Abstract:
This study examines participants’ evaluations of a single subject in Monash University’s Graduate Certificate of Higher Education over a four year period to look for possible relationships between three factors: manageability of time commitment; co-ordinator guidance; and an anticipated increase in teaching efficacy. The responses of 139 exit comments made by four separate cohorts of academic staff who completed the subject Teaching for Learning (HED 5002) from 2002 to 2005 were tabulated and analysed for possible causal relationships. The results of the preliminary analysis indicate that for reasons that were wholly unexpected none of the factors could be shown to have relationships at all. Nonetheless the results suggest that the subject has had a consistent and positive impact upon the approach to teaching as well as the practice of the participants. Nearly all participants indicate that their teaching would likely improve as a result of completing the subject.