Can supervise: YES
Calma, A & Dickson-Deane, C 2020, 'The student as customer and quality in higher education', International Journal of Educational Management, vol. ahead-of-print, no. ahead-of-print.View/Download from: Publisher's site
PurposeThis paper explores some management concepts and how applying these concepts from business to higher education can be problematic, let alone incompatible, particularly in relation to measuring quality in higher education.Design/methodology/approachIt provides a conceptual understanding of the literature on quality in the higher education context. It does so by examining the literature on students as customers, customer expectations, customer satisfaction and other management theories that have been applied to higher education.FindingsIt argues that the current bases for perceiving quality such as meeting customer expectations, satisfying the customer, ensuring quality control, meeting standards and assessing the cost associated with poor quality are in disagreement with the principal aims and measures of quality in higher education.Research limitations/implicationsThis paper can certainly benefit from many other concepts in business that have been applied in higher education, which it lacks. It only focussed on a number of key and popular ideas in management theory that have been used in higher education more broadly.Practical implicationsStudent-focussed quality initiatives can be devoid of the student as customer concept. How programs, subjects and experiences are curated can be solely for the purpose of continuous improvement. Second, universities that choose to treat the student as a customer may find it beneficial to apply a relationship marketing approach to higher education. Lastly, those...
Romero-Hall, E, Aldemir, T, Colorado-Resa, J, Dickson-Deane, C, Watson, GS & Sadaf, A 2018, 'Undisclosed stories of instructional design female scholars in academia', WOMENS STUDIES INTERNATIONAL FORUM, vol. 71, pp. 19-28.View/Download from: Publisher's site
© 2018, Association for Educational Communications & Technology. The integration of technology in learning, from a cultural perspective, continues to be of concern to many. The concerns include understanding the use of tools in meaningful ways, designing learning experiences where learners retain agency in learning, avoiding unintended consequences in learning, and reconciling perspectives to allow natural learning to flourish. The purpose of this article is to encourage a healthy discussion regarding how designs may be created considering common cultural belief systems. The discussions presented will challenge how learning has been understood in the past, how it is being understood now, and how it may be designed, with thought to how contextually-cultured learning pathways can be achieved.
Moore, JL, Dickson-Deane, C, Galyen, K, Kumalasari, C & Kwon, K 2012, 'The ZONE learning community: Gaining knowledge through mentoring', First Monday, vol. 17, no. 9, p. 8.View/Download from: Publisher's site
Assisting doctoral students with developing teaching skills along with providing effective instruction is a common dilemma in academia. We propose a model for developing skill sets of two audiences, doctoral teaching assistants and students. For the teaching assistants, or ZONE mentors, they gain valuable and meaningful skills in course design, online feedback and evaluation, and demonstration of course concepts. For students, the ZONE model encourages self-direction, development of evaluation skills, and the ability to problem solve when assisting peers. Each audience gains experience through scaffolding and mentoring.
Dickson-Deane, C & Chen, H-L 2018, 'Understanding User Experience' in Khosrow-Pour, M (ed), Advanced Methodologies and Technologies in Network Architecture, Mobile Computing, and Data Analytics, IGI Global, pp. 1588-1599.
This book is an important resource for information technology professionals, software developers, data analysts, graduate-level students, researchers, computer engineers, and IT specialists seeking modern information on emerging methods in ...
Dickson-Deane, C & Chen, H-LO 2018, 'Understanding User Experience' in Encyclopedia of Information Science and Technology, Fourth Edition, IGI Global, pp. 7599-7608.View/Download from: Publisher's site
User experience determines the quality of an interaction being used by an actor in order to achieve a specific outcome. The actor can have varying roles and evolving needs thus reviewing and predicting experiences are important. As an actor uses and gains feedback, the feedback guides individual and group behavior thus becoming pertinent to how interactions occur. This then questions how artefacts are designed to promote such interactions and what processes should be incorporated to ensure successful interpretation, use, [physical] reaction and conation. This chapter discusses the effects of user experiences today based on societal needs and expectations. It shows how the field is delineated into numerous sub-topics all of which can stand on their own yet, still draw from each other. The discussions will include fields such as cognitive science, human computer interaction, learning sciences and even ergonomics to show how design and subsequently interactions can assist in having successful user experiences
Dickson-Deane, C, Hill, L & Gray, LE 2018, 'Modelling for Value Systems in a Diverse Online Program in the Caribbean' in Cultivating Diverse Online Classrooms Through Effective Instructional Design, IGI Global, pp. 234-254.View/Download from: Publisher's site
The authors present a conceptual framework to guide the participation of students in an online instructional design program. The online program has socio-cultural influencing factors that confound the already diverse nature of the offering. The framework intends to encourage a value system for students that can be used to guide their knowledge and performance as they pursue the tenets of the field of instructional design. Elmore's mode of leadership, Bourdieu's theory of habitus and Hofstede's cultural dimensions theory are used to create a foundation for the framework whilst acknowledging the complexities of the diverse environment. The framework supports and acknowledges the knowledge expected of novice instructional designers through the use of guides whilst acknowledging the systemic and systematic individualistic change processes that will occur.
Dickson-Deane, C & Moore, JL 2015, 'Human Computer Interaction' in Spector, JM (ed), The SAGE Encyclopedia of Educational Technology, SAGE Publications.
This two-volume encyclopedia explores such issues, focusing on core topics and issues that will retain relevance in the face of perpetually evolving devices, services, and specific techniques.
Dickson-Deane, C & Andrew Deane, W 2013, 'Implementing infrastructure-related education technology solutions at the government primary and secondary school level' in Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective, pp. 343-363.View/Download from: Publisher's site
© 2013, IGI Global. Advances in technology and the increased competitiveness of the world's economy have changed the landscape for developing countries. One of the primary steps many countries have taken to be competitive is to infuse technology into the education system, using funds provided by international funding agencies. This case study discusses the SITUP project, which uses technology to enhance a portion of the education system in a developing country. These enhancements include infusion of technology into the delivery systems, introducing skill-based efficiencies for educators and general infrastructure-related access. The case highlights the importance of team buy-in, clearly identifying change management and general reporting processes and, most importantly, including all stakeholders through each phase of the project. Vendor-related solutions, lack of instructional design methodologies, creating processes, and identifying appropriate risks are some of the challenges discussed. Lessons learned and recommendations for similar projects that occur within difficult economic and political climates are presented.
Dickson-Deane, C, Kaur, J, Dyki, M & Edwards, M 2017, 'Redefining close quarters: Discussing transitioning business academics from traditional to blended delivery', ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders, pp. 555-556.
© 2018 ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders The partnership between designers and subject matter experts creates an ill-structured problem whereby the marrying of design skills with discipline knowledge are not always seamlessly combined. The meaning of definitions and by association interpretations can become blurred in this partnership and understanding the different perspectives contributing to the activity can assist in guiding design activities. Each participant in the partnership has a contextual journey that is guided by their own perspectives, discipline specific experiences as knowledge and interpretation of such and this can result in a unique experience for this problem-solving activity of design. This panel allows academics to share their own interpretations of the process as a way to alert all participants to the blurred understandings that occur in design processes.
Dickson-Deane, C & Asino, TI 2018, 'Don't Forget, Instructional Design Is About Problem Solving', EDUCAUSE.