Relevant bibliographies by topics / Adult education Victoria Planning

Academic literature on the topic 'Adult education Victoria Planning'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Adult education Victoria Planning"

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Cartwright, Patricia, Judith Chapman, Judith Chapman, Jacqueline McGilp, Malcolm Skilbeck, Ron Toomey, Marian de Souza, Janet Gaff, and Irene Williams. "Lifelong learning, adult and community education in rural Victoria, Australia." Development and Learning in Organizations: An International Journal 18, no. 5 (October 2004): 17–19. http://dx.doi.org/10.1108/14777280410554960.

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Slattery, Deirdre. "Adult Environmental Education and Ecology." Australian Journal of Environmental Education 15 (1999): 85–93. http://dx.doi.org/10.1017/s0814062600002640.

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AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.
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Hava, H. Tamer, and Ramazan Erturgut. "Function of planning in adult education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 3324–28. http://dx.doi.org/10.1016/j.sbspro.2010.03.509.

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Kriewaldt, Jeana. "Geography and Geographical Education in Victoria." International Research in Geographical and Environmental Education 15, no. 2 (February 15, 2006): 159–65. http://dx.doi.org/10.2167/irgee192b.0.

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Wieringen, Fons Van. "Scenario Planning for Vocational and Adult Education." European Journal of Education 34, no. 2 (June 1, 1999): 153–75. http://dx.doi.org/10.1080/01418219999403.

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Murk, Peter J., and Barbara L. Watkins. "Review: The Organization and Planning of Adult Education." Adult Learning 1, no. 7 (May 1990): 29. http://dx.doi.org/10.1177/104515959000100711.

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Zhang, Tiedao. "Needs analysis and programme planning in adult education." International Review of Education 60, no. 5 (August 14, 2014): 731–32. http://dx.doi.org/10.1007/s11159-014-9426-0.

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Cunningham, Jack. "Book Review: First Steps: Planning for Adult Education." Review & Expositor 92, no. 3 (August 1995): 395–96. http://dx.doi.org/10.1177/003463739509200323.

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Mullen, P., and J. Ogloff. "Providing mental health services to adult offenders in Victoria, Australia: Overcoming barriers." European Psychiatry 24, no. 6 (September 2009): 395–400. http://dx.doi.org/10.1016/j.eurpsy.2009.07.003.

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AbstractPurposeTo illustrate the development of the interface between general and forensic mental health services in Victoria, Australia.MethodDeveloping effective cooperation between the general and forensic mental health services requires overcoming a number of barriers. The attitude of general services that antisocial behaviour was none of their business was tackled through ongoing workshops and education days over several years. The resistance to providing care to those disabled by severe personality disorders or substance abuse was reduced by presenting and promoting models of care developed in forensic community and inpatient services which prioritised these areas. The reluctance of general services to accept offenders was reduced by involving general services in court liaison clinics and in prisoner release plans. Cooperation was enhanced by the provision of risk assessments, the sharing of responsibility for troublesome patients, and a problem behaviours clinic to support general services in coping with stalkers, sex offenders and threateners.ConclusionsActive engagement with general services was promoted at the level of providing education, specialised assessments and a referral source for difficult patients. This generated a positive interface between forensic and general mental health services, which improved the quality of care delivered to mentally abnormal offenders.
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Vincent, Ellory, Maxwell Hartt, Gina Fung, and Laura Smith. "Good Planning or Good Intentions." Canadian Planning and Policy / Aménagement et politique au Canada 2022 (June 30, 2022): 1–19. http://dx.doi.org/10.24908/cppapc.v2022i1.15291.

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Cities across Canada are aging—fast. As the “baby boom” generation enters older adulthood, cities are facing a dramatic demographic shift. However, it is unclear whether cities in Canada are prepared to meet the needs of the growing older adult population. Through the case study of one of Canada’s demographically oldest cities, Victoria, BC, we assess the age-friendliness of local plans and policies. Specifically, we conduct a plan evaluation content analysis to assess the city’s Official Community Plan and supporting statutory plans to determine whether the city is truly planning for an age-friendly environment. We find that while the city is aware of the aging population, it fails to explicitly mention or provide targeted policies for older adults in its planning documents. We unpack the practical challenges of planning for an aging population and provide targeted recommendations for municipalities to incorporate age-friendly elements within their statutory plans.
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Dissertations / Theses on the topic "Adult education Victoria Planning"

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Curlewis, Margaret Judith, and meg curlewis@gmail com. "The Values that you hold: Encountering Change in an Adult Community Education Program in Victoria." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.142645.

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This thesis research reports on the Adult Community Education (ACE) sector in the Australian State of Victoria. Although it concentrates on Moreland Adult Education Assoc. (MAE) as a case study, it places MAE in the wider context of ACE in the local area of the Northern Metropolitan region of Melbourne. Although periodically referred to as the 'fourth educational sector' and funded by the same government departments as mainstream post-secondary sectors, ACE has always had a low profile and quasi-educational status due to the extreme variety of its venues, courses and locations, making it difficult to define and market as an entity. This study uses a range of qualitative methodologies suited to historical, educational research to provide a framework based around the initial guiding questions: 'Is ACE becoming TAFE?' and 'Who uses ACE and Why?' MAE was used as a case study because it was created by its local community in 1982 after which it expanded and developed from one-to-one pairs of volunteer tutors and literacy students to being a nationally Registered Training Organisation delivering accredited courses up to Diploma level. This expansion placed great strain on the infrastructure and personnel of the organisation, particularly during the main period of this research (1994 to 2004). Beginning with a review of the ACE sector, the thesis then describes the northern region of the Melbourne suburbs by using the data gained from a survey questionnaire. Further narrowing the research focus, the thesis analyses the development of the organisation over the ten year study period. The second half of the thesis emphasises the people of MAE through 18 interviews by analysing their opinions, life-experiences and perceptions of change to create a sense of their connectedness to the local community and MAE. The primary aims of this thesis are to document an example of the development of an ACE centre and how it managed change during a ten year period. It records a sense of how and why people engaged in the sector and some of their lived-experiences and their responses to changes. Data analysis results in three sets of findings and propositions in the categories of sectoral, organisational and personal. These key findings involve a range of externally applied pressures being brought to bear on both ACE and MAE. This is counteracted by individual resistance to change, creating a tension which threatens MAE's long-term sustainability.
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Serumola, Patrick Abednico. "Improving performance in higher education." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Bruno, Frank Alan. "The needs maze : how adult educators assess needs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001185.

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The purpose of this descriptive study, "The Needs Maze: How Adult Educators Assess Needs," was to identify the relationship between Adult Basic Education (ABE) planners' theory (espoused) and what practitioners really did or did not do (theory-in-use) in assessing needs. The study examined the extent to which particular patterns, theories or models of needs assessment in adult education were actually used by practitioners in planning adult education programs. This study employed a predominately descriptive research design. The purpose of this study was to investigate how adult education practitioners conducted needs assessment. Among the questions that this study addressed were the following: What models of needs assessment are available for educators to consider? Do program planners use these models in planning programs? What do educators actually do in practice when they conduct a needs assessment? What can those who are facing the maze of needs learn from adult education planners who have gone through the process of conducting needs assessment for their particular programs?Since few studies have focused on how adult education planners really did needs assessment, the lack of sufficient information on what practitioners really did or did not do in the name of needs assessment left a large gap in our understanding of "theory-in-action" with respect to needs assessing. When adult educators talked about needs, they seemed to mean different things. Needs assessment appeared to have multiple meanings and modes of implementation. Needs assessments were conducted in a variety of ways. As a result of this ambiguity and diversity ofpractice, there were few studies conducted to discover ways practitioners conducted needs assessment. Since there existed a gap between what was known about needs assessment and what practitioners did, this study helped to uncover data that could narrow the gap in understanding how practitioners really used needs assessment and possibly can help practitioners chart a course between theory and practice that would make the use of needs assessment of value to them.The general methodology of this study was to survey through questionnaire, 83 Indiana Adult Basic Education (ABE) planners about the connection between their espoused theory and their "theory-in-use" (Argyis & Schon, 1974). Data was collected through the use of a questionnaire, 5 interviews, and 5 document reviews. The researcher had the ABE directors identify theories, principles, assumptions and beliefs from prominent adult education models that they might have encountered previous in doing their own assessing. They identified actual models and techniques/activities they used. The researcher then followed up with a structured interview with 5 respondents to check the validity of the survey findings and gain added clarity and motivation for why they did needs assessment in a particular way. During the interview session the researcher asked to examine a local needs assessment document to see if the methodology or techniques described by the participants were found in the documentation as evidence of their practice.A general picture which emerged from the study was that ABE directors surveyed had inadequate training in needs assessment. On the whole they understood needs assessment techniques; but there was a gap in what they perceived they were doing and what they were actually doing. As a rule, very little relationship between theory and practice existed. Respondents most frequently used techniques which were general and common to many of the models. They avoided techniques which required in-depth study of existing social systems or which put them into contact with learner populations. Respondents preferred techniques which could be done by a single person. Respondents did not generally use a single model for needs assessments, but chose different models in different situations or developed their own models. Needs assessment was found to be a maze through which educators wandered while planning programs.
Department of Educational Leadership
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Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.

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This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways. The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies. Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards. The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
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Hassel, William C. "Teach it again Using multiple intelligences in adult christian education /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Budak, Dilek. "Program planning and adult education : extension professionals' attitudes and practice at Ohio State University extension /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807588904.

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Umar, Abdurrahman. "The planning of radio for adult education among the Pastoral Fulani : a reconstructionist approach." Thesis, Aberystwyth University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267766.

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Beare, Sophie. "Differences in content generating and planning processes of adult L1 and L2 proficient writers." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/8515.

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Recent research into writing process of second language writers has produced a range of different conclusions: the composing process is different in the second language (L2) than first language (L1) writing (Silva, 1993); the writing strategies are similar in both L1 and L2 writing (Matsumoto, 1995); adult L2 writers are less effective in their L2 than L1 academic writing (Silva, 1993). In the review of literature, Silva's studies reveal that L2 composing is more difficult and less effective than L1 composing (Silva, 1993, 1992). Yet other studies, German (1994) and Matsumoto (1995) suggest that writers transfer their writing strategies from L1 to L2 provided they possess L2 grammatical proficiency (Berman, 1994). The object of the study was to explore content generating and planning processes in proficient L2 writers. Eight participants took part in this study; each participant was proficient in two languages: English and Spanish and proficient in academic writing in both languages (according to the writing test given). The participants' first and second languages were either English or Spanish and they had either studied beyond secondary level in both languages or worked in both languages where academic writing was required. The researcher collected data through individual interviews, participant observation and think-aloud protocols during writing, and the writing samples. A profile of each participant, addressing his/her content-generating and planning in writing, was developed. Moreover the study used Bereiter and Scardamalia's model to explain the process. Similarities not differences between L1 and L2 composing processes were found. The only difference between L1 and L2 content generating and planning was evident in content generating: English writers generated more utterances during think-aloud sessions than Spanish writers in both L1 and L2. It has not provided enough support for the point of view that L1 composing process is different than L2 composing for adult L1 and L 2 proficient writers. In addition, the study has found similarities between L1 and L2 strategies used during the writing sessions.
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Hendricks, Susan M. "Contextual and individual factors and the use of influencing tactics in adult eduction program planning." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1172470.

