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
-
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.
-
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
-
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.
-
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
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.
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
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
Other Outputs
Professional learning roadmap 2018-2021
Gannaway, D., Moni, K., McGrath, D., Adams, P., Kavanagh, L. and McIntyre, T. (2018). Professional learning roadmap 2018-2021. Brisbane, QLD, Australia: The University of Queensland.
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
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
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) edited by Tracey Bowen and Maureen T. B. Drysdale. Bingley, United Kingdom: Emerald Publishing.
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
2015
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
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
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.
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
Looking for a supervisor? Read our advice on how to choose a supervisor.
Supervision history
Current supervision
-
Doctor Philosophy
Using a novel qualitative methodology to understand how Australian industry employers conceptualise the value of Science graduates.
Principal Advisor
-
Doctor Philosophy
Be present, be curious, create change: Exploring introductory university chemistry education reform
Principal Advisor
-
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
-
Master Philosophy
Unpacking curriculum challenges in a regional Australian University
Associate Advisor
Other advisors: Dr Kathleen Mahon
-
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
-
2022
Doctor Philosophy
Casual Tutors/Adjunct Faculty in Architectural Design Studios: Identity and Practice
Principal Advisor
Other advisors: Emeritus Professor Sandra Kaji-O'Grady
-
2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Principal Advisor
Other advisors: Professor Jason Lodge
-
2023
Doctor Philosophy
Being a teaching-focused academic in a research-intensive university: A focused ethnography
Associate Advisor
Other advisors: Professor Kelly Matthews
-
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
Need help?
For help with finding experts, story ideas and media enquiries, contact our Media team: