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University: University of Canterbury

You searched for subject:(Economics AND education). Showing records 1 – 30 of 39 total matches.

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University of Canterbury

1. Agnew, S. Assigning Grades During an Earthquake - Shaken or Stirred?.

Degree: Department of Economics and Finance, 2011, University of Canterbury

 In the event of an unanticipated disruption to normal life, universities tend to shift to an online environment in both delivery and assessment. Course instructors… (more)

Subjects/Keywords: economics education; principles of economics; online assessment; student grades; disruption to assessment; earthquake.; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation

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APA (6th Edition):

Agnew, S. (2011). Assigning Grades During an Earthquake - Shaken or Stirred?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Agnew, S. “Assigning Grades During an Earthquake - Shaken or Stirred?.” 2011. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/6483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Agnew, S. “Assigning Grades During an Earthquake - Shaken or Stirred?.” 2011. Web. 21 Oct 2019.

Vancouver:

Agnew S. Assigning Grades During an Earthquake - Shaken or Stirred?. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/6483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Agnew S. Assigning Grades During an Earthquake - Shaken or Stirred?. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

2. Hickson, S.M. Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others?.

Degree: Department of Economics and Finance, 2011, University of Canterbury

 As the result of the September 4th 2010 Canterbury earthquake and associated aftershocks on February 22nd 2011 and June 13th 2011, final examinations in the… (more)

Subjects/Keywords: Economics education; principles of Economics; online assessment; student grades; disruption to assessment; earthquake; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation

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APA (6th Edition):

Hickson, S. M. (2011). Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hickson, S M. “Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others?.” 2011. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/6503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hickson, S M. “Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others?.” 2011. Web. 21 Oct 2019.

Vancouver:

Hickson SM. Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others?. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/6503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hickson SM. Using Online Assessment to Replace Invigilated Assessment in Times of a Natural Disaster - Are Some Online Assessment Conditions Better than Others?. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

3. Hickson, S. The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand.

Degree: Department of Economics and Finance, 2010, University of Canterbury

 This study investigates whether question format disadvantages certain types of students. I use assessment data compiled from principles of economics classes at the University of… (more)

Subjects/Keywords: Undergraduate Teaching of Economics; Principles of Economics Assessment; Multiple Choice; Constructed Response; Free Response; Essay.; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation; Field of Research::14 - Economics::1499 - Other Economics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hickson, S. (2010). The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hickson, S. “The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand.” 2010. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/5695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hickson, S. “The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand.” 2010. Web. 21 Oct 2019.

Vancouver:

Hickson S. The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/5695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hickson S. The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

4. Reed, R. More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes.

Degree: Department of Economics and Finance, 2011, University of Canterbury

 This study provides evidence that constructed response (CR) questions contribute information about student knowledge and understanding that is not contained in multiple choice questions (MC).… (more)

Subjects/Keywords: principles of economics; assessment; mltiple choice; constructed response; free response; essay; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation; Field of Research::14 - Economics::1499 - Other Economics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Reed, R. (2011). More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reed, R. “More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes.” 2011. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/5413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reed, R. “More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes.” 2011. Web. 21 Oct 2019.

Vancouver:

Reed R. More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/5413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed R. More Evidence on the Use of Constructed-Response Questions in Principles of Economics Classes. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

5. Hickson, S. Predicting student achievement in intermediate university economics from principles assessments.

Degree: Department of Economics and Finance, 2010, University of Canterbury

 This study investigates how first year Principles of Economics courses assessment items predict achievement in post principles economics courses. Of particular interest is how achievement… (more)

Subjects/Keywords: Principles of Economics Assessment; Multiple Choice; Constructed Response; Free Response; Essay; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation Field of Research::14 - Economics::1499 - Other Economics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hickson, S. (2010). Predicting student achievement in intermediate university economics from principles assessments. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5694

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hickson, S. “Predicting student achievement in intermediate university economics from principles assessments.” 2010. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/5694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hickson, S. “Predicting student achievement in intermediate university economics from principles assessments.” 2010. Web. 21 Oct 2019.

