Description:
Today’s generation of international students face a myriad of options when selecting a study destination. Key host countries such as the USA, UK and Australia now compete with a growing number of exporting nations, as many traditional source countries now move to attract international students to their own shores. Importantly, domestic provision has improved dramatically in many emerging economies due to increased investment in higher education and the presence of transnational programs that enable students to study for an overseas qualification without leaving home. The arrival of MOOCS1 and other forms of online education and credentialing are also leading to expanding choices for the growing number of higher education students globally. While international students face greater choice, they must also contend with new challenges. The growth in knowledge economies has led to changing skill and knowledge requirements while the massification of higher education has resulted in an expanding supply of tertiary educated graduates entering the workplace. For employers, globalisation has resulted in greater international competition, off-shoring and less certainty regarding their future labour requirements (Brown, Lauder, & Ashton, 2010). For graduates, this translates into heightened competition for entry level positions, far less certainty surrounding post-study employment prospects and the growing need to ‘stand out’ in a crowded graduate labour market. Consequently, international students face tougher competition in the post-study labour market both in the host and home country. The overall aim of this study was to investigate issues around the employment of international graduates from Australian universities into professions with skill shortages. A key challenge for the research team was negotiating a shifting policy landscape as Australia’s skilled migration program shifted from a supply side to a demand driven system. Changes to Australia’s skilled migration policy sought to remove any perceived link between education and migration. The focus shifted to attracting international students to Australia by offering a high quality higher education experience rather than future employment (Gribble & Blackmore, 2012). For many international graduates, the shift in policy meant finding alternate pathways to achieving long term residency in Australia. Despite the tightening of rules surrounding post-study migration, the study found that international students continue to place high value on remaining in Australia after graduation. For some, the goal is to remain permanently in Australia, while others hope to stay temporarily to gain work experience in their area of qualification. "From the executive study"
Description:
Visualising Victoria’s Groundwater (VVG) is an interoperative web-GIS maintained by Federation University Australia that federates groundwater data from disparate sources to assist groundwater researchers and help water managers make the correct choices for the sustainable use of a precious resource. The Visualising Victoria's Groundwater web-portal currently displays data for all of Victoria from the following sources: • Department of Environment, Land, Water and Planning (DELWP) • Water Measurement Information System (WMIS) - formerly GMS • Victorian Aquifer Framework (VAF) • Department of Economic Development, Jobs, Transport and Resources (EcoDev) • Seamless Geology • Geological Exploration and Development Information System (GEDIS) • Salinity bore database from Future Farming Systems Research (FFSR) • Federation University Australia (FedUni) • Groundwater research bores and other bores not recorded elsewhere (UB Spatial/FedUni Spatial) • Victorian Mineral Water Committee (VMWC) • Victorian Mineral Springs database (VMSD) • Environmental Protection Authority Victoria (EPA) • Certificates and statements of environmental audit (EPA audit reports) • Groundwater quality restricted use zones (GQRUZs) in Victoria • Priority Sites Register (PSR) for Victoria The quality of the bore data varies greatly. Note that bore records may be duplicated in the databases or between the databases, the locations may be wrong, data may be missing and sometimes data may be wrong. For this reason, the emphasis in the data collection has been to refer each record to its original source and link to the original source material where available. Over time it is proposed to edit each individual bore in the database to verify and clean the data where possible. As a general rule, bores in the State Observation Bore network (SOBN) within the WMIS, groundwater research bores managed by the University and the Mineral Springs have the most complete and accurate data. Key features of the VVG portal are:
Description:
Research report Evaluation report for the Victorian Government's Departments of Human Services and Education and Early Childhood Development
Description:
