Profiles

David Kember

UTAS Home Professor David Kember

David Kember

Professor in Curriculum Methods & Pedagogy

Room A220c , A

+61 3 6324 3287 (phone)

David.Kember@utas.edu.au

Biography

My career has been a voyage of discovery, which has taken me through five countries; six if you count Hong Kong being part of China after the handover. I completed my PhD at the University of East Anglia in England. For my first academic job, I was based in Fiji, at the University of the South Pacific; a regional university serving 13 Pacific Island countries, which germinated my interest in distance education. I then moved to the University of Papa New Guinea to be part of an adult education initiative. My first Australian position was at what was, at the time the Tasmanian College of Advanced Education, in External Studies. I then settled down in Hong Kong for 25 years working at the Polytechnic University, Chinese University and finally the University of Hong Kong. For six years, I was seconded to run an inter-institutional project known as the Action Learning Project, which operated across all eight universities in Hong Kong. I then retired from working in Hong Kong and came back to live in Launceston. This retirement did not last long, though, as I came into my current role at the University of Tasmania.

Teaching

Teaching expertise

I teach research methods units to HDR students. For taught postgraduate courses, I offer a unit with the title Improving Teaching Practice through Action Research.

There is a strong synthesis between my research into retention and success in online and blended learning and the quality of teaching. A model has been developed by a combination of structural equation modelling and qualitative interview data. The model shows that a supportive online environment would be promoted if there were four elements of high quality online pedagogy: bite-sized videos of interest and relevance; learning materials which were well organised and provided a clear learning roadmap; discussion forums which were set up and moderated so as to result in lively student-student and student-teacher interaction; and; online teachers being approachable and responsive to communication with individual students through email, phone and online communication platforms. The model shows that there is a causal link from the online supporting environment to the formation of virtual learning communities, with elements of both social and academic integration.

Learning Roadmap Diagram

View more on Professor David Kember in WARP

Expertise

I am best known for my research with qualitative methods, predominantly using a grounded theory approach to analyse interview data to identify and characterise significant constructs. Nevertheless, I also have many publications that demonstrate my experience with sophisticated quantitative techniques, such as Structural Equation Modelling (SEM). My strengths in both qualitative and quantitative methods mean that I am well-placed to lead mixed-methods work. I have also been one of the pioneers for the use of action research and action learning as a mechanism for enhancing the quality of teaching and learning in higher education.

My research interests are diverse: distance and online learning; student approaches to learning, and the influence of teaching and assessment on students; the Chinese and Asian learner; motivation; reflective thinking; teachers’ beliefs about and approaches to teaching; action learning and research for teaching quality improvement.

Fields of Research

  • Higher education (390303)
  • Curriculum and pedagogy theory and development (390102)
  • Learning sciences (390409)
  • Teacher education and professional development of educators (390307)
  • Education systems (390399)
  • Specialist studies in education (390499)
  • Comparative and cross-cultural education (390401)
  • Continuing and community education (390301)
  • Curriculum and pedagogy (390199)
  • Te matauranga Maori kaore ano kia whakaroputia i wahi ke (Maori education) (450899)
  • History and philosophy of education (390202)
  • English as a second language (470306)
  • Education assessment and evaluation (390402)
  • Medicine, nursing and health curriculum and pedagogy (390110)
  • Secondary education (390306)
  • Educational technology and computing (390405)

Research Objectives

  • Learner and learning (160199)
  • Pedagogy (160302)
  • Teacher and instructor development (160303)
  • Higher education (160102)
  • Other education and training (169999)
  • Management, resources and leadership (160204)
  • Expanding knowledge in education (280109)

Publications

Contribution to research in distance education and online learning

Attrition from distance education was my first educational research field. My interest and involvement in distance education arose at the University of the South Pacific, a regional university catering for 13 Pacific Island countries. I taught a distance learning course involving media packages, a laboratory kit, and the use of satellite communication. Research into attrition from distance learning courses continued through the early part of my academic career.

My initial role in Hong Kong, at the Polytechnic University (PolyU), was as an instructional designer for study materials to support part-time study. It was here that I first began to pursue the aim of building models to explain attrition. With the expansion of higher education in Hong Kong, in the build up to the handover (transfer of sovereignty in 1997), the PolyU shifted away from part-time study towards a stronger emphasis on conventional undergraduate education. My role then focused on teaching and learning quality enhancement for face-to-face teaching; so, my research outputs at that time had a greater emphasis on face-to-face teaching and learning.

My ongoing interest in distance learning has been re-enforced by my current position at UTAS, which has a substantial proportion of students taught through online learning. Attrition from online courses is a major concern, as it is undermining a much-needed initiative to boost participation in higher education in Tasmania to advance social and economic equity goals. In my early academic positions, I took a keen interest in researching the prominent issue of why attrition rates are higher in distance education than those in conventional education. The issue is still highly pertinent but has evolved now that technological advances have seen a shift in the mode of delivery; from offering non-face-to-face courses, to online and blended learning. I have, therefore, expanded my original educational research field to incorporate all modes of online and blended learning.

I have recently been actively applying SEM to current complex issues related to online learning. Kember, McNaught, Chong, Lam and Cheng (2010) used SEM to examine the relationship between the use of design features of educational websites and their impact upon student learning outcomes in blended learning environments. Kember, Leung and Prosser (2019) was a SEM study, using data from student records systems, modelling factors impacting on attrition from online and blended learning.

My approach to attrition research sets me apart from other researchers in the field by concentrating on the complementary question of what could be done to promote successful completion or student progress. This has logically led to a focus on student learning, grounded in the student approaches to learning paradigm.

Contribution to research into student learning

My research into student approaches to learning (SAL) grew out of my early distance education research. The model of student progress included SAL as a major component. I was one of the first to compare learning approaches of face-to-face and distance learners.

My interest in SAL grew in Hong Kong, initially around the paradox of the Chinese learner. Chinese students performed well in international comparisons, yet appeared to predominantly adopt surface approaches to learning. Kember and Gow (1990) was the first study to report approaches to learning, intermediate between surface and deep, which combined understanding with memorisation. This proved to be a foundation study for the genre of work on the Chinese learner. Kember (2000) challenged the misconceptions about Asian students’ approaches to learning by drawing on work showing that memorisation can occur together with understanding. In addition, motivation was not consistent with Western models existing at the time. Biggs, Kember and Leung (2001) introduced the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F), which is currently the most widely used instrument for assessing students’ approaches to learning.

In Kember (2001, 2007), I investigated the issues faced by students in making the transition between school and university. The problems they faced could be explained in terms of a trio of interlinked beliefs in learning, teaching, and knowledge. Inexperienced students held reproductive teacher-centred beliefs, and found it hard to adapt to modes of study other than classroom learning. More experienced students, who held learner-centred beliefs, were able to adapt better to student-centred modes of study.

Another major strand of my work has been on conceptions of teaching and their impact on learning outcomes. Kember (1997) is the definitive review of research into university teachers’ conceptions of teaching. It synthesises the research by placing conceptions under two broad orientations characterised as content- and learning-oriented. Kember and Gow (1994) was the first study to show that conceptions of teaching can be related to student learning outcomes. We found that departments in which learning facilitation predominated, promoted a deep approach to learning when compared to departments with an alternative approach.

My SAL research work has led to the consideration of ways to implement changes to teaching practice in higher education. I was one of the pioneers for the use of action research as a mechanism for teaching quality enhancement. The Action Learning Project (Kember, 2000) was a massive research study, with 90 sub-projects. It supported lecturers to perform action research projects to improve the quality of student learning in their courses. It was influential in promoting action research as scholarship of teaching and learning.