Vancouver:

Hickson S. Predicting student achievement in intermediate university economics from principles assessments. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/5694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hickson S. Predicting student achievement in intermediate university economics from principles assessments. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5694

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

6. Sander, N. To use constructed-response questions, or not to use constructed-response questions? that is the question.

Degree: Department of Economics and Finance, 2010, University of Canterbury

 Advocates of Constructed Response (CR) questions argue that CR questions provide a different assessment of student knowledge than is available from Multiple Choice (MC) questions.… (more)

Subjects/Keywords: principles of economics assessment; multiple choice; constructed response; free response; essay; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sander, N. (2010). To use constructed-response questions, or not to use constructed-response questions? that is the question. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sander, N. “To use constructed-response questions, or not to use constructed-response questions? that is the question.” 2010. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/5418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sander, N. “To use constructed-response questions, or not to use constructed-response questions? that is the question.” 2010. Web. 21 Oct 2019.

Vancouver:

Sander N. To use constructed-response questions, or not to use constructed-response questions? that is the question. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/5418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sander N. To use constructed-response questions, or not to use constructed-response questions? that is the question. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

7. Reed, W.R. Do constructed-response and multiple-choice questions measure the same thing?.

Degree: Department of Economics and Finance, 2009, University of Canterbury

 Our study empirically investigates the relationship between constructed-response (CR) and multiple-choice (MC) questions using a unique data set compiled from several years of university introductory… (more)

Subjects/Keywords: principles of economics assessment; multiple choice; constructed response; free response; essay; Fields of Research::330000 Education::330100 Education Studies::330109 Assessment and evaluation; Fields of Research::340000 Economics::349900 Other Economics

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APA (6th Edition):

Reed, W. R. (2009). Do constructed-response and multiple-choice questions measure the same thing?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2465

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reed, W R. “Do constructed-response and multiple-choice questions measure the same thing?.” 2009. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/2465.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reed, W R. “Do constructed-response and multiple-choice questions measure the same thing?.” 2009. Web. 21 Oct 2019.

Vancouver:

Reed WR. Do constructed-response and multiple-choice questions measure the same thing?. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/2465.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed WR. Do constructed-response and multiple-choice questions measure the same thing?. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/2465

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

8. Small, D. Neoliberalism's Fate: Implications for Education.

Degree: School of Educational Studies and Human Development, 2009, University of Canterbury

 Constructed to popular acclaim upon the social ruins left by the Great Depression, social democracy was flying high through the economic boom decades of the… (more)

Subjects/Keywords: Fields of Research; Field of Research::13 - Education; Field of Research::13 - Education::1303 - Specialist Studies in Education; Field of Research::14 - Economics::1401 - Economic Theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Small, D. (2009). Neoliberalism's Fate: Implications for Education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Small, D. “Neoliberalism's Fate: Implications for Education.” 2009. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/4719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Small, D. “Neoliberalism's Fate: Implications for Education.” 2009. Web. 21 Oct 2019.

Vancouver:

Small D. Neoliberalism's Fate: Implications for Education. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/4719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Small D. Neoliberalism's Fate: Implications for Education. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

9. Miles, M.P. To Teach or Try: A Continuum of Approaches to Entrepreneurship Education in Australasia. 6(2), 94-109.

Degree: Management, Marketing, and Entrepreneurship, 2013, University of Canterbury

 This paper reports on a survey of Australasian university entrepreneurship education programs. The survey found a continued interest in entrepreneurship at Australasian universities and that… (more)

Subjects/Keywords: international entrepreneurship and management education; a cycle of entrepreneurship education; Australasia; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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APA (6th Edition):

Miles, M. P. (2013). To Teach or Try: A Continuum of Approaches to Entrepreneurship Education in Australasia. 6(2), 94-109. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10752

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Miles, M P. “To Teach or Try: A Continuum of Approaches to Entrepreneurship Education in Australasia. 6(2), 94-109.” 2013. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/10752.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Miles, M P. “To Teach or Try: A Continuum of Approaches to Entrepreneurship Education in Australasia. 6(2), 94-109.” 2013. Web. 21 Oct 2019.

