Associate Professor Mahsood Shah
Centre for English Language and Foundation Studies
- Phone:(02) 4921 7277
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Putting the needs of students above all else, Associate Professor Mahsood Shah's research on quality and tertiary education is encouraging a revision of socio-academic outcomes around the world.
With more than 17 years' experience in strategic planning and quality assurance roles, Shah's expertise in tertiary education research is unparalleled. The professional-turned-academic continues to work alongside the country's public and private providers in his collaborative endeavours, offering them advice on quality assurance, improving academic outcomes of students, as well as student engagement, retention and enhancing their experience.
'I contribute to institutional policies and practices, as well as their impact on learning and teaching outcomes,' he asserts.
'So I look at the ways student feedback is designed and measured, and the ways universities can increase their access to various equity groups.'
Under the umbrella term of 'research development and scholarship,' Shah is also responsible for strengthening the educational capacity of the Centre for English Language and Foundation Studies. The emerging scholar has been leading research in the Centre since early 2013, with a handful of his new initiatives attributed to the rapid expansion of in-house publication efforts.
'Output has more than doubled, which is great to see,' he admits.
'For the first time we're working on grant applications too.'
Opportunity for improvement
Shah's research career began in 2007 when he undertook a PhD in tertiary education quality assurance. Specifically trying to determine the effectiveness of quality audits conducted by external agencies, the multilinguist collected both qualitative and quantitative data in his nation-wide examination.
'All 30 universities had very different views' he reveals.
'But most felt positive about the impact of audits on offshore education, particularly in teaching and learning.'
Preliminary findings aside, Shah boasts a 'very good' network of other PhD students – all conducting similar studies at the time.
'I made contacts in the United Kingdom, China, New Zealand, Australia and the Middle East,' he conveys.
'I know who the up-and-comers are.'
The international collaborator used these connections to his advantage after receiving his research doctorate in 2012, successfully engaging renowned scholars from more than 16 countries to assist in the publication of a book about quality assurance tools. An immediate and key outcome of his thesis, Shah titled the tell-all 'External quality audit: Has it improved quality assurance at universities?'
Onwards and upwards
Shah has consistently published in the quality area, achieving a publication catalogue worthy of senior academics. The early career researcher has 67 journal papers, two book chapters and two edited books to his name, all of which have helped engineer shifts in tertiary education in Australia.
'One of my pieces compares the effectiveness of previous quality assurance measures to current quality assurance measures,' he states.
'Prior to 2012, our independent national regulator had limited influence in terms of the sanctions it could put on universities and other providers in the event they failed to meet certain standards.'
'But it's since been given more powers to conduct audits and monitor compliance.'
Under the same law changes, all institutions must now comply with the Australian Qualifications Framework, ESOS Act and National Code. Requiring them to follow uniform standards of accreditation, including registration, re-registration, course accreditation and re-accreditation, Shah insists the move is about consistency and 'improving reputation.'
'We need to increase accountability in all tertiary education providers,' he declares.
'We need to make way for new kinds of education delivery as well, such as online and overseas partnerships and maintaining standards despite the increase in participation of diverse groups of students.'
Access all areas
Diversifying his research, Shah is simultaneously exploring ways to engage students in external audits. He's written a recent paper on this 'growing interest,' collaborating with the National Union of Students and Council of International Students Australia.
'Whenever audits used to happen in Australia with universities and private providers, the panel would interview 40-50 students to find out what their experiences had been,' Shah explains.
'The current system is different because it does not actively involve students – it relies on the survey reports that universities produce to determine whether student experience is satisfactory or at risk.'
The enterprising researcher looked at the review processes of several other countries in his comparison, ultimately concluding that Australia is far behind the rest of the world when it comes to promoting student participation in audits.
'The Middle East, Asia and Europe place particular importance on these kind of activities,' he affirms.
'Here we've gone the other way, which isn't good.'
