Risky drinking social worlds in Victoria: a social media analysis
- Authors: Ahmed, Ashir , Martin, Jennifer , Towl, David , Haussegger, Zac
- Date: 2021
- Type: Text , Technical report , Report
- Full Text:
Australian International Graduates and the transition to employment: Final report
- Authors: Blackmore, Jill , Gribble, Cate , Farrell, Lesley , Rahimi, Mark , Arber, Ruth , Devlin, Marcia
- Date: 2014
- Type: Text , Technical report
- Full Text: false
- 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"
Visualising Victoria’s Groundwater
- Authors: Centre for eResearch and Digital Innovation (CeRDI) , Federation University Australia , Dahlhaus, Peter , McKenna, Kirsten , MacLeod, Andrew
- Date: 2012-
- Type: Text , Technical report
- Full Text: false
- 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:
Doing better for vulnerable young parents and their children : an exploration of how technology could catalyse system transformation
- Authors: Cook, Kay , Albury, Kath , Savic, Milovan , Zirakbash, Farnaz , Al Mahmud, Abdullah , Ahmed, Ashir , Martin, Jennifer , Fordyce, Robbie , Mackelprang, Jessica , Bano, Muneera , Schneider, Jean-Guy
- Date: 2019
- Type: Text , Technical report , Report
- Full Text: false
Exploring lived experiences of participants in the Intercultural Employment Pathways (IEP) program from 2019 to 2022
- Authors: Cooper, Kimberlea , Patil, Tejaswini , Ottmann, Goetz , Williams, Dominic , Mummery, Jane
- Date: 2022
- Type: Text , Technical report
- Full Text:
- Description: This report documents research conducted by Federation University in relation to the City of Ballarat Intercultural Employment Pathways (IEP) program from 2019 - 2022. The IEP program aims to enhance social inclusion, employment, and education pathways for culturally and linguistically diverse (CALD) migrants in the Ballarat region. The purpose of the research was to explore the lived experiences of migrants who participated in the IEP program to better understand the strengths of the program and propose recommendations for its future. The research was a qualitative study that used a survey, interviews, and a focus group to explore the perspectives of IEP participants and encourage them to share deep and rich accounts of their lived experiences. Overall, 39 migrants involved with the IEP program participated in the research. The findings are grouped into four themes: Connection: The communal nature of the IEP program enabled participants to establish social and professional connections which increased their networking capacity to find gainful employment. Participants valued the networking opportunities created by the IEP program as many felt as though they were ‘starting again’ after migrating to Australia. Culture: The IEP program assisted participants to adapt to Australian norms of job-hunting and workplace culture and to learn practical strategies to utilise in their job application and interview techniques. The IEP program created a broader platform for cultural exchange within the community and can contribute to wider changes in representation and appreciation of diversity. Confidence: The IEP program assisted participants to improve their levels of confidence and feelings of self-worth. The tailored support that is available to each participant enabled them to develop confidence in their abilities and focus upon their strengths. Context: Participants shared experiences of the many challenges and barriers they have faced when looking for meaningful and secure employment in Australia. Understanding these wider experiences provide the context in which the IEP program operates and emphasises its importance in providing valuable assistance to migrants settling in the City of Ballarat.
