Karyne Ang is academically affiliated with the Faculty of Engineering and Information Technology (FEIT) and Faculty of Design, Architecture and Building (DAB) at the University of Technology, Sydney (UTS), Australia. She is also the Production Manager of the PMRP journal (Project Management Research and Practice). Her core research interest areas are inter-disciplinary in nature – project portfolio management, organizational learning, stakeholder value management and decision-making in complex environments. Karyne is a multi methods researcher with a passion for organizational development, knowledge co-creation, collaboration and decision-making practices. She complements her research with her work in facilitating industry and stakeholder engagement, and has also conducted research projects pertaining to first year experience in higher education across multiple faculties – Science, Law, Engineering and Information Technology - about student resilience (Law), feedback management (IS/IT) and research on the impacts of prior knowledge on students' current and expected performance (Nursing/Allied Health Sciences).
Karyne has a industry background in business, marketing, coaching, learning and development. Through her 15 years’ experience leading high performance teams in consumer insights research and brand management in Australia, New Zealand and Malaysia, Karyne developed and directed multiple client-based project portfolios encompassing NPD, strategic brand management, consumer behaviour and market segmentation research project portfolios. Karyne holds a Master of Education (Organization Learning) from UTS and a Bachelor of Business Administration (Marketing & IT) from RMIT in Melbourne, Australia.
She has recently completed her PhD research exploring multi-stakeholder perspectives of value in project portfolios. This pragmatic combination of hands-on industry and academic experiences brings an interesting contribution to her research through practical and theoretical understanding of teams, projects, management and organizational issues.
Her research into how multiple perspectives of value might influence decisions could contribute future opportunities for optimising relevant value constructs and multi-stakeholder relationships in multi-project and portfolios environments in different sectors.
Karyne’s research has been presented in several conferences in Warsaw, London and Paris, and has already been published in several journals. She was also a visiting researcher at Webster University in Vienna, Austria in 2016 and has recently been involved in megaproject research with Prof. P. Eskerod.
Karyne Ang has been awarded the UTS Research Excellence Scholarship for her PhD studies in project portfolio management at the School of Systems, Management and Leadership at FEIT, supervised by Assoc. Prof Dr. Catherine Killen and co-supervised by Professor Shankar Sankaran from the Faculty of Design, Architecture and Building (DAB).
The UTS: Research Excellence Scholarships are offered each year to selected highly ranked commencing doctoral students. This comprises an Australian Postgraduate Award (APA) plus a UTS top up.
Research interests: project portfolio management, multi-stakeholder environments, value dimensions in decision making, organizational learning
Research methodologies: Mixed and multi methodologies - qualitative and quantitative research
Karyne's PhD research explored multi-stakeholder perspectives of value in project portfolios. Her inter-disciplinary research draws on theories revolving around organizations, strategic management, stakeholder and value management, decision-making and sensemaking; and focuses strongly on the emerging field of project portfolio management. Her thesis explores multiple stakeholders’ perspectives on the value delivered by project portfolios and reveals a new way of understanding value. The aim of her research is to understand how the relationships between multiple stakeholders and value dimensions influence PPM decision-making and determine how these elements may differ in different organizational contexts including both commercial and non-commercial project portfolios.
Ang, K., & Biesenthal, C. 2017. Multilevel value creation in projects, programs and portfolios: Results from two case studies, in Sankaran, S., Müller, R. & Drouin, N. (eds.): Cambridge Handbook of Organizational Project Management, Cambridge University.
Ang, K.C.S., Killen, C. & Sankaran, S. 2017, ‘Making sense of project portfolio value in practice’, The Modern Project: Mindsets, Toolsets, and Theoretical Frameworks, Proceedings of IRNOP 2017, International Research Network on Organizing by Projects, Boston, USA, June 11-14, 2017.
Eskerod, P., Ang, K.C.S. & Andersen, E. 2017, ‘Increasing Project Benefits by Project Opportunity Exploitation – Investigating a Landmark Megaproject’, Proceedings of EURAM 2017, The 17th Annual conference of the European Academy of Management, Glasgow, Scotland, June 21-24, 2017.
Eskerod, P. & Ang, K.C.S. 2017, ‘Stakeholder Value Constructs in Megaprojects – a Case Study with Long-term Assessment’, Special Issue on Megaprojects as Symbols, Project Management Journal (PMJ).
