Chinese students’ decisions to study in Australia after the COVID pandemic-based on the PESTLE factor analysis
- Authors: Paynter, Merryn , Sharpe, Wen , Halabi, Abdel , Reimers, Vaughan , Ma, Hongming , Johnstone, Carolyn
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Intercultural Relations Vol. 96, no. (2023), p.
- Full Text:
- Reviewed:
- Description: The purpose of this study is to explore the impact of the PESTLE (Political, Economic, Social, Technological, Legal, and Environmental) framework on the motivations of Chinese students to pursue a higher education degree at Australian universities following the COVID-19 pandemic. We conduct a survey with a unique sample of 446 Chinese undergraduate students who are looking to study a postgraduate degree abroad. Seldom used in an educational setting, our empirical findings show a positive effect of PESTLE, particularly the economic factor, on students’ choice to study abroad, which is contrary to the null hypothesis. This study has broader implications for university administrators as it suggests that the PESTLE model can be a useful tool in analyzing education choices at a time of uncertainty. © 2023 The Authors
Understanding the translingual practices among international students in multilingual cities
- Authors: Yin, Yijun , Chik, Alice , Falloon, Garry
- Date: 2023
- Type: Text , Journal article
- Relation: Australian review of applied linguistics Vol. 46, no. 1 (2023), p. 54-75
- Full Text:
- Reviewed:
- Description: The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.
The impact of enabling programs on indigenous participation, success and retention in Australian higher education
- Authors: Pitman, Tim , Harvey, Andrew , McKay, Jade , Devlin, Marcia , Trinidad, Sue , Brett, Matthew
- Date: 2017
- Type: Text , Book chapter
- Relation: Indigenous Pathways, Transitions and Participation in Higher Education : From Policy to Practice Chapter 14 p. 235-249
- Full Text:
- Reviewed:
- Description: Indigenous people remain extremely under-represented in Australian higher education. Despite a substantial increase in the overall number of Indigenous university enrolments since the demand-driven system was introduced, representation remains well below population parity (cf. Department of Education and Training 2015; Wilks and Wilson 2015). Along with participation rates, the university success and retention rates of Indigenous students are also relatively low (Behrendt et al. 2012). The causes of this under-representation and under-achievement have been well-documented. At one level, the relatively low secondary school completion and achievement levels of Indigenous people help to explain under-representation at the next level of education. At a deeper level, educational outcomes reflect broader disadvantage, historical exclusion and discrimination, and a system of education in which respect for culture and diversity often remains limited (Liddle 2016).
At last count : Engineering undergraduates in 21st Century Australia
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
Selection criteria, skill sets and competencies : What is their role in the appointment of vice-chancellors in Australian universities?
- Authors: O'Meara, Bernard , Petzall, Stanley
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of Educational Management Vol. 23, no. 3 (2009), p. 252-265
- Full Text:
- Reviewed:
- Description: Purpose - The research presented here attempts to identify and analyse the reported selection criteria used in the appointment of Australian vice-chancellors (VCs) and to contrast this with the selection criteria actually used. Design/methodology/approach - Contemporary research into the nature, role and purpose of section criteria in appointment processes has chiefly been conducted in the private sector and across various hierarchical levels. The research is based on a PhD entitled "The recruitment and selection of vice-chancellors for Australian universities". The research for the thesis had ethics approval and involved interviews with former and incumbent chancellors, VCs, consultants, representatives of the Australian Vice-Chancellors Committee and selection panel members. Central to this research was the selection criteria and the skill bases selection criteria attempted to measure. A questionnaire was also sent to those listed above. Findings - The findings show that a matching of organisational antecedents with candidate attributes does occur. The research also highlights the key selection criteria used to appoint VCs. It also demonstrates how these key criteria are universally applied but in different orders depending upon the various foci of universities. Non-stated, but important, criteria and competencies are also discussed. Originality/value - No other research exists outlining the skill sets and competencies required by Australian VCs. It is hoped that this research will form the basis for further research and discovery into this field that we know so little about. © Emerald Group Publishing Limited.
White eyes open : Teaching the history wars in an indigenous studies unit at the University of Ballarat
- Authors: Blaskett, Beverley
- Date: 2009
- Type: Book chapter
- Relation: Indigenous issues in Australian universities: Research, teaching, support. Chapter 7 p. 47-56
- Full Text:
- Description: 2003008025
Barriers to higher education for Australian rural students
- Authors: Sewell, Jessica
- Date: 2006
- Type: Text , Journal article
- Relation: Rural Social Work and Community Practice Vol. 10, no. 2 (2006), p. 23-27
- Full Text:
- Reviewed:
- Description: This article considers the barriers to higher education currently faced by rural students in Australia. Three barriers to participation in higher education for rural students that appear consistently in the literature are financial pressures, family and community attributes, and physical location. Results of recent studies in this area suggest that these factors often coexist to create one, complex and intertwined barrier which needs to be approach by all involved in a collaborative and cooperative way in order to provide rural people with equitable access to higher education.
- Description: C1
- Description: 2003001979