I've been working in education-related fields since graduating with my first degree from Flinders University in the early 1980s. My focus at UniSA is working with academic staff in the area of the scholarship of teaching and learning, and reward and recognition for educators. I'm also the TIU Program Director for the Graduate Diploma in Education Studies (Digital Learning).
About me
I've been working in education-related fields since graduating with my first degree from Flinders University in the early 1980s. My focus at UniSA is working with academic staff in the area of the scholarship of teaching and learning, and reward and recognition for educators. I'm also the TIU Program Director for the Graduate Diploma in Education Studies (Digital Learning).
About me
About me
Doctor of Philosophy Flinders University
Master of Education - International Education Monash University
Bachelor of Education (Honours) Flinders University of South Australia
Bachelor of Education Flinders University
Globalisation theory and higher education,Internationalisation theory and higher education,Existential issues in the internationalisation of teaching in higher education,Cosmopolitanism and the internationalisation of teaching in higher education,Teaching international students,Transformative education theory,Teaching and learning in higher education,The Scholarship of Teaching and Learning (SoTL),Transnational education.
Dr Sanderson was Lead Author and Project Co-Leader for the Australian Learning and Teaching Council (ALTC) priority project titled 'Moderation for Fair Assessment in Transnational Learning and Teaching'. The two year project began in October 2008 and attracted funding of $220,000. Partner institutions were Curtin... Read more
Research
Excludes commercial-in-confidence projects.
Mapping resources, activities and processes supporting the development of tertiary learning and teaching, Office for Learning and Teaching Grants - Strategic Priority Projects, 01/01/2014 - 09/10/2015
Orrell, J. & Sanderson, G. (2016). Refocusing academia in the 21st century. In J. Higgs & F. Trede (Eds.). Professional Practice Discourse Marginalia (pp. 93-100). Rotterdam: Sense Publishers. ISBN 978-94-6300-599-9 (hardback), ISBN 978-94-6300-600-2 (e-book)
Research
Research since 2008 is shown below. To see earlier years visit ResearcherID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2011 |
Open access
|
| 2011 |
Open access
|
| 2011 |
35
31
|
| 2008 |
|
| 2008 |
81
67
|
| Year | Output |
|---|---|
| 2013 |
|
| 2010 |
|
| 2010 |
Open access
|
| 2010 |
|
Research
Globalisation theory and higher education,Internationalisation theory and higher education,Existential issues in the internationalisation of teaching in higher education,Cosmopolitanism and the internationalisation of teaching in higher education,Teaching international students,Transformative education theory,Teaching and learning in higher education,The Scholarship of Teaching and Learning (SoTL),Transnational education.
Dr Sanderson was Lead Author and Project Co-Leader for the Australian Learning and Teaching Council (ALTC) priority project titled 'Moderation for Fair Assessment in Transnational Learning and Teaching'. The two year project began in October 2008 and attracted funding of $220,000. Partner institutions were Curtin University, Southern Cross University, and Taylor's University College (Malaysia). The key deliverable of the project is an online toolkit on moderation of assessment for academic staff working in TNE settings (see http://resource.unisa.edu.au/course/view.php?id=285 and topic=1). I was Lead Author and Project Leader of a $10,000 ALTC Extension Grant to further develop the interests of the original project.
Dr Sanderson was Lead Author and Project Co-Leader for a 2014-2015 Special Initiative Project funded at $45,000 by the Australian Government's Office for Learning and Teaching. The project was titled 'Mapping resources, activities and processes supporting the development of tertiary learning and teaching grant applications' and produced a publicly available, online resource which can assist institutions in Australia and New Zealand to benchmark their approaches,including related professional development, against those utilised by other institutions. Project partners were The University of Auckland, CQUniversity, UNSW, Monash University, Tabor Adelaide and Curtin University. The online resource is available at https://lo.unisa.edu.au/course/view.php?id=4952
External engagement & recognition
| Organisation | Country |
|---|---|
| Central Queensland University | AUSTRALIA |
| Curtin University | AUSTRALIA |
| Monash University | AUSTRALIA |
| Southern Cross University | AUSTRALIA |
| Tabor Adelaide | AUSTRALIA |
| Taylor's University | MALAYSIA |
| University of Auckland | NEW ZEALAND |
| University of New South Wales | AUSTRALIA |
| University of South Australia | AUSTRALIA |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
College of ReviewersHigher Education Research and Development (HERD) journal |
2017 |
Inaugural Life MemberInternational Education Association (ISANA) |
2017 |
MemberHigher Education Research and Development Society of Australasia (HERDSA) |
2017 |
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| Developing cross-disci;inary essential skills using learning analytic methods in students across health disciplines | Current |
| Internationalisation as mutual adjustment in the learning and teaching experiences of international students and academic staff: a case study in a Malaysian Technical University setting | Completed |
