Assisting research students from non-traditional backgrounds

Edited by James Sillitoe, Glenda Crosling [et al.]
[Melbourne] : HERDSA (Vic), 2002

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Book description
It is well known that as society and the academy change at increasing speed, teaching in universities in general has become more complicated. This volume, however, alerts us to a new domain of concern in university teaching, which is that of supervising research students from non-traditional academic backgrounds. Just as mass higher education, globalisation and technological change are each challenging traditional teaching and learning practices, especially at the undergraduate level, the contributors to this book explain that the advent of a growing number of research students from non-traditional backgrounds makes a range of new demands on supervisors. These two phenomena are related, of course, and they are causing a re-think of many aspects of what 'higher education' means in the current climate.

About the author
Glenda Crosling has over 12 years' experience in student learning support and currently is a Senior Lecturer with responsibility for the Language and Learning Services program in the Faculty of Business and Economics at Monash University's Clayton campus.

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