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1
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.
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Tisdell, Clem. "Key Australian export prospects to Northeast Asia: primary commodities, tourism and education as perceived by the Garnaut report." Asian Studies Association of Australia. Review 13, no. 3 (April 1990): 62–68. http://dx.doi.org/10.1080/03147539008712638.
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Barton, Georgina, and Kay Hartwig. "Workplace Experience of International Students in Australia." Journal of International Students 10, no. 2 (May 15, 2020): viii—xi. http://dx.doi.org/10.32674/jis.v10i2.1946.
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For the past three years over 400,000 international students have enrolled annually to study in higher education contexts in Australia (Australian Government, 2019). The extensiveness of international student enrolments has been equalled to Australia’s third highest export industry after coal and iron ore (Grewal & Blakkarly, 2017). Given the significance of international students it is important that Australian universities find effective and culturally-appropriate ways to support this cohort. One such area needing support is work experience as many study programs that international students undertake include compulsory or elective courses involving assessed experiences in professional contexts. Degrees such as business, education, engineering, health including nursing and psychology all require students to successfully complete workplace experiences in order to graduate. It is critical that international students are supported before, during and after workplace components of study as the International Student Barometer indicated that international students desire quality career advice, work experience and subsequently employment as a result of their studies (Garrett, 2014).
This short essay shares brief findings from a federally funded, large-scale project carried out in Australian universities – the Work-placement for International Student Programs (WISP) project. The WISP project aimed to investigate international students’ experiences in workplace contexts, but also their preparedness for such experiences. Data was collected from six universities including international student, workplace and university staff interviews; university documents; and international students’ assessed reports from their work experience. In addition, a large scale survey was also distributed across Australia – whereby findings are reported in Barton, Hartwig and Le (2017).
Findings from the qualitative data showed that international students face different challenges on work experience as compared to their domestic counterparts. Issues such as language difference, financial difficulties, being away from usual support networks, and cultural difference related to professional skills were identified. We theorised that international students indeed encounter ‘multi-socialisation’ (Barton et al., 2017) whereby they are expected to socialise into a new country, new university context, and workplace environment.
Further, our extensive data showed that many work place staff have limited capacities in cultural awareness and hence diverse approaches to working with, and supporting,international students. In fact, some work place staff showed hesitation in hosting international students as they perceived them as being ‘hardwork’ (Barton, Hartwig, Joseph & Podorova, 2017). Conversely, our data showed the success many that international students experience during work placement. For work place staff who displayed high ‘ethos’ (Knight, 1999), huge benefits in hosting international students were experienced for both parties.
Another major finding was that international students often find reflecting on their practice and consequently putting new practice into place challenging. Of course, this may be an issue for all students however, our international student participants noted reflecting on challenges and knowing how to improve action was difficult, particularly if their host was not supportive. Conversely, supportive hosts modelled good practice and worked above and beyond to support international students to success.
Recommendations from the WISP project are outlined in Table 1 below:
Table 1: Recommendations for all stakeholders in relation to work experience for international students
International students
University Staff (includes academic support staff)
Work place supervisors and staff
Know and use the range of support services available at your university for international students.
Learn about and experience new cultural and professional contexts through volunteering.
Be involved in any university learning activities that will assist you to reflect and understand Australian workplace contexts.
Participate in a community of learners by sharing your expertise, cultural knowledge and skill sets with the university, workplace and your peers.
Regularly seek your supervisor’s feedback on your performance and ensure you understand and can implement this advice.
Organise a meeting with international students and their supervisor prior to work placement, as well as post-placement sessions with university staff.
Encourage international students to gain experience in new cultural and professional contexts through volunteering.
Include a range of teaching and learning activities such as role plays, videos and critical reflection to assist international students’ understanding of Australian workplace contexts.
Create a community of learners through multimedia to encourage communication during work placement.
Share responsibility of feedback and assessment to allow a fuller understanding of the student’s progress.
Create a welcoming workplace environment including a student work space, clear expectations and open lines of communication.
Embrace and utilise international students’ unique cultural knowledge and experience in your workplace.
Include a diverse range of communication techniques to explain key concepts about the workplace context.
Encourage international students to become involved in the wider workplace community.
Provide international students regular feedback and demonstrate strategies for improvement and check for understanding.
Our project resulted in a conscious focus on positive aspects of international students’workplace experience given the negativity that is often portrayed in the literature. Such a strengths-based approach allowed us to report on ways that worked in supporting both international students and their hosts, ensuring increased employability and reflexive professionals upon graduation.
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Smith, Arthur. "Becoming Expert in the World of Experts: Factors Affecting Aboriginal and Torres Strait Islander Participation and Career Path Development in Australian Universities." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 1–6. http://dx.doi.org/10.1017/s1326011100002702.
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In the recent history of Australia Aborigines and Torres Strait Islanders have only had widespread access to a university education for approximately 20 years. Before this, Indigenous graduates from Australian universities were relatively few. Universities were seen as complex, often alien places in Indigenous cultural terms; institutions of European Australian social empowerment and credentialling from which Aboriginal and Torres Strait Islander staff and students were virtually excluded.
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Korczak, Jarosław. "EDUCATION AS AN EXPORT GOOD BASED ON THE EXAMPLE OF AUSTRALIA." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 266–68. http://dx.doi.org/10.5604/01.3001.0012.9954.
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Australia is known for exporting the wide range of goods to almost every place of the world. These goods, among others, are iron, aluminum, gold, coal, natural gas and beef. However, apart from material things, services are also an important segment of exports. The main ones are those related to education and travel. Educational ser-vices themselves are the third largest asset exported by Australia. They are not limited to the science itself but constitute a wide range of services accompanying the education process of foreign students. These include travel services, rental of real estate, agencies etc. This specificity and conditions conducive to such a large amount of educational services in a country that has no immediate neighbors is the subject of this description. It covers the characteristics of exported educational services, including data on the scale of its exports, major recipients, types of educational institutions, directions that are most popular among students. In addition, Australia's export educa-tional activity will also be discussed with the Polish example.