The ageing of the population is one of the major transformations being experienced in Australia, with falls a significant threat to safety, health and independence. There is now substantial evidence regarding effective interventions for preventing falls among older people living independently in the community. The aim of this project was to develop and apply a framework for epidemiological modelling of the population level impact of proven interventions on future fall rates, providing a powerful policy-setting tool for prevention. We used the Cochrane review to source current best efficacy evidence from randomised controlled trials which have provided evidence of minimising the incidence of falls among older people living in the community. Six interventions defined in that review as most promising for community dwelling older people were modelled. Additionally, one other intervention not in the Cochrane review, expedited cataract removal, was also modelled. Occupational therapy delivered home hazard assessment and modification for those with recent fall history, as modelled here, represents the best falls prevention investment. Cardiac pacing is a good falls prevention investment over the medium term, although is unlikely to have a major impact on population level hospital admission rates. The relative cost-effectiveness of psychotropic medication withdrawal appears high, although some implementation issues would need to be addressed and further costs included. Multi-disciplinary multi-factorial risk management represents good clinical practice for high risk individuals, but is not relatively cost-effective for widespread implementation. Tai chi programs may represent good value for falls prevention resources, if local circumstances allow the cost per participant to be substantially lower than modelled here. Predicted reductions in national fall-related hospital admission rates for people aged 65 years and over ranged from 0.4% to 4.6% for five of the six falls prevention strategies implemented over a one year period. These reductions, however, suggest that substantial investment in falls prevention will be required to have large effects on the fall-related hospitalisation rates. In addition, the costeffectiveness of a number of the modelled interventions could be improved by variations to the implementation processes such as measures to increase uptake, or decrease the cost per participant. The framework developed provides the potential for the research evidence base to better guide policy and practice with respect to reducing falls and future fall-related hospitalisation rates.
Description:
This resource has been developed as part of a national research project, Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education . This guide provides practical advice about the teaching characteristics and strategies that contribute to the success of students from low socioeconomic status (LSES) and about the ways in which student agency may be enabled. This guide is not intended as a manual for teaching students from low socioeconomic backgrounds, nor does it prescribe how the advice it offers might be implemented. Instead, it offers general, practical advice that has emerged from relevant literature in the field, 26 interviews with academic and professional staff in six universities experienced in the effective teaching and support of LSES students, and 89 interviews with successful LSES students in three universities about what helped them succeed. The guide draws on the voices of staff and students and, through sharing their views, offers broad advice in six areas of teaching that may assist busy teaching staff. We recommend considering the advice and suggestions in this guide within the context of your professional life, discipline and workload.
Description:
This resource has been developed as part of a national research project, Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education . This guide provides practical advice about the teaching characteristics and strategies that contribute to the success of students from low socioeconomic status (LSES) and about the ways in which student agency may be enabled. This guide is not intended as a manual for teaching students from low socioeconomic backgrounds, nor does it prescribe how the advice it offers might be implemented. Instead, it offers general, practical advice that has emerged from relevant literature in the field, 26 interviews with academic and professional staff in six universities experienced in the effective teaching and support of LSES students, and 89 interviews with successful LSES students in three universities about what helped them succeed. The guide draws on the voices of staff and students and, through sharing their views, offers broad advice in six areas of teaching that may assist busy teaching staff. We recommend considering the advice and suggestions in this guide within the context of your professional life, discipline and workload.
Description:
Overall, the investigation found that universities that wish to improve the quality of teaching and learning should take an approach that aims to be: collaborative and developmental; embedded; sustainable; and focused on enabling innovation and enhancement. The seven interlinked insights characteristic of sustainable, positive change in teaching and learning in Australian universities are as follows. 1. Efforts to improve the quality of teaching and learning are aligned with the strategic direction of the university The evidence indicates that efforts to improve the quality of teaching and learning within an institution should be aligned with the strategic direction of the university. While this might seem self evident, the findings indicate that there are sometimes tensions between overall institutional priorities and efforts to enhance the quality of teaching and learning. Careful strategic thinking can ensure efforts to enhance teaching and learning provide a means through which universities can enact aspects of their strategic plans. 2. Senior executives support teaching and learning enhancement, and resources for those improvements are allocated as part of the universityʼs planning and budget cycle The study found that embedding and sustaining good teaching and learning practice requires high-level support within an institution. In addition to providing stable representation and championing of teaching and learning, effective support was found to also incorporate institutional investment in the form of funding and resourcing positions and initiatives. It was found that sustainability relies on institutional funding that ensured ongoing impetus for, and successful work in, enhancing teaching and learning. 3. Staff workload allocations allow time for innovation, enhancement and improvement in teaching and learning The project findings indicate that the major factor inhibiting efforts to improve teaching and learning is high staff workloads and the consequent lack of time to engage with, and contribute to, teaching and learning enhancement efforts. This finding mirrors those of several other recent Australian studies of the changing academic profession, although this current project notes the applicability of workload matters to both academic and professional staff. If leaders in Australian universities wish to enhance teaching and learning, fresh thinking, policy and planning is needed around academic and professional staff roles and workload allocation. 4. Effective leadership proactively manages tensions between discipline research endeavours and efforts to improve teaching and learning This research found that a major cultural impediment to enhancing teaching and learning is the privileging of research over teaching and learning within an institution. The findings suggest that effective leadership and management of the tensions that arise between research endeavours and efforts to improve teaching and learning are critical if the latter are to be successful. The findings suggest that the reconciliation of research and teaching and learning can be achieved to some extent through a range of means, including the facilitation of research and scholarship around teaching and learning. Leading sustainable change in university teaching and learning: Lessons from the sector 6 5. Teaching and learning are supported by relevant research and scholarship conducted within the institution and in collaboration with other institutions and relevant bodies The study findings indicate the importance of research and scholarship in the area of teaching and learning. External interface, networking and exchange with stakeholders and bodies outside the institution are critical to ensuring enhancement efforts fit with the broader context in which they are occurring. Some of the benefits of engaging in such research and scholarship were: increased reflection on practice; a heightened awareness of the link between an individualʼs own teaching and their studentsʼ outcomes; increased innovation in teaching; improved morale; enhancing the quality of teaching and learning both within an institution and more broadly; and opportunities to both benchmark and improve teaching performance. The potential for research into teaching and learning to contribute to resolving the tensions between discipline research and teaching and learning was also noted. 6. A distributed teaching and learning support structure exists within the institution and is coordinated from the centre The findings of this research showed that a distributed institutional support structure for teaching and learning enhancement, coordinated from the centre, was perceived to be the most effective approach. Most commonly this involved cooperation between a central teaching and learning centre and one or more of: teaching and learning committees; the associate deans (teaching and learning) or equivalent; educational development and other staff located in the faculties; and a critical mass of people with a commitment to teaching and learning improvement and enhancement who have the capacity to lead. 7. Mechanisms to recognise excellence in teaching and learning and to enable teaching and learning career pathways are in place This study found that professional development, reward and recognition mechanisms and enabling career pathways for those committed to teaching and learning are important components in the successful leadership of teaching and learning enhancement. The project findings indicate the centrality of linking efforts to enhance teaching and learning with promotion opportunities. The research findings indicate that university promotion criteria that incorporate excellence in teaching and learning scholarship and practice allow appropriate recognition, enable the sustainability of excellent practice and help embed enhancement.
Description:
Overall, the investigation found that universities that wish to improve the quality of teaching and learning should take an approach that aims to be: collaborative and developmental; embedded; sustainable; and focused on enabling innovation and enhancement. The seven interlinked insights characteristic of sustainable, positive change in teaching and learning in Australian universities are as follows. 1. Efforts to improve the quality of teaching and learning are aligned with the strategic direction of the university The evidence indicates that efforts to improve the quality of teaching and learning within an institution should be aligned with the strategic direction of the university. While this might seem self evident, the findings indicate that there are sometimes tensions between overall institutional priorities and efforts to enhance the quality of teaching and learning. Careful strategic thinking can ensure efforts to enhance teaching and learning provide a means through which universities can enact aspects of their strategic plans. 2. Senior executives support teaching and learning enhancement, and resources for those improvements are allocated as part of the universityʼs planning and budget cycle The study found that embedding and sustaining good teaching and learning practice requires high-level support within an institution. In addition to providing stable representation and championing of teaching and learning, effective support was found to also incorporate institutional investment in the form of funding and resourcing positions and initiatives. It was found that sustainability relies on institutional funding that ensured ongoing impetus for, and successful work in, enhancing teaching and learning. 3. Staff workload allocations allow time for innovation, enhancement and improvement in teaching and learning The project findings indicate that the major factor inhibiting efforts to improve teaching and learning is high staff workloads and the consequent lack of time to engage with, and contribute to, teaching and learning enhancement efforts. This finding mirrors those of several other recent Australian studies of the changing academic profession, although this current project notes the applicability of workload matters to both academic and professional staff. If leaders in Australian universities wish to enhance teaching and learning, fresh thinking, policy and planning is needed around academic and professional staff roles and workload allocation. 4. Effective leadership proactively manages tensions between discipline research endeavours and efforts to improve teaching and learning This research found that a major cultural impediment to enhancing teaching and learning is the privileging of research over teaching and learning within an institution. The findings suggest that effective leadership and management of the tensions that arise between research endeavours and efforts to improve teaching and learning are critical if the latter are to be successful. The findings suggest that the reconciliation of research and teaching and learning can be achieved to some extent through a range of means, including the facilitation of research and scholarship around teaching and learning. Leading sustainable change in university teaching and learning: Lessons from the sector 6 5. Teaching and learning are supported by relevant research and scholarship conducted within the institution and in collaboration with other institutions and relevant bodies The study findings indicate the importance of research and scholarship in the area of teaching and learning. External interface, networking and exchange with stakeholders and bodies outside the institution are critical to ensuring enhancement efforts fit with the broader context in which they are occurring. Some of the benefits of engaging in such research and scholarship were: increased reflection on practice; a heightened awareness of the link between an individualʼs own teaching and their studentsʼ outcomes; increased innovation in teaching; improved morale; enhancing the quality of teaching and learning both within an institution and more broadly; and opportunities to both benchmark and improve teaching performance. The potential for research into teaching and learning to contribute to resolving the tensions between discipline research and teaching and learning was also noted. 6. A distributed teaching and learning support structure exists within the institution and is coordinated from the centre The findings of this research showed that a distributed institutional support structure for teaching and learning enhancement, coordinated from the centre, was perceived to be the most effective approach. Most commonly this involved cooperation between a central teaching and learning centre and one or more of: teaching and learning committees; the associate deans (teaching and learning) or equivalent; educational development and other staff located in the faculties; and a critical mass of people with a commitment to teaching and learning improvement and enhancement who have the capacity to lead. 7. Mechanisms to recognise excellence in teaching and learning and to enable teaching and learning career pathways are in place This study found that professional development, reward and recognition mechanisms and enabling career pathways for those committed to teaching and learning are important components in the successful leadership of teaching and learning enhancement. The project findings indicate the centrality of linking efforts to enhance teaching and learning with promotion opportunities. The research findings indicate that university promotion criteria that incorporate excellence in teaching and learning scholarship and practice allow appropriate recognition, enable the sustainability of excellent practice and help embed enhancement.
Description:
The project found that the sociocultural incongruity that exists between students from low socioeconomic status (LSES) backgrounds and the institutions in which they study can be bridged through the provision of an empathic institutional context that: - values and respects all students - encompasses an institution-wide approach that is comprehensive, integrated and coordinated through the curriculum - incorporates inclusive learning environments and strategies - empowers students by making the implicit, explicit, and - focuses on student learning outcomes and success. These characteristics were derived through the project’s literature analysis and are supported by the evidence from interviews with 26 experienced staff and 89 successful LSES students conducted as part of this project. Synthesis and analysis of the interview data revealed four key themes to which institutions and staff need to attend to ensure the effective teaching and support of LSES students. The study found that the empathic institutional context: 1. employs inclusive teaching characteristics and strategies 2. enables student agency 3. facilitates life and learning support, and 4. takes into account students’ financial challenges. The project has generated a new integrated national resource, comprising five interrelated sets of materials and exemplars, all of which have been made available to the sector via the project website 1. a conceptual framework relevant to the Australian context 2. advice for policy makers and teaching and learning leaders 3. practical guidelines for academic staff 4. materials to support professional development, and 5. a repository of effective policy, programs and practice.
Description:
The project found that the sociocultural incongruity that exists between students from low socioeconomic status (LSES) backgrounds and the institutions in which they study can be bridged through the provision of an empathic institutional context that: - values and respects all students - encompasses an institution-wide approach that is comprehensive, integrated and coordinated through the curriculum - incorporates inclusive learning environments and strategies - empowers students by making the implicit, explicit, and - focuses on student learning outcomes and success. These characteristics were derived through the project’s literature analysis and are supported by the evidence from interviews with 26 experienced staff and 89 successful LSES students conducted as part of this project. Synthesis and analysis of the interview data revealed four key themes to which institutions and staff need to attend to ensure the effective teaching and support of LSES students. The study found that the empathic institutional context: 1. employs inclusive teaching characteristics and strategies 2. enables student agency 3. facilitates life and learning support, and 4. takes into account students’ financial challenges. The project has generated a new integrated national resource, comprising five interrelated sets of materials and exemplars, all of which have been made available to the sector via the project website 1. a conceptual framework relevant to the Australian context 2. advice for policy makers and teaching and learning leaders 3. practical guidelines for academic staff 4. materials to support professional development, and 5. a repository of effective policy, programs and practice.
Description:
This resource has been developed as part of a national research project, Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education . This guide provides practical advice about the teaching characteristics and strategies that contribute to the success of students from low socioeconomic status (LSES) and about the ways in which student agency may be enabled. This raises the question of how to identify LSES students. While it is necessary to identify students from LSES backgrounds at a policy level, and perhaps for measuring performance and allocating funds, it is very difficult, and potentially undesirable, to target students from LSES backgrounds individually for teaching and learning or support purposes. Good practice in teaching and supporting LSES students benefits all students. This guide has been prepared with this in mind. This guide is not intended as a manual for teaching LSES students, nor is it prescriptive about how the advice it offers might be implemented. Instead, it offers general, practical advice that has emerged from relevant literature in the field, 26 interviews with academic and professional staff in six universities experienced in the effective teaching and support of LSES students, and 89 interviews with successful LSES students in three universities about what helped them succeed. The guide draws on the voices of staff and students and through sharing their views offers broad advice in five areas of teaching that may be of assistance to busy teaching staff. We recommend considering the advice and suggestions in this guide within the context of your discipline and workload.
Description:
This resource has been developed as part of a national research project, Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education . This guide provides practical advice about the teaching characteristics and strategies that contribute to the success of students from low socioeconomic status (LSES) and about the ways in which student agency may be enabled. This raises the question of how to identify LSES students. While it is necessary to identify students from LSES backgrounds at a policy level, and perhaps for measuring performance and allocating funds, it is very difficult, and potentially undesirable, to target students from LSES backgrounds individually for teaching and learning or support purposes. Good practice in teaching and supporting LSES students benefits all students. This guide has been prepared with this in mind. This guide is not intended as a manual for teaching LSES students, nor is it prescriptive about how the advice it offers might be implemented. Instead, it offers general, practical advice that has emerged from relevant literature in the field, 26 interviews with academic and professional staff in six universities experienced in the effective teaching and support of LSES students, and 89 interviews with successful LSES students in three universities about what helped them succeed. The guide draws on the voices of staff and students and through sharing their views offers broad advice in five areas of teaching that may be of assistance to busy teaching staff. We recommend considering the advice and suggestions in this guide within the context of your discipline and workload.
