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1
Gunasekara, Asanka, Kristina Turner, Chorng Yuan Fung, and Con Stough. "Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A cross-cultural study." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 112–26. http://dx.doi.org/10.14742/ajet.7848.
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Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. Implications for practice or policy: Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning. Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement. Lecturers working in online learning environments need to support students to develop friendships and connections with their peers. Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.
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Halpin, Patricia A., Jeremiah Johnson, and Emilio Badoer. "Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions." Advances in Physiology Education 45, no. 1 (March 1, 2021): 10–17. http://dx.doi.org/10.1152/advan.00147.2020.
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Engaging undergraduate students in large classes is a constant challenge for many lecturers, as student participation and engagement can be limited. This is a concern since there is a positive correlation between increased engagement and student success. The lack of student feedback on content delivery prevents lecturers from identifying topics that would benefit students if reviewed. Implementing novel methods to engage the students in course content and create ways by which they can inform the lecturer of the difficult concepts is needed to increase student success. In the present study, we investigated the use of Twitter as a scalable approach to enhance engagement with course content and peer-to-peer interaction in a large course. In this pilot study, students were instructed to tweet the difficult concepts identified from content delivered by videos. A software program automatically collected and parsed the tweets to extract summary statistics on the most common difficult concepts, and the lecturer used the information to prepare face-to-face (F2F) lectorial sessions. The key findings of the study were 1) the uptake of Twitter (i.e., registration on the platform) was similar to the proportion of students who participated in F2F lectorials, 2) students reviewed content soon after delivery to tweet difficult concepts to lecturer, 3) Twitter increased engagement with lecturers, 4) the difficult concepts were similar to previous years, yet the automated gathering of Twitter data was more efficient and time saving for the lecturer, and 5) students found the lectorial review sessions very valuable.
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P Das, Mukunda, and David Neilson. "IntroductionAtomic and Electron Fluids." Australian Journal of Physics 49, no. 1 (1996): 1. http://dx.doi.org/10.1071/ph960001.
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This volume contains the lectures given at the fourth international Gordon Godfrey workshop held at the University of New South Wales in Sydney from 26 to 28 September 1994. This time our lecturers came from Germany, Italy, Japan, the United States and Vietnam, as well as of course from Australia. There was a total of seventeen lectures. The workshops are jointly organised by the School of Physics at the University of New South Wales and the Department of Theoretical Physics, Research School of Physical Sciences at the Australian National University and are held annually at the University of New South Wales in Sydney. Each workshop concentrates on a different and novel research area of current interest in condensed matter physics. The late Gordon Godfrey was an Associate Professor of Physics at the University of New South Wales who bequeathed his estate for the promotion and the teaching of theoretical physics within the university.
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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (January 1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.
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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address describes the collaborative efforts of the Malaysian and Australian lecturers who developed the course and the experiences of one of these lecturers who has introduced the course into the curriculum of the Sarawak Teachers College. There are many lessons to be learned by examining how different countries attempt to solve similar problems. A number of these lessons are explored in this address.
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Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (March 1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.
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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia in October 1985. The following article is based on Sir Anthony's lecture.
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McIlwain, James, Owen McIIwain, and Stanislaw Paul Maj. "Facilitating Network Technology Training in the Australian Vocational Education Sector." Modern Applied Science 11, no. 1 (November 24, 2016): 242. http://dx.doi.org/10.5539/mas.v11n1p242.
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Within the Australian Further Education sector for lecturers in the IT field it is not uncommon to use vendor based curriculum. The advantages to this approach are that students can graduate not only with a national award (Certificate or Diploma) and also an internationally recognized vendor qualification. Furthermore, the larger vendors supply comprehensive course materials, resources and assessment tools all of which have been extensively tested. In effect lecturers do not have to write their own course materials. Whilst it is recognized that lecturers may well facilitate student learning the quality of the educational outcomes is highly dependent on the quality of the vendor based materials. In the case of the Cisco Network Academy Program (CNAP) course materials did not provide a consistent diagrammatic representation of networking devices and protocols. Educational theory strongly suggests that such a model is the basis of quality teaching and learning. In this study student learning was evaluated using the State Model Diagram (SMD) method and the interpreted using the SOLO taxonomy. The results clearly demonstrate that there are considerable advantages to using the SMD method.
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Paul Maj, Stanislaw. "Training the Trainer in Australia – A Critical Analysis." Modern Applied Science 9, no. 13 (November 30, 2015): 263. http://dx.doi.org/10.5539/mas.v9n13p263.
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Within the Australian Further Education sector lecturers are required to complete the Certificate IV in Training and Assessment (TAE40110). Whilst it is recognized that lecturers in this sector are required to meet the needs of a wide diversity of students the ability to deliver training and conduct workshops is of paramount importance. There are a number of problems with studying the TAE that include insufficient weighting of units concerned with pedagogy and variable contact hours. The result is lecturers who complete the TAE may not be adequately prepared to conduct their role as teachers and trainers.
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Kameniar, Barbara, Sally Windsor, and Sue Sifa. "Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 113–20. http://dx.doi.org/10.1017/jie.2014.27.
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Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lead to an inability to question ideas and practices that, while everyday and seemingly innocuous, are frequently dangerous and destructive for those at the margins. In this article, we illustrate the normative power of hegemonic ideas by using aspects of the teen fiction The Hunger Games as an analogy for ‘thoughtless’ and unquestioning acceptance of authority. We then describe and discuss a pedagogic practice used within the Master of Teaching program at the Melbourne Graduate School of Education. The practice is designed to challenge normative understandings about Australian history, teaching Indigenous Australian students, and to encourage engagement with the German-American Jewish philosopher and political theorist Hannah Arendt's provocative question ‘What are we doing?’ (Arendt, 1998, p. 5). We conclude the article with a challenge to re-think current policies and practices in the education of Indigenous Australians.
