Time is on my side : How do engineering academics spend their days - an international study
- Aarrevaara, Timo, Dobson, Ian
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2012
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 3 (2012), p. 184-191
- Full Text:
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- Description: This article uses empirical data from the international Changing Academic Profession (CAP) survey to establish similarities and differences in work patterns among the world's academic engineers. Overall working hours and the distribution of work between teaching, research and other activities are examined. Summary results indicate that in periods when classes are in session, engineering academics from South Korea and Hong Kong reported a longer working week than equivalent staff from other countries. Engineering academics from Mexico and South Africa spent the highest proportion of their time on teaching, whereas those from Argentina, China and Italy spent the highest proportion on research. The most likely reason for international differences in the length of the working week is that national systems (such as higher education) have been constructed from the individual histories and cultures in each country. © 2012 WIETE.
- Description: 2003010832
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2012
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 3 (2012), p. 184-191
- Full Text:
- Reviewed:
- Description: This article uses empirical data from the international Changing Academic Profession (CAP) survey to establish similarities and differences in work patterns among the world's academic engineers. Overall working hours and the distribution of work between teaching, research and other activities are examined. Summary results indicate that in periods when classes are in session, engineering academics from South Korea and Hong Kong reported a longer working week than equivalent staff from other countries. Engineering academics from Mexico and South Africa spent the highest proportion of their time on teaching, whereas those from Argentina, China and Italy spent the highest proportion on research. The most likely reason for international differences in the length of the working week is that national systems (such as higher education) have been constructed from the individual histories and cultures in each country. © 2012 WIETE.
- Description: 2003010832
Higher education massification and pedagogic adaptation : An investigation of business teaching excellence in inclusive university environments
- Authors: Baker, Adam
- Date: 2016
- Type: Text , Thesis , PhD
- Full Text:
- Description: Massification, a phenomenon driven by both the collective aspirations of citizens and governmental encouragement of a highly skilled workforce, is revolutionising the field of higher education. The student body, particularly in widened participation universities, has expanded in number and diversity increasing the demands on HE institutions and their teaching staff. Australian business school graduates are expected to drive national success in fast-changing, globally competitive business environments. This qualitative study investigates characteristics of teaching excellence in widened-participation teaching environments in Australian business schools. The recency of the massification phenomenon has meant theoretical conceptualisations are sparse so Grounded Theory was used to generate new theory. Using university entry scores as a surrogate for an academically inclusive student cohort, 23 award winning teachers from the business schools of eight universities were interviewed. These exemplary business educators displayed strong similarities in terms of their approach to teaching. Seven dimensions of diversity that significantly impact teaching within a widened-participation environment were identified. This thesis argues that alignment between the diversity of cohort and both the type of educators and the pedagogic strategies they employ is the key to unlocking teaching excellence within widened-participation universities, thus giving rise to the notion of context mediated pedagogy and the associated conceptual model. Findings from this study are significant because extreme student diversity is now the norm in many university environments and a better understanding of teaching excellence may offer specific insights for policymakers, academic leaders and educators seeking to adapt pedagogy for the massified HE environment. Improving teaching quality in these widened-participation universities has the power to significantly impact on individual student success, whilst driving innovation on the global stage.
- Description: Doctor of Philosophy
- Authors: Baker, Adam
- Date: 2016
- Type: Text , Thesis , PhD
- Full Text:
- Description: Massification, a phenomenon driven by both the collective aspirations of citizens and governmental encouragement of a highly skilled workforce, is revolutionising the field of higher education. The student body, particularly in widened participation universities, has expanded in number and diversity increasing the demands on HE institutions and their teaching staff. Australian business school graduates are expected to drive national success in fast-changing, globally competitive business environments. This qualitative study investigates characteristics of teaching excellence in widened-participation teaching environments in Australian business schools. The recency of the massification phenomenon has meant theoretical conceptualisations are sparse so Grounded Theory was used to generate new theory. Using university entry scores as a surrogate for an academically inclusive student cohort, 23 award winning teachers from the business schools of eight universities were interviewed. These exemplary business educators displayed strong similarities in terms of their approach to teaching. Seven dimensions of diversity that significantly impact teaching within a widened-participation environment were identified. This thesis argues that alignment between the diversity of cohort and both the type of educators and the pedagogic strategies they employ is the key to unlocking teaching excellence within widened-participation universities, thus giving rise to the notion of context mediated pedagogy and the associated conceptual model. Findings from this study are significant because extreme student diversity is now the norm in many university environments and a better understanding of teaching excellence may offer specific insights for policymakers, academic leaders and educators seeking to adapt pedagogy for the massified HE environment. Improving teaching quality in these widened-participation universities has the power to significantly impact on individual student success, whilst driving innovation on the global stage.
- Description: Doctor of Philosophy
A leadership enrichment program for research higher degree students : An experiential learning approach to leadership training
- Barron, Deirdre, Zeegers, Margaret
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association of Research in Education (AARE) Conference 2006, Adelaide, South Australia : 26th-27th November 2006
- Full Text:
- Description: Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
- Description: 2003005532
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association of Research in Education (AARE) Conference 2006, Adelaide, South Australia : 26th-27th November 2006
- Full Text:
- Description: Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
- Description: 2003005532
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
- 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
Investigating spiritual well-being among Islamic Divinity and religious education students in Turkey
- Coskun, Mehmet, Fisher, John
- Authors: Coskun, Mehmet , Fisher, John
- Date: 2013
- Type: Text , Journal article
- Relation: Religious Education Journal of Australia Vol. 29, no. 2 (2013), p. 21-28
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- Description: In light of increased emphasis on universities being called to facilitate spiritual growth among students, the Spiritual Health And Life-Orientation Measure was used to assess four domains of spiritual well-being among 122 Divinity and 137 Religious Education students in Turkey. Students provided three responses to 20 items reflecting spiritual well-being, indicating their ideals for spiritual well-being, lived experience and how much university helped in each area. Another 16 potential factors were explored to help students develop their spiritual well-being, ranging from self-improvement to scripture. High scores on ideals for spiritual well-being, reported by both groups of students, underpin the lived experiences of Religious Education and Divinity students in each of four domains of spiritual well-being. Relating with God significantly influenced aspects of spiritual well-being but it appears that the highly religious students overstate the influence of religious activities, such as prayer and scripture, on their spiritual well-being. Universities provide small yet significant support in developing the four domains of spiritual well-being for these students. Overall, this study has shown many similarities, yet some significant variations in spiritual well-being between these Divinity and Religious Education students in Turkey. This project provides a sound base from which future studies can be launched to review, enhance and monitor university students' spiritual well-being and to determine the influence of these students' spiritual well-being on the clients they will serve after graduating and gaining employment.
Investigating spiritual well-being among Islamic Divinity and religious education students in Turkey
- Authors: Coskun, Mehmet , Fisher, John
- Date: 2013
- Type: Text , Journal article
- Relation: Religious Education Journal of Australia Vol. 29, no. 2 (2013), p. 21-28
- Full Text:
- Reviewed:
- Description: In light of increased emphasis on universities being called to facilitate spiritual growth among students, the Spiritual Health And Life-Orientation Measure was used to assess four domains of spiritual well-being among 122 Divinity and 137 Religious Education students in Turkey. Students provided three responses to 20 items reflecting spiritual well-being, indicating their ideals for spiritual well-being, lived experience and how much university helped in each area. Another 16 potential factors were explored to help students develop their spiritual well-being, ranging from self-improvement to scripture. High scores on ideals for spiritual well-being, reported by both groups of students, underpin the lived experiences of Religious Education and Divinity students in each of four domains of spiritual well-being. Relating with God significantly influenced aspects of spiritual well-being but it appears that the highly religious students overstate the influence of religious activities, such as prayer and scripture, on their spiritual well-being. Universities provide small yet significant support in developing the four domains of spiritual well-being for these students. Overall, this study has shown many similarities, yet some significant variations in spiritual well-being between these Divinity and Religious Education students in Turkey. This project provides a sound base from which future studies can be launched to review, enhance and monitor university students' spiritual well-being and to determine the influence of these students' spiritual well-being on the clients they will serve after graduating and gaining employment.
Interdisciplinary higher education and the Melbourne model
- Davies, Martin, Devlin, Marcia
- Authors: Davies, Martin , Devlin, Marcia
- Date: 2007
- Type: Text , Conference proceedings
- Relation: Philosophy of Educaiton Society of Australasia Conference; Wellington, New Zealand; 6th-9th December 2007; published in Creativity, enterprise, policy : New directions in education p. 1-16
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- Description: The so-called ‘Melbourne Model’ has recently been adopted by the Council of the University of Melbourne, Australia after a long consultation process and widespread media attention. It proposes the design of new subjects which offer what are referred to as ‘different ways of knowing’ from students’ ‘core’ disciplines, partly through ‘the delivery of breadth subjects that are interdisciplinary in character’. This paper explores interdisciplinary higher education in the light of The Melbourne Model’. Definitional issues associated with the term ‘academic discipline’, as well as the newer terms ‘interdisciplinary’, ‘pluridisciplinary’, ‘cross-disciplinary’, ‘transdisciplinary’ and ‘multidisciplinary’ are examined. Some of the pedagogical issues inherent in a move from a traditional form of educational delivery to that underlined by the Melbourne Model are outlined. Some epistemological considerations relevant to multidisciplinarity and interdisciplinarity are discussed.
- Authors: Davies, Martin , Devlin, Marcia
- Date: 2007
- Type: Text , Conference proceedings
- Relation: Philosophy of Educaiton Society of Australasia Conference; Wellington, New Zealand; 6th-9th December 2007; published in Creativity, enterprise, policy : New directions in education p. 1-16
- Full Text:
- Reviewed:
- Description: The so-called ‘Melbourne Model’ has recently been adopted by the Council of the University of Melbourne, Australia after a long consultation process and widespread media attention. It proposes the design of new subjects which offer what are referred to as ‘different ways of knowing’ from students’ ‘core’ disciplines, partly through ‘the delivery of breadth subjects that are interdisciplinary in character’. This paper explores interdisciplinary higher education in the light of The Melbourne Model’. Definitional issues associated with the term ‘academic discipline’, as well as the newer terms ‘interdisciplinary’, ‘pluridisciplinary’, ‘cross-disciplinary’, ‘transdisciplinary’ and ‘multidisciplinary’ are examined. Some of the pedagogical issues inherent in a move from a traditional form of educational delivery to that underlined by the Melbourne Model are outlined. Some epistemological considerations relevant to multidisciplinarity and interdisciplinarity are discussed.
Effective University leadership and management of learning and teaching in a widening participation context: Findings from two national Australian studies
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
Effective university teaching: views of Australian university students from low socio-economic status backgrounds
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Description: C1
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Description: C1
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
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- 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
- 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
Being human, becoming whole : Understanding spiritual health and well- being
- Authors: Fisher, John
- Date: 2000
- Type: Text , Journal article
- Relation: Journal of Christian Education Vol. 43, no. 3 (2000), p. 37-52
- Full Text:
- Reviewed:
- Description: This chapter discusses what spirituality is and its place in education. Topics discussed are interest in spirituality, the nature of spirituality, dimensions of health, spiritual health and well being, and a model of spiritual health. Spirituality is innate, emotive, subjective, dynamic and not religion. Spiritual health and well being are reflected in the quality of relationships in four domains of human existence - people with themselves, with others, with the environment, and with a transcendent other. The model embraces the divergence of world views, beliefs and lived experiences of humanity, as expressed in the knowledge and inspirational aspects of spiritual well being in each of the domains.