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Understanding the political nature of adult education program planning is important for practitioners and researchers. This multivariate study clarified the relationships between contextual factors (nature of the power relationship and degree of situational conflict), individual planner's characteristics (perceived problem solving effectiveness, years of experience program planning), and the use of different power and influencing tactics in adult education program planning. Based on theoretical models specified by Cervero and Wilson (1994) and later Yang (1996), the Problem Solving Inventory (Heppner, 1988) and the Power and Influencing Tactics Scale (Yang, 1996) provided instrumentation.A sample of 245 graduate students and faculty in Adult and/or Continuing Education programs completed the informed consent and all the self-report study instruments. Participants were middle-aged (M = 40.84), female (65.1%), and white (82.0%). Most held master's degrees (50.8%) or bachelor's degrees (41.1%) and worked in a public organization (57.1%) of moderate size. Most participants reported low conflict situations and strong perceived problem solving ability.Two significant canonical correlations were initially identified, though only the first held practical importance. In the first canonical correlation (Rc = 0.524; Rc ² = 0.275; p>0.01), high conflict was the singular meaningful predictor variable and there were several moderately strong criterion variables: high counteracting, low reasoning, and low consulting. This canonical correlation was named "When reasoning and consulting fail: counteracting in the face of conflict." Furthermore, in consensual planning situations, reasoning and consulting were favored, while counteracting was not. Three of the hypotheses that were generated to specifically test different uses of influencing tactics under different individual and contextual conditions were partially accepted. Being an early attempt to characterize complex constructs quantitatively, this study suggests that further work is needed to identify and measure the factors that are most critical. Future qualitative research should clarify the nature of power and conflict, and focus on describing the actual use of different influencing tactics in the field. Quantitative research should focus on reliability of instruments and theoretical model clarification with a broader range of adult education program planners.
Department of Educational Leadership
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Kish, Deborah Lynn Rose. "Understanding excellence through an examination of shared vision, leadership behaviors, strategic planning, and the use of data at three award-winning two-year institutions." Thesis, National American University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117693.

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This study explored the interplay of a community college’s vision, its leaders’ behaviors, strategic planning, and the use of data that contributed to an organizational culture that led to the improvement of student success. The researcher used a grounded theory approach to delve into the relationships and connections between these four institutional characteristics at three award-winning institutions: Bunker Hill Community College, El Paso Community College, and Guilford Technical Community College. The overall goal of the study was to develop a grounded theory regarding organizational success factors necessary to improve student success. The researcher visited each college for a two-day site visit, conducted twenty-three interviews of college leadership, faculty, and staff along with a document review of select publically available documents. The study yielded five findings leading to a grounded theory of five organizational characteristics that promote improving student success in the two-year institution. At all three award-winning colleges, there was a shared vision built upon a collective, unwavering commitment to student success along with frequent and consistent communication on student success. All three award-winning colleges believed their participation in Achieving the Dream which is focused on increasing student success was a key factor and pivotal point in propelling these colleges forward in their student success initiatives. The three award-winning colleges took action to effectuate the desired future. The college’s cultures invited innovation and supported initiatives resulting in engaged employees. All three award-winning colleges understood the importance and transformational power of being accountable to themselves and to others. The colleges were growing in their use of data, were courageous in reviewing data, and cultivated a continuous improvement mindset. Finally, each college had a firm belief in understanding that people, passionate and purposeful, are the institution’s greatest asset.

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Books on the topic "Adult education Victoria Planning"

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Massachusetts. Dept. of Education. Implementation plan, adult basic education. [Boston]: Massachusetts Dept. of Education, 1987.

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Developing programs in adult education. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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The organization and planning of adult education. Albany, N.Y: State University of New York Press, 1988.

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McConnell, Suzanne. A report of the training needs of adult literacy and basic education teachers in Victoria. [Burwood, Victoria?]: Victoria College, 1991.

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Victoria. Dept. of School Education. Planning for successful schooling: Victorian state schools, 1992-1994. Melbourne: Dept. of School Education, Ministry of Education and Training, Victoria, 1991.

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Lambirth, Andrew. Planning creative literacy lessons. London: Routledge, Taylor & Francis Group, 2016.

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Curriculum models in adult education. Malabar, Fla: R.E. Krieger Pub. Co., 1988.

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Victoria. Office of the Auditor-General. Teacher work force planning. [Melbourne]: Govt. Printer, 2001.

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James, Douglas-Hamilton. Adult education in Scotland: "Planning for the future". [Edinburgh]: Scottish Office Education Department, 1993.

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J, Sork Thomas, ed. Mistakes made and lessons learned: Overcoming obstacles to successful program planning. San Francisco [Calif.]: Jossey-Bass, 1991.

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Book chapters on the topic "Adult education Victoria Planning"

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Segall, Avner, and Brenda Trofanenko. "The Victoria and Albert Museum." In Adult Education, Museums and Art Galleries, 53–63. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-687-3_5.

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Geddes, Patrick, and Ray Bromley. "Wider Outlooks in Higher and Adult Education." In Town Planning towards City Development, 34–39. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Studies in: Routledge, 2017. http://dx.doi.org/10.4324/9781315761961-51.

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Ellington, Linda. "Adult Education." In Advances in Human Services and Public Health, 197–215. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6260-5.ch012.

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This chapter analyzes literature in adult education at the intersection of health and the ageing society. In a contemporary context characterized by movement towards ageing societies, a current challenge of adult education planning can be attributed to the shifting global demographic profile; migration has resulted in higher percentages of older people throughout most of the world, as well as greater diversity within the older population (Grenier, 2012). Education about adult health must go beyond the traditional practice of knowledge dissemination, not only because of the sheer size of the 65+ age cohort, but knowing that this particular population does not want to lose their locus of control in their independent status within their society. Established literature illustrates the significance of adult health education and highlights the importance of medical, sociology, psychology, and social policy for not only stimulating the interest of senior adults, but of society in whole.
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Rumble, Greville. "Planning, Control and Evaluation." In Distance Teaching for Higher and Adult Education, 200–219. Routledge, 2018. http://dx.doi.org/10.4324/9780429430930-15.

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"Planning with People." In Doing Critical and Creative Research in Adult Education, 203–14. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004420755_017.

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"Power and Program Planning in a Community-Based Context." In Participatory Practices in Adult Education, 133–52. Routledge, 2005. http://dx.doi.org/10.4324/9781410600233-13.

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"Steps in Programme Planning in Adult Education." In Needs Analysis and Programme Planning in Adult Education, 119–40. Verlag Barbara Budrich, 2012. http://dx.doi.org/10.2307/j.ctvbkjvs2.10.

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Mayo, P. "Adult Learning, Instruction and Programme Planning: Insights from Freire." In International Encyclopedia of Education, 31–35. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.00001-4.

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"Strategic Planning in Rural Town Meetings: Issues Related to Citizen Participation and Democratic Decision Making." In Participatory Practices in Adult Education, 153–74. Routledge, 2005. http://dx.doi.org/10.4324/9781410600233-14.

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"Needs Analysis for Planning Educational Programmes." In Needs Analysis and Programme Planning in Adult Education, 89–118. Verlag Barbara Budrich, 2012. http://dx.doi.org/10.2307/j.ctvbkjvs2.9.

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Conference papers on the topic "Adult education Victoria Planning"

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McCarthy, Brendan, and Paul Hawking. "Teaching SAP's ABAP Programming Language to IS Students: Adopting and Adapting Web-based Technologies." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2530.

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This paper describes the experiences of Victoria University in adopting and adapting web-based technology to enhance the teaching of SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet technology and has particular suitability to the teaching of programming. This paper describes the Web-based technologies used and how they have been adapted to improve both the teaching of programming and management of assessment. Each technology is discussed and advantages identified with possible future research developments put forward.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Hawking, Paul, Brendan McCarthy, and Susan Foster. "Teaching eBusiness Concepts using SAP's OnLine Store." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2500.