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Hajhashemi, Karim, Nerina Caltabiano, and Neil Anderson. "Integrating digital technologies in the classroom: Lecturers' views on the flipped classroom approach." Australian and International Journal of Rural Education 26, no. 3 (March 13, 2017): 18–29. http://dx.doi.org/10.47381/aijre.v26i3.74.
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The 2016 Good University Guide demonstrated that Australian rural and regional universities are outperforming more established, and highly internationally ranked city peers in relation to student perceptions of the quality of teaching that they experience. Recently, many universities have encouraged academic staff to rethink the delivery method for subjects and give consideration to the further development of significant online components. Lecturers at rural and regional universities are increasingly encouraged and supported to include a variety of online resources in their subjects and to explore the use of promising methods such as the ‘flipped classroom’. The ‘flipped classroom’ is an innovative pedagogical approach and is a technique that has garnered a lot of attention among school-based and tertiary educators. It is important to identify what influences successful implementation of information and communications technology (ICT) for augmented learning in the context of the flipped classroom. This paper briefly outlines aspects of the flipped classroom approach and looks at how the school of Education, in a regional Australian university servicing rural and remote areas, in particular, is integrating this approach in their pedagogy. This paper reports on interviews conducted with the lecturers at the university about their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach. This paper also reports the lecturers’ perception of student learning when a ‘flipped classroom’ approach is adopted. As a variant of blended learning and an innovative pedagogical approach, it was found that the flipped classroom approach has gathered a lot of attention and challenges among university lecturers.
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Lett, Warren R. "Research In Australian Music Education: A Review and Analysis." British Journal of Music Education 5, no. 2 (July 1988): 141–56. http://dx.doi.org/10.1017/s0265051700006483.
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A review is made of the contents of the Australian Journal of Music Education from 1969, and of conferences in the early history of the Australian Society of Music Education. The categories of music education theses 1936–78 are described. A review of the research presentations is made from reports of the conferences of the Association of Music Education Lecturers. The paper identifies seminal summaries of music education research issues over a twenty-five-year period. It traces the lines of reported research, distinguishing standards for identification of research. It is concluded that although awareness of research issues has been consistently present amongst music educators in Australia, a lack of research orientation, together with inadequate planning and organisational structure has left the field to haphazard individualism. Proposals for current research priorities and procedures for their pursuit are made.
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Samkin, Grant, and Annika Schneider. "Using university websites to profile accounting academics and their research output." Meditari Accountancy Research 22, no. 1 (July 14, 2014): 77–106. http://dx.doi.org/10.1108/medar-05-2014-0038.
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Purpose – The purpose of this paper is to examine the profiles of Australian, New Zealand and South African accounting faculty members. Additionally, the study investigates whether there are any differences in research productivity of the accounting faculty between countries as measured by peer-reviewed academic journal output. Design/methodology/approach – This archival study uses details obtained from webpages of Departments of Accounting in the three countries to construct a profile of accounting academics. Findings – Significant differences in the profiles of accounting academics were found that can be attributed to the institutional factors that exist in each country. Staffs at the junior lecturer and lecturer levels are more likely to be female, while senior lecturers and professors in all three countries were more likely to be male. While Australia and New Zealand had a similar percentage of staff holding PhD or equivalent academic qualifications, only a small proportion of the South African faculty held PhD or equivalent qualifications. A greater proportion of the South African faculty was professionally qualified compared to their Australian and New Zealand counterparts. New Zealand accounting faculty was more productive than their Australian colleagues, with South African academics being the least productive. Academics holding a doctoral qualification or equivalent were more productive than those that did not. Research limitations/implications – The research limitations relate to the use of websites as the primary data source. Incompleteness of information, inconsistencies in the type of information presented and a lack of comparability of information across institutions and countries may have led to some errors and omissions. However, given the relatively large sample size of 2,049 academics, this was not deemed to materially affect the final analysis. Originality/value – The paper provides an important contribution to the literature on accounting academics. It is the first of its kind to present a comprehensive “snapshot” of the profiles of accounting academics at the universities in Australia, New Zealand and South Africa.
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Radbourne, Jennifer. "A Values Approach to Business Education in Hong Kong." Industry and Higher Education 20, no. 5 (October 2006): 307–15. http://dx.doi.org/10.5367/000000006778702337.
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This paper investigates the learning behaviour, learning environment and learning outcomes of Hong Kong Chinese students enrolled on an Australian university's Bachelor of Business degree course taught by visiting Australian lecturers in Hong Kong. The Chinese students are task-focused and passive learners. They do not demonstrate creative thinking, critical analysis or risk taking in problem solving, and appear to focus on surface-level rote learning. Semi-structured interviews with students and lecturers identified the changes experienced in learning behaviour and teaching strategies. By applying a teaching and learning value chain developed by Radbourne in 2001 and using Biggs's 3P culturally modified model of teaching and learning, new teaching strategies were developed to ensure that the Chinese Hong Kong students graduated with the capabilities required to be effective in the global workplace.
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Ariani, Nova. "CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (December 31, 2019): 27. http://dx.doi.org/10.17977/um046v3i2p27-33.
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Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.
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Bambacas, Mary, and Gavin B. Sanderson. "Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs." Journal of University Teaching and Learning Practice 8, no. 1 (January 1, 2011): 5–17. http://dx.doi.org/10.53761/1.8.1.2.