Eskerod, P., Ang, K.C.S. & Andersen, E. 2017, ‘Increasing Project Benefits by Project Opportunity Exploitation – Investigating a Landmark Megaproject’, Special Issue: Managing Major and Mega Projects: Opening up for new Research Eras, International Journal of Managing Projects in Business (IJMPB).
Ang, K.C.S., Killen, C. & Sankaran, S. 2016. 'Value for Whom, by Whom': Investigating value constructs in non-profit project portfolios. Project Management Research & Practice, vol. 3, no. Jul-Dec 2016.
Ang, K.C.S. & Killen, C. 2016, ‘Multi-stakeholder perspectives of value in project portfolios', Proceedings of EURAM 2016, The 16th Annual conference of the European Academy of Management, Paris, France, June 1-4, 2016.
Ang, K.C.S., Killen, C. & Sankaran, S. 2015, 'Unanticipated value creation: sensemaking and the value spectrum in partnership projects', The Power of Projects, Proceedings of IRNOP 2015, International Research Network on Organising by Projects, London, UK, June 22-24, 2015.
Ang, K.C.S., Killen, C. & Sankaran, S. 2015, 'Value constructs in multi-stakeholder environments that influence project portfolio decision making', Proceedings of EURAM 2015, The 15th Annual conference of the European Academy of Management, Warsaw Poland, June 17-20, 2015.
Ang, K. & Aubrey, T. 2014, ‘Transforming multiple stakeholder insights into education action: developing a pragmatic EIT professional advisory framework’, Australasian Association of Engineering Education (AAEE) Conference 2014, Wellington, New Zealand, 8-11 December 2014.
Ang, K. 2014, ‘The accidental collaborator: participatory action research as an emergent framework for sustainable multi-stakeholder engagement’, Australasian Association of Engineering Education (AAEE) Conference 2014, Wellington, New Zealand, 8-11 December 2014.
Ang, K. & Aubrey, T. 2013, ‘Shelf-life of post-graduate engineering education – relevance and currency in an age of dynamic industry expectations’, Australasian Association of Engineering Education (AAEE) Conference 2013, Sunshine Coast, 8-11 December 2013.
Ang, K. & van Reyk, D. 2013, ‘Teach me chemistry like a ladder and make it real’ – barriers and motivations students face in learning chemistry for bioscience, International Journal of Innovation in Science and Mathematics Education, vol. 21, no.2, pp.1-12. http://openjournals.library.usyd.edu.au/index.php/CAL/article/viewFile/7196/7665
Aoun, C., Ang, K. & Vatanasakdakul, S. 2014, ‘Where is the Feedback! A Decomposition of Feedback Mechanisms in an Introductory Information Systems Course’, Forthcoming paper, 20th AMCIS-Association for Information Systems Conference, Savannah, Georgia, 7-10 August 2014. http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1178&context=amcis2014
Van Reyk, D. & Ang, K. 2013, ‘Is H+ the symbol for acid? Provision of learning support in foundation-level chemistry for Bachelor of Nursing students enrolled in bioscience subjects’, paper presented to the International First Year in Higher Education (FYHE) 16th Conference, Wellington, New Zealand, 8-10 July 2013. http://fyhe.com.au/past_papers/papers13/8G.pdf
Teaching & Learning interests: Stakeholder Engagement, Project Leadership, Business Strategies & IT Processes, Engineering and IT Professional Practice, Adult Learning and Development, Communication, performance and motivation, Complexity and Systems Thinking Concepts, First Year Transition into Higher Education, Professional attributes and capabilities development, learning through simulation and games, facilitation and group moderation, action learning, graduate attributes, career development and employability skills, research methodologies.
