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Item Metadata only The synthesis of U-shaped cavity molecules with ''inner-surface'' functionality(Elsevier Science, 1997) Warrener, R.N.; Wang, S.D.; Russell, R.A.Abstract not availableItem Metadata only The transcultural academic: Cosmopolitanism and the imagined community of the global academy(Common ground publishing, 2009) Guerin, C.; Green, I.The forces of globalisation and internationalisation are currently transforming the demographic of Australian universities. A significant feature of this is geographic mobility for both academic staff and students. However, while much of the research focuses on the experiences of international students, very little has been published on the academic staff who relocate from other cultures and countries to work in Australian universities. This paper reflects on the preliminary findings of a study undertaken at The University of Adelaide in South Australia which investigated the experiences of English as an Additional Language (EAL) academics. It considers the concept of cosmopolitanism in the context of the imagined community of the contemporary internationalised academy.Item Metadata only A model of researcher education that facilitates international research collaboration and internationalization of the curriculum(Shanghai Jiao Tong University Press, 2011) Russell, R.; Picard, M.; Academic Consortium 21 International Forum (5th : 2010 : Shanghai); Adelaide Graduate Centre; Yu, K.; Stith, A.This paper describes the development of the Integrated Bridging Program-Research (IBP-R) and its influence on other researcher education programs at the University of Adelaide. It describes how the emphasis has shifted from a remedial language program for international research students to a program that empowers students as autonomous 'ethnographers' of their practice as well as explicitly develops the generic and discipline-specific skills and competencies necessary for postgraduate study. It also demonstrates how a concurrent program that engages with the students' supervisors and embeds researcher education in institutionary practices has facilitated genuine cultural exchange. The paper further details how the program has become increasingly individualized based on the various needs of its participants. It shows how local students have been engaged and how its principles have been applied in other researcher education programs at the University. Practical tools arising from the IBP-R are also presented. Finally, the possibility of programs based on its principles are their potential for facilitating student exchange and international research collaboration are explored.Item Metadata only Working Collaboratively across New Zealand Universities(Routledge, 2010) Holmes, A.; Haigh, N.; Naidoo, K.; Centre for Learning and Professional Development; Walsh, L.; Kahn, P.Item Metadata only Approaches to learning and student self-efficacy in Project-Based Marketing education(HERDSA, 2010) Habel, C.; Habel, C.; Higher Education Research and Development Society of Australasia Conference (33rd : 2010 : Melbourne, Australia); Centre for Learning and Professional DevelopmentThis study explores academic practice and student outcomes in three Marketing topics at an Australian university. A questionnaire collected data on approaches to learning and academic self efficacy, and data analysis sought to explore relationships between these two constructs as well as the effect of study after the topics. The research found a strong relationship between approach to learning and academic self efficacy, but surprisingly little support for work-integrated learning as a means of improving students’ self efficacy.Item Metadata only Acceptable discipline 'intertextuality' versus plagiarism: combining concordancing with plagiarism-detection software as pedagogic tools(The University of Adelaide, 2010) Picard, M.; Guerin, C.; ERGA Conference (5th : 2010 : Adelaide, Australia); Adelaide Graduate CentreThis paper describes how plagiarism-detection software can effectively be used in conjunction with discipline-specific corpora to help research students develop their academic ‘voice’ and enhance discipline-specific language skills. In the academic sphere, despite notions of authorship reigning supreme, the line between transgressive and nontransgressive ‘intertextuality’ (Chandrasoma et al. 2004, Eira 2005, Moody 2007, Share 2006) is often unclear. Further confusing the issue for today’s research students, contemporary communication technologies and digital-age attitudes towards information can easily result in uncertainty (and indifference) regarding the ownership of text (Flowerdew and Li 2007, Gabriel 2010), sometimes leading to inadvertent plagiarism. Research students are caught between competing demands as they negotiate this treacherous territory: they are required to demonstrate their synchronicity with the literature of the field and use discipline-specific formats, yet are instructed to ‘be original’; they should use the language structures of their (sub)community, yet do so in their ‘own words’ (Eira 2005). Students using English as an additional language face particular challenges in unpacking the ambiguities surrounding acceptable recycling of language when they are still struggling to develop competency in the grammar and syntax of the target language. Discipline-specific corpora (libraries of sample texts) along with concordancers (online text-searching tools that reveal how words are used in context) have been effectively used to help students uncover discipline-specific language structures (Cargill and Adams 2005), while plagiarism-detection software has been established as a formative learning tool (Davis and Carroll 2009). We used these tools in combination to enable research students to first detect language that might potentially be too close to an individual source using plagiarism-detection software, and then explore whether this language constitutes an acceptable recycling of discipline-specific language. Participants demonstrated an enhanced understanding of what constitutes plagiarism, and we observed improved language outcomes in successive drafts of a research document. A survey of the participants indicates that they consider this process improved their awareness of acceptable ‘intertextuality’.Item Open Access Reshaping HDR supervisor writing advice through unpacking Discourses(Higher Education Research and Development Society of Australasia, 2010) Velautham, L.; Picard, M.; Higher Education Research and Development Society of Australasia Conference (33rd : 2010 : Melbourne, Australia); Adelaide Graduate CentreThis paper aims to enhance supervisor writing advice and its uptake by research candidates through unpacking supervisors’ written comments and candidates’ perceptions of these comments. Effective commentary on research writing requires that supervisors and candidates have a mutual understanding of tasks, their responsibilities, standards and initiatives (Cargill & Cadman, 2005) and that the research candidates are able to “feedforward” this understanding into future tasks as part of a self-management strategy (Rae & Cochrane, 2008). In this paper, we contend that a Critical Discourse Analysis (CDA) unpacking of supervisor comments can benefit all parties in the supervision relationship, particularly in the case of English as an Additional Language (EAL) candidates. Supervisors’ awareness of their implicit pedagogies and their role in the supervisory relationship can transform praxis (Janks, 2005). Additionally, candidate understanding of what supervisors mean by ‘good writing’ and the categories by which they judge ‘good writing’, along with the institutional, disciplinary and individual relations that underlie these categories, can empower them as research writers and as participants in the supervisory relationship (Cadman & Cargill, 2007). This research involves an analysis of supervisor comments on eleven research proposals according to Fairclough’s (2003) steps of CDA. The supervisor comments are categorised according to the types of feedback (discourse) they contain as well as the social and ideological relationships (Discourse) they reveal. Then the research candidates’ experience of the comments are analysed. Finally, pedagogical implications aimed at enhancing the supervisory relationship are discussed.Item Metadata only Saudi Arabian educational history: impacts on English language teaching(Emerald Group Publishing Ltd, 2010) Elyas, T.; Picard, M.; Adelaide Graduate CentrePurpose – The purpose of this paper is to critically examine the history of education in the Kingdom of Saudi Arabia and its impact on modern teaching practices. It explores the relationship between traditional practices, teacher identity and English language teaching within an increasingly complex context. Design/methodology/approach – The authors undertake a critical review of education in Saudi Arabia utilising critical reflexivity and their local social knowledge as a means of interrogating practice, research of the field, and related texts. Findings – The paper indicates a direct link between historical teaching practices in early Saudi Arabia and the current teaching of English. It suggests the concept of “hybridity” as one way for local English teachers to construct identities that meet the contextual challenges. Practical implications – This paper has implications both locally and internationally. It provides insight into teaching practices preferred by teachers and students in an Arabian context. This in turn has the potential to inform policy and curriculum development by local educators and foreign contractors in Saudi Arabia that take teacher and student identity into consideration. It also facilitates a more nuanced understanding of their Saudi Arabian students by Western educators and administrators. Originality/value – Although work has been done on teacher identity in Saudi Arabia and limited studies have examined the impact of English as a global language, this is the first study to examine the interplay between historical praxis, teacher identity and the conflicting pressures of teaching English in this contextItem Metadata only English entrance requirements and language support for international postgraduate students(Higher Education Research and Development Society of Australasia, Inc, 2007) Picard, M.; Higher Education Research and Development Society of Australasia Conference (30th : 2007 : Adelaide, S.A.); Adelaide