Books

I have authored or co-authored 12 books, a rare accomplishment in my field. The first four were concerned with enhancing the quality of learning and teaching in higher education and distance education. The remaining eight synthesised my research findings from a series of lengthy projects: modelling student progress in distance education; action research for teaching quality enhancement; reflective practice; award-winning teachers; evaluating teaching and learning; and motivation.

Most recently, I have also edited a book with Professor Michael Corbett titled Structuring the Thesis (Kember & Corbett, 2018). It has 40 chapters, and challenges the use of the conventional thesis structure being based on the scientific research method. This is considered inappropriate for the disciplines of education and the social sciences, as few studies in these areas follow the scientific research method.

Citations

Papers             242

Citations         24,422

h-index            72

g-index            156

hI,norm           56

Total publications

131

Journal Article

(92 outputs)
YearCitationAltmetrics
2021David K, David H, Leung DYP, Prosser M, 'The traditional to contemporary spectrum of models of higher education for admission and course delivery', Educational Innovations and Emerging Technologies, 1, (1) pp. 58-66. ISSN 2737-5315 (2021) [Refereed Article]

DOI: 10.35745/eiet2021v01.01.0006 [eCite] [Details]

Co-authors: David H; Prosser M

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2021Kember D, Leung D, Prosser M, 'Has the open door become a revolving door? The impact on attrition of moving from elite to mass higher education', Studies in Higher Education, 46, (2) pp. 258-269. ISSN 0307-5079 (2021) [Refereed Article]

DOI: 10.1080/03075079.2019.1629411 [eCite] [Details]

Citations: Scopus - 10Web of Science - 10

Co-authors: Prosser M

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2020Kember D, Webster BJ, Chan WSC, 'Refocusing the 3P model to incorporate a learning and teaching environment and graduate attributes', Educational Psychology: An International Journal of Experimental Educational Psychology, 40, (5) ISSN 0144-3410 (2020) [Refereed Article]

DOI: 10.1080/01443410.2020.1732304 [eCite] [Details]

Citations: Scopus - 7Web of Science - 6

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2019Kember D, Douglas T, Muir TA, Salter S, 'Umbrella action research projects as a mechanism for learning and teaching quality enhancement', Higher Education Research and Development, 38, (6) pp. 1285-1298. ISSN 0729-4360 (2019) [Refereed Article]

DOI: 10.1080/07294360.2019.1638350 [eCite] [Details]

Citations: Scopus - 5Web of Science - 3

Co-authors: Douglas T; Muir TA; Salter S

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2018Chow MSS, Chow SL, Kember D, 'A conceptual basis and key components for pharmacy core curriculum in the age of artificial intelligence', Journal of Asian Association of Schools of Pharmacy, 7 pp. 15-20. ISSN 2286-6493 (2018) [Refereed Article]

[eCite] [Details]

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2018Ho A, Kember D, 'Motivating the learning of part-time taught-postgraduate students through pedagogy and curriculum design: are there differences in undergraduate teaching?', International Journal of Lifelong Education, 37, (3) pp. 315-332. ISSN 0260-1370 (2018) [Refereed Article]

DOI: 10.1080/02601370.2018.1470115 [eCite] [Details]

Citations: Scopus - 1

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2017Botelho MG, Lam OLT, Watt RM, Leung DYP, Kember D, 'Evaluation of peer-generated MCQs to assess and support learning in a problem-based learning programme', European Journal of Dental Education, 22, (3) pp. e358-e363. ISSN 1396-5883 (2017) [Refereed Article]

DOI: 10.1111/eje.12304 [eCite] [Details]

Citations: Scopus - 6Web of Science - 4

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2017Kember D, Hong C, Yau VWK, Ho SA, 'Mechanisms for promoting the development of cognitive, social and affective graduate attributes', Higher Education, 74, (5) pp. 799-814. ISSN 0018-1560 (2017) [Refereed Article]

DOI: 10.1007/s10734-016-0077-x [eCite] [Details]

Citations: Scopus - 13Web of Science - 12

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2017Salter S, Douglas T, Kember D, 'Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue', Educational Action Research, 25, (5) pp. 790-805. ISSN 0965-0792 (2017) [Refereed Article]

DOI: 10.1080/09650792.2016.1245626 [eCite] [Details]

Citations: Scopus - 10Web of Science - 2

Co-authors: Salter S; Douglas T

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2016Kember D, 'Why do Chinese students out-perform those from the West? Do approaches to learning contribute to the explanation?', Cogent Education, 3, (1) Article 1248187. ISSN 2331-186X (2016) [Refereed Article]

DOI: 10.1080/2331186X.2016.1248187 [eCite] [Details]

Citations: Scopus - 18Web of Science - 14

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2014Kember D, Ho A, Leung DYP, 'Evaluating taught postgraduate awards from the student's perspective', Further and Higher Education, Journal Of, 40, (2) pp. 147-169. ISSN 0309-877X (2014) [Refereed Article]

DOI: 10.1080/0309877X.2014.895304 [eCite] [Details]

Citations: Scopus - 7Web of Science - 6

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2014Kember D, Hong C, Yau V, Ho A, 'Is it the teaching or the discipline? Influences of disciplinary epistemology and pedagogy on students adapting study behaviour and epistemological beliefs', European Journal of Higher Education, 4, (4) pp. 348-362. ISSN 2156-8235 (2014) [Refereed Article]

DOI: 10.1080/21568235.2014.930794 [eCite] [Details]

Citations: Scopus - 4

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2013Leung DYP, Kember D, 'Nurturing graduate attributes through a first year student experience which promotes the formation of effective learning communities', American Journal of Educational Research, 1, (7) Article 3. ISSN 2327-6126 (2013) [Refereed Article]

DOI: 10.12691/education-1-7-3 [eCite] [Details]

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2012Ho A, Kember D, Hong C, 'What motivates an ever increasing numbers of students to enroll in part-time taught postgraduate awards?', Studies in Continuing Education, 34, (3) pp. 319-338. ISSN 0158-037X (2012) [Refereed Article]

DOI: 10.1080/0158037X.2011.646979 [eCite] [Details]

Citations: Scopus - 11Web of Science - 7

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2012Kember DR, Hong C, Ho A, 'From model answers to multiple perspectives: adapting study approaches to suit university study', Active Learning in Higher Education: The Journal of The Institute for Learning and Teaching, 14, (1) pp. 23-35. ISSN 1469-7874 (2012) [Refereed Article]

DOI: 10.1177/1469787412467221 [eCite] [Details]

Citations: Scopus - 10Web of Science - 7

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2011Kember DR, Leung DYP, 'Disciplinary differences in student ratings of teaching quality', Research in Higher Education, 52, (3) pp. 278-299. ISSN 0361-0365 (2011) [Refereed Article]

DOI: 10.1007/s11162-010-9194-z [eCite] [Details]

Citations: Scopus - 43Web of Science - 39

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2011Kember DR, McNaught C, Ho A, Ho A, 'More can mean less motivation: Applying a motivational orientation framework to the expanded entry into higher education in Hong Kong', Studies in Higher Education, 36, (2) pp. 209-225. ISSN 0307-5079 (2011) [Refereed Article]

DOI: 10.1080/03075070903514062 [eCite] [Details]

Citations: Scopus - 11Web of Science - 9

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2010Kember D, Leung DYP, Kwan KP, 'Does the Use of Student Feedback Questionnaires Improve the Overall Quality of Teaching?', Assessment and Evaluation in Higher Education, 27, (5) pp. 411-425. ISSN 0260-2938 (2010) [Refereed Article]

DOI: 10.1080/0260293022000009294 [eCite] [Details]