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Roos, Göran. "Knowledge management, intellectual capital, structural holes, economic complexity and national prosperity." Journal of Intellectual Capital 18, no. 4 (October 9, 2017): 745–70. http://dx.doi.org/10.1108/jic-07-2016-0072.
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Purpose The purpose of this paper is to tie together the insights from the body of research relating to economic complexity theory, structural holes, non-price based competition, and knowledge management. The insights relating to generating national prosperity are synthesised through an intellectual capital lens. Design/methodology/approach The paper uses literature review combined with insights from an Australian project on state-based economic complexity. Findings The connectivist and autopoietic epistemological paradigms are found to be most aligned with the need to manage transformation between organisational and human resources that will achieve causal ambiguity and hence inimitability. This inimitability forms the basis for achieving non-price based competition and if there is a rich network of economic agents that, both individually and collectively through collaboration, have these characteristics a large share of the economy can operate on the basis of non-priced based competition. If all these agents have an export focus the economic complexity of the economy will be high, and likely increasing, which will enable both the creation and the appropriation of large amounts of value and hence result in increasing national prosperity. Research limitations/implications Findings are only relevant for OECD countries given the origins of the data used. Practical implications Managerial implications are outlined as are major implications for public policy. Originality/value This is the first time that these concepts are linked.
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Forbes, David, Mark Creamer, and Darryl Wade. "Psychological support and recovery in the aftermath of natural disaster." International Psychiatry 9, no. 1 (February 2012): 15–17. http://dx.doi.org/10.1192/s1749367600002939.
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Natural disasters can result in a range of mental health outcomes among the affected population. Appropriate mental health interventions are required to promote recovery. In the aftermath of the 2009 bushfires in Victoria, Australia, a collaboration of trauma experts, the Australian and Victorian state governments and health professional associations developed an evidence-informed three-level framework outlining recommended levels of care. The framework was underpinned by an education and training agenda for mental health professionals. This framework has been successfully applied after further natural disasters in Australia. This paper outlines the steps included in each of the levels.
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Chowdhury, Mamta B. "Growth and dynamics of Australia's education exports." Applied Economics 44, no. 7 (March 2012): 879–88. http://dx.doi.org/10.1080/00036846.2010.524633.
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Evans, Joanne, and Gregory Rolan. "Beyond Findings: Conversations with Experts." Preservation, Digital Technology & Culture 47, no. 2 (July 26, 2018): 60–62. http://dx.doi.org/10.1515/pdtc-2018-0017.
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AbstractRights in Records by Design is a three-year Australian Research Council-funded Discovery Project that is running from 2017 to 2019. This project brings together an interdisciplinary research team to investigate the recordkeeping and archival needs for those whose childhoods are impacted by child welfare and protection systems. Using a participatory action research approach the team of recordkeeping, historical, social work, early childhood education and community researchers are exploring the design of Lifelong Living Archives for those who experience childhood out-of-home Care. The goal of research and in designing the Archive is to re-imagine recordkeeping frameworks, processes and systems in support of responsive and accountable child-centred out-of-home Care, and to enable historical justice and reconciliation. Chief Investigator Associate Professor Joanne Evans and post-doctoral researcher Dr. Gregory Rolan from the Faculty of Information Technology at Monash University in Australia talk to PDT&C about this project.
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Spigelman, Allan D., Shane Rendalls, Mary-Louise McLaws, and Ashleigh Gray. "Antimicrobial stewardship: Australia." International Journal of Health Governance 21, no. 3 (September 5, 2016): 139–49. http://dx.doi.org/10.1108/ijhg-02-2016-0010.
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Purpose – The purpose of this paper is to provide an overview of the context for strategies to overcome antimicrobial resistance in Australia, which may provide valuable learnings for other jurisdictions. Design/methodology/approach – Non-systematic review of literature from websites of national, state and territory health departments and interviews with key stakeholders for Australian strategies to reduce antimicrobial resistance. Findings – In July 2015 all states and territories in Australia adopted the National Antimicrobial Resistance Strategy 2015-2019, which is built on the World Health Organization policy package to combat antimicrobial resistance. This strategy represents “the collective, expert views of stakeholders on how best to combat antimicrobial resistance in Australia. It will also support global and regional efforts, recognising that no single country can manage the threat of antimicrobial resistance alone”. It combines quantitative and qualitative monitoring strategies with frameworks and guidelines to improve management of the use of antimicrobial resistant drugs. Prior to this, health services and states developed and implemented initiatives aimed at monitoring and improving prescribing practices. Development of the national strategy has encouraged and fostered debate within the Australian health system and a raft of new policy initiatives. Research limitations/implications – Surveillance strategies are in place to monitor impact and trends at jurisdictional and sector levels. However, actual impact on antimicrobial resistance and prescribing practices remains to be seen as existing initiatives are expanded and new initiatives implemented. Practical implications – This overview of key Australian initiatives balancing quantitative and qualitative surveillance, accreditation, research, education, community awareness and price signals on antibiotic prescribing practices may be valuable to health systems in developing local strategies. Originality/value – The authors provide an up to date overview of the context, strategies and aims of antimicrobial stewardship in Australia.
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Edirippulige, Sisira, Peter Brooks, Colin Carati, Victoria A. Wade, Anthony C. Smith, Sumudu Wickramasinghe, and Nigel R. Armfield. "It’s important, but not important enough: eHealth as a curriculum priority in medical education in Australia." Journal of Telemedicine and Telecare 24, no. 10 (October 22, 2018): 697–702. http://dx.doi.org/10.1177/1357633x18793282.
