School of Education
Faculty of Arts
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Dr John Willison has twenty five years of experience in formal education, and throughout that time has been most enthralled in how to help students to engage in research-based learning, beginning with Year 8 classes, where he strived to make science laboratories hands-on and minds-on. Dr Willison found that this necessitated a raft of scaffolding and literacy strategies, and resulted in the development of resources called writE Science (writing and reading integrated with talking about experiments). As Dr Willison completed his PhD in Science Education he coordinated an Early Childhood and Primary Science course in a Teacher Education program, then subsequently found himself at the University of Adelaide as the Coordinator of the Graduate Certificate in Higher Education. This shift to students who were academics from all disciplines caused Dr Willison to broaden his research agenda to search for something in common across disciplines: a framework representing how all educators may facilitate their students’ research skills.
In collaboration, Dr Willison developed early versions of the Research Skill Development (RSD) framework and colleagues in First Year Human Biology began to trial the RSD, followed by other courses in various contexts showing positive outcomes for students. This success inspired Dr Willison to lead two five-university ALTC Innovation and Development projects, one for course-level implementation of RSD (2007-2009) and the other for program-level implementation (2011-2013). These projects and new AQF 9 research requirements led to demand for RSD to inform coursework Masters programs and Dr Willison held a National Teaching Fellowship on this theme 2014-2015. As the use of the RSD escalates nationally and internationally, he is currently keen to bring the RSD ‘full-circle’ and begin to influence Faculties of Education through High Schools’ use of the RSD, as well as consolidate RSD use in undergraduate, Masters and PhD studies across all disciplines. This is the focus of the National Senior Teaching Fellowship he holds from the Australian Government's Department of Education and Training.
Date Position Institution name 2004 Senior Lecturer University of Adelaide 1999 - 1999 Lecturer Curtin University
Awards and Achievements
Date Type Title Institution Name Country Amount 2016 Fellowship National Senior Teaching Fellowship Office of Learning and Teaching Australia — 2014 Fellowship National Teaching Fellowship Office for Learning and Teaching Australia $90,000
Date Institution name Country Title — University of New South Wales Australia B.Sc DipEd.
Date Title Institution Country — Ph.D. (Science Education) Curtin University Australia — Master of Education Curtin University Australia
Year Citation 2020 Willison, J. (2020). Blended learning needs blended evaluation. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes. Singapore: Springer. 2018 Wuetherick, B., Willison, J. W., & Shannahan, J. (2018). Mentored Undergraduate research at Scale. Undergraduate research in the curriculum and as pedagogy. In M. Vandermaas-Peeler,, P. Miller, & J. Moore (Eds.), Excellence in mentoring undergraduate research. (pp. 181-202). Washington DC: Council on Undergaduate Research. 2017 Willison, J., & Croy, G. (2017). Research Skill Development in Tourism. In P. Benckendorff, & Zehrer (Eds.), Handbook of Teaching and Learning in Tourism (Vol. 1, 1st ed., pp. 58-75). Cheltenham, UK: Edward Elgar.
2007 Willison, J. (2007). The impact of a research vignette on my metaphorical understandings. In P. Taylor, & J. Wallace (Eds.), Contemporary Qualitative Research for Science and Mathematics Educators (pp. 127-138). The Netherlands: Springer.
2006 Willison, J., & Taylor, P. (2006). Complementary Epistemologies of Science Teaching: Towards an Integral Perspective. In P. Aubusson, A. Harrison, & S. Ritchie (Eds.), Metaphor and analogy in science education (pp. 25-36). PO Box 17, 3300 AA Dordrecht, The Netherlands: Springer.
