Christine Adams

Biography

Chris joined TSBE in 2006.  Aside from a diverse teaching portfolio, Chris has undertaken the 'flexibilisation' of a number of Units at TSBE and also worked as a Research Assistant.  Her current teaching portfolio is Organisational Behaviour and Leadership in Organisations.  Chris has also been engaged in marketing TSBE to the emerging student market in India and Nepal.Chris was awarded a Teaching Merit Certificate by UTAS in 2008 and a Teaching Award in 2009 for her outstanding teaching performance in the School of Management.  During the past five years she has completed several publications including books, book chapters, and conference proceedings and presentations in her area of interest – management education.Prior to joining UTAS, Chris secured Registered Training Organisation status for Searson Buck and operated their training and development division for some 7 years.  This provided opportunities to facilitate a broad array of learning and development experiences for clients in the for-profit, not-for-profit and public sector along with presentations for clients including the Tasmanian Chamber of Commerce and the Tasmanian Training Consortium.  Chris's diverse background also includes conducting training for clients of the China/Australia Chamber of Commerce in Beijing and pre-IELTS workshops for the University Katolik Parahyangan, Bandung, Indonesia.  She gained a Certificate in Teaching English as a Second Language (TESL) - (RSA/UCLES) in the United Kingdom.

Research Interest

Chris' PhD title is 'The Road Less Travelled – a critical realist model for graduate attribute development in higher education', which relates to the UTAS research theme of data, knowledge and decisions.  In this research she has proposed a Model for Graduate Attribute Development that can be considered as a repository educators may draw from to produce and maintain the structures that may enhance potentiality for graduate attribute development thus supporting student capability and a sense of identity so they may better respond to changing personal and professional landscapes.  As a result of this research, it is proposed that an ontological shift be embraced by educators to engage differently with a student's 'being' in the higher education learning environment.  It is envisaged that this research offers new insights to add to the body of knowledge about what needs to exist for a student to think, learn and demonstrate specific graduates.  The model also shows how student capability and sense of identity may emerge through graduate attribute development when the 'optimal' conditions operate in the learning environment.