Order and accountability in governing transforming environments
- Authors: Edmondson, Beth , Levy, Stuart
- Date: 2019
- Type: Text , Book chapter
- Relation: Transformative climates and accountable governance Chapter 3 p. 15-43
- Full Text: false
- Reviewed:
- Description: The Paris Agreement 2015 was mostly a success, given ongoing challenges to reconcile contests between the functions and capacities of sovereign states and the need to establish effective climate governance mechanisms. Sovereignty privileges states’ internal interests over external demands and limits their readiness to see themselves as accountable for climate change contributions. Climate governance mechanisms can be thwarted when states maintain their privileged status, but sovereignty also provides states with inherent responsibilities to protect. Accountability might therefore be regarded as the fulcrum for order as environmental transformations driven by climate change take them into uncharted governance territories. A regime complex is a step in the right direction for states as they confront new uncertainties regarding the sustainability of their societies and systems.
Introduction to transformative climates and accountable governance
- Authors: Edmonson, Beth , Levy, Stuart
- Date: 2019
- Type: Text , Book chapter
- Relation: Transformative climates and accountable governance Chapter 1 p.
- Full Text: false
- Reviewed:
- Description: This book engages with a pressing question: How does global climate change increase the need for accountable governance? It examines interdisciplinary approaches to consider how accountable climate governance mechanisms can meet the complex challenges of environmental changes impacting natural systems and the global distributions of species, water, arable and habitable land. Integrated approaches that take heed of ecological and biological systems are identified as enabling better understandings of accountable climate governance systems, human and environmental interfaces, political and economic sectoral interplay and scalable solutions. It argues that achieving accountable climate governance mechanisms will enable states to meet the expectations of informed citizens and provide better environmental outcomes.
Accountable governance and transforming climates: Where to next?
- Authors: Edmonson, Beth , Levy, Stuart
- Date: 2019
- Type: Text , Book chapter
- Relation: Transformative climates and accountable governance Chapter 13 p. 301-312
- Full Text: false
- Reviewed:
- Description: The regime complex of the Paris Agreement set new parameters for climate governance of coupled human environment systems during the Anthropocene. Two significant and pressing challenges emerged from it: (i) how to make a diverse multitude of actors accountable for their activities and (ii) how to orchestrate effective climate governance. Accountable and effective climate governance will be: reliable (based upon principles of accepting rather than contesting emerging knowledge); transparent (open to the identification of different albeit complementary agendas); flexible (able to accommodate both the uneven effects of climate change and the specific requirements of different communities); and robust enough to withstand inevitable conflicts.
The Monash South Africa Foundation Programme (MSAFP)
- Authors: Lees, Deborah , Levy, Stuart
- Date: 2012
- Type: Text , Book chapter
- Relation: Student Voices in Transition: The Experiences of Pathways Students Chapter 3 p. 27-29
- Full Text: false
- Reviewed:
The Student Voice Project: the programmes and the students
- Authors: Lees, Deborah , Treacey, Mia , Levy, Stuart
- Date: 2015
- Type: Text , Book chapter
- Relation: Student Voices in Transition Chapter 1 p. 1-16
- Full Text: false
- Reviewed:
- Description: The Student Voices Project: the programmes and the students. The Student Voices Project The genesis of the Student Voices project in 2008 and early 2009 was conversations between teaching staff s and reciprocal visits by the programme directors of two Monash University pathways in Australia and South Africa. While this is not an unusual beginning for many research projects it was marked by both an immediate connection and enduring friendship among many of the staff s involved and the striking similarities among the reported and observed characteristics and experiences of the students at the heart of this study. For almost 10 years, both pathways had provided an entry into university for students unable to commence degrees at Monash University, an elite Group of Eight Australian University. At the time, the pathways directors were reviewing how each of their respective programmes might benefi t from closer ties and a collaborative, internationalised curriculum. Th is conversation, however, quickly broadened to a discussion about the students themselves and how past experiences of modest educational achievement and other characteristics, such as being fi rst in their family or generation to enter higher education, infl uenced their transition to and experience of fi rst year at university.
