Dean, S, Walsh, S, Williams, C, Zaslawski, C, Morgan, A & Levett-Jones, T 2018, 'The mystery shopper student learning experience in undergraduate health education: A case study', Nurse Education Today, vol. 70, no. 2018, pp. 69-70.View/Download from: UTS OPUS or Publisher's site
Teo, ST, Segal, N, Morgan, AC, Kandlbinder, PA, Wang, KY & Hingorani, A 2012, 'Generic skills development and satisfaction with groupwork among business students: Effect of country of permanent residency', Education & Training, vol. 54, no. 6, pp. 472-487.View/Download from: UTS OPUS or Publisher's site
The purpose of this study is to examine variables explaining students' positive and negative experiences of groupwork and connect country of residence with the perception of generic skills development and self-reported satisfaction with groupwork. It also aims to examine the effect of prior training in groups from the perspective of Australian and Non-Australian permanent residency Business students. Respondents were 389 undergraduate and postgraduate Business students at an Australian metropolitan university. A path model was developed and analysed using partial least squares modeling. Students' country of residence had a significant influence on reporting of generic skill development and experience of groupwork. Self-reported improvement in generic skills after groupwork assessment was associated with reporting of fewer negative and more positive aspects of working in groups. The findings were limited by using data collected from students enrolled in one undergraduate and one postgraduate subject at the conclusion of a group assignment from one university. Future research should test the model by extending it to other universities and non-Business units. Future research should rely on a longitudinal design, where the survey is carried out at the beginning and the end of the group assessment. It is important to ensure both domestic and international students acquire generic skills through groupwork and that prior training in groupwork takes place before group assessments. The study provides empirical evidence supporting the incorporation of generic skill teaching into academic practice prior to assigning groupwork to students.
Crosby, AL & Morgan, A 2016, 'Levering Critical Collaboration: The First Year Interdisciplinary Design Experience' in Abbasi, N, Kashuk, S, Ostwald, M & Williams, A (eds), Collaboration and Student Engagement in Design Education, IGI Global, Hershey PA, USA, pp. 169-187.View/Download from: UTS OPUS or Publisher's site
This chapter presents an intervention in Design Thinking, a first year interdisciplinary design subject at the University of Technology Sydney. Over two iterations of this subject, researchers reframed the 'group work' component as critical collaboration, drawing from the momentum in the design professions for more participatory and collaborative processes and the increasing acknowledgement of design as being critical to sustainable human futures. The online self and peer assessment tool SPARKPlus was used to change the way students approached collaboration and then reflected on it following their experiences. In this model, self and peer assessment is used as a leaver to encourage critical thinking about collaboration, rather than as a hammer to enforce participation.
Morgan, AC 2017, 'The External Validity of Team-Related Laboratory Studies: It's Closer to Truth than Triviality, but….', INGroup Annual Conference, St Louis, Missouri.
Morgan, AC 2016, 'Institutional collaboration through national project funding', Research and Development in Higher Education: The Shape of Higher Education, Higher Education Research and Development Society of Australasia Annual Conference, Higher Education Research and Development Society of Australasia, Inc, Fremantle, Australia, pp. 223-234.View/Download from: UTS OPUS
This study explores institutions' collaborative involvement through Carrick/ALTC/OLT project funding. Encouraging collaboration was a core value of this funding body, which clearly occurred. Less clear, however, are the shapes and structures of these collaborations. Using social network analysis (SNA), this study explores emergent patterns of collaborative ties between funded institutions. The results suggest that the body's funding has created a mostly well-connected network of collaborative ties. Some institutions, however, were found to be less integrated into the network structure, while others appear as central players.
Morgan, AC 2013, 'That Laboratory-Derived Findings Generalize to Work Teams: A Search for the Supporting Evidence', Academy of Management 2013 Annual Meeting - Capital in Question, Annual Meeting of the Academy of Management, Academy of Management, Orlano, Florida USA, pp. 1-32.View/Download from: UTS OPUS or Publisher's site
This was a full, peer-viewed conference paper accepted for presentation at the Academy of Management 2013 Annual Meeting.
Teo, ST & Morgan, AC 2006, 'The importance of verbal communication and project management skills, relational conflict and group processes in enhancing student learning in a group work assessment.', 5th Evaluations and Assessment Conference, 5th Evaluations and Assessment Conference, Curtin University of Technology, Perth, Australia.
Morgan, AC 2017, 'Exploring CEQuery Sub-Domain Centrality and Relations with Social Network Analysis (SNA): Toward a Deeper Understanding of Graduates' Curriculum Experiences'.View/Download from: UTS OPUS
This study explored the Best Aspects and Needs Improvements comments made by a random sample of recent graduates after being scored with the CEQuery tool. Although many graduates make short comments that are scored to single CEQuery subdomain (e.g., teaching quality), others write longer comments covering multiple themes. Such comments are largely overlooked by the CEQuery reporting function, which concentrates on the domain and subdomain frequency reporting of 'hits'. Using social network analysis (SNA), this study explored these multi-domain comments written by recent graduates. The SNA software, UCINET, and its accompanying graphics package, NetDraw, were used to analyse the CEQuery-scored comments. The UCINET results showed that for both the Best Aspect and Needs Improvement comments, the same three subdomains were particularly central: Course Design Methods, Staff Quality, and Course Design Flexibility. The graphical representations extracted with the NetDraw tool showed complex relations existing between the many subdomains. Indeed, the extracted visualisations appear to offer a new way to 'look at' the CEQuery-scored subdomains, which has not previously been explored to date. Given that the CEQ data gives insight into the student experience that includes curriculum, this study offers new insights into those aspects of the curriculum that students consider most central and how they relate to one another. The facilitation of curriculum transformation is thus on offer through this study, as academic and professional staff can better 'see' what may need to change or be further reinforced in any curriculum redesign.