Associate Professor Gayle Morris
Associate Professor, Associate Dean & Director of Learning and Teaching
Phone: +64 9 921 9999 etx 6754
Room WF 1034
Level 10, AUT Business School Building
Auckland Central 1010
Faculty of Business and Law
Auckland University of Technology
Private Bag 92006
Auckland 1142, New Zealand
Doctor of Philosophy (Melbourne)
Master of Education (Glasgow)
Graduate Diploma (Edmonton)
Bachelor of Arts (Edmonton)
Memberships and Affiliations:
Associate Member of the New Zealand Work Research Institute
Convener ‘Learning’ strand of the ‘Future of Work’ initiative
Co-convene the Research in Business and Legal Education Group, Faculty of Business and Law
Member Higher Education Research and Development Society of Australasia
Society for Research into Higher Education
Dr. Morris has been involved in adult, professional and work-based learning, in Higher Education, and the Vocational Education and Training Sector in Canada, Australia and more recently Hong Kong, for over 18 years. She has nine years of Faculty-based academic leadership in teaching and learning enhancement; five of those with The Faculty of Business and Commerce at The University of Melbourne, in addition to her most recent experience as Director of Academic Programs at a University level.
Training and Development, Higher Education (Curriculum & Pedagogy), Adult & Workplace Learning
Research interests include learning in work, including practice-based accounts of learning; and professional learning, focusing on judgement and insight.
Much of her current work seeks to contribute to the development of a more coherent philosophical and theoretical underpinning of work-based learning, and in advancing new understandings of how professionals’ and students’ learn through practice. Current projects include:
- Learning conducive work: Conditions and opportunities for learning within NZ organisations
This study examines learning conditions and aims to identify and quantify from the perspective of individual employees, opportunities for learning at work. Based on a survey originally designed in Norway, the concept of 'learning-conducive work' has been echoed by other studies in Europe, the United Kingdom and the United States but has yet to be replicated within Australasia
- NZ School principals’ perceptions of future-relevant learning
This project explores exemplars of future-relevant learning and seeks to identify changes to the nature of learners, and learning in NZ schools, and implications for Higher Education in NZ.
Refereed Journal Articles
Tucker, R & Morris, G. (2011). Anytime, Anywhere, Anyplace: Articulating the Meaning of Flexible Delivery in Built Environment Education, British Journal of Educational Technology. Volume 42, Issue 6, 904–915.
Tucker, R. & Morris, G. (2011). By design: Negotiating flexible learning in the built environment discipline, Association for Learning Technology Journal (ALT) Vol 20, Issue 1.
Bedgood, D., Bridgeman A., Buntine, M., Gardiner, M, Lim, K., Morris, G., Mocerino, M., Pyke, S., Yates, B. and M. Zadnik (2010). Leading change in Australian science teaching, Chemistry in Australia, June, 18-19.
Krezel, A. & Morris, G. (2010). The Role of Assessment in the Development of Judgment. Journal for Education in the Built Environments. Vol. 5, Issue 1, 65-76.
Bell, A. & Morris, G. (2009). Engaging professionals in online learning. Australian Journal of Educational Technology. 25(5), 700-713.
Sargent, L. D., Allen, B.C., Frahm, J. A., & Morris, G. (2009). Enhancing the experience of student teams in large classes: Training teaching assistants to be coaches. Journal of Management Education, 33, 526-552.
Morris, G. & Beckett, D. (2004) Learning for/at work: Somali women ‘doing it for themselves’, Journal of Workplace Learning, Vol. 15 (1/2).
Beckett, D. & Morris, G. (2001). Ontological Performance: Bodies, Identities and Learning. Studies in the Education of Adults. Vol. 33 (1) April.
Morris, G. (2005). Globalisation: Performing Pedagogy and the re(construction) of selves. In Apple, M., Kenway, J. & Singh, M. (Eds.), Globalisation and Educational Governance. Melbourne: Common Ground Publishing, pp.135-150.
Morris, G. & Beckett, D. (2004). Performing Identities: The New Focus on Embodied Adult Learning. In Kell, P., Singh, M. & Shore, S. (Eds.), Adult Education in the 21st Century. New York: Peter Lang Publishing, pp. 121-136.