Overview
Background
My teaching practice is anchored in the scholarship of reflective practice, an evidence-based approach proven to enhance teaching quality and improve student outcomes and grounded in the conviction that quality teaching is fundamental to student success.
As the Academic Lead for Advancing Teaching at UQ’s Institute for Teaching and Learning Innovation (ITaLI), I design programs that enhance teaching excellence. Through these programs, my leadership and expertise impact governance, curriculum innovation, and has shaped inclusive academic communities within and beyond UQ.
My research impacts Higher Education globally and focuses on recognising and rewarding teaching expertise, shaping policies across higher education institutions. I have contributed to 24 curriculum reviews of academic programs, published 84 scholarly works, secured $1.9M in funding to investigate and innovate university education practices, and spearheaded international collaborations that influence teaching recognition and career progression globally.
A dedicated mentor, I have supported over 800 UQ staff in achieving HEA Fellowships, guided senior leaders globally in attaining their Principal Fellowship status. I have established similar schemes in partnership with 8 universities across in Australia, New Zealand, Hong Kong and the UK.
I am the program convener of the Graduate Certificate of University Teaching Practice which enables UQ staff develop teaching expertise. Successful completion of this accredited program leads to HEA Fellowship.
Availability
- Associate Professor Deanne Gannaway is:
- Available for supervision
- Media expert
Fields of research
Qualifications
- Doctor of Philosophy, Flinders University
Research interests
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Professional Learning for higher education staff
Understanding more about how students learn has led to the introduction of innovative pedagogical strategies in higher education. A similar case can be made for the learning of professionals. A pedagogy that informs support for continuing professional should proceed from research into how professionals continue to learn and under what circumstances that learning leads to changes enhancing the quality of practice.
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Curriculum Design in Bachelor of Arts programs
Interdisciplinary curriculum development in the humanities, arts and social sciences and subsequent implications for academic conceptions of curriculum design; Planned, enacted and attained curriculum in generalist programs; Outcomes of Liberal Arts education
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Curriculum Design in Higher Education
Processes associated with curriculum-making are well-researched, particularly in school-level education. However, in higher education, research tends to be focused on at the level of discipline and therefore at the sequence of study rather than on a whole-of-program basis.
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Workplace learning
There is an increasing trend at Australian Universities towards offering workplace-based learning activities in undergraduate degree programs. In a professions-based program such as engineering or dentistry, the shape and nature of these courses may be obvious. It is less so in the generalist programs such as the Bachelor of Arts and the Bachelor of Science.
Research impacts
As a teaching-focused academic, my scholarship is deeply embedded in my practice, addressing the critical challenge of recognising and developing teaching expertise. I view scholarship not as separate from practice, but as a powerful tool to interrogate, inform, and elevate it. My work bridges theory and application, focusing on how recognition, reward, and professional learning systems can drive meaningful change in higher education. I prioritise collaborative, cross-institutional research that has tangible impact, through shaping policy, influencing curriculum, and mentoring the next generation of educational leaders.
Across my career I have secured over $1.9 million in competitive research funding (including Category 1 grants and fellowships) to support projects that have shaped institutional and national strategies for curriculum design, professional learning, and teaching innovation transfer and evaluation.
My research program is fundamentally translational, addressing the critical challenge of recognising and developing teaching expertise in higher education. My research has been translated into policy and practice, with measurable outcomes in academic recognition and curriculum transformation.
Works
Search Professor Deanne Gannaway’s works on UQ eSpace
Featured
2025
Book
The artistry of teaching in higher education: practical ideas for developing creative academic practice
Helen King, Richard Bale, Erika Corradini, Peter Fossey, Deanne Gannaway, Leonardo Morantes-Africano, Shaun Mudd and Jackie Potter eds. (2025). The artistry of teaching in higher education: practical ideas for developing creative academic practice. London, United Kingdom: Routledge. doi: 10.4324/9781003437826
Featured
2011
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
Featured
2011
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).
2025
Book Chapter
Introduction: the artistry of teaching in higher education
King, Helen, Bale, Richard, Corradini, Erika, Fossey, Peter, Gannaway, Deanne, Morantes-Africano, Leonardo, Mudd, Shaun and Potter, Jackie (2025). Introduction: the artistry of teaching in higher education. The artistry of teaching in higher education: practical ideas for developing creative academic practice. (pp. 1-14) edited by Helen King, Richard Bale, Erika Corradini, Peter Fossey, Deanne Gannaway, Leonardo Morantes-Africano, Shaun Mudd and Jackie Potter. London, United Kingdom: Routledge. doi: 10.4324/9781003437826-1
2025
Other Outputs
Embedding reward, recognition and promotion in teaching & learning: perspectives from Australia, New Zealand, the UK & Ireland
Foster, Will, Gannaway, Deanne and Moore, Gwen (2025). Embedding reward, recognition and promotion in teaching & learning: perspectives from Australia, New Zealand, the UK & Ireland. York, United Kingdom: Advance HE.