Key research and teaching topic areas: Multi-stakeholder engagement, Value Perspectives in Project Portfolio Management, Organisational Project Management
Eskerod, P, Ang, K & Andersen, ES 2018, 'Increasing project benefits by project opportunity exploitation', International Journal of Managing Projects in Business, vol. 11, no. 1, pp. 35-52.View/Download from: UTS OPUS or Publisher's site
© 2018, Emerald Publishing Limited. Purpose: Exploitation of project opportunities may bring more benefits than stipulated in the initial business case, and even stakeholder benefits that nobody thought of at the project initiation. The purpose of this paper is to suggest a new research area for megaprojects, i.e. the phenomenon of project opportunity exploitation as a means to increase the project benefits. Design/methodology/approach: This is a single case study of an infrastructure megaproject, i.e. the construction and operation of a 50+ years old American bridge. Data cover information regarding 60+ years old historical documents, newspaper articles, interviews and video-recordings. Findings: The findings of this paper are as follows: exploiting all opportunities created by the project and increasing project benefits require involvement from many categories of stakeholders; stakeholders get more involved in exploiting the opportunities created by the project when they are proud of the project; for some of the project-related opportunities, it might take a long time before they can be exploited (and related benefits achieved); and celebrating achievements of the project stimulate stakeholders to exploit opportunities created by the project and contribute to further project benefits. Research limitations/implications: Only few interviews were conducted. Interviewees were biased as all were very proud of the bridge. This is a single case study of a 'rare species', not representing most megaprojects. Practical implications: To enhance project opportunity exploitation and increased benefits, the project owner (team) must continuously communicate about the project, also after project execution. Originality/value: This study contributes to a gap within the literature on the phenomenon 'project opportunity exploitation'. This is a very rich case study and of a 'rare species'.
Aoun, C, Vatanasakdakul, S & Ang, KCS 2018, 'Feedback for thought: examining the influence of feedback constituents on learning experience', Studies in Higher Education, vol. 43, no. 1, pp. 72-95.View/Download from: UTS OPUS or Publisher's site
Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the Information Systems (IS) context. This research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. A research model grounded in the pedagogical literature was operationalised and quantitative data collected and analysed using Partial Least Squares. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learner's experience. This further highlights the fact that students are overwhelmingly assessment focused and may not engage in reflective practice pertaining to their overall learning experience – necessitating the establishment of learner's reflective lenses to guide them towards such reflection.
By definition, megaprojects consume numerous
resources and impact numerous people,
even across generations; it is therefore
important that they bring considerable value
to their initiators and other stakeholders.
Based on stakeholder value construct frameworks
identified in the literature and a single
case study of the construction and operations
of an over 50-year-old American highway
bridge, we identify ways to understand, classify,
and express megaproject stakeholder
value. The research links different stakeholder
types to types of value constructs. Knowing
which types of value constructs matter to
different stakeholder types could potentially
help project representatives communicate
more efficiently and effectively
Ang, K, Sankaran, S & Killen, C 2016, 'Value for Whom, by Whom: investigating value constructs in non-profit project portfolios', Project Management Research and Practice, vol. 3, no. July-Dec.View/Download from: UTS OPUS or Publisher's site
This paper explores how value constructs are identified in a non-profit project portfolio. The study sheds light on the question of 'value for whom, value by whom?' by investigating the broad range of value constructs beyond financial value to better support portfolio decision making in multi-stakeholder environments.
The research applies an in-depth case study methodology involving two inter-related organisations operating in a multiple project environment. The findings draw from in-depth interviews, field observations and organisational artefacts. Triangulation is achieved through the different data collection and analysis methodologies. A thematic analysis of the data was conducted using a combination of manual and CAQDAS (QSR NVivo) approaches.
The findings illustrate the complexity of multiple stakeholders' value perspectives in a non-profit project portfolio, and reveal how value understanding is built from many 'micro-constructs' of value emanating from a variety of stakeholders. A typology comprising seven value perspectives that aims to improve PPM decision making is proposed.
This study is relevant to project portfolio management (PPM) and non-profit organisation (NPO) research in several ways. By studying how value is expressed and used to influence decisions in a NPO environment, deeper insights into the wide range of values at play in project portfolios are revealed. Value is an especially challenging area due to the often subjective, intangible and emotive aspects, particularly in projects managed by NPOs. The study makes contributions to research methodology by illustrating how case studies can be analysed to draw out multiple stakeholder perceptions and input. Educators and researchers may find the insights useful as they are able to draw on real world practice-based examples of value construction. For practitioners, educators and researchers, the typology of seven value perspectives aims to...
