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1
Stott, Carolyn. "Partnering with students to support international students in an Australian university setting." International Journal for Students as Partners 6, no. 2 (October 18, 2022): 69–78. http://dx.doi.org/10.15173/ijsap.v6i2.4517.
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This case study reflects on a 2019 project involving a staff-student partnership that focussed on improving the international student experience at an Australian university. The project responded to the need for international students to feel a sense of belonging and connectedness to an Australian university as a buffer against the challenges they face that are part of the acculturation process undergone upon arrival. The project’s main output was the creation of short videos destined for three target audiences: international students, domestic students, and academics who teach international students. The project’s objectives were to build relationships between international and domestic students and between academics and students, as well as to minimise misunderstandings held by international students about studying at this university and misconceptions held by domestic students and academics about international students. This case study provides an innovative and practical model for staff-student collaborations in higher education.
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Engstrom, Teyl, Michael Waller, Amy B. Mullens, Jo Durham, Joseph Debattista, Kathryn Wenham, Sara F. E. Bell, et al. "STI and HIV knowledge and testing: a comparison of domestic Australian-born, domestic overseas-born and international university students in Australia." Sexual Health 18, no. 4 (2021): 346. http://dx.doi.org/10.1071/sh21055.
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University students usually consist of young people from culturally and linguistically diverse backgrounds, and a group recognised as being at increased risk of STI. This study found lower levels of STI knowledge and STI testing among international students and to a lesser extent, domestic overseas-born students, compared with domestic Australian-born students. International students exhibited lower risk sexual behaviour but were more likely to have had a HIV test than domestic students. This diversity in sexual health knowledge, sexual health services utilisation and sexual experience indicates the need for a variety of public health approaches to improve sexual health.
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Forbes-Mewett, Helen, and Anne-Maree Sawyer. "International Students and Mental Health." Journal of International Students 6, no. 3 (July 1, 2016): 661–77. http://dx.doi.org/10.32674/jis.v6i3.348.
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Since the early 2000s, reports of increased rates of mental ill health among young people worldwide have received much attention. Several studies indicate a greater incidence of mental health problems among tertiary students, compared with the general population, and higher levels of anxiety, in particular, among international students compared with domestic students. Australia is host to many thousands of international students of an age when mental illnesses are most likely to surface. However, this issue has received little attention from Australian researchers. This article reports on in-depth interviews with 16 professionals working with international students at an internationalized university.
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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "“They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia." Journal of Nursing Education and Practice 7, no. 8 (March 7, 2017): 27. http://dx.doi.org/10.5430/jnep.v7n8p27.
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There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.
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Sonnenschein, Katrine, and Janet Ferguson. "Developing professional communication skills: Perceptions and reflections of domestic and international graduates." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 53–69. http://dx.doi.org/10.53761/1.17.3.5.
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Communication is considered a crucial skill set by employers who require universities to develop students’ communication skills, to meet their requirements in the workplace. This study focuses on graduates’ perceptions of their skill in professional communication; its development during their studies; and its value when making the transition to employment. The paper is based on two studies undertaken in Australia with interviews with graduates. The graduates are both of Australian and Chinese origin working in Australia and China across various industries. Presentation skills, writing, and intercultural skills were considered most important. Although most participants were satisfied with the way they had developed these skills at the Australian university, some international graduates needed more help from university to attain these skills. Recommendations regarding structured interventions for intercultural communication, work-integrated learning, and professional training of academic staff were provided.
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Stokes, Anthony, and Sarah Wright. "The Impact Of A Demand-Driven Higher Education Policy In Australia." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 441–52. http://dx.doi.org/10.19030/jier.v8i4.7292.
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In 2012, the Australian government introduced a demand-driven entitlement system for domestic higher education students in which recognised higher education providers are free to enrol as many eligible students as they wish in eligible higher education courses and receive corresponding government subsidies for those students. This paper examines the impact that already has occurred as a result of this decision and the likely long-term effects that this will have on higher education in Australia.
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Jayarathne, Y. G. Shamalee Wasana, Riitta Partanen, and Jules Bennet. "Objective Simulated Bush Engagement Experience (OSBEE): A novel approach to promote rural clinical workforce." Asia Pacific Scholar 6, no. 2 (May 4, 2021): 94–96. http://dx.doi.org/10.29060/taps.2021-6-2/cs2449.
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The mal-distributed Australian medical workforce continues to result in rural medical workforce shortages. In an attempt to increase rural medical workforce, the Australian Government has invested in the Rural Health Multidisciplinary Training (RHMT) program, involving 21 medical schools (RHMT program, 2020). This funding requires participating universities to ensure at least 25% of domestic students attend a year-long rural placement during their clinical years and 50% of domestic students experience a short-term rural clinical placement for at least four weeks.
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Lyons, Darcie. "Restraint and Seclusion of Students with Disabilities." International Journal of Children’s Rights 23, no. 1 (March 28, 2015): 189–239. http://dx.doi.org/10.1163/15718182-02301009.
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Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.
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Khawaja, Nigar G., and Jenny Dempsey. "A Comparison of International and Domestic Tertiary Students in Australia." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 30–46. http://dx.doi.org/10.1375/ajgc.18.1.30.
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AbstractIn this study international and domestic students were compared on variables such as accommodation and financial satisfaction, social support, mismatched expectations, academic stress, dysfunctional coping, and psychological distress. International and domestic students (N = 86 for each group), enrolled at a large Australian university based in a capital city, completed a battery of questionnaires. Results demonstrate that in comparison to domestic students, international students had less social support, used more dysfunctional coping strategies and had greater incongruence between their expectations and experiences of university life. The results endorse the significance of providing high quality supportive and orientation programs to international students, to enhance their social support and coping strategies, which, as demonstrated, are lacking.
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Shi, Yumeng, Amanda Grech, and Margaret Allman-Farinelli. "Diet Quality among Students Attending an Australian University is Compromised by Food Insecurity and Less Frequent Intake of Home Cooked Meals. A Cross-Sectional Survey Using the Validated Healthy Eating Index for Australian Adults (HEIFA-2013)." Nutrients 14, no. 21 (October 27, 2022): 4522. http://dx.doi.org/10.3390/nu14214522.
