Overview
Background
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.
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
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.
Works
Search Professor Deanne Gannaway’s works on UQ eSpace
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
2020
Journal Article
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
2020
Other Outputs
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.
2019
Journal Article
Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields
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
2019
Book Chapter
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
2018
Journal Article
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
2018
Book Chapter
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.
2018
Book Chapter
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
2017
Journal Article
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
2017
Journal Article
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
2017
Other Outputs
Continuing professional learning framework: proposed professional learning pathways for University of Queensland educators
Gannaway, Deanne (2017). Continuing professional learning framework: proposed professional learning pathways for University of Queensland educators.
2017
Journal Article
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
2017
Conference Publication
Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016
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
2017
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) Bingley, United Kingdom: Emerald Group Publishing Ltd.. doi: 10.1108/S1479-367920170000032003
2015
Other Outputs
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.
2015
Conference Publication
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.
2015
Conference Publication
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.
2015
Conference Publication
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.
Funding
Supervision
Availability
- Associate Professor Deanne Gannaway is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Available projects
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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.
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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
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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.
Supervision history
Current supervision
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Doctor Philosophy
Exploring First Year Chemistry Student Engagement in Ocean Acidification through Dialogic Inquiry
Principal Advisor
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Doctor Philosophy
Understanding the value of the research-trained graduate to industry
Principal Advisor
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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: Associate Professor Shaun O'Leary
Completed supervision
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2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Principal Advisor
Other advisors: Associate Professor Jason Lodge
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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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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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