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This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students’ instructional preferences so that, where appropriate, lecturers can better scaffold learning and teaching arrangements (Stage 2 of the project) to assist them to meet the learning objectives of the MBA program. Survey data was collected from students studying the MBA in Hong Kong and Singapore in English (EMBA), and in Hong Kong, Singapore and Taiwan in Chinese (CMBA). Findings demonstrate that whilst students ranked teacher directed, face-to-face instructional delivery highly, they also indicated that an independent, web-based learning environment was their leastpreferred approach to learning. These findings put lecturers in a more informed position when it comes to them planning how to best assist students from Confucian-heritage backgrounds to work productively and successfully in their studies.
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Zhao, Xiantong, and Xu Liu. "Exploring undergraduates' experiences of teaching and learning in a Chinese-Australian programme: An intercultural dialogue perspective." Technium Social Sciences Journal 35 (September 9, 2022): 43–55. http://dx.doi.org/10.47577/tssj.v35i1.7263.
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This study aims to explore and understand undergraduates’ experiences of teaching and learning in a Chinese-Australian collaborative programme. Data are collected mainly through in-depth interviews with 23 Chinese students and supplemented by classroom observation and document analysis. The findings reveal that although teaching and assessment differs between the Chinese and Western lecturers, the Chinese lecturers are Westernising their teaching and assessment methods. While many students preferred the Australian system of teaching and assessment, a few still favoured the Chinese methods of instruction and evaluation. Furthermore, the design of the curriculum proved problematic due to parts of it being irrelevant and failing to meet the students’ needs and expectations; some students also found fault with the intensity of the course schedule. The findings are further explored in the light of the intercultural dialogue (ICD) framework.
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Cameron, John. "Place, Goethe and Phenomenology: A Theoretic Journey." Janus Head 8, no. 1 (2005): 174–98. http://dx.doi.org/10.5840/jh20058145.
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This essay is a journey into the phenomenology of place and Goethe's science of nature by an Australian lecturer on the philosophies and practices of place-based education. It takes the form of a series of encounters with leading figures in the field— David Seamon, Henri Bortoft and Isis Brook, as well as an application of Goethean science to some granite outcroppings on the Cornish coast of England. The profundity of the phenomenological concepts of 'natural attitude' and 'lifeworld' is discussed together with ideas behind Goethe's participative and intuitive practices. Goethean science and phenomenology have enormous potential to deepen the experience, understanding and expression of place relationships, but they put challenging demands upon students and lecturers within the structure of a university subject.
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MAJ, Stanislaw Paul. "Australian VET Sector – A Critical Evaluation." Modern Applied Science 11, no. 1 (December 19, 2016): 270. http://dx.doi.org/10.5539/mas.v11n1p270.
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The Australian Vocational Education and Training (VET) system is a comprehensive, national framework designed to provide quality outcomes for learners and meet the needs of potential employers. The interdependent checks and balances provide mechanisms for validating quality and relevance. Regular national surveys demonstrate that both students and employers are satisfied with their experience of the VET sector. However, whilst positive feedback is necessary it is not of itself sufficient. In effect it is a false benchmark. To provide best practices in teaching and learning necessitates lecturers having the appropriate skills and underpinning knowledge something that the mandatory Certificate IVE in Training and Assessment does not provide. A more valid benchmark is an objective analysis of the quality using a learning taxonomy such as SOLO. This preliminary analysis of a range of VET courses unequivocally found that course material was well below best practices expectations. However further work is needed.
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Pagram, Jeremy, Martin Cooper, Huifen Jin, and Alistair Campbell. "Tales from the Exam Room: Trialing an E-Exam System for Computer Education and Design and Technology Students." Education Sciences 8, no. 4 (October 28, 2018): 188. http://dx.doi.org/10.3390/educsci8040188.
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The Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University (ECU) was asked in 2016 to be the Western Australian arm of a national e-exam project. This project used a bespoke exam system installed on a USB-drive to deliver what would have been traditional paper-based exams in an enclosed computer-based environment that was isolated from the internet and any resources other than those provided by the lecturer. This paper looks at the two exams chosen by the Western Australian group for the trial; a programming exam for pre-service computing teachers and an occupational health and safety exam for pre-service design and technology teachers. Both groups were drawn from the Graduate Diploma in Education course at ECU. The paper looks at the nature of the exam environment and the procedure for creating e-exams. It also outlines the exam procedures used and examines the feedback provided by both the lecturers and students involved. Conclusions are drawn about the suitability of the e-exam system and improvements are recommended as well as a discussion about e-exams and digital assessment more generally.
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Chang-Tik, Chan. "Lecturer Formative Feedback Preferences: The Influence of Disciplines." International Education Studies 12, no. 12 (November 15, 2019): 1. http://dx.doi.org/10.5539/ies.v12n12p1.
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This study attempts to determine the choice of the feedback model related to discipline categorised as hard-applied, soft-applied, hard-pure and soft-pure. It also attempts to explore the extent in which the lecturers practise socio-constructivist feedback. It was a non-experimental study conducted in an offshore campus in Malaysia of an established Australian university. The data were collected by six research assistants through semi-structured interviews involving 31 lecturers from all the seven Schools in the university. The data were transcribed and analysed using the framework method as a form of thematic analysis. Since it was a deductive study, academic disciplines were used as pre-selected themes and in each feedback category, there were pre-defined codes. The results reveal that there is no serious evidence to link discipline to the choice of feedback model. In addition, lecturers do practise socio-constructivist feedback as well as other variants of feedback.