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Poor diet quality is commonly reported in young adults. This study aimed to measure the diet quality of students attending a large Australian university (including domestic and international students), and to examine the effect of food security status and other key factors likely to impact their diet quality. Using the Automated Self-Administered 24-h recall Australian version, a cross-sectional survey collected dietary recalls from domestic and international students in one university in Sydney. Diet quality was assessed using the validated Healthy Eating Index for Australian Adults (HEIFA-2013) which gives a score out of 100. Food security status was measured by the 18-item Household Food Security Survey Module. Differences in the mean HEIFA-2013 scores by student characteristics were determined by analysis of covariance. A total of 141 students completed one dietary recall. The mean HEIFA-2013 score for students was low (mean 52.4, 95% CI 50.0–54.8). Food-insecure students had a poorer diet quality (mean 43.7, 95% CI 35.7–51.8) than their food-secure peers (mean 53.2, 95% CI 50.8–55.7, p = 0.027). The mean HEIFA-2013 score was similar in domestic (mean 52.5, 95% CI 49.9–55.2) and international students (mean 51.9, 95% CI 46.3–57.5, p = 0.845). Those reporting self-perceived excellent cooking skills and higher cooking frequency had better diet quality. Interventions to improve food and nutrition knowledge and skills and address food insecurity may help tertiary education students cook more frequently and achieve better diet quality.
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Richardson, Scott. "Tourism and Hospitality Students' Perceptions of a Career in the Industry: A Comparison of Domestic (Australian) Students and International Students Studying in Australia." Journal of Hospitality and Tourism Management 17, no. 1 (January 2010): 1–11. http://dx.doi.org/10.1375/jhtm.17.1.1.
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Ito, Yutaka, Shuto Mikami, Hyongdoo Jang, Abbas Taheri, Kenta Tanaka, and Youhei Kawamura. "University Students’ Preferences for Labour Conditions at a Mining Site: Evidence from Two Australian Universities." Resources 9, no. 3 (March 10, 2020): 29. http://dx.doi.org/10.3390/resources9030029.
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The mining industry makes up a large portion of the gross domestic product (GDP) in Australia, although securing human resources remains a problem in that field. The aim of this paper is to identify Australian university mining students’ preferences, considering it as potential employees’ preferences, for labour conditions at mining sites by means of a discrete choice experiment to promote efficient improvements in labour conditions in the mining industry. The data of 93 respondents analysed in this paper was collected by survey carried out in two universities in Australia. The result of the study showed that students have preferences on several factors such as wage, fatality rate, working position, commuting style, and company. Students having specific sociodemographic characters were found to show specific preferences on labour conditions. The results of this study indicate the potential average of appropriate monetary compensation for each factor.
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Mihrshahi, Seema, Putu Novi Arfirsta Dharmayani, Janaki Amin, Alexandra Bhatti, Josephine Y. Chau, Rimante Ronto, Diana Turnip, and Melanie Taylor. "Higher Prevalence of Food Insecurity and Psychological Distress among International University Students during the COVID-19 Pandemic: An Australian Perspective." International Journal of Environmental Research and Public Health 19, no. 21 (October 28, 2022): 14101. http://dx.doi.org/10.3390/ijerph192114101.
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The COVID-19 pandemic and related disruptions have not only affected university students’ learning and academic outcomes, but also other issues, such as food security status, mental health and employment. In Australia, international students faced additional pressures due to sudden border closures and lack of eligibility for government-provided financial support. This study explored the experiences of domestic and international university students residing in Australia during the early stages of the COVID-19 pandemic across a range of outcomes. A cross-sectional online survey was conducted between July and September 2020 at Macquarie University in Sydney, Australia. The online survey included food insecurity status, mental health (psychological distress), disruptions to study, employment and sleep. A total of 105 students (n = 66 domestic and n = 39 international) completed the survey. Respondents reported having food insecurity (41.9%) and psychological distress (52.2%, with high and very high levels), with international students reporting significantly higher food insecurity (OR = 9.86 (95% CI 3.9–24.8), p < 0.001) and psychological distress scores (t(90) = 2.68, 95% CI: 1.30 to 8.81, p = 0.009) than domestic students. About one quarter of all respondents reported disruptions to study and employment status around the time of the survey. When asked what government support should be provided for international students, ‘financial aid’ was the most frequently suggested form of support. This research may help governments and educational institutions design appropriate support, particularly financial and psychological, for both international and domestic university students.
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Othman, Zulkeplee. "UNIVERSITY LIFE AND AUSTRALIAN HOMES: THREE CASE STUDIES OF INTERNATIONAL MUSLIM STUDENTS IN BRISBANE." Journal of Islamic Architecture 3, no. 2 (December 15, 2014): 69. http://dx.doi.org/10.18860/jia.v3i2.2527.
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<div style="left: 100.81px; top: 546.808px; font-size: 10.6639px; font-family: sans-serif; transform: scaleX(0.992902);">Despite a significant increase in enrolments of postgraduate international Muslim students within Australian universities, little is known about their perceptions of life within Australian homes while undertaking their studies. The aim of this study is to investigate the ways in which students’ cultural and religious traditions affect their use of domestic spaces within the homes in which they reside. The research found that participants faced some minor difficulties in achieving privacy, maintaining modesty and extending hospitality while able to perform their daily activities in Australian designed homes. The findings suggest that greater research attention needs to be given to the development of Australian home designs that are adaptable to the needs of a multicultural society. Australian society encompasses diverse cultural customs and requirements with respect to home design, and these are yet to be explored.</div>
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Andrew, Lesley. "Ensuring Equitable Work-Integrated Learning Opportunities for International Students." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 153–61. http://dx.doi.org/10.53761/1.17.4.13.
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Ensuring equitable work-integrated learning (WIL) opportunities for international students can be problematic. This position paper explores this challenge within the context of the Master of Public Health course (MPH) in Australian universities. The availability and accessibility of placement and nonplacement WIL for international students are examined through a desktop audit of MPH offerings across 27 public Australian universities. These findings, interpreted through the lens of cultural, social and financial capital suggest although international students stand to benefit more from WIL than their domestic peers, their opportunity to participate is lower. The paper argues a strength-based approach is needed to mitigate this issue of inequity. Suggestions are offered to improve equity in placement and nonplacement WIL for international students.
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McGrail, Matthew R., Belinda G. O’Sullivan, and Deborah J. Russell. "Rural Work and Specialty Choices of International Students Graduating from Australian Medical Schools: Implications for Policy." International Journal of Environmental Research and Public Health 16, no. 24 (December 11, 2019): 5056. http://dx.doi.org/10.3390/ijerph16245056.
