Relevant bibliographies by topics / Australian Commission on Advanced Education

Academic literature on the topic 'Australian Commission on Advanced Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Australian Commission on Advanced Education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Australian Commission on Advanced Education"

1

English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.

Full text
Abstract:
In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
APA, Harvard, Vancouver, ISO, and other styles
2

English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.

Full text
Abstract:
In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
APA, Harvard, Vancouver, ISO, and other styles
3

Donovan, Jerome Denis, Alex Maritz, and Andrew McLellan. "Innovation training within the Australian advanced manufacturing industry." Journal of Vocational Education & Training 65, no. 2 (June 2013): 256–76. http://dx.doi.org/10.1080/13636820.2013.783614.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Watson, Louise. "Public Accountability or Fiscal Control? Benchmarks of Performance in Australian Schooling." Australian Journal of Education 40, no. 1 (April 1996): 104–23. http://dx.doi.org/10.1177/000494419604000107.

Full text
Abstract:
The Industry Commission review of service provision in school education aims to define performance benchmarks for Australia's eight government education systems, by providing comparative measures of efficiency in education provision. Such benchmarks are likely to lead to a reduction in the level of public resources for government schools unless it is possible to demonstrate the link between expenditure on schooling and school effectiveness. If efficiency audits like the Industry Commission review are to deal with issues of school effectiveness adequately, they should avoid the tendency of previous public sector audits to focus on financial data on schools expenditure to the exclusion of data on student achievement. This paper suggests an approach to measuring system performance which would establish benchmarks that reflected both the efficiency and effectiveness of Australian school systems, and warns against the misuse of performance indicators as an instrument in the determination of funding levels for schools.
APA, Harvard, Vancouver, ISO, and other styles
5

Potts, Anthony, Debra Edwards, and David Smith. "Disciplinary cultures in an Australian college of advanced education." Journal of Educational Administration and History 42, no. 4 (November 2010): 383–403. http://dx.doi.org/10.1080/00220620.2010.514042.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lampert, Jo. "Indigenous Australian Perspectives in Teaching at The University of Queensland." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 35–39. http://dx.doi.org/10.1017/s1326011100002234.

Full text
Abstract:
The goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), the recommendations of the Royal Commission into Aboriginal Deaths in Custody and the broader implications of the High Court's Native Title decision place considerable pressure on the higher education system to move rapidly to achieve equity in access, participation and outcomes for Indigenous Australians and non-Indigenous Australians.
APA, Harvard, Vancouver, ISO, and other styles
7

Forsyth, Hannah. "Post-war political economics and the growth of Australian university research, c.1945-1965." History of Education Review 46, no. 1 (June 5, 2017): 15–32. http://dx.doi.org/10.1108/her-10-2015-0023.

Full text
Abstract:
Purpose The purpose of this paper is to consider the national and international political-economic environment in which Australian university research grew. It considers the implications of the growing significance of knowledge to the government and capital, looking past institutional developments to also historicise the systems that fed and were fed by the universities. Design/methodology/approach The paper is based on the extensive archival research in the National Archives of Australia and the Australian War Memorial on the formation and funding of a wide range of research programmes in the immediate post-war period after the Second World War. These include the Australian Atomic Energy Commission, the NHMRC, the Commonwealth Scientific and Industrial Research Organisation, the Australian Pacific Territories Research Council, the Commonwealth Office of Education, the Universities Commission and the Murray review. This research was conducted under the Margaret George Award for emerging scholars for a project entitled “Knowledge, Nation and Democracy in Post-War Australia”. Findings After the Second World War, the Australian Government invested heavily in research: funding that continued to expand in subsequent decades. In the USA, similar government expenditure affected the trajectory of capitalist democracy for the remainder of the twentieth century, leading to a “military-industrial complex”. The outcome in Australia looked quite different, though still connected to the structure and character of Australian political economics. Originality/value The discussion of the spectacular growth of universities after the Second World War ordinarily rests on the growth in enrolments. This paper draws on a very large literature review as well as primary research to offer new insights into the connections between research and post-war political and economic development, which also explain university growth.
APA, Harvard, Vancouver, ISO, and other styles
8

Abbott, Malcolm, and Chris Doucouliagos. "Total factor productivity and efficiency in Australian colleges of advanced education." Journal of Educational Administration 39, no. 4 (August 2001): 384–93. http://dx.doi.org/10.1108/eum0000000005497.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Leggat, Sandra. "Australian Health Review call for papers." Australian Health Review 30, no. 4 (2006): 417. http://dx.doi.org/10.1071/ah060417.

