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	<title>knowledge &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>‘SERPS Up’: Support, Engagement and Retention of Postgraduate Students – a model of postgraduate support</title>
		<link>https://ajal.net.au/serps-up-support-engagement-and-retention-of-postgraduate-students-a-model-of-postgraduate-support/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 22 Oct 2013 05:07:55 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[completion]]></category>
		<category><![CDATA[doctoral]]></category>
		<category><![CDATA[innovation]]></category>
		<category><![CDATA[knowledge]]></category>
		<category><![CDATA[research]]></category>
		<category><![CDATA[retention]]></category>
		<category><![CDATA[White Paper]]></category>
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					<description><![CDATA[Authors: Margaret Alston, Juliane Allan, Karen Bell, Andy Brown, Jane Dowling, Pat Hamilton, Jenny McKinnon, Noela McKinnon, Rol Mitchell, Kerri Whittenbury, Bruce Valentine, Alison Wicks, and Rachael Williams; Charles Sturt University Edition: Volume 45, Number 2, July 2005 Summary:  The federal government’s 1999 White Paper Knowledge and Innovation: a policy statement on research and research training, &#8230; <p class="link-more"><a href="https://ajal.net.au/serps-up-support-engagement-and-retention-of-postgraduate-students-a-model-of-postgraduate-support/" class="more-link">Continue reading<span class="screen-reader-text"> "‘SERPS Up’: Support, Engagement and Retention of Postgraduate Students – a model of postgraduate support"</span></a></p>]]></description>
		
		
		
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		<title>Approaches to the postgraduate education of business coaches</title>
		<link>https://ajal.net.au/approaches-to-the-postgraduate-education-of-business-coaches/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 04:09:57 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[business coaches]]></category>
		<category><![CDATA[e-learning]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[knowledge]]></category>
		<category><![CDATA[skills]]></category>
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					<description><![CDATA[Author/s: Grace McCarthy Edition: Volume 50, Number 2, July 2010 Summary: This paper focuses on the education and training of business coaches, specifically at the Masters/graduate level. The paper first reviews the knowledge and skills required of business coaches, comparing the recommendations of professional associations and the literature. Next the paper reviews the approaches to &#8230; <p class="link-more"><a href="https://ajal.net.au/approaches-to-the-postgraduate-education-of-business-coaches/" class="more-link">Continue reading<span class="screen-reader-text"> "Approaches to the postgraduate education of business coaches"</span></a></p>]]></description>
		
		
		
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		<title>Taking risks—experiential learning and the writing student</title>
		<link>https://ajal.net.au/taking-risks-experiential-learning-and-the-writing-student/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 02:41:15 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[creative practices]]></category>
		<category><![CDATA[creative risk]]></category>
		<category><![CDATA[experiential]]></category>
		<category><![CDATA[hierarchies]]></category>
		<category><![CDATA[knowledge]]></category>
		<category><![CDATA[writing]]></category>
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					<description><![CDATA[Author/s: Robin Freeman and Karen Le Rossignol Edition: Volume 50, Number 1, April 2010 Summary: The role of a professional and creative writing degree is to provide resources, structured workshops, professional interactions—and the potential for creative risk. Opportunities for risk, within the structured environment of the university, challenge the individual’s perspectives and judgements, as well &#8230; <p class="link-more"><a href="https://ajal.net.au/taking-risks-experiential-learning-and-the-writing-student/" class="more-link">Continue reading<span class="screen-reader-text"> "Taking risks—experiential learning and the writing student"</span></a></p>]]></description>
		
		
		
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		<item>
		<title>Mathematics funds of knowledge: Sotmaute and Sermaute fish in a Torres Strait Islander community</title>
		<link>https://ajal.net.au/mathematics-funds-of-knowledge/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sun, 16 Dec 2012 23:39:20 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[knowledge]]></category>
		<category><![CDATA[mathematics]]></category>
		<category><![CDATA[Torres Strait Islander]]></category>
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					<description><![CDATA[Author/s: Bronwyn Ewing Edition: Volume 52, Number 1, April 2012 Summary: The purpose of this article is to describe a project with one Torres Strait Islander Community. It provides some insights into parents’ funds of knowledge that are mathematical in nature, such as sorting shells and giving fish. The idea of funds of knowledge is &#8230; <p class="link-more"><a href="https://ajal.net.au/mathematics-funds-of-knowledge/" class="more-link">Continue reading<span class="screen-reader-text"> "Mathematics funds of knowledge: Sotmaute and Sermaute fish in a Torres Strait Islander community"</span></a></p>]]></description>
		
		
		
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