Vancouver:

Miles MP. To Teach or Try: A Continuum of Approaches to Entrepreneurship Education in Australasia. 6(2), 94-109. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/10752.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miles MP. To Teach or Try: A Continuum of Approaches to Entrepreneurship Education in Australasia. 6(2), 94-109. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/10752

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

10. Hazeldine, M. (2014). AACSB International’s 2013 Accreditation Standards: Implications for Faculty and Deans, . 7(2), 86-107.

Degree: Management, Marketing, and Entrepreneurship, 2014, University of Canterbury

 Higher education, particularly collegiate management and business education, has undergone significant changes since AACSB International’s last major revision of accreditation standards in 2003. These changes… (more)

Subjects/Keywords: AACSB; Business accreditation; Management education; Collegiate business education; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hazeldine, M. (2014). (2014). AACSB International’s 2013 Accreditation Standards: Implications for Faculty and Deans, . 7(2), 86-107. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11816

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hazeldine, M. “(2014). AACSB International’s 2013 Accreditation Standards: Implications for Faculty and Deans, . 7(2), 86-107.” 2014. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/11816.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hazeldine, M. “(2014). AACSB International’s 2013 Accreditation Standards: Implications for Faculty and Deans, . 7(2), 86-107.” 2014. Web. 21 Oct 2019.

Vancouver:

Hazeldine M. (2014). AACSB International’s 2013 Accreditation Standards: Implications for Faculty and Deans, . 7(2), 86-107. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/11816.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hazeldine M. (2014). AACSB International’s 2013 Accreditation Standards: Implications for Faculty and Deans, . 7(2), 86-107. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/11816

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

11. Roberts, P. Attention, asceticism and grace: Simone Weil and higher education.

Degree: School of Educational Studies and Leadership, 2011, University of Canterbury

 The work of the French thinker Simone Weil has exerted an important influence on scholars in a wide range of fields. To date, however, her… (more)

Subjects/Keywords: asceticism; decreation; grace; higher education; philosophy; theology; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130205 - Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Roberts, P. (2011). Attention, asceticism and grace: Simone Weil and higher education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Roberts, P. “Attention, asceticism and grace: Simone Weil and higher education.” 2011. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/8680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Roberts, P. “Attention, asceticism and grace: Simone Weil and higher education.” 2011. Web. 21 Oct 2019.

Vancouver:

Roberts P. Attention, asceticism and grace: Simone Weil and higher education. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/8680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roberts P. Attention, asceticism and grace: Simone Weil and higher education. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/8680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

12. Gomes, D. A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (I).

Degree: Department of Accounting and Information Systems, 2010, University of Canterbury

 Em 1759, foi criada a Aula de Comércio como parte de uma ampla agenda de reformas educacionais que foram implementadas pelo Marquês de Pombal com… (more)

Subjects/Keywords: Field of Research::13 - Education; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gomes, D. (2010). A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (I). (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gomes, D. “A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (I).” 2010. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/5908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gomes, D. “A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (I).” 2010. Web. 21 Oct 2019.

Vancouver:

Gomes D. A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (I). [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/5908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gomes D. A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (I). [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

13. Bellamy, C. 'State of the Art': Negotiating a Standards-approved Digital Humanities Curriculum.

Degree: School of Humanities and Creative Arts; University of Canterbury. English; University of Canterbury. Philosophy, 2013, University of Canterbury

 The University of Canterbury has recently completed development of New Zealand (and Australasia’s) first digital humanities degree program that is also standards-approved on a national… (more)

Subjects/Keywords: pegagogy; curriculum; development; administration; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130205 - Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management); Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bellamy, C. (2013). 'State of the Art': Negotiating a Standards-approved Digital Humanities Curriculum. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10606

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bellamy, C. “'State of the Art': Negotiating a Standards-approved Digital Humanities Curriculum.” 2013. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/10606.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bellamy, C. “'State of the Art': Negotiating a Standards-approved Digital Humanities Curriculum.” 2013. Web. 21 Oct 2019.