Citations: Scopus - 185

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2010Kember DR, 'Opening up the road to nowhere: Problems with the path to mass higher education in Hong Kong', Higher Education: The International Journal of Higher Education and Educational Planning, 59, (2) pp. 167-179. ISSN 0018-1560 (2010) [Refereed Article]

DOI: 10.1007/s10734-009-9241-x [eCite] [Details]

Citations: Scopus - 65Web of Science - 48

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2010Kember DR, Ho A, Hong C, 'Initial motivational orientation of students enrolling in undergraduate degrees', Studies in Higher Education, 35, (3) pp. 263-276. ISSN 0307-5079 (2010) [Refereed Article]

DOI: 10.1080/03075070903023510 [eCite] [Details]

Citations: Scopus - 25Web of Science - 21

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2010Kember DR, McNaught C, Chong FCY, Lam P, Cheng KF, 'Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments', Computers and Education: An International Journal, 55, (3) pp. 1183-1192. ISSN 0360-1315 (2010) [Refereed Article]

DOI: 10.1016/j.compedu.2010.05.015 [eCite] [Details]

Citations: Scopus - 80Web of Science - 65

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2009Kember DR, 'Promoting student-centred forms of learning across an entire university', Higher Education: The International Journal of Higher Education and Educational Planning, 58, (1) pp. 1-13. ISSN 0018-1560 (2009) [Refereed Article]

DOI: 10.1007/s10734-008-9177-6 [eCite] [Details]

Citations: Scopus - 110Web of Science - 110

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2009Kember DR, Ho A, Hong C, 'Characterising a teaching and learning environment capable of motivating student learning', Learning Environments Research, 13, (1) pp. 43-57. ISSN 1387-1579 (2009) [Refereed Article]

DOI: 10.1007/s10984-009-9065-8 [eCite] [Details]

Citations: Scopus - 34

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2009Kember DR, Leung DYP, 'Development of a questionnaire for assessing students' perceptions of the teaching and learning environment and its use in quality assurance', Learning Environments Research, 12 pp. 15-29. ISSN 1387-1579 (2009) [Refereed Article]

DOI: 10.1007/s10984-008-9050-7 [eCite] [Details]

Citations: Scopus - 57

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2008Kember DR, 'Nurturing generic capabilities through a teaching and learning environment which provides practise in their use', Higher Education: The International Journal of Higher Education and Educational Planning, 57, (1) pp. 37-55. ISSN 0018-1560 (2008) [Refereed Article]

DOI: 10.1007/s10734-008-9131-7 [eCite] [Details]

Citations: Scopus - 50Web of Science - 41

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2008Kember DR, Ho AA, Hong C, 'The importance of relevance in motivating student learning', Active Learning in Higher Education: The Journal of The Institute for Learning and Teaching, 9, (3) pp. 249-263. ISSN 1469-7874 (2008) [Refereed Article]

DOI: 10.1177/1469787408095849 [eCite] [Details]

Citations: Scopus - 109

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2008Kember DR, Hong C, Ho A, 'Characterising the motivational orientation of students in higher education: A naturalistic study in three Hong Kong universities', British Journal of Educational Psychology, 78 pp. 313-329. ISSN 0007-0998 (2008) [Refereed Article]

DOI: 10.1348/000709907X220581 [eCite] [Details]

Citations: Scopus - 32Web of Science - 27

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2008Kember DR, Leung DYP, 'Establishing the validity and reliability of course evaluation questionnaires', Assessment and Evaluation in Higher Education: An International Journal, 33, (4) pp. 341-353. ISSN 0260-2938 (2008) [Refereed Article]

DOI: 10.1080/02602930701563070 [eCite] [Details]

Citations: Scopus - 60Web of Science - 48

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2008Kember DR, Leung DYP, McNaught C, 'A workshop to demonstrate that approaches to learning are influenced by the teaching and learning environment', Active Learning in Higher Education: The Journal of The Institute for Learning and Teaching, 9, (1) pp. 43-56. ISSN 1469-7874 (2008) [Refereed Article]

DOI: 10.1177/1469787407086745 [eCite] [Details]

Citations: Scopus - 39

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2008Kember DR, McKay J, Sinclair K, Wong F, 'A four category scheme for coding and assessing the level of reflection in written work', Assessment and Evaluation in Higher Education: An International Journal, 33, (4) pp. 369-379. ISSN 1469-297X (2008) [Refereed Article]

DOI: 10.1080/02602930701293355 [eCite] [Details]

Citations: Scopus - 203Web of Science - 165

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2008Leung DYP, Ginns P, Kember DR, 'Examining the cultural specificity of approaches to learning in universities in Hong Kong and Sydney', Journal of Cross-Cultural Psychology, 39, (3) pp. 251-266. ISSN 0022-0221 (2008) [Refereed Article]

DOI: 10.1177/0022022107313905 [eCite] [Details]

Citations: Scopus - 54Web of Science - 54

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2007Kember D, Leung DYP, Ma RSF, 'Characterizing Learning Environments Capable of Nurturing Generic Capabilities in Higher Education', Research in Higher Education, 48, (5) pp. 609-632. ISSN 0361-0365 (2007) [Refereed Article]

DOI: 10.1007/s11162-006-9037-0 [eCite] [Details]

Citations: Scopus - 69Web of Science - 62

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2007Lam B-H, Kember D, 'The relationship between conceptions of teaching and approaches to teaching', Teachers and Teaching: theory and practice, 12, (6) pp. 693-713. ISSN 1354-0602 (2007) [Refereed Article]

DOI: 10.1080/13540600601029744 [eCite] [Details]

Citations: Scopus - 38

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2006Kember D, Leung DYP, 'Characterising A Teaching and Learning Environment Conducive to Making Demands on Students While Not Making Their Workload Excessive', Studies in Higher Education, 31, (2) pp. 185-198. ISSN 0307-5079 (2006) [Refereed Article]

DOI: 10.1080/03075070600572074 [eCite] [Details]

Citations: Scopus - 61Web of Science - 50

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2006Leung DYP, Kember D, 'The Influence of Teaching Approach and Teacher-Student Interaction on the Development of Graduate Capabilities', Structural Equation Modeling, 13, (2) pp. 264 - 286. ISSN 1070-5511 (2006) [Refereed Article]

DOI: 10.1207/s15328007sem1302_6 [eCite] [Details]

Citations: Scopus - 16Web of Science - 8

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2006Leung DYP, Kember D, 'The influence of the part time study experience on the development of generic capabilities', Journal of Further and Higher Education, 29, (2) pp. 91-101. ISSN 0309-877X (2006) [Refereed Article]

DOI: 10.1080/03098770500103101 [eCite] [Details]

Citations: Web of Science - 15

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2006Yum JCK, Kember D, Siaw I, 'Coping mechanisms of part‐time students', International Journal of Lifelong Education, 24, (4) pp. 303-317. ISSN 0260-1370 (2006) [Refereed Article]

DOI: 10.1080/02601370500169194 [eCite] [Details]

Citations: Scopus - 16Web of Science - 12

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2005Kember D, Leung DYP, 'The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society', Learning Environments Research, 8 ISSN 1387-1579 (2005) [Refereed Article]

DOI: 10.1007/s10984-005-1566-5 [eCite] [Details]

Citations: Scopus - 3

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2005Kember D, Leung DYP, 'The influence of active learning experiences on the development of graduate capabilities', Studies in Higher Education, 30, (2) pp. 155-170. ISSN 0307-5079 (2005) [Refereed Article]

DOI: 10.1080/03075070500043127 [eCite] [Details]

Citations: Scopus - 98Web of Science - 83

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2005Kember D, Ying CK, Wan CS, Yung CS, Wai CT, et al., 'How students cope with part-time study: An analysis of coping mechanisms through an on-line forum', Active Learning in Higher Education, 6, (3) pp. 230-242. ISSN 1469-7874 (2005) [Refereed Article]