Introduction: the value in hearing student voices
- Authors: Levy, Stuart
- Date: 2012
- Type: Text , Book chapter
- Relation: Student Voices in Transition: The Experiences of Pathways Students p. X - XXI
- Full Text: false
- Reviewed:
- Description: 2014060086
The benefits of university studies
- Authors: Levy, Stuart
- Date: 2014
- Type: Text , Book chapter
- Relation: Developing Sustainable Education in Regional Australia Chapter 3 p. 25-42
- Full Text: false
- Reviewed:
Findings and final observations
- Authors: Levy, Stuart
- Date: 2012
- Type: Text , Book chapter
- Relation: Student Voices in Transition: The experiences of pathways students. Chapter 11 p.319-330
- Full Text: false
- Reviewed:
- Description: Broadening participation in higher education for previously underrepresented students is an international objective at the outset of the 21" century. It is consklerec.1 necessary in order for advanced and developing economies to have access to the skilled workforces required by modern economies. Pathways into higher education then provide me<.·hanisms by which higher education institutions can contribute to their government's social inclusion and educational policies. Monash University's DoTS pathway in Australia and the MSAFP pathway ac Monash South Africa are examples or how an international institution is ahle to contrihute to national ohjectives derivec.1 from the Australian Government's Ret>ieU' of Australian Higher Education (Bradley et al .• 2008) and the South African government's Green Paper on Higher Education Transformation (1996). As access and equity initiatives, they also play an important role in contributing toward Monash University's own !IOcial inclusion strategies (Monash University, 2003 & 2010). This project has sought to report on the transition experiences of srudents accessing undergraduate degrees at Monash University in Australia and at Monash South Africa through two pathways that provide students who did not meet the conventional access criteria with the opportunity to experience tertiary education. It is hoped that hearing tht-ir voices will equip educational providers with a more nuanced appreciation of the characteristics of one part of the increasingly diverse student body they seek to attract into Wgher education. It is also hopec.l this information will provide insights into how better to provide genuine academic opportunity to these stuc.lents. A second audience may well be prospective and new students seeking to access university through similar pathways. It is our belief they will find the voices or dleir peers who have preceded them useful in gaining a deeper appreciation of what lies ahead and the necessary changes they may need to make in order to experience success. The student's reflections are illustrative of what many of their peers have experienced within the pathways over the last decade.
Commencing university
- Authors: Levy, Stuart
- Date: 2012
- Type: Text , Book chapter
- Relation: Student Voices in Transition: The Experiences of Pathways Students Chapter 4 p. 41-66
- Full Text: false
- Reviewed:
Departing: the benefits of pathways and university study
- Authors: Levy, Stuart
- Date: 2012
- Type: Text , Book chapter
- Relation: Student Voices in Transition: The Experiences of Pathways Students p. 291-318
- Full Text: false
- Reviewed:
The Diploma of Tertiary Studies (DoTS) pathway
- Authors: Levy, Stuart
- Date: 2012
- Type: Text , Book chapter
- Relation: Student Voices in Transition: The Experiences of Pathways Students p. 11-25
- Full Text: false
- Reviewed:
Developing graduate attributes and becoming a lifelong learner
- Authors: Levy, Stuart , Treacey, Mia
- Date: 2015
- Type: Text , Book chapter
- Relation: Student Voices in Transition Chapter 9 p. 117-129
- Full Text: false
- Reviewed:
- Description: Student Voices in Transition reports the experiences of 70 students who entered university through two national award-winning pathways at Monash University in Australia and South Africa. It provides insight into why these students sought university qualifications, how they adjusted to university study, the challenges they faced and the rewards they experienced. Their voices confirm that effectively adapting to university entails more than the acquisition of new study skills. The challenges faced by commencing university students, particularly those who have past experiences of modest academic achievement, extend beyond classrooms into their social life and sense of identity. The students confirm that it is in the first year at university that they learn the appropriate skills, behaviours, attitudes and values necessary to become successful students and graduates. Curriculum and teaching practices that cultivate student identities enable them to become future-focused and optimistic learners, equipped with adaptive learning strategies and able to build and sustain academic momentum. Student Voices in Transition contextualises the experiences of students studying in Australia and South Africa within recent international research and confirms that many of the challenges and rewards of adapting to university teaching and learning practices are generic and similarly experienced internationally. The student participants provide insights into what is entailed in coping with competing academic, social and workplace demands. Their observations and perceptions will be of interest to commencing students and their families, as well as university educators and administrators engaged in supporting new students. Producing graduates who are ethical and engaged citizens, critically enquiring and work-ready, requires universities to understand their commencing students and to explain the acquisition of these attributes. In Australia and South Africa, as in many other states, higher education policies seek to broaden participation among underrepresented student groups. Universities have responded with pathway programmes that attract, prepare and retain students from increasingly diverse backgrounds. To effectively equip these students for success in their studies, it is important to understand how they experience university. Student Voices in Transition explores how previously underrepresented students perceive, experience and learn to successfully adopt university learning practices.
Becoming a critical thinker
- Authors: Levy, Stuart , Treacey, Mia
- Date: 2015
- Type: Text , Book chapter
- Relation: Student Voices in Transition Chapter 8 p. 103-116
- Full Text: false
- Reviewed:
Developing disciplinary literacy
- Authors: Treacey, Mia , Levy, Stuart
- Date: 2015
- Type: Text , Book chapter
- Relation: Student Voices in Transition p. 91-102
- Full Text: false
- Reviewed:
The Student Voices project and teaching transition: final observations
- Authors: Treacey, Mia , Levy, Stuart
- Date: 2015
- Type: Text , Book chapter
- Relation: Student Voices in Transition Chapter 10 p. 130-144
- Full Text: false
- Reviewed: