) edited by Joy Higgs, Will Letts and Geoffrey Crisp. Leiden, The Netherlands: Brill Sense. doi: 10.1163/9789004418707_013
You're not alone: discovering the power of sharing life narratives as academic women
Barker, Michelle, Webster-Wright, Ann, Gannaway, Deanne and Green, Wendy (2018). You're not alone: discovering the power of sharing life narratives as academic women. Women activating agency in academia : metaphors, manifestos and memoir. (pp. 11-22) edited by Alison L. Black and Susanne Garvis. Abingdon, Oxon United Kingdom: Routledge.
You’re not alone: discovering the power of sharing life narratives as academic women
Barker, Michelle, Webster-Wright, Ann, Gannaway, Deanne and Green, Wendy (2018). You’re not alone: discovering the power of sharing life narratives as academic women. Women activating agency in academia: metaphors, manifestos and memoir. (pp. 11-22) edited by Alison L. Black and Susanne Garvis. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315147451-8
WIL in liberal arts programs: New approaches
Gannaway, Deanne and Sheppard, Karen (2017). WIL in liberal arts programs: New approaches. Work-Integrated Learning in the 21st Century: Global Perspectives on the Future. (pp. 51-66) Bingley, United Kingdom: Emerald Group Publishing Ltd.. doi: 10.1108/S1479-367920170000032003
WIL in liberal arts programs: new approaches
Gannaway, Deanne and Sheppard, Karen (2017). WIL in liberal arts programs: new approaches. Work-integrated learning in the 21st century: global perspectives on the future. (pp. 51-66) edited by Tracey Bowen and Maureen T. B. Drysdale. Bingley, United Kingdom: Emerald Publishing.
Design thinking-learning and lifelong learning for employability in the 21st century
Seevaratnam, Vijayakumari, Gannaway, Deanne and Lodge, Jason (2023). Design thinking-learning and lifelong learning for employability in the 21st century. Journal of Teaching and Learning for Graduate Employability, 14 (1), 167-186. doi: 10.21153/jtlge2023vol14no1art1631
Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics
Godbold, Nattalia, Matthews, Kelly E. Elizabeth and Gannaway, Deanne (2023). Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics. Higher Education Research & Development, ahead-of-print (ahead-of-print), 1-12. doi: 10.1080/07294360.2023.2218809
Godbold, N., Matthews, K. E. and Gannaway, D. (2023). Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles. Journal of Higher Education Policy and Management, 45 (3), 323-334. doi: 10.1080/1360080x.2022.2148237
Godbold, N., Matthews, K. E. and Gannaway, D. (2022). Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD). International Journal for Academic Development, 1-13. doi: 10.1080/1360144x.2022.2158835
Godbold, N., Matthews, K. E. and Gannaway, D. (2022). Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas. International Journal for Academic Development, 1-12. doi: 10.1080/1360144x.2022.2082436
Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes
Deng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2020). Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes. Journal of Computer Assisted Learning, 36 (5), 688-708. doi: 10.1111/jcal.12437
Learner engagement in MOOCs: Scale development and validation
Deng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51 (1) bjet.12810, 245-262. doi: 10.1111/bjet.12810
Rowland, Susan, Gannaway, Deanne, Pedwell, Rhianna, Adams, Peter, Evans, Robyn, Bonner, Hailey and Wong, Kai Sheng (2019). Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields. Higher Education Research and Development, 39 (2), 1-14. doi: 10.1080/07294360.2019.1668364
Progress and new directions for teaching and learning in MOOCs
Deng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2018). Progress and new directions for teaching and learning in MOOCs. Computers and Education, 129, 48-60. doi: 10.1016/j.compedu.2018.10.019
Future Doctors' Perceptions about Incorporating Nutrition into Standard Care Practice
