Learning about the effects of context on teaching and learning in preservice teacher education
- Authors: Fenwick, Lisl , Cooper, Maxine
- Date: 2013
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 38, no. 3 (2013), p. 96-110
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- Description: Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained.
- Description: 2003011028
Policies and practices of professional development in China: What do early childhood teachers think?
- Authors: Guo, Karen , Yan, Yong
- Date: 2013
- Type: Text , Journal article
- Relation: The Australian Journal of Teacher Education Vol. 38, no. 6 (2013), p. 880102
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- Description: Abstract:This paper focuses on early childhood teachers’ professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers’ perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely the teachers’ positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An important aspect of the teachers’ perspectives of their professional development, which connects up to the early childhood environment in ChangChun, is the view that professional development was oriented to their own employment continuity. Teachers’ learning was perceived as a useful means to offset the insecurity of their careers, but not closely related to children’s learning
Publishing and presenting: A cross-national analysis of engineering academics in Europe
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 15, no. 3 (2013), p. 148-154
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- Description: The international Changing Academic Profession (CAP) survey was used to compare several measures of research output in participating European countries. When looking at the output of books, articles, reports and conference presentations, results indicated variations between countries and between the engineering field of education and other fields of education. European university engineering academics produced relatively more research reports/monographs written for a funded project, but tended to produce at lower rates than academics overall in the other three forms of written research output. © WIETE 2013.
Silences of ethical practice: dilemmas for researchers using social media
- Authors: Henderson, Michael , Johnson, Nicola , Auld, Glenn
- Date: 2013
- Type: Text , Journal article
- Relation: Educational Research and Evaluation Vol. 19, no. 6 (2013), p. 546-560
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- Description: Social media, such as social network sites and blogs, are increasingly being used as core or ancillary components of educational research, from recruitment to observation and interaction with researchers. However, this article reveals complex ethical dilemmas surrounding consent, traceability, working with children, and illicit activity that we have faced as education researchers for which there is little specific guidance in the literature. We believe that ethical research committees cannot, and should not, be relied upon as our ethical compass as they also struggle to deal with emerging technologies and their implications. Consequently, we call for researchers to report on the ethical dilemmas in their practice to serve as a guide for those who follow. We also recommend considering research ethics as an ongoing dialogical process in which the researcher, participants, and ethics committee work together in identifying potential problems as well as finding ways forward.
Social marketing: why injury prevention needs to adopt this behaviour change approach
- Authors: Newton, Joshua , Ewing, Michael , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 47, no. (2013), p. 665-667
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Teaching higher education courses in further education colleges
- Authors: Atkins, Liz
- Date: 2013
- Type: Text , Book
- Relation: Achieving QTLS series
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- Description: As the number of higher education (HE) courses offered in further education (FE) settings increases, so does the need for teachers and trainee teachers to develop their teaching skills. This text is written for all teachers and trainee teachers in FE. It considers what it means to teach HE in FE and how an HE environment can be created in an FE setting. The text covers day-to-day aspects of teaching including planning and assessment, giving guidance on the unique needs of HE students. Chapters on research and quality assurance support the reader in developing some advanced teaching skills. This is a practical guide for FE teachers and trainee teachers as the sector adapts to the needs of education today
The reach and adoption of a coach-led exercise training programme in community football
- Authors: Finch, Caroline , Diamantopoulou, Kathy , Twomey, Dara , Doyle, Tim , Lloyd, David , Young, Warren , Elliot, Bruce
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine. Vol. 48(8), p.718-723.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
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- Description: Objective: To determine the reach and adoption of a coach-led exercise training programme for lower limb injury prevention. Design: Secondary analysis of data from a group-clustered randomised controlled trial. Setting: A periodised exercise training warm-up programme was delivered to players during training sessions over an 8-week preseason (weeks 1–8) and 18-week playing season. Participants: 1564 community Australian football players. Main outcome measurements: Reach, measured weekly, was the number of players who attended training sessions. Adoption was the number of attending players who completed the programme in full, partially or not at all. Reasons for partial or non-participation were recorded. Results: In week 1, 599 players entered the programme; 55% attended 1 training session and 45% attended > 1 session. By week 12, 1540 players were recruited but training attendance (reach) decreased to <50%. When players attended training, the majority adopted the full programme—ranging from 96% (week 1) to above 80% until week 20. The most common reasons for low adoption were players being injured, too sore, being late for training or choosing their own warm-up. Conclusions: The training programme's reach was highest preseason and halved at the playing season's end. However, when players attended training sessions, their adoption was high and remained close to 70% by season end. For sports injury prevention programmes to be fully effective across a season, attention also needs to be given to (1) encouraging players to attend formal training sessions and (2) considering the possibility of some form of programme delivery outside of formal training.
What are the most effective risk-reduction strategies in sport concussion?
- Authors: Benson, Brian , McIntosh, Andrew , Maddocks, David , Herring, Stanley , Raftery, Martin , Dvorak, Jiri
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 47, no. 5 (2013), p. 321-326
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- Description: Aim To critically review the evidence to determine the efficacy and effectiveness of protective equipment, rule changes, neck strength and legislation in reducing sport concussion risk. Methods Electronic databases, grey literature and bibliographies were used to search the evidence using Medical Subject Headings and text words. Inclusion/ exclusion criteria were used to select articles for the clinical equipment studies. The quality of evidence was assessed using epidemiological criteria regarding internal/external validity (eg, strength of design, sample size/power, bias and confounding). Results No new valid, conclusive evidence was provided to suggest the use of headgear in rugby, or mouth guards in American football, significantly reduced players' risk of concussion. No evidence was provided to suggest an association between neck strength increases and concussion risk reduction. There was evidence in ice hockey to suggest fair-play rules and eliminating body checking among 11-years-olds to 12-years-olds were effective injury prevention strategies. Evidence is lacking on the effects of legislation on concussion prevention. Equipment self-selection bias was a common limitation, as was the lack of measurement and control for potential confounding variables. Lastly, helmets need to be able to protect from impacts resulting in a head change in velocities of up to 10 and 7 m/s in professional American and Australian football, respectively, as well as reduce head resultant linear and angular acceleration to below 50 g and 1500 rad/s2, respectively, to optimise their effectiveness. Conclusions A multifactorial approach is needed for concussion prevention. Future well-designed and sportspecific prospective analytical studies of sufficient power are warranted.
Who is conducting educational research in Australia and how can their work be supported?
- Authors: Bennett, Dawn , Smith, Erica , Bennett, Sue , Chan, Philip , Bobis, Janette , Harrison, Neil , Seddon, Terri , Shore, Sue
- Date: 2013
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 40, no. 4 (November 2013 2013), p. 473-492
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- Description: Educational research has long been the subject of lively and agitated debate, not least because of its diversity. Ranging in scope from academic development and broad-scale policy research through to student engagement and discipline-specific research, it includes methods of traditional academic inquiry and investigations and also less traditional modes of research. However, the topography of Australian educational research and the characteristics of the people who undertake this complex body of work are currently unclear. This paper explores some of the complexities of the Australian research community, drawing on the findings of a national online survey of academics who identified as researching in the field of education from within and outside education schools and faculties. The survey attracted 504 responses from 38 of Australia's 39 universities, and just over two-thirds of respondents were located in a school or faculty of education. We draw on the results to answer the questions of who is undertaking educational research and who how they might be supported. We utilise a conceptual model that 'segments' the educational research workforce represented by the survey respondents, and we conclude by indicating strategies that might be utilised to address research barriers indicated by educational researchers.
- Description: C1
Writing reflexively to illuminate the meanings in cultural safety
- Authors: Cash, Penelope , Moffitt, Pertice , Fraser, Joanna , Grewal, Sukhdev , Holmes, Vicki , Mahara, Star , Ross, Charlotte , Nagel, Dan
- Date: 2013
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 14, no. 6 (2013), p. 825-839
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- Description: With the introduction of cultural safety into nursing curricula, educators are grappling with ways to take their own understanding of the concept to create culturally safe places in their educational environments. The purpose of this paper is to share a process of writing as inquiry to surface new meanings in what might ontologically be understood as culturally safe environments. The writing illuminates individual and collective meanings of cultural safety from the perspectives of eight Canadian nurse educators. Using aesthetic texts and hermeneutic approaches, the meaning of cultural safety is exposed. Fluid depictions of the self as other, along with politicized taken for granted practices and multiple fields of meaning, bring clarity to a view that knowledge is always partial. Since knowledge is co-constructed, situated and socially produced, the representations of our evolving stories and cycles of reflection hold to an element of partiality in epistemological privilege The various texts shared offer insight into thinking about culturally safe spaces as horizons of new meaning. The implications for nursing education are in recognizing locations for both the educators and the learners. These writing and interpretive processes can be integrated into curricula to strengthen reflexive and relational practice. © 2013 Taylor & Francis.
Changes in knee joint biomechanics following balance and technique training and a season of Australian football
- Authors: Donnelly, Cyril , Elliot, Bruce , Doyle, Tim , Finch, Caroline , Dempsey, Alasdair , Lloyd, David
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 46, no. 13 (October 2012 2012), p. 917-922
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- Description: Purpose: Determine if balance and technique training (BTT) implemented adjunct to normal Australian football (AF) training reduces external knee loading during sidestepping. Additionally, the authors determined if an athlete's knee joint kinematics and kinetics change over a season of AF. Methodology: Eight amateur-level AF clubs (n=1,001 males) volunteered to participate in either 28 weeks of BTT or a ‘sham’ training (ST) adjunct to their normal preseason and regular training. A subset of 34 athletes (BTT, n=20; ST, n=14) were recruited for biomechanical testing in weeks 1–7 and 18–25 of the 28-week training intervention. During biomechanical testing, participants completed a series running, preplanned (PpSS) and unplanned sidestepping (UnSS) tasks. A linear mixed model (a=0.05) was used to determine if knee kinematics and peak moments during PpSS and UnSS were influenced by BTT and/or a season of AF Results: Both training groups significantly (p=0.025) decreased their peak internal-rotation knee moments during PpSS, and significantly (p=0.022) increased their peak valgus knee moments during UnSS following their respective training interventions. Conclusions: BTT was not effective in changing an athlete's knee joint biomechanics during sidestepping when conducted in ‘real-world’ training environments. Following normal AF training, the players had different changes to their knee joint biomechanics during both preplanned and unplanned sidestepping. When performing an unplanned sidestepping task in the latter half of a playing season, athletes are at an increased risk of ACL injury. The authors therefore recommend both sidestepping tasks are performed during biomechanical testing when assessing the effectiveness of prophylactic training protocols.
Coding OSICS sports injury diagnoses in epidemiological studies : Does the background of the coder matter?
- Authors: Finch, Caroline , Orchard, John , Twomey, Dara , Saleem, Muhammad Saad , Ekegren, Christina , Lloyd, David , Elliott, Bruce
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine, Vol.48, p.552-556.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
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- Description: Objective: To compare Orchard Sports Injury Classification System (OSICS-10) sports medicine diagnoses assigned by a clinical and non-clinical coder. Design: Assessment of intercoder agreement. Setting: Community Australian football. Participants: 1082 standardised injury surveillance records. Main outcome measurements: Direct comparison of the four-character hierarchical OSICS-10 codes assigned by two independent coders (a sports physician and an epidemiologist). Adjudication by a third coder (biomechanist). Results: The coders agreed on the first character 95% of the time and on the first two characters 86% of the time. They assigned the same four-digit OSICS-10 code for only 46% of the 1082 injuries. The majority of disagreements occurred for the third character; 85% were because one coder assigned a non-specific 'X' code. The sports physician code was deemed correct in 53% of cases and the epidemiologist in 44%. Reasons for disagreement included the physician not using all of the collected information and the epidemiologist lacking specific anatomical knowledge. Conclusions: Sports injury research requires accurate identification and classification of specific injuries and this study found an overall high level of agreement in coding according to OSICS-10. The fact that the majority of the disagreements occurred for the third OSICS character highlights the fact that increasing complexity and diagnostic specificity in injury coding can result in a loss of reliability and demands a high level of anatomical knowledge. Injury report form details need to reflect this level of complexity and data management teams need to include a broad range of expertise. Copyright Article author (or their employer) 2012.
Compliance with return-to-play regulations following concussion in Australian schoolboy and community rugby union players
- Authors: Hollis, Stephanie , Stevenson, Mark , McIntosh, Andrew , Shores, E Arthur , Finch, Caroline
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 46, no. 10 (2012), p. 735-740
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- Description: Background: There is a risk of concussion when playing rugby union. Appropriate management of concussion includes compliance with the return-to-play regulations of the sports body for reducing the likelihood of premature return-to-play by injured players. Purpose: To describe the proportion of rugby union players who comply with the sports body's regulations on returning to play postconcussion. Study design: Prospective cohort study. Methods: 1958 community rugby union players (aged 15–48 years) in Sydney (Australia) were recruited from schoolboy, grade and suburban competitions and followed over ≥1 playing seasons. Club doctors/physiotherapists/coaches or trained injury recorders who attended the game reported players who sustained a concussion. Concussed players were followed up over a 3-month period and the dates when they returned to play (including either a game or training session) were recorded, as well as any return-to-play advice they received. Results: 187 players sustained ≥1 concussion throughout the follow-up. The median number of days before players returned to play (competition game play or training) following concussion was 3 (range 1–84). Most players (78%) did not receive return-to-play advice postconcussion, and of those who received correct advice, all failed to comply with the 3-week stand-down regulation. Conclusions: The paucity of return-to-play advice received by community rugby union players postconcussion and the high level of non-compliance with return-to-play regulations highlight the need for better dissemination and implementation of the return-to-play regulations and improved understanding of the underlying causes of why players do not adhere to return-to-play practices.
Do parents' and children's concerns about sports safety and injury risk relate to how much physical activity children do?
- Authors: Telford, Amanda , Finch, Caroline , Barnett, Lisa , Abbott, Gavin , Salmon, Jo
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 46, no. 15 (2012), p. 1084-1088
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text: false
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- Description: Objective: To see whether concerns about injury risk relate to children's physical activity (PA). Methods: Two cohorts were recruited from 19 Australian schools and assessed in 2001 (T1), 2004 (T2) and 2006 (T3). The younger (n=162) was assessed at 6, 9 and 11years old, and the older (n=259) at 11, 14 and 16 years old. At T1 and T2, parents of the younger cohort reported on fear of child being injured, and whether child would be at risk of injury if they played organised sport; the older cohort self-reported injury fear. Accelerometers assessed PA at each time point. Linear regression models examined cross-sectional associations, and also associations between T1 injury fear and risk and T2 PA, and T2 injury fear and risk and T3 PA. Results: In the younger cohort at T2 (9 years), fear and risk were both negatively associated with moderate to vigorous PA (MVPA) (β=−0.17, 95% CI −0.30 to −0.03 and β=−0.26, 95% CI −0.41 to −0.10) and also vigorous PA (VPA). Fear was also associated with moderate PA (MPA). For the older cohort at T1, injury fear was negatively associated with MVPA (β=−0.21, 95% CI −0.35 to −0.07) and also MPA and VPA. Parental perception of risk at T1 (6 years) was negatively associated with children’s MPA at T2 (9 years) (β= −0.17, 95% CI −0.32 to −0.02). Sex did not moderate any association. Conclusions Younger children and their parents need to know which sports have low injury risks. Some children may need increased confidence to participate.
- Description: Objective: To see whether concerns about injury risk relate to children's physical activity (PA). Methods: Two cohorts were recruited from 19 Australian schools and assessed in 2001 (T1), 2004 (T2) and 2006 (T3). The younger (n=162) was assessed at 6, 9 and 11years old, and the older (n=259) at 11, 14 and 16 years old. At T1 and T2, parents of the younger cohort reported on fear of child being injured, and whether child would be at risk of injury if they played organised sport; the older cohort self-reported injury fear. Accelerometers assessed PA at each time point. Linear regression models examined cross-sectional associations, and also associations between T1 injury fear and risk and T2 PA, and T2 injury fear and risk and T3 PA. Results: In the younger cohort at T2 (9 years), fear and risk were both negatively associated with moderate to vigorous PA (MVPA) (
Getting in through the front door : The first hurdle of researching in companies
- Authors: Smith, Erica
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 153-163
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- Description: This paper examines what is arguably the most important issue in qualitative research - access to willing participants - specifically in the context of companies. This is of considerable importance in vocational education and training (VET) as workplaces are the site of much VET activity. While research textbooks discuss many issues in research, few address this topic explicitly or in depth. From those textbooks aimed at undergraduate students (e.g., Polonksy and Waller, 2005) to the more scholarly books such as the 'Sage Handbook of Organisational Research Methods' (Buchanan & Bryman, eds., 2009) there is scarcely a mention of the problem of gaining access to organisations. Yet access is the major hurdle for most researchers, particularly when researching in companies. Attempting to gain access is a lengthy and sometimes dispiriting activity with outcomes that are often satisficing rather than optimal. The paper, based on Australian researchers' experiences, reports on the difficulties of gaining access to suitable sites, and the ways in which access were gained, and reflects on the outcomes of the access process. This is undertaken partly through the author's self-reflection on her own experiences in carrying out three VET research projects during 2010, requiring access in total to 13 case study sites and 20 phone interview participants, and partly through email interviews with other VET researchers who have researched within companies during three recent years. © eContent Management Pty Ltd.