Description:
This study develops a Regional Resilience Monitor (RRM) which will enable the measurement of changes over time in a number of key dimensions for the well-being of regional Australia. Resilience is defined as the capacity of a local community to respond to, and anticipate economic, social and environmental change and to adapt, plan and transform itself for the future. Regional Resilience – in terms of health and well-being, productivity and economic growth, managing risk, and capturing opportunities for sustainable environments and human systems – has been identified as a key strategic priority for Australia, as it has been for a number of other countries. The RRM is made up of six interlocking elements that, together, form a holistic tool and provide a composite measure. These elements are: 1. Economic Health 2. Human Capital 3. Social Well-being 4. Liveability 5. Entrepreneurialism 6. Social Capital and Social Networks The first four elements can be measured using existing data and we identify those data sources. Elements 5 and 6 can be measured using a combination of existing data and, respectively, a newly developed regional entrepreneurship survey and a newly conceived social network analysis. The RRM was developed in, and for, the Latrobe Valley and the wider Gippsland region but can be ‘rolled out’ across regional Victoria as a whole and across regional Australia.
Description:
This study develops a Regional Resilience Monitor (RRM) which will enable the measurement of changes over time in a number of key dimensions for the well-being of regional Australia. Resilience is defined as the capacity of a local community to respond to, and anticipate economic, social and environmental change and to adapt, plan and transform itself for the future. Regional Resilience – in terms of health and well-being, productivity and economic growth, managing risk, and capturing opportunities for sustainable environments and human systems – has been identified as a key strategic priority for Australia, as it has been for a number of other countries. The RRM is made up of six interlocking elements that, together, form a holistic tool and provide a composite measure. These elements are: 1. Economic Health 2. Human Capital 3. Social Well-being 4. Liveability 5. Entrepreneurialism 6. Social Capital and Social Networks The first four elements can be measured using existing data and we identify those data sources. Elements 5 and 6 can be measured using a combination of existing data and, respectively, a newly developed regional entrepreneurship survey and a newly conceived social network analysis. The RRM was developed in, and for, the Latrobe Valley and the wider Gippsland region but can be ‘rolled out’ across regional Victoria as a whole and across regional Australia.
Description:
This study develops a measurement tool to assess the economic health, human capital, social well-being and liveability of regional locations. The study is guided by developments in the professional literature related to measuring these four dimensions. Information was compiled from existing databases for 72 indicators used to generate four indices: Economic Health, Human Capital, Social Well-being, and Liveability. Index measures are reported for local government authority (LGAs) and Victorian State levels. The four indices provide a new quantitative tool to capture the effects from, and so reflect, economic, social and policy changes impacting across Victoria. Further application of this tool may be provided through periodic data updates over time using data captured on a national scale. The regional focus of the present study is the Latrobe Valley located in the Gippsland region of Victoria. The Latrobe Valley encompasses the LGAs of Baw Baw, Latrobe City and Wellington Shires. In addition, index values are reported for 16 towns located within the three LGAs and we include these findings as Appendix 1. For comparative purposes, the study also reports index values for the Gippsland region (comprising LGAs of Baw-Baw, Bass Coast, East Gippsland, Latrobe City, South Gippsland and Wellington Shire), the State of Victoria, and regional (non-metropolitan areas) using averages. Data were gathered for all 79 Victorian LGAs. The study results provide a measurement framework constructed from a comprehensive application of available databases. The end-product is a significant “tool” that identifies and summates enablers of economic productivity and social and community development. The tool provides evidenced-based measures to inform policy recommendations with regard to strategic intervention options and ensuing impacts on regional sustainability.
Description:
This study develops a measurement tool to assess the economic health, human capital, social well-being and liveability of regional locations. The study is guided by developments in the professional literature related to measuring these four dimensions. Information was compiled from existing databases for 72 indicators used to generate four indices: Economic Health, Human Capital, Social Well-being, and Liveability. Index measures are reported for local government authority (LGAs) and Victorian State levels. The four indices provide a new quantitative tool to capture the effects from, and so reflect, economic, social and policy changes impacting across Victoria. Further application of this tool may be provided through periodic data updates over time using data captured on a national scale. The regional focus of the present study is the Latrobe Valley located in the Gippsland region of Victoria. The Latrobe Valley encompasses the LGAs of Baw Baw, Latrobe City and Wellington Shires. In addition, index values are reported for 16 towns located within the three LGAs and we include these findings as Appendix 1. For comparative purposes, the study also reports index values for the Gippsland region (comprising LGAs of Baw-Baw, Bass Coast, East Gippsland, Latrobe City, South Gippsland and Wellington Shire), the State of Victoria, and regional (non-metropolitan areas) using averages. Data were gathered for all 79 Victorian LGAs. The study results provide a measurement framework constructed from a comprehensive application of available databases. The end-product is a significant “tool” that identifies and summates enablers of economic productivity and social and community development. The tool provides evidenced-based measures to inform policy recommendations with regard to strategic intervention options and ensuing impacts on regional sustainability.
Description:
This project focuses on the role of Playgroup Development Consultants in connecting rural families to community playgroups. The aim of this project is twofold: 1) To identify the connections Playgroup Development Consultants establish in local rural communities in terms of support from local venues and key early years services, including Maternal and Child Health, local council and kindergarten services for promoting community playgroups to families; and 2) To review existing strategies associated with promoting and increasing community playgroup participation in rural communities, and to suggest innovative alternatives for continued participation by families.
Description:
This project focuses on the role of Playgroup Development Consultants in connecting rural families to community playgroups. The aim of this project is twofold: 1) To identify the connections Playgroup Development Consultants establish in local rural communities in terms of support from local venues and key early years services, including Maternal and Child Health, local council and kindergarten services for promoting community playgroups to families; and 2) To review existing strategies associated with promoting and increasing community playgroup participation in rural communities, and to suggest innovative alternatives for continued participation by families.
Description:
A research study was conducted at Monash University in December 2013 to measure eye-tracking participant presented visual images of water quality signs. The method relied on the assumption that eye-fixation indicated attention and cognition resulting in behaviour change. The study procedure first presented 16 visual images of water quality signs located in beach environments varied by distance from observer, sign type and level of distraction. This was followed by 18 images of water quality signs varied by text messages and water quality ratings. The study was supported by a range of self-reported data from the 30 participants.
Description:
Early in 2011, the Australian Association for Research in Education (AARE) and the Australian Council of Deans of Education (ACDE) established a joint working party to create a strategic plan for strengthening national research capacity in the field of Education. This proposal followed the publication of Excellence of Research in Australia (ERA) 2010 results, which revealed that the national average weighting of Australian research in Field of Research 13 (FoR 13) - Education was well below the 'world standard' rating of 3.0. Moreover, the 2010 ERA data demonstrated that we had no up-to-date picture of who is involved in educational research, what their strengths are, or how they relate to one another. As an input into strategic research capacity building in Australian educational research, this project begins the process of documenting who 'we' are as educational researchers. The research described within the report used an ecological model to address the project's overarching question, which was: What is the topography of Australian educational research?
Description:
Early in 2011, the Australian Association for Research in Education (AARE) and the Australian Council of Deans of Education (ACDE) established a joint working party to create a strategic plan for strengthening national research capacity in the field of Education. This proposal followed the publication of Excellence of Research in Australia (ERA) 2010 results, which revealed that the national average weighting of Australian research in Field of Research 13 (FoR 13) - Education was well below the 'world standard' rating of 3.0. Moreover, the 2010 ERA data demonstrated that we had no up-to-date picture of who is involved in educational research, what their strengths are, or how they relate to one another. As an input into strategic research capacity building in Australian educational research, this project begins the process of documenting who 'we' are as educational researchers. The research described within the report used an ecological model to address the project's overarching question, which was: What is the topography of Australian educational research?