Full text
Abstract:
The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.
APA, Harvard, Vancouver, ISO, and other styles
10

Anwyl, John, and Margaret Powles. "Priority clienteles for external studies in Australian universities and colleges of advanced education." Open Learning: The Journal of Open, Distance and e-Learning 4, no. 2 (June 1989): 7–15. http://dx.doi.org/10.1080/0268051890040203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Australian Commission on Advanced Education"

1

Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.

Full text
Abstract:
In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission to enable parents to assist their own children in literacy. The children had previously been identified as experiencing difficulties in acquiring the skills of literacy. The purpose of this study was to evaluate the effects of the parents' intervention on the children's achievements in literacy, and to assess the quality of the programme by examining particular subskills taught in the course. The methods of assessment were also evaluated for their appropriateness for the circumstances. The thirty nine children in the study were the sample of fifty two children for whom there was complete information. Parents of these children began the programme in July 1985 or in March 1986. They attended a course of ten sessions over thirteen weeks in a semester. The following semester they were allocated to a teacher who was a post graduate or fourth year degree student in education, and given individual assistance from six to ten sessions, and longer if necessary. Aspects of oral reading, comprehension, writing and spelling were tested at the beginning of the programme and again in November 1986, and the results compared. Observational records were also kept and changes evaluated. In addition, oral reading was measured at the end of the parents' course, and before individual assistance commenced. Case studies were built up for every child, and the findings grouped to observe the effect of the intervention on the population. The results showed that the programme achieved its aim of giving parents the skills to assist; their own children in the acquisition of literacy. The content of the course and the subskills taught were also justified by the outcomes. Furthermore, the method of evaluation revealed specific and succinct information on which to base the intervention and to monitor progress. The research took place over 18 months, during which time teaching and progress were continual. A longitudinal study over several years would confirm the results of the research.
APA, Harvard, Vancouver, ISO, and other styles
2

Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

Full text
Abstract:
This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
APA, Harvard, Vancouver, ISO, and other styles
3

Padfield, Andrew James. "The impact of The Manpower Services Commission on non-advanced post-16 further education." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431714.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.

Full text
Abstract:
The main purpose of the study was to investigate the library needs and library usage of external students in remote areas. The study emphasised external students' perception of their own library needs. Four distinct areas of research evolved from the purpose of the study: to identify the library service needs of external students; to identify library use by external students; to identify external students' perceptions of library needs; and to identify student status in relation to library use. Information was collected by an interview with former external students, a questionnaire to the libraries involved in the study and by Nominal Group Technique (NGT) sessions with external students. The primary instrument was a questionnaire to the external students in the population under investigation requesting information of their library usage and needs. The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and resident in Whyalla, South Australia. It was decided to survey the total population rather than a sample because of the small numbers involved. Thirty-five responses were received out of a population of 52, representing a response rate of 69 percent. The results of the survey were analysed using a Statview SE statistical package and a spreadsheet and graphics package, Excel. Frequency distributions were computed to determine the number of respondents who selected each option. The study found that the external students who used libraries tended to use a variety of libraries. Students used not only their own institution's library, but the a range of libraries accessible to them in Whyalla. The study concludes by identifying issues, recommending possible solutions, and identifying areas for further research.
APA, Harvard, Vancouver, ISO, and other styles
6

James, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.

