Academic literature on the topic 'Australian export education'
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Journal articles on the topic "Australian export education"
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Stanton, P. J., and J. Lee. "Australian cultural diversity and export growth." Journal of Multilingual and Multicultural Development 16, no. 6 (January 1995): 497–511. http://dx.doi.org/10.1080/01434632.1995.9994620.
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Marginson, Simon. "International Education in Australia: The Roller Coaster." International Higher Education, no. 68 (March 25, 2015): 11–13. http://dx.doi.org/10.6017/ihe.2012.68.8626.
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Australia's international education industry', a major export sector, slumped in 2010 because of more restrictive migration policy and visa processing, a crackdown on backdoor migration schemes, a high Australian dollar and tardy official response to racist violence affecting international students. A package of reforms in late 2011 freed up visa processing and work experience for graduates but so far industry recovery has been slow and uncertain.
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Mahmood, Amir, and Darren McKay. "Assessing The Efficiency of The Australian Higher Education Export Sector." Economic Analysis and Policy 29, no. 1 (March 1999): 45–58. http://dx.doi.org/10.1016/s0313-5926(99)50004-0.
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Lim, David. "Jackson and the Overseas Students." Australian Journal of Education 33, no. 1 (April 1989): 3–18. http://dx.doi.org/10.1177/000494418903300101.
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The underlying framework adopted by the Committee to Review the Australian Overseas Aid Program demands that Australian aid helps to promote the economic development of the recipient less developed countries. If it does not, then the humanitarian, political and economic arguments for giving aid lose much of their cogency. This approach is evident in the treatment of overseas students. The Report recommends a vastly expanded scholarship program because it recognises the central role played by education in economic development. It recommends a different geographical and academic composition for the scholarship scheme because it supports the developmental thrust of Australia's aid program. It recommends also the development of education as an export industry because it believes Australia is competitive in this lucrative trade. It sees no conflict in having Australian educational expertise being used for aid and trade purposes, and does not recommend that trade is more important than aid. It should thus be clear that the current government policy on overseas students is not based solely on the reports of either this Committee or the Committee of Review of Private Overseas Student Policy. It is a compromise between the two and, as with most compromises, suffers from a number of inconsistencies.
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Connell, Raewyn. "Australian Universities Under Neoliberal Management: The Deepening Crisis." International Higher Education, no. 81 (May 1, 2015): 23–25. http://dx.doi.org/10.6017/ihe.2015.81.8740.
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Australian universities were transformed from small colonial outposts of European education to a relatively large public higher education sector by national development funding. Neoliberal management since the 1980s has transformed the universities into export-oriented corporations, is placing severe stress on the younger workforce, and is generating a crisis in the production of an intellectual culture.
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Cooper, Barry J., and Kevin Adams. "The Export of Accountancy Education To Malaysia And Singapore: An Australian Experience." Asian Review of Accounting 5, no. 2 (February 1997): 109–23. http://dx.doi.org/10.1108/eb060693.
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Phan, Huong Le Thanh, Ly Thi Tran, and Jill Blackmore. "Internationalization, Student Engagement, and Global Graduates: A Comparative Study of Vietnamese and Australian Students’ Experience." Journal of Studies in International Education 23, no. 1 (October 5, 2018): 171–89. http://dx.doi.org/10.1177/1028315318803717.
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The article provides comparative insights into Vietnamese and Australian students’ experience of internationalization of the curriculum. We explore how local arrangements for curriculum internationalization in Australia and Vietnam enable and/or constrain students’ individual agency in taking control of their knowledge and skills to become skilful and culturally sensitive professionals and citizens. The article is part of a 4-year empirical study that includes 15 semistructured interviews with academics and nine focus groups with 40 students in both countries. We use practice architecture theory to interpret whether and to what extent students can be the key actors in internationalizing the curriculum and the factors that nurture or restrict their participation in this process. The article provides important comparative perspectives on students’ experience of participating in curriculum internationalization in Vietnam as a developing country and an international education importer and Australia as a developed country and an education export provider.
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Kift, Sally. "The decline and demise of the Commonwealth’s strategic investment in quality learning and teaching." Student Success 7, no. 2 (July 24, 2016): 1–9. http://dx.doi.org/10.5204/ssj.v7i2.336.
