Building the capacity to innovate: The role of human capital
- Smith, Andy, Courvisanos, Jerry, Tuck, Jacqueline, McEachern, Steven
- Authors: Smith, Andy , Courvisanos, Jerry , Tuck, Jacqueline , McEachern, Steven
- Date: 2012
- Type: Text , Technical report
- Full Text:
- Authors: Smith, Andy , Courvisanos, Jerry , Tuck, Jacqueline , McEachern, Steven
- Date: 2012
- Type: Text , Technical report
- Full Text:
Ageism and age discrimination in the labour market and employer responses
- Authors: Taylor, Philip
- Date: 2011
- Type: Text , Technical report
- Relation: Older workers: Research readings. p. 46-63
- Full Text:
- Description: Technical report
- Description: This paper reviews what is known about employer attitudes, policies and practices in relation to the employment and retention of older workers. Age discrimination appears to play an important role in the labour market. Older and younger workers may be prevented from working entirely, or from progressing at work because of age-discriminatory policies and practices. These may be based on ageist attitudes and assumptions about an individual’s motivation, experience, abilities, skills or knowledge. Other influences can be transmitted via human resource management policies, company ethos and marketing.
- Description: 2014100138
- Authors: Taylor, Philip
- Date: 2011
- Type: Text , Technical report
- Relation: Older workers: Research readings. p. 46-63
- Full Text:
- Description: Technical report
- Description: This paper reviews what is known about employer attitudes, policies and practices in relation to the employment and retention of older workers. Age discrimination appears to play an important role in the labour market. Older and younger workers may be prevented from working entirely, or from progressing at work because of age-discriminatory policies and practices. These may be based on ageist attitudes and assumptions about an individual’s motivation, experience, abilities, skills or knowledge. Other influences can be transmitted via human resource management policies, company ethos and marketing.
- Description: 2014100138
Living in a 2.2 World: ERA, Capacity Building and the Topography of Australian Educational Research
- Seddon, Terri, Bennett, Dawn, Bobis, Janette, Bennett, Sue, Harrison, Neil, Shore, Sue, Smith, Erica, Chan, Philip
- Authors: Seddon, Terri , Bennett, Dawn , Bobis, Janette , Bennett, Sue , Harrison, Neil , Shore, Sue , Smith, Erica , Chan, Philip
- Date: 2011
- Type: Text , Technical report
- Full Text:
- Description: Early in 2011, the Australian Association for Research in Education (AARE) and the Australian Council of Deans of Education (ACDE) established a joint working party to create a strategic plan for strengthening national research capacity in the field of Education. This proposal followed the publication of Excellence of Research in Australia (ERA) 2010 results, which revealed that the national average weighting of Australian research in Field of Research 13 (FoR 13) - Education was well below the 'world standard' rating of 3.0. Moreover, the 2010 ERA data demonstrated that we had no up-to-date picture of who is involved in educational research, what their strengths are, or how they relate to one another. As an input into strategic research capacity building in Australian educational research, this project begins the process of documenting who 'we' are as educational researchers. The research described within the report used an ecological model to address the project's overarching question, which was: What is the topography of Australian educational research?
- Authors: Seddon, Terri , Bennett, Dawn , Bobis, Janette , Bennett, Sue , Harrison, Neil , Shore, Sue , Smith, Erica , Chan, Philip
- Date: 2011
- Type: Text , Technical report
- Full Text:
- Description: Early in 2011, the Australian Association for Research in Education (AARE) and the Australian Council of Deans of Education (ACDE) established a joint working party to create a strategic plan for strengthening national research capacity in the field of Education. This proposal followed the publication of Excellence of Research in Australia (ERA) 2010 results, which revealed that the national average weighting of Australian research in Field of Research 13 (FoR 13) - Education was well below the 'world standard' rating of 3.0. Moreover, the 2010 ERA data demonstrated that we had no up-to-date picture of who is involved in educational research, what their strengths are, or how they relate to one another. As an input into strategic research capacity building in Australian educational research, this project begins the process of documenting who 'we' are as educational researchers. The research described within the report used an ecological model to address the project's overarching question, which was: What is the topography of Australian educational research?
An affective pedagogy success story: Sovereign Hill Museum school
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Technical report
- Full Text: false
- Description: This study will provide us with the tools to better communicate the unique attributes of learning that underpin the success we observe. It will enrich the discussion to include not only the charming insights of students and teachers, but also an intellectually rigorous framework for appreciating the innovation in learning outcomes." -- Foreword by Tim Sullivan : Deputy CEO and Museums director Sovereign Hill, page viii.
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Technical report
- Full Text: false
- Description: This study will provide us with the tools to better communicate the unique attributes of learning that underpin the success we observe. It will enrich the discussion to include not only the charming insights of students and teachers, but also an intellectually rigorous framework for appreciating the innovation in learning outcomes." -- Foreword by Tim Sullivan : Deputy CEO and Museums director Sovereign Hill, page viii.
Developing a regional resilience monitor
- Lawton, Alan, Valenzuela, Ernesto, Duffy, Michelle, Morgan, Damian, Joiner, Therese
- Authors: Lawton, Alan , Valenzuela, Ernesto , Duffy, Michelle , Morgan, Damian , Joiner, Therese
- Date: 2014
- Type: Text , Technical report , Research Report
- Full Text:
- Description: This study develops a Regional Resilience Monitor (RRM) which will enable the measurement of changes over time in a number of key dimensions for the well-being of regional Australia. Resilience is defined as the capacity of a local community to respond to, and anticipate economic, social and environmental change and to adapt, plan and transform itself for the future. Regional Resilience – in terms of health and well-being, productivity and economic growth, managing risk, and capturing opportunities for sustainable environments and human systems – has been identified as a key strategic priority for Australia, as it has been for a number of other countries. The RRM is made up of six interlocking elements that, together, form a holistic tool and provide a composite measure. These elements are: 1. Economic Health 2. Human Capital 3. Social Well-being 4. Liveability 5. Entrepreneurialism 6. Social Capital and Social Networks The first four elements can be measured using existing data and we identify those data sources. Elements 5 and 6 can be measured using a combination of existing data and, respectively, a newly developed regional entrepreneurship survey and a newly conceived social network analysis. The RRM was developed in, and for, the Latrobe Valley and the wider Gippsland region but can be ‘rolled out’ across regional Victoria as a whole and across regional Australia.
- Authors: Lawton, Alan , Valenzuela, Ernesto , Duffy, Michelle , Morgan, Damian , Joiner, Therese
- Date: 2014
- Type: Text , Technical report , Research Report
- Full Text:
- Description: This study develops a Regional Resilience Monitor (RRM) which will enable the measurement of changes over time in a number of key dimensions for the well-being of regional Australia. Resilience is defined as the capacity of a local community to respond to, and anticipate economic, social and environmental change and to adapt, plan and transform itself for the future. Regional Resilience – in terms of health and well-being, productivity and economic growth, managing risk, and capturing opportunities for sustainable environments and human systems – has been identified as a key strategic priority for Australia, as it has been for a number of other countries. The RRM is made up of six interlocking elements that, together, form a holistic tool and provide a composite measure. These elements are: 1. Economic Health 2. Human Capital 3. Social Well-being 4. Liveability 5. Entrepreneurialism 6. Social Capital and Social Networks The first four elements can be measured using existing data and we identify those data sources. Elements 5 and 6 can be measured using a combination of existing data and, respectively, a newly developed regional entrepreneurship survey and a newly conceived social network analysis. The RRM was developed in, and for, the Latrobe Valley and the wider Gippsland region but can be ‘rolled out’ across regional Victoria as a whole and across regional Australia.
Leading sustainable improvement in university teaching and learning : Lessons from the sector
- Devlin, Marcia, Smeal, Georgia, Cummings, Rick, Mazzolini, Margaret
- 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.
- 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
- Devlin, Marcia, Kift, Sally, Nelson, Karen, Smith, Liz, McKay, Jade
- 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.
- 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.
The development of the Gippsland Economic Modelling Tool
- Lawton, Alan, Valenzuela, Ernesto, Duffy, Michelle, Morgan, Damian
- Authors: Lawton, Alan , Valenzuela, Ernesto , Duffy, Michelle , Morgan, Damian
- Date: 2014
- Type: Text , Technical report , Research Report
- Full Text:
- Description: This study develops a measurement tool to assess the economic health, human capital, social well-being and liveability of regional locations. The study is guided by developments in the professional literature related to measuring these four dimensions. Information was compiled from existing databases for 72 indicators used to generate four indices: Economic Health, Human Capital, Social Well-being, and Liveability. Index measures are reported for local government authority (LGAs) and Victorian State levels. The four indices provide a new quantitative tool to capture the effects from, and so reflect, economic, social and policy changes impacting across Victoria. Further application of this tool may be provided through periodic data updates over time using data captured on a national scale. The regional focus of the present study is the Latrobe Valley located in the Gippsland region of Victoria. The Latrobe Valley encompasses the LGAs of Baw Baw, Latrobe City and Wellington Shires. In addition, index values are reported for 16 towns located within the three LGAs and we include these findings as Appendix 1. For comparative purposes, the study also reports index values for the Gippsland region (comprising LGAs of Baw-Baw, Bass Coast, East Gippsland, Latrobe City, South Gippsland and Wellington Shire), the State of Victoria, and regional (non-metropolitan areas) using averages. Data were gathered for all 79 Victorian LGAs. The study results provide a measurement framework constructed from a comprehensive application of available databases. The end-product is a significant “tool” that identifies and summates enablers of economic productivity and social and community development. The tool provides evidenced-based measures to inform policy recommendations with regard to strategic intervention options and ensuing impacts on regional sustainability.
- Authors: Lawton, Alan , Valenzuela, Ernesto , Duffy, Michelle , Morgan, Damian
- Date: 2014
- Type: Text , Technical report , Research Report
- Full Text:
- Description: This study develops a measurement tool to assess the economic health, human capital, social well-being and liveability of regional locations. The study is guided by developments in the professional literature related to measuring these four dimensions. Information was compiled from existing databases for 72 indicators used to generate four indices: Economic Health, Human Capital, Social Well-being, and Liveability. Index measures are reported for local government authority (LGAs) and Victorian State levels. The four indices provide a new quantitative tool to capture the effects from, and so reflect, economic, social and policy changes impacting across Victoria. Further application of this tool may be provided through periodic data updates over time using data captured on a national scale. The regional focus of the present study is the Latrobe Valley located in the Gippsland region of Victoria. The Latrobe Valley encompasses the LGAs of Baw Baw, Latrobe City and Wellington Shires. In addition, index values are reported for 16 towns located within the three LGAs and we include these findings as Appendix 1. For comparative purposes, the study also reports index values for the Gippsland region (comprising LGAs of Baw-Baw, Bass Coast, East Gippsland, Latrobe City, South Gippsland and Wellington Shire), the State of Victoria, and regional (non-metropolitan areas) using averages. Data were gathered for all 79 Victorian LGAs. The study results provide a measurement framework constructed from a comprehensive application of available databases. The end-product is a significant “tool” that identifies and summates enablers of economic productivity and social and community development. The tool provides evidenced-based measures to inform policy recommendations with regard to strategic intervention options and ensuing impacts on regional sustainability.
Possible futures for the indian apprenticeship system: Options for India.
- Smith, Erica, Kemmis, Ros Brennan
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2013
- Type: Text , Technical report
- Full Text:
- Description: The purpose of this report is to use ideas gained from ten other national apprenticeship systems to put forward options for the Indian system. These countries are Turkey, Indonesia , Egypt, South Africa, Australia, Canada, USA, England, Germany and France. The report of the international phase of the research project is separately available. The latter includes individual country case studies containing detailed information about the systems in these other countries [in addition to an Indian case study] presented ina common structure, a cross-case analysis, and a proposed framework for a model apprenticeship system.
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2013
- Type: Text , Technical report
- Full Text:
- Description: The purpose of this report is to use ideas gained from ten other national apprenticeship systems to put forward options for the Indian system. These countries are Turkey, Indonesia , Egypt, South Africa, Australia, Canada, USA, England, Germany and France. The report of the international phase of the research project is separately available. The latter includes individual country case studies containing detailed information about the systems in these other countries [in addition to an Indian case study] presented ina common structure, a cross-case analysis, and a proposed framework for a model apprenticeship system.
Understanding the psychological contract in apprenticeships and traineeships to improve retention
- Smith, Erica, Walker, Arlene, Kemmis, Ros Brennan
- Authors: Smith, Erica , Walker, Arlene , Kemmis, Ros Brennan
- Date: 2011
- Type: Text , Technical report
- Relation: National Vocational Education and Training Research and Evaluation Program
- Full Text:
- Description: Attrition in apprenticeships and traineeships is an ongoing concern for employers and government alike, with completion standing at around 50% on average. One possible explanation for this high attrition rate that there is mismatch between the respective expectations of apprentices/trainees and employers. This research use the concept of psychological contract, that is, the perceived mutual obligations betweens employers and employees of themselves and each other, to test this explanation.