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Almost 500 international students graduate from Australian medical schools annually, with around 70% commencing medical work in Australia. If these Foreign Graduates of Accredited Medical Schools (FGAMS) wish to access Medicare benefits, they must initially work in Distribution Priority Areas (mainly rural). This study describes and compares the geographic and specialty distribution of FGAMS. Participants were 18,093 doctors responding to Medicine in Australia: Balancing Employment and Life national annual surveys, 2012–2017. Multiple logistic regression models explored location and specialty outcomes for three training groups (FGAMS; other Australian-trained (domestic) medical graduates (DMGs); and overseas-trained doctors (OTDs)). Only 19% of FGAMS worked rurally, whereas 29% of Australia’s population lives rurally. FGAMS had similar odds of working rurally as DMGs (OR 0.93, 0.77–1.13) and about half the odds of OTDs (OR 0.48, 0.39–0.59). FGAMS were more likely than DMGs to work as general practitioners (GPs) (OR 1.27, 1.03–1.57), but less likely than OTDs (OR 0.74, 0.59–0.92). The distribution of FGAMS, particularly geographically, is sub-optimal for improving Australia’s national medical workforce goals of adequate rural and generalist distribution. Opportunities remain for policy makers to expand current policies and develop a more comprehensive set of levers to promote rural and GP distribution from this group.
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Nakata, Martin, Vicky Nakata, Andrew Day, and Michael Peachey. "Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates." Australian Journal of Indigenous Education 48, no. 01 (December 17, 2017): 1–11. http://dx.doi.org/10.1017/jie.2017.36.
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The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.
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Glover, Petra. "A comparison between domestic and international students’ trip characteristics: Evidence from an Australian university." Journal of Vacation Marketing 17, no. 4 (October 2011): 263–74. http://dx.doi.org/10.1177/1356766711420834.
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Bennett, Dawn, Elizabeth Knight, Paul Koshy, and Ian Li. "Does Regionality Influence Students' Perceived Employability and Career Orientation? A Study of Students at an Australian University." Australian and International Journal of Rural Education 31, no. 3 (November 26, 2021): 61–80. http://dx.doi.org/10.47381/aijre.v31i3.305.
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Insufficient access to specialised career development within many rural, regional and remote (RRR) areas contributes to persistent differences in the higher education participation rates of young people from these areas. This paper reports on research conducted with 4,993 students at a university in Western Australia who self-assessed their perceived employability (career capabilities) and career orientation. Data were analysed by year and mode of study, location, gender and discipline. Comparisons were made between RRR students and their metropolitan peers. The findings compare perceptions of employability and career orientation among RRR students in comparison with domestic metropolitan students. This shows a level of commonality between the two groups, with lessons from research on RRR students being applicable to metropolitan students.
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Loh, Claire, David H. Wong, Ali Quazi, and Russel Philip Kingshott. "Re-examining students’ perception of e-learning: an Australian perspective." International Journal of Educational Management 30, no. 1 (January 11, 2016): 129–39. http://dx.doi.org/10.1108/ijem-08-2014-0114.
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Purpose – Australian tertiary institutions are increasingly incorporating technologies, such as social media and Web 2.0 tools into teaching in response to changing student needs. The purpose of this paper is to revisit a fundamental question, frequently asked in marketing, “what do our ‘customers’ [students] think now?” This will help determine the effectiveness of application of these technologies in courses and teaching programs in a changing competitive educational environment. Design/methodology/approach – Using a mixed method approach, data were collected through 31 qualitative interviews and a survey of 231 university marketing students. Quantitative techniques included summary statistics, factor analysis and t-test. Findings – Results indicate while students’ perceived flexibility and better learning outcomes as positive aspects of e-learning, they have concerns about flexibility for self-paced learning, self-motivational issues, lack of human interaction and fostering teamwork. Research limitations/implications – The study is limited to one Australian university operating in domestic and international markets. However, the study needs to be replicated for better generalizability across the sector. Practical implications – The findings question the effectiveness of e-learning as an alternative approach to face-to-face learning pedagogy. However, regular review of current e-learning tools is needed to help match student and tertiary institution expectations. Originality/value – This study re-investigates students’ perception in relation to the benefits that e-learning is expected to yield. It is one of the few studies questioning whether these promised benefits are valued by the tertiary student fraternity.
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Goodall, Heather. "Contract gangs: race, gender and vulnerability." Cosmopolitan Civil Societies: An Interdisciplinary Journal 7, no. 3 (December 1, 2015): 23–36. http://dx.doi.org/10.5130/ccs.v7i3.4509.
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While violence directed at Indian students in Australian cities has been highlighted in the Indian and Australian press, far less attention has been paid to the violence directed at Indians in rural areas. This has most often involved Indians employed in contract labour in seasonal industries like fruit or vegetable picking. This article reviews various media accounts, both urban and rural, of violence directed at Indians from 2009 to 2012. It draws attention to the far longer history of labour exploitation which has taken place in rural and urban Australia in contract labour conditions and the particular invisibility of rural settings for such violence. Racial minorities, like Aboriginal and Chinese workers, and women in agriculture and domestic work, have seldom had adequate power to respond industrially or politically. This means that in the past, these groups been particularly vulnerable to such structural exploitation. The paper concludes by calling for greater attention not only to the particular vulnerability of Indians in rural settings but to the wider presence of racialised and gendered exploitation enabled by contract labour structures.
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Brown, Ted, Stephen Isbel, Alexandra Logan, and Jamie Etherington. "Predictors of academic honesty and success in domestic and international occupational therapy students." Irish Journal of Occupational Therapy 47, no. 1 (May 7, 2019): 18–41. http://dx.doi.org/10.1108/ijot-12-2018-0022.
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PurposeAcademic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.Design/methodology/approachIn total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.FindingsTendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.Research limitations/implicationsLimitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.Originality/valueA range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.
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Kent, Katherine, Denis Visentin, Corey Peterson, Carmen Primo, Catherine Elliott, Margaret Otlowski, and Sandra Murray. "The Perceived Importance and Intended Purchasing Patterns of Sustainable Foods in Australian University Students." Sustainability 13, no. 21 (October 28, 2021): 11928. http://dx.doi.org/10.3390/su132111928.
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Although there has been considerable research on consumers’ opinions about sustainable foods and purchasing behaviors, the experience of university students remains unclear. This study aims to characterize university students’ perceptions of the importance of sustainable foods and determine the relationship between perceptions and the frequency of purchasing sustainable foods. In a non-random sample of university students, a cross-sectional, online survey determined students’ perceptions of the importance of locally grown food and sustainable foods, and the self-reported frequency of purchasing sustainable foods. Multivariate binary logistic regression was conducted. Survey respondents (n = 1858; 71% female; 80% domestic enrolled; 43% aged 18–24 y; 38% food insecure) perceived locally grown food (77%) and sustainable food (84%) as important, and 68% reported buying sustainable foods frequently. Students who purchased sustainable foods frequently were more likely to be female, older and food insecure, and also were significantly more likely to perceive sustainable foods as important (OR: 7.317; 95%-CI: 5.538–9.667; SE: 0.142; p < 0.001). Our results demonstrate that university students perceive sustainable foods as important and a relationship between perceptions and actions for purchasing sustainable foods is evident. Our results should inform the development of strategies within universities aligned with the United Nations Sustainable Development Goals, including improving access to locally grown and sustainable foods on campus to reflect student preferences, particularly for food insecure students.