2025
Journal Article
The ethics and epistemology of researching higher degree by research supervision: an encounter with institutional ethics review
Hamid, M. Obaidul, Hanna, Barbara, Gannaway, Deanne and Nguyen, Trang Thi Thuy (2025). The ethics and epistemology of researching higher degree by research supervision: an encounter with institutional ethics review. International Journal of Research and Method in Education, 48 (1), 15-28. doi: 10.1080/1743727x.2023.2299973
2024
Journal Article
Finding the joy in complexity: Privileging the practitioner voice in graduate employability
Hansen, Lauren, Dean, Bonnie Amelia, Healy, Michael, Gannaway, Deanne, Panther, Barbie and Mustard, Jamie (2024). Finding the joy in complexity: Privileging the practitioner voice in graduate employability. Journal of Teaching and Learning for Graduate Employability, 15 (2), i-vi. doi: 10.21153/jtlge2024vol15no2art2056
2024
Other Outputs
Five years on… reflecting on Fellowships at UQ
Gannaway, Deanne (2024, 02 19). Five years on… reflecting on Fellowships at UQ Advance HE News & Views
2024
Journal Article
Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics
Godbold, Nattalia, Matthews, Kelly E. Elizabeth and Gannaway, Deanne (2024). Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics. Higher Education Research & Development, 43 (1), 92-103. doi: 10.1080/07294360.2023.2218809
2023
Journal Article
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
2023
Conference Publication
Growing inclusive learning communities: enhancing inclusive teaching and learning through professional learning, student partnerships and effective practice
Gannaway, Deanne, Wang, Jack T.H., Lawrie, Gwendolyn and Kull, Anna (2023). Growing inclusive learning communities: enhancing inclusive teaching and learning through professional learning, student partnerships and effective practice. HERDSA 2023 Annual Conference, Brisbane, QLD, Australia, 4-7 July 2023.
2023
Journal Article
Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles
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
2022
Journal Article
Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD)
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, 29 (3), 1-13. doi: 10.1080/1360144x.2022.2158835
2022
Conference Publication
Through the eyes of an intern: reflecting the roles of learning designer in the transition from face-to-face to online learning
Prasetyawati, Wuri and Gannaway, Deanne (2022). Through the eyes of an intern: reflecting the roles of learning designer in the transition from face-to-face to online learning. EDULEARN22: 14th International Conference on Education and New Learning Technologies, Palma, Spain, 4-6 July 2022. Valencia, Spain: IATED. doi: 10.21125/edulearn.2022.2145
2022
Journal Article
Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas
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, 28 (4), 1-12. doi: 10.1080/1360144x.2022.2082436
2022
Book Chapter
Practitioner response: considering co-constructing a programme leadership development programme in a research-intensive HEI
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
2022
Other Outputs
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.
2022
Book Chapter
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
2020
Other Outputs
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
2020
Journal Article
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
Funding
Supervision
Availability
- Associate Professor Deanne Gannaway is:
- Available for supervision
Looking for a supervisor? Read our advice on how to choose a supervisor.
Supervision history
Current supervision
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Doctor Philosophy
Using a novel qualitative methodology to understand how Australian industry employers conceptualise the value of Science graduates.
Principal Advisor
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Doctor Philosophy
Be present, be curious, create change: Exploring introductory university chemistry education reform
Principal Advisor
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Doctor Philosophy
Investigating the Impact of Artificial Intelligence (ChatGPT Software) on Student Learning in the Sciences: A Comparative Study between the University of Queensland, Australia, and the University of Abuja, Nigeria.
Associate Advisor
Other advisors: Associate Professor Kay Colthorpe
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Master Philosophy
Unpacking curriculum challenges in a regional Australian University
Associate Advisor
Other advisors: Dr Kathleen Mahon
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Doctor Philosophy
Exploring the attributes of the contemporary Clinical Educator - future proofing clinical education in Queensland Health Physiotherapy
Associate Advisor
Other advisors: Professor Shaun O'Leary
Completed supervision
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2022
Doctor Philosophy
Casual Tutors/Adjunct Faculty in Architectural Design Studios: Identity and Practice
Principal Advisor
Other advisors: Emeritus Professor Sandra Kaji-O'Grady
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2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Principal Advisor
Other advisors: Professor Jason Lodge
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2023
Doctor Philosophy
Being a teaching-focused academic in a research-intensive university: A focused ethnography
Associate Advisor
Other advisors: Professor Kelly Matthews
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2019
Doctor Philosophy
Learner engagement in MOOCs: Links with learner factors, teaching context, and learning outcomes
Associate Advisor
Other advisors: Professor Pierre Benckendorff
Media
Enquiries
Contact Associate Professor Deanne Gannaway directly for media enquiries about:
- Bachelor of Arts
- curriculum
- Higher education
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