Full text
Abstract:
The purpose of this research was to discover the extent to which practising registered nurses in the ACT undertake physical assessment. It was also organized to discover the perceived reasons why, in appropriate instances, it was not undertaken and the extent to which certain variables may have influenced its practice or non-practice. It was directed also at discovering the extent to which the practising registered nurse would be prepared to undertake workshops on the subject, so that, if appropriate, a core of registered nurses could be provided to act as the role-models and to create the necessary learning environment in the ACT hospitals and agencies where most of the Canberra College's graduates would find employment. Since the first undergraduate course in nursing was introduced in the tertiary sector, nurse academics have placed significant emphasis on the teaching of the nursing process. It is within the first phase of this process, the assessment phase, that the physical assessment of the patient/client is conducted. Discussions with practising registered nurses and observations, led to some uncertainty as to the extent to which physical assessment was actually being used. A review of the literature showed that no investigation of the matter had been reported in the Australian literature. It was, therefore, proposed to make good this deficiency and to resolve any uncertainty about the extent of use of physical assessment in the ACT. This study was restricted to registered nurses in the ACT where all beginning nurses are educated at the CCAE with a curriculum which includes a comprehensive study of physical assessment. Even so, it is recognized that such studies will only reach a beginning level of competency. In order to ensure that the graduates of these courses extend their competency in physical assessment they need to be able to use these skills in every day nursing practice. This research, therefore, was conducted using a questionnaire which incorporated questions about the use of 36 physical assessment skills. The survey, on a onetime participation basis, was conducted for all registered nurses rostered on a fortnightly period in April 1987. A 66.7% response rate was achieved. The responses were analyzed and the findings, results and recommendations are included in the appropriate sections of this thesis.
APA, Harvard, Vancouver, ISO, and other styles
7

Oakshott, Stephen. "The association of librarians in colleges of advanced education and the Committee of Australian University Librarians : the evolution of two higher education library groups, 1958-1997 /." 1997. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN1998.0003/index.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Australian Commission on Advanced Education"

1

Exon, F. C. A. A preliminary survey of Australian inter-library lending: A report to the Australian Commonwealth Tertiary Education Commission. Perth: Library, Western Australian Institute of Technology for the Commomwealth Tertiary Education Commission, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

W, Connell R. Running twice as hard: The Disadvantaged Schools Program in Australia. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Service, Bedfordshire Education. A non advanced further education information pilot project: A report to the Manpower Services Commission. Bedford: Bedfordshire County Council, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bebbington, Warren Arthur. College library service for music courses: A report prepared for the Library, South Australian College of Advanced Education. [Brisbane]: The College, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

National Conference on Adult Aboriginal Learning (1988 Western Australian College of Advanced Learning). Learning my way: Papers from the National Conference on Adult Aboriginal Learning, held at Mount Lawley Campus of the Western Australian College of Advanced Education, Perth, Western Australia, September, 1988. Mt. Lawley, W.A., [Australia]: Institute of Applied Aboriginal Studies, Western Australia College of Advanced Education, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

King, C. J. Equal employment opportunity: Survey report. Bentley, W.A: Produced by Curtin University for the Western Australian College of Advanced Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Library, George Muir. The Australian environment: A bibliography of monographs and audiovisual materials held in the George Muir Library of Kuring-gai College of Advanced Education, 1975-1983. Lindfield, N.S.W: The Library, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Western Australian College of Advanced Education. Committee for the Conduct of Ethical Research. Research ethics: Policies and procedures. [Claremont, W.A.]: The Committee, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Varlaam, Carol. Employers' attitudes to providers of non-advanced further education: Based on work for the Manpower Commentary programme undertaken by IMS for the Department of Employment and the Manpower Services Commission. Brighton: Institute of Manpower Studies, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Australian School Library Association. Conference. A.S. L.A. IX: Knowledge networks, people, resources, technology : the Ninth Biennial Conference of the Australian School Library Association, 26-30 September 1985, Brisbane College of Advanced Education, Kelvin Grove Campus, and Stradbroke Island. Brisbane: Australian School Library Association, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Australian Commission on Advanced Education"

1

Hamburg, David A., and Beatrix A. Hamburg. "Media as an Educational System: Can the Media Help?" In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0018.