- Authors: Smith, Erica , Walker, Arlene , Kemmis, Ros Brennan
- Date: 2011
- Type: Text , Technical report
- Relation: National Vocational Education and Training Research and Evaluation Program
- Full Text:
- Description: Attrition in apprenticeships and traineeships is an ongoing concern for employers and government alike, with completion standing at around 50% on average. One possible explanation for this high attrition rate that there is mismatch between the respective expectations of apprentices/trainees and employers. This research use the concept of psychological contract, that is, the perceived mutual obligations betweens employers and employees of themselves and each other, to test this explanation.
Effective teaching and support of students from low socioeconomic status backgrounds : Practical advice for institutional policy makers and leaders
- Devlin, Marcia, Kift, Sally, Nelson, Karen, Smith, Liz, McKay, Jade
- 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.
- 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
- Devlin, Marcia, Kift, Sally, Nelson, Karen, Smith, Liz, McKay, Jade
- 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.
- 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.
The role of primary care mental health nurse practitioners in Australia
- McKinnon, Brett, Cross, Wendy
- Authors: McKinnon, Brett , Cross, Wendy
- Date: 2021
- Type: Text , Technical report
- Full Text:
- Description: The Tristar Medical Group use Mental Health Nurse Practitioners (MHNPs) to both provide and co-ordinate care. Completion rates of entire 90-day cycles of care and review of GPMHCPs sits at approximately 70%, which is significantly better than the National average of 42% since the introduction of the MBS 2712 billing item. This item itself is integral in demonstrating effectiveness in reviewing planned care. The role of the MHNP has been vital to achieving excellent patient care outcomes in this domain. MHNPs value add into Primary Care and General Practice by: • Advanced assessment and diagnosis of Mental Health Issues • Monitoring physical health, • Ordering and analysing tests • Prescribing medications, • Providing psychoeducation for medication adherence • Psychotherapy / Psychological Interventions • Monitoring and reporting all aspects of care to the Treating Team Participants in this evaluation believe that Mental Health Nurse Practitioners (MHNP) provide the maximum value for clinical care across the entire biopsychosocial Model. Clients receiving treatment and support by MHNPs experienced improved outcomes through increased continuity of care- including through home visits, follow up and care co-ordination, access to support and greater compliance with their treatment plans. Care provided by MHNPs demonstrated evidence of an overall reduction in hospital admission rates and lengths of stay in hospital where admission occurred; increased levels of employment; improved family and community connections; and positive impacts on GP workloads. Evidence of effectiveness of the MHNP model of service delivery whereby MHNs were actively providing clinical interventions and co-ordinating care for patients is well supported by the results of this evaluation. If the business model and funding changed, more MHNPs could be recruited, especially given the scarcity of other mental health clinical discipline in rural communities. Current funding for MHNPs has been restricted to those who receive PHN subsidy under the stepped care model. This limits the opportunity to provide the full range of care that MHNPs are capable of delivering compared to other clinical disciplines. Submissions to government to facilitate greater access to MBS items for their services is recommended.
- Authors: McKinnon, Brett , Cross, Wendy
- Date: 2021
- Type: Text , Technical report
- Full Text:
- Description: The Tristar Medical Group use Mental Health Nurse Practitioners (MHNPs) to both provide and co-ordinate care. Completion rates of entire 90-day cycles of care and review of GPMHCPs sits at approximately 70%, which is significantly better than the National average of 42% since the introduction of the MBS 2712 billing item. This item itself is integral in demonstrating effectiveness in reviewing planned care. The role of the MHNP has been vital to achieving excellent patient care outcomes in this domain. MHNPs value add into Primary Care and General Practice by: • Advanced assessment and diagnosis of Mental Health Issues • Monitoring physical health, • Ordering and analysing tests • Prescribing medications, • Providing psychoeducation for medication adherence • Psychotherapy / Psychological Interventions • Monitoring and reporting all aspects of care to the Treating Team Participants in this evaluation believe that Mental Health Nurse Practitioners (MHNP) provide the maximum value for clinical care across the entire biopsychosocial Model. Clients receiving treatment and support by MHNPs experienced improved outcomes through increased continuity of care- including through home visits, follow up and care co-ordination, access to support and greater compliance with their treatment plans. Care provided by MHNPs demonstrated evidence of an overall reduction in hospital admission rates and lengths of stay in hospital where admission occurred; increased levels of employment; improved family and community connections; and positive impacts on GP workloads. Evidence of effectiveness of the MHNP model of service delivery whereby MHNs were actively providing clinical interventions and co-ordinating care for patients is well supported by the results of this evaluation. If the business model and funding changed, more MHNPs could be recruited, especially given the scarcity of other mental health clinical discipline in rural communities. Current funding for MHNPs has been restricted to those who receive PHN subsidy under the stepped care model. This limits the opportunity to provide the full range of care that MHNPs are capable of delivering compared to other clinical disciplines. Submissions to government to facilitate greater access to MBS items for their services is recommended.
Latrobe City Council Community Engagement Survey 2021 Analysis
- Porter, Joanne, Barbagallo, Michael, Reimers, Vaughan, Prokopiv, Valerie, James, Michelle, Dabkowski, Elissa, Prezioso, Michelle, Federation University. Collaborative Evaluation Unit (CEU)
- Authors: Porter, Joanne , Barbagallo, Michael , Reimers, Vaughan , Prokopiv, Valerie , James, Michelle , Dabkowski, Elissa , Prezioso, Michelle , Federation University. Collaborative Evaluation Unit (CEU)
- Date: 2021
- Type: Text , Technical report
- Full Text:
- Description: As part of Latrobe City’s community engagement strategy, a survey was developed and distributed during May to June 2021, collecting both quantitative and qualitative data to capture feedback and suggestions on how Latrobe City could be a better place to live, work, visit and play. The survey also invited residents to share their thoughts on current and future challenges for the City. A total of 1552 responses to the survey were received of which 69 were blank, with 1453 making up the final data set. This report highlights the findings from the survey. The majority of the participants were female (65%, n=744), 33% were from Traralgon, 35% from smaller townships with the remaining 32% from Moe, Newborough, Morwell and Churchill. The participants ranged in age from 17-30 years (15%), 31-40 years (27%), 41-70 years (43%) 70+ years (10%). The majority of the participants were employed in healthcare, education and administrative roles with 89% stating that they live and work in Latrobe City. Friends are family was cited as the most common reason why participants believed that Latrobe City was a good place, with Location in Victoria, Affordability and Natural environment rounding off the top four responses. The most common reason people gave for Latrobe City being a good place to work was Distance from home (n=504) and similarly the most common reason participants gave for it being a good place to study was Close to home. Safety, Economy and Built environment were considered the things most important for Latrobe City Council to focus on this was evident in both the quantitative and qualitative responses. A thematic analysis process was used to analyse the content from the six open-ended questions in the survey. Six main themes emerged; Employment, Safety, Transport, Education, Sport and Entertainment and Hope for the future.
- Authors: Porter, Joanne , Barbagallo, Michael , Reimers, Vaughan , Prokopiv, Valerie , James, Michelle , Dabkowski, Elissa , Prezioso, Michelle , Federation University. Collaborative Evaluation Unit (CEU)
- Date: 2021
- Type: Text , Technical report
- Full Text:
- Description: As part of Latrobe City’s community engagement strategy, a survey was developed and distributed during May to June 2021, collecting both quantitative and qualitative data to capture feedback and suggestions on how Latrobe City could be a better place to live, work, visit and play. The survey also invited residents to share their thoughts on current and future challenges for the City. A total of 1552 responses to the survey were received of which 69 were blank, with 1453 making up the final data set. This report highlights the findings from the survey. The majority of the participants were female (65%, n=744), 33% were from Traralgon, 35% from smaller townships with the remaining 32% from Moe, Newborough, Morwell and Churchill. The participants ranged in age from 17-30 years (15%), 31-40 years (27%), 41-70 years (43%) 70+ years (10%). The majority of the participants were employed in healthcare, education and administrative roles with 89% stating that they live and work in Latrobe City. Friends are family was cited as the most common reason why participants believed that Latrobe City was a good place, with Location in Victoria, Affordability and Natural environment rounding off the top four responses. The most common reason people gave for Latrobe City being a good place to work was Distance from home (n=504) and similarly the most common reason participants gave for it being a good place to study was Close to home. Safety, Economy and Built environment were considered the things most important for Latrobe City Council to focus on this was evident in both the quantitative and qualitative responses. A thematic analysis process was used to analyse the content from the six open-ended questions in the survey. Six main themes emerged; Employment, Safety, Transport, Education, Sport and Entertainment and Hope for the future.