- Authors: Fisher, John
- Date: 2000
- Type: Text , Journal article
- Relation: Journal of Christian Education Vol. 43, no. 3 (2000), p. 37-52
- Full Text:
- Reviewed:
- Description: This chapter discusses what spirituality is and its place in education. Topics discussed are interest in spirituality, the nature of spirituality, dimensions of health, spiritual health and well being, and a model of spiritual health. Spirituality is innate, emotive, subjective, dynamic and not religion. Spiritual health and well being are reflected in the quality of relationships in four domains of human existence - people with themselves, with others, with the environment, and with a transcendent other. The model embraces the divergence of world views, beliefs and lived experiences of humanity, as expressed in the knowledge and inspirational aspects of spiritual well being in each of the domains.
The frustrated career : Casual employment in higher education
- Gottschalk, Lorene, McEachern, Steven
- Authors: Gottschalk, Lorene , McEachern, Steven
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Universities Review Vol. 52, no. 1 (2010), p. 37-50
- Full Text:
- Reviewed:
- Description: The use of casual staff, including casual teaching staff, is a common practice in Australian universities and the numbers of casual staff in the sector has increased significantly in the last decade. The traditional profile for casual teachers was that of industry expert and students. Recent research has shown that the casual teacher is now more likely to be a person holding several casual jobs and seeking a career. Likewise, general staff in casual positions are often people who would prefer job security and a career. This research was conducted at a regional Australian university and used a questionnaire targeting staff in both the Technical and Further Education (TAFE) and higher education divisions in all occupational groups as well as in depth interviews of casual teaching staff. The findings show that the traditional profile no longer applies. Staff employed in casual positions often hold more than one job, at more than one institution and are seeking job security. They frequently, but unsuccessfully use casual work as a career strategy. The result is frustrated careers. [Author abstract]
- Description: 2003008238
- Authors: Gottschalk, Lorene , McEachern, Steven
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Universities Review Vol. 52, no. 1 (2010), p. 37-50
- Full Text:
- Reviewed:
- Description: The use of casual staff, including casual teaching staff, is a common practice in Australian universities and the numbers of casual staff in the sector has increased significantly in the last decade. The traditional profile for casual teachers was that of industry expert and students. Recent research has shown that the casual teacher is now more likely to be a person holding several casual jobs and seeking a career. Likewise, general staff in casual positions are often people who would prefer job security and a career. This research was conducted at a regional Australian university and used a questionnaire targeting staff in both the Technical and Further Education (TAFE) and higher education divisions in all occupational groups as well as in depth interviews of casual teaching staff. The findings show that the traditional profile no longer applies. Staff employed in casual positions often hold more than one job, at more than one institution and are seeking job security. They frequently, but unsuccessfully use casual work as a career strategy. The result is frustrated careers. [Author abstract]
- Description: 2003008238
Wilding pedagogy in an unexpected landscape : Reflections and possibilities in initial teacher education
- Green, Monica, Dyment, Janet
- Authors: Green, Monica , Dyment, Janet
- Date: 2018
- Type: Text , Journal article
- Relation: Journal of Outdoor and Environmental Education Vol. 21, no. 3 (2018), p. 277-292
- Full Text:
- Reviewed:
- Description: This article stems from our participation in the Wild Pedagogies colloquium on Tasmania’s Franklin River in December 2017. The two authors embarked on the 10-day rafting trip with a group of nine other educators and academics from Australia, Canada and England, engaging in extensive conversations about wild pedagogy principles in education. Conceived and developed by some of the Franklin river participants on earlier colloquiums in North America and Scotland, wild pedagogy thinking and practice is constituted by six key touchstones, including: (1) agency and the role of nature as co-teacher; (2) wildness and challenging ideas of control; (3) complexity, the unknown, and spontaneity; (4) locating the wild; (5) time and practice; and (6) cultural change. The touchstones framed our group’s discussions pre-, during and post-colloquium. Drawing on the colloquium’s conversations and engaging with a number of the main touchstone ideas post-colloquium, in this paper the teacher educator authors use two distinct case studies (regional and online contexts) to locate the wild within their initial teacher education practice. They do this by initially making links between current teacher education practice and the touchstone ideas, before re-engaging with the touchstones to collaboratively envisage future wilding possibilities. In conclusion the authors advance the touchstone ideas as particularly relevant to those teacher educators seeking to wild their teaching practice in challenging times.