Full text
Abstract:
The media, even in democratic societies, have been faulted for glorifying violence, especially in the entertainment industry. And we have seen how the harsh use of hateful propaganda through the media, by nationalist and sectarian leaders, can inflame conflicts in many parts of the world. The international community can support media that portray accurate information on current events, show constructive relations between different groups, and report instances in which violence has been prevented. Foundations, commissions, and universities can work with broadcasters to help provide responsible, insightful coverage of serious conflicts. For example, through constructive interactions with the Carnegie Commission on Preventing Deadly Conflict, CNN International moved to balance coverage of violence and strategies for peaceful conflict resolution. Social action for prosocial media may become an effective function of nongovernmental organizations, similar to their achievements in human rights. Research findings have established a causal link between children’s television viewing and their subsequent behavior in the United States and a variety of other countries (e.g., Australia, Finland, Israel, the Netherlands, Poland). Both aggressive and prosocial behaviors can be evoked, depending on the content of programs. There is no reason to assume that the impact of movies is substantially different. As early as age 2, children imitate behaviors (including violent behaviors) seen on television, and the effects may last into their teen years. Must violent content predominate forever? How can the media help to prevent deadly conflicts in the future? The proliferation of media in all forms constitutes an important aspect of globalization. Films, television, print, radio, and the Internet have immense power to reach people with powerful messages, for better and worse. At present, the United States is largely responsible for the output of film and television content seen by people worldwide. But advances in technology are making it increasingly feasible for media to be produced in all parts of the world—all too often with messages of hate, and they may become even more dangerous than the excessive violence in U.S. television and movies. Films have great, unused potential for encouraging peace and for nonviolent problem solving. They entertain, educate, and constitute a widely shared experience.
APA, Harvard, Vancouver, ISO, and other styles
2

Finger, Glenn. "Improving Initial Teacher Education in Australia." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 187–207. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch010.

Full text
Abstract:
Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.
APA, Harvard, Vancouver, ISO, and other styles
3

Kpolovie, Peter James, Isaac Esezi Obilor, and Nwachukwu Prince Ololube. "Merits and Worth of National Open University of Nigeria as Distance Education Intervention." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 83–109. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch005.

Full text
Abstract:
This chapter employed Program Theory-Based Evaluation Design and Summative Evaluation Model to evaluate the merits and worth of National Open University of Nigeria (NOUN) from 2003 to 2013 as a distance education intervention. A sample of 902 was drawn from students of and staff of NOUN, National Universities Commission and conventional Federal Universities in Nigeria. Construct validated Program Theory-based Evaluation Questionnaire with reliability coefficient of 0.79 was used. Ten hypotheses were tested using ANOVA and independent samples t-test at 0.05 alpha. Results indicated that great discrepancy exists between the expected and actual outcomes of NOUN as it is significantly inadequate in addressing ‘higher education for all in need' intervention for which it was established. Though the objectives for which NOUN was established has been partially implemented as defined and aspects of its objectives achieved. The study recommends that the defected aspects of NOUN should be modified to meat stated objectives.
APA, Harvard, Vancouver, ISO, and other styles
4

Kennedy, Belinda F., and Patricia M. McLaughlin. "Growing Global STEM Learning in Higher Education." In Cultural Awareness and Competency Development in Higher Education, 132–47. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2145-7.ch008.

Full text
Abstract:
Tomorrow's graduates must make innovative use of global knowledge, universal work-readiness skills, and advanced multicultural understandings to solve future domestic and global problems. However, universities face compelling challenges in providing these skills. Discipline entrenched curricula often takes precedence over global, multicultural learning activities in Science, Technology, Engineering and Mathematics (STEM) disciplines. This chapter reports on the introduction of global competency and cultural awareness into a postgraduate course at an Australian university. The study demonstrates the advantages of using the existing multicultural learner cohort to integrate global competencies and understandings into the curricula. This research showed that teaching activities such as group learning, global problem-based issues and peer assessment, created successful learning interactions amongst domestic and international students. The outcomes highlight the role of academic staff in planning for global competency in STEM classrooms and changing the global mindset of all students.
APA, Harvard, Vancouver, ISO, and other styles
5

Wong, Y. Y. Jessie, R. Gerber, and K. A. Toh. "A Comparative Study of Diffusion of Web-Based Education (WBE) in Singapore and Australia." In Global Information Technologies, 1176–98. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch088.

