Developing writing pedagogy and tertiary learning advice in a disciplinary programme at a New Zealand university

ABSTRACT: This thesis provides a summary and interpretation of a three-year action research study conducted by a tertiary learning advisor (TLA) at a New Zealand university (referred to in the study as NZU). The study investigated how a TLA, working as an informal writing consultant to staff and students in a disciplinary programme, could make positive contributions to writing pedagogy and TLA practice.

Researcher: Martin McMorrow



ExploreLearn Higher

LearnHigher is a network for promoting and facilitating the development and dissemination of high quality, peer-reviewed resources for learning development in the higher education sector.

Find out more