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In May 2016, the Australian Government announced that the funding to be saved from closing the Office for Learning and Teaching (OLT), a branch of the federal Department of Education and Training, would not be redirected to a new National Institute for Learning and Teaching (Milbourne, 2015) as had been promised by (then) Education Minister Christopher Pyne in 2015. This decision has significant ramifications, not only for the quality and competitiveness of Australian higher education, but also for the inevitable long-term impact that withdrawal of strategic investment for systemic change and innovation will have on the nation’s third largest export earner (Universities Australia, 2016). This Invited Feature republishes a statement from Professor Sally Kift, President of the Australian Learning and Teaching Fellows (ALTF) and one of the Editors of Student Success, and is representative of the national reaction to the closure of the Office. It highlights the significant role the OLT and its predecessor bodies (the Carrick Institute and the Australian Learning and Teaching Council [ALTC]) have played, both symbolically and financially, in enabling collaboration and developing and disseminating sector-wide innovation and good practice in tertiary learning and teaching.
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Garin, Artyom A. "Topical Issues of Sino-Australian Relations: Supply Chains Resilience and Australia’s Critical Infrastructure under China's Rule." South East Asia: Actual problems of Development 1, no. 1(50) (2021): 207–19. http://dx.doi.org/10.31696/2072-8271-2021-1-1-50-207-219.
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In the course of the development of trade and economic processes in the Asia Pacific, Sino-Australian ties had become increasingly close. Australia has benefited from cooperation with China: it has become one of the leading exporters of natural resources both regionally and globally and has also attracted human and material capital, which has accelerated the development of the Fifth Continent as one of the most popular destinations for tourism and education in the region. However, with the development of trade relations between Australia and China, there were growing concerns that the high export dependence and investment in the Fifth Continent's infrastructure from China bear the risks. In this paper, the author will focus on some topical issues of Sino-Australian relations in 2020 — the first half of 2021. In particular, the author will consider the trade diversification and the perception of the Australian authorities of investments in critical infrastructure from the PRC.
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Tian, Xuemei, and Bill Martin. "Business models for higher education: an Australian perspective." Journal of Management Development 33, no. 10 (October 7, 2014): 932–48. http://dx.doi.org/10.1108/jmd-06-2012-0075.
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Purpose – The purpose of this paper is to illustrate the links between value creation and university business models in a dynamic global higher education marketplace. Design/methodology/approach – This paper combines primary and secondary research to critique the current “export led” business models of universities in a context of growing competition and conflicting perceptions of value among various stakeholders. Findings – In a context of market turbulence, funding crises and concerns over competition, complexity and sustainability, there are concerns over the longer term viability of current university business models, reflected in indications of differentiation among providers. Research limitations/implications – The paper has emerged from the primary research into business models in book publishing (Australian Research Council) and subsequent book on digital publishing (Ashgate Publishers). Here, the authors have applied the same model building process to what has been learned about university business models from the wider literature. While this means that much of the research is secondary, there is still an original element in the model building and analysis processes. Practical implications – The paper has practical implications for university planners seeking to review or replace their business models in an increasingly complex and challenging global marketplace. Social implications – The paper has implications for a number of stakeholders – university managers and their staff, business partners, students, government and professional bodies. In a wider sense it relates to concerns over complexity, social responsibility and sustainability at both organisational and community levels. Originality/value – University business models have received relatively little attention in the management literature, and frequently this has involved little more than allusions to business models than detailed treatment of their structure and content. This paper fills a gap by providing a number of alternative business models for universities. Although the broad context is that of Australian universities, the analysis is applicable to the circumstances of other countries.
Dissertations / Theses on the topic "Australian export education"
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Teh, Joanna J. P. K. "Export education services : effects on the Malaysian demand for Australian education services /." Title page, table of contents and introduction only, 1992. http://web4.library.adelaide.edu.au/theses/09EC/09ect261.pdf.
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McDonald, P. M., and n/a. "Right and left brain learning processes : in the context of Australian export education." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060918.132852.
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The nature of the human brain has preoccupied philosophers and scientists for centuries. As early as the
4th Century BCE, Greek philosophers speculated that the
anatomically distinct hemispheres of the brain implied
specialisation of function. It was not until the "splitbrain"
operations of the 1950s, however, that the precise
specialisation of each hemisphere could be demonstrated.