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Cheah, Isaac, and Ian Phau. "Effects of “owned by” versus “made in” for willingness to buy Australian brands." Marketing Intelligence & Planning 33, no. 3 (May 5, 2015): 444–68. http://dx.doi.org/10.1108/mip-01-2014-0016.
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Purpose – The purpose of this paper is to examine the effects of economic nationalism and consumer ethnocentrism in the form of country of origin (COO) cues specifically “Made in […]” and “Owned by […]” on the product judgement of bi-national wine brands (brands with multiple country affiliations). Further, the role of consumer product knowledge is examined as a moderator of these xenophobia attitudes. Design/methodology/approach – A self-administered questionnaire was designed using established scales. A convenience sample was drawn from participants attending a major wine trade exhibition in Western Australia and university students. A variety of statistical techniques were used to analyse the data. Findings – High levels of economic nationalism and anti-foreign sentiment was so strong that respondents did not want products that had any association with a foreign country, regardless of whether the products are directly or indirectly related to a foreign origin. This suggests that Australian consumers are not any more receptive to bi-national brands; as such domestic affiliations have not diluted the economic nationalistic sentiment. Further, results confirm that Australian consumers use COO cues as part of wine evaluations. Consumers with low product knowledge are likely to rely on extrinsic country cues to reinforce their brand evaluation, whereas consumers who are more knowledgeable are found to base evaluations on intrinsic attributes rather than extrinsic cues. Research limitations/implications – Only respondents from Perth, Western Australia were chosen, thus limiting the representativeness of the sample. Other cultural contexts and product categories based on a larger sample size should be investigated in the future. Practical implications – This research provides useful consumer insights and new market entry implications in terms of advertising and branding strategies for international wine manufacturers and distributors who wish to expand globally. In addition, there are managerial implications for domestic market where local retailers, merchandisers, importers can avoid importing products originating from offending countries and take on opportunity to exploit and promote “buy domestic campaigns”. Originality/value – Conceptually, this study extends the existing COO literature by introducing bi-national brands into the model; expanding on country of ownership appeals in evaluating bi-national brands; and identifying the correlation between the economic nationalism and consumer ethnocentrism constructs. Further, this research can significantly help wine marketers to develop more effective positioning strategies. It will also help in the development of pricing and promotional decisions.
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Brown, Ted, Helen Bourke-Taylor, Stephen Isbel, Louise Gustafsson, Carol McKinstry, Alexandra Logan, and Jamie Etherington. "Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students." Nurse Education Today 70 (November 2018): 13–19. http://dx.doi.org/10.1016/j.nedt.2018.08.005.
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Dodd, Rachael H., Kevin Dadaczynski, Orkan Okan, Kirsten J. McCaffery, and Kristen Pickles. "Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19." International Journal of Environmental Research and Public Health 18, no. 3 (January 20, 2021): 866. http://dx.doi.org/10.3390/ijerph18030866.
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COVID-19 has created significant challenges for higher education institutions and major disruptions in teaching and learning. To explore the psychological wellbeing of domestic and international university students during the COVID-19 pandemic, an online cross-sectional survey recruited 787 university students (18+ years) currently studying at an Australian university. In total, 86.8% reported that COVID-19 had significantly impacted their studies. Overall, 34.7% of students reported a sufficient level of wellbeing, while 33.8% showed low wellbeing and 31.5% very low wellbeing. Wellbeing was significantly higher in postgraduate students compared with undergraduate students. Future anxiety was significantly greater among undergraduate than postgraduate students. Multivariable regression models showed female gender, low subjective social status, negative overall learning experience or reporting COVID-19 having a huge impact on study, were associated with lower wellbeing in the first few months (May–July) of the pandemic. Supporting the health, wellbeing, and learning experiences of all students should be of high priority now and post-pandemic. Strategies specifically targeting female students, and those with low self-reported social status are urgently needed to avoid exacerbating existing disparities.
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Barton, Georgina, and Kay Hartwig. "Workplace Experience of International Students in Australia." Journal of International Students 10, no. 2 (May 15, 2020): viii—xi. http://dx.doi.org/10.32674/jis.v10i2.1946.
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For the past three years over 400,000 international students have enrolled annually to study in higher education contexts in Australia (Australian Government, 2019). The extensiveness of international student enrolments has been equalled to Australia’s third highest export industry after coal and iron ore (Grewal & Blakkarly, 2017). Given the significance of international students it is important that Australian universities find effective and culturally-appropriate ways to support this cohort. One such area needing support is work experience as many study programs that international students undertake include compulsory or elective courses involving assessed experiences in professional contexts. Degrees such as business, education, engineering, health including nursing and psychology all require students to successfully complete workplace experiences in order to graduate. It is critical that international students are supported before, during and after workplace components of study as the International Student Barometer indicated that international students desire quality career advice, work experience and subsequently employment as a result of their studies (Garrett, 2014).
This short essay shares brief findings from a federally funded, large-scale project carried out in Australian universities – the Work-placement for International Student Programs (WISP) project. The WISP project aimed to investigate international students’ experiences in workplace contexts, but also their preparedness for such experiences. Data was collected from six universities including international student, workplace and university staff interviews; university documents; and international students’ assessed reports from their work experience. In addition, a large scale survey was also distributed across Australia – whereby findings are reported in Barton, Hartwig and Le (2017).
Findings from the qualitative data showed that international students face different challenges on work experience as compared to their domestic counterparts. Issues such as language difference, financial difficulties, being away from usual support networks, and cultural difference related to professional skills were identified. We theorised that international students indeed encounter ‘multi-socialisation’ (Barton et al., 2017) whereby they are expected to socialise into a new country, new university context, and workplace environment.
Further, our extensive data showed that many work place staff have limited capacities in cultural awareness and hence diverse approaches to working with, and supporting,international students. In fact, some work place staff showed hesitation in hosting international students as they perceived them as being ‘hardwork’ (Barton, Hartwig, Joseph & Podorova, 2017). Conversely, our data showed the success many that international students experience during work placement. For work place staff who displayed high ‘ethos’ (Knight, 1999), huge benefits in hosting international students were experienced for both parties.
Another major finding was that international students often find reflecting on their practice and consequently putting new practice into place challenging. Of course, this may be an issue for all students however, our international student participants noted reflecting on challenges and knowing how to improve action was difficult, particularly if their host was not supportive. Conversely, supportive hosts modelled good practice and worked above and beyond to support international students to success.
Recommendations from the WISP project are outlined in Table 1 below:
Table 1: Recommendations for all stakeholders in relation to work experience for international students
International students
University Staff (includes academic support staff)
Work place supervisors and staff
Know and use the range of support services available at your university for international students.