Schoendorfer, Niikee, Gannaway, Deanne, Jukic, Katherine, Ulep, Robin and Schafer, Jennifer (2017). Future Doctors' Perceptions about Incorporating Nutrition into Standard Care Practice. Journal of the American College of Nutrition, 36 (7), 565-571. doi: 10.1080/07315724.2017.1333928
Reflecting on institutional support for SoTL engagement: developing a conceptual framework
Myatt, Paula, Gannaway, Deanne, Chia, Ivy, Fraser, Kym and McDonald, Jacquelin (2017). Reflecting on institutional support for SoTL engagement: developing a conceptual framework. International Journal for Academic Development, 23 (2), 1-14. doi: 10.1080/1360144X.2017.1346511
So how big is big? Investigating the impact of class size on ratings in student evaluation
Gannaway, Deanne, Green, Teegan and Mertova, Patricie (2017). So how big is big? Investigating the impact of class size on ratings in student evaluation. Assessment and Evaluation in Higher Education, 43 (2), 175-184. doi: 10.1080/02602938.2017.1317327
McNab, Scott, Monsour, Paul, Madden, Daniel and Gannaway, Deanne (2015). Knowledge of Undergraduate and Graduate Dentists and Dental Therapists concerning Panoramic Radiographs: Knowledge of Panoramic Radiographs. Open Journal of Dentistry and Oral Medicine, 3 (2), 46-52. doi: 10.13189/ojdom.2015.030203
The Bachelor of Arts: slipping into the twilight or facing a new dawn?
Gannaway, Deanne (2015). The Bachelor of Arts: slipping into the twilight or facing a new dawn?. Higher Education Research and Development, 34 (2), 298-310. doi: 10.1080/07294360.2014.956689
Green, Wendy, Gannaway, Deanne, Sheppard, Karen and Jamarani, Maryam (2014). What's in their baggage? The cultural and social capital of Australian students preparing to study abroad. Higher Education Research and Development, 34 (3), 513-526. doi: 10.1080/07294360.2014.973381
Drinkwater, Michael J., Gannaway, Deanne, Sheppard, Karen, Davis, Matthew J., Wegener, Margaret J., Bowen, Warwick J. and Corney, Joel F. (2014). Managing active learning processes in large first year physics classes: the advantages of an integrated approach. Teaching and Learning Inquiry, 2 (2), 75-90. doi: 10.2979/teachlearninqu.2.2.75
Cultivating change: disseminating innovation in higher education teaching and learning
Gannaway, Deanne, Hinton, Tilly, Berry, Bianca and Moore, Kaitlin (2013). Cultivating change: disseminating innovation in higher education teaching and learning. Innovations in Education and Teaching International, 50 (4), 410-421. doi: 10.1080/14703297.2013.839334
Goos, Merrilyn, Gannaway, Deanne and Hughes, Clair (2011). Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders. The Australian Educational Researcher, 38 (1), 95-107. doi: 10.1007/s13384-010-0008-2
Towards a curriculum typology for Australian generalist arts degree programs
Gannaway, Deanne (2010). Towards a curriculum typology for Australian generalist arts degree programs. Journal of Further and Higher Education, 34 (2), 149-163. doi: 10.1080/03098771003695437
Strategies for effective dissemination of the outcomes of teaching and learning projects
Southwell, Deborah, Gannaway, Deanne, Orrell, Janice, Chalmers, Denise and Abraham, Catherine (2010). Strategies for effective dissemination of the outcomes of teaching and learning projects. Journal of Higher Education Policy and Management, 32 (1), 55-67. doi: 10.1080/13600800903440550
Developing informal project management skills in a collaborative learning environment
Pearce, Meryl, Clarke, Beverley and Gannaway, Deanne (2007). Developing informal project management skills in a collaborative learning environment. Geographical Education, 20 (2007), 48-57.
e-Learning to Aid International Student Transition: A Case Study
Schmidt, Lisa and Gannaway, Deanne (2007). e-Learning to Aid International Student Transition: A Case Study. The International Journal Of Learning, 13 (12), 55-62.
Deng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2017). Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016. 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, 22-26 May 2017. Heidelberg, Germany: Springer Verlag. doi: 10.1007/978-3-319-59044-8_20
Overview of the Australian BA: major changes, trends, issues
Gannaway, Deanne (2015). Overview of the Australian BA: major changes, trends, issues. Associate Deans Learning and Teaching Network (ADTLN), Melbourme, VIC, Australia, 12 - 13 March, 2015.
Taking a design thinking approach to curriculum renewal
Gannaway, Deanne (2015). Taking a design thinking approach to curriculum renewal. HERDSA South Australian Branch Seminar, University of Adelaide, South Australia, 10 March 2015.
Testing the myths about graduate outcomes of the Bachelor of Arts: Confirmed, plausible or busted?
Gannaway, D. (2015). Testing the myths about graduate outcomes of the Bachelor of Arts: Confirmed, plausible or busted?. Higher Education Research and Development (HERDSA), Melbourme, VIC Australia, 6-9 July, 2015.
What’s up with the Australian BA?
Gannaway, Deanne (2015). What’s up with the Australian BA?. HERDSA South Australian Branch Seminar, University of Adelaide, South Australia, 10 March 2015.
What’s up with the Australian BA?
Gannaway, Deanne (2015). What’s up with the Australian BA?. ISSOTL Conference of the International Society of Scholarship of Teaching and Learning, Melbourme, VIC, Australia, 27- 30 October 2015.
Does “curriculum” have a place in a Bachelor of Arts?
Gannaway, Deanne (2013). Does “curriculum” have a place in a Bachelor of Arts?. HERDSA Annual International Conference, AUT University, Auckland, New Zealand., 1-4 July, 2013.
Drafting Dissemination Strategies for Teaching and Learning Grants
Gannaway, Deanne (2013). Drafting Dissemination Strategies for Teaching and Learning Grants. South Australian Northern Territory Promoting Excellence Network, University of South Australia, Adelaide, 6 March 2013.
Facilitating change in higher education practices
Gannaway, Deanne and Hinton, Tilly (2013). Facilitating change in higher education practices. International Conference on Enhancement and Innovation in Higher Education, Glasgow, United Kingdom., 10 - 13 June 2013.
Manipulating Space and Time for Active-Learning Lectures
Wegener, M., Drinkwater, M., McIntyre, T., Gannaway, D., Sheppard, K., McGrath, D. and Cody, A. (2013). Manipulating Space and Time for Active-Learning Lectures. International Conference on Physics Education, Prague, Czech Republic, 5-9 August 2013.
More than the sum of its parts: Evaluating a model of teaching and learning
Drinkwater, M., Gannaway, D., Sheppard, K. and Wegener, M. (2013). More than the sum of its parts: Evaluating a model of teaching and learning. HERDSA Annual International Conference, Auckland New Zealand, 1 - 4 July 2013.
The Structure of the Australian BA
Gannaway, Deanne (2013). The Structure of the Australian BA. Associate Deans Learning and Teaching Network (ADTLN), Stradbroke Island, Queensland, 8-10 March 2013.
Dissemination for Change in Higher Education Learning and Teaching
Hinton, Tilly and Gannaway, Deanne (2012). Dissemination for Change in Higher Education Learning and Teaching. International Consortium for Educational Development (ICED), Bangkok, Thailand, 22 – 25 July 2012.
Dissemination in grants projects: Lessons for achieving seismic shifts and tectonic change
Gannaway, Deanne, Hinton, Tilly, Berry, Bianca and Moore, Kaitlin (2011). Dissemination in grants projects: Lessons for achieving seismic shifts and tectonic change. HERDSA Annual International Conference, Gold Coast, Queensland, Australia., 4-7 July, 2011.
Doing Effective Dissemination; Theory and Practice
Gannaway, Deanne (2011). Doing Effective Dissemination; Theory and Practice. SEDA Workshop, University of Bath, United Kingdom, 17 May 2011.
From individualised quality enhancement to national quality assurance: an Australian perspective
Gannaway, Deanne (2011). From individualised quality enhancement to national quality assurance: an Australian perspective. The Higher Education Academy Annual Conference: Surveys for Enhancement, National College for School Leadership, Nottingham, United Kingdom, 19 May, 2011.