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Information and communications technology has become central to the way in which health services are provided. Technology-enabled services in healthcare are often described as eHealth, or more recently, digital health. Practitioners may require new knowledge, skills and competencies to make best use of eHealth, and while universities may be a logical place to provide such education and training, a study in 2012 found that the workforce was not being adequately educated to achieve competence to work with eHealth. We revisited eHealth education and training in Australian universities with a focus on medical schools; we aimed to explore the progress of eHealth in the Australian medical curriculum. We conducted a national interview study and interpretative phenomenological analysis with participants from all 19 medical schools in Australia; two themes emerged: (i) consensus on the importance of eHealth to current and future clinical practice; (ii) there are other priorities, and no strong drivers for change. Systemic problems inhibit the inclusion of eHealth in medical education: the curriculum is described as ‘crowded’ and with competing demands, and because accrediting bodies do not expect eHealth competence in medical graduates, there is no external pressure for its inclusion. Unless and until accrediting bodies recognise and expect competence in eHealth, it is unlikely that it will enter the curriculum; consequently the future workforce will remain unprepared.
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Sidhu, Navdeep S., Alwin Chuan, and Christopher H. Mitchell. "Recommendations and resources for regional anaesthesia Fellowships in Australia and New Zealand." Anaesthesia and Intensive Care 47, no. 5 (August 22, 2019): 452–60. http://dx.doi.org/10.1177/0310057x19861113.
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Regional anaesthesia is a fundamental aspect of anaesthesia practice. Structured Fellowships in regional anaesthesia facilitate the development of expert clinicians, scholars and future leaders. The Australian and New Zealand College of Anaesthetists accredits training sites for the final year of Fellowship training but does not outline specific guidance for subspecialty training. Based on evidence from a systematic literature review and best-practice medical education principles, the ideal structure for a regional anaesthesia Fellowship programme in Australia and New Zealand is outlined in four categories: (a) structure and duration of training; (b) educational aspects; (c) institutional organization; (d) evaluation and improvement. Departments may use this resource to help design, implement and improve their Fellowship programmes while trainees may employ it as a reference to achieve their learning goals at any training stage. Continuing professional education plays a central role in achieving and maintaining mastery of regional anaesthesia competencies.
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Jelinek, G. A., T. J. Weiland, C. Mackinlay, N. Hill, and M. F. Gerdtz. "Perceived Differences in the Management of Mental Health Patients in Remote and Rural Australia and Strategies for Improvement: Findings from a National Qualitative Study of Emergency Clinicians." Emergency Medicine International 2011 (2011): 1–7. http://dx.doi.org/10.1155/2011/965027.
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Introduction. We aimed to describe perceptions of Australian emergency clinicians of differences in management of mental health patients in rural and remote Australia compared with metropolitan hospitals, and what could be improved.Methods. Descriptive exploratory study using semi-structured telephone interviews of doctors and nurses in Australian emergency departments (EDs), stratified to represent states and territories and rural or metropolitan location. Content analysis of responses developed themes and sub-themes.Results. Of 39 doctors and 32 nurses responding to email invitation, 20 doctors and 16 nurses were interviewed. Major themes were resources/environment, staff and patient issues. Clinicians noted lack of access in rural areas to psychiatric support services, especially alcohol and drug services, limited referral options, and a lack of knowledge, understanding and acceptance of mental health issues. The clinicians suggested resource, education and guideline improvements, wanting better access to mental health experts in rural areas, better support networks and visiting specialist coverage, and educational courses tailored to the needs of rural clinicians.Conclusion. Clinicians managing mental health patients in rural and remote Australian EDs lack resources, support services and referral capacity, and access to appropriate education and training. Improvements would better enable access to support and referral services, and educational opportunities.
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Waddington, Freya, Mark Naunton, Greg Kyle, Gabrielle O'Kane, Gabrielle Cooper, and Jackson Thomas. "Australian pharmacists’ knowledge of the efficacy and safety of complementary medicines." Australian Journal of Primary Health 24, no. 3 (2018): 273. http://dx.doi.org/10.1071/py17023.
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Global usage and expenditure on complementary medicines is increasing. Over 50% of consumers purchase these products from pharmacies and expect pharmacists to provide them with appropriate information regarding efficacy and safety of these products. Internationally, pharmacists have identified their lack of detailed knowledge of the efficacy and safety of these products as a barrier to recommending these products. Currently, little is known about the actual knowledge Australian pharmacists have of these products. This research seeks to determine Australian pharmacists’ knowledge of the efficacy and safety of complementary medicines. An online survey was validated and distributed by three professional pharmacy bodies in Australia and online social media to survey Australian pharmacists’ knowledge of a selection of complementary medicines that are defined as having therapeutic benefits as per the Australian Therapeutic Guidelines. In total, 535 complete surveys were returned and included in the final analysis. Surveys were predominantly completed by community pharmacists. The mean knowledge score obtained was 62%. There were no statistically significantly different results from pharmacists with a nutritional qualification. Australian pharmacists appear to have a basic knowledge of complementary medicines with a defined clinical effect. Specialised and targeted education focussing on relevant and efficacious complementary medicines with strong clinical evidence base is required.
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Naccarella, Lucio, Jim Buchan, and Peter Brooks. "Evidence-informed primary health care workforce policy: are we asking the right questions?" Australian Journal of Primary Health 16, no. 1 (2010): 25. http://dx.doi.org/10.1071/py09060.
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Australia is facing a primary health care workforce shortage. To inform primary health care (PHC) workforce policy reforms, reflection is required on ways to strengthen the evidence base and its uptake into policy making. In 2008 the Australian Primary Health Care Research Institute funded the Australian Health Workforce Institute to host Professor James Buchan, Queen Margaret University, UK, an expert in health services policy research and health workforce planning. Professor Buchan’s visit enabled over forty Australian PHC workforce mid-career and senior researchers and policy stakeholders to be involved in roundtable policy dialogue on issues influencing PHC workforce policy making. Six key thematic questions emerged. (1) What makes PHC workforce planning different? (2) Why does the PHC workforce need to be viewed in a global context? (3) What is the capacity of PHC workforce research? (4) What policy levers exist for PHC workforce planning? (5) What principles can guide PHC workforce planning? (6) What incentives exist to optimise the use of evidence in policy making? The emerging themes need to be discussed within the context of current PHC workforce policy reforms, which are focussed on increasing workforce supply (via education/training programs), changing the skill mix and extending the roles of health workers to meet patient needs. With the Australian government seeking to reform and strengthen the PHC workforce, key questions remain about ways to strengthen the PHC workforce evidence base and its uptake into PHC workforce policy making.
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Elliott, Alison. "Balancing Stakeholders Interests In Evolving Teacher Education Accreditation Contexts." College Teaching Methods & Styles Journal (CTMS) 4, no. 2 (February 1, 2008): 53–58. http://dx.doi.org/10.19030/ctms.v4i2.5526.
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While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked to teacher registration which in itself is relatively recent in most jurisdictions. As elsewhere, the goal of accreditation is to enhance the overall quality of teacher preparation programs and to meet jurisdictional requirements for initial teacher competence.Any new system of quality control takes time to develop and to embed into professional cultures and academic processes at the university or college level. Accreditation processes are no exception and Australia is grappling to develop procedures that meet jurisdictional legislative requirements, assure the public of the quality of teacher preparation and suit the professional context for each state. As yet these procedures have not focused on professional growth, accomplished or expert teaching, or quality within specific areas of preparation. While all agree that the ultimate goal of accreditation is quality assurance- to improve teaching quality in schools, negotiating optimum pathways to quality outcomes is no easy task in a country with an education system and population as diverse as Australia.This paper considers some of the practical and institutional issues confronting teacher education providers as they come to terms with new regulatory environments that require external accreditation of teacher education to meet varying state and national policy agendas. Specifically, it focuses on issues engaging a small and regional teacher education provider, Charles Darwin University as it negotiates developing registration and accreditation requirements. It also flags the need to improve teacher quality through acknowledgement of advanced practice in teaching and expert performance in delivering teacher education.
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Xi, Junfang, Weihuan Zhou, and Heng Wang. "The impact of the China-Australia Free Trade Agreement on Australia's education exports to China: A legal and economic assessment." World Economy 41, no. 12 (November 4, 2018): 3503–23. http://dx.doi.org/10.1111/twec.12736.
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Berríos, Rodrigo, and Rodrigo Saens. "The country-brand in the wine industry: how important is variety specialization?" Academia Revista Latinoamericana de Administración 28, no. 4 (November 2, 2015): 484–501. http://dx.doi.org/10.1108/arla-12-2014-0230.
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Purpose The purpose of this paper is to analyze whether or not the reputation of a region/country in the international wine market depends on a region/country’s efforts to specialize in a specific grape variety. Design/methodology/approach Data on 19,959 bottles of wine corresponding to six vintages across ten wine producing regions worldwide are used to estimate a hedonic price model that measures consumer valuations of the different wine attributes. Findings The results of this study show that although variety specialization has successfully underpinned the reputation of some New World regions, such as the Napa Valley (with its Cabernet Sauvignon) or Oregon (with its Pinot Noir); in others, such as Australia (with its Shiraz), this has not been successful. Practical implications Over the last ten years, the exponential growth of Australian bulk wine exports has seriously harmed the reputation of Australian wine. With respect to the Napa Valley wines, price discount received by Australian wines increases between the 1997 and 2007 vintage from 33 to 61 percent. Thus, in order to successfully build a collective reputation of an entrant (New World) country, an institutional framework that mediates differences of interest between the large and small vineyards and, above all, that regulates the free-rider problem in the wine market is required. Originality/value This paper empirically illustrates how cooperative (and non-cooperative) behavior between firms can help to build (and to destroy) collective reputation of wines that come from the same region or country.
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Prabawa-Sear, Kelsie, and Vanessa Dow. "Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?" Australian Journal of Environmental Education 34, no. 3 (November 2018): 244–61. http://dx.doi.org/10.1017/aee.2018.47.
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AbstractThis research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.
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Lehane, Elaine, Patricia Leahy-Warren, Cliona O’Riordan, Eileen Savage, Jonathan Drennan, Colm O’Tuathaigh, Michael O’Connor, et al. "Evidence-based practice education for healthcare professions: an expert view." BMJ Evidence-Based Medicine 24, no. 3 (November 15, 2018): 103–8. http://dx.doi.org/10.1136/bmjebm-2018-111019.
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Internationally, evidence-based practice (EBP) is recognised as a foundational element of healthcare professional education. Achieving competency in this area is a complex undertaking that is reflected in disparities between ‘best EBP’ and actual clinical care. The effective development and implementation of professional education to facilitate EBP remains a major and immediate challenge. To ascertain nuanced perspectives on the provision of EBP education internationally, interviews were conducted with five EBP education experts from the UK, Canada, Australia and New Zealand. Definitive advice was provided in relation to (1) EBP curriculum considerations, (2) teaching EBP and (3) stakeholder engagement in EBP education. While a considerable amount of EBP activity throughout health profession education is apparent, effectively embedding EBP throughout curricula requires further development, with a ‘real-world’ pragmatic approach that engenders dialogue and engagement with all stakeholders required.
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Fetherstonhaugh, Deirdre M., Jo-anne Rayner, Elizabeth Beattie, Ann Harrington, Yun-Hee Jeon, Wendy Moyle, Deborah Parker, and Chris Toye. "BUILDING CAPACITY TO CARE FOR OLDER PEOPLE! HOW IS CARE OF THE OLDER PERSON TAUGHT IN AUSTRALIAN SCHOOLS OF NURSING?" Innovation in Aging 3, Supplement_1 (November 2019): S3. http://dx.doi.org/10.1093/geroni/igz038.007.
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Abstract As the Australian population ages the demand for nursing care which focuses on responding to the needs of the older person will increase. Few newly graduated Registered Nurses (RNs) currently enter the aged care workforce and few select a career in caring for older people; yet older people are the largest patient group in most health care environments. This research, conducted by the Australian Hartford Consortium of Gerontological Nursing Excellence (Aus-HCGNE), explored how care of the older person is currently taught in Australian schools of nursing (SoN). The interview guide included questions about: whether care of the older person is taught in separate subjects or integrated across the curriculum; academics’ qualifications; subject content; and aged care clinical placements. The head of each of the 33 Australian schools of nursing was contacted, invited to participate and asked to nominate the appropriate academics (undergraduate/curriculum co-ordinators) who would be the most appropriate person to participate in the interview. These academics were then contacted, written informed consent was obtained, interviews were scheduled and completed. This research is timely given the current Royal Commission into Aged Care Quality and Safety in Australia, one focus of which is nurses in residential aged care in respect to numbers, education and competence. This research will be completed by mid-2019. The results will be fed back to SoN to inform the development of their curricula and the preparation of future RNs who will undoubtably need to be expert in the care of older people across the health sector.
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Mohammed, Atheer Abdullah, Abdul Hafeez-Baig, and Raj Gururajan. "A qualitative research to explore practices that are utilised for managing talent development in the higher education environment." Journal of Industry-University Collaboration 1, no. 1 (February 11, 2019): 24–37. http://dx.doi.org/10.1108/jiuc-02-2019-003.
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Purpose The purpose of this paper is to investigate generated themes associated with talent development in the Australian higher education sector. This is because there are pragmatic advantages for universities that are focused on developing talents. For example, talent is a primary source of competitive advantage for educational institutions. Design/methodology/approach This study depends on the individual interview method as the main tool for data collection. The sample consisted of six participants who are talented. High-level individual interviews were transcribed and thematically analysed using NVivo 11. Findings Individual interviews have identified four key themes of talent development: performance management, coaching talent, leadership development and talent acquisition. Research limitations This study only targeted one country (Australia), and one sector (higher education). Hence, the generalisability of these results is limited to the Australian university sector in Queensland. Practical implications This study collects rich and original qualitative data regarding talent development in the higher education domain. Therefore, for instance, the research findings validate what was already found but are significant because practical data rather than theoretical were gathered through a discussion with experts in talent management. This study has a high quality because of strengthening the effect of an in-depth case study. Originality/value The study offers a value added to talent management theory through investigating themes of talent development for the higher education sector. This would assist researchers in this field to provide a deeper understanding and develop a theoretical foundation for their further studies. This implication is unique to the advancement of talent management theory.
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Noblet, Timothy David, John F. Marriott, Taryn Jones, Catherine Dean, and Alison B. Rushton. "Perceptions about the implementation of physiotherapist prescribing in Australia: a national survey of Australian physiotherapists." BMJ Open 9, no. 5 (May 17, 2019): e024991. http://dx.doi.org/10.1136/bmjopen-2018-024991.
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ObjectivesTo explore: (1) the views of Australian physiotherapists regarding potential implementation of non-medical prescribing in Australia, (2) how the geographical location and health sector in which a clinician works may influence their perceptions and (3) the perceptions of Australian physiotherapists about how physiotherapist prescribing might impact the care that the profession can provide.DesignA cross-sectional descriptive survey using open and closed questions.SettingParticipants completed an online questionnaire.Participants883 Australian Health Professionals Registration Authority (AHPRA)-registered physiotherapists, working across all states and territories.Outcome measuresAn online questionnaire was developed by a panel of subject experts and pretested (n=10) for internal consistency. A hyperlink to the questionnaire was emailed to all members of the Australian Physiotherapy Association. A reminder email was sent 4 weeks later. Quantitative data were analysed descriptively, with use of absolute risk reductions (ARRs) and 95% CIs to determine the likelihood that health sector or geographical location were associated with specific views. Thematic analysis enabled synthesis of the qualitative data.Results79.0% participants felt that physiotherapist prescribing should be introduced in Australia, with 71.2% wanting to train as prescribers. Clinical governance, risk management, regulation of clinicians and the development of an education framework were identified as priorities for implementation. Participants working in the private sector were significantly more likely to train as prescribers than those in the public sector (ARR 9.9%; 95% CI 3.5 to 16.4) or educational/research institutions (ARR 23.3%; 95% CI 12.8 to 33.8), with city dwellers significantly more likely to train compared with physiotherapists in remote regions (ARR 19.8%; 95% CI 0.8 to 39.2). Physiotherapist prescribing was predicted to improve efficiency of healthcare delivery, access to medicines and reductions in healthcare costs.ConclusionsAHPRA-registered physiotherapists perceive that the introduction of autonomous physiotherapist prescribing would be beneficial for the Australian population and should be introduced. Decision makers should consider the results of this survey in conjunction with cost–benefit and risk analysis when planning the introduction of physiotherapist prescribing.
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Power, Anne M., and Sarah J. Powell. "Engaging young string players in metacognition." International Journal of Music Education 36, no. 4 (May 3, 2018): 659–70. http://dx.doi.org/10.1177/0255761418771989.
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This article is about one focus of a two-year project researching the Penrith (NSW Australia) Youth Music Program offered at the Joan Sutherland Performing Arts Centre. The Penrith Youth Music Program has been designed to encourage young string players through a program of guided rehearsals and tutorials with mentoring by performers from the Australian Chamber Orchestra. This article focuses on a part of the research that has engaged the young string players in reflection on their own progress. Eight young string players are the focus here, drawn from the whole study that encompasses 27 instrumentalists. In focus groups they were asked at intervals (at the end of each session of three ensemble rehearsals, spaced approximately 6 weeks apart) about their learning and about their practice strategies. This article presents the voices of the eight instrumentalists as they talk about technical issues, ensemble cuing, issues of balance and dynamic control. It also provides data that benefits in performance were achieved without an increase in the reported time given to practice but rather through thoughtful attention by the instrumentalists to their practice and to the proximity of the expert mentors as role models.
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Krogh, Kristian, Margaret Bearman, and Debra Nestel. "Expert Practice of Video-Assisted Debriefing: An Australian Qualitative Study." Clinical Simulation in Nursing 11, no. 3 (March 2015): 180–87. http://dx.doi.org/10.1016/j.ecns.2015.01.003.
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Arrish, Jamila, Heather Yeatman, and Moira Williamson. "Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study." Journal of Biomedical Education 2016 (December 27, 2016): 1–12. http://dx.doi.org/10.1155/2016/9680430.
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Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife’s role as important. All programmes included nutrition content; however, eleven had only 5 to <10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives’ effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.
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Southcott, Jane. "Examining Australia: The Activities of Four Examiners of the Associated Board for the Royal Schools of Music in 1923." Journal of Historical Research in Music Education 39, no. 1 (May 12, 2017): 51–77. http://dx.doi.org/10.1177/1536600617709543.
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In the mid-nineteenth century, a system of music examinations was initiated in Britain that came to encompass the far-flung reaches of the British Empire. These examinations offered an internationally recognized system of professional and musical standards. For the next several decades the Associated Board of the Royal Schools of Music (ABRSM) and Trinity College London (TCL) maintained this extensive system of graded instrumental and vocal examinations across large parts of the globe, principally those countries that were part of the British Empire (later the Commonwealth). Both the ABRSM and TCL continued examining for many years and this article discusses the work of four examiners appointed by the ABRSM to travel throughout the Empire, with a particular focus on Australia. The year selected is 1923. This is for several reasons. By 1923 the system of traveling expert examiners undertaking examinations across the country was well established; the vicissitudes and hardships of World War I and the influenza pandemic had passed; the practice of examiners traveling long distances by boat and train had resumed. At this time the British examinations were at their height despite the establishment of a rival Australian system, the Australian Music Examinations Board. The examiners not only undertook all the examinations across the country but also were influential public figures who spoke about music education and modern music in Britain. They gave concerts and public lectures and their activities were influential because of repeated reporting in the popular press. As a historian I am interested in the history of the commonplace—those well-established and pervasive activities that are taken for granted. Learning a musical instrument and taking annual graded practical and theoretical examinations was and continues to be a commonplace occurrence in Australia.
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Dr. Jasdeep Kaur Dhami, Manbir Singh,. "Analysis of Real GDP, Imports and Exports of Indian Ocean RIM Association Member Nations." Psychology and Education Journal 58, no. 2 (February 4, 2021): 68–100. http://dx.doi.org/10.17762/pae.v58i2.1057.
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The Indian Ocean woven together by transmission of trade, commands the control of majority of the world’s cargo ships, one third of the worlds cargo traffic and two thirds of total world’s oil shipments. The main aim of this paper is to analyse Real GDP, Imports and Exports of Indian Ocean RIM Association Member Nations. Time period of the study is from 1980 to 2019. Indian Ocean Rim Association for Regional Cooperation (IOR-ARC) contributes 11.7 per cent share in world exports, in case of member nations highest share is of Singapore 2.1 per cent followed by India and UAE 1.7 per cent, Australia 1.5 per cent, Thailand and Malaysia 1.3 per cent. Indonesia, South Africa, Bangladesh, Oman, Iran, Islamic Republic of, Sri Lanka the share in world exports is less than 1 per cent.
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Chavan, Meena. "Education and Training Needs of the Ethnic Entrepreneur in Australia." Industry and Higher Education 17, no. 3 (June 2003): 187–98. http://dx.doi.org/10.5367/000000003101296846.
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This paper is one of the outcomes of an empirical study of 209 ethnic entrepreneurs in Sydney investigating the ethnic business creation process. In the paper, the education and training needs of ethnic entrepreneurs are identified and analysed with respect to a number of issues affecting ethnic business, such as educational qualifications, English-speaking skills, areas of business knowledge, cultural, linguistic and technical skills, areas in which the entrepreneurs find it difficult to acquire knowledge, and their preferred method of receiving training and expert advice. This study confirms the view that entrepreneurship education makes a significant difference in the performance of entrepreneurs, with entrepreneurs expressing a need for further training and education in specific business issues.
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Lambert, Timothy JR, Nicola J. Reavley, Anthony F. Jorm, and Mark A. Oakley Browne. "Royal Australian and New Zealand College of Psychiatrists expert consensus statement for the treatment, management and monitoring of the physical health of people with an enduring psychotic illness." Australian & New Zealand Journal of Psychiatry 51, no. 4 (February 1, 2017): 322–37. http://dx.doi.org/10.1177/0004867416686693.
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Objective: To use expert consensus to inform the development of policy and guidelines for the treatment, management and monitoring of the physical health of people with an enduring psychotic illness. Method: The Delphi method was used. A systematic search of websites, books and journal articles was conducted to develop a 416-item survey containing strategies that health professionals should use to treat, manage and monitor the physical health of people with an enduring psychotic illness. Three panels of Australian experts (55 clinicians, 21 carers and 20 consumers) were recruited and independently rated the items over three rounds, with strategies reaching consensus on a priori-defined levels of importance written into the expert consensus statement. Results: The participation rate for the clinicians across all three rounds was 65%, with consumers and carers only completing one round due to high endorsement rates. Finally, 386 strategies were endorsed as essential or important by one or all panels. The endorsed strategies provided information on engagement and collaborative partnerships; clinical governance; risk factors, morbidity and mortality in people with enduring psychotic illness; assessment, including initial and follow-up assessments; barriers to care; strategies to improve care of people with enduring psychotic illness; education and training; treatment recommendations; medication side effects; and the role of health professionals. Conclusion: The consensus statement is intended to be used by health professionals, people with an enduring psychotic illness and their families and carers. The next step needed is an implementation strategy by the Royal Australian and New Zealand College of Psychiatrists and other stakeholders.
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Dietrich, Timo, Sharyn Rundle-Thiele, Lisa Schuster, and Jason Connor. "Co-designing social marketing programs." Journal of Social Marketing 6, no. 1 (January 4, 2016): 41–61. http://dx.doi.org/10.1108/jsocm-01-2015-0004.
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Purpose – Most alcohol education programs are designed by experts, with the target audience largely excluded from this process. Theoretically, application of co-creation which comprises co-design and co-production offers an opportunity to better orient programs to meet audience needs and wants and thereby enhance program outcomes. To date, research has centered on value co-creation, with content co-design receiving limited research attention. This study aims to understand how a target audience would design an intervention and continues by contrasting an audience-designed program with the earlier implemented expert-designed program. Design/methodology/approach – Six co-design sessions were conducted with 58 Year 10 adolescents, aged between 14-16 years old, who had participated in Game On: Know Alcohol, a program developed by experts to address binge drinking. The data were content analyzed. Findings – Analysis revealed that a co-designed program would differ substantially from the expert-driven Game On: Know Alcohol program recently trialed. The results indicate that adolescents prefer interactive activities that engage and challenge. Three alternative program solutions, catering to identified segments in the target audience, are suggested for future implementation and evaluation. Research limitations/implications – This sample is limited to adolescents from Catholic schools in one state of Australia, and future research is recommended to extend findings beyond this group. This study is limited to establishment of audience (adolescent) preferences, and future experimental field research is needed to develop, implement and evaluate a co-designed program. Originality/value – This study details a co-design process highlighting differences between expert-designed and audience-designed programs. Future research investigating whether a co-designed program will deliver superior outcomes to an expert-designed program is recommended.
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SHENG, YU, PETER DRYSDALE, and CHUNLAI CHEN. "ECONOMIC GROWTH IN CHINA AND ITS POTENTIAL IMPACT ON AUSTRALIA–CHINA BILATERAL TRADE: A PROJECTION FOR 2025 BASED ON THE CGE ANALYSIS." Singapore Economic Review 64, no. 04 (September 2019): 839–62. http://dx.doi.org/10.1142/s0217590817450059.
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This paper uses the Global Trade Analysis Project (GTAP) Static Model to predict the potential impact of economic growth in China on bilateral trade between China and Australia in 2025, under three different scenarios representing the business as usual, the successful reform and the stagnation cases, respectively. The results show that exports from Australia to China will continue to increase in both absolute and relative terms, irrespective of which economic growth path China takes, partly due to the strong complementary relationship of production between the two countries. The results also indicate that education service exports will become a new engine of bilateral trade in addition to agricultural and mineral products. Furthermore, comparing the results obtained from the three scenarios shows how successful reform will bring more benefits to both China and Australia in trade, which provides useful insights for policy making to facilitate bilateral economic relationship.
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Basit, Tehmina N., and Ninetta Santoro. "Playing the role of ‘cultural expert’: teachers of ethnic difference in Britain and Australia." Oxford Review of Education 37, no. 1 (February 2011): 37–52. http://dx.doi.org/10.1080/03054985.2010.521621.
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Lingard, Bob. "Think Tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia." Australian Educational Researcher 43, no. 1 (November 23, 2015): 15–33. http://dx.doi.org/10.1007/s13384-015-0193-0.
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Choy, Sarojni, and Amanda Henderson. "Preferred strategies for workforce development: feedback from aged care workers." Australian Health Review 40, no. 5 (2016): 533. http://dx.doi.org/10.1071/ah15116.
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Objective The aim of the present study was to investigate how aged care workers prefer to learn and be supported in continuing education and training activities. Methods Fifty-one workers in aged care facilities from metropolitan and rural settings across two states of Australia participated in a survey and interviews. Survey responses were analysed for frequencies and interview data provided explanations to the survey findings. Results The three most common ways workers were currently learning and prefer to continue to learn are: (1) everyday learning through work individually; (2) everyday learning through work individually assisted by other workers; and (3) everyday learning plus group training courses at work from the employer. The three most common types of provisions that supported workers in their learning were: (1) working and sharing with another person on the job; (2) direct teaching in a group (e.g. a trainer in a classroom at work); and (3) direct teaching by a workplace expert. Conclusions A wholly practice-based continuing education and training model is best suited for aged care workers. Two variations of this model could be considered: (1) a wholly practice-based model for individual learning; and (2) a wholly practice-based model with guidance from coworkers or other experts. Although the model is preferred by workers and convenient for employers, it needs to be well resourced. What is known about the topic? Learning needs for aged care workers are increasing significantly because of an aging population that demands more care workers. Workforce development is largely ‘episodic’, based on organisational requirements rather than systematic life-long learning. This study is part of a larger 3-year Australian research to investigate models of continuing education training. What does this paper add? Based on an analysis of survey and interview data from 51 workers, the present study suggests effective models of workforce development for aged care workers. What are the implications for practitioners? The effectiveness of the suggested models necessitates a culture where aged care workers’ advancement in the workplace is valued and supported. Those responsible for the development of these workers need to be adequately prepared for mentoring and coaching in the workplace.
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Arrighi, Gillian, and Victor Emeljanow. "Entertaining Children: an Exploration of the Business and Politics of Childhood." New Theatre Quarterly 28, no. 1 (January 31, 2012): 41–55. http://dx.doi.org/10.1017/s0266464x12000048.
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This article explores the conflict between the constructions of childhood and their political/legal implications in the context of the entertainment business, as related to the demands imposed upon children by parents and theatre managers in the late nineteenth and early twentieth centuries. Once children could move freely both within and between countries, these conflicts and concerns assumed a global dimension. Through a number of case studies, the authors offer some fresh observations about how legal and social imperatives affected the transmission of values about children employed as entertainers between Britain and Australasia during the period from 1870 to the start of the First World War – from the Education Acts of the 1870s to the legislation of 1910–1913 restricting the export of child entertainers. Gillian Arrighi is a Lecturer in Drama at the University of Newcastle, Australia. She has recently published articles in Theatre Journal (Dec 2008), Australasian Drama Studies (April 2009 and Oct 2010), and in Impact of the Modern: Vernacular Modernities in Australia 1870s–1960s (Sydney, 2008). She is associate editor of the e-journal Popular Entertainment Studies. Victor Emeljanow is Emeritus Professor of Drama at the University of Newcastle, Australia, and General Editor of the e-journal Popular Entertainment Studies. He has published widely on subjects ranging from the reception of Chekhov in Britain and the career of Theodore Kommisarjevsky, to Victorian popular dramatists. He co-wrote with Jim Davis the award-winning Reflecting the Audience: London Theatregoing 1840–1880 in 2001, and his chapter on staging the pirate in the nineteenth century was included in Swashbucklers and Swindlers: Pirates and Mutineers in Nineteenth-Century Literature and Culture, edited by Grace Moore (2011).
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Osborne, Sam. "Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 182–93. http://dx.doi.org/10.1017/jie.2013.25.
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MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).
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Kealy-Bateman, Warren, Georgina M. Gorman, and Adam P. Carroll. "Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity." SAGE Open 11, no. 2 (April 2021): 215824402110168. http://dx.doi.org/10.1177/21582440211016836.
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There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.
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Hayward, Nathan, Anders Sideris, Nathaniel Marshall, Michael Burri, and Stuart G. Mackay. "815 Australian Surgery Trainee Education for Contemporary Airway Management of OSA: A Pilot Randomised Controlled Study." Sleep 44, Supplement_2 (May 1, 2021): A318—A319. http://dx.doi.org/10.1093/sleep/zsab072.812.
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Abstract Introduction In Australia, ASOHNS delivers no formal curriculum for training of OHNS, or levels of competency required, to assess and treat complex OSA patients. Australian OHNS trainee confidence, knowledge and exposure to complex multi-level OSA surgery is lacking. Lack of exposure to sufficient complex OSA surgery case load has been identified as a major weakness in training within a recently published international survey. This study was a randomized clinical trial evaluating the effect of Australian OHNS trainee exposure to education materials compared with no exposure, on Sleep Surgery specific examination performance (multiple choice and short written answer). Methods 70 accredited and 45 unaccredited OHNS trainees were invited to participate in this trial. Participants were randomly assigned to Sleep Surgery educational material exposure or no exposure to those materials. Those randomized to the exposure group were provided educational material and were given 2 weeks exposure time prior to the exam. Each participant then complete an online examin, consisting of 40 multiple choice questions and 1 short answer question (marked by a field expert). Differences between exposure and control group means were tested using independent t-tests. Results 24 trainees were allocated to exposure and 22 to control. 33 participants attempted the examination. The were no significant differences between groups in the multiple choice (mean difference 1.3 ± 1.6 [3.3%], p=0.41) or written exam test scores (mean difference 1.8 ± 1.2 [9.0%], p=0.14). Accredited trainees performed better in the written exam (mean difference 2.6 ± 1.1 [13.0%], p=0.03). The mean test score in a separate exploratory group of 2 sleep fellowship trained OHNS was considerably higher in both exams. Conclusion This study suggests that exposure to formal education material may improve understanding of sleep surgery. Accredited trainees performed better than unaccredited trainees but the difference was small. Poor test performance in both groups may indicate further formal sleep surgery teaching is required in the ASOHNS training curriculum. Further research is required to identify the best ways possible to educate OHNS trainees in the complex and nuanced decision making required for OSA patients. Support (if any) Illawarra Health and Medical Research Institute Grant 2019.
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Leggat, Sandra G. "Health professional education: perpetuating obsolescence?" Australian Health Review 31, no. 3 (2007): 325. http://dx.doi.org/10.1071/ah070325.
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THE CURRENT SUITE of health professions was established to respond to health care needs of the distant past. Organisation of health professional skills that is based on health care practices of previous centuries is unlikely to serve the public health care system in the future. Judging by the number of papers on health professional education we received, it appears that health care practitioners, policy makers and educators may be slowly realising that, just like many of the health care technologies of the 18th century, the organisation of our health professional workforce has become obsolete. But, as identified in a survey of Australian health workforce policy experts, there is a fundamental lack of coordination between the national and state levels of government and insufficient long-range planning to effectively address health professional workforce issues (see page 385).
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Taylor, Annalise, Wendi Beamish, Madonna Tucker, Jessica Paynter, and Sue Walker. "Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum." Journal of International Special Needs Education 24, no. 1 (April 1, 2021): 1–13. http://dx.doi.org/10.9782/jisne-d-18-00017.
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Abstract Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation into everyday classroom practice. The research presented here drew on practice literature from North America and a Design-Based Research approach to produce a Model of Practice (MoP) for Australian classroom teachers working with students on the autism spectrum in their first year of primary school. This practice model aims to support pedagogical decision making in relation to the effective and inclusive education of this student cohort. Iterative cycles of design involving generation of educational practices from the literature, content validation by experts, and social validation by classroom teachers were undertaken. These cycles were guided by MoP design principles and resulted in a prototype Early Years Model of Practice (EY-MoP) comprising 29 empirically-supported practices, which were highly endorsed by Australian teachers. The field testing of the EY-MoP should provide preliminary evidence of the applicability of this tool in Australian early years classrooms.