Vancouver:

Bellamy C. 'State of the Art': Negotiating a Standards-approved Digital Humanities Curriculum. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/10606.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bellamy C. 'State of the Art': Negotiating a Standards-approved Digital Humanities Curriculum. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/10606

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

14. Dixon, K. Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments.

Degree: Department of Accounting and Information Systems, 2011, University of Canterbury

 Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as… (more)

Subjects/Keywords: student engagement; generic skills/competencies; group assessment; group learning; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dixon, K. (2011). Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/6131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Web. 21 Oct 2019.

Vancouver:

Dixon K. Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/6131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

15. Harrison N. Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education.

Degree: 2018, University of Canterbury

 This article offers a trans-Tasman critique of approaches to the teaching of history in New Zealand and Australia. Taking knowledge out of place and time… (more)

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130205 - Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)

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APA (6th Edition):

N, H. (2018). Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

N, Harrison. “Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education.” 2018. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/16191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

N, Harrison. “Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education.” 2018. Web. 21 Oct 2019.

Vancouver:

N H. Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/16191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

N H. Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/16191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

16. Dixon, K. The genesis of calculative practices in higher education: Credit point systems.

Degree: Department of Accounting and Information Systems, 2009, University of Canterbury

 Purpose – Accounting has been shown to figure variously in New Higher Education. However, despite their infant precursors having been labelled curricular accounting (Theodossin, 1986),… (more)

Subjects/Keywords: higher education; credit accumulation and transfer; social and institutional; genealogical methods; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability

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APA (6th Edition):

Dixon, K. (2009). The genesis of calculative practices in higher education: Credit point systems. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “The genesis of calculative practices in higher education: Credit point systems.” 2009. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/4392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “The genesis of calculative practices in higher education: Credit point systems.” 2009. Web. 21 Oct 2019.

Vancouver:

Dixon K. The genesis of calculative practices in higher education: Credit point systems. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/4392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. The genesis of calculative practices in higher education: Credit point systems. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

17. Dixon, K. Calculative practices in higher education: a retrospective analysis of curricular accounting about learning.

Degree: Department of Accounting and Information Systems, 2009, University of Canterbury

 Purpose – Accounting has been shown to figure variously in New Higher Education. However, despite their infant precursors having been labelled curricular accounting (Theodossin, 1986),… (more)

Subjects/Keywords: higher education; credit accumulation and transfer; social and institutional accounting; genealogical methods; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators

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APA (6th Edition):

Dixon, K. (2009). Calculative practices in higher education: a retrospective analysis of curricular accounting about learning. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “Calculative practices in higher education: a retrospective analysis of curricular accounting about learning.” 2009. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/4402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “Calculative practices in higher education: a retrospective analysis of curricular accounting about learning.” 2009. Web. 21 Oct 2019.

Vancouver:

Dixon K. Calculative practices in higher education: a retrospective analysis of curricular accounting about learning. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/4402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Calculative practices in higher education: a retrospective analysis of curricular accounting about learning. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

18. Theocharides, G. Understanding Credit Risk: A Classroom Experiment.

Degree: Department of Economics and Finance, 2007, University of Canterbury

 This classroom experiment introduces students to the notion of credit risk by allowing them to trade on comparable corporate bond issues from two types of… (more)

Subjects/Keywords: teaching experiment; credit risk; bond market; risk and return; A20; C90; D84; Fields of Research::340000 Economics::340200 Applied Economics::340203 Finance economics; Fields of Research::330000 Education::339900 Other Education

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APA (6th Edition):

Theocharides, G. (2007). Understanding Credit Risk: A Classroom Experiment. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3142

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Theocharides, G. “Understanding Credit Risk: A Classroom Experiment.” 2007. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/3142.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Theocharides, G. “Understanding Credit Risk: A Classroom Experiment.” 2007. Web. 21 Oct 2019.