A model for driving large-scale quality learning in higher education
Matthews, Kelly E., Deanne Gannaway and Adams, Peter (2010). A model for driving large-scale quality learning in higher education. International Consortium for Educational Development, Barcelona, Spain, 28-30 June 2010.
Examining the graduate outcomes of a generalist Arts degree
Gannaway, Deanne (2010). Examining the graduate outcomes of a generalist Arts degree. Enhancing Learning Experiences in Higher Education, University of Hong Kong, Hong Kong, 2 - 3 December 2010.
Examining the outcomes of a generalist Arts degree
Gannaway, Deanne and Berry, Bianca (2010). Examining the outcomes of a generalist Arts degree. HERDSA Annual International Conference, Melbourme, VIC, Australia, July, 2010.
Nature and roles of contemporary Australian arts degrees
Gannaway, Deanne (2009). Nature and roles of contemporary Australian arts degrees. Faculty of Arts Planning Day, Hobart, Tasmania, August 2009. Unknown: unknown.
Social learning spaces at UQ: The impact on the student experience
Matthews, K.E. and Gannaway, D. (2009). Social learning spaces at UQ: The impact on the student experience. HERDSA Conference: The Student Experience, Darwin, Northern Territory, Australia: Charles Darwin University, 6-9 July, 2009.
The impact of social learning spaces on student engagement
Matthews, K.E., Adams, P. and Gannaway, D. (2009). The impact of social learning spaces on student engagement. Pacific Rim First Year in Higher Education Conference, Townsville, Qld., Australia, 29 June - 1 July 2009. QUT, Brisbbane: Queensland University of Technology.
The impact of social learning spaces on the student experience
Matthews, K.E., Gannaway, D. and Adams, P. (2009). The impact of social learning spaces on the student experience. Blended Learning Conference, Brisbane, Queensland, Australia: University of Queensland, 18 June, 2009.
Towards a curriculum taxonomy for liberal arts degrees
Gannaway, Deanne (2008). Towards a curriculum taxonomy for liberal arts degrees. Improving Student Learning Symposium, University of Durham, United Kingdom, 1-3 September 2008.
Improving preparation programs for university teachers: a national collaboration
Deanne Gannaway, Allan Goody, Margaret Hicks, O'Brien, Mia, Heather Smigiel and Gail Wilson (2007). Improving preparation programs for university teachers: a national collaboration. Higher Education Research and Development Society of Australasia (HERDSA) Inc Annual Conference, Adelaide, SA Australia, 8-11 July 2007. HERDSA website: HERDSA.
Using collaborative learning to develop skills in research methods and statistics.
Martins, Y and Gannaway, D (2005). Using collaborative learning to develop skills in research methods and statistics.. Making a Difference: 2005 Evaluations and Assessment Conference. 30 November-1 December, Sydney., Sydney, Australia, 30 November - 2 December, 2005.
What makes funded innovation projects become more than just a localised bright idea?
Southwell, D., Gannaway, Deanne, Orrell, J., Chalmers, D. and Abrahams, C. (2005). What makes funded innovation projects become more than just a localised bright idea?. HERDSA Annual International Conference, Sydney ,NSW, Australia, 4 July 2005.
Adoption of online educational development resources by academic staff
Gannaway, Deanne (2004). Adoption of online educational development resources by academic staff. Evaluation and Assessment Conference, Melbourne, Australia, 22-23 November 2004.
Adoption of online professional development resources
Gannaway, Deanne (2004). Adoption of online professional development resources. Conference On Information Technology in Tertiary Education (CITEE), University of Cape Town, South Africa, 1 - 3 September 2004.
Gannaway, Deanne (2004). From policy into practice. Improving Student Learning: Diversity and Inclusivity" : The 12th Improving Student Learning Symposium,, Birmingham, United Kingdom, 6-8 September 2004.