The right hemisphere apparently assumed responsibility
for spacial, holistic processes, while the left hemisphere
processed analytical, sequential tasks.
During that same decade, educational psychologists
observed two markedly different ways in which
individuals perceive and relate to the world. It was later
observed that these "cognitive styles" seemed directly
related to the bi-polar functions of the right and left
hemispheres of the brain. This implied a genetic basis
for cognitive style.
Subsequent research suggested that cognitive style is to a
considerable extent a result of the environment of
socialisation, and therefore, different cultures would
demonstrate different cognitive styles. Such cultural
differences in learning expectations might have serious
implications for both teachers and learners in the field of
export education.
The literature review in this study identified physical,
environmental, and experiential factors which appear to
influence cognitive style. This information formed the
basis of the biographical section of a questionnaire which
elicited the learning style preferences of pre-tertiary
students from Australia (native speakers), Indonesia and
Japan. The study posed the negative hypothesis: There
are no significant differences in patterns of cognitive
styles between cultures.
The results of the field study contradicted the negative
hypothesis, identifying significant differences in patterns
of cognitive styles between the three cultural groups.
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Sebastian, Eugene Francis. "PROTEST FROM THE FRINGE: Overseas Students and their Influence on Australia’s Export of Education Services Policy 1983-1996." Discipline of Government and International Relations, 2010. http://hdl.handle.net/2123/5833.
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Doctor of Philosophy (PhD)The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.
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Chiang, Szu-Hui, and 江思慧. "The Study on Export of Australian Higher Education." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/63738649873648351282.
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碩士國立暨南國際大學
比較教育學系
95
Australian developed international higher education by subsidizing its developing neighbor nations, and it finally became a main exporter of higher education in the world. In the process, Australian government provides high quality education service and expands education market by transnational higher education. Meanwhile, Australia also gains more financial revenues from education export as well. At present, Australia not only exports its higher education to the Asia market but also starts to export education to the market in European Union. To sum up, Australian government plays a very important role on higher education export. After Taiwan joined the World Trade Organization (WTO) , the keywords of higher education have gradually moved to liberalization, diversification, mass and internationalization. The higher education in Taiwan is facing significant reforms nowadays. The government and many universities start to create more chances to develop international education. Therefore, the experiences of the export of Australian higher education could be valuable for Taiwan. The analyses on the export of Australian higher education obtained following conclusions: 1.The motivations that Australian exports higher education are globalization, internationalization, market guidance, the opportunity and risk in transnational education. 2. From 1980s, Australia transformed higher education system, and the educational institutions also started to merge or to change the systems. Meanwhile, the government paid much attention to marketing, accountability and competitive management. 3. The export of Australian higher education can be divided into two stages: one is international student policy for foreign "aid" before 1984, and the other is international student policy which combines "the aid" with "the trade" after 1984. 4.The quality strategies of Australian transnational higher education were led by the national government. Meanwhile, the government also encourages various universities to develop their own evaluation system in terms of quality control. According above conclusions, the following suggestions are drawn: 1.To establish an overseas specialty institution for international market information collection. 2. To set up the protections of foreign students’ rights for attracting foreign students to come to study in Taiwan. 3. In terms of international higher education market strategies, it is comparatively favorable to recruit the international students to study in Taiwan's universities. However, it is necessary to consider seriously if Taiwan should recruit the international students through offshore as Australia as does. 4. The government should strengthen the quality evaluation plans in order to guarantee quality on higher education. 5. The government should keep encouraging universities to participate international activities because it is helpful to understand other countries and establish international market strategies.
Books on the topic "Australian export education"
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Smart, Don. A comprehensive bibliography: Export of education services and Australia full-fee policy for overseas students. [Murdoch, W.A: Asia Research Centre, Murdoch University, 1992.
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Explore Australia. Jump! Incorporated, 2019.
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Bushman, Susanne. Explore Australia. Jump! Incorporated, 2019.
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Meinzinger, Alexander. Educating Air Forces. Edited by Randall Wakelam, David Varey, and Emanuele Sica. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813180243.001.0001.
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Compared to armies and navies, which have existed as professional fighting services for centuries, the technology that makes air forces possible is much newer. As a result, these services have had to quickly develop methods of preparing aviators to operate in conditions ranging from peace or routine security to full-scale war. The first book to address the history and scope of air power professionalization through learning programs, Educating Air Forces offers valuable new insight into strategy and tactics worldwide. Here, a group of international experts examine the philosophies, policies, and practices of air service educational efforts in the United States, France, Italy, Germany, Australia, Canada, and the UK. The contributors discuss the founding, successes, and failures of European air force learning programs between the Great War and World War II and explore how the tense Cold War political climate influenced the creation, curriculum, and results of various programs. They also consider how educational programs are adapting to soldiers' needs and the demands of modern warfare. Featuring contributions from eminent scholars in the field, this volume surveys the learning approaches globally employed by air forces in the past century and evaluates their effectiveness. Educating Air Forces reveals how experiential learning and formal education are not only inextricably intertwined, but also necessary to cope with advances in modern warfare.
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Joshi, Mahesh K., and J. R. Klein. Australia—The Hidden Jewel. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827481.003.0012.
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The twenty-first century is being touted as the Asian century. With its stable economy, good governance, education system, and above all the abundant natural resources, will Australia to take its place in the global economy by becoming more entrepreneurial and accelerating its rate of growth, or will it get infected with the so-called Dutch disease? It has been successful in managing trade ties with fast-developing economies like China and India as well as developed countries like the United States. It has participated in the growth of China by providing iron ore and coal. Because it is a low-risk country, it has enabled inflow of large foreign capital investments. A lot will depend on its capability and willingness to invest the capital available in entrepreneurial ventures, its ability to capture the full value chain of natural resources, and to export the finished products instead of raw materials, while building a robust manufacturing sector.
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1954-, Smith Naomi, ed. Education and the ideal: Leading educators explore contemporary issues in Australian schooling. Epping, N.S.W: New Frontier Pub., 2004.
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(Foreword), Christopher Koch, and Naomi Smith (Editor), eds. Education and the Ideal: Leading Educators Explore Contemporary Issues in Australian Schooling. New Frontier Publications, 2004.
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Bennett-Levy, James, David Richards, Paul Farrand, Helen Christensen, Kathy Griffiths, David Kavanagh, Britt Klein, et al., eds. Oxford Guide to Low Intensity CBT Interventions. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199590117.001.0001.
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This Guide documents the drive to democratise psychotherapy. Its 62 chapters by world leaders in the field detail how to help the many, not just a privileged few. They draw together a wealth of evidence on ways to give short cost-effective therapy and prevent mental health problems, especially depression and anxiety. The result is a rich work of reference. It includes historical, organisational and training aspects, assessment, monitoring, homework and evaluation, self-help by books and by computer, and government initiatives to broaden access to help. The Guide focuses on short forms of cognitive behaviour therapy (CBT). It depicts progress in the broadening of access, but adds a caveat. For one reason or another, a huge proportion of sufferers do not use readily available health services. Using examples of the STEPS program to explore imaginative efforts to reach such people in deprived multi-ethnic areas in Glasgow via brief-advice clinics, education classes with over 100 attendees, and links to employment, financial and interest groups, and other community facilities. Additionally, the Australian ‘beyondblue’ website initiative outlines impressive ways to increase community awareness of depression and its low intensity. The volume covers further refreshingly diverse means of delivering care. They include brief face-to-face individual therapy, group work, contact by phone, email, SMS, and bulletin boards, as well as self-help books and computer-aided programs. The aim is to ‘get more bang for our buck’ - to help as many sufferers as possible in the minimum time needed from practitioners who are trained to provide low intensity services and measure outcome.
Book chapters on the topic "Australian export education"
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Pavlova, Margarita, and Rupert Maclean. "Reskilling for All? The Changing Role of TVET in the Ageing Societies of Developing Countries\protect\endnote{First published in Karmel, T.; Maclean, R., eds. 2007. Technical and vocational education and training in an ageing society: expert meeting proceedings. Adelaide, Australia: NCVER.}." In International Handbook of Education for the Changing World of Work, 2401–15. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_158.
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Medhekar, Anita. "Australia-India." In Emerging Business and Trade Opportunities Between Oceania and Asia, 57–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4126-5.ch004.
