A fine romance? Developing a transformational school-university partnership
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Lenk, Karen , Scash, Melinda
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Practice and Theory Vol. 43, no. 1 (2021), p. 57-76
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- Description: This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers.
A systematic literature review on the evaluation of business simulation games using PRISMA
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2022
- Type: Text , Conference paper
- Relation: 33rd Australasian Conference on Information Systems: The Changing Face of IS, ACIS 2022, Melbourne, 4-7 December 2022, ACIS 2022 - Australasian Conference on Information Systems, Proceedings
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- Description: In recent years, organisational software process education has seen a considerable uptick in interest in adopting business simulation games (BSGs) as a novel learning resource. However, the lack of reliable and valid instruments to evaluate simulation learning outcomes inhibits the adoption and progress of simulation in Information System education. To fill this need, we performed a systematic review of 33 empirical studies using the PRISMA declaration approach to identify the different evaluation methods used to analyse BSG learning outcomes. We created a concept matrix using a didactic framework that categorised these assessment methodologies into three game stages (pre-game, in-game and post-game). We established a comprehensive evaluation strategy using this concept matrix, which teachers and researchers may use to choose the best appropriate evaluation method to analyse a wide range of learning outcomes of business simulation games. Copyright © 2022 Faisal, Chadhar, Goriss-Hunter & Stranieri.
An Exploratory Study on the Employers' Perceptions of ICT Graduate work-readiness
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2021
- Type: Conference paper
- Relation: Pacific Asia Conference on Information Systems (PACIS 2021) 12th to 14th July 2021
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- Description: Drawing on information gathered from scoping interviews with graduate recruiters and industry experts in Australia, this study extends our understanding of how employers, rather than researchers, describe the desired work-ready skills for graduate/entry level roles in the Australian information and communication technology (ICT) industry. Contrary to the developing literature on work-readiness, the findings showed that the skills which contribute to work-readiness should not be limited to field-specific knowledge, skills and cognitive skills, but that they should be extended to include affective skills or personal attributes and behaviors, such as selfefficacy, willingness to learn, disposition, tolerance and integrity. Results have practical implications for developing academic programs aimed at enhancing cognitive and affective skills among IT graduates for employment potential and successful transition into work.
Are ERP simulation games assisting students to be job-ready? An Australian universities’ perspective
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2019
- Type: Text , Conference paper
- Relation: 30th Australiasian Conference on Information Systems (ACIS), 9-11 December 2019, Perth, Australia
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- Description: Deep and rapid changes in digital enterprise technology exceed the ability of traditional teaching methods to prepare students for challenges encountered in modern enterprises. Researchers proposed different pedagogical approaches to teach ERP (Enterprise Resource Planning) concepts such as ERPsim games to enhance students’ learning and job-readiness. Although the ERPsim studies verified the role of these games in enhancing students’ learning, whether these games contribute to student’s job readiness still needs to be explored. Using the mixed-method approach, this research-in-progress is designed to fill this gap by investigating the role of ERPsim game in increasing skills, learning levels, and job-readiness among university students in Australia. The findings from this study can contribute to the improvement of ERP pedagogical techniques. In addition, this research-in-progress will provide a concrete mapping to align learning outcomes/skills with ICT industry competencies standards as defined in SFIA (Skills framework for Information Age) and AQF (Australian Qualifications Framework).
Business simulation games in higher education : a systematic review of empirical research
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2022
- Type: Text , Journal article , Review
- Relation: Human Behavior and Emerging Technologies Vol. 2022, no. (2022), p.
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- Description: Over the last few years, business simulation games (BSGs) in higher education have attracted attention. BSGs tend to actively engage students with course material, promoting higher engagement and motivation and enabling learning outcomes. Increasingly, researchers are trying to explore the full potential of these games with an upsurge of research in the BSG field in recent years. There is a need to understand the current state of research and future research opportunities; however, there is a lack of recent systematic literature reviews in BSG literature. This study addresses this gap by systematically compiling online empirical research from January 2015 to April 2022. We followed PRISMA guidelines to identify fifty-seven (57) papers reporting empirical evidence of the effectiveness of BSGs in teaching and learning. Findings showed that BSGs improve learning outcomes such as knowledge acquisition, cognitive and interactive skills, and behaviour. The review also summarises different issues concerning the integration of BSGs into the curriculum, learning theories used in the selected studies, and assessment methods used to evaluate student achievement in learning outcomes. The findings of this review summarise the current research activities and indicate existing deficiencies and potential research directions that can be used as the basis for future research into the use of BSGs in higher education. © 2022 Nadia Faisal et al.