Using Collaborative learning to develop transferable skills
Clarke, B., Pearce, M and Gannaway, D (2004). Using Collaborative learning to develop transferable skills. 27th Annual Conference Higher Education Research and Development Society of Australasia (HERDSA) International Conference, Miri, Malaysia, 4- 7 July 2004.
How collaborative effort can resist fraudulent educational practice
Deller-Evans, Kate and Gannaway, Deanne (2003). How collaborative effort can resist fraudulent educational practice. Educational Integrity ("Plagiarism and Other Perplexities"), Adelaide, Australia, 10 December 2003.
Transitioning to hybrid teaching and learning: UQ staff perspectives
Mandrusiak, Allison, Gannaway, Deanne, Colthorpe, Kay and Tucker, Kylie (2022). Transitioning to hybrid teaching and learning: UQ staff perspectives. Brisbane, QLD, Australia: The University of Queensland.
Why degree cost increases will hit women hardest
Gannaway, Deanne and Dunn, Grace (2020, 08 07). Why degree cost increases will hit women hardest The Conversation
Making Connections: Future-proofing the generalist Bachelor of Arts program
Gannaway, Deanne (2020). Making Connections: Future-proofing the generalist Bachelor of Arts program. Canberra, ACT, Australia: Australian Government Department of Education, Skills and Employment.
Gannaway, Deanne (2017). Continuing professional learning framework: proposed professional learning pathways for University of Queensland educators.
Conceptions and construction of contemporary Australian Bachelor of Arts programs
Gannaway, Deanne (2015). Conceptions and construction of contemporary Australian Bachelor of Arts programs. PhD Thesis, School of Education, Flinders Universiy, Flinders Universiy.
Myatt, Paula, Gannaway, Deanne and Green, Wendy (2013, 12 01). Views from a Writing Retreat HERDSA News
Gannaway, Deanne and Sheppard, Karen (2012). Benchmarking the Australian Bachelor of Arts: A summary of trends across the Australian Bachelor of Arts Programs. The Australasian Council of Deans of Arts, Social Sciences and Humanities (DASSH).
The D-Cubed Dissemination Investigation Project
Berry, Bianca and Gannaway, Deanne (2012, 04 01). The D-Cubed Dissemination Investigation Project HERDSA News
Mills, Martin, Goos, Merrilyn, Monk, Sue, Muspratt, Sandy, Renshaw, Peter, Gilbert, Rob, Dole, Shelley, Honan, Eileen, Nichols, Kim, Wright, Tony, Gannaway, Deanne and Sheppard, Karen (2012). A curriculum in transition: Final report for the Queensland Curriculum, Assessment and Reporting Framework (QCAR): Evaluation. Brisbane, Australia:
Mapping the Terrain: Trends and shared features in BA programs across Australia 2001 - 2008
Gannaway, Deanne and Trent, Faith (2008). Mapping the Terrain: Trends and shared features in BA programs across Australia 2001 - 2008. The Australasian Council of Deans of Arts, Social Sciences and Humanities (DASSH).
The Bachelor of Arts Scoping Project: Executive Summary
Gannaway, Deanne and Trent, Faith (2008). The Bachelor of Arts Scoping Project: Executive Summary. The Australasian Council of Deans of Arts, Social Sciences and Humanities (DASSH).
Gannaway, Deanne and Trent, Faith (2008). What is the Australian BA?: Defining and describing the nature and role of the Bachelor of Arts in contemporary Australia. The Australasian Council of Deans of Arts, Social Sciences and Humanities (DASSH).
Who is delivering the Australian BA? Trends in Staff Profiles in the BA 2001 - 2006
Gannaway, Deanne and Trent, Faith (2008). Who is delivering the Australian BA? Trends in Staff Profiles in the BA 2001 - 2006. Australian Learning and Teaching Council.
Who is enrolled in the Australian BA? Student uptake of the Australian BA 2001- 2006
Gannaway, Deanne and Trent, Faith (2008). Who is enrolled in the Australian BA? Student uptake of the Australian BA 2001- 2006. Australian Learning and Teaching Council.
