Identity and intersectional responsive pedagogy in higher education : insights from two locations in regional and urban Australia
- Authors: Goriss-Hunter, Anitra , Archer, Verity , Arvanitakis, James
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 13 p. 181-196
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- Description: In this chapter, we investigate the ways in which academics’ identity factors can impact their work experiences and pedagogies in two Australian tertiary institutions. While there is a body of literature that interrogates the concept of diversity in higher education, most of the research focuses on diverse student populations rather than examining academic diversity. Current research does not explore in depth the ways in which intersections of identity factors such as gender, race, class, and able-bodiedness might impact academics’ experiences in the chiefly middle-class-institutions that comprise the Australian Higher Education landscape. The authors employed a mixed methods approach. To collect data for the project, we constructed an anonymous online Qualtrics survey and invited participation from academics working at one regional and one urban university. The survey consisted of a mixture of open and closed questions concerning the relationship between identity and teaching approaches within universities. Responses were coded, and common themes were examined by the researchers using an intersectional approach. The survey findings reveal that academics who identify as equity group members see these identities as a strength in teaching and interactions with students, however, these identities sometimes give rise to tensions with colleagues and can be seen as a barrier to career progression.
Inclusion, equity, diversity, and social justice in education in the twenty-first century
- Authors: Goriss-Hunter, Anitra , Burke, Jenene , Weuffen, Sara , Plunkett, Margaret , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 1 p. 1-10
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- Description: The chapter offers a road map that charts the key issues raised in this edited collection that contributes to the United Nations Sustainable Development Goal (SDG) series. Throughout the book, questions are raised, tensions observed, and practices highlighted, often through passionate discussion, regarding the ways in which considerations of equity, inclusion, and social justice are configured, challenged, observed, or ignored in a range of educational settings. All chapters address the United Nations Sustainable Development Goal 4: Quality Education which advocates for the provision of inclusive and equitable education and the promotion of lifelong learning for all. This chapter extends the focus of diversity, inclusion, and social justice to examine the inclusive approaches embedded in the production of the book. Rejecting potentially exclusionary publication processes, the editors mobilized inclusive approaches to selecting, reviewing, and editing chapters and the development of edited scholarship. Focusing on connections and capacity building, a diverse range of authors, reviewers, and editors worked together in a supportive, inclusive, and encouraging framework to produce an interwoven contemporary narrative about the state of diversity and inclusion in mainstream education settings.
Parent-educators’ explorations of learning and role tensions during and ‘after’ Covid-19
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Walker, Amy , Claughton, Amy , Oxworth, Catherine , Robertson, Deborah , Griffiths, Katrina
- Date: 2023
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 33, no. 3 (2023), p. 974-991
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- Description: This paper investigates the insights that we, as parent-educators gained from our children’s learning experiences throughout the Covid-19 pandemic and how this impacted our approaches to learning and teaching. All authors are teacher education academics working at a regional Australian university. The rapid and extensive changes in our personal and professional circumstances provided an opportunity for us to critically examine the ways in which we promoted learning for our children and our students. Our reflections on these investigations form the basis of this article. To explore these issues we drew on a method involving narrative inquiry and the Indigenous concept of yarning that we call collaborative narrative inquiry and the theoretical framework of Antonovsky’s salutogenic approach. Key findings of the research demonstrated tensions between the roles of parent and educator with a growing focus on the former and an increasing emphasis on health and well-being. These issues impacted the ways in which parent-educators facilitated learning for all students. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved.
Policy, discourse and epistemology in inclusive education
- Authors: Burke, Jenene , Goriss-Hunter, Anitra , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 2 p. 13-27
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- Description: This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.
Working towards a sustainable, responsive, inclusive, and diverse global education future
- Authors: Weuffen, Sara , Burke, Jenene , Goriss-Hunter, Anitra , Plunkett, Margaret , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 19 p. 277-286
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- Description: In this chapter, we synthesise the interwoven narrative presented in this edited collection that interrogates discourses and policies of inclusive education, foregrounds the lived realities of diverse cohorts, and offers new ways of thinking and acting through a process of capacity building. Through thematic analysis, we analyse emergent themes pertaining to diversity and inclusion to illuminate the divergence between rhetoric and practice where the provision of quality education is concerned. Ultimately, we question whether the United Nations Sustainable Development Goal 4 of quality education for all is being actualised in the twenty-first century and offer provocations on the possibilities of actualising a sustainable, responsive, inclusive, and diverse education future globally.
‘More than marking and moderation’ : a self-study of teacher educator learning through engaging with graduate teaching performance assessment
- Authors: Brandenburg, Robyn , Fletcher, Anna , Goriss-Hunter, Anitra , Van der Smee, Cameron , Holcombe, Wendy , Griffiths, Katrina , Schneider, Karen
- Date: 2023
- Type: Text , Journal article
- Relation: Studying Teacher Education Vol. 19, no. 3 (2023), p. 330-350
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- Description: Global attention continues to focus on the quality of teaching, teacher quality, teacher education programs and the preparation of graduates who are ready to teach. This self-study research focuses on one aspect of the preparation and assessment of graduates for teaching: the marking and moderation of a Teaching Assessment Performance (TPA), a mandated assessment tool implemented in Australian universities and education institutions that is used as one key determinant to assess graduate readiness for the profession. While there is a developing field of research related to the implementation and effectiveness of TPAs, less is known about the teacher educator expertise required to mark and moderate these assessments. The purpose of this self-study, conducted at Federation University, a regional university in Australia, aimed to identify and examine teacher educator marker and moderator experience and expertise through the establishment of a professional learning community (PLC). Using audio-recorded transcripts of team meetings and teacher educator vignettes, the data were analysed using NVivo and were individually and collectively categorised and coded. Reflecting in and on our practice, we focused on critical moments, interactions, and experiences to interrogate the data. The key themes included: 1) collaboration through marking and moderation; 2) reflection through critical engagement; 3) growth as a teacher educator and 4) enactment in teacher educator practice. This self-study of practice, using a PLC, enabled us to make our often-tacit knowledge, understanding and expertise explicit, and provided frameworks and structures for enacting this new knowledge in practice. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
A systematic literature review on the evaluation of business simulation games using PRISMA
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2022
- Type: Text , Conference paper
- Relation: 33rd Australasian Conference on Information Systems: The Changing Face of IS, ACIS 2022, Melbourne, 4-7 December 2022, ACIS 2022 - Australasian Conference on Information Systems, Proceedings
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- Description: In recent years, organisational software process education has seen a considerable uptick in interest in adopting business simulation games (BSGs) as a novel learning resource. However, the lack of reliable and valid instruments to evaluate simulation learning outcomes inhibits the adoption and progress of simulation in Information System education. To fill this need, we performed a systematic review of 33 empirical studies using the PRISMA declaration approach to identify the different evaluation methods used to analyse BSG learning outcomes. We created a concept matrix using a didactic framework that categorised these assessment methodologies into three game stages (pre-game, in-game and post-game). We established a comprehensive evaluation strategy using this concept matrix, which teachers and researchers may use to choose the best appropriate evaluation method to analyse a wide range of learning outcomes of business simulation games. Copyright © 2022 Faisal, Chadhar, Goriss-Hunter & Stranieri.
Business simulation games in higher education : a systematic review of empirical research
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2022
- Type: Text , Journal article , Review
- Relation: Human Behavior and Emerging Technologies Vol. 2022, no. (2022), p.
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- Description: Over the last few years, business simulation games (BSGs) in higher education have attracted attention. BSGs tend to actively engage students with course material, promoting higher engagement and motivation and enabling learning outcomes. Increasingly, researchers are trying to explore the full potential of these games with an upsurge of research in the BSG field in recent years. There is a need to understand the current state of research and future research opportunities; however, there is a lack of recent systematic literature reviews in BSG literature. This study addresses this gap by systematically compiling online empirical research from January 2015 to April 2022. We followed PRISMA guidelines to identify fifty-seven (57) papers reporting empirical evidence of the effectiveness of BSGs in teaching and learning. Findings showed that BSGs improve learning outcomes such as knowledge acquisition, cognitive and interactive skills, and behaviour. The review also summarises different issues concerning the integration of BSGs into the curriculum, learning theories used in the selected studies, and assessment methods used to evaluate student achievement in learning outcomes. The findings of this review summarise the current research activities and indicate existing deficiencies and potential research directions that can be used as the basis for future research into the use of BSGs in higher education. © 2022 Nadia Faisal et al.
Information communication technology in schools : students exercise ‘Digital Agency’ to engage with learning
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Echter, Adele
- Date: 2022
- Type: Text , Journal article
- Relation: Technology, Knowledge and Learning Vol. 27, no. 3 (2022), p. 785-800
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- Description: In contemporary society nationally and internationally, the use of Information Communication Technologies (ICTs) has become a vitally important component in the workforce, recreationally, and in schools. In Australia, as in many countries, there is a nation-wide priority within education systems that endeavours to ensure that in an increasingly digital world, students possess the ICT skills to participate fully in their schooling and, later in contemporary society. While progress has been made towards achieving these goals, research demonstrates that there is a general loss of engagement and confidence in ICT tasks as student progress through school systems. In order to explore what students currently in secondary schools think and feel about their use and engagement levels regarding ICTs, this paper draws on a pilot project conducted in Australian schools. This pilot study found that agency and design-based pedagogy concerning the use of ICTs were key factors in engaging students and promoting learning. To further explore the findings of the project, the authors have formulated a model of Digital Agency. This term, ‘Digital Agency’ is defined as the students’ experience of autonomous technology learning in the classroom. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.
Instructors’ perceptions of the development of work-readiness through simulations
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2022
- Type: Text , Conference paper
- Relation: 33rd Australasian Conference on Information Systems: The Changing Face of IS, ACIS 2022, Melbourne, 4-7 December 2022, ACIS 2022 - Australasian Conference on Information Systems, Proceedings
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- Description: The global ERP software market is expected to reach $117.09 billion by 2030 (Biel, July 12, 2022). To boost graduate work-readiness, Australian institutions are adopting new pedagogical strategies by familiarising Information systems (IS) students with this highly sought-after software. One of these techniques is simulation games that provide students with a risk-free, real-world simulation of popular software to develop soft and hard skills needed by the IS industry. This exploratory study employed the Grounded Theory approach to evaluate instructors' perceptions of the influence of simulation games on the work-readiness of information systems students. We conducted semi-structured interviews with (Enterprise Resource Planning Simulation) ERPsim game laboratory instructors. The authors utilised Work Readiness Integrated Competency Model to map the three learning outcomes from the interviews’ analysis: abilities, knowledge, and attitudes. The mapping demonstrated that simulation games could support the development of specific skills and attitudes needed by the information systems sector. Copyright © 2022 Faisal, Chadhar, Goriss-Hunter & Stranieri.
“We’re in it for the long haul” : connection, generation and transformation through a school-university partnership
- Authors: Goriss-Hunter, Anitra , Burke, Jenene , Sellings, Peter
- Date: 2022
- Type: Text , Book chapter
- Relation: School-University Partnerships-Innovation in Initial Teacher Education Chapter 7 p. 91-108
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- Description: This paper investigates a transformational school-university partnership project designed to provide authentic learning experiences for pre-service teachers (PSTs); broaden aspirations for regional students in disadvantaged areas; and, work within government policies. Initiated in 2012, the Activity Day project involved two regional secondary colleges and their Years 8 and 9 students who took part in a learning event organised and implemented by second year PSTs as part of their teacher education program. The project has endured ten years of delivery and changes of personnel, having been developed from the learnings of a similar project. A qualitative mixed methods approach was used to evaluate and report on this project. Collaborative self-study combined with semi-structured interviews and feedback from PSTs, teachers and students were used to examine the benefits and challenges of the project. The findings indicate that all parties felt the project was beneficial to them and that there was also scope for future expansion and enhancement. A model known as the RESET model is presented in this chapter. This model draws on our years of school and university partnership activities to highlight important factors that we believe are vital to the success of any school and university partnership. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
A fine romance? Developing a transformational school-university partnership
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Lenk, Karen , Scash, Melinda
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Practice and Theory Vol. 43, no. 1 (2021), p. 57-76
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- Description: This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers.
An Exploratory Study on the Employers' Perceptions of ICT Graduate work-readiness
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2021
- Type: Conference paper
- Relation: Pacific Asia Conference on Information Systems (PACIS 2021) 12th to 14th July 2021
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- Description: Drawing on information gathered from scoping interviews with graduate recruiters and industry experts in Australia, this study extends our understanding of how employers, rather than researchers, describe the desired work-ready skills for graduate/entry level roles in the Australian information and communication technology (ICT) industry. Contrary to the developing literature on work-readiness, the findings showed that the skills which contribute to work-readiness should not be limited to field-specific knowledge, skills and cognitive skills, but that they should be extended to include affective skills or personal attributes and behaviors, such as selfefficacy, willingness to learn, disposition, tolerance and integrity. Results have practical implications for developing academic programs aimed at enhancing cognitive and affective skills among IT graduates for employment potential and successful transition into work.
Patchwork girl—fractured maternal monsters
- Authors: Goriss-Hunter, Anitra
- Date: 2021
- Type: Text , Book chapter
- Relation: Monstrous Mothers p. 23-38
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- Description: Maternity and the monstrous are closely intertwined in cultural, social, scientific, and technological narratives. Monstrous maternal entities are firmly entrenched in the popular imaginary and loom large in countless works of fiction and nonfiction. To problematize the notion of the monstrous maternal as tied to a concept or body, this chapter interrogates how monstrously maternal bodies are constructed as hybridity, fragmented identity, and queer desire in Shelley Jackson’s hypertext fiction, Patchwork Girl (1995)—a cyberfeminist reworking of Mary Shelley’s Frankenstein. I argue that Patchwork Girl enacts explorations of the monstrous maternal—historically, the site of the Other, embodiment, agency, and
Rethinking IS Graduates Work-readiness: Employers' perspectives
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2021
- Type: Text , Conference paper
- Relation: 27th Annual Americas Conference on Information Systems (AMCIS)
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- Description: Being a significant stakeholder in the graduates' employment outcomes, it is vital to understand employers' perceptions of graduates' work-readiness. However, existing information systems (IS) literature focuses mainly on the perceptions of students or universities. This paper aims to fill this gap by analysing scoping interviews conducted with graduate recruiters and industry experts in Australia regarding attributes that can improve graduates' employment prospects in the information and communication technology industry. A preliminary investigation based on grounded theory identified three emergent themes from the data: behaviors, skills, and knowledge levels. Based on the findings, this study proposes an IS graduate work-readiness framework that can help universities to develop academic programs aimed at enhancing desirable skills and attitudes among IS graduates' employment.
Teamwork and regional universities : the benefits for women of a third space (AUR 63 02)
- Authors: Goriss-Hunter, Anitra , White, Kate
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Universities Review Vol. 63, no. 2 (2021), p. 11-21
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- Description: This article reports on the findings of a study that explored the benefits and challenges for women of working at an Australian regional university in early 2020 before the COVID-19 pandemic. It examines whether living and working at a regional university with dispersed campuses presented particular challenges for women and whether it had an impact on their career progression. Twenty-one women supplied written responses to a list of questions provided by the researchers. The main finding was that women enjoyed working in teams and preferred flexibility, autonomy and positive teamwork environments. To address challenges identified in the study about working across dispersed campuses and the limitations of virtual communication, particularly in the current pandemic, the article investigates the feasibility of a blended approach to teamwork using the concept of a third space. © 2021 National Tertiary Education Union. All Rights Reserved.
The bad mothers club: In Cyberspace, you can hear the unruly women laughing
- Authors: Goriss-Hunter, Anitra
- Date: 2021
- Type: Text , Book chapter
- Relation: Who’s Laughing Now? Chapter five p. 61-74
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- Description: Despite feminist interventions, it is obvious that there are serious problems with the ways in which maternal bodies are described and defined. Representations of good and bad mothers offer narrow, restrictive, and prescriptive scripts for maternal bodies. Searching for some possible solutions to the issues concerning restrictive representations of maternity, I found the maternity website, Bad Mothers Club (BMC). BMC is a British website, edited and published by Stephanie Calman, that was set up in response to the increasing volume of information about pregnancy and childrearing from a variety of domains, which arguably seek to regulate, control, and profit from. maternal bodies "From introduction"
Womens’ career progression in an Australian Regional University
- Authors: White, Kate , Goriss-Hunter, Anitra
- Date: 2021
- Type: Text , Journal article
- Relation: Frontiers in Sociology Vol. 6, no. (2021), p.
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- Description: This article examines the link between terms of employment (full time, part time and casual) at an Australian regional university and women’s career progression. The literature identifies lack of transparency in recruitment, promotion and retention; mobility and location; and management perceptions of women’s choice to work flexibly as factors impacting on career progression. However, the voices of women working in regional universities and particularly those of professional staff are often not present in current research. This study moves towards addressing this research deficit. Feminist institutionalism is used to analyse the relationship between national legislation, university policies and informal institutional practices in relation to women’s career progression In early 2020, twenty-one women provided written responses to questions on the link between terms of employment and career progression. The main findings tend to support other research about women working in universities; that is, carers need flexible work arrangements. But there are particular differences for women in regional universities who have to travel between dispersed campuses, which brings an added dimension of complexity to career progression. Their choices about terms of employment and fulfilling carer responsibilities resulted in insecure employment for some participants which had an impact on wellbeing and confidence. In addition, care/household responsibilities and the choice to work flexibly had a negative effect on career progression, and managers did not necessarily support flexible work options (despite national legislation that enables employees with child care responsibilities to negotiate flexible work arrangements with managers, and institutional gender equality policies). © Copyright © 2021 White and Goriss-Hunter.
Are ERP simulation games assisting students to be job-ready? An Australian universities’ perspective
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2019
- Type: Text , Conference paper
- Relation: 30th Australiasian Conference on Information Systems (ACIS), 9-11 December 2019, Perth, Australia
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- Description: Deep and rapid changes in digital enterprise technology exceed the ability of traditional teaching methods to prepare students for challenges encountered in modern enterprises. Researchers proposed different pedagogical approaches to teach ERP (Enterprise Resource Planning) concepts such as ERPsim games to enhance students’ learning and job-readiness. Although the ERPsim studies verified the role of these games in enhancing students’ learning, whether these games contribute to student’s job readiness still needs to be explored. Using the mixed-method approach, this research-in-progress is designed to fill this gap by investigating the role of ERPsim game in increasing skills, learning levels, and job-readiness among university students in Australia. The findings from this study can contribute to the improvement of ERP pedagogical techniques. In addition, this research-in-progress will provide a concrete mapping to align learning outcomes/skills with ICT industry competencies standards as defined in SFIA (Skills framework for Information Age) and AQF (Australian Qualifications Framework).
Developing pre-service teachers : The impact of an embedded framework in literacy and numeracy
- Authors: Sellings, Peter , Felstead, Karen , Goriss-Hunter, Anitra
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 4 (2018), p. 1-16
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- Description: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.