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Swenddal, Heather J., Mathews Nkhoma, and Sarah Joy Gumbley. "Global integration barriers at international branch campuses: the IBC Othering Loop." International Journal of Educational Management 36, no. 4 (April 7, 2022): 593–605. http://dx.doi.org/10.1108/ijem-07-2021-0312.
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PurposeThe quality and market viability of international branch campuses (IBCs) depend upon their integration with university headquarters. Recent trends toward localizing branch-campus hiring have raised questions about the extent to which non-parent-campus lecturers will support global integration pursuits. This paper aims to examine IBC lecturers’ orientations towards global integration, exploring how they identify themselves and their campuses as part of their wider universities.Design/methodology/approachEmploying constructivist grounded theory methodology, 37 lecturers and leaders at four Australian branch campuses in Southeast Asia were interviewed, engaging them in semi-structured discussions of their identities and experiences. Interviews were recorded, transcribed and analyzed using NVivo in an iterative process of theory development.FindingsBranch-campus lecturers interviewed generally construct their individual and campus identities as separate from their wider universities. Barriers to branch campuses’ global integration include low organizational identification of lecturers, challenges in their relationships with headquarters colleagues and perceptions of cross-campus disparities in resources and students. Branch campuses’ organizationally separate identities are enacted in practice, fueling a self-reinforcing “Othering Loop” that could undermine these campuses’ quality and viability.Originality/valueThis research is the first emic exploration of locally-hired branch-campus lecturers’ views toward global integration. These findings provide an important corrective to the existing literature on this topic, challenging assumptions that localizing branch-campus hiring is the primary risk to integration. Multiple points of potential managerial intervention were identified, highlighting opportunities for university leaders to address contextual barriers and improve international branch campuses’ global integration while continuing current trends toward localized hiring.
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Ai, Bin. "The communication patterns of Chinese students with their lecturers in an Australian university." Educational Studies 43, no. 4 (February 28, 2017): 484–96. http://dx.doi.org/10.1080/03055698.2017.1293507.
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Jones, Colin. "Creating Employability Skills in SMEs." Industry and Higher Education 19, no. 1 (February 2005): 25–34. http://dx.doi.org/10.5367/0000000053123583.
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This paper is concerned with the degree to which the graduate skills required by industry are developed in Australian universities. Despite acknowledgement of the need to increase the graduate skills of students, it would seem that the stated intentions of Australian universities in this respect do not yet meet the expectations of industry. The establishment of an enterprise programme at the University of Tasmania provides, by way of example, support for the contention that the development of skills wanted by industry is possible alongside the desirable knowledge outcomes of a university. It is argued that lecturers and students must give and accept more responsibility for learning to enable the development of desirable graduate skills.
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Kirby CMG, Michael J. "MAGNA CARTA 1215 TO NORTH KOREA 2015: ADVANCING THE IDEAL OF LEGAL RESTRAINTS ON GOVERNMENTAL POWER." Denning Law Journal 27 (November 16, 2015): 45–76. http://dx.doi.org/10.5750/dlj.v27i0.1108.
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On the 800th anniversary of the reluctant acceptance of a charter of rights and obligations by King John of England in 1215, many books have been written, essays published and lectures given, examining the relevance of this step in the long constitutional history of England (if any) and for the world of today.Some commentators, have doubted any relevance.Lord [Jonathan] Sumption, a judge of the Supreme Court of the United Kingdom, and an expert in mediaeval English history, has rejected any significance in what sounds to Australian ears as a somewhat condescending remark.‘High minded tosh’, he called it. Geoffrey Robertson QC, of Doughty Street Chambers, London, via Epping in Sydney, expressed somewhat similar views, but more politely. Michael Beloff QC, in this journal, has traced every case of the past century in which Magna Carta had been cited to reach a conclusion that its actual contemporary relevance was small.Other writers and lecturers were willing to find a greater materiality in the Charter for the world of today.
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Han, Insuk. "Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 129–54. http://dx.doi.org/10.1108/etpc-04-2015-0035.
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Purpose The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL. Design/methodology/approach Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy. Findings From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc. Research limitations/implications From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies. Practical implications For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning. Social implications The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education. Originality/value Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.
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Cameron, Leanne. "How learning designs, teaching methods and activities differ by discipline in Australian universities." Journal of Learning Design 10, no. 2 (March 2, 2017): 69. http://dx.doi.org/10.5204/jld.v10i2.289.
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<p class="JLDAbstract">This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.</p><p class="JLDAbstract">Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.</p>
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Rissman, Barbara, Suzanne Carrington, and Derek Bland. "Widening Participation in University Learning." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 5–25. http://dx.doi.org/10.53761/1.10.1.2.
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This paper reports how one Australian university and the Queensland Department of Education and Training (DET) are working together to increase the number of school students from low socio-economic backgrounds enrolling in undergraduate university degrees. This innovative program involves university lecturers and school teachers working together in the delivery and assessment of four Bachelor of Education units (or subjects) to a cohort of Year eleven and twelve students at a secondary school. Focus group interviews collected data from 26 students, 7 parents, 4 school and 3 university staff to assess the effectiveness of the program. All stakeholders viewed the program as a highly valuable opportunity to experience university learning with 31 high school graduating students being made offers to enter fulltime university in the 2010 and 2011. This positive result has particular significance in the current drive in Australia and elsewhere to increase the participation in higher education of young people from underrepresented groups.
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Duarte, Fernanda P. "Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 52–67. http://dx.doi.org/10.53761/1.10.1.5.
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This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes ‘good teaching’. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers.
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Poon, Joanna. "A cross-country comparison on the use of blended learning in property education." Property Management 32, no. 2 (April 14, 2014): 154–75. http://dx.doi.org/10.1108/pm-04-2013-0026.
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Purpose – The purpose of this paper is to compare the use of blended learning in property education courses in different countries. The rationale for this study is to fill the research gap in this area. The focus of previous research on blended learning has been on individual countries only, and there is yet to appear any research on a cross-country comparison. The purpose of this study is to identity the differences as well as the good practices using blended learning as a delivery approach in different countries As a result, individual countries can learn experience from another country. It is expected academics interested in using blended learning as a delivery approach will benefit from the research findings of this paper, through gaining an understanding of the advantages and challenges of using blended learning in different countries. Design/methodology/approach – This paper presents the research findings of questionnaire surveys and interviews with academics teaching property courses in Australia and the UK. The questionnaire aimed to gather academics’ views on blended learning, their reasons for using blended learning as a teaching method, their design of blended learning courses and the support they provide to students on dealing with web technology. The aim of the interviews was to gain deeper insight into the successful factors and challenges in the use of blended learning. In total, 16 interviews were conducted. The interviews were recorded, transcribed and coded to identify similar themes. Content analysis was used as a method to analyse the interview data. The frequency of the answer in the questionnaire and comments from interviewees is presented. Findings – The Australian and UK property academics have similar views on many aspects of blended learning. Their definitions of blended learning are similar as their reasons to use it as a teaching method. The commonly used teaching and learning activities in their blended learning courses in both countries are, again, similar, such as the use of lectures, case studies and guest lecturers. On the other hand, the academics in the two countries face different challenges. A challenge faced by the Australian property academics is to deliver online courses to students who have limited internet downloading capacity and broadband width. Australia is a very large country and has more regional and remote areas. Another challenge faced by the Australian academics is keeping up with the constant introduction of new teaching and learning technology by their universities. On the other hand, the UK academics faced a different challenge, which was to sufficiently engage and encourage students to contribute in online Discussion Boards. The finding is possibly because the UK study was conducted two years prior to the Australian study and the idea of online discussions was relatively new to students at the time. The conclusion drawn from this research is that “time” and the size of the country influence the use of blended learning. Originality/value – This project is the first to conduct a cross-country comparison on the use of blended learning in professionally accredited property courses.
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Chen, Hui, David van Reyk, Jorge Reyna, and Brian G. Oliver. "A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus." Advances in Physiology Education 46, no. 2 (June 1, 2022): 297–308. http://dx.doi.org/10.1152/advan.00141.2021.
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The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enroll in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students’ attitudes toward remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia versus China based. An anonymous survey using the Likert Scale and open-ended questions was available for student feedback on subject delivery. The students based in Australia expressed a preference for remote learning due to the convenience of attendance and availability of the video recordings. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students’ prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience.
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Christie, Michael Francis, Peter Grainger, Robert Dahlgren, Kairen Call, Deborah Heck, and Susan Simon. "Improving the quality of assessment grading tools in Master of Education courses: a comparative case study in the Scholarship of Teaching and Learning." Journal of the Scholarship of Teaching and Learning 15, no. 5 (October 31, 2015): 22–35. http://dx.doi.org/10.14434/josotl.v15i5.13783.
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This study compares the use and efficacy of assessment grading tools within postgraduate education courses in a regional Australian university and a regional university in the US. Specifically, we investigate how the quality of postgraduate education courses can be improved through the use of assessment rubrics or Criterion Referenced Assessment sheets (CRA sheets). The researchers utilised interviews and a modified form of the Delphi Method to answer three research questions relating to; assessment and student motivation, grading tools and raising quality in learning, as well as assuring quality in assessment grading tools. The research resulted in the development of a checklist, in the form of a set of questions, that lecturers should ask themselves before writing rubrics or CRA sheets. The paper concludes by demonstrating how assessment grading tools might be applied, developed and constantly improved in Master of Education courses in Australian and US higher education institutions.
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Lim, Choon Boey, Duncan Bentley, Fiona Henderson, Shin Yin Pan, Vimala Devi Balakrishnan, Dharshini M. Balasingam, and Ya Yee Teh. "Equivalent or not?" Quality Assurance in Education 24, no. 4 (September 5, 2016): 528–40. http://dx.doi.org/10.1108/qae-01-2016-0001.
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Purpose The purpose of this paper is to examine issues academics at importing institutions face while delivering Australian degrees in Malaysia. Transnational higher education (TNE) has been widely researched. However, less widely researched is the area of understanding what academics at the offshore locations need to uphold the required academic standards of their partnered exporting universities. This area warrants close attention if Australian and other transnational education universities are to sustain their growth through a partnership model with offshore academics delivering a portion (often a substantial portion) of the teaching. Design/methodology/approach Two focus groups were conducted with a mix of long standing and newly recruited Malaysian lecturers who taught into an Australian degree through a partnership arrangement. The semi-structured questions which were used were derived from a preliminary literature review and previous internal institutional reports. Findings The findings from the focus groups indicate that TNE is largely “Australian-centric” when addressing the standard of academic quality and integrity. The findings pointed not so much to any sustained internationalisation of curriculum or administration or personnel but more as internationalisation as deemed required by the local academic. Originality/value To a greater extent, the findings highlighted that equivalent student outcomes do not necessarily equate to equivalent learning experiences or teaching workload. In fact, the frustration of the interviewees on the tension to fulfil the home institution curriculum and helping students to “comprehend” an Australian-centric curriculum translates to “additional and unrecognised workload” for the interviewees.