Vancouver:

Theocharides G. Understanding Credit Risk: A Classroom Experiment. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/3142.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Theocharides G. Understanding Credit Risk: A Classroom Experiment. [Thesis]. University of Canterbury; 2007. Available from: http://hdl.handle.net/10092/3142

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

19. Clark, J. Does Higher Social Diversity Affect People's Contributions to Local Schools? Evidence from New Zealand.

Degree: Department of Economics and Finance, 2011, University of Canterbury

 New Zealand is becoming more socially diverse, in common with other Western countries. Primarily U.S. based-evidence suggests that growing diversity may lower people’s participation in… (more)

Subjects/Keywords: heterogeneity; social capital; school contributions; fundraising; Field of Research::16 - Studies in Human Society::1608 - Sociology::160809 - Sociology of Education; Field of Research::16 - Studies in Human Society::1605 - Policy and Administration::160506 - Education Policy; Field of Research::14 - Economics

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APA (6th Edition):

Clark, J. (2011). Does Higher Social Diversity Affect People's Contributions to Local Schools? Evidence from New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6504

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clark, J. “Does Higher Social Diversity Affect People's Contributions to Local Schools? Evidence from New Zealand.” 2011. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/6504.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Clark, J. “Does Higher Social Diversity Affect People's Contributions to Local Schools? Evidence from New Zealand.” 2011. Web. 21 Oct 2019.

Vancouver:

Clark J. Does Higher Social Diversity Affect People's Contributions to Local Schools? Evidence from New Zealand. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/6504.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clark J. Does Higher Social Diversity Affect People's Contributions to Local Schools? Evidence from New Zealand. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6504

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

20. Sawyer AJ. Who Cares about Tax Theory, and Why?: The Place of Tax Disciplines within Academia: Reflections from Downunder.

Degree: 2018, University of Canterbury

 Taxation does not formallysit within a single discipline, and for that matter,there continues to be debateconcerning whether it is capable of being a discipline in… (more)

Subjects/Keywords: Field of Research::15 - Commerce, Management, Tourism and Services::1503 - Business and Management; Field of Research::14 - Economics; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability::150107 - Taxation Accounting; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

AJ, S. (2018). Who Cares about Tax Theory, and Why?: The Place of Tax Disciplines within Academia: Reflections from Downunder. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/17266

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

AJ, Sawyer. “Who Cares about Tax Theory, and Why?: The Place of Tax Disciplines within Academia: Reflections from Downunder.” 2018. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/17266.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

AJ, Sawyer. “Who Cares about Tax Theory, and Why?: The Place of Tax Disciplines within Academia: Reflections from Downunder.” 2018. Web. 21 Oct 2019.

Vancouver:

AJ S. Who Cares about Tax Theory, and Why?: The Place of Tax Disciplines within Academia: Reflections from Downunder. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/17266.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

AJ S. Who Cares about Tax Theory, and Why?: The Place of Tax Disciplines within Academia: Reflections from Downunder. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/17266

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

21. Dixon, K. Calculative practices in higher education: A retrospective analysis of curricular accounting focusing on university enlargement.

Degree: Department of Accounting and Information Systems, 2010, University of Canterbury

 Purpose – This study extends coverage of the accounting literature to means of measuring, recording and reporting university-student learning. The means in question comprise credit,… (more)

Subjects/Keywords: higher education; university growth and diversification; credit accumulation and transfer; social and institutional accounting,; path dependence; Genealogical mode of analysis; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dixon, K. (2010). Calculative practices in higher education: A retrospective analysis of curricular accounting focusing on university enlargement. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “Calculative practices in higher education: A retrospective analysis of curricular accounting focusing on university enlargement.” 2010. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/4400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “Calculative practices in higher education: A retrospective analysis of curricular accounting focusing on university enlargement.” 2010. Web. 21 Oct 2019.