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India is Australia's fourth largest export market and investment destination, and fifth largest trading partner, with access to a large and youthful market of 1.4 billion population. In 2018, India was the second largest source of skilled professionals after the UK and third largest source of immigrants after the UK and New Zealand. Increasing number of Indian nationals and businesses are choosing Australia as a destination of choice for education, tourism and for doing business. The Independent India Economic Strategy – 2035 was launched on 22 November 2018 for promoting bilateral trade and export market for Australian goods, services, and investment opportunities for mutual economic benefit. This chapter examines the economic significance of bilateral trade relationship between Australia and India and opportunities and challenges faced by the two countries with focus on education, tourism, health, agri-business, alternative energy, and mining sectors to meet the demand and supply gap and the sustainable development goals.
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Sofo, Michelle, and Francesco Sofo. "Participatory Barriers to the Informal Learning of Older Australians using the Internet and Web 2.0 Technologies." In Adult and Continuing Education, 88–110. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch006.
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This chapter aims to explore the real and perceived barriers that exist for older Australians when engaging with informal eLearning. The chapter has two main areas of focus: first, an examination of some of the challenges faced by older Australians engaging in informal eLearning, and second, an overview of two Australian initiatives designed to break down the barriers between older Australians and technology. The chapter commences with a review of the international literature to define informal learning before considering the intersection that exists between informal learning and online learning. The emerging social issues of the ageing Australian population are then presented to provide context to the main exploration within this chapter – the real and perceived barriers that exist for older Australians as they attempt to engage in eLearning. After discussing two community initiatives and introducing a model for surmounting the identified obstacles, the chapter discusses possible solutions making relevant recommendations and suggesting directions for future research.
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Ang, Susan. "Intercultural Dialogue through Design (iDiDe)." In Collaboration and Student Engagement in Design Education, 230–56. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch011.
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Intercultural dialogue through design, globally known as “iDiDe” (pronounced i-dee-dee) was initiated by an Australian university in 2011 for architecture and built environment disciplines. Set within the context of international education and internationalisation, which are the focus of Australian universities this century, iDiDe offers a model of intercultural collaboration and student engagement. iDiDe is more than a generic international study tour. Firstly, there is collaborative academic leadership that comes from institutional partnerships between Australia and five Asian nations (Malaysia, Thailand, India, Indonesia, Sri Lanka), secondly, intercultural dialogue and intercultural understanding underpin the pedagogical approach, and thirdly, iDiDe projects extend discipline specific learning into the realms of reality. This chapter is an expose of iDiDe. It seeks to determine what elements of the model contribute to intercultural collaboration and student engagement. Findings are evaluated for their impact upon participants. The potential for transformative learning and response to global citizenship are discussed along with future research.
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Childs, Merilyn, and Regine Wagner. "Open-Sourced Personal, Networked Learning and Higher Education Credentials." In Open Learning and Formal Credentialing in Higher Education, 223–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8856-8.ch012.
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Much has been made about the “disruption” afforded by open learning to higher education. While it is the case that open learning offers opportunities for free content and courses within university studies, self-determined student-generated learning has yet to create meaningful pathways towards credentialing in higher education. In this chapter we explore open learning and a learning journey through an Imaginarium from the perspective of a citizen in the context of a global human rights campaign. The chapter speculates the possibilities for gaining recognition of graduate attributes developed informally outside the institution, yet weaving through open education resources, when the citizen applies to study in an Australian University. We conclude by arguing the importance of seeing emerging developments in Australia related to open learning, micro-credentials, aligned learning outcomes (ALOs) and criterion referenced assessments (CRAs) through a recognition lens.
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Ang, Susan. "Intercultural Dialogue through Design (iDiDe)." In Student Engagement and Participation, 177–202. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch009.
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Intercultural dialogue through design, globally known as “iDiDe” (pronounced i-dee-dee) was initiated by an Australian university in 2011 for architecture and built environment disciplines. Set within the context of international education and internationalisation, which are the focus of Australian universities this century, iDiDe offers a model of intercultural collaboration and student engagement. iDiDe is more than a generic international study tour. Firstly, there is collaborative academic leadership that comes from institutional partnerships between Australia and five Asian nations (Malaysia, Thailand, India, Indonesia, Sri Lanka), secondly, intercultural dialogue and intercultural understanding underpin the pedagogical approach, and thirdly, iDiDe projects extend discipline specific learning into the realms of reality. This chapter is an expose of iDiDe. It seeks to determine what elements of the model contribute to intercultural collaboration and student engagement. Findings are evaluated for their impact upon participants. The potential for transformative learning and response to global citizenship are discussed along with future research.
