Funding

University-based teaching grants

University based teaching grants are administered by the Institute of Teaching and Learning. For information about grants please refer to ITL's Teaching Grants webpage.

In 2011 the University offered STEPS and Widening Participation Grants.

2011 STEPS Grant Business School recipients

Building capability and capacity: A model for curricula and co-curricula engagement with the non-government and community sector

Team

Ruth Steel, Geoffrey Clifton, Corinne Mulley

Synopsis

To deliver on the mission of the School of Business to engage with community organisations /provide service to the community by developing a model of community engaged learning and teaching for postgraduate coursework students in transport / logistics through building quality partnerships with organisations involved in transport, logistics and supply chain management activities in the non-government/community sector. Through these partnerships opportunities for engaged enquiry will be developed focusing on the key agenda items for the sector, activities will include: curricular renewal, work integrated learning (case studies, guest lectures / workshops, worksite visits, industry based assignments), and internships.

Engaged practice collaborations: Architecture, Business and Indigenous Communities

Team

Richard Seymour, Michael Tawa, Megan Donnelly

Synopsis

The project will establish a new educational setting for co-delivery of a unit of study by FADP and Business. Students will develop and apply their disciplinary skills in architecture and business, with both cohorts collaborating to build capacity and value in remote indigenous communities. This setting will provide a rich and challenging learning environment for students, deepening as well as broadening their engagement skills and attributes. The initial engagement will involve a design and business development project with the Utopia community in the Northern Territory. The project will implement CELT strategies by extending current CELT activities in both Faculties.

2011 Widening Participation Grant Business School recipients

The role of Work Integrated Learning in widening participation in International Business higher education.

Team

Sandra Seno Alday, Peter Mace, Sarah Fletcher, Sid Gray, Alex Eapen

Synopsis

This project assesses the role of work integrated learning in fostering wider and deeper participation of both diverse student cohorts and the industry community in higher education. The increasing complexity and dynamism in the international business landscape creates pressure on the higher education sector to rapidly mould an international business workforce equipped with the necessary skill and competencies to help firms survive and succeed in this challenging environment. This coupled with the trend towards growing diversity in the student populations, presents a unique opportunity for work integrated learning programmes to widen the participation of both student and industry in higher education.

Inspired by Business Student Support program in Sydney University???s Business School

Team

Lucinda Crossley Meates, Sarah Fletcher, Susan McGrath-Champ, Nigel Smith

Synopsis

Inspired by Business is the Business School???s pilot flexible entry program for students from identified low socioeconomic status backgrounds. There are 2 key program parts. The initial part is the actual entrance pathway and provision of equity scholarships to successful students. The second crucial part is provision of a dedicated pastoral support program to ensure successful integration into the tertiary education environment, retention and study experience success. Funding is required to ensure we create a dedicated and world-class support program with the aim that this will fulfil the educational aspirations and professional potential of these and further generations of students.

Towards egalitarianism

Team

Maree Stenglin, Leanne Piggott

Synopsis

This grant seeks to address one curriculum strategy for widening LSES participation: the embedding of literacy. It particularly explores two strategies for embedding: modelling and deconstruction. These have been chosen because they were developed to target a cause of educational inequality: lack of social and linguistic capital. In addition to modelling an exemplar in a lecture and deconstruction in a tutorial, the study involves discourse analysis (analysis of the written argument) of student writing pre and post intervention, plus focus group research with students and markers. The results will inform the design of BUSS1001 Understanding Business. A first year core unit in the Bachelor of Commerce program.

Embedding Experiential, contact-based, Cultural Intelligence in Management Education: A common-ground specific approach

Team

Brent MacNab, Christina Wolfhorst, Michele Scoufis, Roxana Dawidowski

Synopsis

Multi-cultural skills development is of key importance to inclusive curriculum within a diverse university environment. Learning the skills of cultural intelligence (CQ) is effective in providing students with competencies that will allow better integration and effectiveness in diverse student, professional and other social settings. This project builds upon an established approach to cultural intelligence education research (MacNab 2011) and expands it by providing students with an opportunity to develop meaningful goals with cultural communities external to the university. Effective navigation of goal-based projects with such communities will challenge students in applying the theories and concepts important to CQ development. The resulting research will allow fine-tuning of the related method.

The Scholarship of Teaching and Learning (SoTL) Performance Index

The University's SoTL Index provides financial rewards to departments whose staff members contribute to teaching quality through the scholarship of university teaching. Effectively, this is a common source of funds for teaching development. Please contact the Learning and Teaching Committee Secretary or for more details see the University's The Scholarship of Teaching and Learning (SoTL) Performance Index information.

OLT National Grants Programs (formerly the Australian Learning and Teaching Council)

In 2012 the Office of Learning and Teaching Grants program comprises

  • Innovation and development
  • Leadership for excellence in learning and teaching
  • Seed projects
  • Extension grants
  • Strategic priority projects
  • Grants coordinated annually by the ITL
  • View the official Office for Learning and Teaching website for more information.

Other funding

From time to time, ad hoc opportunities may arise (e.g. academic professional societies; publishers; etc).