Learn about and experience new cultural and professional contexts through volunteering.
Be involved in any university learning activities that will assist you to reflect and understand Australian workplace contexts.
Participate in a community of learners by sharing your expertise, cultural knowledge and skill sets with the university, workplace and your peers.
Regularly seek your supervisor’s feedback on your performance and ensure you understand and can implement this advice.
Organise a meeting with international students and their supervisor prior to work placement, as well as post-placement sessions with university staff.
Encourage international students to gain experience in new cultural and professional contexts through volunteering.
Include a range of teaching and learning activities such as role plays, videos and critical reflection to assist international students’ understanding of Australian workplace contexts.
Create a community of learners through multimedia to encourage communication during work placement.
Share responsibility of feedback and assessment to allow a fuller understanding of the student’s progress.
Create a welcoming workplace environment including a student work space, clear expectations and open lines of communication.
Embrace and utilise international students’ unique cultural knowledge and experience in your workplace.
Include a diverse range of communication techniques to explain key concepts about the workplace context.
Encourage international students to become involved in the wider workplace community.
Provide international students regular feedback and demonstrate strategies for improvement and check for understanding.
Our project resulted in a conscious focus on positive aspects of international students’workplace experience given the negativity that is often portrayed in the literature. Such a strengths-based approach allowed us to report on ways that worked in supporting both international students and their hosts, ensuring increased employability and reflexive professionals upon graduation.
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Gray, Kathleen, Shanton Chang, and Gregor Kennedy. "Use of social web technologies by international and domestic undergraduate students: implications for internationalising learning and teaching in Australian universities." Technology, Pedagogy and Education 19, no. 1 (March 2010): 31–46. http://dx.doi.org/10.1080/14759390903579208.
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Mate, Susan, Matthew Mcdonald, Arthur Morgan, Duc-Nhat Hoang, Mita Das, and Nhung Dinh. "Influences on career identity in Vietnamese students at an international university." Australian Journal of Career Development 26, no. 1 (April 2017): 24–31. http://dx.doi.org/10.1177/1038416217697973.
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This study considers the career identities of Vietnamese students studying at an offshore (Australian) university in Vietnam. The students had completed the first module of a new career development learning program called Career Passport. As part of the program, students were required to write a narrative on their ‘career story’ to reflect on their experiences and synthesise their learning. The study drew on a social constructionist and narrative psychology approach to explore the major influences on the career identity that emerged from the students’ narratives. The strongest influence on the students’ career identities and career decision-making was family, which is in accordance with the collectivist cultural values of Vietnam. Somewhat less expected was the effect of various media, such as film and television. Despite the influence of family, the narratives reflect a strong desire to meet individual values, needs and interests in what the students would like their future careers to look like. The latter two findings perhaps indicate that Vietnamese students at an international university are more influenced by Western values and expectations of ‘career’ than their counterparts who study at domestic universities.
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Munro, Lyle. "‘Go Boldly, Dream Large!’: The Challenges Confronting Non-Traditional Students at University." Australian Journal of Education 55, no. 2 (November 2011): 115–31. http://dx.doi.org/10.1177/000494411105500203.
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This article examines the challenges facing non-traditional university students—and to a lesser extent their lecturers in ‘the stretched academy’—who are increasingly enrolling in university courses in Australia and elsewhere. The article looks at this issue from the perspective of non-traditional students at a regional campus in Victoria. These students include many from disadvantaged backgrounds and those who do not conform to the conventional idea of the Australian university student. Typically, for most of the postwar period, the traditional university student was a recent graduate from high school with good grades and enrolled full-time. Most importantly, such students came predominantly from high socio-economic backgrounds that equipped them with the kind of cultural capital that provides a head start in the academic environment. By contrast, non-traditional university students of the last two decades or so are a much more diverse cohort consisting of large numbers of full-fee-paying international students, older, mature-age students studying mainly on a part-time basis by distance education, and increasing numbers of domestic students who only in recent times have aspired to a university education. Many of these latter students are ostensibly full-time but in reality spend more time in paid part-time jobs than they do on campus. These ‘student-workers’ are the main focus of this article because it is the dual role of the undergraduate as worker and scholar that is of concern to university personnel especially in the context of the widening participation agenda of the federal government. Such students are compelled to support themselves in term-time employment, which inevitably affects their commitment to study and consequently their academic prospects. The article concludes with the suggestion that slogans such as those in the title are misleading if they are not accompanied by financial incentives and a more inclusive curriculum that acknowledges the study-work challenges facing non-traditional university students.
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Harman, Kristyn E. "The transformative power of digital humanities in teaching family history online." Journal of University Teaching and Learning Practice 15, no. 3 (July 1, 2018): 99–115. http://dx.doi.org/10.53761/1.15.3.7.
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This paper explores the transformative power of digital humanities in teaching family history online to large cohorts of Australian domestic students. It takes as a case study a unit developed specifically for students to learn about how to research their convict ancestors’ lives and how to situate their ancestors’ lived experiences within relevant wider contexts. Its focus is twofold. The convergence of rapidly expanding digital repositories and databases of family history-related information and increasingly sophisticated online teaching platforms and how this has facilitated a shift from face-to-face to fully online learning and teaching is examined. The ways in which this transformative change was engineered through the unit design, delivery, and evaluative processes are then canvassed. The case study demonstrates how, with thoughtful, well-structured, and innovative approaches to design and by adopting a bespoke delivery model for online delivery, students can readily learn to access and engage critically with extensive online resources and can be equipped with the digital tools to use these optimally and to their satisfaction.
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Soong, Hannah. "Transnational teachers in Australian schools: Implications for democratic education." Global Studies of Childhood 8, no. 4 (December 2018): 404–14. http://dx.doi.org/10.1177/2043610618814907.
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While current debates on education for children from migrant background often focus on the prevailing problems of self-segregation and racialisation in Australian education, I take my point of departure from such perspectives to ask how the evolution of a burgeoning mobile teacher, who operates on a global scale, can matter to the distribution of educational opportunity and shape of democratic education outcomes for both domestic and overseas-born children. Consistent with the Special Issue, this article seeks to open a space for further research, to ask some old and some new questions about teaching for democracy. To examine how democracy can be fully realised in and through education, this article moves beyond problematising the dangers posed by globalised neoliberal school reform to attend to the cross-border flows of culturally and ethnically diverse transnational teachers in Australian schools. The article has two foci: first, it explores the role ‘transnational teachers’ have in education for democracy by understanding their place in the relations between education and access to sociocultural opportunities. Second, the article deploys a Deweyan approach to democracy and education, to argue for an education that is embedded in contexts, beyond than a locality, to incorporate sustained cross-border relationships and patterns of teachers’ social formation. Finally, the article details key pedagogical considerations for democratic education, moving beyond largely Eurocentric practices to include aspects such as generating diversity, cultivating transnational civic engagement, and advancing transnational aspirations of both teachers and students shaped by processes of globalisation.
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Riebe, L., R. Sibson, D. Roepen, and K. Meakins. "Impact of Industry Guest Speakers on Business Students' Perceptions of Employability Skills Development." Industry and Higher Education 27, no. 1 (February 2013): 55–66. http://dx.doi.org/10.5367/ihe.2013.0140.
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This study provides insights into the perceptions and expectations of Australian undergraduate business students (n=150) regarding the incorporation of guest speakers into the curriculum of a leadership unit focused on employability skills development. The authors adopted a mixed methods approach. A survey was conducted, with quantitative results analysed using SPSS allowing comparison of mean values between items and the identification of any statistical difference by student demographics. A thematic approach using inductive coding was applied to analyse the qualitative responses to open-ended questions. The results indicate that an appropriately briefed, qualified, interesting and engaging guest speaker plays an important role in active learning by exposing students to the ‘real world’ of the workplace and can reinforce the significance of key employability skills for future career success. The results also indicate that students' experience of guest speakers may be influenced by cultural factors and learning styles, with differences between the perceptions and expectations of domestic and international students with regard to certain factors. The paper has practical implications for those organizing the implementation of guest speaker programmes in HEIs and for the guest speakers themselves.
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Spooner-Lane, Rebecca, Donna Tangen, K. Louise Mercer, Erika Hepple, and Suzanne Carrington. "Building Intercultural Competence One “Patch” at a Time." Education Research International 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/394829.
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This paper describes a program calledPatchesthat was implemented to assist a group of Australian and Malaysian pre-service teachers to enhance their intercultural competence through their involvement in a series of reciprocal learning activities. Each learning experience was considered a “patch” that eventually created a “quilt of intercultural learning.” The purpose of this study was to enhance the intercultural competence of domestic and international students through organized intercultural activities, through a series of reflective writing sessions, and mutual engagement on a common project. The effectiveness of thePatchesprogram was analysed in accordance with Deardorff’s elements of intercultural competence. The qualitative findings indicate that both cohorts of preservice teachers showed elements of intercultural competence through participation in the program, with both groups reporting a deeper appreciation and understanding of how to communicate more effectively in intercultural contexts.
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Leggett, Nicole. "A Fish Out Of Water: Developing Intercultural Understanding Of Students In Higher Education." Australian Journal of Teacher Education 45, no. 12 (December 2019): 43–56. http://dx.doi.org/10.14221/ajte.202v45n12.3.
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Experiential learning is a critical, dynamic and powerful element of learning in Higher Education. Often named international and domestic study trips or study tours, this educational strategy has the potential to transform the lives of students through engagement with another community or culture. This qualitative study explored the effects of experiential learning during a two-week study tour to Italy, involving two groups of students from an Australian University during 2017 and 2018. Students enrolled in the Bachelor of Education (Early Childhood/Primary) degree, who were in their third year of studies, could enrol in the elective course entitled ‘Intercultural Understandings’ which offered four international destinations. The aim of this study tour was to immerse students in the social-cultural facets of life in Italy as well as gain first-hand experience from educators in early childhood centres in Reggio Emilia. Dewey’s (1938) philosophy of education that enabled the learner to not only learn from teachers and texts, but to learn through experience, underpins this study. In addition, a conceptual framework offered by Kolb (2014) provides a tool for analysing and demonstrating the potential of incorporating experiential learning through higher education. Findings from this study, revealing both intentional and incidental learning, support the philosophy that education is to not only educate the mind, but to develop more complex types of intellectual development necessary for effective citizenship.
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Schmulian, Dunay, Wendy Redgen, and Jenny Fleming. "Impostor Syndrome and Compassion Fatigue among postgraduate allied health students: a pilot study." Focus on Health Professional Education: A Multi-Professional Journal 21, no. 3 (December 1, 2020): 1–14. http://dx.doi.org/10.11157/fohpe.v21i3.388.
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Aim: This study explored the prevalence of compassion fatigue and impostor syndrome risk in Australian university students in two allied health disciplines.Methods: In July 2018, anonymous surveys were collected from 72 graduate allied health students (76.4% female, 50% aged under 25 years old). The Professional Quality of Life (ProQOL) scale was used to measure compassion fatigue, with participant scores categorised into “not at risk”, “low to average risk” or “high risk” using the cut-offs outlined in the ProQOL manual. The Young Impostor Scale (YIS) was used to screen for the presence of imposter syndrome.Results: More than a third of respondents (37.5%) had symptoms of impostor syndrome, and 15.3% were at risk for compassion fatigue. Presence of compassion fatigue and/ or imposter syndrome was analysed across age range, gender, living arrangement and student status (domestic or international), revealing females were more likely to screen positive for imposter syndrome (45.5%) than males (11.8%). Results from the ProQOL and YIS were combined to identify 57% of participants to be at risk of one or both of these potentially detrimental states.Conclusion: The results of this study suggest the importance of prioritising imposter syndrome and compassion fatigue in future student mental health research. Specifically, attention should include a critical evaluation of the assessment measures and approaches available. Longitudinal monitoring of imposter syndrome and its interplay with other conditions, such as compassion fatigue, across allied health professions would be valuable in developing a theoretical framework to support interventional studies.
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Bhati, Shyam S. "The effectiveness of oral presentation assessment in a Finance subject: An empirical examination." Journal of University Teaching and Learning Practice 9, no. 2 (April 1, 2012): 81–102. http://dx.doi.org/10.53761/1.9.2.6.
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The purpose of this paper is to study the effectiveness of oral presentation as an assessment tool in a Finance subject. Assessment data collected from a postgraduate Finance subject in an Australian university over a period of five years from 2005 to 2009 was analysed statistically to determine the relation between students’ performance in oral presentation and other forms of assessments. The sample consists of assessment records of 412 students and 98 group presentations. From the study of correlations between oral presentations and other assessments, it is concluded that students perform better in written assessments compared to oral assessment. The study of effect of gender on students’ performance leads to the conclusion that female students perform better than male students in all forms of assessments except oral presentations where male students perform better although difference between males and females in oral presentation is not very large. The study of students’ performance based on their nationality leads to the conclusion that domestic students perform better than international students in all forms of assessments. Based on the study of student’ performance in oral presentation, it is found that students did well in the development of content of presentations, quality of their analysis, group coordination and organisation of presentation. There is however a general tendency to treat group work as a sum of parts instead of treating the group work as a single task. This study is limited by the fact that effectiveness of oral presentation is studied in only one Finance subject. This study makes an original contribution to the literature as the effectiveness of oral assessment in Finance subject is being studied for the first time. The conclusions arrived in this paper have many implications for policies and practice of learning and teaching in Finance.
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Sigafoos, Jeff, Heidi Bushell, and Madonna Tucker. "Application of Behavioural Consultation to Assist Teachers of Children with Developmental Disabilities." Australasian Journal of Special Education 20, no. 2 (1996): 40–52. http://dx.doi.org/10.1017/s103001120002371x.
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This paper describes application of behavioural consultation in an Australian special education setting. Consultation focused on assisting teachers in the development, implementation and evaluation of systematic instructional programs in a number of priority goal areas (e.g., community, domestic, language, recreational, and vocational domains). Consultation occurred in four areas: (a) assessment, (b) goal selection and scaling, (c) developing and implementing instructional procedures, and (d) evaluating child outcomes. Five teachers and five of their students with developmental disabilities participated. After goals were selected, an initial rating of each child’s level of performance with respect to these goals was made using Goal Attainment Scaling (GAS). Next, instructional procedures to achieve each goal were designed and implemented with a subsequent GAS rating made after six months. Progress was noted on 84% of the goals. This result suggests the model may be of some assistance to teachers of children with developmental disabilities. However, the present description should be viewed as a pilot project and case study. Further research would be needed to validate the approach described in this study.
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Fordyce-Voorham, Sandra P. "Predictors of the perceived importance of food skills of home economics teachers." Health Education 116, no. 3 (April 4, 2016): 259–74. http://dx.doi.org/10.1108/he-01-2015-0003.
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Purpose – The purpose of this paper is to test an hypothesis that teachers’ personal orientations toward food preparation, nutrition and environmental issues would be related to their perceived importance of food skills. Design/methodology/approach – Little research has been conducted on home economics teachers’ views on the importance of the food skills they teach in secondary schools in Australia. Therefore, an online survey was conducted among 261 home economics teachers in Australian secondary schools. The research measured respondents’ ratings of the importance of 70 food skills as well as their teaching preferences and use of resources. Findings – Respondents rated the procedural “hands-on” skills required to prepare a healthy meal as most important. Exploratory factor analysis derived five components (procedures for domestic settings, procedures for vocational settings, cookery methods, food economy, using microwave oven appliances) relating to teachers’ perceived importance of food skills. Teachers’ personal orientations were described as food aesthete, consumer-environmentalist and nutritionist. The findings showed that these were better predictors of the perceived importance of food skills than demographic characteristics. The most important perceived skills related to the basic procedures required by young people to be able to prepare meals for themselves when living independently. Teachers’ personal “orientations” were significantly related to the perceived importance of food skills. Demographic and professional characteristics were poor predictors of these perceptions. Originality/value – The findings provide home economics teachers with an understanding of their selection of particular food skills to teach their students in skill-based healthy eating programmes.
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Sim, Max, and Carolin Plewa. "Customer engagement with a service provider and context: an empirical examination." Journal of Service Theory and Practice 27, no. 4 (July 10, 2017): 854–76. http://dx.doi.org/10.1108/jstp-03-2016-0057.
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Purpose Customer engagement is of critical interest to both academics and practitioners. Extant literature focusses primarily on customer engagement with a single focal object, usually brands; this study takes another view to consider customer engagement with multiple focal objects (service provider and context). In addition to testing the relationship of the individual dimensions of engagement with the service provider and engagement with the context, this research elaborates on their drivers, with a particular focus on distinct engagement platforms. The paper aims to discuss these issues. Design/methodology/approach A survey captures customer engagement with a service provider and a context in a higher education setting, with 251 responses collected across first- and third-year marketing courses in an Australian, mid-sized university. Findings Engagement with the service provider can drive engagement with the context. In turn, engagement with the service provider can be stimulated through the use of engagement platforms that enable customer-to-service provider interactions. The results show limited effects of customer-to-customer engagement platforms on engagement with the context though. The results are consistent across gender and student grade levels; some differences arise between international and domestic students. Originality/value This unique study broadens understanding of customer engagement with various focal objects and also details the flow of effects, from engagement with a service provider to engagement with the context. This research builds on conceptual discussions of engagement platforms and empirically examines their ability to facilitate affective, cognitive and behavioural engagement.
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Douglass, Caitlin H., Can Qin, Fran Martin, Yinzong Xiao, Carol El-Hayek, and Megan SC Lim. "Comparing sexual behaviours and knowledge between domestic students and Chinese international students in Australia: findings from two cross-sectional studies." International Journal of STD & AIDS 31, no. 8 (June 3, 2020): 781–90. http://dx.doi.org/10.1177/0956462420921726.
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Few studies investigate sexual health among Chinese international students in Australia. We recruited domestic (n = 623) and Chinese international (n = 500) students for separate online surveys on sexual behaviours and knowledge. Samples were compared using Chi square, Fisher’s exact and equality of medians tests. Domestic students were more likely than international students to have ever touched a partner’s genitals (81% vs. 53%, p < 0.01), had oral sex (76% vs. 44%, p < 0.01), vaginal intercourse (67% vs. 41%, p < 0.01) and anal intercourse (31% vs. 6%, p < 0.01). Domestic students were younger when they first touched a partner’s genitals (16 vs. 18 years, p < 0.01), had oral sex (17 vs. 18 years, p < 0.01) and vaginal intercourse (17 vs. 18 years, p < 0.01). Domestic students were less likely than Chinese international students to report only one lifetime partner for touching genitals (22% vs. 50%, p < 0.01), oral sex (25% vs. 55%, p < 0.01), vaginal intercourse (30% vs. 58%, p < 0.01) and anal intercourse (54% vs. 88%, p < 0.01). Domestic students were more likely than Chinese international students to use the oral contraceptive pill (48% vs. 16%, p < 0.01) and long-acting reversible contraceptives (19% vs. 1%, p < 0.01). Domestic students scored higher than international students on a contraception and chlamydia quiz (4/5 vs. 2/5, p < 0.01). Domestic and Chinese international students differed in sexual behaviours and knowledge highlighting the need for relevant sexual health promotion for both groups.
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Skromanis, Sarah, Nick Cooling, Bryan Rodgers, Terry Purton, Frances Fan, Heather Bridgman, Keith Harris, Jennifer Presser, and Jonathan Mond. "Health and Well-Being of International University Students, and Comparison with Domestic Students, in Tasmania, Australia." International Journal of Environmental Research and Public Health 15, no. 6 (June 1, 2018): 1147. http://dx.doi.org/10.3390/ijerph15061147.