'I am ready' partnership : program evaluation report 1 February 2019-30 June 2020
- Porter, Joanne, Barbagallo, Michael, Bur, Jennifer, James, Michaelle, Prokopiv, Val, Federation University. Gippsland Collaborative Evaluation Unit
- Authors: Porter, Joanne , Barbagallo, Michael , Bur, Jennifer , James, Michaelle , Prokopiv, Val , Federation University. Gippsland Collaborative Evaluation Unit
- Date: 2020
- Type: Text , Technical report
- Full Text:
- Description: The ‘I Am Ready’ Program was an innovative approach to engaging secondary school students with learning barriers, to think, plan and actively move towards employment and or further education and training. This summary has been divided into five sections which demonstrates the triangulation of the evaluation findings, highlights the key findings and includes; Reach of the program, Lessons learnt, Breaking down barriers, Building confidence and Bright future for participants and the Program.
- Authors: Porter, Joanne , Barbagallo, Michael , Bur, Jennifer , James, Michaelle , Prokopiv, Val , Federation University. Gippsland Collaborative Evaluation Unit
- Date: 2020
- Type: Text , Technical report
- Full Text:
- Description: The ‘I Am Ready’ Program was an innovative approach to engaging secondary school students with learning barriers, to think, plan and actively move towards employment and or further education and training. This summary has been divided into five sections which demonstrates the triangulation of the evaluation findings, highlights the key findings and includes; Reach of the program, Lessons learnt, Breaking down barriers, Building confidence and Bright future for participants and the Program.
Understanding and addressing digital disadvantage in Wimmera Southern Mallee :Research report
- Tischler, Catherine, McDonald, Kelsey, Reeves, Keir
- Authors: Tischler, Catherine , McDonald, Kelsey , Reeves, Keir
- Date: 2022
- Type: Report , Technical report
- Full Text:
- Description: The Understanding and addressing digital disadvantage in Wimmera Southern Mallee Project (the project) explored the challenges Wimmera Southern Mallee residents, focusing on low-income individuals and families, small/micro businesses and migrant groups have in accessing and effectively engaging with digital technology to help guide future regional actions. The project team interviewed 31 people from across five Local Government areas in the Wimmera Southern Mallee (Hindmarsh, West Wimmera, Northern Grampians, Horsham Rural City and Yarriambiack) who have low engagement with digital technology and/or limited internet access, as well as a representative sample of those who work to support those with low digital literacy. Ethnographic research was undertaken to understand the factors that impact on digital engagement and accessibility across the three key demographic groups in the study area. The research investigated people’s access to hardware (e.g. computers, phones and tablets) as well as networks (internet plans and connections – broadband, satellite, mobile etc.). Understanding the challenges in engaging with and interpreting digital technology will help inform future advocacy and policy responses for this region. The research will also facilitate better targeting of information and support to Wimmera Mallee residents to actively improve uptake, access, and engagement. This is important, as the region has been identified as having the lowest digital literacy of any area in Victoria (Australian Digital Inclusion Index 2020).
- Authors: Tischler, Catherine , McDonald, Kelsey , Reeves, Keir
- Date: 2022
- Type: Report , Technical report
- Full Text:
- Description: The Understanding and addressing digital disadvantage in Wimmera Southern Mallee Project (the project) explored the challenges Wimmera Southern Mallee residents, focusing on low-income individuals and families, small/micro businesses and migrant groups have in accessing and effectively engaging with digital technology to help guide future regional actions. The project team interviewed 31 people from across five Local Government areas in the Wimmera Southern Mallee (Hindmarsh, West Wimmera, Northern Grampians, Horsham Rural City and Yarriambiack) who have low engagement with digital technology and/or limited internet access, as well as a representative sample of those who work to support those with low digital literacy. Ethnographic research was undertaken to understand the factors that impact on digital engagement and accessibility across the three key demographic groups in the study area. The research investigated people’s access to hardware (e.g. computers, phones and tablets) as well as networks (internet plans and connections – broadband, satellite, mobile etc.). Understanding the challenges in engaging with and interpreting digital technology will help inform future advocacy and policy responses for this region. The research will also facilitate better targeting of information and support to Wimmera Mallee residents to actively improve uptake, access, and engagement. This is important, as the region has been identified as having the lowest digital literacy of any area in Victoria (Australian Digital Inclusion Index 2020).