- Description: 2003010577
Getting sports injury prevention on to public health agendas – addressing the shortfalls in current information sources
- Authors: Finch, Caroline
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 46, no. 1 (January 2012 2012), p. 70-74
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- Description: Public health policy is a successful population-level strategy for injury prevention but it is yet to be widely applied to the sports sector. Such policy is generally coordinated by government health departments concerned with the allocation of limited resources to health service delivery and preventive programs for addressing large community health issues. Prioritisation of sports injury prevention (SIP) requires high-quality evidence about the size of the problem and its public health burden; identification of at-risk vulnerable groups; confirmed effective prevention solutions; evidence of intervention cost-effectiveness; and quantifi cation of both financial and policy implications of inaction. This paper argues that the major reason for a lack of sports injury policy by government departments for health or sport to date is a lack of relevant information available for policy makers to make their decisions. Key information gaps evident in Australia are used to highlight this problem. SIP policy does not yet rank highly because, relative to other health/injury issues, there is very little hard evidence to support: claims for its priority ranking, the existence of solutions that can be implemented and which will work, and potential cost-savings to government agencies. Moreover, policy action needs to be integrated across government portfolios, including sport, health and others. Until sports medicine research generates high-quality population-level information of direct relevance and importance to policy makers, especially intervention costing and implementation cost-benefit estimates, and fully engage in policy-informing partnerships, SIP will continue to be left off the public health agenda.
How vocational education and training researchers use theory in their research
- Authors: Smith, Erica , Clayton, Berwyn
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 251-258
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- Description: This paper is a preliminary investigation of the place that theory plays in vocational education and training (VET) research. Vocational education and training is an academic discipline, whose theory base has not previously been analysed in detail. The VET research community considers itself to be somewhat undervalued both by the broader education discipline in Australia and by some stakeholder bodies. Yet the community and its experienced researchers have a high reputation overseas. It could be that a better articulation of the theoretical framework within which we work, and the bodies of knowledge upon which we draw, may lead to a greater utilisation of our work by the broader scholarly community and, importantly, by relevant policy-makers. © eContent Management Pty Ltd.
- Description: 2003010685
Identifying context-specific competencies required by community Australian Football sports trainers
- Authors: Donaldson, Alex , Finch, Caroline
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 46, no. 10 (August 2012 2012), p. 759-765
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Relation: http://purl.org/au-research/grants/nhmrc/565907
- Full Text: false
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- Description: Background: First-aid is a recommended injury prevention and risk management strategy in community sport; however, little is known about the sport-specific competencies required by first-aid providers. Objective: To achieve expert consensus on the competencies required by community Australian Football (community-AF) sports trainers. Study design: A three-round online Delphi process. Setting: Community-AF. Participants: 16 Australian sports first-aid and community-AF experts. Outcome measures: Rating of competencies as either ‘essential’, ‘expected’, ‘ideal’ or ‘not required’. Results: After Round 3, 47 of the 77 (61%) competencies were endorsed as ‘essential’ or ‘expected’ for a sports trainer to effectively perform the activities required to the standards expected at a community-AF club by ≥75% of experts. These competencies covered: the role of the sports trainer; the responsibilities of the sports trainer; emergency management; injury and illness assessment and immediate management; taping; and injury prevention and risk management. Four competencies (5%) were endorsed as ‘ideal’ or ‘not required’ by ≥85% of experts and were excluded from further consideration. The 26 competencies where consensus was not reached were retained as second-tier, optional competencies. Conclusions: Sports trainers are important members of on-field first-aid teams, providing support to both injured players and other sports medicine professionals. The competencies identified in this study provide the basis of a proposed two-tiered community-AF–specific sports trainer education structure that can be implemented by the peak sports body. This includes six mandatory modules, relating to the ‘required’ competencies, and a further six optional modules covering competencies on which consensus was not reached.
Inspiring connections : The student experience of an online creative arts journal
- Authors: Hains-Wesson, Rachael
- Date: 2012
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 22, no. 3 (2012), p. 263-282
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- Description: This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.
- Description: 2003010687
It's a man's world : The academic staff gender disparity in engineering in 21st Century Australia
- Authors: Dobson, Ian
- Date: 2012
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 14, no. 3 (2012), p. 213-218
- Full Text: false
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- Description: This article examines the academic staff gender disparity in engineering in the 21st Century through an analysis of Australian university staff statistics. The proportion of female academics in engineering is rising, but at a slow rate. In addition, women are more likely to be in junior classifications and less likely to be tenured than their male colleagues. Female engineering academics also tend to be younger than their male counterparts. Although the proportion of the engineering academic workforce made up by women is likely to increase beyond the current rate of about 16%, it will be a long time before engineering ceases to be a male-dominated discipline. © WIETE 2012.