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Moore, Susan M., Anna C. Thomas, Sudhir Kalé, Mark Spence, Natalina Zlatevska, Petra K. Staiger, Joseph Graffam, and Michael Kyrios. "Problem Gambling Among International and Domestic University Students in Australia: Who is at Risk?" Journal of Gambling Studies 29, no. 2 (May 8, 2012): 217–30. http://dx.doi.org/10.1007/s10899-012-9309-x.
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Shah, Mahsood, and Choon Boey Lim. "Quality assurance in the domestic third-party arrangement in Australia." International Journal of Educational Management 35, no. 4 (March 30, 2021): 866–78. http://dx.doi.org/10.1108/ijem-04-2020-0173.
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PurposeThird-party arrangements where a university offers its degrees in collaboration with another institution are not a new phenomenon, particularly when the third-party arrangements occur in the form of a cross-border education (or widely known as transnational education). Drawing on a critical review of the literature available on quality assurance of domestic third-party arrangements and through the use of interviews with the sessional teaching staff, the paper offers theoretical as well as practical views on the domestic third-party arrangement and seeks to inform key stakeholders in the academic management of such collaboration.Design/methodology/approachThe study was undertaken with 40 sessional academics who are involved in teaching postgraduate courses at several third-party education providers and universities with metropolitan campuses in Australia. Focus group interviews were conducted with 8–10 participants in each group. The qualitative study included seven open-ended questions. Each focus group interview was between 45–60 minutes.FindingsThe study found 11 universities in Australia offering courses in third-party arrangement with a focus on international students. Online third-party arrangement is also gaining momentum. The study found the following areas that require attention: induction and professional development, quality assurance arrangements, maintenance of standards, adequacy of resources and infrastructure and risk related to academic quality.Research limitations/implicationsLimited study has been conducted on third-party arrangements where a university, usually located far from the city vicinity, works in a collaborative mode with another institution, primarily a private institution, to offer degrees at metropolitan city areas in the same country. Further research is needed with a large number of participants.Originality/valueThe study is undertaken for the first time in Australia. No research has been undertaken on the growth and quality assurance of a third-party arrangement in Australia and other developed countries. The study involves the engagement of the sessional academic staff.
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Smith, J., S. Banu, M. Young, D. Francis, K. Langfeldt, and K. Jarvinen. "Public health response to a measles outbreak on a university campus in Australia, 2015." Epidemiology and Infection 146, no. 3 (January 17, 2018): 314–18. http://dx.doi.org/10.1017/s0950268817003089.
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AbstractThis report describes the effective public health response to a measles outbreak involving a university campus in Brisbane, Australia. Eleven cases in total were notified, mostly university students. The public health response included targeted measles vaccination clinics which were established on campus and focused on student groups most likely to have been exposed. The size of the university population, social interaction between students on and off campus, as well as limited vaccination records for the university community presented challenges for the control of this extremely infectious illness. We recommend domestic students ensure vaccinations are current prior to matriculation. Immunisation information should be included in university student enrolment packs. Incoming international students should ensure routine vaccinations are up-to-date prior to arrival in Australia, thereby reducing the risk of importation of measles and other infectious diseases.
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Rai Utama, I. Gusti Bagus. "THE SEGMENTATION OF VISITOR TANAH LOT TOURISM ATTRACTION." IJBE (Integrated Journal of Business and Economics) 2, no. 2 (June 4, 2018): 29. http://dx.doi.org/10.33019/ijbe.v2i2.74.
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Tanah Lot Tourism Attraction (TLTA) is located on the South Coast of Bali Island precisely in the area of Beraban Village, Kediri District, Tabanan Regency, Bali. This research is quantitative descriptive method which sample is chosen based on purposive sampling technique, foreign and also domestic tourists who visit at time total 337 respondents. The statistical analyzed indicated that the domestic visitor segment is higher than the foreign visitor segment, this also indicate that domestic visitor is a potential target market for the products produced by local entrepreneurs in TLTA. Survey based on demography variable shows that the number of female visitor are more compared to male, dominantly by age group from 21 to 30 years old and most of them are students, and respondents educational level visit to TLTA are dominantly bachelor graduates. The geography variable shows that tourists visit to TLTA dominantly by domestics, followed by South Korea, Australia, and other countries.The psychograph variable, shows that dominant tourist visit because sunset and the nature of beauty view offered by Tanah Lot and mostly are repeater guests, received information from many sources. Their visit duration mostly between one to two hours, mostly they visit by rented car in the afternoon for sunset and the total amount of money spent between fifty thousand to one hundred thousand Rupiah, also the total amount of money spent during their visit is dominantly between five hundred to one million Rupiah per day. Chi-Square Tests indicated that there is correlation between group age, tourist occupation, and education level toward the motivation of visit to TLTA.
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Lindsey Parsons, R. "The Effects of an Internationalized University Experience on Domestic Students in the United States and Australia." Journal of Studies in International Education 14, no. 4 (April 24, 2009): 313–34. http://dx.doi.org/10.1177/1028315309331390.
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Skyba, Yurii, and Lebedynets Hanna. "Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 108–18. http://dx.doi.org/10.31874/2520-6702-2019-8-2-108-118.
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Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist.
The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.
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Jääskeläinen, Tuula. "Tuition fees, entrance examinations and misconceptions about equity in higher music education." Nordic Research in Music Education 2, no. 1 (April 6, 2021): 4–19. http://dx.doi.org/10.23865/nrme.v2.2803.
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The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students’ point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society.
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Xiong, Lin, Christopher Nyland, and Kosmas X. Smyrnios. "Testing for cultural measurement equivalence in research on domestic and international tertiary students' fear of crime." Australian & New Zealand Journal of Criminology 50, no. 3 (September 24, 2015): 397–418. http://dx.doi.org/10.1177/0004865815604197.
Full textAbstract:
Objectives Education institutions routinely instruct students on how to remain safe from crime. We hold that this instruction and much of the associated practice might be problematic, because none of the researchers who have contrasted the fears and the victimization avoidance strategies of domestic and international students have tested for cultural measurement equivalence. This study aims to examine, whether cultural measurement equivalence exists when domestic and international tertiary students respond to fear of crime-related measures. Methods This cross-sectional study involved 1170 tertiary students across four Melbourne-based universities, Australia. Multiple group confirmatory factor analyses with covariance and mean structures, using structural equation modeling, were used to test whether the same constructs were measured across international and local tertiary students. Results The two cohorts hold the same conceptual frame of reference when responding to the measurement items. However, the cohorts display different true score values in relation to a number of questionnaire items associated with fear of crime, perceptions of safety, and avoidance behavior. Conclusions This study suggests that researchers need to render testing for cultural measurement equivalence standard practice, when undertaking cross-cultural studies of student safety and that such practice should also be incorporated into student safety programs.