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Al-Taie, Moyassar, Michael Lane, and Aileen Cater-Steel. "A Past to Present Journey." In Advances in Business Information Systems and Analytics, 180–206. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6473-9.ch009.
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This chapter explores the role of the Chief Information Officer (CIO). A detailed review of the existing literature traces the evolution of this role and highlights its characteristics and configurations. CIO role effectiveness can be described in terms of three demand-side roles: strategist, relationship architect, integrator, and three supply-side roles: educator, information steward, and utility provider. To explore the configuration of roles of CIOs in Australia, a large-scale survey of CIOs was conducted. The Australian results, based on 174 responses, are compared with those from similar studies in USA. The top priority for the Australian CIO was information steward, ensuring organizational data quality and security and recruiting and retaining IT skilled staff. In comparison, the first priority for the USA CIOs was utility provider - building and sustaining solid, dependable, and responsive IT infrastructure services. This study's findings have implications for CIO career development and recruitment.
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Nemchinova, Tamara S., and Anton A. Muzalev. "Export of education: comparative analysis of Russian and Turkish practices in the post-soviet space." In DIGEST OF WORLD POLITICS. ANNUAL REVIEW. VOLUME 10, 484–506. St. Petersburg State University, 2020. http://dx.doi.org/10.21638/11701/26868318.32.
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The article assesses the export potential of Russian and Turkish universities. The influx of foreign citizens to study at universities is the most important quality criterion for the country’s higher education system. It is also an indicator of the country’s integration into the world community and a major export item. The leaders in the number of students from other countries have traditionally been the United States, Great Britain, France, the USSR, and Germany. At the turn of XX — XXI centuries. a significant increase in foreign students is observed in Australia, Japan, China. Other countries are also taking steps to improve the national higher education system and, accordingly, increase the number of foreign students. But attempts to penetrate the world market of educational services are significantly complicated, the market is already thoroughly divided, and the states that have long been entrenched in it are not going to allow new players to enter it. This process is also taking place in Turkey, which is one of the fastest growing economies in the world.
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Challis, Di. "The Music Room." In Authentic Learning Environments in Higher Education, 34–47. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch003.
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To explore the synergies of an integration of the conceptual and practice worlds, this chapter draws on part of an Australian Committee for University Teaching and Staff Development funded project for students of architecture and construction. Composing Architecture — The Music Room, involved 74 second-year students at an Australian university. The case study is used as an illustration of curriculum design, including assessment aimed at creating learning experiences that were purposeful, rich in their complexity, and mirrored the demands of a profession fostering development in a supportive environment. To support this aim the elements of the music room project were tested against proposed criteria for authentic learning. While recognising the differing views of scholars and challenging some claimed attributes, the case study indicates that, irrespective of discipline, there are some fundamental shared understandings of what an authentic learning environment entails.
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Rochester, Ramonia R. "A Comparative Analysis of Single-Sex Education in the United Kingdom and Australia." In Handbook of Research on Education and Technology in a Changing Society, 1180–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch088.
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Single-gender education or Single-Sex Education (SSE) has reemerged in the educational reform discussion as experts seek to establish clearer pathways to literacy in the 21st century. SSE discusses how students learn best in a convergent global model of emergent literacy practices. Views of single-gender education in the UK and Australia differ with respect to motivational underpinnings and perceptions of the efficacy of SSE. Central to the SSE debate in both countries is the widening achievement gap between boys and girls, particularly in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Both countries are moving toward a parallel model of SSE, offering gender-differentiated instruction in single-gender classrooms within co-educational schools. The chapter compares SSE in the two countries with respect to gender perspectives in curriculum and pedagogy; cultural, religious, and socio-economic motivations in school orientations; and the perceived returns on education for students schooled in a single-sex environment.
Conference papers on the topic "Australian export education"
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Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.
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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
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Lockyer, Lori, and John Patterson. "Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3093.
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In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.
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Partridge, Lee, and Denise Chalmers. "External Peer Review of Teaching (ExPeRT) Portfolios for Promotion." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8024.