Ang, K & Van Reyk, DM 2013, ''Teach Me Chemistry Like a Ladder and Make it Real' - Barriers and Motivations Students Face in Learning Chemistry for Bioscience', International Journal of Innovation in Science and Mathematics Education, vol. 21, no. 2, pp. 1-12.View/Download from: UTS OPUS
Students enrolled in the Bachelor of Nursing program come with diverse academic abilities, age, language skills and experience. Many enrol without any prior knowledge of the supporting sciences including chemistry. Moreover, whilst some do possess such prior knowledge, they may have had a substantial break since they last studied chemistry. This paper draws from surveys and interviews conducted to investigate students prior knowledge of chemistry and experiences around learning. These were first year students enrolled in a core unit of anatomy and physiology for which, albeit implicitly some prior knowledge of chemistry is assumed. It explores barriers and motivations to learning chemistry and offers insights into what students need in order to gain a mastery of the foundational chemical principles that underlie anatomy and physiology. This research is of considerable importance given that the teaching of anatomy and physiology relies heavily on foundation-level chemistry knowledge. It is of great significance if students can be better supported in the successful learning, retention and completion of their nursing studies. Insights reveal that problems stem from various factors including length of time since their last chemistry studies, language difficulties, students interests and motivations in the subject, pace and structure of sessions, relevance of information and the students ability to manage the amount of content. This informs future practice suggesting that it is important to scaffold the learning for all students in a structured and relevant manner. Additionally, it supports the development and provision of resources to support students transitioning into higher education from diverse backgrounds
Ang, K & Biesenthal, C 2017, 'Multilevel value creation in projects, programs, and portfolios: Results from two case studies' in Cambridge Handbook of Organizational Project Management, pp. 295-310.View/Download from: UTS OPUS or Publisher's site
© Cambridge University Press 2017. Introduction The management of value is an increasingly important process to meet stakeholder expectations on multiple organizational levels. Existing project management research focuses primarily on a single-dimensional perspective of value creation, such that value is either addressed from an organizational or project perspective. From a project portfolio management (PPM) perspective, a key goal is to maximize strategic value across the portfolio to ensure its alignment with organizational strategies. Therefore, seeing the multilevel nature of organizations dealing with multiple projects, programs, and portfolios is to achieve its strategic intent, the single-dimensional approach through typical project management approaches often fails to capture the complexity of value management in a strategic organizational environment. The multiplicity of influences and value expectations of different stakeholders may potentially lead to complex decision conflicts, dilemmas, compromises, and inconsistencies in project, program, and portfolio decisions. This chapter introduces value as a multilevel, multidimensional concept and explores the mechanisms for dealing with value interdependencies across different organizational levels and stakeholder groups, whose expectations of value are often contradicting. It discusses the dimensions of values (i.e., short-term and long-term strategic value, tangible and intangible) occurring at the micro-, meso- and macrolevels, represented by the project, program, and portfolio levels. It presents two case studies of organizations in two different contexts – the public and private sectors, to demonstrate how value is cocreated across these distinct, yet interconnected, organizational layers. The authors argue that project, program, and portfolio value management in organizations is a reciprocal and interdependent process in which macrolevel values (portfolios) shape and are shaped by the values at the mes...
Ang, CS, Killen, CP & Sankaran, S 2017, 'Making sense of project portfolio value in practice', The Modern Project: Mindsets, Toolsets, and Theoretical Frameworks, Proceedings of IRNOP 2017, International Research Network on Organising by Projects, Boston.
Ang, KCS & Killen, C 2016, 'Multi-stakeholder perspectives of value in project portfolios', Proceedings of EURAM 2016, 16th Annual Conference of the European Academy of Management (Euram) Conference 2016, European Research and Management Conference 2016, Paris.View/Download from: UTS OPUS
Organisations invest in projects to create value. One of the key goals of managing multiple projects from a project portfolio perspective is to maximise this value across the portfolio. The value generated by projects has long been understood to be more than just the direct financial value, and researchers are actively working on extending the understanding of value for project portfolio management (PPM) environments. However, value is a complex phenomenon – value is not a fixed entity, but rather it varies in the ways it is perceived by each stakeholder, and in how value perceptions are translated into practice. This paper explores practices for
understanding value by different stakeholders in various contexts and identifies seven perspectives through which value is identified in project portfolio environments. A typology of value perspectives is presented that aims to guide and improve practice by extending the range of values that are perceived, anticipated and considered for PPM decision making.
Ang, KC, Killen, CP & Sankaran, S 2015, 'Value constructs in multi-stakeholder environments that influence project portfolio decision making', Euram'15 Uncertainty is a great opportunity - Programme Book and E-proceedings, Annual Conference of the European Academy of Management, European Academy of Management, Warsaw, Poland.View/Download from: UTS OPUS
Abstract: A key goal for project portfolio management (PPM) is to maximize strategic value across the portfolio. In certain industries, particularly in the context of non-commercial sectors, the 'value' generated by the portfolio may not always fit with typical PPM frameworks that emphasize financial value. Furthermore project and portfolio 'value' are complex phenomena due to the multiple and sometimes contradicting expectations demanded by multiple stakeholders that participate in and influence the ways that PPM decisions incorporate value. This paper draws on organization, business, stakeholder and project management literature to consider different perspectives of value, and integrates stakeholder theory and sensemaking in its investigation of value in multi-stakeholder portfolio
environments. It highlights the key question 'Value for whom, value by whom' and proposes that multiple case-studies of a diverse sample of project-based organizations would be useful to address this question. A Hybrid Delphi study using expert panels is also proposed to triangulate the findings.