Unlocking aspiration, outcomes and equity by unpacking childcare issues in the Wimmera Southern Mallee
- Tischler, Catherine, McDonald, Kelsey, Reeves, Keir
- Authors: Tischler, Catherine , McDonald, Kelsey , Reeves, Keir
- Date: 2020
- Type: Text , Technical report , Research report
- Full Text:
- Description: The Unlocking Aspiration, Outcomes and Equity by unpacking childcare issues in the Wimmera Southern Mallee Project (the project) explored issues in childcare provision and access across four rural local government areas (Hindmarsh, West Wimmera, Yarriambiack and Northern Grampians) within the Wimmera Southern Mallee. The intent of this work was to inform the ByFive Wimmera Southern Mallee (WSM) Early Years initiative (ByFive), a place-based community collaboration. ByFive was initiated by the WSM regional partnership in 2018, after the community nominated early childhood as their highest priority. The Victorian Government provides funding to ByFive to work together to redesign and improve early years’ service delivery within the WSM. Through this work the ByFive collaboration seeks to overcome disadvantage and inform whole of government system change to address a range of issues impacting the social, health and developmental outcomes of children by the age of five in the Wimmera Southern Mallee Region.
- Authors: Tischler, Catherine , McDonald, Kelsey , Reeves, Keir
- Date: 2020
- Type: Text , Technical report , Research report
- Full Text:
- Description: The Unlocking Aspiration, Outcomes and Equity by unpacking childcare issues in the Wimmera Southern Mallee Project (the project) explored issues in childcare provision and access across four rural local government areas (Hindmarsh, West Wimmera, Yarriambiack and Northern Grampians) within the Wimmera Southern Mallee. The intent of this work was to inform the ByFive Wimmera Southern Mallee (WSM) Early Years initiative (ByFive), a place-based community collaboration. ByFive was initiated by the WSM regional partnership in 2018, after the community nominated early childhood as their highest priority. The Victorian Government provides funding to ByFive to work together to redesign and improve early years’ service delivery within the WSM. Through this work the ByFive collaboration seeks to overcome disadvantage and inform whole of government system change to address a range of issues impacting the social, health and developmental outcomes of children by the age of five in the Wimmera Southern Mallee Region.
Exploring the lived experiences of migrants in regional Victoria, Australia
- Patil, Tejawswimi, Mummery, Jane, Pedersen, Cassie, Camilleri, Marg
- Authors: Patil, Tejawswimi , Mummery, Jane , Pedersen, Cassie , Camilleri, Marg
- Date: 2019
- Type: Text , Technical report , Report
- Full Text:
- Description: This research project has been undertaken by Federation University Australia and was commissioned by the EVOLVE Strategic Multicultural Capacity Building Partnership. The purpose of this research was to examine the lived experiences of migrants living and/or working in the areas of Ballarat, Horsham, and Nhill from 2009 to 2018 in accordance with the nine key priority areas set out in the Department of Social Services National Settlement Framework (2016). These include language services; employment; education and training; housing; health and wellbeing; transport; civic participation; family and social support; and justice. The research analysed the lived experiences of migrants to identify key benefits and barriers to settlement within Central and Western Victoria, and will be used to enhance service provision available to migrants in Ballarat, Horsham, and Nhill. The research has utilised interpretative phenomenology, which is a qualitative methodology that draws on participants’ multilayered descriptions of their lived experiences. In accordance with this methodological framework, nine individual interviews were conducted in Ballarat as well as two focus groups that consisted of one group of women and one group of men. In Horsham, four individual interviews were conducted in addition to one focus group. In Nhill, the research team conducted five individual interviews and one focus group. Participants were presented with a range of open-ended questions concerning their settlement experiences across Ballarat, Horsham, and Nhill.
- Authors: Patil, Tejawswimi , Mummery, Jane , Pedersen, Cassie , Camilleri, Marg
- Date: 2019
- Type: Text , Technical report , Report
- Full Text:
- Description: This research project has been undertaken by Federation University Australia and was commissioned by the EVOLVE Strategic Multicultural Capacity Building Partnership. The purpose of this research was to examine the lived experiences of migrants living and/or working in the areas of Ballarat, Horsham, and Nhill from 2009 to 2018 in accordance with the nine key priority areas set out in the Department of Social Services National Settlement Framework (2016). These include language services; employment; education and training; housing; health and wellbeing; transport; civic participation; family and social support; and justice. The research analysed the lived experiences of migrants to identify key benefits and barriers to settlement within Central and Western Victoria, and will be used to enhance service provision available to migrants in Ballarat, Horsham, and Nhill. The research has utilised interpretative phenomenology, which is a qualitative methodology that draws on participants’ multilayered descriptions of their lived experiences. In accordance with this methodological framework, nine individual interviews were conducted in Ballarat as well as two focus groups that consisted of one group of women and one group of men. In Horsham, four individual interviews were conducted in addition to one focus group. In Nhill, the research team conducted five individual interviews and one focus group. Participants were presented with a range of open-ended questions concerning their settlement experiences across Ballarat, Horsham, and Nhill.
Exploring lived experiences of participants in the Intercultural Employment Pathways (IEP) program from 2019 to 2022
- Cooper, Kimberlea, Patil, Tejaswini, Ottmann, Goetz, Williams, Dominic, Mummery, Jane
- 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.
- 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.
Measuring the progress of the timeliness childhood immunization compliance in Vietnam between 2006-2014 : a decomposition analysis
- Thuy, Do Thi, Nguyen, Quang, Nguyen, Huy, Thomas-Agnan, Christine, Trinh, Thi-Huong
- Authors: Thuy, Do Thi , Nguyen, Quang , Nguyen, Huy , Thomas-Agnan, Christine , Trinh, Thi-Huong
- Date: 2018
- Type: Text , Technical report , Report
- Full Text:
- Description: Vietnam launched the national Expanded Program on Immunization in 1981. Since then, this program has contributed signi cantly to the improvement of child health and to the reduction of child mortality rate. Despite of the fact that the coverage of the national EPI keeps expanding, the number of children who complied with the recommended immunization schedule remains low. This article studies the progress of the timeliness childhood immunization compliance among children between 0-5 years of age in Vietnam from 2006 to 2014 and analyzes the socio-economic factors that account for the changes of the compliance rate during this period. The dataset is extracted from the Multiple Indicator Cluster Survey in 2006 and 2014. We rst identify the socio-economic factors that impact on the vaccination compliance rate using a logistic regression model. Next, we apply the decomposition method to determine the contribution of each factor on the evolution of the timeliness childhood immunization compliance. The progress of the timeliness childhood immunization has been positive and the major contribution comes from the structure e ect (unmeasured e ect). Rural areas show a stronger improvement as of 2014. Among the socio-economic factors, mother education and birth order are the ones that have the larger in uence on the childhood immunization compliance rate. However, these factors have di erent implications in urban and rural areas. These findings are critical to the current context of Vietnam where the government is designing a strategy focusing on the effectiveness rather than the traditional coverage indicator.
- Authors: Thuy, Do Thi , Nguyen, Quang , Nguyen, Huy , Thomas-Agnan, Christine , Trinh, Thi-Huong
- Date: 2018
- Type: Text , Technical report , Report
- Full Text:
- Description: Vietnam launched the national Expanded Program on Immunization in 1981. Since then, this program has contributed signi cantly to the improvement of child health and to the reduction of child mortality rate. Despite of the fact that the coverage of the national EPI keeps expanding, the number of children who complied with the recommended immunization schedule remains low. This article studies the progress of the timeliness childhood immunization compliance among children between 0-5 years of age in Vietnam from 2006 to 2014 and analyzes the socio-economic factors that account for the changes of the compliance rate during this period. The dataset is extracted from the Multiple Indicator Cluster Survey in 2006 and 2014. We rst identify the socio-economic factors that impact on the vaccination compliance rate using a logistic regression model. Next, we apply the decomposition method to determine the contribution of each factor on the evolution of the timeliness childhood immunization compliance. The progress of the timeliness childhood immunization has been positive and the major contribution comes from the structure e ect (unmeasured e ect). Rural areas show a stronger improvement as of 2014. Among the socio-economic factors, mother education and birth order are the ones that have the larger in uence on the childhood immunization compliance rate. However, these factors have di erent implications in urban and rural areas. These findings are critical to the current context of Vietnam where the government is designing a strategy focusing on the effectiveness rather than the traditional coverage indicator.