Full text
Abstract:
Examined and compared in this chapter is the diffusion of WBE in Singapore and Australia. These two countries were chosen in this study because of the close educational collaborations and developments between them. A number of Australian universities have offshore bases in Singapore. It would be more cost-effective and profitable to use WBE instead of using the usual corresponding method, or flying professors into the country a few times a year for intensive residential studies. In this chapter, WBE at some selected institutions is reported in detail, because these institutions represent the more advanced developments of WBE in the respective country. Meta-analysis, using a modified Taylor’s model (Taylor, 2001), reveals that though Singapore and Australia are different in their approach and policies to education and technology, they share similar trends and achievements in the development of WBE. Tertiary institutions in both countries have generally achieved all the characteristics of Generations 4 and 5 of the development model of Distance Education, as described by Taylor. However, this is not to say that face-to-face teaching has been phased out. This study also indicates that WBE supports the development of distance education and e-universities in Australia. On the other hand, it is hard to say when Singapore will develop its first e-university.
APA, Harvard, Vancouver, ISO, and other styles
6

Loy, Jennifer, and James I. Novak. "3D Printing Build Farms." In Anywhere Working and the Future of Work, 220–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4159-3.ch009.

Full text
Abstract:
The development of high-end, distributed, advanced manufacturing over the last decade has been a by-product of a push to foster new workforce capabilities, while building a market for industrial additive manufacturing (3D printing) machines. This trend has been complemented by a growing democratization in access to commercial platforms via the internet, and the ease of communication it allows between consumers and producers. New ways of distributed working in manufacturing are on the rise while mass production facilities in the Western world are in decline. As automation increasingly excludes the worker from assembly line production, the tools to regain control over manufacturing and commercial interaction are becoming more readily available. As a result, new working practices are emerging. This chapter discusses networked 3D printing build farms and their potential to reshape the future of work for distributed manufacturing. It highlights changes in infrastructure priorities and education for a digitally enabled maker society from an Australian perspective.
APA, Harvard, Vancouver, ISO, and other styles
7

Beckmann, Elizabeth A., and Patrick Kilby. "Transnational Postgraduate Study for Development Workers." In Cases on Technological Adaptability and Transnational Learning, 103–22. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch006.

Full text
Abstract:
This case describes social, technological, economic and political factors impacting on transnational learning in the Master of Applied Anthropology and Participatory Development program at the Australian National University. Using the experiences of students working in areas of conflict, poverty and injustice across the world, this case shows how flexible delivery of postgraduate education not only allows development workers to continue their career progression while remaining fully active in the field, but also enables them to engage in stimulating high-level discourse with their development practitioner peers as they apply theory to practice. Giving development workers the opportunity to engage in advanced study in a stimulating and peer-supported learning environment without leaving home both enriches their career functionality and long-term prospects, and enhances their day-to-day work activities. As a bonus, host communities benefit from a development worker with greater access to expertise, experience and support, and a reduced sense of professional and/or cultural isolation.
APA, Harvard, Vancouver, ISO, and other styles
8

Wong, Yuk Kuen, and Donald Vance Kerr. "Applying Constructivist Self-Regulating Learning Approach for ICT Students." In Encyclopedia of Information Communication Technology, 40–54. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch006.

Full text
Abstract:
Universities face the challenge to ensure that quality teaching meets the needs of the students and satisfies their learning requirements (Beller & Ehud, 1998). Day (1999) suggests that teachers should instill the concept of lifelong learning into their students and the best way to do this is to have commitment to and enthusiasm for this concept themselves. To this end, it is important to understand students learning process and outcomes. In this article the constructivist self-regulating learning approach is recommended by the authors for higher education—especially for post-graduate students because it is a more realistic reflection of how work and research is done in the real world. On the other hand, the students’ learning style and problem solving process are important to their learning outcomes. This research aims to understand the relationships between constructivist self-regulating learning approach to problem solving and student learning outcomes. The overall objective of this research is to investigate the constructivist self-regulating learning approach in relation to student learning outcomes. In particular, we would like to address the following research question: What are the impacts of the constructivist self-regulating learning approach to learning outcome(s)? In this article, we use the interview method to examine the approach for advanced level ICT students in an Australian public university. The first section covers the literature and theories associated with the topic. The second section discusses the methodology for conducting the research. The third section describes findings and results. The article concludes with discussions, implications and recommendations.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Australian Commission on Advanced Education"

1

A. Hodgett, R. "To PhD or not to PhD." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2804.

Full text
Abstract:
This article questions whether the PhD remains the most relevant advanced qualification for the majority of academic staff in Australian universities given the changes in the environment of the universities over the past two decades.
APA, Harvard, Vancouver, ISO, and other styles
2

Miliszewska, Iwona. "ICT Skills: An Essential Graduate Skill in Today's Global Economy?" In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3194.