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Guerin, Cally, and Damith Ranasinghe. "Why I Wanted More: Inspirational Experiences of the Teaching–Research Nexus for Engineering Undergraduates." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 117–39. http://dx.doi.org/10.53761/1.7.2.8.
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What is it about the teaching-research nexus that inspires engineering undergraduates to want more and become researchers themselves? In this study, we sought to discover more about the influences on current PhD students’ choices to embark on higher degrees by research in various fields in engineering in an Australian research-intensive university. An online survey and follow-up focus group discussion revealed that these students are driven primarily by a genuine interest in research itself, rather than other factors such as career advancement (although this too, plays a role). While this is not particularly surprising, what did become apparent was the specific undergraduate experiences that most strongly influenced their decision to undertake research degrees, including enjoying doing project-based work, being exposed to lecturers who were passionate about their own research, and working on a vacation research scholarship. Further analysis reveals that the weighting of various influences changes according to whether the students are local Australian graduates or international PhD candidates.
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Eisenchlas, Susana A., and Chiharu Tsurutani. "You sound attractive! Perceptions of accented English in a multilingual environment." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 216–36. http://dx.doi.org/10.1075/aral.34.2.05eis.
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Sociolinguistic research on attitudes towards language has revealed that native speakers of English are drawn towards those who share their native accent and respond cautiously, perhaps negatively, towards those speaking in ‘accented’ English (Lambert, Hodgson, Gardner & Fillenbaum, 1960; Rubin, 1992). These perceptions greatly disadvantage migrants in competitive job and educational markets. This study investigated perceptions held by Australian university students learning foreign languages towards lecturers with non-standard English accents. The investigators used a modified matched-guised technique to test students’ responses to speech samples from six speakers, one Australian born and raised and five foreign born and raised. Results contrasted clearly with those of previous studies; students rated those who they heard as ‘accented’ speakers highly in many personality dimensions, suggesting the students’ greater readiness to accept foreign accents. The results highlight the importance of foreign language learning in fostering acceptance of linguistic and cultural difference and in facilitating mutual understanding among groups, particularly in multicultural societies.
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Wilson, Sue. "Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education." Australian Journal of Environmental Education 28, no. 1 (July 2012): 42–56. http://dx.doi.org/10.1017/aee.2012.5.
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AbstractThe growing emphasis on sustainability in school curricula in Australia reflects international trends in education. Teacher education is a vital strategy for the incorporation of Education for Sustainability (EfS) in school curricula. Research to identify drivers and barriers to embedding EfS across a primary teacher education program in an Australian university is the focus of this article. Using a mixed methods approach, data were gathered through document and unit outline audits, a self-efficacy pre-service teacher (PST) survey, and staff and PST focus group interviews. The audits identified a foundation of EfS principles and content across units. Lecturers identified societal and personal drivers and blockers to embedding EfS across the course, with lack of time considered the biggest blocker, which is also consistent with existing school-based research on the nature of teachers' work. PST responses described successful learning outcomes; however, confidence towards teaching sustainability varied. PST reported that the incorporation of community networks in their course provided enriching experiences. Embedding EfS involves values, sustainability concerns and appropriate knowledge and skills. Successful implementation will depend on the development of appropriate understandings of teacher educators.
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Hanson, James M., and Kenneth E. Sinclair. "Social constructivist teaching methods in Australian universities – reported uptake and perceived learning effects: a survey of lecturers." Higher Education Research & Development 27, no. 3 (September 2008): 169–86. http://dx.doi.org/10.1080/07294360802183754.
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Brown, Prudence R. "What tutors bring to course design: Introducing political and policy theories to disengaged students." Teaching Public Administration 38, no. 1 (June 27, 2019): 12–23. http://dx.doi.org/10.1177/0144739419858682.
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This article provides a case study of tutor’s reflection on practice leading to a different approach to teaching an introductory course on politics and policy at a major Australian university, aimed at better reaching disengaged students. The overhaul led to higher levels of constructive student engagement in the tutorials, resulting in improved student and learning outcomes. Tutors, with their broad face-to-face and individual contact, have the means to assess student engagement and understanding in ways not always available to lecturers. As such, they can support holistic curriculum development if they are seen as relevant stakeholders in this process. The article demonstrates the value of seeing tutorials and tutors as an integral consideration in curriculum development.
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Ramirez, Mariano. "Sustainability in the education of industrial designers: the case for Australia." International Journal of Sustainability in Higher Education 7, no. 2 (April 1, 2006): 189–202. http://dx.doi.org/10.1108/14676370610655959.
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PurposeThe paper intends to determine the extent to which environmental sustainability issues are integrated in the curricula of industrial design programs in Australian universities.Design/methodology/approachIndustrial design lecturers and program heads were invited to participate in a web‐based survey on their university's industrial design curricula. Online university handbooks were also examined to determine which courses cover sustainability aspects. Survey results were then tabulated and analysed using descriptive statistics.FindingsThe study shows that, while there is a concern that sustainable development issues are important and relevant to design courses, the permeation of environmental sensitivity through most industrial design curricula, and indeed among design academics, is only starting to gain ground. Comparative examination of the curricular structures in Australian universities offering degree programs in industrial and product design revealed that, on average, 12 out of every 100 credit points earned have sustainability content.Practical implicationsThe paper informs industrial design academics that much more work has to be done in order to educate the next generation of designers about their responsibilities to the planet and its people. It tells them where we currently are and the gaps that we have to bridge in order to achieve environmental sustainability.Originality/valueThe paper is original in the field of Australian industrial design education, and builds on work in other disciplines about incorporating sustainability aspects in tertiary education.
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Tananuraksakul, Noparat. "Non-native English Students’ Linguistic and Cultural Challenges in Australia." Journal of International Students 2, no. 1 (January 1, 2012): 107–15. http://dx.doi.org/10.32674/jis.v2i1.540.
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This paper looks into the effect of use of international English on non-native students’ dignity in Australian academic and social contexts. The study was undertaken through in-depth interviews with 28 participants from 13 countries. The results partly revealed that there was neither speech convergence nor culture convergence between non-native and native speakers. When native speakers linguistically converged towards non-native speakers, it appeared to backfire as mocking behavior. There was an expectation that host tutors, lecturers and classmates would adjust their speech to a level accommodating non-native speakers, but they did not. Failure to effectively converge linguistically and culturally led to failure in intergroup communication. The failure concomitantly affected participants’ self-worth, motivation and identity in a way that diminished their dignity and motivation, impinging on their identity.
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E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.
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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
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Beatty, Shelley, Kim Clark, and Sally-Anne Doherty. "A practical look at the why and how of supporting international students: A checklist of teaching tips." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 179–89. http://dx.doi.org/10.53761/1.17.5.12.
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This paper looks at a pilot of a strategy designed to help academic staff better respond to the inclusive teaching needs of its international students. The strategy was implemented by a School in a Western Australian University and offered academic staff evidence-based information on specific techniques for internationalising curriculum content and delivery. The extent to which international students perceived lecturers had implemented the suggested strategies was subsequently evaluated. While the evaluation found the School had performed adequately in the eyes of its international students across key areas of teaching practice, it also suggested that achieving greater inclusiveness required attention to things beyond classroom processes. These broader aspects included the University’s climate of belongingness and the extent to which the curriculum content took account of international perspectives.
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Bailey, Janis, and Patricia Todd. "Teaching Comparative Industrial Relations: Continuity and Change." Journal of Industrial Relations 41, no. 4 (December 1999): 612–33. http://dx.doi.org/10.1177/002218569904100408.
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This paper examines the objectives, content and methods of Comparative Industrial Relations courses in Australian and New Zealand universities. It identifies changes in the approaches to teaching the subject since a 1990 survey. Using twenty- five course outlines at both undergraduate and postgraduate level from fifteen univer sities, the paper examines some of the cboices lecturers face—selection of countries and themes, the use of theory and the application of effective and innovative teaching strategies. Some new themes have emerged in the past decade, developing Asian countries are increasingly being included in courses, and the theoretical base is broaden ing. Overall, however, comparative industrial relations courses are bigbly diverse in content, reflecting the explicit and implicit objectives of those wbo teach them.
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Thomson, T. J., Julie McLaughlin, Leah King-Smith, Aaron Bell, and Matt Tsimpikas. "Indigenous knowledges and perspectives in university journalism education: Exploring experiences, challenges and opportunities." Australian Journalism Review 44, no. 1 (June 1, 2022): 39–60. http://dx.doi.org/10.1386/ajr_00087_1.
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News media coverage of Indigenous Australian peoples and perspectives is often absent or, when present, unfair or shallow in context or understanding. This raises the question of how much ‐ and what kind of ‐ exposure to Indigenous knowledges and perspectives journalists-in-training receive in their university studies. To find out, this study analyses 30 unit outlines and assessment details of journalism subjects at three Australian universities. It follows this analysis with interviews of seventeen undergraduate journalism students at these universities to explore their perceptions of if and how their journalism programmes paid attention to Aboriginal and Torres Strait Islander topics and perspectives in the classroom setting. The results reveal that the journalism students in this sample, even those from the same university, had an uneven experience related to Indigenous knowledges and perspectives in their university journalism subjects. This testifies to the generic nature of unit outlines and learning objectives and to the broad discretionary power that individual tutors and lecturers have to shape the flow of information that is engaged with during the learning opportunities they oversee. Student recommendations for how Indigenous knowledges and perspectives could be more usefully integrated into journalism education were also gathered and reported.
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Reavley, N. J., A. J. Morgan, and A. F. Jorm. "Disclosure of mental health problems: findings from an Australian national survey." Epidemiology and Psychiatric Sciences 27, no. 4 (January 11, 2017): 346–56. http://dx.doi.org/10.1017/s204579601600113x.
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Aims.The aim of the current study was to carry out a national population-based survey to assess the proportion of people disclosing mental health problems in a variety of settings. A further aim was to explore respondent characteristics associated with disclosure.Methods.In 2014, telephone interviews were carried out with 5220 Australians aged 18+, 1381 of whom reported a mental health problem or scored highly on a symptom screening questionnaire. Questions covered disclosure of mental health problems to friends, intimate partners, other family members, supervisors or other colleagues in the workplace, teachers, lecturers or other students in the educational institution, health professionals and others in the community. Other than for intimate partners or supervisors, participants were asked whether or not they told everybody, some people or no one. Multinomial logistic regression was used to model the correlates of disclosure in each setting.Results.For friends and family, respondents were more likely to disclose to some people than to everyone or to no one. In most other domains, non-disclosure was most common, including in the workplace, where non-disclosure to supervisors was more likely than disclosure. Disclosure was associated with having received treatment or with support in all settings except healthcare, while it was only associated with discrimination in two settings (healthcare and education).Conclusions.Disclosure of mental health problems does not appear to be linked to discrimination in most settings, and is typically associated with receiving support. Selective or non-disclosure may be particularly critical in workplaces, education and healthcare settings.