DOI: 10.1177/1469787405057662 [eCite] [Details]

Citations: Scopus - 6

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2005Leung DYP, Kember D, 'Comparability of Data Gathered from Evaluation Questionnaires on Paper and Through the Internet', Research in Higher Education, 46, (5) pp. 571-591. ISSN 0361-0365 (2005) [Refereed Article]

DOI: 10.1007/s11162-005-3365-3 [eCite] [Details]

Citations: Scopus - 33Web of Science - 33

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2005Yan L, Kember D, 'Contextual Influences on the Formation and Behaviour of Out-of-class Study Groups', Curriculum and Teaching, 20, (2) pp. 59-79. ISSN 0726-416X (2005) [Refereed Article]

DOI: 10.7459/ct/20.2.05 [eCite] [Details]

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2004Bick-har L, Kember D, 'Conceptions of Teaching Art Held by Secondary School Art Teachers', International Journal of Art & Design Education, 23, (3) pp. 290-301. ISSN 1476-8062 (2004) [Refereed Article]

DOI: 10.1111/j.1476-8070.2004.00408.x [eCite] [Details]

Citations: Scopus - 9Web of Science - 6

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2004Kember D, 'Interpreting student workload and the factors which shape students' perceptions of their workload', Studies in Higher Education, 29, (2) pp. 165-184. ISSN 0307-5079 (2004) [Refereed Article]

DOI: 10.1080/0307507042000190778 [eCite] [Details]

Citations: Scopus - 148Web of Science - 93

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2004Kember D, Biggs J, Leung DYP, 'Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire', British Journal of Educational Psychology, 74, (Pt 2) pp. 261-279. ISSN 0007-0998 (2004) [Refereed Article]

DOI: 10.1348/000709904773839879 [eCite] [Details]

Citations: Scopus - 186Web of Science - 162

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2004Kember D, Jenkins W, Ng KC, 'Adult students' perceptions of good teaching as a function of their conceptions of learning Part 2. Implications for the evaluation of teaching', Studies in Continuing Education, 26, (1) pp. 81-97. ISSN 0158-037X (2004) [Refereed Article]

DOI: 10.1080/158037042000199461 [eCite] [Details]

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2004Kember D, Leung DYP, 'Relationship between the employment of coping mechanisms and a sense of belonging for part‐time students', Educational Psychology, 24, (3) pp. 345-357. ISSN 0144-3410 (2004) [Refereed Article]

DOI: 10.1080/0144341042000211689 [eCite] [Details]

Citations: Scopus - 26

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2004Yan L, Kember D, 'Engager and avoider behaviour in types of activities performed by out-of-class learning groups', International Journal of Art & Design Education, 48, (4) pp. 419-438. ISSN 1476-8062 (2004) [Refereed Article]

DOI: 10.1023/B:HIGH.0000046710.58007.9c [eCite] [Details]

Citations: Scopus - 9Web of Science - 14

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2004Yan L, Kember D, 'Avoider and engager approaches by out-of-class groups: the group equivalent to individual learning approaches', Learning and Instruction, 14, (1) pp. 27-49. ISSN 0959-4752 (2004) [Refereed Article]

DOI: 10.1016/j.learninstruc.2003.10.001 [eCite] [Details]

Citations: Scopus - 21Web of Science - 21

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2003Kember D, 'To Control or Not to Control: The question of whether experimental designs are appropriate for evaluating teaching innovations in higher education', Assessment and Evaluation in Higher Education, 28, (1) pp. 89-101. ISSN 0260-2938 (2003) [Refereed Article]

DOI: 10.1080/02602930301684 [eCite] [Details]

Citations: Scopus - 52

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2003Kember D, Jenkins W, Ng KC, 'Adult students' perceptions of good teaching as a function of their conceptions of learning part 1. influencing the development of self-determination', Studies in Continuing Education, 25, (2) pp. 239-251. ISSN 0158-037X (2003) [Refereed Article]

DOI: 10.1080/0158037032000131556 [eCite] [Details]

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2003Leung DYP, Kember D, 'The Relationship Between Approaches to Learning and Reflection Upon Practice', Educational Psychology, 23, (1) pp. 61-71. ISSN 0144-3410 (2003) [Refereed Article]

DOI: 10.1080/01443410303221 [eCite] [Details]

Citations: Scopus - 151

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2003Yan L, Kember D, 'Influence of the Curriculum and Learning Environment on Group Learning Approaches Outside the Classroom', Learning Environments Research, 6, (3) pp. 285-307. ISSN 1387-1579 (2003) [Refereed Article]

DOI: 10.1023/A:1027331908555 [eCite] [Details]

Citations: Scopus - 16

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2002Kember D, 'Long-term outcomes of educational action research projects', Educational Action Research, 10, (1) pp. 83-104. ISSN 0965-0792 (2002) [Refereed Article]

DOI: 10.1080/09650790200200174 [eCite] [Details]

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2001Biggs JB, Kember D, Leung DYP, 'The Revised Two Factor Study Process Questionnaire: R-SPQ-2F', British Journal of Educational Psychology, 71 pp. 133-149. ISSN 0007-0998 (2001) [Refereed Article]

DOI: 10.1348/000709901158433 [eCite] [Details]

Citations: Scopus - 1073Web of Science - 970

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2001Kember D, 'Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education', Studies in Higher Education, 26, (2) pp. 205-221. ISSN 0307-5079 (2001) [Refereed Article]

DOI: 10.1080/03075070120052116 [eCite] [Details]

Citations: Scopus - 120Web of Science - 104

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2001Kember D, Armour R, Jenkins W, Leung DYP, Li N, et al., 'Orientations to Enrolment of Part-time Students: A classification system based upon students' perceived lifelong learning needs', Higher Education Research and Development, 20, (3) pp. 265-280. ISSN 0729-4360 (2001) [Refereed Article]

DOI: 10.1080/07294360120108359 [eCite] [Details]

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2001Kember D, Kwan K-P, Ledesma J, 'Conceptions of good teaching and how they influence the way adults and school leavers are taught', International Journal of Lifelong Education, 20 pp. 393-404. ISSN 0260-1370 (2001) [Refereed Article]

DOI: 10.1080/02601370119164 [eCite] [Details]

Citations: Scopus - 22

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2001Kember D, Lee K, Li N, 'Cultivating a sense of belonging in part-time students', International Journal of Lifelong Education, 20, (4) pp. 326-341. ISSN 0260-1370 (2001) [Refereed Article]

DOI: 10.1080/02601370110048809 [eCite] [Details]

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2001Li N, Leung DYP, Kember D, 'Medium of instruction in Hong Kong universities: the mis-match between espoused theory and theory in use', Higher Education Policy, 14, (4) pp. 293-312. ISSN 0952-8733 (2001) [Refereed Article]

[eCite] [Details]

2000Kember D, 'Misconceptions about the learning approaches, motivation and study practices of Asian students', Higher Education: The International Journal of Higher Education and Educational Planning, 40, (1) pp. 99-121. ISSN 0018-1560 (2000) [Refereed Article]

DOI: 10.1023/A:1004036826490 [eCite] [Details]

Citations: Web of Science - 233

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2000Kember D, Kwan K-P, 'Lecturers' approaches to teaching and their relationship to conceptions of good teaching', Instructional Science: An International Journal of Learning and Cognition, 28, (5) pp. 469-490. ISSN 0020-4277 (2000) [Refereed Article]

DOI: 10.1023/A:1026569608656 [eCite] [Details]

Citations: Scopus - 326Web of Science - 289

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2000Kember D, Leung DYP, Jones A, Loke AY, McKay J, et al., 'Development of a Questionnaire to Measure the Level of Reflective Thinking', Assessment and Evaluation in Higher Education: An International Journal, 25 pp. 381-395. ISSN 0260-2938 (2000) [Refereed Article]

DOI: 10.1080/713611442 [eCite] [Details]

Citations: Scopus - 348

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2000Kember D, Wong A, 'Implications for evaluation from a study of students' perceptions of good and poor teaching', Higher Education, 40, (1) pp. 69-97. ISSN 0018-1560 (2000) [Refereed Article]

DOI: 10.1023/A:1004068500314 [eCite] [Details]

Citations: Web of Science - 57

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2000Li N, Lee K, Kember D, 'Towards self‐direction in study methods: The ways in which new students learn to study part‐time', Distance Education, 21, (1) pp. 6-28. ISSN 0158-7919 (2000) [Refereed Article]

DOI: 10.1080/0158791000210102 [eCite] [Details]

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1999Kember D, 'Integrating part-time study with family, work and social obligations', Studies in Higher Education, 24, (1) pp. 109-124. ISSN 0307-5079 (1999) [Refereed Article]

DOI: 10.1080/03075079912331380178 [eCite] [Details]

Citations: Scopus - 53Web of Science - 46

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1999Kember D, Wong A, Leung DYP, 'Reconsidering the dimensions of approaches to learning', British Journal of Educational Psychology, 69 pp. 323-343. ISSN 0007-0998 (1999) [Refereed Article]

[eCite] [Details]

1998Kember D, 'Action research: Towards an alternative framework for educational development', Distance Education, 19, (1) ISSN 0158-7919 (1998) [Refereed Article]

DOI: 10.1080/0158791980190105 [eCite] [Details]

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1998Kember D, Leung DYP, 'Influences upon Students' Perceptions of Workload', Educational Psychology, 18, (3) pp. 293-307. ISSN 0144-3410 (1998) [Refereed Article]

DOI: 10.1080/0144341980180303 [eCite] [Details]

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1998Kember D, Leung DYP, 'The dimensionality of approaches to learning: an investigation with confirmatory factor analysis on the structure of the SPQ and LPQ', British Journal of Educational Psychology, 68, (3) pp. 395-407. ISSN 0007-0998 (1998) [Refereed Article]

DOI: 10.1111/j.2044-8279.1998.tb01300.x [eCite] [Details]

Citations: Scopus - 104Web of Science - 86

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1997Kember D, 'A reconceptualisation of the research into university academics' conceptions of teaching', Learning and Instruction, 7, (3) pp. 255-275. ISSN 0959-4752 (1997) [Refereed Article]

DOI: 10.1016/S0959-4752(96)00028-X [eCite] [Details]

Citations: Scopus - 671Web of Science - 574

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1997Kember D, Charlesworth M, Davies H, McKay J, Stott V, 'Evaluating the effectiveness of educational innovations: Using the study process questionnaire to show that meaningful learning occurs', Studies in Educational Evaluation, 23, (2) pp. 141-157. ISSN 0191-491X (1997) [Refereed Article]

DOI: 10.1016/S0191-491X(97)00009-6 [eCite] [Details]

Citations: Scopus - 75

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1997Kember D, Ha T-S, Lam B-H, Lee A, NG S, et al., 'The diverse role of the critical friend in supporting educational action research projects', Educational Action Research, 5 pp. 463-481. ISSN 0965-0792 (1997) [Refereed Article]

DOI: 10.1080/09650799700200036 [eCite] [Details]

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1997McKay J, Kember D, 'Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes', Higher Education Research and Development, 16, (1) pp. 55-67. ISSN 0729-4360 (1997) [Refereed Article]

DOI: 10.1080/0729436970160105 [eCite] [Details]

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1995Wong FK, Kember D, Chung LY, Yan L, 'Assessing the level of student reflection from reflective journals', Journal of Advanced Nursing, 22, (1) pp. 48-57. ISSN 0309-2402 (1995) [Refereed Article]

DOI: 10.1046/j.1365-2648.1995.22010048.x [eCite] [Details]

Citations: Scopus - 229Web of Science - 205

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1994Kember D, Gow L, 'Orientations to teaching and their effect on the quality of student learning', Journal of Higher Education, 65, (1) pp. 58-74. ISSN 0022-1546 (1994) [Refereed Article]

DOI: 10.2307/2943877 [eCite] [Details]

Citations: Web of Science - 209

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1994Kember D, Lai T, Murphy D, Siaw I, Yuen KS, 'Student Progress In Distance Education Courses: A Replication Study', Adult Education Quarterly, 45, (1) ISSN 0741-7136 (1994) [Refereed Article]

DOI: 10.1177%2F0741713694045001003 [eCite] [Details]

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1993Conway R, Kember D, Sivan A, Wu M, 'Peer Assessment of an Individual's Contribution to a Group Project', Assessment and Evaluation in Higher Education, 18, (1) pp. 45-56. ISSN 0260-2938 (1993) [Refereed Article]

DOI: 10.1080/0260293930180104 [eCite] [Details]

Citations: Scopus - 156

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1993Gow L, Kember D, 'Conceptions of teaching and their relationship to student learning', British Journal of Educational Psychology ISSN 0007-0998 (1993) [Refereed Article]

DOI: 10.1111/j.2044-8279.1993.tb01039.x [eCite] [Details]

Citations: Scopus - 219Web of Science - 201

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1991Kember D, 'Instructional design for meaningful learning', Instructional Science, 20, (4) pp. 289-310. ISSN 0020-4277 (1991) [Refereed Article]

DOI: 10.1007/BF00043255 [eCite] [Details]

Citations: Scopus - 23Web of Science - 14

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1991Kember D, Gow L, 'A challenge to the anecdotal stereotype of the Asian student', Studies in Higher Education, 16, (2) pp. 117-128. ISSN 0307-5079 (1991) [Refereed Article]

DOI: 10.1080/03075079112331382934 [eCite] [Details]

Citations: Scopus - 173Web of Science - 133

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1991Kember D, Murphy D, Siaw I, Yuen KS, 'Towards a causal model of student progress in distance education: Research in Hong Kong', American Journal of Distance Education, 5, (2) ISSN 0892-3647 (1991) [Refereed Article]

DOI: 10.1080/08923649109526742 [eCite] [Details]

Citations: Scopus - 17

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1990Gow L, Kember D, 'Does higher education promote independent learning?', Higher Education, 19, (3) pp. 307-322. ISSN 0018-1560 (1990) [Refereed Article]

DOI: 10.1007/BF00133895 [eCite] [Details]

Citations: Scopus - 179Web of Science - 138

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1990Kember D, 'The use of a model to derive interventions which might reduce drop-out from distance education courses', Higher Education, 20, (1) pp. 11-24. ISSN 0018-1560 (1990) [Refereed Article]

DOI: 10.1007/BF00162202 [eCite] [Details]

Citations: Scopus - 17Web of Science - 14

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1990Kember D, Gow L, 'Cultural specificity of approaches to study', British Journal of Educational Psychology, 60, (3) pp. 356-363. ISSN 0007-0998 (1990) [Refereed Article]

DOI: 10.1111/j.2044-8279.1990.tb00952.x [eCite] [Details]

Citations: Scopus - 153Web of Science - 114

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1989Harper G, Kember D, 'Interpretation of factor analyses from the approaches to studying inventory', British Journal of Educational Psychology, 59 pp. 66-74. ISSN 0007-0998 (1989) [Refereed Article]

DOI: 10.1111/j.2044-8279.1989.tb03077.x [eCite] [Details]

Citations: Scopus - 57Web of Science - 45

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1989Kember D, 'A Longitudinal-Process Model of Drop-Out from Distance Education', Journal of Higher Education, 60, (3) pp. 278-301. ISSN 0022-1546 (1989) [Refereed Article]

DOI: 10.2307/1982251 [eCite] [Details]

Citations: Web of Science - 82

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1987Kember D, Dekkers J, 'The role of study centres for academic support in distance education', Distance Education, 8, (1) pp. 4-17. ISSN 0158-7919 (1987) [Refereed Article]

DOI: 10.1080/0158791870080101 [eCite] [Details]

Citations: Scopus - 12

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1987Kember D, Harper G, 'Approaches to Studying Research and Its Implications for the Quality of Learning From Distance Education', International Journal of Distance Education and E-Learning, 2, (2) pp. 15-30. ISSN 2520-7156 (1987) [Refereed Article]

[eCite] [Details]

1987Kember D, Harper G, 'Implications for instruction arising from the relationship between approaches to studying and academic outcomes', Instructional Science, 16, (1) pp. 35-46. ISSN 0020-4277 (1987) [Refereed Article]

DOI: 10.1007/BF00120004 [eCite] [Details]

Citations: Scopus - 17Web of Science - 17

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1986Harper G, Kember D, 'Approaches to Study of Distance Education Students', British Journal of Educational Technology, 3, (17) pp. 212-222. ISSN 0007-1013 (1986) [Refereed Article]

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1986Harper G, Kember D, 'Approaches to Study of Distance Education Students', British Journal of Educational Technology, 17, (3) pp. 212-222. ISSN 0007-1013 (1986) [Refereed Article]

DOI: 10.1111/j.1467-8535.1986.tb00510.x [eCite] [Details]

Citations: Scopus - 62Web of Science - 52

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Book

(13 outputs)
YearCitationAltmetrics
2018Kember D, Corbett M, 'Structuring the Thesis: Matching Method, Paradigm, Theories and Findings', Springer Nature Singapore Pte Ltd, Singapore, pp. 427. ISBN 978-981-13-0510-8 (2018) [Edited Book]

DOI: 10.1007/978-981-13-0511-5 [eCite] [Details]

Citations: Scopus - 1

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2018Kember D, Corbett M, 'Structuring the Thesis Matching Method, Paradigm, Theories and Findings', Springer Singapore, Singapore, pp. 427. (2018) [Edited Book]

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2016Kember D, 'Understanding the Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education', Springer, Singapore, pp. 153. ISBN 978-981-287-881-6 (2016) [Authored Research Book]

DOI: 10.1007/978-981-287-883-0 [eCite] [Details]

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2012Kember DR, Ginns P, 'Evaluating teaching and learning: A practical handbook for colleges, universities and the scholarship of teaching', Routledge, United Kingdom, pp. 192. ISBN 978-0415598859 (2012) [Authored Research Book]

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2007Kember D, McNaught C, 'Enhancing University Teaching Lessons from Research into Award-Winning Teachers', Routledge, United Kingdom, pp. 166. ISBN 0415417163 (2007) [Authored Research Book]

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2006Kember D, Ma R, McNaught C, 'Excellent University Teaching', The Chinese University Press, China, pp. 140. ISBN 978-962-996-267-8 (2006) [Authored Research Book]

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2001Kember D, Jones A, Loke AY, McKay J, Sinclair K, et al., 'Reflective teaching and learning in the health professions : action research in professional education', Blackwell Science, United Kingdom ISBN 0-632-05739-4 (2001) [Authored Research Book]

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2000Kember D, 'Action Learning and Action Research: Improving the Quality of Teaching and Learning', Psychology Press, United Kingdom, pp. 245. ISBN 9780749431136 (2000) [Authored Research Book]

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1995Kember D, 'Open Learning Courses for Adults: A Model of Student Progress', Educational Technology, United Kingdom, pp. 271. ISBN 9780877782803 (1995) [Authored Research Book]

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1994Kember D, Murphy D, '53 interesting activities for open learning courses', Technical and Educational Services Ltd., United Kingdom ISBN 978-0947885854 (1994) [Authored Research Book]

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1993Kember D, 'Improving teaching through action research / David Kember and Mavis Kelly', Higher Education Research and Development Society of Australasia, Inc, Australia, pp. 42. ISBN 0908557221 (1993) [Authored Research Book]

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1992Kember D, Murphy D, 'Tutoring distance education and open learning courses: HERDSA Green Guide No. 12', Australia (1992) [Authored Research Book]

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1991Kember D, 'Writing Study Guides', Technical and Educational Services Ltd., United Kingdom (1991) [Authored Research Book]

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Chapter in Book

(23 outputs)
YearCitationAltmetrics
2022Hicks D, Leung DYP, Kember D, 'Method for the quantitative modelling', Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, D Kember & RA Ellis (ed), Canberra, Australia, pp. 86-89. (2022) [Research Book Chapter]

[eCite] [Details]

Co-authors: Hicks D

2022Kember D, Corbett M, Prosser M, Leung DYP, 'Changing models of higher education: enrolment and course delivery', Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, D Kember & RA Ellis (ed), Canberra, Australia, pp. 75-85. (2022) [Research Book Chapter]

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Co-authors: Corbett M; Prosser M

2022Kember D, Ellis RA, 'Conclusions and implications for practice and research', Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, D Kember & RA Ellis (ed), Canberra, Australia, pp. 175-184. (2022) [Research Book Chapter]

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2022Kember DR, 'The model of higher education as a major factor in the admission and success of low SES students', Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, D Kember & RA Ellis (ed), Canberra, Australia, pp. 133-141. (2022) [Research Book Chapter]

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2022Leung DYP, Prosser M, Hicks D, Trimble A, Kember D, 'The University of Tasmania (UTAS): a contemporary model for a regional university', Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, D Kember & RA Ellis (ed), Canberra, Australia, pp. 90-103. (2022) [Research Book Chapter]

[eCite] [Details]

Co-authors: Prosser M; Hicks D; Trimble A

2022Trimble A, Fan Si, Kember D, 'Student perceptions of support in the contemporary model of higher education', Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, D Kember & RA Ellis (ed), Canberra, Australia, pp. 154-165. (2022) [Research Book Chapter]

[eCite] [Details]

Co-authors: Trimble A; Fan Si

2020Kember D, 'Didacticism', SAGE Encyclopedia of Higher Education, SAGE Publications, Inc, ME David and MJ Amey (ed), United States, pp. 1-3. ISBN 9781529714395 (2020) [Research Book Chapter]

DOI: 10.4135/9781529714395.n145 [eCite] [Details]

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2020Kember D, 'Implementing a university-wide evaluation system to promote student-centered learning', Routledge Handbook on Student Centred Learning and Instruction in Higher Education, Routledge, S Hoidn & M Klemensic (ed), New York, USA, pp. 528-540. ISBN 978-0-367-20052-7 (2020) [Research Book Chapter]

DOI: 10.4324/9780429259371-39 [eCite] [Details]

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2018Corbett M, Kember D, 'Reflections on Methodological Issues', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 389-407. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_39 [eCite] [Details]

Co-authors: Corbett M

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2018Godwin J, Kember DR, 'An Exploration of Epistemological Beliefs, Learning Environment Expectations and Persistence Intentions: Insights into the Shaping of Student Persistence in the First Semester of University Study at Three Australian Universities', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 39-46. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_4 [eCite] [Details]

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2018Kember D, 'Critical Reflections on the Conventional Thesis Structure and a Guide to the Research Questions Addressed in the Book', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 3-13. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_1 [eCite] [Details]

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2018Kember D, 'Lessons Learnt About Structuring the Thesis and Implications for Practice', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 409-427. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_40 [eCite] [Details]

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2018Kember D, Corbett M, 'The Collective Voyage of Discovery: How the Book Was Developed and Produced', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 15-24. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_2 [eCite] [Details]

Co-authors: Corbett M

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2018Kezabu K, McMahon J, Kember D, Hill AM, 'Intersections of Indigenous Knowledge and Place Based Education: Possibilities for New Visions of Sustainability Education in Uganda', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 139-148. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_14 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Kezabu K; McMahon J; Hill AM

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2018Satariyan A, Reynolds B, Kember D, 'The Design and Implementation of a Short Course, Focusing on Metacognition, to Develop Writing Skills for University Students for Whom English Is an Additional Language: An Action Research Study', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 129-137. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_13 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Satariyan A; Reynolds B

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2018Wu Qian, David K, 'How Do Students Make Decisions About Overseas Higher Education? A Case Study of Chinese International Students at a Regional Australian University', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 65-76. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_7 [eCite] [Details]

Co-authors: Wu Qian

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2016Aryal A, Short M, Fan S, Kember D, 'Issues in English language teaching in Nepal', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 141-155. ISBN 9789463005227 (2016) [Other Book Chapter]

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Co-authors: Aryal A; Short M; Fan S

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2016Kember D, 'Understanding and teaching the Chinese learner: Resolving the paradox of the Chinese learner', The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, Springer, RB King and ABI Bernardo (ed), Singapore, pp. 173-187. ISBN 978-981-287-575-4 (2016) [Research Book Chapter]

DOI: 10.1007/978-981-287-576-1_11 [eCite] [Details]

Citations: Scopus - 10

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2015Kember D, 'Taking qualitative studies beyond findings of a limited number of categories, with motivational orientation as an example', Methodological challenges in research on Student learning, Garant Publishers, V Donche, S De Mayer, D Gijbels & H Van den Bergh (ed), Antwerp, pp. 91-106. ISBN 978-90-441-3280-9 (2015) [Research Book Chapter]

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2015Kember DR, Chan WSC, Webster BJ, 'Use of structural equation modeling to examine the relationship between learning patterns, teaching and learning environments and graduate attribute development', Methodological challenges in research on Student learning, Garant Publishers, V Donche, S De Mayer, D Gijbels & H Van den Bergh (ed), Antwerp, pp. 9-26. ISBN 978-90-441-3280-9 (2015) [Research Book Chapter]

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2010Kember DR, Watkins D, 'Approaches to learning and teaching by the Chinese', The Oxford handbook of Chinese psychology, Oxford University Press, M.H. Bond (ed), United Kingdom, pp. 732. ISBN 9780199541850 (2010) [Research Book Chapter]

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2009Kember DR, 'International students from Asia', Routledge international handbook of higher education, Routledge, M. Tight, K.H. Mok, J. Huisman & C. Morphew (ed), United Kingdom, pp. 47-60. ISBN 978-0-415-43264-1 (2009) [Research Book Chapter]

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2009Kember DR, Leung DYP, 'Comparing the effect on development of graduate capabilities of the differing teaching and learning environments in three discipline areas', Structural equation modelling: Concepts and applications in educational research, Sense Publishers, T. Teo & M.S. Khine (ed), Rotterdam, pp. 267-287. ISBN 978-90-8790-787-7 (2009) [Research Book Chapter]

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Conference Publication

(1 outputs)
YearCitationAltmetrics
2015Satariyan A, Reynolds B, Kember D, 'An evolving approach to the teaching of writing skills to university students for whom English is an additional language', Book of Abstracts, 3-5 June, University of Groningen, The Netherlands, pp. 30. (2015) [Conference Extract]

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Co-authors: Satariyan A; Reynolds B

Other Public Output

(2 outputs)
YearCitationAltmetrics
2022Kember D, Ellis R, 'Conclusions and Implications for Practice and Research', Admission and Success for Low SES University Students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, Canberra, Australia, pp. 1-184. (2022) [Government or Industry Research]

[eCite] [Details]

2022Kember D, Ellis RA, 'Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project', Department of Education, Skills and Employment, Australian Federal Government, Canberra, Australia, pp. 1-197. (2022) [Government or Industry Research]

[eCite] [Details]

Grants & Funding

Grants

Most of my career has been spent living and working outside Australia. During my time in Hong Kong, I was awarded 27 grants for a total of over $HK60 million. This equates to more than AU$12 million, based on exchange rates prevailing at the time. Following is a list of grants awarded in Hong Kong that would be considered equivalent (in status) to ARC funding. It is noted that the top Hong Kong universities have consistently scored highly in international rankings, demonstrating the high standard of research and the level of competition for grants in Hong Kong.

  • HK$766,584 for a Central Earmarked Research Grant (CERG) with the title ‘Adapting study approaches acquired at school to suit the demands of university’. (2008)
  • HK$722,000 for a CERG with the title ‘Motivational orientation of post-secondary students in Hong Kong and the way in which the teaching and learning environment impacts upon motivation’. (2007)
  • HK$558,600 for a CERG with the title ‘Characterising the motive component of approaches to learning and investigating how it can be influenced by the teaching and learning environment’. (2005)
  • HK$3.6 million for a Teaching Development Grant from the University Grants Council (UGC) titled ‘Student engagement profiles: A means for tailored pedagogical interventions across all university programs’. (2002)
  • HK$6 million from the UGC for a project titled ‘Tackling the challenges to professional education arising from the pace of technological development and the need for lifelong learning’. (2000)
  • An additional HK$3.48 million from PolyU to contribute to the above project. (2000)
  • HK$1.37 million from the UGC for a Teaching Development Grant project concerned with evaluating the part-time student experience. (1996)
  • An additional HK$342,000 from both PolyU and the Open University of Hong Kong to contribute to the above project. (1996)
  • HK$9.6 million from the UGC to continue the Action Learning Project (commenced 1993, refer below) for a further two years. (1996)
  • An additional HK$2.4 million from PolyU to contribute to the above project extension. (1996)
  • HK$351,000 for a competitive earmarked grant from the UGC for a project on promoting reflective learning and practice for the education of professionals. (1995)
  • HK$2.36 million from the Evaluating the Student Experience fund for a project titled ‘A week in the life of a Hong Kong student’. (1994)
  • HK$13 million from the UGC for the Action Learning Project. (1993)
  • HK$10 million from the UGC for an inter-institutional project to evaluate the student experience. (1993)
  • HK$390,000 from the UGC for a research project on self-managed learning. (1989)

Funding Summary

Number of grants

6

Total funding

$504,999

Projects

Refugee and Migrant Student Mentoring in English Language and Pathway Planning (MELP) (2020)$25,000
Description
The Refugee and Migrant Student Mentoring in English Language and Pathway Planning (MELP) will support students from refugee and migrant backgrounds from Years 9-12 and in Young Migrant English Program (YMEP) in Northern Tasmania. This project will build on current English for the Educational Pathway and Making Connections Guiding Migrants on the Educational Pathway programs, funded by the Department of Communities, Sport, and Recreation in 2019. The program will recruit student volunteers, from the Faculty of Education, University of Tasmania (UTAS), to mentor students from refugee and migrant backgrounds. The program will promote purposeful relationships in which Faculty of Education student volunteer mentors work collaboratively with their high school student mentees, to assist them in developing a positive sense of self and aspirations, educational pathways, career options post-school and academic English language skills. The program aims to support the students to engage in school life, progress in their studies and plan their transition from high school to further education. The program is intended to be delivered at the following institutions in Northern Tasmania in Terms 2 and 3, 2020:Brooks High School Kings Meadows High School Launceston CollegeNewstead CollegeProspect High School TasTAFE, LauncestonQueechy High SchoolThis program will be led by UTAS and operate in partnership with the Migrant Resource Centre (MRC) Tasmania and Tasmanian Department of Education (DoE). MRC Tasmania and DoE will provide overall input and advice on the development and coordination of the program. The program is offered as a package with the Support for At-Risk Refugee and Migrant Students (SARRS) program in the North; with MRC Tasmania offering two similar programs in the South.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Kember DR; Koirala S; Swabey KJ
Year
2020
Support for At-Risk Refugee and Migrant Students (SARRS) (2020)$25,000
Description
This program will support refugee and migrant children who have been identified as being at risk because of their low levels of English language proficiency. Migrants and refugees arriving with limited English language abilities face a daunting task in coping with school. If the command of English is very limited, they are unable to engage with normal classroom tasks. Their motivation suffers and they tend to become disengaged educationally. Support will be provided individually in schools, colleges and TAFE in Northern Tasmania by mentors who are students from the UTAS Faculty of Education. The model is one currently used successfully in the 2019 English for the Educational Pathway and Making Connections Guiding Migrants on the Educational Pathway projects. The program promotes purposeful relationships in which Education Faculty student volunteer mentors work collaboratively with their student mentees, to assist them in developing a positive sense of self and aspirations, English language skills, educational pathways and career options post-school.The program is intended to be delivered at the following institutions in Northern Tasmania in Terms 2 and 3, 2020:Brooks High School Kings Meadows High School Launceston CollegeNewstead CollegeProspect High School TasTAFE, LauncestonQueechy High SchoolThis program will be led by UTAS and operate in partnership with the Migrant Resource Centre (MRC) Tasmania and Tasmanian Department of Education (DoE). MRC Tasmania and DoE will provide overall input and advice on the development and coordination of the program. The program is offered as a package with the Refugee and Migrant Student Mentoring in English Language and Pathway Planning (MELP) program in the North; with MRC Tasmania offering two similar programs in the South.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Koirala S; Kember DR; Swabey KJ
Year
2020
Making Connections, Guiding migrants on the educational pathway (2019)$25,000
Description
The program will recruit student volunteers, from the Faculty of Education, University of Tasmania (UTAS), to mentor high school students from refugee and migrant backgrounds. The program will promote purposeful relationships in which Education Faculty student volunteer mentors work collaboratively with their high school student mentees, to assist them in developing a positive sense of self and aspirations, educational pathways and career options post-school. The program aims to support the students to engage in school life, progress in their studies and plan their transition from high school to further education.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Kember DR; Swabey KJ; Moltow DT; Oates GN; Cruickshank V
Year
2019
Admission and success for low SES university students (2019)$379,999
Description
The project investigates the retention and success of low socio-economic status (SES) students in higher education. Low SES students are currently: admitted through multiple alternative entry modes; study remotely; study part-time; study online or through blended learning; have family and work commitments; be mature students; and are less likely to have parents educated at tertiary level. This project hypothesises that all these variables interact in a complex multivariate model that impacts low SES student retention, success and completion. The overall aim of the project is to develop actionable knowledge for governments, university leaders, discipline heads and program directors to boost the retention, success and completion rates of low SES students through a study that incorporates a quantitative phase using structural equation modelling (SEM), case studies to explore student lives and admission practices and a literature review of the existing research and current successful programs.
Funding
Department of Education, Skills and Employment ($379,999)
Scheme
Grant-Higher Education Participation Programme
Administered By
University of Tasmania
Research Team
Kember DR; Fan S; Kilpatrick SI; Barnes NR; Hicks DJE; Prosser M; Ellis R; McDonald C; Corbett MJ; Leung D; Prosser M; Coyle J; O'Shea S
Year
2019
English for the educational pathway (2019)$25,000
Description
The program will recruit and train student volunteers, from the Faculty of Education (Specialisation in English, Literacy, TESOL), University of Tasmania (UTAS), to provide weekly one-on-one and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with English language and literacy support to year 9 and 10 high school students.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Moltow DT; Swabey KJ; Kember DR; Oates GN; Cruickshank V
Year
2019
Mathematical foundations for migrant learning (2019)$25,000
Description
The program will recruit and train student volunteers, from the Faculty of Education (specialization in Mathematics Education), University of Tasmania (UTAS), to provide weekly on-on-one and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with mathematics and numeracy support to year 9 and 10 high school students.
Funding
Department of Communities Tasmania ($25,000)
Scheme
Grant-Learning Grants Program
Administered By
University of Tasmania
Research Team
Oates GN; Swabey KJ; Kember DR; Moltow DT; Cruickshank V
Year
2019

Research Supervision

The development process for Structuring the Thesis (Kember & Corbett, 2018), a 40-chapter edited book, constituted a major development activity for supervision skills. Participation in the writing and production of this book gave many HDR students, early career researchers (ECRs), and supervisors an opportunity to rethink their approach to reporting research, as well as the opportunity to reformulate their approach to supervision.

Current

6

Completed

13

Current

DegreeTitleCommenced
PhDInvestigation of an Informal Personalized One-to-One Teaching Method for Adult ESL Students in the Online Learning Context2019
PhDTransition Pedagogy, TPK and Collaborative Staff Partnerships: Exploring the first year experience in online learning2019
PhDConceptions of online Teaching and their Relationship to Teaching Approaches and Pedagogy: A study of Vietnamese University Lecturers teaching postgraduate distance courses2019
PhDAn Action Research Approach to Professional Teacher Development and Quality Enhancement of Teaching in an Outcomes-based Context in a University in Hong Kong: An evaluation of the TOTAL Teacher Program2019
PhDResponding to the Winds of Change: An exploration of how Ghanaian public universities are responding to the pressures/dilemma, change processes and strategic choices for excellence and relevance2019
PhDThe Loneliness of The Online Learner: An exploratory study of the constructs underpinning the lonely online student2020

Completed

DegreeTitleCompleted
PhDCulturally Responsive Education and its Impact on the Educational Outcomes of Indigenous Australian Children
Candidate: David John Edward Hicks
2021
PhDAn Exploration of Epistemological Beliefs, Learning Environment Expectations and Persistence Intentions: Insights into the shaping of student persistence in the first semester of University study
Candidate: Julie Elizabeth Godwin
2020
PhDGovernance and Governmentality: The influence of Bologna Process on Ethiopian higher education
Candidate: Geberew Tulu Mekonnen
2020
PhDHow Do Students Make Decisions About Overseas Higher Education? A case study of Chinese international students at a regional Australian university
Candidate: Qian Wu
2019
MastersAn Exploratory Study of Education Policy and School Dropout in Bhutan
Candidate: Sonam Gyamtsho
2018
PhDIntersections of Indigenous Knowledge and Place-Based Education: Possibilities for new visions of sustainability education in Uganda
Candidate: Kevin Lubuulwa Kezabu
2018
EdDAn Investigation of the Intersection of Tongan Culture and the Free Wesleyan Church of Tonga's Education System
Candidate: William John Phelps
2018
PhDEnglish Language Teaching in Nepal: An investigation of issues and challenges
Candidate: Ananda Aryal
2018
PhDLanguage Learning and Integration of Adult Bhutanese Refugees: An ethnographic study
Candidate: Subhash Koirala
2017
PhDThe Design and Implementation of a Short Course, Focusing on Metacognition, to Develop Writing Skills for University Students for Whom English is an Additional Language: An action research study
Candidate: Adnan Satariyan
2017
PhD"I only look forward to Mondays" Facilitating Creative Writing Groups: Ageism, action and empowerment
Candidate: Joan Margaret Webb
2016
PhDThe Way That Things Are Done Around Here: An investigation into the organisational and social structures that influence coach learning
Candidate: Christopher Hans Jakob Zehntner
2016
PhDWriting to be heard: Authorial voice in the written discourse of Chinese International Students
Candidate: Davina Brown
2015