Vancouver:

Dixon K. Calculative practices in higher education: A retrospective analysis of curricular accounting focusing on university enlargement. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/4400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Calculative practices in higher education: A retrospective analysis of curricular accounting focusing on university enlargement. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

22. Dixon, Keith. Reflection and constitution of “new” public service and “new” university education in and through curricular accounting.

Degree: Department of Accounting and Information Systems, 2010, University of Canterbury

 Purpose – Credit, credit points, course weights, levels of learning, level descriptors, learning outcomes, and related characteristics of course catalogues, qualification frameworks, resource allocation practices,… (more)

Subjects/Keywords: Accounting for learning; Regulation of university qualifications; Steering and controlling at a distance; Credit accumulation and transfer; Social and institutional accounting; Path dependence; Genealogical analysis; Retrospective analysis; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA (6th Edition):

Dixon, K. (2010). Reflection and constitution of “new” public service and “new” university education in and through curricular accounting. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5046

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, Keith. “Reflection and constitution of “new” public service and “new” university education in and through curricular accounting.” 2010. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/5046.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, Keith. “Reflection and constitution of “new” public service and “new” university education in and through curricular accounting.” 2010. Web. 21 Oct 2019.

Vancouver:

Dixon K. Reflection and constitution of “new” public service and “new” university education in and through curricular accounting. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/5046.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Reflection and constitution of “new” public service and “new” university education in and through curricular accounting. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5046

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

23. Walker S. Feeling Lucky: The Serendipitous Nature of Field Education.

Degree: 2018, University of Canterbury

 Field education and the supervision that occurs during this process cements learning and enhances preparedness for a career in social work. Graduate readiness for social… (more)

Subjects/Keywords: supervision; luck; field instructor, New Zealand; availability of field education; Field of Research::16 - Studies in Human Society::1607 - Social Work::160701 - Clinical Social Work Practice; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130205 - Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management); Field of Research::13 - Education::1303 - Specialist Studies in Education::130304 - Educational Administration, Management and Leadership

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APA (6th Edition):

S, W. (2018). Feeling Lucky: The Serendipitous Nature of Field Education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

S, Walker. “Feeling Lucky: The Serendipitous Nature of Field Education.” 2018. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/16195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

S, Walker. “Feeling Lucky: The Serendipitous Nature of Field Education.” 2018. Web. 21 Oct 2019.

Vancouver:

S W. Feeling Lucky: The Serendipitous Nature of Field Education. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/16195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

S W. Feeling Lucky: The Serendipitous Nature of Field Education. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/16195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

24. Dixon, K. Curricular accounting and standards and equivalence of university-student learning.

Degree: Department of Accounting and Information Systems, 2010, University of Canterbury

 Accounting figures variously in New Higher Education. However, despite their infant precursors having been labelled curricular accounting (see Theodossin, E. (1986), The Modular Market, Further… (more)

Subjects/Keywords: social and institutional non-financial accounting; curricular accounting; higher education; qualities of learning and credit; genealogy; path dependency; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dixon, K. (2010). Curricular accounting and standards and equivalence of university-student learning. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4401

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “Curricular accounting and standards and equivalence of university-student learning.” 2010. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/4401.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “Curricular accounting and standards and equivalence of university-student learning.” 2010. Web. 21 Oct 2019.

Vancouver:

Dixon K. Curricular accounting and standards and equivalence of university-student learning. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/4401.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Curricular accounting and standards and equivalence of university-student learning. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4401

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

25. Smithies, J.D. Requirements for a New Zealand Humanities eResearch Infrastructure.

Degree: School of Humanities and Creative Arts; University of Canterbury. English; University of Canterbury. Philosophy, 2013, University of Canterbury

 Humanities scholars in the United States and United Kingdom have been involved in the development of eResearch infrastructures for some years, guided by landmark reports… (more)

Subjects/Keywords: Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130205 - Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management); Field of Research::08 - Information and Computing Sciences::0807 - Library and Information Studies::080704 - Information Retrieval and Web Search

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APA (6th Edition):

Smithies, J. D. (2013). Requirements for a New Zealand Humanities eResearch Infrastructure. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smithies, J D. “Requirements for a New Zealand Humanities eResearch Infrastructure.” 2013. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/10604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smithies, J D. “Requirements for a New Zealand Humanities eResearch Infrastructure.” 2013. Web. 21 Oct 2019.

Vancouver:

Smithies JD. Requirements for a New Zealand Humanities eResearch Infrastructure. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/10604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smithies JD. Requirements for a New Zealand Humanities eResearch Infrastructure. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/10604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

26. Stiles, David R. Picture This: Drawing Conclusions about Business Schools in Canada and the UK.

Degree: Management, Marketing, and Entrepreneurship, 1993, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics; Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stiles, D. R. (1993). Picture This: Drawing Conclusions about Business Schools in Canada and the UK. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stiles, David R. “Picture This: Drawing Conclusions about Business Schools in Canada and the UK.” 1993. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/10835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stiles, David R. “Picture This: Drawing Conclusions about Business Schools in Canada and the UK.” 1993. Web. 21 Oct 2019.

Vancouver:

Stiles DR. Picture This: Drawing Conclusions about Business Schools in Canada and the UK. [Internet] [Thesis]. University of Canterbury; 1993. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/10835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stiles DR. Picture This: Drawing Conclusions about Business Schools in Canada and the UK. [Thesis]. University of Canterbury; 1993. Available from: http://hdl.handle.net/10092/10835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

27. Lord, B. Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.

Degree: Department of Accounting and Information Systems, 2009, University of Canterbury

 Amid calls from the accounting profession and accounting educators for a syllabus that would develop generic skills as well as technical competence, the course supervisor… (more)

Subjects/Keywords: Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability::150199 - Accounting, Auditing and Accountability not elsewhere classified

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lord, B. (2009). Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lord, B. “Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.” 2009. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/4991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lord, B. “Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.” 2009. Web. 21 Oct 2019.

Vancouver:

Lord B. Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/4991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lord B. Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

28. Dixon, K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.

Degree: Department of Accounting and Information Systems, 2011, University of Canterbury

 Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as… (more)

Subjects/Keywords: Student engagement; generic skills/competencies; group assessment; group learning; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dixon, K. (2011). Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/5149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Web. 21 Oct 2019.

Vancouver:

Dixon K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/5149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

29. Dixon, K. Curricular Accounting the Canterbury way.

Degree: Department of Accounting and Information Systems, 2009, University of Canterbury

 Accounting figures variously in New Higher Education, as much accounting research shows. Neglected, however, are calculative practices that in their infancy attracted the label curricular… (more)

Subjects/Keywords: learning accounts; qualification frameworks; credit accumulation and transfer systems; university funding; accounting information fou operations control; Field of Research::15 - Commerce, Management, Tourism and Services::1501 - Accounting, Auditing and Accountability; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dixon, K. (2009). Curricular Accounting the Canterbury way. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dixon, K. “Curricular Accounting the Canterbury way.” 2009. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/4399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dixon, K. “Curricular Accounting the Canterbury way.” 2009. Web. 21 Oct 2019.

Vancouver:

Dixon K. Curricular Accounting the Canterbury way. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/4399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon K. Curricular Accounting the Canterbury way. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

30. Smithies, J.D. Digital Humanities, Postfoundationalism, Postindustrial Culture.

Degree: School of Humanities and Creative Arts; University of Canterbury. Philosophy, 2014, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130205 - Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management); Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smithies, J. D. (2014). Digital Humanities, Postfoundationalism, Postindustrial Culture. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smithies, J D. “Digital Humanities, Postfoundationalism, Postindustrial Culture.” 2014. Thesis, University of Canterbury. Accessed October 21, 2019. http://hdl.handle.net/10092/10607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smithies, J D. “Digital Humanities, Postfoundationalism, Postindustrial Culture.” 2014. Web. 21 Oct 2019.

Vancouver:

Smithies JD. Digital Humanities, Postfoundationalism, Postindustrial Culture. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10092/10607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smithies JD. Digital Humanities, Postfoundationalism, Postindustrial Culture. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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