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Morrison-Saunders, Angus, and Gil Field. "Partnerships in Environmental Education: The University of Notre Dame Australia, CALM, Local Government and the Community." Australian Journal of Environmental Education 15 (1999): 157–59. http://dx.doi.org/10.1017/s0814062600002743.
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The Department of Conservation and Land Management (CALM), which is responsible for the management of natural areas in public ownership within Western Australian and wildlife management throughout the state, has entered into a partnership with the University of Notre Dame Australia to deliver some of the units within their Environmental Studies and Tourism programmes. CALM involvement with the university started in 1994 with the provision of occasional guest lecturers and involvement in field excursions with the students over a range of units (eg. during visits to national parks and other sites managed by CALM). More recently, however, CALM have taken the responsibility for presenting two units in their entirety: ES/ BS 181 Ecotourism and Heritage Management andES280/380 Recreation Planning and Management. In addition to the partnership between these two institutions, the two units directly involve local government and the community.This paper presents details of the two units and discusses how this partnership contributes towards community leadership and responsibility and represents effective environmental education.In order to appreciate the educational benefits of the partnership between CALM and the University of Notre Dame Australia, a brief overview of the two units taught by CALM is provided.The Ecotourism and Heritage Management unit focuses on interpretation techniques in natural and cultural heritage area management and the business of cultural and ecotourism. Subjects include interpretive planning, project design and evaluation as well as the planning, design and presentation of ecotours and other guided interpretive activities.
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Huong, Le, Fung Kuen Koo, Rodney Arambewela, and Ambika Zutshi. "Voices of dissent: unpacking Vietnamese international student experience." International Journal of Educational Management 31, no. 3 (April 10, 2017): 280–92. http://dx.doi.org/10.1108/ijem-07-2015-0099.
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Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.
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Van Gelderen, Ben. "Growing our own: A 'two way', place-based approach to Indigenous initial teacher education in remote Northern Territory." Australian and International Journal of Rural Education 27, no. 1 (April 25, 2017): 14–28. http://dx.doi.org/10.47381/aijre.v27i1.81.
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Growing Our Own is an innovative and unique program for Initial Teacher Education (ITE) in the remote Northern Territory. As a partnership between Catholic Education, Northern Territory (CENT) and Charles Darwin University (CDU), lecturers travel to remote Indigenous communities to deliver unit content to local 'Assistant Teachers’ enrolled in the Bachelor of Education: Primary degree. However, it is much more than an effective scheduling exercise; the program has been intentionally established to function under the ‘two way’ pedagogy whereby the pre-service teachers, their mentors and lecturers engage in a process of epistemological dialogue and exchange. There is also a place-based emphasis, with a clear pattern of teaching ‘on country’. Overall, such a process of genuine negotiation to incorporate localised Indigenous Language and Knowledge within the Australian Curriculum is opening up new and exciting possibilities for (school) student learning and a tertiary Indigenous ‘standpoint’.Growing Our Own was established in 2009 and has been refined over the years to meet the increasing demands on Initial Teacher Education and local community desires. This paper is both a report concerning the successes of the program thus far and a critical reflection on some of the key findings that have evolved in regards to such a ‘two way’, place-based, Indigenous andragogic approach.
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Kahu, Ella R., and Catherine Picton. "The benefits of good tutor-student relationships in the first year." Student Success 10, no. 2 (August 9, 2019): 23–33. http://dx.doi.org/10.5204/ssj.v10i2.1293.
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Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.
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Hannaford, Peter. "Foreword." Australian Journal of Physics 46, no. 1 (1993): 1. http://dx.doi.org/10.1071/ph930001.
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This special issue contains selected papers of Plenary and Keynote Lectures presented at the Tenth National Congress of the Australian Institute of Physics, held at the University of Melbourne from 10 to 14 February, 1992. The Congress was attended by nearly 1000 delegates, including numerous distinguished physici~ts from Australia and abroad, who were treated to a smorgasbord of physics ranging from astrophysics to particle physics. The Congress was organised around a series of fifteen separate sections, representing various branches of physics in which there is active Australian interest, and incorporated the First Conference of the Vacuum Society of Australia; the Fifth Gaseous Electronics Meeting; the Fourteenth AINSE Nuclear and Particle Physics Conference; the 1992 Physics Teachers Conference; the Third Australasian Conference on Remote Sensing of Atmospheres and Oceans; and the South Pacific Solar-Terrestrial and Space Physics Workshop.
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Collins, David J., and Ian D. Rae. "R. W. E. MacIvor: Late-nineteenth-century Advocate for Scientific Agriculture in South-eastern Australia." Historical Records of Australian Science 19, no. 2 (2008): 125. http://dx.doi.org/10.1071/hr08007.
Full textAbstract:
Ralph Waldo Emerson MacIvor, a Scottish chemist, was brought to Victoria in 1876 by the prominent landowner W. J. Clarke to lecture to farmers on scientific agriculture. MacIvor lectured frequently over the next few years, joining in agricultural politics and supporting the establishment of agricultural colleges. He also lectured in South Australia and New Zealand. His lectures were fully reported in the press and in 1879 he incorporated their content in a book, The Chemistry of Agriculture. He was one of the unsuccessful applicants for the University of Melbourne's chair of chemistry to which David Orme Masson was appointed in 1886. In 1884, MacIvor was appointed by the new Sydney Technical College to lecture in country districts on scientific agriculture, but served for less than a year. He returned to Britain where he practised in London as a consulting analytical chemist. MacIvor came with experience in original chemical research, but he was not brought to Australia to conduct research in agricultural chemistry. His role was to act as instructor and advocate for scientific agriculture.