Connections through dis-identifications: The use of cultural and political vignettes (CPVs) in teacher education.
- Authors: Goriss-Hunter, Anitra
- Date: 2012
- Type: Text , Conference paper
- Relation: Research and development in higher education: Connections in higher education
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- Description: Much has been written about the complexities involved in preparing pre-service teachers (PSTs) to take up the challenge of educating an increasingly diverse student population and, thus, enabling them to create connections and live productive lives in a world that is rapidly changing. However, there is a gap in the literature concerning PSTs that explores potential strategies and pedagogical approaches regarding the teaching and awareness of social inclusion issues for students in Higher Education and Secondary sectors. In order to discuss these strategies and approaches I first turn to Diane Celia Hodges’ (1998) notion of dis-identification as a framework from which the subject positions and contexts of teachers, students and situations can be examined. In this investigation, teaching practices that describe and work with difference can be constructed and analysed. Then, I look to Jacqueline Darvin’s (2011) work concerning Cultural and Political Vignettes (CPVs) that I have used as a tool to open up space for PSTs to explore, analyse and act upon a number of interactions between bodies that may occupy socially, politically and culturally different positions. While CPVs have originally been used in New York City public school classrooms, I have used them in courses at a regional Australian university. This paper is, then, a case study outlining some of the work I have done with CPVs in a setting that is very different to that of the original work. In this paper I continue the international discussion concerning CPVs and their effectiveness in forging student connections and working with issues of social inclusion.
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Developing pre-service teachers : The impact of an embedded framework in literacy and numeracy
- Authors: Sellings, Peter , Felstead, Karen , Goriss-Hunter, Anitra
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 4 (2018), p. 1-16
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- Description: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.
First in the family: Girls like us in the third space of Universities
- Authors: Burke, Jenene , Goriss-Hunter, Anitra
- Date: 2015
- Type: Text , Book chapter
- Relation: Bread and Roses: Voices of Australian Academics from the working class p. 105-119
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Forging a school-university learning partnership from a teacher education perspective
- Authors: Burke, Jenene , Goriss-Hunter, Anitra
- Date: 2013
- Type: Text , Conference paper
- Relation: ATEA (Australian Teacher Education Association) 2013 Conference p. 1-7
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- Description: This paper describes an innovative cross-institutional learning partnership that was designed to foster the learning of both Pre-Service Teachers (PSTs) and students and teachers from a local regional Secondary College. Around 150 Grade Nine (13-14 year old) students took part in a purpose-designed activity day at the university that was organised and conducted by 34 second year PSTs as part of their teacher education program. This project was designed as an authentic teaching experience for PSTs that would enable them to translate theory from their teacher education course into teaching practice. At the same time the secondary students were offered a range of learning experiences informed by school-derived curriculum. These specifically focused activities contributed to the students’ school based learning programs whilst also encouraging them to think of university as a future option. In this paper reflections, utilizing a self-study methodology, are provided by the lecturers who developed and implemented the program. The lecturers describe and discuss what they observed about the learning of the PSTs. Many of the PSTs indicated strongly that they were able to engage in a scaffolded, authentic teaching experience as preparation for their initial school placements. Overall, the evidence suggests that the initiative offered a powerful learning experience that enabled PSTs to connect theory with teaching practice.
Hip Mama: Mother outlaws in cyberspaces
- Authors: Goriss-Hunter, Anitra
- Date: 2016
- Type: Text , Book chapter
- Relation: Taking the village online; mothers, motherhood and social media Chapter 9 p. 153-168
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- Description: Becoming a mother is cataclysmic. It is experienced in a myriad of ways but always the act signals change. As an academic, I turned to words, thoughts, and ideas to help me understand what I felt to be a complete and sometimes terrifying transformation of maternity. I found a copy of Adrienne Rich’s Of Woman Born and read it. Rich’s descriptions of the joys of mothering as well as her honest and critical insights into the institution of motherhood spoke about her journey into maternity. She was also speaking parts of my story of mothering. At the time that I discovered Rich’s maternal writings, I had completed a project on the “bold new territory” of cyberspace. Having enjoyed the fiery feminism of the geekgirls, grrrls, and other activists as well as being excited by Rich’s work, I turned to cyberspace, hungry for stories of mothering. What I found intriguing in this domain was the comingling of convention and subversion, and the enormous possibility for change. In the hope of finding representations of maternal bodies going beyond the normative images, I looked to an investigation of the cyber-realm and the potential of this domain to overturn dominant discourses of motherhood. "From chapter"
Identity and intersectional responsive pedagogy in higher education : insights from two locations in regional and urban Australia
- Authors: Goriss-Hunter, Anitra , Archer, Verity , Arvanitakis, James
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 13 p. 181-196
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- Description: In this chapter, we investigate the ways in which academics’ identity factors can impact their work experiences and pedagogies in two Australian tertiary institutions. While there is a body of literature that interrogates the concept of diversity in higher education, most of the research focuses on diverse student populations rather than examining academic diversity. Current research does not explore in depth the ways in which intersections of identity factors such as gender, race, class, and able-bodiedness might impact academics’ experiences in the chiefly middle-class-institutions that comprise the Australian Higher Education landscape. The authors employed a mixed methods approach. To collect data for the project, we constructed an anonymous online Qualtrics survey and invited participation from academics working at one regional and one urban university. The survey consisted of a mixture of open and closed questions concerning the relationship between identity and teaching approaches within universities. Responses were coded, and common themes were examined by the researchers using an intersectional approach. The survey findings reveal that academics who identify as equity group members see these identities as a strength in teaching and interactions with students, however, these identities sometimes give rise to tensions with colleagues and can be seen as a barrier to career progression.
Inclusion, equity, diversity, and social justice in education in the twenty-first century
- Authors: Goriss-Hunter, Anitra , Burke, Jenene , Weuffen, Sara , Plunkett, Margaret , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 1 p. 1-10
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- Description: The chapter offers a road map that charts the key issues raised in this edited collection that contributes to the United Nations Sustainable Development Goal (SDG) series. Throughout the book, questions are raised, tensions observed, and practices highlighted, often through passionate discussion, regarding the ways in which considerations of equity, inclusion, and social justice are configured, challenged, observed, or ignored in a range of educational settings. All chapters address the United Nations Sustainable Development Goal 4: Quality Education which advocates for the provision of inclusive and equitable education and the promotion of lifelong learning for all. This chapter extends the focus of diversity, inclusion, and social justice to examine the inclusive approaches embedded in the production of the book. Rejecting potentially exclusionary publication processes, the editors mobilized inclusive approaches to selecting, reviewing, and editing chapters and the development of edited scholarship. Focusing on connections and capacity building, a diverse range of authors, reviewers, and editors worked together in a supportive, inclusive, and encouraging framework to produce an interwoven contemporary narrative about the state of diversity and inclusion in mainstream education settings.
Information communication technology in schools : students exercise ‘Digital Agency’ to engage with learning
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Echter, Adele
- Date: 2022
- Type: Text , Journal article
- Relation: Technology, Knowledge and Learning Vol. 27, no. 3 (2022), p. 785-800
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- Description: In contemporary society nationally and internationally, the use of Information Communication Technologies (ICTs) has become a vitally important component in the workforce, recreationally, and in schools. In Australia, as in many countries, there is a nation-wide priority within education systems that endeavours to ensure that in an increasingly digital world, students possess the ICT skills to participate fully in their schooling and, later in contemporary society. While progress has been made towards achieving these goals, research demonstrates that there is a general loss of engagement and confidence in ICT tasks as student progress through school systems. In order to explore what students currently in secondary schools think and feel about their use and engagement levels regarding ICTs, this paper draws on a pilot project conducted in Australian schools. This pilot study found that agency and design-based pedagogy concerning the use of ICTs were key factors in engaging students and promoting learning. To further explore the findings of the project, the authors have formulated a model of Digital Agency. This term, ‘Digital Agency’ is defined as the students’ experience of autonomous technology learning in the classroom. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.
Instructors’ perceptions of the development of work-readiness through simulations
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2022
- Type: Text , Conference paper
- Relation: 33rd Australasian Conference on Information Systems: The Changing Face of IS, ACIS 2022, Melbourne, 4-7 December 2022, ACIS 2022 - Australasian Conference on Information Systems, Proceedings
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- Description: The global ERP software market is expected to reach $117.09 billion by 2030 (Biel, July 12, 2022). To boost graduate work-readiness, Australian institutions are adopting new pedagogical strategies by familiarising Information systems (IS) students with this highly sought-after software. One of these techniques is simulation games that provide students with a risk-free, real-world simulation of popular software to develop soft and hard skills needed by the IS industry. This exploratory study employed the Grounded Theory approach to evaluate instructors' perceptions of the influence of simulation games on the work-readiness of information systems students. We conducted semi-structured interviews with (Enterprise Resource Planning Simulation) ERPsim game laboratory instructors. The authors utilised Work Readiness Integrated Competency Model to map the three learning outcomes from the interviews’ analysis: abilities, knowledge, and attitudes. The mapping demonstrated that simulation games could support the development of specific skills and attitudes needed by the information systems sector. Copyright © 2022 Faisal, Chadhar, Goriss-Hunter & Stranieri.
Mobilising a lens of inclusivity within initial teacher education. Teacher education in and for uncertain times.
- Authors: Goriss-Hunter, Anitra , Burke, Jenene
- Date: 2018
- Type: Text , Conference paper
- Relation: Australian Teacher Education Association and Teacher Education Forum of Aotearoa New Zealand Conference, 4-6 July 2018, Melbourne.
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- Description: In uncertain contemporary times, Initial Teacher Education (ITE) educators are under considerable pressure from political, social and institutional sources to ensure that PSTs are “classroom ready”; fully equipped to prepare diverse student cohorts to lead fulfilling post-school lives in an increasingly complex and changing world. To achieve this goal, current research and policy is increasingly focusing on foregrounding inclusive teaching practice. A great deal of education literature focuses on notions of diversity and inclusion with regard to student education in schools (Blackmore, 2009, Campbell & Whitty, 2002, Nieto, 1999, Smyth & McInerney, 2007, and Smyth & McInerney, 2009). Much has also been written about the difficulties inherent in educating PSTs regarding the complexities of inclusive teaching (Blackmore, 2009, Shor, 1992, Sleeter, 2001, Smyth & McInerney, 2007, and 2018 ATEA & TEFANZ Conference: Teacher Education in and for Uncertain Times Smyth & McInerney, 2009). In addition, leading education organizations and accrediting institutions, such as the Victorian Institute of Teaching (VIT) and the Australian Institute for Teaching and School Leadership (AITSL) promote inclusion as a mandated teaching approach. While inclusion is the approach mandated in Australia for catering for diversity, the authors argue that current notions of inclusive teaching are still haunted by ghosts of integration and other non-inclusive practices in approaches that hierarchical, additive and focused on deficit thinking. In this model, students are diagnosed as having a particular condition, disorder, impairment, or other difference, which is prioritized as their chief learning characteristic. The rich complexity of a learner’s strengths, preferences, challenges and goals is then narrowed down to one major ingredient – the impairment or difference – which becomes the focus of strategies and practices recommended as appropriate for that particular condition. In this presentation, the authors ask the thorny question, how do we teach PSTs to identify the complexity of learner needs and to make pedagogic decisions to enable learning to occur for all students? The presentation contributes a way forward through the authors’ examination of a range of pedagogies used in class to facilitate PSTs’ investigation of approaches and practices that encourage teaching for inclusion. In order to facilitate PSTs’ learning concerning inclusive teaching, the authors focus on creating opportunities to enable students to work with a diverse range of learners “selecting strategies on the basis of what is to be learnt rather than what is wrong with the learner” (Florian, 2008, p. 2004). As an exploration of pedagogic decisions and teaching approaches, the paper outlines a case study that makes use of a self-study methodology as well as discourse analysis. This research mode “includes elements of ongoing inquiry, respects personal experience, and emphasizes the role of knowledge construction. The collaborative component of self-study acknowledges the important role of the social construction of knowledge (Lassonde, Galman & Kosnik, 2009, p. 10). The inclusivity of a self-study approach and its multi-faceted nature encourages reflection, collaboration and on-going dialogue between educators and PSTs providing insights into teaching practices. From observations and reflective examination of their teaching practices and course development, the authors identify and analyse the pedagogies that are being used to achieve the aims of promoting teaching for inclusion in ITE courses. In addition to a self-study methodology, discourse analysis is used to examine formal literature and policy discussing diversity and inclusion."
Parent-educators’ explorations of learning and role tensions during and ‘after’ Covid-19
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Walker, Amy , Claughton, Amy , Oxworth, Catherine , Robertson, Deborah , Griffiths, Katrina
- Date: 2023
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 33, no. 3 (2023), p. 974-991
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- Description: This paper investigates the insights that we, as parent-educators gained from our children’s learning experiences throughout the Covid-19 pandemic and how this impacted our approaches to learning and teaching. All authors are teacher education academics working at a regional Australian university. The rapid and extensive changes in our personal and professional circumstances provided an opportunity for us to critically examine the ways in which we promoted learning for our children and our students. Our reflections on these investigations form the basis of this article. To explore these issues we drew on a method involving narrative inquiry and the Indigenous concept of yarning that we call collaborative narrative inquiry and the theoretical framework of Antonovsky’s salutogenic approach. Key findings of the research demonstrated tensions between the roles of parent and educator with a growing focus on the former and an increasing emphasis on health and well-being. These issues impacted the ways in which parent-educators facilitated learning for all students. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved.
Patchwork girl—fractured maternal monsters
- Authors: Goriss-Hunter, Anitra
- Date: 2021
- Type: Text , Book chapter
- Relation: Monstrous Mothers p. 23-38
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- Description: Maternity and the monstrous are closely intertwined in cultural, social, scientific, and technological narratives. Monstrous maternal entities are firmly entrenched in the popular imaginary and loom large in countless works of fiction and nonfiction. To problematize the notion of the monstrous maternal as tied to a concept or body, this chapter interrogates how monstrously maternal bodies are constructed as hybridity, fragmented identity, and queer desire in Shelley Jackson’s hypertext fiction, Patchwork Girl (1995)—a cyberfeminist reworking of Mary Shelley’s Frankenstein. I argue that Patchwork Girl enacts explorations of the monstrous maternal—historically, the site of the Other, embodiment, agency, and
Policy, discourse and epistemology in inclusive education
- Authors: Burke, Jenene , Goriss-Hunter, Anitra , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 2 p. 13-27
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- Description: This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.
Re-imagining and re-working school-university links through inclusive community building
- Authors: Goriss-Hunter, Anitra , Burke, Jenene
- Date: 2012
- Type: Text , Conference paper
- Relation: 5th International Conference of Education, Research and Innovation
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- Description: This paper describes an initiative that was designed to forge strong connections between Pre-Service Teachers (PSTs) at the University of Ballarat, a regional university in Victoria, Australia and students and teachers at a local regional Secondary College (students aged 12-18). A group of around 150 year nine (13-14 year old) students took part in a day of learning activities at the university that were organised and conducted by second year PSTs as part of their teacher education program. This initiative aimed to provide the secondary students with a range of learning experiences at the university, thus allowing them to consider University study as a future option while contributing to their school-based learning program. At the same time, the PSTs were able to engage in an authentic teaching experience and to put theory from their teacher education course into practice. In this paper, some of the reflections from the PSTs, that describe what they learnt from the experience, are discussed. Most of the PSTs valued the opportunity to engage in a scaffolded, authentic teaching experience as preparation for their initial school placements. Overall, the initiative seemed to have contributed to the learning of the PSTs in powerful ways.
Rethinking IS Graduates Work-readiness: Employers' perspectives
- Authors: Faisal, Nadia , Chadhar, Mehmood , Goriss-Hunter, Anitra , Stranieri, Andrew
- Date: 2021
- Type: Text , Conference paper
- Relation: 27th Annual Americas Conference on Information Systems (AMCIS)
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- Description: Being a significant stakeholder in the graduates' employment outcomes, it is vital to understand employers' perceptions of graduates' work-readiness. However, existing information systems (IS) literature focuses mainly on the perceptions of students or universities. This paper aims to fill this gap by analysing scoping interviews conducted with graduate recruiters and industry experts in Australia regarding attributes that can improve graduates' employment prospects in the information and communication technology industry. A preliminary investigation based on grounded theory identified three emergent themes from the data: behaviors, skills, and knowledge levels. Based on the findings, this study proposes an IS graduate work-readiness framework that can help universities to develop academic programs aimed at enhancing desirable skills and attitudes among IS graduates' employment.