Year Citation 2017 Bandaranaike, S., & Willison, J. W. (2017). Building learner autonomy into work-integrated learning: Challenges for the 21st Century. In Refereed Proceedings of the 20 th WACE World Conference on Cooperative and Work-Integrated Education (pp. 1-10). Chiang Mai. 2017 Abdurrahman, D., Sabir, F., & Willison, J. W. (2017). International postgraduate students’ perception of the research skill development framework. In Proceedings of The 1st National Conference on Teachers' Professional Development (pp. 77-81). Banda Aceh. 2016 Willison, J., & Missingham, D. (2016). Optimising Problem Solving: student and tutor perceptions of problem-solving within mechanical engineering. In Conference Proceedings of the Annual conference Australian Association for Engineering Education. Coffs harbour, NSW. 2016 Bandaranaike, S., & Willison, J. W. (2016). A framework for cultural competency in the workplace. In Refereed conference proceedings of Australian Collaborative Education Network 2016 National Conference (pp. 42-49). Sydney. 2015 Bandaranaike, S., & Willison, J. (2015). Understanding emotional work readiness in the workplace.. In Proceedings of the 19th World Conference on Cooperative & Work Integrated Education (pp. 18-22). Kyoto. 2015 Willison, J. W. (2015). Researching, problem solving, critical thinking… same ship, different bay.. In SRHE Annual Conference Papers. Newport, Wales, UK. 2014 Bandaranaike, S., & Willison, J. (2014). Boosting Graduate Employability: Bridging the Cognitive and Affective Domains. In Refereed conference proceedings of Australian Collaborative Education Network 2014 National Conference. Tweed Heads, NSW. 2013 Al-Sarawi, S., Willison, J., Ng, B., & Liebelt, M. (2013). Degree level evaluation of research skill development framework for higher education. In Proceedings of the 2013 International iCampus Symposium, The Intelligent Campus, IC13 (pp. 46-49). USA: IEEE. 2012 Williamson, N. M., Huang, D. M., Pyke, S. M., Willison, J., & Metha, G. F. (2012). Constructing a First Year University Chemistry Course for the ‘Late Bloomers’. In ERGA 2012 Proceedings. Adelaide. 2012 Priest, S. J., Pyke, S. M., Williamson, N. M., & Willison, J. (2012). Representations of Scientific Concepts and Learning Experience of First Year Undergraduate Students. In ERGA 2012 Proceedings. Adelaide. 2012 Bandaranaike, S., Snelling, C., Karanicolas, S., & Willison, J. W. (2012). Opening Minds and Mouths Wider: Developing a model for student reflective practice within clinical placements. In Proceedings of the 9th International Conference on Cooperative & Work-Integrated Education. Istanbul. 2012 Ricci, M., Peirce., Lee, I., & Willison, J. (2012). Potential and problems of explicit research skill development in
undergraduate physics, chemistry, biochemistry and geology. In Proceedings of The Australian Conference on Science and Mathematics Education. Sydney.
2011 Willison, J. W., & Bandaranaike, S. (2011). Engaging students in work integrated learning : drives and outcomes. In . Proceedings of the World Conference on Cooperative and Work Integrated Learning. Philadelphia. 2010 Wu, C., Chanda, E., & Willison, J. (2010). SPARKPLUS for Self- and Peer Assessment on Group-Based Honours’ Research Projects. In The Education Research Group of Adelaid (pp. The Changing Face of Education, 24-25 September, 2010). Adelaide, Australia. 2010 Peirce, E., Ricci, M., & Willison, J. (2010). Teaching research at a research-intensive university - can it be done in first year courses?. In Proceedings of the First Year in Higher Education Conference. Adelaide. 2010 Ng, B., Al-Sarawi, S., Willison, J., Phillips, B., Liebelt, M., & Green, C. (2010). A New Electronic Engineering Honours Assessment Scheme Based on Research Skills Development Framework. In The Education Research Group of Adelaid (pp. The Changing Face of Education, 24-25 September, 2010). Adelaide, Australia. 2010 Davey, K., Cheung, J., Visvanathan, R., & Willison, J. (2010). A unique assessment of stress and stress factors on engineering academics in the research and teaching environment. In Proceedings of 21st Annual conference for the Australasian Association for Engineering Education (pp. 1-10). Australia: AAEE. 2010 Bandaranaike, S., & Willison, J. (2010). Work Skill Development Framework: an innovative assessment for Work Integrated Learning. In Proceedings of the Australian Collaborative Education Network National Conference 2010 (pp. 1-19). Australia: ACEN Inc. 2009 Willison, J., Peirce, E., & Ricci, M. (2009). Towards student autonomy in literature and field research. In Proceedings of the 32rd HERDSA Annual Conference (pp. 483-491). New South Wales: HERDSA. 2009 Peirce, E., Ricci, M., Lee, I., & Willison, J. (2009). First year human biology students in the ivory tower.. In Proceedings of The Australian Conference on Science and Mathematics Education (pp. 91-97). Sydney. 2009 Willison, J. W., Schapper, J., & Teo, E. (2009). Multiple measures of improvement of research skills in business ethics and business law. In Proceedings of Qualitative Analysis of Teaching and Learning in Higher Education for Business Economic and Commerce Conference (pp. 79-95). Melbourne. 2008 Ashman, P., Scrutton, S., Stringer, D., Mullinger, P., & Willison, J. (2008). Stakeholder perceptions of chemical engineering graduate attributes at the University of Adelaide. In Proceedings of the Chemeca 2008 Conference (pp. 912-921). CD: Engineers Australia. 2007 Peirce, E., Ricci, M., Willison, J., & O'Regan, K. (2007). Incorporating the development of research skills into level I undergraduate human biology courses. In Teaching and Research: Making the Connections in Health Sciences, Health Sciences conference 2007: a conference for University Teachers, 8th-9th November, 2007, University of South Australia. Adelaide, South Australia: Division of Health Sciences, University of South Australia. 2006 McEntee, J., Coulson, M., Botten, J., & Willison, J. (2006). Supporting research-readiness in PhD candidates through undergraduate research skills development. In Quality in Postgraduate Research: Knowledge Creation in testing times (pp. 269). Canberra: The Australian National University. 2006 Coulson, M., McEntee, J., & Willison, J. (2006). Annotated bibliographies can help maximize benefit of literature research skills exercises. In International Society for the Scholarship of Teaching and Learning Conference (pp. 43-44). Washington DC: International Society for the Scholarship of Teaching and Learning Conference. 2006 Ricci, M., & Willison, J. (2006). Developing the research skills of first year students: five years on.. In Proceedings of the Education Research Group of Adelaide (ERGA). Adelaide. 2005 Willison, J., & O'Regan, K. (2005). 2020 vision: An information literacy continuum for students primary school to post graduation. In A. Brew, & C. Asmar (Eds.), Proceedings of the HERDSA conference 2005 'Higher education in a changing world' (pp. 633-641). Milperra, New South Wales, Australia: Higher Education Research and Development Society of Australasia Inc..
Report for External Bodies
Year Citation 2019 Willison, J. W. (2019). Putting student research mindsets to work for a coherent Higher Education. 2016 Willison, J. W. (2016). Realising research modes of learning for Masters by coursework using state-based clusters. Department of Education and Training. 2014 Willison, J. W., Al Sarawi, S., Bottema, C., Hazel, S., Henderson, U., Karanicolas, S., . . . et al. (2014). Outcomes and uptake of explicit research skill development across degree programs (ID11-1984). Office for Learning and Teaching. 2010 Willison, J. W., Le Lievre, K., & Lee, I. (2010). Making Research Skill Development Explicit In Coursework: Final Report (CG7-497). Australian Learning and Teaching Council.
Recorded/Rendered Creative Works
Year Citation 2016 Publication status: Published online
NTRO sub category: 5 Website/web based exhibition
Title: Models of Engaged Learning and Teaching website
Authors: Willison J
Place of publication: www.melt.edu.au
Publication date: 2016
Extent: multiple webpages
ERA Research Statement - 2000 character limit: Background: Grants for the Research Skill Development (RSD) framework prompted the development of the Models of Engaged Learning and Teaching (MELT).
Contribution: The linked grants provided evaluative capacity to determine short and long term advantages of the MELT and then of MELT.
Significance: The move to MELT enabled more ready connections with the school sector, and paved the way for improved transitions from schooling to university.
Record created at source: 11 January 2019
2006 Publication status: Published
NTRO sub category: 5 Website/web based exhibition
Title: Research Skill Development for Curriculum Design and Assessment
Authors: Willison J
Place of publication: www.adelaide.edu.au/clpd/rsd
Publication date: 2006
Extent: 250 pages
Description: Type of work : WR - Website Extent : 250 pages
Notes: Migrated record 20140814
Record created at source: 14 August 2014
Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2019 Principal Supervisor Kenyan Middle School Science Teachers' Knowledge of Inquiry Based Learning and Learner Autonomy Doctor of Philosophy Doctorate Full Time Mr Nemwel Nyakenyanya Aminga 2018 Principal Supervisor The Impact of the Vocational Education and Training (VET) Organisation on Student Success and Study or Employment Pathways Doctor of Philosophy Doctorate Part Time Mrs Allyson Kaye Dutschke 2014 Principal Supervisor Accelerating Academic literacy Development: Issues, Possibilities and Challenges for Intergrating Scholary Writing Development into Mainstream Curriculum in Australian Higher Education Doctor of Philosophy Doctorate Part Time Ms Ursula McGowan
Past Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2015 - 2019 Co-Supervisor English Language Learner Autonomy in the Vietnamese Higher Education Context: Enabling Factors and Barriers Arising from Assessment Practice Doctor of Philosophy Doctorate Full Time Ms Ha Thi Ngoc Tran 2012 - 2017 Co-Supervisor Valid Measurement of Laboratory Learning Experience Quality from the Student Perspective Doctor of Philosophy Doctorate Part Time Samuel James Priest
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