Dr Stephen Marshall
Senior lecturer, Centre for Academic Development
Faculty contact Engineering, Science, Health
Stephen is responsible for assisting staff with the effective use of technology in the delivery of learning and teaching. This includes working to ensure that the University has strategies and policies in place that support flexible delivery using technology. Stephen also teaches on the Postgraduate Higher Education Learning and Teaching (PHELT) programme, and occasionally teaches in the School of Information Management and the School of Engineering and Computer Science.
- Vice President and Executive Member, Australasian Council for Open and Distance Education (2008-)
- Invited member of the advisory board for the Australian/New Zealand Horizon project (2010-)
- Invited member of the New Zealand Ministry of Education Tertiary e-Learning Reference Group. (2005-2010, 2012-)
- Australian Universities Quality Assurance Auditor. (2008-2011)
- Invited member of the Ako Aotearoa Central Hub Advisory Group. (2008-)
Stephen's PhD is in Biochemistry and he has held a number of technical and computer support roles prior to his appointment at the Centre for Academic Development. He also holds a Graduate Diploma in Applied Science (Computer Science).
Stephen researches in the areas of organisational change in higher education, e-learning benchmarking, plagiarism and academic integrity, intellectual property, and the development of educational policy and strategy supporting and encouraging the effective use of technology. He is co-creator of the internationally recognised and applied e-learning maturity model (eMM).
Successful research grants
Ako Aotearoa National Project Fund 2010 $149,848 Graduate Outcomes - Are They Driving Learning? And Who Knows About Them? (Member of project team).
Ako Aotearoa National Project Fund 2009 $94,770 E-learning and higher education: Understanding and supporting organisational change in New Zealand (Project lead).
New Zealand TEC Innovation Development Fund 2007 $33,500.00 Implementation of e-learning guidelines on intellectual property and copyright.
New Zealand Ministry of Education Tertiary E-Learning Research Fund 2005 $89,219.00 New Zealand Tertiary Institution E-Learning Capability: Informing and Guiding E-Learning Architectural Change and Development.
Marshall, S. (2018). International education: An analysis of enrolments in Australian and New Zealand universities. Compare: A Journal of Comparative and International Education.
Marshall, S. (2018) Shaping the University of the Future: Using Technology to Catalyse Change in University Learning and Teaching. Sydney, Australia: Springer. http://www.springer.com/gp/book/9789811076190
Flutey, J. Smith, B. and Marshall, S. (2017). The Virtual Central Service Unit Approach to Organisational Support and Staff Development. In C. Bossu and N. Brown (Eds.) Professional and Support Staff in Higher Education (pp. 1-18). Singapore: Springer. doi: 10.1007/978-981-10-1607-3_28-1
Marshall, S., and Flutey, J. (2017). The Virtual CSU: A Leadership Model for Universities Transitioning to Online, Open, and Distance Delivery. In K. Buyuk, S. Kocdar, & A. Bozkurt (Eds.), Administrative Leadership in Open and Distance Learning Programs (pp. 63-83). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2645-2.ch003
Marshall, S. (2017). The New Zealand tertiary sector capability framework. Proceedings of THETA: The Higher Education Technology Agenda, Auckland, May 7-10. https://www.caudit.edu.au/system/files/Media%20library/Resources%20and%20Files/THETA%202017/THETA%202017%20Marshall%20Full%20Paper.pdf
Marshall, S. and Sankey, M. (2017). The ACODE benchmarks for technology enhanced learning. Proceedings of THETA: The Higher Education Technology Agenda, Auckland, May 7-10. https://www.caudit.edu.au/system/files/Media%20library/Resources%20and%20Files/THETA%202017/THETA%202017%20Marshall%20Sankey%20ACODE%20benchmarking.pdf
Marshall, S. and Shepherd, D. (2016). e-Learning in Tertiary Education: Highlights from Ako Aotearoa-supported research. Wellington, NZ, Ako Aotearoa National Centre for Tertiary Teaching Excellence. https://akoaotearoa.ac.nz/download/ng/file/group-4/e-learning-in-tertiary-education-highlights-from-ako-aotearoa-research.pdf
Bond, C.,Spronken-Smith, R., McLean, A., Smith, N., Frelick, S. Jenkins, M. and Marshall, S. (2016). A framework for enabling graduate outcomes in undergraduate programmes. Higher Education Research and Development. http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1170767
Spronken-Smith, R., McLean, A., Smith, N., Bond, C., Jenkins, M. Marshall, S. and Frelick, S. (2016). A toolkit to implement graduate attributes in geography curricula. Journal of Geography in Higher Education http://www.tandfonline.com/doi/abs/10.1080/03098265.2016.1140129
Spronken-Smith, R., Bond, C., McLean, A., Frelick, S., Smith, N., Jenkins, M. and Marshall, S. (2015). Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand. Higher Education Research and Development 34(5): 1014-1030. http://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1011098
Marshall, S. and Flutey, J. (2014). Turning a Digital Vision Into Reality. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 190-200).
Marshall, S. (2014). Technological Innovation of Higher Education in New Zealand, A Wicked Problem? Studies in Higher Education. DOI:10.1080/03075079.2014.927849
Marshall, S. (2014). Exploring the ethical implications of MOOCs. Distance Education 35(2): 250-262. DOI:10.1080/01587919.2014.917706
Spronken-Smith, R., Bond, C., McLean, A., Freilick, S., Smith, N., Jenkins, M. and Marshall, S. (2013). Report: How to Engage with a Graduate Outcomes’ Agenda: A Guide for Tertiary Education Institutions. Wellington, NZ, Ako Aotearoa National Centre for Tertiary Teaching Excellence.
Marshall, S. (2013). Evaluating the Strategic and Leadership Challenges of MOOCs. Journal of Online Learning and Teaching 9(2): 216-227.
Marshall, S. (2013). Open Educational Curricula Interpreted Through the Māori Concept of Ako. In M. Gosper and D. Ifenthaler (Eds) Curriculum Models for the 21st Century Using Learning Technologies in Higher Education (pp. 55-70). New York, USA: Springer.
Marshall, S. (2013). Using the e-learning Maturity Model to Identify Good Practice in E- Learning In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ASCILITE 2013 Sydney. (pp.546-556).