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Professor Kerry Shephard

Kerry Shephard Photo 2BSc(Hons) and PhD (Reading)

Email: kerry.shephard@otago.ac.nz
Phone: +64 3 479 8439

About Kerry

I research higher education. I conceptualise this as a part of the discipline of Education, but with a focus on the functioning of universities and on the nature of learning within this domain. I have a background in a different discipline and my present disciplinary perspective (substantially developed in the past 15 years) has been influenced by, and is grounded in, my prior 25 years of research and teaching as a biologist. I think that higher education as a field of enquiry, as a discourse and as a community of practitioners is defined by the diverse backgrounds of its contributors and this sets it aside from other fields within Education. My area of interest lies in the affective domain of attitudes, values, dispositions and behaviours. I am fascinated by these attributes: how learners acquire them; how teachers contribute to their acquisition, deliberately or not; how universities assess or evaluate them; and how we can research them. My current research addresses ‘education for sustainability’, ‘academic integrity’ and ‘community engagement’. As higher education grapples with massification, commercialisation and its role as ‘critic and conscience of society’ it needs to address how it impacts on future citizens. My research aims to help higher education understand what it is currently doing, why it may need to change and perhaps how to do it. My research approaches include both qualitative and quantitative methodologies (including large-scale statistically-interpreted surveys) to collect empirical data. I supervise PhD candidates, examine others and I am a regular reviewer for several higher education journals. I also teach on higher education pedagogy programmes.

Teaching

HEDU 501 – Critical Reflection on Higher Education (Co-teaching with Associate Professor Clinton Golding)
In HEDU 501 we explore and reflect on some of the main issues relating to teaching and learning in Higher Education, so participants can develop a critical understanding of their own practice.

HEDU 504 - Academic Leadership in Higher Education (Co-teaching with Professor Tony Harland)
A critical examination of academic leadership using contemporary theories of communities of practice, mentoring and positional leadership. The student will develop an understanding how academic leadership is situated in a contemporary higher education sector.

Research Interests

Kerry's interests span policy and practice in higher education, educational development and some aspects of student learning. In particular, Kerry has broad interests in ‘learning in the affective domain’. (Not what students know, nor what skills they have to put their knowledge to effect; rather what they choose to do with the knowledge and skills they learn.) Key interests include community-engaged learning and teaching, academic integrity, education for sustainability and 'the public understanding of science'. Kerry has a background in the biological sciences and extensive experience as a university teacher and researcher.

Supervision

I am happy to supervise PhD students in my major research areas within the broad area of Policy and Practice in Higher Education, and also to co-supervise multidisciplinary educational projects with colleagues in other departments.

Some key questions include:

With a focus on learning: what do students learn whilst with us in higher education? Is it mainly knowledge and skills; or does a higher-education experience have broader, or deeper, impact on what choices graduates might make when they  leave higher education? Are they likely to, as examples, make more sustainable, or integrious, or ethical choices? How would we know? (See my research publications in ‘education for sustainability’ and in ‘academic integrity’).

With a focus on teaching: what do we teach in higher education? Is it what we think and say that we do? Or is it something else? What messages lay hidden within our lectures, our written learning-support materials, our research presentations and publications? How do the power structures inherent to higher education support or obscure these messages? What systems and processes operate to protect our students from inappropriate influence or from ineffective teaching? How would we recognise inappropriate or ineffective influence or teaching? (See my research publications on ‘presenting’, on ‘eLearning’ and on the use of ‘Q methodology’).

Use these links to explore our application processes (http://hedc.otago.ac.nz/hedc/about-us/our-postgrad-courses/research-masters-or-phd/) and scholarship opportunities (http://www.otago.ac.nz/study/scholarships/otago020695.html)

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Publications

Shephard, K., & Egan, T. (2018). Higher education for professional and civic values: A critical review and analysis. Sustainability, 10(12), 4442. doi: 10.3390/su10124442

Innes, S., Shephard, K., Furnari, M., Harraway, J., Jowett, T., Lovelock, B., Strack, M., & Skeaff, S. (2018). Greening the curriculum to foster environmental literacy in tertiary students studying human nutrition. Journal of Hunger & Environmental Nutrition, 13(2), 192-204. doi: 10.1080/19320248.2016.1255693

Shephard, K., Brown, K., Guiney, T., & Deaker, L. (2018). Valuing and evaluating community-engaged scholarship. Tertiary Education & Management, 24(1), 83-94. doi: 10.1080/13583883.2017.1395904

O'Byrne, C., McIntyre, G., Townsend, S., Schonthal, B., & Shephard, K. (2018). Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’? Tertiary Education & Management. Advance online publication. doi: 10.1080/13583883.2018.1465117

Shephard, K., Brown, K., Guiney, T., Deaker, L., & Hesson, G. (2018). Exploring the use of social media by community-engaged university people. Innovations in Education & Teaching International. Advance online publication. doi: 10.1080/14703297.2018.1557069

Authored Book - Research

Shephard, K. (2015). Higher education for sustainable development. Basingstoke, UK: Palgrave Macmillan, 131p. doi: 10.1057/9781137548412

Shephard, K. (2005). Presenting at conferences, seminars and meetings. London, UK: Sage, 184p.

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Chapter in Book - Research

Shephard, K. (2015). Individual change: Researching educational outcomes achieved by higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann & I. Thomas (Eds.), Routledge handbook of higher education for sustainable development. (pp. 261-272). London, UK: Routledge. doi: 10.4324/9781315852249.ch17

Shephard, K., Harraway, J., Lovelock, B., Skeaff, S., Slooten, L., Strack, M., & Jowett, T. (2012). Monitoring changes in the sustainability attributes of higher education students in a New Zealand university. In W. L. Filho (Ed.), Sustainable development at universities: New horizons. (pp. 117-126). Frankfurt, Germany: Peter Lang.

Shephard, K., & Matthews, M. (2006). Changing relationships in the university. In P. Dale, M. Holland & M. Matthews (Eds.), Subject librarians: Engaging with the learning and teaching environment. (pp. 89-100). Aldershot, U.K: Ashgate.

Shephard, K. (2006). Learning and teaching. In P. Dale, M. Holland & M. Matthews (Eds.), Subject librarians: engaging with the learning and teaching environment. (pp. 49-63). Aldershot, U.K: Ashgate.

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Journal - Research Article

Shephard, K., & Egan, T. (2018). Higher education for professional and civic values: A critical review and analysis. Sustainability, 10(12), 4442. doi: 10.3390/su10124442

Shephard, K., Brown, K., Guiney, T., Deaker, L., & Hesson, G. (2018). Exploring the use of social media by community-engaged university people. Innovations in Education & Teaching International. Advance online publication. doi: 10.1080/14703297.2018.1557069

O'Byrne, C., McIntyre, G., Townsend, S., Schonthal, B., & Shephard, K. (2018). Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’? Tertiary Education & Management. Advance online publication. doi: 10.1080/13583883.2018.1465117

Shephard, K., Brown, K., Guiney, T., & Deaker, L. (2018). Valuing and evaluating community-engaged scholarship. Tertiary Education & Management, 24(1), 83-94. doi: 10.1080/13583883.2017.1395904

Innes, S., Shephard, K., Furnari, M., Harraway, J., Jowett, T., Lovelock, B., Strack, M., & Skeaff, S. (2018). Greening the curriculum to foster environmental literacy in tertiary students studying human nutrition. Journal of Hunger & Environmental Nutrition, 13(2), 192-204. doi: 10.1080/19320248.2016.1255693

Shephard, K., Rieckmann, M., & Barth, M. (2018). Seeking sustainability competence and capability in the ESD and HESD literature: An international philosophical hermeneutic analysis. Environmental Education Research. Advance online publication. doi: 10.1080/13504622.2018.1490947

Strack, M., Shephard, K., Jowett, T., Mogford, S., Skeaff, S., & Mirosa, M. (2017). Monitoring surveying students' environmental attitudes as they experience higher education in New Zealand. Survey Review. Advance online publication. doi: 10.1080/00396265.2017.1399526

Shephard, K., & Brown, K. (2017). How democratic is higher education for sustainable development? Discourse: Studies in the Cultural Politics of Education, 38(5), 755-767. doi: 10.1080/01596306.2016.1150254

Shephard, K., Bourk, M., Mirosa, M., & Dulgar, P. (2017). What global perspective does our university foster in our students? Environmental Education Research, 23(3), 398-414. doi: 10.1080/13504622.2015.1126806

Shephard, K., Brown, K., & Guiney, T. (2017). Researching the professional-development needs of community-engaged scholars in a New Zealand university. Sustainability, 9, 1249. doi: 10.3390/su9071249

Shephard, K. (2017). Discovering tertiary education through others' eyes and words: Exploring submissions to New Zealand’s review of its tertiary education sector. Journal of Higher Education Policy & Management, 39(1), 4-19. doi: 10.1080/1360080X.2016.1254430

Shephard, K., Brown, K., Connelly, S., Hall, M., Harraway, J., Martin, J., Mirosa, M., Payne-Harker, H., Payne-Harker, N., Rock, J., … Stoddard, I. (2017). Empowering students in higher-education to teach and learn. New Zealand Journal of Educational Studies, 52(1), 41-55. doi: 10.1007/s40841-016-0072-x

Brown, K., Shephard, K., Warren, D., Hesson, G., & Fleming, J. (2016). Using phenomenography to build an understanding of how university people conceptualise their community-engaged activities. Higher Education Research & Development, 35(4), 643-657. doi: 10.1080/07294360.2015.1137880

Ott, C., Robins, A., & Shephard, K. (2016). Translating principles of effective feedback for students into the CS1 context. ACM Transactions on Computing Education, 16(1), 1. doi: 10.1145/2737596

Shephard, K., Harraway, J., Lovelock, B., Mirosa, M., Skeaff, S., Slooten, L., Strack, M., Furnari, M., Jowett, T., & Deaker, L. (2015). Seeking learning outcomes appropriate for 'education for sustainable development' and for higher education. Assessment & Evaluation in Higher Education, 40(6), 855-866. doi: 10.1080/02602938.2015.1009871

Löfström, E., Trotman, T., Furnari, M., & Shephard, K. (2015). Who teaches academic integrity and how do they teach it? Higher Education, 69(3), 435-448. doi: 10.1007/s10734-014-9784-3

Ott, C., Robins, A., Haden, P., & Shephard, K. (2015). Illustrating performance indicators and course characteristics to support students’ self-regulated learning in CS1. Computer Science Education, 25(2), 174-198. doi: 10.1080/08993408.2015.1033129

Shephard, K., Trotman, T., Furnari, M., & Löfström, E. (2015). Teaching research integrity in higher education: Policy and strategy. Journal of Higher Education Policy & Management, 37(6), 615-632. doi: 10.1080/1360080X.2015.1102823

Tolich, M., Scarth, B., & Shephard, K. (2015). Teaching sociology students to become qualitative-researchers using an internship model of learner-support. Journal of Social Science Education, 14(4), 53-63. doi: 10.4119/UNIBI/jsse-v14-i4-1314

Shephard, K., Harraway, J., Jowett, T., Lovelock, B., Skeaff, S., Slooten, L., Strack, M., & Furnari, M. (2015). Longitudinal analysis of the environmental attitudes of university students. Environmental Education Research, 21(6), 805-820. doi: 10.1080/13504622.2014.913126

Jowett, T., Harraway, J., Lovelock, B., Skeaff, S., Slooten, L., Strack, M., & Shephard, K. (2014). Multinomial-regression modeling of the environmental attitudes of higher education students based on the Revised New Ecological Paradigm Scale. Journal of Environmental Education, 45(1), 1-15. doi: 10.1080/00958964.2013.783777

Shephard, K., Harraway, J., Lovelock, B., Skeaff, S., Slooten, L., Strack, M., Furnari, M., & Jowett, T. (2014). Is the environmental literacy of university students measurable? Environmental Education Research, 20(4), 476-495. doi: 10.1080/13504622.2013.816268

Tolich, M., Paris, A., & Shephard, K. (2014). An evaluation of experiential learning in a sociology internship class. New Zealand Sociology, 29(1), 119-134.

Tolich, M. B., Shephard, K., Carson, S., & Hunt, D. (2013). Co-managing the sustainability of University internship programmes in brownfield sites. New Zealand Sociology, 28(1), 156-170.

Mann, S., Harraway, J., Broughton-Ansin, F., Deaker, L., & Shephard, K. (2013). Seeking richer descriptions of learners’ sustainability attributes and learning needs. International Journal of Sustainability in Higher Education, 14(1), 90-100. doi: 10.1108/14676371311288976

Shephard, K., & Furnari, M. (2013). Exploring what university teachers think about education for sustainability. Studies in Higher Education, 38(10), 1577-1590. doi: 10.1080/03075079.2011.644784

Strack, M., Jowett, T., Shephard, K., & Harraway, J. (2013). What impact do higher-education experiences have on the environmental attitudes of surveying students? New Zealand Surveyor, 302, 36-42.

Harraway, J., Broughton-Ansin, F., Deaker, L., Jowett, T., & Shephard, K. (2012). Exploring the use of the revised New Ecological Paradigm scale (NEP) to monitor the development of students' ecological worldviews. Journal of Environmental Education, 43(3), 177-191. doi: 10.1080/00958964.2011.634450

Shephard, K., Mansvelt, J., Stein, S., Suddaby, G., Harris, I., & O'Hara, D. (2011). Professional development for e-learning: Researching a strategy for New Zealand's tertiary sector. International Journal on E-Learning, 10(4), 461-481.

Shephard, K., & Knightbridge, K. (2011). Exploring presentation styles in higher education teaching and research situations: Distance and face-to-face. Open Learning, 26(3), 223-236.

Stein, S. J., Shephard, K., & Harris, I. (2011). Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand. British Journal of Educational Technology, 42(1), 145-165. doi: 10.1111/j.1467-8535.2009.00997.x

Shephard, K., Smith, N., Deaker, L., Harraway, J., Broughton-Ansin, F., & Mann, S. (2011). Comparing different measures of affective attributes relating to sustainability. Environmental Education Research, 17(3), 329-340. doi: 10.1080/13504622.2010.542450

Shephard, K., Harland, T., Stein, S., & Tidswell, T. (2011). Preparing an application for a higher-education teaching-excellence award: Whose foot fits Cinderella's shoe? Journal of Higher Education Policy & Management, 33(1), 47-56. doi: 10.1080/1360080X.2011.537011

Buissink-Smith, N., Mann, S., & Shephard, K. (2011). How do we measure affective learning in higher education? Journal of Education for Sustainable Development, 5(1), 101-114. doi: 10.1177/097340821000500113

Shephard, K. (2010). Higher education's role in ‘education for sustainability’. Australian Universities' Review, 52(1), 13-22.

Shephard, K. (2009). e is for exploration: Assessing hard-to-measure learning outcomes. British Journal of Educational Technology, 40(2), 386-398. doi: 10.1111/j.1467-8535.2008.00927.x

Shephard, K., Mann, S., Smith, N., & Deaker, L. (2009). Benchmarking the environmental values and attitudes of students in New Zealand's post-compulsory education. Environmental Education Research, 15(5), 571-587. doi: 10.1080/13504620903050523

Shephard, K. (2008). Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87-98. doi: 10.1108/14676370810842201

Wong, D., Shephard, K. L., & Phillips, P. (2008). The cathedral and the bazaar of e-repository development: Encouraging community engagement with moving pictures and sound. Association for Learning Technology Journal, 16(1), 31-40. doi: 10.1080/09687760701850182

Shephard, K., Wong, D., & Phillips, P. (2007). Why deliver learning resources 'online'? British Journal of Educational Technology, 38(1), 161-163. doi: 10.1111/j.1467-8535.2006.00631.x

Wong, D., Clarke, S., Lodge, N., & Shephard, K. (2007). Demand-led e-learning and the elusive total solution. British Journal of Educational Technology, 38(1), 116-132. doi: 10.1111/j.1467-8535.2006.00564.x

Shephard, K., Warburton, B., Maier, P., & Warren, A. (2006). Development and evaluation of computer-assisted assessment in higher education in relation to BS7988. Assessment & Evaluation in Higher Education, 31(5), 583-595.

Green, S. M., Weaver, M., Voegeli, D., Fitzsimmons, D., Knowles, J., Harrison, M., & Shephard, K. (2006). The development and evaluation of the use of a virtual learning environment (Blackboard 5) to support the learning of pre-qualifying nursing students undertaking a human anatomy and physiology module. Nurse Education Today, 26, 388-395.

Bracher, M., Collier, R., Ottewill, R., & Shephard, K. (2005). Accessing and engaging with video streams for educational purposes: Experiences, issues and concerns. Association for Learning Technology Journal, 13(2), 139-150.

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