- Authors: Green, Monica , Dyment, Janet
- Date: 2018
- Type: Text , Journal article
- Relation: Journal of Outdoor and Environmental Education Vol. 21, no. 3 (2018), p. 277-292
- Full Text:
- Reviewed:
- Description: This article stems from our participation in the Wild Pedagogies colloquium on Tasmania’s Franklin River in December 2017. The two authors embarked on the 10-day rafting trip with a group of nine other educators and academics from Australia, Canada and England, engaging in extensive conversations about wild pedagogy principles in education. Conceived and developed by some of the Franklin river participants on earlier colloquiums in North America and Scotland, wild pedagogy thinking and practice is constituted by six key touchstones, including: (1) agency and the role of nature as co-teacher; (2) wildness and challenging ideas of control; (3) complexity, the unknown, and spontaneity; (4) locating the wild; (5) time and practice; and (6) cultural change. The touchstones framed our group’s discussions pre-, during and post-colloquium. Drawing on the colloquium’s conversations and engaging with a number of the main touchstone ideas post-colloquium, in this paper the teacher educator authors use two distinct case studies (regional and online contexts) to locate the wild within their initial teacher education practice. They do this by initially making links between current teacher education practice and the touchstone ideas, before re-engaging with the touchstones to collaboratively envisage future wilding possibilities. In conclusion the authors advance the touchstone ideas as particularly relevant to those teacher educators seeking to wild their teaching practice in challenging times.
Undertaking the personal tutoring role with sports students at a United Kingdom university
- Hayman, Rick, Coyles, Andy, Wharton, Karl, Borkoles, Erika, Polman, Remco
- Authors: Hayman, Rick , Coyles, Andy , Wharton, Karl , Borkoles, Erika , Polman, Remco
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Further and Higher Education Vol. 47, no. 3 (2023), p. 297-310
- Full Text:
- Reviewed:
- Description: Personal tutoring is renowned for the positive role it can play in supporting student satisfaction, engagement and attainment outcomes in higher education. Surprisingly though, few studies have specifically investigated the demands of this role from the perspective of the personal tutor. Through the theoretical lens of Role Theory, this study explored university tutors’ experiences of their personal tutoring role within a sport educational setting at a United Kingdom university. All data was collected through face-to-face semi structured qualitative interviews and analysed using thematic analysis. Key findings were the negative impact of personal tutoring on participants role multiplicity, intra-role accumulation and role identity. Most participants viewed the role as being time consuming, emotionally challenging and one they would prefer not to undertake (role multiplicity), feeling under qualified and ill-equipped in assisting their tutees because of the increasingly serious and complex nature of non-academic related issues presented (intra-role accumulation). Several lacked confidence and interest in the role, finding it to be stressful and instead favouring greater research responsibilities within their workloads (role identity). The collective findings provide academic colleagues and senior university management teams with evidence to inform future institutional policies and practices. This will help ensure personal tutors working across multiple disciplines and academic levels fully understand what the role is, the demands they are likely to encounter, the continued professional development required to facilitate and support the role and how the role should be better recognised in academic promotion criteria. Study limitations and future research avenues are discussed. © 2022 UCU.
- Authors: Hayman, Rick , Coyles, Andy , Wharton, Karl , Borkoles, Erika , Polman, Remco
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Further and Higher Education Vol. 47, no. 3 (2023), p. 297-310
- Full Text:
- Reviewed:
- Description: Personal tutoring is renowned for the positive role it can play in supporting student satisfaction, engagement and attainment outcomes in higher education. Surprisingly though, few studies have specifically investigated the demands of this role from the perspective of the personal tutor. Through the theoretical lens of Role Theory, this study explored university tutors’ experiences of their personal tutoring role within a sport educational setting at a United Kingdom university. All data was collected through face-to-face semi structured qualitative interviews and analysed using thematic analysis. Key findings were the negative impact of personal tutoring on participants role multiplicity, intra-role accumulation and role identity. Most participants viewed the role as being time consuming, emotionally challenging and one they would prefer not to undertake (role multiplicity), feeling under qualified and ill-equipped in assisting their tutees because of the increasingly serious and complex nature of non-academic related issues presented (intra-role accumulation). Several lacked confidence and interest in the role, finding it to be stressful and instead favouring greater research responsibilities within their workloads (role identity). The collective findings provide academic colleagues and senior university management teams with evidence to inform future institutional policies and practices. This will help ensure personal tutors working across multiple disciplines and academic levels fully understand what the role is, the demands they are likely to encounter, the continued professional development required to facilitate and support the role and how the role should be better recognised in academic promotion criteria. Study limitations and future research avenues are discussed. © 2022 UCU.
Suicide and intimate partner violence risk assessment and decision-making
- Kellie, Grant, Louisa, Whitwam, Jennifer, Martin, Jennifer, White, Terry, Haines
- Authors: Kellie, Grant , Louisa, Whitwam , Jennifer, Martin , Jennifer, White , Terry, Haines
- Date: 2021
- Type: Text , Journal article
- Relation: Advances in social work and welfare education Vol. 23, no. 1 (2021), p. 134-147
- Full Text:
- Reviewed:
- Description: This research explores the question: 'How do social workers and multidisciplinary mental health professionals perceive and understand risk and how does this inform decision-making and service provision?' In-depth face-to-face interviews were conducted with health and mental health workers employed at a major health service based in Melbourne, Australia. Participants were employed in hospitals, community health centres, and residential care facilities including specialist mental health services. Theoretic thematic analysis was used to identify seven dominant themes reported by study participants. These were: (1) establishing risk ownership (2) a hierarchy of fears (3) self-doubt and self-blame (4) organisational incident reviews (5) blame from client, family and society (6) the protective shield and (7) evaluating safety and meaning. The study findings have implications for further research and social work education on risk assessment, decision-making and appropriate social work responses. [Author abstract]
- Authors: Kellie, Grant , Louisa, Whitwam , Jennifer, Martin , Jennifer, White , Terry, Haines
- Date: 2021
- Type: Text , Journal article
- Relation: Advances in social work and welfare education Vol. 23, no. 1 (2021), p. 134-147
- Full Text:
- Reviewed:
- Description: This research explores the question: 'How do social workers and multidisciplinary mental health professionals perceive and understand risk and how does this inform decision-making and service provision?' In-depth face-to-face interviews were conducted with health and mental health workers employed at a major health service based in Melbourne, Australia. Participants were employed in hospitals, community health centres, and residential care facilities including specialist mental health services. Theoretic thematic analysis was used to identify seven dominant themes reported by study participants. These were: (1) establishing risk ownership (2) a hierarchy of fears (3) self-doubt and self-blame (4) organisational incident reviews (5) blame from client, family and society (6) the protective shield and (7) evaluating safety and meaning. The study findings have implications for further research and social work education on risk assessment, decision-making and appropriate social work responses. [Author abstract]
An overview of Australian exercise and sport science degrees
- Kittel, Aden, Stevens, Christopher, Lindsay, Riki, Spittle, Sharna, Spittle, Michael
- Authors: Kittel, Aden , Stevens, Christopher , Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
- Full Text:
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- Description: Exercise and Sport Science (EXSS) is a common degree offered at Australian universities, yet there is no systematic overview of this multidisciplinary field of study. This study aimed to determine the broad curriculum content of Australian EXSS degrees by summarizing the units offered, identify most commonly delivered content areas, and capture course information such as work-integrated learning (WIL) requirements and majors offered. Data were gathered through publicly available university course pages, with 30 EXSS courses included and only core units identified. The most common Australian EXSS units were “Exercise Physiology,” “Biomechanics,” “Research Methods and Data Analysis,” “Exercise Prescription and Delivery,” and “Exercise and Sport Psychology.” WIL requirements ranged from 140 to 300 h per course, and five courses offered majors. This study provides an overview of Australian EXSS courses, with the focus on exercise-related components reflecting accreditation requirements. Future research should examine how these courses equip students for the multidisciplinary EXSS industry. Copyright © 2023 Kittel, Stevens, Lindsay, Spittle and Spittle.
