Lorraine Stefani is Director and Professor of the Centre for Academic Development (CAD) at the University of Auckland.

Select Guide Rating

• 1. Evaluating the effectiveness of academic development: an overview, Lorraine Stefani2. Locating Academic Development: the first step in evaluation, Shelda Debowski3. The Quality Agenda: where does academic development sit? George Gordon4. Demonstrating Fitness for Purpose: phronesis and authenticity as overarching purposes, Carolin Kreber5. Using Student Survey Data to Shape Priorities and Approaches, Kerri-Lee Krause6. Innovation and Change: responding to a digital environment, Cathy GunnCase Study 1. Whaia te pae tawhiti: Māori Academic Development at the University of Auckland, Matiu RatimaCase Study 2. Academic Partnership: peer mentoring with early-career academics, Barbara Kensington-MillerCase Study 3. Tending the Secret Garden: evaluating a doctoral skills program, Frances Kelly, Ian Brailsford and Susan CarterCase Study 4. Evaluation as Bricolage: cobbling together a strategy for appraising supervision development, Barbara GrantCase Study 5. Archiving for the Future: a longitudinal approach to evaluating a postgraduate certificate program, Helen SwordCase Study 6. Tracking the Invisible: an elearning group’s approach to evaluation, Cathy Gunn and Claire DonaldCase Study 7. Continuous Improvement Projects: whose evaluation matters? Lorraine StefaniCase Study 8. Leadership Programs: evaluation as a way forward, Linda McLain7. Accrediation, Accountability and Assessment: addressing multiple agendas, Claudia Stanny and Jane Halonen8. An Institutional Program: a national model for evaluation? Roni Bamber9. Evaluation matters in a national, funded academic development project, Kogi Nadoo and Alison Holmes10. Impact Evaluation and its Implications, Kathleen Gray and Alex RadloffEndnote, Lorraine Stefani

Lorraine Stefani is Director and Professor of the Centre for Academic Development (CAD) at the University of Auckland.

Select Guide Rating

• 1. Evaluating the effectiveness of academic development: an overview, Lorraine Stefani2. Locating Academic Development: the first step in evaluation, Shelda Debowski3. The Quality Agenda: where does academic development sit? George Gordon4. Demonstrating Fitness for Purpose: phronesis and authenticity as overarching purposes, Carolin Kreber5. Using Student Survey Data to Shape Priorities and Approaches, Kerri-Lee Krause6. Innovation and Change: responding to a digital environment, Cathy GunnCase Study 1. Whaia te pae tawhiti: Māori Academic Development at the University of Auckland, Matiu RatimaCase Study 2. Academic Partnership: peer mentoring with early-career academics, Barbara Kensington-MillerCase Study 3. Tending the Secret Garden: evaluating a doctoral skills program, Frances Kelly, Ian Brailsford and Susan CarterCase Study 4. Evaluation as Bricolage: cobbling together a strategy for appraising supervision development, Barbara GrantCase Study 5. Archiving for the Future: a longitudinal approach to evaluating a postgraduate certificate program, Helen SwordCase Study 6. Tracking the Invisible: an elearning group’s approach to evaluation, Cathy Gunn and Claire DonaldCase Study 7. Continuous Improvement Projects: whose evaluation matters? Lorraine StefaniCase Study 8. Leadership Programs: evaluation as a way forward, Linda McLain7. Accrediation, Accountability and Assessment: addressing multiple agendas, Claudia Stanny and Jane Halonen8. An Institutional Program: a national model for evaluation? Roni Bamber9. Evaluation matters in a national, funded academic development project, Kogi Nadoo and Alison Holmes10. Impact Evaluation and its Implications, Kathleen Gray and Alex RadloffEndnote, Lorraine Stefani

Lorraine Stefani is Director and Professor of the Centre for Academic Development (CAD) at the University of Auckland.

Select Guide Rating

• 1. Evaluating the effectiveness of academic development: an overview, Lorraine Stefani2. Locating Academic Development: the first step in evaluation, Shelda Debowski3. The Quality Agenda: where does academic development sit? George Gordon4. Demonstrating Fitness for Purpose: phronesis and authenticity as overarching purposes, Carolin Kreber5. Using Student Survey Data to Shape Priorities and Approaches, Kerri-Lee Krause6. Innovation and Change: responding to a digital environment, Cathy GunnCase Study 1. Whaia te pae tawhiti: Māori Academic Development at the University of Auckland, Matiu RatimaCase Study 2. Academic Partnership: peer mentoring with early-career academics, Barbara Kensington-MillerCase Study 3. Tending the Secret Garden: evaluating a doctoral skills program, Frances Kelly, Ian Brailsford and Susan CarterCase Study 4. Evaluation as Bricolage: cobbling together a strategy for appraising supervision development, Barbara GrantCase Study 5. Archiving for the Future: a longitudinal approach to evaluating a postgraduate certificate program, Helen SwordCase Study 6. Tracking the Invisible: an elearning group’s approach to evaluation, Cathy Gunn and Claire DonaldCase Study 7. Continuous Improvement Projects: whose evaluation matters? Lorraine StefaniCase Study 8. Leadership Programs: evaluation as a way forward, Linda McLain7. Accrediation, Accountability and Assessment: addressing multiple agendas, Claudia Stanny and Jane Halonen8. An Institutional Program: a national model for evaluation? Roni Bamber9. Evaluation matters in a national, funded academic development project, Kogi Nadoo and Alison Holmes10. Impact Evaluation and its Implications, Kathleen Gray and Alex RadloffEndnote, Lorraine Stefani