'Students are our key stakeholders so whatever we do in terms of quality assurance should be shaped by their voice.'
At the same time, Shah is also focused on increasing opportunities for the Centre for English Language and Foundation Studies. Describing a reinvigorated 'academic culture' and core business switch from teaching to research, the 2014 divisional winner of the Vice Chancellor's Award for Research Excellence is anticipating more noticeable growth in the not-so-distant future.
'Staff are discipline experts but they're not necessarily experienced in educational research,' he concedes.
'So we're doing monthly seminars and one-to-one mentoring about study ideas and priority strengthening.'
'If they have specific research interests we're going to try to link them up with likeminded peers from within the university too.'
Continuing to build the profile of the Centre, Shah has established an International Studies in Widening Participation Journal. The Callaghan-based publication was 'designed from scratch' and acts as a gateway for local, national and international researchers to publish on a diverse range of topics, such as social inclusion and access.
'It's the first of its kind,' he claims.
'We welcome contributions from all over the world.'
Admitting to being one of the few 'younger academics' researching explicitly in quality and tertiary education in Australia, Shah hopes to bridge the gap between the not-yet-graduated and the retired.
'This area is important because governments in many countries are trying to improve current standards,' he says.'So I will continue to use my expertise to undertake national projects and collaborate with academics from other univer
Mahsood Shah is an Associate Professor with the University of Newcastle, Australia. In this role Mahsood is responsible to strengthen research capacity with staff who are engaged in teaching open access courses to young and mature age students from various equity groups. Prior to joining the University of Newcastle, Mahsood was the Principal Advisor to the Vice President (Academic) at RMIT University, and responsible for Strategy and Quality at the University of Canberra and University of Western Sydney. Mahsood is currently an Adjunct at the University of Canberra.
Apart from working with universities, Mahsood has worked with more than 10 private for-profit higher education providers on a wide range of projects including accreditation and re-accreditation with Tertiary Education Quality and Standards Agency (TEQSA). Mahsood has led the former Australian Universities Quality Agency (AUQA) audits in three universities and seven private for-profit providers. Some of his work related to quality assurance, benchmarking, and student experience is included in AUQA Good Practice database. Mahsood is an expert with TEQSA register of experts and he is also a quality auditor with Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ).
Mahsood was the founding editor of the International Studies in Widening Participation journal which is located at the University of Newcastle, Australia.
Mahsood has 20 years of work experience in a number of universities in strategic planning and quality assurance roles. Mahsood’s research strength spans in a number of areas. They include: quality assurance in tertiary education; effectiveness of external quality assessment; student feedback (design, methodology and measurement); student experience and enhancement, international higher education (inclu transnational), private higher education; student engagement in external audits/reviews; student attrition and retention, and social inclusion policies and its impact on standards and outcomes. Mahsood has published papers in journals and conference proceedings with peers from various countries. His recent book titled ‘Widening Participation: A Global Perspective’ is due to be published in late 2015.
Mahsood has taught undergraduate and postgraduate subjects in education and management related discipline in various universities. His teaching expertise includes: strategic management; management of change, management foundation, educational leadership, and education quality and assessment.
Significant experience in leading strategy development and quality assurance in universities. Mahsood has coordinated external quality audits in three universities and 10 private for-profit higher education providers. Mahsood has worked in different kinds of tertiary education providers including dual sector university; multi campus university with large proportion of students who are first in the immediate family to access tertiary education; research intensive university, single campus university, and private for-profit providers.
Mahsood has actively engaged international scholars from various countries in writing books and papers. He is actively working closely with academics from Brazil, Cambodia, Canada, Chile, China, Columbia, Fiji Islands, Finland, Georgia, Ghana, Hong Kong, India, Indonesia, Italy, Japan, Kazakhstan, Kenya, Kurdistan, Malaysia, New Zealand, Nepal, Nigeria, Norway, Oman, Palestine, Poland, Saudi Arab, Singapore, South Africa, South Korea, Thailand, Turkey, United Arab Emirates, United States of America, Uruguay, United Kingdom, Uzbekistan, and Vietnam. Mahsood has also supervised research students from many countries.
