Dr Megan Kek
|Position||Associate Director (Student Learning and Development)|
|Phone||+61 7 4631 2883|
|Qualifications||BA National Uni (UKM Malaysia) , BSc California SU , MBA OCU , PhD Adelaide|
Chinese (non accredited translator)
Indonesian (non accredited translator)
Malay (non accredited translator)
Mandarin (non accredited translator)
Fields of Research (FoR)
Higher education, student development, human development, educational environments, problem-based learning, inquiry-based learning and teaching, student learning approaches, approaches to teaching, student and learning outcomes, student success, assessment, and use of student data.
Higher Education Research and Development Society of Australasia (HERDSA)
Association of Academic Language and Learning (AALL)
American Society for Quality (ASQ)
Currently teaching courses/programs
Doctor of Education, 2015
PhD (Education), 2016
PhD (Business), 2016
Research most recent
Kek, M. Y. C. A., & Huijser, H. (2017). Problem-based learning into the future: Imagining an agile PBL ecology for learning. Singapore: Springer.
Huijser, H. & Kek, M.Y.C.A. (2016), PBL and technology-supported learning: Exploring the right blend. In R. Henderson (Eds.), Problem-based learning: Perspectives, Methods and Challenges, New York: Nova Publishers.
Kek, M. Y. C. A., Hammer, S., Press, N., & Stagg, A. (2016). How conceptions and experiences of design shape the development of academic developers' professional practice. The International Journal of Design Management and Professional Practice, 10(1), 1-11.
Kek, M. Y. C. A., & Huijser, H. (September 20-22, 2015). 21st century skills, problem-based learning and the university of the future. Paper presented at the Third 21st Century Academic Forum Harvard University, Boston, Massachusetts, USA.
Kek, M. Y. C. A., & Hammer, S. (2015). Theorising academic development as an academic discipline? Exploring academic developers' ways of knowing, theorising and use of methods. In J. Huisman & M. Tight (Eds.), Theory and Method in Higher Education Research (Vol. 1, pp. 235-255). Bingley, United Kingdom: Emerald Group Publishing
Huijser, H., Kek, M. Y. C. A., & Terwijn, R. (2015). Revitalising inquiry-based learning environments with powers of problem-based learning to teach 21st century learning and skills. In P. Blessinger & J. M. Carfora (Eds.), Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resources for Educators (Vol. 4, pp. 301-320): Emerald Group Publishing.
Beccaria, L. M, Kek, M.Y.C.A., Huijser,H.,Rose, J. & Kimmins, L. (2014). The inter-relationships between student approaches to learning and group work. Nurse Education Today, 34(7), 1094-1103
Martyn, J., Terwijn, R., Kek, M.Y.C.A. & Huijser, H. (2014). Exploring the relationships between problem-based learning and critical thinking in a foundation nursing course. Nurse Education Today, 34(5), 829-835
Research most notable
Wee, K. N. L. & Kek, M.Y.C.A. (2002). Authentic Problem-Based Learning: Rewriting Business Education, Prentice Hall, Singapore
Kek, M., & Huijser, H. (2011). Exploring the combined relationships of student and teacher factors on learning approaches and self-directed learning readiness at a Malaysian university. Studies in Higher Education, 36(2), 185-208.
Kek, M. & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow’s digital futures in today’s classrooms. Higher Education Research & Development: Special Issue on Critical Thinking, 30(3), 329-341
Kek,Y. C. M. A. & Stow, S. (2009). What makes students happy? Factors influencing student engagement using student evaluation data. Paper presented at the FYE Curriculum Design Symposium, 5 – 6 February 2009, Queensland University of Technology (QUT), Kelvin Grove Campus, Brisbane, Australia.
Kek, M. Y. C. A., Darmawan, I. G. & Chen, Y.S. (2007). Inter-relationships of individual characteristics, family, learning environments, learning approaches, and student outcomes in a Malaysian private university. International Journal of Education, 8(2), 318 – 338.
Wee, K. N. L, Kek, Y.C. M. A., & Kelley, C. A. (2003). Transforming The Marketing Curriculum Using Problem-Based Learning: A Case Study, Journal of Marketing Education, 25(2), 150-162
Publications in ePrints
Kek, Megan Yih Chyn A. and Huijser, Henk (2017) Problem-based learning into the future: imagining an agile PBL ecology for learning. Springer, Singapore. ISBN 978-981-10-2452-8
Kek, Megan and Hammer, Sara and Press, Nona and Stagg, Adrian (2016) How conceptions and experiences of design shape the development of academic developers' professional practice: a case study. International Journal of Design Management and Professional Practice, 10 (1). pp. 1-11. ISSN 2325-162X
Kek, Megan Yih Chyn A. and Huijser, Henk (2015) 21st century skills, problem based learning and the university of the future. In: Third 21st Century Academic Forum Conference: Facilitating, Fostering, and Harnessing Innovation to Meet Key Challenges of the 21st Century, 20-22 Sept 2015, Boston, USA.
Kek, Megan and Wood, Robert (2015) A quest for student success: an emerging data framework to determine the contributions of academic learning opportunities as defined by TEQSA risk assessment framework. In: Australian Association for Institutional Research Special Interest Group Forum (AAIR SIG Forum 2015) , 19-21 Aug 2015, Fraser Island, Australia.
Kek, Megan and Kimmins, Lindy and Ayriss, Peter and Frederiks, Anita and Padro, Fernando (2015) A quest for student success: exploring the contributions of co-curricular learning opportunities on student success as defined by TEQSA risk assessment framework. In: 22nd International Conference on Learning 2015: What Counts as Learning? Big Data, Little Data, Evidence & Assessment , 09–11 July 2015, Madrid, Spain.
Approved research supervisor in the area of: