‘Working together’ : Public libraries supporting rural, regional, and remote low-socioeconomic student success in partnership with universities
- Power, Emma, Partridge, Helen, Owen, Sue, Kelly, Kathryn, Jeffries, Sandra
- Authors: Power, Emma , Partridge, Helen , Owen, Sue , Kelly, Kathryn , Jeffries, Sandra
- Date: 2019
- Type: Text , Journal article
- Relation: Journal of the Australian Library and Information Association Vol. 68, no. 2 (2019), p. 105-125
- Full Text:
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- Description: University students living in rural, regional, and remote (RRR) areas of Australia face unique challenges including geographical isolation, lack of access to face-to-face support, and technological barriers. Additionally, RRR students from low-socioeconomic (low-SES) backgrounds experience multiple forms of disadvantage compared to their on-campus peers, and require additional study, learning, and social support. Partnerships between universities and local public libraries can enhance RRR low-SES student success through increased access to face-to-face support, reliable technologies, and study facilities. This exploratory research, led by five regional universities, presents the first national-level empirical data exploring how Australian public libraries and universities can work together to facilitate success for RRR low-SES students. Data were gathered through semi-structured interviews with public librarians from RRR low-SES communities across Australia. Thematic analysis findings explore themes of librarians’ perceptions of students as persons; the role of regional librarians in supporting RRR low-SES students; RRR low-SES students’ access to learning support; and the critical elements of sustainable partnerships between RRR public libraries and universities. Key recommendations are provided to guide future partnerships between public libraries and universities, including building the foundations of partnerships; professional development to support partnerships; and recommendations for good partnership practices. © 2019 Emma Power, Helen Partridge, Sue Owen, Kathryn Kelly and Sandra Jeffries.
- Authors: Power, Emma , Partridge, Helen , Owen, Sue , Kelly, Kathryn , Jeffries, Sandra
- Date: 2019
- Type: Text , Journal article
- Relation: Journal of the Australian Library and Information Association Vol. 68, no. 2 (2019), p. 105-125
- Full Text:
- Reviewed:
- Description: University students living in rural, regional, and remote (RRR) areas of Australia face unique challenges including geographical isolation, lack of access to face-to-face support, and technological barriers. Additionally, RRR students from low-socioeconomic (low-SES) backgrounds experience multiple forms of disadvantage compared to their on-campus peers, and require additional study, learning, and social support. Partnerships between universities and local public libraries can enhance RRR low-SES student success through increased access to face-to-face support, reliable technologies, and study facilities. This exploratory research, led by five regional universities, presents the first national-level empirical data exploring how Australian public libraries and universities can work together to facilitate success for RRR low-SES students. Data were gathered through semi-structured interviews with public librarians from RRR low-SES communities across Australia. Thematic analysis findings explore themes of librarians’ perceptions of students as persons; the role of regional librarians in supporting RRR low-SES students; RRR low-SES students’ access to learning support; and the critical elements of sustainable partnerships between RRR public libraries and universities. Key recommendations are provided to guide future partnerships between public libraries and universities, including building the foundations of partnerships; professional development to support partnerships; and recommendations for good partnership practices. © 2019 Emma Power, Helen Partridge, Sue Owen, Kathryn Kelly and Sandra Jeffries.
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
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