title: Developing pedagogical content knowledge for the new sciences: The example of biotechnology

authors: Moreland, Judy

abstract: Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The issue for teachers and science and technology educators is how to provide learning experiences in this area. This paper draws on classroom‐based research to describe the challenges teachers face and the successes they can achieve when teaching an interdisciplinary subject such as biotechnology. It describes the components of pedagogical content knowledge that teachers require to teach such a subject and highlights planning strategies to enhance teachers' PCK and subsequent classroom interactions. Evidence is provided that biotechnology engages student interest and that students can develop an understanding of the nature of biotechnology and associated conceptual and procedural learning outcomes.

text: Developing pedagogical content knowledge for the new sciences: The example of biotechnology Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The issue for teachers and science and technology educators is how to provide learning experiences in this area. This paper draws on classroom‐based research to describe the challenges teachers face and the successes they can achieve when teaching an interdisciplinary subject such as biotechnology. It describes the components of pedagogical content knowledge that teachers require to teach such a subject and highlights planning strategies to enhance teachers' PCK and subsequent classroom interactions. Evidence is provided that biotechnology engages student interest and that students can develop an understanding of the nature of biotechnology and associated conceptual and procedural learning outcomes.

year: 2006

title: Enhancing sustainability education in the accounting curriculum: An effective learning strategy

authors: Sharma, Umesh Prasad

subjects: Accounting education

abstract: Purpose: This paper aims to examine the embedding of sustainability courses in the accounting curriculum by using the Delta Business School in New Zealand as an example. The focus of this paper is an effective learning strategy on sustainability education, which other business schools could follow using this approach. 
Design/methodology/approach: Each course’s published outline was subjected to an in-depth analysis. Semi-structured interviews were used to gather information from the course controllers and students. 
Findings: The findings revealed that while some courses are considered stand-alone sustainability courses, others incorporate a technical focus on accounting as required by the professional accounting bodies: Chartered Accountants Australia and New Zealand, certified public accountant (Australia) and Association of Chartered Certified Accountants. 
Research limitations/implications: The research is limited to sustainability education content at a single university. 
Practical implications: Students at tertiary education institutions, who will be future managers, are dependent on business schools to teach them the importance of sustainability. 
Social implications: Sustainability education in accounting could be instrumental in transforming the nature and role of the accountant in society. 
Originality/value: This paper contributes to the discussion required to understand how sustainability education is embedded within the accounting curriculum and the perceptions of lecturers and students with regard to sustainability education.

text: Enhancing sustainability education in the accounting curriculum: An effective learning strategy Purpose: This paper aims to examine the embedding of sustainability courses in the accounting curriculum by using the Delta Business School in New Zealand as an example. The focus of this paper is an effective learning strategy on sustainability education, which other business schools could follow using this approach. 
Design/methodology/approach: Each course’s published outline was subjected to an in-depth analysis. Semi-structured interviews were used to gather information from the course controllers and students. 
Findings: The findings revealed that while some courses are considered stand-alone sustainability courses, others incorporate a technical focus on accounting as required by the professional accounting bodies: Chartered Accountants Australia and New Zealand, certified public accountant (Australia) and Association of Chartered Certified Accountants. 
Research limitations/implications: The research is limited to sustainability education content at a single university. 
Practical implications: Students at tertiary education institutions, who will be future managers, are dependent on business schools to teach them the importance of sustainability. 
Social implications: Sustainability education in accounting could be instrumental in transforming the nature and role of the accountant in society. 
Originality/value: This paper contributes to the discussion required to understand how sustainability education is embedded within the accounting curriculum and the perceptions of lecturers and students with regard to sustainability education.

year: 2022

title: Challenges to legal education: The Waikato Law School experience

authors: Wilson, Margaret

subjects: legal education

abstract: The experiences of the Waikato Law School especially from the viewpoint of challenges to legal education are discussed. The impact of the performance-based model of funding on the delivery of legal education at the Waikato Law School is highlighted.

text: Challenges to legal education: The Waikato Law School experience The experiences of the Waikato Law School especially from the viewpoint of challenges to legal education are discussed. The impact of the performance-based model of funding on the delivery of legal education at the Waikato Law School is highlighted.

year: 2010