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This paper focuses on the role and purpose of external expert peer review of teaching portfolios for promotion, using institutional criteria. This is grounded in the recognition that higher education institutions typically struggle to identify suitably experienced, expert reviewers of teaching portfolios for promotion purposes. It considers the feasibility of establishing a ‘College of Peers’ who are endorsed and trained teaching and learning experts to carry out the reviews. A model of training expert peer reviewers was trailed. While grounded in the Australian context, the issues and applications are international.
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Van Der Vyver, Glen, and Michael Lane. "Are Universities to Blame for the IT Careers Crisis?" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2990.
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At a time when the IT industry in general and the IT academy in particular face major challenges, some accuse universities of producing graduates with poor or inappropriate skills. This qualitative study, based on interviews with fifteen senior IT executives and managers in the Australian financial services industry, examines what employers seek when they recruit new graduates. We find that employers now expect much more from IT graduates. They require a blend of technical, business and people skills combined with the right attitude. Furthermore, requirements are highly mediated by contextual factors such as company size and corporate culture. We also find that universities are not perceived as negatively as some would have it. Universities face a significant challenge in producing graduates with much wider skill sets. Although this study was conducted in Australia, we are of the opinion that the issues discussed are relevant in the wider international context.
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Cui, Chunying, and Shaoshao Chen. "A RCA Analysis of China's Competitive Advantage to Export Textile and Apparel to Australia." In 2016 International Conference on Education, Management Science and Economics. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemse-16.2016.21.
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"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.
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Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
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Mackrell, Dale. "The Work Readiness of Master of Information Systems International Students at an Australian University: A Pilot Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3308.
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This paper reports on a qualitative pilot study which explores the attitudes and aspirations of international students in the Master of Information Systems (MIS) program at an Australian university. The findings are preliminary but suggest that the MIS program is an extrinsic motivator since it is used by students as a catalyst to change their future careers and lives. Furthermore, the students are appreciative of the MIS program’s flexibility and the life-long learning initiative it encourages, as opposed to the more structured curricula in their countries of origin. While the findings indicate that the students approve overall the technical and business mix of courses in the MIS program, nevertheless, they are critical of the perceived lack of industry contact which would expose them to Australian social values and organisational cultures, thus preparing the students further for the workforce. This study makes a contribution as the basis of future research investigating the alignment between the academic preparation of MIS graduates and the industry expectations of technology intensive organisations.
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Alony, Irit, Greg Whymark, and Michael Jones. "Sharing Tacit Knowledge: A Case Study in the Australian Film Industry." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3119.
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This paper explores tacit knowledge sharing. This case demonstrates the significance of knowledge sharing to organizational performance, by exploring the contribution of tacit knowledge sharing to the success of projects in the Australian Film Industry (AFI). The differences between knowledge sharing, collaboration and communication, and their interrelations are addressed. We also explore the concepts of knowledge, information, and data. In the interchanges reported here the knowledge shared is almost entirely tacit, and the “raw” data and information do not exist without the context that makes them knowledge. The paper includes the identification of many factors affecting knowledge sharing, not all of which have been identified by previous researchers. This research contributes to a better understanding of tacit knowledge and how that knowledge is shared. This in turn contributes to a better understanding of how knowledge management can be supported in a modern organization, where often the technology is used in ways not well understood by system managers and software developers. A better understanding can lead to better ICT design and support of knowledge sharing both within and across organizations.
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Oneill, Peter, Nell Kimberley, and Chih Wei Teng. "Public University Models for Education – from Innovation to Entrepreneurship." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5281.
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The management of Australian public universities has changed dramatically over the last two decades with the decrease in public funding across teaching and research sectors. This has forced a strategic repositioning of universities and likewise a rethink on value generation and its translation into various revenue streams. The aim of this paper is to provide an analysis of current government innovation policy and university capabilities to support the translation of innovation, and in so doing explore the possibilities of a Quadruple Helix innovation approach to building new models for education. The paper begins by examining the significant role innovation plays in developing economic wealth, and a discussion of the triple helix framework that identifies the complex collaborative relationships between universities, government and industry. The development of a Quadruple Helix Innovation Model, which places the user at the centre of the relationship, highlights the importance of capabilities in the transmission mechanisms driving innovation. We argue that the measurement of appropriate capabilities formed through collaborations amongst key stakeholders will be critical to new business models. Universities are encouraged to embrace the user value driven business models to provide the innovation, execution and disruption necessary to quadruple the impact on national growth.
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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
Reports on the topic "Australian export education"
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.
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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.