- PhD, University of Canberra
- Advanced Diploma in Quality Mgt for Bus Excellence, Australian Quality Council - RTO
- Master of Management, Southern Cross University
- Certificate IV in Occupational Health and Safety, University of Ballarat
- Certificate IV in Training and Assessment, TAFE (NSW)
- Graduate Diploma of Vocational Education &Training, Southern Cross University
- Bachelor of Vocational Education and Training, Charles Sturt University
- Graduate Certificate in Quality Assurance, University of Melbourne
- Academic quality and standards
- International higher education (inclu transnational)
- Measurement and enhancement of student experience
- Private higher education
- Quality assurance in tertiary education
- Strategic planning and institutional performance reviews
- Student attrition and retention
- Student engagement in external quality assessment
- Student feedback (design, methodology and measurement)
- Hindi (Fluent)
- Urdu (Fluent)
- Fijian (Fluent)
Fields of Research
|130303||Education Assessment and Evaluation||15|
|Title||Organisation / Department|
|Casual DBA Supervisor||University of Newcastle
Newcastle Business School
|Associate Professor||University of Newcastle
Centre for English Language and Foundation Studies
|Dates||Title||Organisation / Department|
|1/03/2013 -||TEQSA Register of Experts||Tertiary Education Quality and Standards Agency (TEQSA)
|1/02/2013 -||Quality reviewer||Commission for Academic Accreditation in UAE
United Arab Emirates
|1/08/2012 -||Adjunct||University of Canberra
|1/03/2011 -||Quality Auditor||Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ)
Vice Chancellor's Excellence Award for Professional Service
Vice Chancellors Excellence Award for Research
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Shah M, Bennett A, Southgate E, Widening Higher Education Participation: A Global Perspective, Chandos Publishing, Amsterdam (2016)
|2013||Shah M, Nair CS, External Quality Audit: Has It Improved Quality Assurance in Universities?, Chandos Publishing, Cambridge, UK, 283 (2013) [A3]|
|2013||Shah M, Sid Nair C, Enhancing Student Feedback and Improvement Systems in Tertiary Education, Commission for Academic Accreditation, Abu Dhabi, UAE, 128 (2013) [A3]|
Chapter (3 outputs)
Bennett A, Southgate E, 'Global perspectives on widening participation: Approaches and concepts.', Widening higher education participation: A global perspective, Chandos Publishing, Cambridge 241-253 (2015)
|2013||Shah M, 'Listening to students' voices to enhance their experience of university', Enhancing Learning and Teaching through Student Feedback in Social Sciences, Chandos Publishing, Witney, OX 29-41 (2013) [B1]|
Shah M, Stanford S-A, 'The impact of external quality audit in a private for-profit tertiary education institution', External Quality Audit: Has It Improved Quality Assurance in Universities?, Chandos Publishing, Cambridge, UK 19-34 (2013) [B1]
Journal article (44 outputs)
Shah M, Grebennikov L, Sid Nair C, 'A decade of study on employer feedback on the quality of university graduates', Quality Assurance in Education, 23 262-278 (2015) [C1]
Â© Emerald Group Publishing Limited. Purpose Â¿ The purpose of this paper is to outline four separate studies undertaken in two Australian universities between 2003 and 2012 on em... [more]
Â© Emerald Group Publishing Limited. Purpose Â¿ The purpose of this paper is to outline four separate studies undertaken in two Australian universities between 2003 and 2012 on employer feedback on the quality of university graduates. Higher education has expanded significantly in the past decade. The expansion has been in student enrolments with a focus on increasing the participation of disadvantaged students; the emergence of new kinds of providers other than universities; new modes of education delivery; and the internationalisation of higher education. The diversity of higher education institutions and quality issues require the assessment of graduate quality based on feedback from employers. The lack of such assessment on graduate quality based on employer voice risks the production of graduates with focus on success (quantity) rather than excellence (quality). It also disconnects the engagement between higher education institutions and employers to assess trends and changes in various industries and professions that require employer input in course development and renewal to meet the changing needs of the industries. Design/methodology/approach Â¿ Aquantitative method using online survey to gather feedback from employers of university graduates was used. The survey tool has been previously used in other studies. Findings Â¿ A decade of study using quantitative and qualitative methods with different employers in two different geographic locations clearly shows that employer views on the quality of university graduates in a range of capabilities have remained consistent. The study also outlines the challenges in gathering feedback from employers and how data are used in curriculum reviews and enhancements. Research limitations/implications Â¿ The study has a number of limitations, including gathering up-to-date employer data, and engagement of employers in the survey. Practical implications Â¿ Practical implications could include the use of survey data in new course developments, review of courses and further enhancement to ensure course relevance. Originality/value Â¿ This is the first longitudinal study undertaken using the same survey instrument in two universities. The study engaged 485 employers.
Shah M, Richardson JTE, 'Is the enhancement of student experience a strategic priority in Australian universities?', Higher Education Research and Development, (2015)
Â© 2015 HERDSA Universities in many countries are developing strategies to enhance the student experience. This focus has never been so important since the development of rankings... [more]
Â© 2015 HERDSA Universities in many countries are developing strategies to enhance the student experience. This focus has never been so important since the development of rankings and the use of student experience measures in institutional performance assessment. Australian government policies to link student experience measures to performance funding were a key driver to increase the prominence of the student voice between 2004 and 2008. This paper analyses the strategic plans of 33 Australian universities with the aim of outlining the extent to which the enhancement of student experience is embedded as one of their key priorities. This review comes at a time when universities in Australia and elsewhere are realigning their future strategies and directions to achieve government aspirations for tertiary education with the introduction of various policy instruments including the possibility of rewarding universities on the basis of student experience measures. The paper also provides a comparative analysis of government policies in Australia and the UK on the measurement and enhancement of the student experience.
Sciffer S, Shah M, 'Widening the Participation of Disadvantaged Students in Engineering', International Journal of Quality Assurance in Engineering and Technology Education, 4 1-13 (2015)
|2014||Sid Nair C, Shah M, Morison A, 'The participation of students in TEQSA reviews', Studies in Learning, Evaluation, Innovation and Development, 10 30-37 (2014) [C1]|
Shah M, Goode E, West S, Clark H, 'Widening Student Participation in Higher Education through Online Enabling Education', Widening Participation and Lifelong Learning, 16 36-57 (2014) [C1]
Shah M, Nair CS, 'Turning the ship around: Rethinking strategy development and implementation in universities', Quality Assurance in Education, 22 145-157 (2014) [C1]
Purpose: The higher education sector in many countries is going through unprecedented changes. The changes are as a direct result of external and internal operating environments w... [more]
Purpose: The higher education sector in many countries is going through unprecedented changes. The changes are as a direct result of external and internal operating environments which are having a significant impact on universities. Externally, changing government policy; ongoing student growth and stakeholder demand for quality; and international developments in higher education are some of the many factors driving change in universities. Internally, change in leadership and renewed institutional strategy; and financial sustainability are some of the internal factors contributing to the changes within universities. The purpose of this paper is to outline the changing context of Australian higher education and argue the need for the renewed emphasis on strategy development and effective implementation in universities. Design/methodology/approach: The paper analyses the recurring themes related to strategy development, implementation and reviews from the external quality audits of all Australian universities in cycle one audit and 29 universities who completed cycle two audit until 2011. Findings: The paper argues the need for universities to engage in careful strategy development and implementation which aligns with institutional resourcing and risk management. Failure to engage in careful strategy development and effective implementation may put universities at risk in the current higher education landscape characterised by changing government policy and the political landscape in Australia. Originality/value: The literature on the effectiveness of strategy development and implementation in universities is limited. This paper attempts to fill the current gap by arguing the need for institutions to engage in careful strategy development at a time when governments cannot be trusted in the funding of universities. Â© Emerald Group Publishing Limited.
Shah M, Hartman K, Hastings G, 'Partners or opponents: the engagement of students in a compliance driven quality assessment', Perspectives: Policy and Practice in Higher Education, 18 20-28 (2014) [C1]
The Australian government recently established a national regulator with responsibilities of registration and accreditation of all kinds of higher education providers including un... [more]
The Australian government recently established a national regulator with responsibilities of registration and accreditation of all kinds of higher education providers including universities. The Tertiary Education Quality and Standards Agency (TEQSA) subsumes the functions of the previous Australian Universities Quality Agency (AUQA) with legislative powers to place sanctions on institutions for non-compliance. One of the key changes in relation to quality assurance and external reviews is a shift of focus from an improvement-led audit to a compliance driven assessment using externally set standards and risk based reviews. The new quality and regulatory framework introduced by the government is extensively based on the review of documentation and institutional performance on various metrics to identify compliance or non-compliance against standards and analysis of risk using risk indicators. Unfortunately, unlike the previous AUQA audit, TEQSA's quality assessment does not engage students in the review process as a way to identify areas of good practice and areas needing improvement. This paper argues the need for the national regulator to engage students in the review process rather than assessing the quality of student experience solely based on paper trail and documentation review. Failure to engage students in the assessment of quality raises questions on the role of students in external review, and whether the national regulator is established to serve the purpose of the government only in advancing quality and or transforming student learning and enhancing their experience. Â© 2014 Â© 2014 Taylor & Francis.
|2014||Sid Nair C, Shah M, 'The student experience at risk? Measurement and enhancement of student experience in private tertiary education.', Studies in Learning, Evaluation, Innovation and Development, 10 21-29 (2014) [C1]|
|2014||Hougaz L, Shah M, Morison A, 'Government policy to measure and enhance student experience in private higher education', Journal of Institutional Research South East Asia, 12 5-16 (2014) [C1]|
Shah M, Nair CS, 'Private for-profit higher education in Australia: widening access, participation and opportunities for public-private collaboration', HIGHER EDUCATION RESEARCH & DEVELOPMENT, 32 820-832 (2013) [C1]
Whiteford G, Shah M, Nair CS, 'Equity and excellence are not mutually exclusive: A discussion of academic standards in an era of widening participation', Quality Assurance in Education, 21 299-310 (2013) [C1]
Purpose: Social inclusion policies in the higher education sector are implemented to ensure that all people - irrespective of socioeconomic background - have rights of access and ... [more]
Purpose: Social inclusion policies in the higher education sector are implemented to ensure that all people - irrespective of socioeconomic background - have rights of access and the opportunities needed to participate and, ultimately, succeed. In Australia, and in other countries such as the UK, the USA, New Zealand and South Africa such policies are reflective of a commitment to the government's social inclusion agenda particularly aimed at improving access and participation of those from disadvantaged and low-socioeconomic backgrounds. Such a commitment arrives at an historic moment in countries like Australia and the UK when there is a concurrent national renewal of quality assurance in higher education with a particular focus on academic standards. The purpose of this paper is to stimulate discussion on the extent to which a national social inclusion agenda may impact academic standards and student outcomes. Design/methodology/approach: The authors argue that contemporary trends such as increasing student diversity, changing pattern of student participation, differentiated levels of preparedness for tertiary education and new modes of learning, will continue to grow and will not in and of themselves affect academic standards. The authors contend that it is the responsibility of higher education institutions to respond proactively to the diverse needs of students whilst ensuring that academic standards are maintained. In this way, the fulfilment of an essentially transformative moral purpose in higher education may also be achieved. Findings: The evidence presented in this paper from various contexts suggests that a social inclusion agenda related to increasing the equity of access and participation of disadvantaged students does not have a negative impact on academic standards and outcomes. However, such commitment to widening participation requires the active "buy in" of a number of stakeholders. Originality/value: The paper shows that institutions of higher education need to plan for and actively support the development of environments in which all people can realise their potential and are provided with the knowledge and skill sets they in turn will require in order to contribute to society. Â© Emerald Group Publishing Limited.
Shah M, Nair CS, Bennett L, 'Factors influencing student choice to study at private higher education institutions', Quality Assurance in Education, 21 402-416 (2013) [C1]
Purpose: This paper aims to make a contribution to the current lack of literature in the Australian context by reviewing qualitative feedback collected from students in five priva... [more]
Purpose: This paper aims to make a contribution to the current lack of literature in the Australian context by reviewing qualitative feedback collected from students in five private higher education institutions. In particular, the paper seeks to examine factors influencing student choice to study at private higher education institutions and student perceptions of such institutions. Previous studies on this topic are mostly focussed on universities with lack of research with the booming private higher education sector. Design/methodology/approach: This study draws data from five different private for-profit higher education institutions in Australia. It involved feedback from 120 students undertaking higher education courses in different discipline areas at different stages of study. The study involved 15 focus group interviews with eight students in a group. The selection of students was based on the representation of different characteristics of student such as: male/female, domestic/international, and discipline areas. Findings: An analysis of the data collected from the students across these five institutions indicated that the main factors influencing student choice can be grouped in six domains. These are: student perception; access and opportunity; learning environments; quality of teachers; course design; and graduate success. This study reinforces that student perception of the private for-profit higher education institutions is an important factor in influencing student choice to study at the institution. Research limitations/implications: The limitation of the study was the ability to interview more students from larger colleges, across all discipline areas. However, the time and length of the focus group interviews was largely managed by the five institutions. Originality/value: The private higher education sector has experienced consistent growth in the last few years in Australia. Currently, there is no qualitative research done in Australian private higher education on factors influencing student choice to study with private institutions. The rise of such providers require research on insights about student choice, student expectation and their experience. Â© Emerald Group Publishing Limited.
Shah M, 'The effectiveness of external quality audits: A study of Australian universities', Quality in Higher Education, 19 358-375 (2013) [C1]
External quality audits have been introduced in many countries as part of higher education reforms. This article is based on research on 30 Australian universities to assess the e... [more]
External quality audits have been introduced in many countries as part of higher education reforms. This article is based on research on 30 Australian universities to assess the extent to which audits by the Australian Universities Quality Agency (AUQA) have improved quality assurance in the core and support areas of the universities. The article analyses the views of 120 respondents including senior members of the universities and some AUQA auditors and evaluates university satisfaction with the external quality audit process. The study finds that the audit process used by AUQA in Australia is satisfactory due to its enhancement-led reviews. The findings indicate that external quality audits alone cannot be credited for improving quality assurance in universities. A combination of external quality audits together with the internal and external operating environment has significantly contributed to improving quality assurance in universities. While external audits have led to an improvement in systems and processes in Australian universities, this study finds that they have not improved education outcomes and the student experience. Â© 2013 Â© 2013 Taylor & Francis.
Grebennikov L, Shah M, 'Student voice: using qualitative feedback from students to enhance their university experience', TEACHING IN HIGHER EDUCATION, 18 606-618 (2013) [C1]
Grebennikov L, Shah M, 'Monitoring Trends in Student Satisfaction', Tertiary Education and Management, 19 301-322 (2013) [C1]
Shah M, 'Renewing strategic planning in universities at a time of uncertainty', Perspectives: Policy and Practice in Higher Education, 17 24-29 (2013) [C1]
Shah M, Jarzabkowski L, 'The Australian higher education quality assurance framework: From improvement-led to compliance-driven', Perspectives: Policy and Practice in Higher Education, 17 96-106 (2013) [C1]
The Australian government initiated a review of higher education in 2008. One of the outcomes of the review was the formation of a national regulator, the Tertiary Education Quali... [more]
The Australian government initiated a review of higher education in 2008. One of the outcomes of the review was the formation of a national regulator, the Tertiary Education Quality and Standards Agency (TEQSA), with responsibilities to: register all higher education providers, accredit the courses of the non self-accrediting providers, assure quality against externally set standards and reduce risk by monitoring institutional performance on various measures. One of the key changes in Australian higher education quality assurance is the shift from a 'fitness-for-purpose' approach to quality assurance to a compliance-driven approach using an externally developed set of standards monitored by the national regulator, which has legislated powers to place sanctions on universities and other providers for non-compliance. This article outlines the new framework introduced by the government and analyses its limitations in assuring and improving quality in core and support areas. It cautions universities against being dominated by TEQSA's compliance agenda. Rather, it encourages the development and maintenance of shared governance principles and strong internal quality improvement processes along with the establishment of an outcomes focus, which will stand the test of external compliance auditing while allowing the institution to pursue its own educational objectives. The article is based on the authors' experience and reflection on external, improvement-led quality audits in Australia over the past decade compared with the present compliance-oriented audits now required for institutional registration and ongoing accreditation. Â© 2013 Taylor & Francis.
|2013||Shah M, Stanford S-A, 'Quality and regulation of Australian tertiary education: Searching for a sustainable quality assurance framework', The ACPET Journal for Private Higher Education, 2 24-33 (2013) [C1]|
|Show 41 more journal articles|
Conference (22 outputs)
|2015||Shah M, 'Does quality assurance reflect the social dimension of higher education?' (2015)|
|2014||Bennett L, Shah M, Nair CS, 'Implications for learning and teaching in higher education delivered by private provider and TAFE and the role of university partners', 22nd National Vocational Education and Training Research Conference Â¿No FrillsÂ¿: refereed papers (2014) [E1]|
|2013||Shah M, 'Correlation or causality: Raising equity aspirations in the emergence of quality agenda', National Association of Enabling Educators of Australia Conference (2013) [E3]|
|Show 19 more conferences|
Grants and Funding
|Number of grants||1|
Click on a grant title below to expand the full details for that specific grant.
20151 grants / $39,000
Lighting the path(way): Articulating curriculum design principles for open access enabling programs$39,000
Funding body: Office for Learning and Teaching
|Funding body||Office for Learning and Teaching|
|Project Team||Doctor Bronwyn Relf, Doctor Barry Hodges, Associate Professor Mahsood Shah, Dr John O'Rourke, Mrs Sue Sharp, Dr Nicole Crawford, Dr Susan Johns|
|Type Of Funding||Aust Competitive - Commonwealth|
Number of supervisions
Total current UON EFTSL
|Commenced||Level of Study||Research Title / Program / Supervisor Type|
Perceptive Influence to Nurture Relational Reputation and Brand Positioning: An Analysis of the Australian International Education Industry.
PhD (Management), Faculty of Business and Law, The University of Newcastle
Quality Assurance and Accreditation in Upper Secondary Schools in Hatinh Province in Vietnam
PhD (Education), Faculty of Education and Arts, The University of Newcastle
December 9, 2014
Each year the University of Newcastle celebrates the remarkable achievements of our staff at the Vice-Chancellor's Awards ceremony.
Associate Professor Mahsood Shah
Centre for English Language and Foundation Studies
Casual DBA Supervisor
Newcastle Business School
Faculty of Business and Law
Casual DBA Supervisor
Newcastle Business School
Faculty of Business and Law
|Phone||(02) 4921 7277|
|Room||MCL G 62|
Callaghan, NSW 2308