- Authors: Kittel, Aden , Stevens, Christopher , Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
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- Description: Exercise and Sport Science (EXSS) is a common degree offered at Australian universities, yet there is no systematic overview of this multidisciplinary field of study. This study aimed to determine the broad curriculum content of Australian EXSS degrees by summarizing the units offered, identify most commonly delivered content areas, and capture course information such as work-integrated learning (WIL) requirements and majors offered. Data were gathered through publicly available university course pages, with 30 EXSS courses included and only core units identified. The most common Australian EXSS units were “Exercise Physiology,” “Biomechanics,” “Research Methods and Data Analysis,” “Exercise Prescription and Delivery,” and “Exercise and Sport Psychology.” WIL requirements ranged from 140 to 300 h per course, and five courses offered majors. This study provides an overview of Australian EXSS courses, with the focus on exercise-related components reflecting accreditation requirements. Future research should examine how these courses equip students for the multidisciplinary EXSS industry. Copyright © 2023 Kittel, Stevens, Lindsay, Spittle and Spittle.
Placement interviews at the interface of cultural diversity and standardised requirements
- Koeck, Clara-Maria, Ottmann, Goetz
- Authors: Koeck, Clara-Maria , Ottmann, Goetz
- Date: 2018
- Type: Text , Journal article
- Relation: Advances in social work and welfare education Vol. 20, no. 1 (2018), p. 108-121
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- Description: Field education placements permit social work students to gain practical experience employing the knowledge and skills they acquired in the classroom. Access to field education placements is dependent upon placement interviews during which candidates have to display their professional and personal suitability. Placement interviews are challenging for all students. For international students, they are particularly challenging as they represent a litmus test as to whether they have achieved a sufficient degree of cultural adaptation. To date, little attention has been paid to the way placement interviews are experienced by international students. This article addresses this gap. The article is based on a qualitative study involving semi-structured, in-depth interviews with five international students focusing on the way placement interviews were experienced, how students felt prepared for them, and the degree to which language proficiency, cultural difference, social connectedness, discrimination, and Australian workplace culture represented a challenge. The findings suggest that international students need be to better informed about opportunities associated with field placement and the often implicit requirements and expectations associated with it. The authors argue that they would benefit from targeted educational resources ranging from English language tuition to interview role play.
- Authors: Koeck, Clara-Maria , Ottmann, Goetz
- Date: 2018
- Type: Text , Journal article
- Relation: Advances in social work and welfare education Vol. 20, no. 1 (2018), p. 108-121
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- Description: Field education placements permit social work students to gain practical experience employing the knowledge and skills they acquired in the classroom. Access to field education placements is dependent upon placement interviews during which candidates have to display their professional and personal suitability. Placement interviews are challenging for all students. For international students, they are particularly challenging as they represent a litmus test as to whether they have achieved a sufficient degree of cultural adaptation. To date, little attention has been paid to the way placement interviews are experienced by international students. This article addresses this gap. The article is based on a qualitative study involving semi-structured, in-depth interviews with five international students focusing on the way placement interviews were experienced, how students felt prepared for them, and the degree to which language proficiency, cultural difference, social connectedness, discrimination, and Australian workplace culture represented a challenge. The findings suggest that international students need be to better informed about opportunities associated with field placement and the often implicit requirements and expectations associated with it. The authors argue that they would benefit from targeted educational resources ranging from English language tuition to interview role play.
The safety of international students in a regional area of Australia : perceptions and experiences
- Lê, Quynh, Auckland, Stuart, Nguyen, Hoang, Terry, Daniel
- Authors: Lê, Quynh , Auckland, Stuart , Nguyen, Hoang , Terry, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of the Australian and New Zealand Student Services Association Vol. , no. 42 (2013), p. 15-24
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- Description: In Australia, international students have not only made an enormous economic contribution to the educational sector, but also enriched the cultural diversity of Australian institutions and societies. When international students become a part of the Australian community, issues related to their personal safety are significant, not only to relevant authorities but also to the broader community. This study aimed to investigate the safety of international students at a regional campus and surrounding environment. Semi-structured interviews were conducted with 25 international students aimed at exploring the current concerns and needs regarding their safety on and off campus. In addition, a focus group discussion was conducted with five stakeholders to investigate ways to improve the safety of international students in the current context. Four main themes emerged from the data, including safety concerns, safety risks, preventative safety strategies, and safety needs. One of the most frequent suggestions was to increase the reach of surveillance, greater support from the responsible authorities, particularly as related to environments beyond the confines of the university campus. The findings of this study have offered practical implications associated with the enhancement of the safety of international students in regional Australia.
- Authors: Lê, Quynh , Auckland, Stuart , Nguyen, Hoang , Terry, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of the Australian and New Zealand Student Services Association Vol. , no. 42 (2013), p. 15-24
- Full Text:
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- Description: In Australia, international students have not only made an enormous economic contribution to the educational sector, but also enriched the cultural diversity of Australian institutions and societies. When international students become a part of the Australian community, issues related to their personal safety are significant, not only to relevant authorities but also to the broader community. This study aimed to investigate the safety of international students at a regional campus and surrounding environment. Semi-structured interviews were conducted with 25 international students aimed at exploring the current concerns and needs regarding their safety on and off campus. In addition, a focus group discussion was conducted with five stakeholders to investigate ways to improve the safety of international students in the current context. Four main themes emerged from the data, including safety concerns, safety risks, preventative safety strategies, and safety needs. One of the most frequent suggestions was to increase the reach of surveillance, greater support from the responsible authorities, particularly as related to environments beyond the confines of the university campus. The findings of this study have offered practical implications associated with the enhancement of the safety of international students in regional Australia.
'Low income doesn't mean stupid and destined for failure' : challenging the deficit discourse around students from low SES backgrounds in higher education
- Authors: McKay, Jade , Devlin, Marcia
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 20, no. 4 (Apr 2016), p. 347-363
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- Description: The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a 'problem' in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. "More Students in Higher ed, But it's no more Representative." The Conversation 28: 1-4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a 'problem', students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.
- Authors: McKay, Jade , Devlin, Marcia
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 20, no. 4 (Apr 2016), p. 347-363
- Full Text:
- Reviewed:
- Description: The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a 'problem' in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. "More Students in Higher ed, But it's no more Representative." The Conversation 28: 1-4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a 'problem', students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.
Young people transitioning from Out-of-home Care and Access to Higher Education: A Critical review of the literature
- Mendes, Philip, Michell, Dee, Wilson, Jacqueline
- Authors: Mendes, Philip , Michell, Dee , Wilson, Jacqueline
- Date: 2014
- Type: Text , Journal article
- Relation: Children Australia Vol. 39, no. 4 (2014), p. 243-252
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- Description: Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.
- Authors: Mendes, Philip , Michell, Dee , Wilson, Jacqueline
- Date: 2014
- Type: Text , Journal article
- Relation: Children Australia Vol. 39, no. 4 (2014), p. 243-252
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- Description: Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.
Crossing over: Collaborative cross-cultural teaching of Indigenous education in a higher education context
- Morgan, Shirley, Golding, Barry
- Authors: Morgan, Shirley , Golding, Barry
- Date: 2010
- Type: Text , Journal article
- Relation: The Australian Journal of Indigenous education Vol. 39, no. (2010), p. 8-14
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- Description: This paper explores the dynamics and outcomes from a collaborative cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at the University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.
- Authors: Morgan, Shirley , Golding, Barry
- Date: 2010
- Type: Text , Journal article
- Relation: The Australian Journal of Indigenous education Vol. 39, no. (2010), p. 8-14
- Full Text:
- Reviewed:
- Description: This paper explores the dynamics and outcomes from a collaborative cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at the University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.