Full text
Abstract:
This paper reflects on the skills required by university graduates to participate successfully in today’s global economy. The development of these skills in students throughout Australian universities has been guided by Core Graduate Attributes (CGA) policies. While information literacy skills have been recognised in most policies, more advanced information technology and communication (ICT) skills and digital literacy have been largely overlooked. Yet, digital technology is all-encompassing with applications that permeate every aspect of the economy. Thus, the skills that graduates require increasingly revolve around knowledge creation and information sharing, insight and analysis, and collaboration and advanced communications skills. The paper discusses the growing need for the development of advanced ICT skills in university graduates; it shows the disparity between CGA policies, current university practice, and the expectations of the world at large; and, it proposes explicit incorporation of these skills to university curriculum, including suggestions for effective implementation.
APA, Harvard, Vancouver, ISO, and other styles
3

Shaheen, Muhammad, and Zahoor Ur Rehman. "Critical Skills for Computer Academicians - Course Proposal." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3197.

Full text
Abstract:
The numbers of Computer Science professionals are rapidly increasing in Pakistan. Earlier revisions ofthe CS curriculum made by Higher Education Commission (EEC), Pakistan were based upon the critical skills needed for the professionals according to the demands of market. Unfortunately no effort was made to determine the critical skills needed for computer academicians. As part of the course development process for academicians, a study was conducted to determine the expected skills and knowledge required for these academicians. The academicians are divided into three main groups: Computer Programming instructors, Databases Instructors and Computer Networks instructors. These groups were made after the survey of demand from IT industry in Pakistan. It was concluded from the survey that More than 65% Computer professional jobs are required for the mentioned groups. An online survey tool (http://www.qnaire.netfirms.com) was developed to collect the data from respondents about the importance of various skills for computer science academicians. Ph.D professors, Ph.D Assistant Professors and Lecturers having Bachelors degree in Computer Science or relevant discipline are included in the list of respondents. The results indicate that the conceptual knowledge about three groups will be important with handsome emphasis on advanced applications. By applying principal component analysis and correlation analysis on the data collected by online survey the prominent factors were identified on the basis of which a course plan was developed. In coming years the better results will produce by the proposed curriculum.
APA, Harvard, Vancouver, ISO, and other styles
4

Gonçalves, Vitor, Isabel Chumbo, Elisabete Silva, and Maria Raquel Patrício. "AduLeT project: leading technology enhanced learning tips." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8916.

Full text
Abstract:
The European Commission favours the implementation and use of digital content and specially Open Educational Resources (OER) made accessible in higher education. Most of the lecturers have neither the skills nor the time to supply the teaching materials as digital content or OER. Therefore, Advanced Use of Learning Technologies in Higher Education (AduLeT) is a project that has been set up within the European Union Erasmus+ programme support, involving seven partners working together from November 2016 to August 2019. This project will provide lecturers with a community to share user experiences that integrate selected teaching methods with technologies and learning objects to solve an educational problem. AduLeT project brings in a Community of Practice (CoP) for lecturers with suitable teaching methods for technology enhanced learning (TEL). One specific requirement is the visualization of a set of category of tools matching with methods, like a matrix of methods and tools that can easily help teachers choosing from them. The lecturer can also find guidelines in the CoP for the effective use of TEL tools according to the methodology he/she plans to use in the learning process.The CoP will also make it possible to get in touch with other lecturers and to share experiences about teaching with TEL tools. In this contribution we will present the main requisites and functionalities implemented to provide the CoP, based on two workshops with the lecturers of the partner countries. We believe that this project could be an excellent support to the teacher, because it will present good practices for the use of appropriate educational technologies, properly conformed with teaching methods applicable to the resolution of problems, difficulties and requisites of common teaching.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Australian Commission on Advanced Education' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography