Overview
Background
As a higher education curriculum thought leader and transformation expert, I am dedicated to empowering university educators to enhance student learning outcomes. By cultivating and driving global recognition of teaching expertise, I shape current and future university education.
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 700 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.
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.
Works
Search Professor Deanne Gannaway’s works on UQ eSpace
2005
Conference Publication
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.
2004
Conference Publication
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.
2004
Conference Publication
From policy into practice
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.
2004
Conference Publication
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.
2004
Conference Publication
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.
2003
Conference Publication
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.
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
Understanding the value of the research-trained graduate to industry
Principal Advisor
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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
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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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: 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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