Establishing the value of boundary learning: Discerning the hidden curriculum in generalist degrees
(2020) UQ Early Career Researcher
(2016–2018) UQ Teaching Innovation Grants
Making Connections: Future- proofing the generalist Bachelor of Arts
(2016–2017) OLT Teaching Fellowship
WIL-ing the BA: Implementing workplace learning opportunities in the Bachelor of arts
(2015–2016) OLT Extension Grants
(2010–2011) Dental Research Grant Scheme
Queensland Curriculum, Assessment and Reporting Framework (QCAR) Phase 2 Evaluation
(2009–2012) Education Queensland
A review of the dissemination strategies used by projects funded by the ALTC Grants Scheme
(2009–2010) ALTC Priority Projects
(2009–2010) UQ New Staff Research Start-Up Fund
The nature and roles of arts degrees in contemporary society
(2006–2008) Carrick Discipline Studies
Investigating the disconnect between perception, rhetoric and reality of the value of the Humanities in Australian higher education: a case study of Brisbane universities
Master Philosophy — Principal Advisor
Other advisors:
Understanding the value of the research-trained graduate to industry
Doctor Philosophy — Associate Advisor
Exploring the attributes of the contemporary Clinical Educator - future proofing clinical education in Queensland Health Physiotherapy
Doctor Philosophy — Associate Advisor
Other advisors:
Casual Tutors/Adjunct Faculty in Architectural Design Studios: Identity and Practice
(2022) Doctor Philosophy — Principal Advisor
Other advisors:
Design Thinking-Learning and its impact on students' learning for the 21st century.
(2022) Master Philosophy — Principal Advisor
Other advisors:
Being a teaching-focused academic in a research-intensive university: A focused ethnography
(2023) Doctor Philosophy — Associate Advisor
Other advisors:
Learner engagement in MOOCs: Links with learner factors, teaching context, and learning outcomes
(2019) Doctor Philosophy — Associate Advisor
Other advisors:
Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.
Understanding the contribution of humanities, Arts and social science (HASS) programs to learning in higher education
There is an opportunity for a qualified applicant who is interested in higher education research to become a MPHIL/PhD student to exploreHASS-specific pedagogies. This project aims to identify practices and opportunities in HASS disciplines that enable and develop innovation, critical thinking and reasoning, creativity and entrepreneurial skills. It will identify problems in leading curriculum reform that particularly affect teaching into the BA in the contemporary context where there is increasing pressure to meet the needs of the growing knowledge and innovation based economy of Australia.
Interdisciplinary learning in Generalist programs
Generalist programs such as the Bachelor of Arts (BA) and Bachelor of Science (BSc) are often defended by arguments that contend that BA students have a unique opportunity to integrate knowledge and skills from disparate disciplines and that new, personalised learning occurs through generating the connections and forming coherence between the different disciplines studied. Learning in the spaces in between disciplines, fundamental to interdisciplinary learning, is described as promoting a heightened understanding of the complexities of the contemporary world. A key strength of BA and BSc programs is the capacity to engage with multiple disciplines. Yet, there is little evidence that this kind of interdisciplinary learning actually occurs. An investigation of the actual graduate attributes attained and sustained over time through this cross-discipline learning is required. Suitably qualified applicants interested in interdisciplinary higher education research are invited to become a MPHIL/PhD student to investigate this question.
Approaches to actualise curriculum design in higher education
There is an opportunity for a qualified applicant who is interested in higher education research to become a MPHIL/PhD student exploring the efficacy of design-based thinking as an approach to program design in higher education. Design-based thinking has been used as a process to design services and products and marketing and as a tool to teach students creativity and innovation and to strategies. It has also been used as a process to highlight and address curriculum challenges in K-12 education. This research posits that design-based thinking approaches can be used to encourage a whole-of-program view and to refresh and renew existing higher education curricula. This approach also firmly places students as partners in curriculum design