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Many universities around the world have formed strategic alliances with Enterprise Resource Planning (ERP) systems vendors to incorporate these types of systems into their curriculum. Over the past few years the sharing of curriculum resources between universities has facilitated this process. Universities are now struggling with the concept of how to develop e-business curriculum incorporating their existing ERP system. Universities are faced with firstly having to implement the available functionality and then develop the appropriate curriculum. This paper describes a student centric method to assist universities with this curriculum delivery. Students at Victoria University have implemented and documented the implementation process of SAP’s OnLine Store. This documentation will be freely distributed to other universities to assist them with their implementation. Staff at the University are in the process of developing ebusiness curriculum based on the OnLine Store which will also be distributed to other universities.
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Hawking, Paul, Susan Foster, and Penny Bassett. "An Applied Approach to Teaching HR Concepts Using an ERP System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2501.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. These systems are purported to incorporate “best business practice”. Many universities have realized the potential of these systems as educational tools and have developed curriculum accordingly. Many companies in recent times have identified the benefits of the Human Resources functionality offered by ERP systems. However universities in Australia have not realized the potential of this functionality as a teaching tool to reinforce many of the concepts covered in a Human Resource Management curriculum. This paper outlines the experiences at Victoria University where SAP Human Resources functionality was incorporated for the first time. It also describes a number of student projects under development that will enhance this curriculum development. The paper will provide a model to other universities who are considering developing similar type of curriculum. .
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Davison, Mark L., Ben Seipel, Sarah E. Carlson, Virginia Clinton, and Patrick C. Kennedy. "MOCCA College: An assessment of inferential narrative and expository comprehension." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11081.

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MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms. Two goals of this research were to compare narrative and expository passages on (a) their difficulty and (b) their ability to discriminate between good and poor readers. An additional goal was to assess whether narrative and expository passages measure the same or different comprehension dimensions. A final goal was to assess the reliability of forms. We randomly assigned students to forms with between 274 – 279 college students per form. Across the several forms, results suggest that narrative passages are easier and better discriminate between good and poor readers. However, both narrative and expository passages measure a single dimension of ability. MOCCA-C scores are reliable. Implications for research and practice are discussed.
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Hawking, Paul, and Brendan McCarthy. "The ERP eLearning Model for the Delivery of ERP( SAP R/3) Curriculum into the Asian Region." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2398.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a phenomenal growth in the last decade in the US, Europe and Australian markets. With the recent upturn in South-East Asian economies, an increase in demand for ERP systems is expected and opportunities clearly exist for provision of high-quality ERP education programs in this region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by incorporating ERP education to take advantage of the current increase in demand of ERP employment opportunities in the South-East Asian The proposed ERP eLearning Model incorporates four different technologies for the delivery of ERP education into the Asian region via the internet. Each technological solution is discussed and advantages identified.
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Karadogan, Ernur, and Robert L. Williams. "A Cable-Actuated Robotic Lumbar Spine for Palpatory Training of Medical Students." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28863.

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This paper presents the kinematic and pseudostatic analyses of a fully cable-actuated robotic lumbar spine (RLS) which can mimic in vivo human lumbar spine movements to provide better hands-on training for medical students. The design incorporates five active lumbar vertebrae between the first lumbar vertebra and the sacrum, with dimensions of an average adult human spine. Medical schools can benefit from a tool, system, or method that will help instructors train students and assess their tactile proficiency throughout their education. The robotic lumbar spine has the potential to satisfy these needs in palpatory diagnosis. Medical students will be given the opportunity to examine their own patient that can be programmed with many dysfunctions related to the lumbar spine before they start their professional lives as doctors. The robotic lumbar spine can be used to teach and test medical students in their capacity to be able to recognize normal and abnormal movement patterns of the human lumbar spine under flexion-extension and lateral bending. This project focus is on palpation, but the spine robot could also benefit surgery training/planning and other related biomedical applications.
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