Graduate CentreConcerns have recently been raised about international student graduates’ English language proficiency (Birrell, 2006). There have thus been calls for an increase in the required IELTS scores for students entering Australian universities. In this paper, I examine the validity of IELTS as an accurate predictor of academic success in postgraduate research degree contexts. I outline the literature which questions whether IELTS scores can accurately predict academic performance in the general student cohort. I then examine the IELTS writing and speaking examination tasks and evaluation procedures in relation to the literature on postgraduate research communication as well as the attributes and skills expected of postgraduate research students. I argue that raising the IELTS score would not necessarily result in greater academic success or improved written or spoken research communication in English after graduation. I therefore propose disciplinarily embedded research communication support in order to further develop international students' English research communication during their postgraduate research degree.Item Metadata only Collaborating equals: Engaging faculties through teaching-led research(University of Queensland, 2009) Velautham, L.; Picard, M.Academic Language and Learning (ALL) academics often occupy an uncertain position within the academy. On the one hand, their expertise is actively sought after when students are in crises, on the other hand, they are sometimes falsely perceived as remedial skills teachers divorced from actual academic endeavour and content. In this paper we argue that a potential meeting point of ALL and other academics lies in recognition of each other’s roles as researchers as well as teachers. We argue that ALL academics engage in research on teaching issues (context), rather than disseminating the content of research to their learners. While the teaching-research relationship for many academics might move from theory to research to teaching, the ALL research route potentially moves from teaching to theory to research to praxis. This “action research” route has been documented as a legitimate strategy of enquiry in diverse fields and provides a common research focus for ALL and other academics. In this paper, we give three practical examples of how teaching issues in a bridging program for postgraduate international students informed the development of theory which in turn led to research that informed pedagogy. We describe how these “action research spirals” resulted in an active engagement of ALL academics with Higher Degrees by Research supervisors in various faculties.Item Metadata only Research Development: Adopting a Partnership Model(2001) Naidoo, K.; Higher Education Research and Development Society of Australasia Conference (24th : 2001 : Newcastle NSW Australia)Universities are fundamentally still academic communities as opposed to being corporations. The core processes that are fundamental to creating and sustaining communities according to Bryan Smith (Senge, Ross, Smith, Roberts, & Kleiner, 1994) enhance capability, commitment, contribution, continuity, collaboration and conscience. These processes underpin the principles and practice of a research skills development program at a large multi-modal, multi-campus university. With increasing emphasis on the need for staff to undertake research and student growth in post-graduate study programs it is crucial to provide staff with opportunities to enhance their skills both to undertake and supervise research. There are several tensions at tertiary education institutions currently, viz. increasing workloads and accountability, decreasing growth in some programs and increasing post-graduate registration, financial cutbacks in government subsidies, staff reductions as a result of institutional restructuring resulting in conflict and competition among staff, among others. This has resulted in increasing demands being made on staff time. They are expected to 'do more with less', that is, being responsible for teaching more students, undertaking research and engaging in professional development. An attempt is made in this paper to describe a learning partnership model adopted to develop and enhance research expertise thereby sustaining a collegial, academic community. The staff development unit plays a dual role of acting as catalyst to initiate and sustain learning partnerships as well as furthering the aim of collegiality, viz. sharing best practice. This is achieved by harnessing the expertise of senior experienced staff in the planning and delivery of training sessions. The training is designed to give all staff participating the opportunity to share their ideas, experience and expertise. Maintaining the balance between being 'instructive' and 'constructive' is the ultimate challenge facing the Unit, viz. of being catalyst in the learning partnership relationship. The Research Skills Certificate, an example of a partnership initiative launched at the beginning of 2001 provides staff with the incentive and reward to engage in professional development activities despite time and other pressures. Staff members attend the training sessions for a variety of reasons that range from being personal interests to institutional requirements. Obtaining a Certificate provides staff with the incentive to attend generic research management skills training required to undertake successful research which varies from general consciousness raising in terms of policy and guidelines, writing good proposals for research and funding, being able to supervise student research, to writing for publication, among other skills. Other learning partnerships facilitated by the staff development unit include both departmental and individual consultations. Finally, in the light of under-resourced and -staffed development units generally, analysing, showcasing and documenting the practice of one university provide the opportunity for extending partnerships between and among staff development units. There would be sharing of expertise and resources across units that would avoid re-inventing the wheel each time. In conclusion, the extent to which the adoption of a learning partnership model is effective is summed up. If learning partnerships work within institutions, why shouldn't they work across institutions in higher education?Item Metadata only Exploring reflective journaling in academic development consultancy: Reflections responses and challenges(HERDSA, 2005) Naidoo, K.; Higher Education Research and Development Society of Australasia Conference (28th : 2005 : Sydney, Australia)Reflective journaling may be used to support staff to meet the demands of their personal and professional development in the light of the challenges and pressures they face, and may also be used by academic developers themselves to plan, develop, implement and evaluate new programmes or initiative. In this paper I explore some of the current challenges facing staff in higher education, in particular the challenges facing academic staff developers. The paper also provides my reflections as academic developer on a recent consultancy experience, using reflective journaling as the academic consultancy strategy. The benefits of using reflective journaling in consultancy are, for example, long term gains relating to change in practice, enhanced or new personal and professional relationships, and the provision of emotional/affective support that are sometimes missing in the usual consultancy support initiatives.Item Metadata only Characterisation of a synthesised fluorescent ligand (4-acridinol-1-sulphonic acid) using nuclear magnetic resonance spectroscopy(Elsevier Science BV, 2002) Bos, R.; Barnett, N.; Dyson, G.; Russell, R.The synthesis and complete characterisation of the fluorescent ligand, 4-acridinol-1-sulphonic acid (the acridine analogue of 8-quinolinol-5-sulfonic acid) is described. Using a judicious array of nuclear magnetic resonance spectroscopy experiments, the structural elucidation and full assignment of all proton and carbon chemical shifts were afforded. The 4-acridinol-1-sulphonic acid was found to behave in a similar manner to 8-quinolinol-5-sulphonic acid, forming fluorescent complexes with magnesium(II) and zinc(II). The uncorrected emission maxima for the metal–acridinol complexes were found to be at around 620 nm compared to 505 nm for the respective quinolinol complexes. Unfortunately, preliminary spectrofluorimetric analytical figures of merit revealed that the detection limits of the new acridinol metal complexes were one and a half orders of magnitude poorer than those attained with the corresponding quinolinol ligand. However, in contrast to 8-quinolinol-5-sulphonic acid, the 4-acridinol-1-sulphonic acid ligand showed considerable selectivity for magnesium(II) and zinc(II) over aluminium(III).Item Metadata only Synthesis and preliminary analytical evaluation of the chemiluminescence from (4-[4-(dichloromethylsilanyl)-butyl]-4'-methyl-2 2'-bipyridyl)bis(2 2'-bipyridyl))ruthenium(II) covalently bonded to silica particles(Royal Soc Chemistry, 2002) Barnett, N.; Bos, R.; Brand, H.; Jones, P.; Lim, K.; Purcell, S.; Russell, R.This paper describes, for the first time, a simple and effective synthetic route for covalently bonding the chemiluminescence reagent, (4-[4-(dichloromethylsilanyl)-butyl]-4-methyl-2,2-bipyridyl)bis(2,2-bipyridyl)ruthenium(II) onto silica particles. The subsequent preparation of chemically regeneratable detection cells and their preliminary analytical evaluation with both sequential injection analysis and flow injection analysis are also reported. Unoptimised analytical figures of merit were established for standard solutions of codeine and sodium oxalate with detection limits calculated from three times the standard deviation of the blank signal, of 1 × 10–8 M and 3 × 10–7 M respectively. The chemically immobilised reagent exhibited some intriguing solvent and kinetic effects, which are also briefly discussed.Item Metadata only Synthesis of [n]polynorbornanes with differing edge substitution: a new class of regioselectively addressable framework(Royal Society of Chemistry, 2002) Pfeffer, F.; Russell, R.Polynorbornanes with differing edge functionality have been synthesised from the appropriate cyclobutene epoxides substituted with two, unlike, electron withdrawing groups. These latter compounds were prepared by the monohydrolysis of symmetric cyclobutene diesters and subsequent elaboration of the resulting carboxylic acid.Item Metadata only Position-Addressable Nano-Scaffolds. I. The Preparation of N O- N C- and N N-Bridged Sesquinorbornadiene Succinimides as Compact Highly Functionalized Addressable Building Blocks(C S I R O Publishing, 2003) Warrener, R.; Margetic, D.; Sun, G.; Russell, R.Succinimide-functionalized N,O-, N,C-, and N,N-bridged benzo[2]polynorbornanes (benzosesquinorbornadienes) are reported for the first time and are prepared by the cycloaddition of either five-membered cyclic 1,3-dienes onto N-substituted benzo-7-azanorbornadienomaleimides or N-substituted isoindoles onto the appropriate norbornadienomaleimides. These products contain an end-fused norbornene (or a 7-substituted relative) and have been designed to act as alkene BLOCKs for the production of nano-scaffolds with up to six addressable sites supplied by each norbornene unit. The N-bridges in these BLOCKs (and their coupled products) allow N-substituent mobility by invertomerization of the sp3 nitrogen whereas the N-substituents on the succinimides are attached to an sp2 nitrogen atom and remain static. Preferred invertomer geometry can be determined using molecular modelling.Item Metadata only Studies on the mechanism of the peroxyoxalate chemiluminescence reaction Part 1. Confirmation of 1 2-dioxetanedione as an intermediate using 13C nuclear magnetic resonance spectroscopy(Elsevier Science BV, 2004) Bos, R.; Barnett, N.; Dyson, G.; Lim, K.; Russell, R.; Watson, S.A simple model peroxyoxalate chemiluminescence system was monitored directly across a range of temperatures (from −80 to +20 °C) using 13C nuclear magnetic resonance spectroscopy. These experiments were made possible by the utilisation of 13C doubly labelled oxalyl chloride, which was reacted with anhydrous hydrogen peroxide in dry tetrahydrofuran. Ab initio quantum calculations were also performed to estimate the 13C nuclear magnetic resonance (NMR) shift of the most commonly postulated key intermediate 1,2-dioxetanedione and this data, in concert with the spectroscopic evidence, confirmed its presence during the reaction.Item Metadata only Strategies and methods for the attachment of amino acids and peptides to chiral [n]polynorbornane templates(Royal Soc Chemistry, 2003) Pfeffer, F.; Russell, R.A versatile synthesis of amino acid and peptide functionalised [n]polynorbornane scaffolds is described. The frameworks are constructed using the stereoselective and regioselective cycloaddition of suitably functionalisedchiral cyclobutene epoxides with similar norbornenes. The strategies employed allow a range of topologies to be accessed and a number of regioselectively addressable linkage points to be accommodated.Item Metadata only Molecular recognition of DNA by rigid [n]-polynorbornane-derived bifunctional intercalators: Synthesis and evaluation of their binding properties(Amer Chemical Soc, 2007) Van Vliet, L.; Ellis, T.; Foley, P.; Liu, L.; Pfeffer, F.; Russell, R.; Warrener, R.; Hollfelder, F.; Waring, M.We have exploited the concept of multivalency in the context of DNA recognition, using novel chemistry to synthesize a new type of bis-intercalator with unusual sequence-selectivity. Bis-intercalation has been observed previously, but design principles for de novo construction of such molecules are not known. Our compounds feature two aromatic moieties projecting from a rigid, polynorbornane-based scaffold. The length and character of the backbone as well as the identity of the intercalators were varied, resulting in mono- or divalent recognition of the double helix with varying affinity. Our lead compound proved to be a moderately sequence-selective bis-intercalator with an unwinding angle of 27 degrees and a binding constant of about 8 microM. 9-aminoacridine rings were preferred over acridine carboxamides or naphthalimides, and a rigid [3]-polynorbornane scaffold was superior to a [5]-polynorbornane. The flexibility of the linker connecting the rings to the scaffold, although less influential, could affect the strength and character of the DNA binding.Item Metadata only Studies on the mechanism of the peroxyoxalate chemiluminescence reaction - Part 2. Further identification of intermediates using 2D EXSY C-13 nuclear magnetic resonance spectroscopy(Elsevier Science BV, 2008) Tonkin, S.; Bos, R.; Dyson, G.; Lim, K.; Russell, R.; Watson, S.; Hindson, C.; Barnett, N.Further consideration has been given to the reaction pathway of a model peroxyoxalate chemiluminescence system. Again utilising doubly labelled oxalyl chloride and anhydrous hydrogen peroxide, 2D EXSY (13)C nuclear magnetic resonance (NMR) spectroscopy experiments allowed for the characterisation of unknown products and key intermediate species on the dark side of the peroxyoxalate chemiluminescence reaction. Exchange spectroscopy afforded elucidation of a scheme comprised of two distinct mechanistic pathways, one of which contributes to chemiluminescence. (13)C NMR experiments carried out at varied reagent molar ratios demonstrated that excess amounts of hydrogen peroxide favoured formation of 1,2-dioxetanedione: the intermediate that, upon thermolysis, has been long thought to interact with a fluorophore to produce light.
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