Keywords: project portfolio management, value, stakeholders, sensemaking, decision making
Ang, KCS, Killen, CP & Sankaran, S 2015, 'Unanticipated value creation: Sensemaking and the value spectrum in partnership projects', Proceedings of IRNOP 2015, International Research Network on Organising by Projects, IRNOP 2015, International Research Network on Organising by Projects, International Research Network on Organizing by Projects (IRNOP), London, UK.View/Download from: UTS OPUS
This paper explores the dimensions of value across a partnership project (that requires collaboration from two or more organisations), and highlights how unanticipated values from a project can add value to the overall portfolio. Insights into the complexities of defining and managing value derive from a study investigating managerial decisions to persist with a partnership project despite indications of possible failure, and how value was ultimately created. The study highlights a variety of valuable outcomes from project and portfolio activities. Sensemaking processes are illustrated and a value spectrum model is presented to provide guidance for portfolio decision makers involved in partnership projects.
Ang, KCS & Aubrey, T 2014, 'Transforming multiple stakeholder insights into education action: developing a pragmatic EIT professional advisory framework', Proceedings of the Australasian Association of Engineering Education (AAEE) Conference 2014, AAEE - Annual Conference of Australasian Association for Engineering Education, AAEE 2014, Wellington.View/Download from: UTS OPUS
This paper discusses the formation of a stakeholder engagement framework for a Professional Advisory board (PAb). These collaborative undertakings were initially conducted to review post-graduate programs in the Faculty of Engineering and Information Technology (FEIT) at the University of Technology Sydney (UTS). This led to the realisation of a pragmatic and collaborative engagement process that benefits industry and the education sector whilst developing students that are able to deal with current and emergent challenges.
PURPOSE OR GOAL
The PAb is a network of academics, students, alumni and industry members that undertakes to engage, advice and review discipline-specific faculty programs from multiple perspectives to ensure that programs remain relevant and valuable to industry. As the faculty moves towards reengineering their approach to teaching and learning as part of a university-wide initiative known as 'Learning 2014' (L2014), this provides the opportunity to shape a more engaged and collaborative teaching and learning culture within its programs.
The collaborative stakeholder process was built upon an intensive series of mixed methods and action research initiatives as engagement mechanisms. These pragmatic and emergent mechanisms involved quantitative surveys, focus groups, in-depth interviews, industry workshops and multiple rounds of academic consultations.
The PAb framework was piloted in June 2014. Initial results from a feedback survey are also reported. The collaborative framework, whilst promising, engaging and conceptually robust, has not yet reached a stable state. The framework will be extended to other EIT disciplines in order to evaluate its outcomes across various disciplinary contexts and to optimise the framework's efficacy for future iterations. This paper suggests a pragmatic and robust framework to integrate industry and stakeholder expectations with faculty program deliverables in a way that is valu...
Ang, KCS 2014, 'The accidental collaborator: participatory action research as an emergent framework for sustainable multi-stakeholder engagement', Australasian Association of Engineering Education (AAEE) Conference 2014, Australasian Association of Engineering Education (AAEE) Conference 2014, AAEE 2014, Wellington.View/Download from: UTS OPUS
As part of a three-year review cycle, a series of post-graduate program review initiatives were conducted in 2013 by the Faculty of Engineering and Information Technology (FEIT) at the University of Technology, Sydney (UTS), Australia. This was conducted through an Industry Engagement Project utilising multiple research methods to gather information from various stakeholders.
This paper aims to present two levels of project reflections based on the postgraduate review initiatives conducted. Firstly, it reflects on the mechanisms that lead to the emergence of a multi-stakeholder action-research framework that is practitioner-orientated, reflective and collaborative. Secondly, it reflects on the attributes and skills necessary to inform such a framework.
This paper draws from academic literature about emergent research processes and action-research mechanisms to support the reflections made. This paper reflects on the collaborative stakeholder engagement process that commenced in 2013 as a participatory action research process. The research process involved a series of research initiatives as consultation and collaborative mechanisms to investigate and review the current postgraduate courses on offer.
Information elucidation through traditional research approaches (surveys, interviews) is perceived as insufficient for project robustness, sustainable engagement and knowledge validation. Through various research strategies, a pragmatic stakeholder engagement framework applicable to education and industry collaborative processes emerged. The collaborative action-research initiatives provided added momentum for a series of incremental changes in different Engineering and Information Technology (EIT) courses. Another key outcome is the inception of discipline-specific Professional Advisory boards (PAb) in 2014. These are networks of academics, students, graduates and industry members that undertake to advice and review faculty co...
Aoun, CF, Ang, K & Vatanasakdakul, S 2014, 'Where is the Feedback! A Decomposition of Feedback Mechanisms in an Introductory Information Systems Course', 20th AMCIS-Association for Information Systems Conference, Americas Conference on Information Systems, AMCIS, Savannah, Georgia, USA.View/Download from: UTS OPUS
While the importance of feedback to learning is well acknowledged in the pedagogical literature, the perceptions of multiple forms of feedback among learners is yet to attract significant attention, particularly in the IS context. Consequently, this research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. Building upon such investigation, the study explore s how such an overall perception of feedback contributes to a favourable experience in a course. To such end, a research model grounded in the pedagogical literature was operationalised and quantitative empirical data collected and analysed using PLS. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learners experience in a course. The findings hold important implications to theory and practice, particularly for IS education.
Ang, K. & Aubrey, T.A. 2013, 'Shelf-life of post-graduate engineering education: relevance and currency in an age of dynamic industry expectations', 24th Annual Conference of the Australasian Association for Engineering Education (AAEE2013), Australasian Association of Engineering Education (AAEE) Conference 2013, Australasian Association of Engineering Education (AAEE), Sunshine Coast.View/Download from: UTS OPUS
BACKGROUND In response to the changing environment, industry requirements and the underpinning AQF specifications for higher education awards, UTS Faculty of Engineering and Information Technology (FEIT) has embarked on a research project to review their Masters programs to ensure that the commitment to practice-based fields in both Engineering and Information Technology (EIT) education remains relevant. Both fields share synergies for teaching and research, and both professions are constantly evolving in a dynamic environment. For context, postgraduate courses in this study are the Masters of Enginering (ME), Engineering Studies (MES), Engineering Management (MEM), Internetworking (MSc.I) and Information Technology (MIT). This paper draws on research insights that form part of a larger project that entails stakeholder consultations (students/graduates, industry and academics) as part of the 3 yearly Faculty Masters review and renewal process. The research completed to date includes quantitative and qualitative perspectives of current students and recent graduates regarding their learning and professional expectations and actual experiences, including relevance and currency in industry. PURPOSE The key purpose of this paper is to present the insights based on research conducted with stakeholder perspectives centred on their needs, expectations and actual experience. Consequently the purpose is to evaluate the currency, relevance and value of current postgraduate program contributions to industry and the Engineering and IT profession; and more importantly in addressing future industry needs to ensure that Engineering and IT education programs remains robust, relevant and sustainable in dynamic industry environments where rapid change is the norm. DESIGN/METHOD The study utilised a mixed-methodology with quantitative and qualitative perspectives. 308 students and graduates were surveyed online to gauge their attitudes with regards to the relevance and contributi...
Van Reyk, D.M. & Ang, K. 2013, 'Is H+ the symbol for acid? Provision of learning support in foundation-level chemistry for Bachelor of Nursing students enrolled in bioscience subjects', International First Year in Higher Education (FYHE) 16th Conference, First Year in Higher Education Centre, Wellington.View/Download from: UTS OPUS
Despite the value given to the teaching of bioscience as a central component of undergraduate nursing education, it has been accepted that nursing students often find bioscience subjects some of the most difficult to both master and perform well in. This nuts and bolts paper explores a practical approach undertaken to give first year students, commencing their anatomy and physiology unit, the opportunity to self-assess their existing knowledge of chemistry. We then evaluated the outcomes of a providing a wiki of student-sourced web pages on chemistry that students could use to address any knowledge gaps or revise aspects of basic chemistry. We found that students were open to using online resources provided they saw the relevance, were aware of them and had time and access to tools. Additionally, results also indicated that encouragement from teaching staff may drive the usage of self-directed online resources.