Examining the experiences of intercultural ambassadors in regional Victoria from 2019 to 2021
- Authors: Cooper, Kimberlea , Patil, Tejaswini , Ottmann, Goetz , Williams, Dominic , Mummery, Jane
- Date: 2022
- Type: Text , Technical report , Report
- Full Text:
Review of the roadmap for sustainable development in timor-leste : An economic policy report
- Authors: Courvisanos, Jerry , Boavida, Matias
- Date: 2018
- Type: Text , Technical report
- Full Text: false
"Everything effects everything else": Power, perception and hidden forms of restrictive practice in shared supported accommodation
- Authors: Crinall, Karen , Manning, Debra , Glavas, Audra , Feeley, Marie
- Date: 2010
- Type: Text , Technical report
- Full Text: false
- Description: Final Report to the Senior Practitioner
Evaluation of the Structured Approach to Students @ Risk Pilot Project : An initiative of the partnership between the Department of Human Services and Department of Education and Early Childhood Development in Gippsland Region
- Authors: Crinall, Karen , Laming, Christopher
- Date: 2008
- Type: Text , Technical report
- Full Text: false
- Description: Research report Evaluation report for the Victorian Government's Departments of Human Services and Education and Early Childhood Development
Modelling the impact, costs and benefits of falls prevention measures to support policy-makers and program planners
- Authors: Day, Lesley , Hoareau, Effie , Finch, Caroline , Harrison, James , Segal, Leonie , Bolton, Tom , Bradley, Clare , Boufous, Soufiane , Ullah, Shahid , National Injury Prevention Injury Working Group
- Date: 2009
- Type: Text , Technical report
- Full Text: false
- 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.
Leading sustainable improvement in university teaching and learning : Lessons from the sector
- Authors: Devlin, Marcia , Smeal, Georgia , Cummings, Rick , Mazzolini, Margaret
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-64
- Full Text:
- Reviewed:
- 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.
Effective teaching and support of students from low socioeconomic status backgrounds : Resources for Australian higher education
- Authors: Devlin, Marcia , Kift, Sally , Nelson, Karen , Smith, Liz , McKay, Jade
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-104
- Full Text:
- Reviewed:
- 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.
Effective teaching and support of students from low socioeconomic status backgrounds : Practical advice for institutional policy makers and leaders
- Authors: Devlin, Marcia , Kift, Sally , Nelson, Karen , Smith, Liz , McKay, Jade
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-32
- Full Text:
- Reviewed:
- 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.
Effective teaching and support of students from low socioeconomic status backgrounds : Practical advice for teaching staff
- Authors: Devlin, Marcia , Kift, Sally , Nelson, Karen , Smith, Liz , McKay, Jade
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-32
- Full Text:
- Reviewed:
- 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.
Development of, and collation of community consultation about, a draft Australian football league sports trainer competencies policy and training structure
- Authors: Donaldson, Alex , Finch, Caroline
- Date: 2010
- Type: Text , Technical report
- Full Text: false
Mapping out the soundlines of new urban developments
- Authors: Duffy, Michelle , Merlino, Dean , Manning, Debra
- Date: 2010
- Type: Text , Technical report
- Relation: Ambiance
- Full Text: false
- Description: Research Report
Optimal shared home equity model for the younger segment of the population of melbourne report number 4 : externalities of housing schemes: literature review
- Authors: Earl, George , Martin, Jennifer , Liu, Benjamin , Roca, Eduardo , Min, Byung , Beh, Jeanie , Morawakage, Prabath
- Date: 2021
- Type: Text , Technical report
- Full Text: false
Optimal Shared Home Equity Model for the Younger Segment of the Population of Melbourne Report Number 3: Housing Needs and Aspirations of Melbourne Youth: Literature review
- Authors: Earl, George , Martin, Jennifer , Liu, Benjamin , Roca, Eduardo , Min, Byung , Beh, Jeanie , Morawakage, Prabath
- Date: 2021
- Type: Text , Technical report , Report
- Full Text: false
Optimal shared home equity model for the younger segment of the population in Melbourne report number 1 : formulation testing and simulation
- Authors: Earl, George , Martin, Jennifer , Liu, Benjamin , Roca, Eduardo , Min, Byung , Beh, Jeanie , Morawakage, Prabath
- Date: 2021
- Type: Text , Technical report , Report
- Full Text: false
Optimal shared home equity model for the younger segment of the population of Melbourne report number 2 : latest shared equity models in australia and the world: literature review
- Authors: Earl, George , Martin, Jennifer , Liu, Benjamin , Roca, Eduardo , Min, Byung , Beh, Jeanie , Morawakage, Prabath
- Date: 2021
- Type: Text , Technical report , Report
- Full Text: false