Academic literature on the topic 'Australian tertiary education support services'
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Journal articles on the topic "Australian tertiary education support services"
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Lane, Maria, and Joe Lane. "Aboriginal Tertiary Education in Australia: A More Successful Model?" Australian Journal of Indigenous Education 19, no. 5 (November 1991): 3–11. http://dx.doi.org/10.1017/s0310582200007628.
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By the end of 1990, at least three hundred Aboriginal and Islander people had graduated in South Australian tertiary institutions, from associate diploma level and above. In 1990, the annual graduation rate surpassed forty, the great majority at three-year level or above, including at least one Honours, one doctorate and graduates in architecture and law. The eight-fold increase in graduate numbers over the total up to 1980 reflects the active presence on campuses of Aboriginal/Islander-oriented support services and, even more so, of preparation programs: some three-quarters of all graduates had participated in some form of supplementary preparation.
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Lawlis, Sambell, Douglas-Watson, Belton, and Devine. "The Food Literacy Action Logic Model: A Tertiary Education Sector Innovative Strategy to Support the Charitable Food Sectors Need for Food Literacy Training." Nutrients 11, no. 4 (April 12, 2019): 837. http://dx.doi.org/10.3390/nu11040837.
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Food literacy is seen as a key component in improving the increasing levels of food insecurity. While responsibility for providing training falls on the charitable service organizations, they may not have the capacity to adequately reach those in need. This paper proposes a tertiary education - (university or higher education) led model to support the food literacy training needs of the food charity sector. A cross-sectional study comprised of online surveys and discussions investigated food services offered by Western Australia (WA) and Australian Capital Territory (ACT) agencies, food literacy training needs for staff, volunteers and clients, and challenges to delivering food literacy training programs. Purposive sampling was used, and ACT and WA charitable service originations (survey: ACT n = 23, WA n = 32; interviews: ACT n = 3, WA n = 2) were invited to participate. Findings suggest organizations had limited financial and human resources to address the gap in food literacy training. Nutrition, food budgeting, and food safety education was delivered to paid staff only with limited capacity for knowledge transfer to clients. The Food Literacy Action Logic Model, underpinned by a tertiary education engagement strategy, is proposed to support and build capacity for organizations to address training gaps and extend the reach of food literacy to this under-resourced sector.
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Howard, Peter, Jude Butcher, and Luke Egan. "Transformative education: Pathways to identity, independence and hope." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 88–103. http://dx.doi.org/10.5130/ijcre.v3i0.1637.
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In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence.
Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs.
For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage.
key words: transformation; education; community; hope; homelessness; disadvantage
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Baer, Hans A. "Why Is the Australian Government Interested in Complementary Medicine? A Case Study of Economic Rationalism." Complementary health practice review 12, no. 3 (October 2007): 167–78. http://dx.doi.org/10.1177/1533210107306134.
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To address rising health costs, the Australian government has relied on several strategies: (1) covert rationing that entails limiting public health funds for particular patients or services; (2) the allocation of patients awaiting surgery to a priority level; (3) increased copayments for physician visits necessitated by practices such as physicians refusing to bulk bill; and (4) the establishment of an independent auditor for the private health insurance industry. However, the health economics literature rarely mentions that the growing support in various ways of the Australian government for complementary medicine may constitute another strategy for curtailing rising health costs. The government's main support for complementary medicine has come in the form of training programs in chiropractic, osteopathy, Chinese medicine, and naturopathy in public tertiary institutions and partnerships between private complementary colleges and public universities. Compared with biomedical education with its need for hospitals and sophisticated technology, complementary training programs are inexpensive. Furthermore, complementary services are generally not covered by Medicare but must be paid for either out of pocket or by a private health plan.
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Buchan, Jena, Bonnie Clough, Jonathan Munro, Tatjana Ewais, Jamie Wallis, and Andrew Teodorczuk. "Development of an Online Transdisciplinary Student Wellbeing Bundle: A Thematic Analysis." Journal of the Australian and New Zealand Student Services Association 30, no. 1 (December 18, 2022): 3–18. http://dx.doi.org/10.30688/janzssa.2022-1-01.
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The consequences of burnout for tertiary students across the health professions are well documented. As key stakeholders in university-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources. Hence, there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting. Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout at a large Australian university. This study reports on the development of the initial online “student bundle”, providing a foundation to inform the design of more locally-based approaches to improve wellness and prevent burnout. Students and staff were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources, and overall content of the student bundle, with a thematic analysis undertaken to identify emerging themes. Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement, Accessibility/Flexibility, Professional practice, Community, Awareness, and Opportunity for personal growth. Stakeholders emphasised a bundle should be engaging and proactive to address wellbeing issues; incorporate aspects linked to professional identity; and foster community, connectedness, and self-awareness, providing an opportunity for growth. Our research has exposed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.
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Heyeres, Marion, Janya McCalman, Erika Langham, Roxanne Bainbridge, Michelle Redman-MacLaren, Amelia Britton, Katrina Rutherford, and Komla Tsey. "Strengthening the Capacity of Education Staff to Support the Wellbeing of Indigenous Students in Boarding Schools: A Participatory Action Research Study." Australian Journal of Indigenous Education 48, no. 01 (February 14, 2018): 79–92. http://dx.doi.org/10.1017/jie.2017.42.
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In meeting the social and emotional learning (SEL) needs of Aboriginal and Torres Strait Islander students, the capacities of school staff are critical. There is very limited evidence for relevant capacity development initiatives. This evaluation reports a multicomponent SEL training intervention delivered to staff of an Australian education service that operates independently of any particular school to assist with the transitions of students from remote communities to boarding schools. A participatory action research (PAR) approach was implemented over 13-months with 21 staff participants. Results from a pre-, mid- and six months post-training survey and staff interviews were analysed and fed back through reflective group discussions. The training was associated with improved staff attitudes to mental health and skills to support student wellbeing. Sixteen participants received a tertiary qualification. Despite ‘working in challenging environments’, staff were ‘dedicated to help’ students, and ‘acknowledged the need for change’ to better support student wellbeing. However, given the service's brokering role between families and schools, fewer staff members reported feeling empowered to influence issues in their workplace. The evaluation demonstrated the value of SEL training for education staff and potential utility for school teachers and boarding staff who have direct duty of care for Indigenous students. The multicomponent training described in this study would need to be condensed for school settings.
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Yadav, Lalit, Tiffany K. Gill, Anita Taylor, Unyime Jasper, Jen De Young, Renuka Visvanathan, and Mellick J. Chehade. "Cocreation of a digital patient health hub to enhance education and person-centred integrated care post hip fracture: a mixed-methods study protocol." BMJ Open 9, no. 12 (December 2019): e033128. http://dx.doi.org/10.1136/bmjopen-2019-033128.
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IntroductionOlder people with hip fractures often require long-term care and a crucial aspect is the provision of quality health information to patients and their carers to support continuity of care. If patients are well informed about their health condition and caring needs, particularly posthospital discharge into the community setting, this may support recovery and improve quality of life. As internet and mobile access reach every household, it is possible to deliver a new model of service using a digital education platform as a personal health hub where both patients and their providers of care can establish a more efficient information integration and exchange process. This protocol details proposed research, which aims to develop a ‘model of care’ by using a digital health solution that will allow delivery of high quality and patient-centred information, integrated into the existing process delivered within the community setting.Methods and analysisThis phase of the study uses a pragmatic mixed-methods design and a participatory approach through engagement of patients, their carers and healthcare providers from multiple disciplines to inform the development of a digital health platform. Quantitative methods will explore health literacy and e-health literacy among older people with hip fractures admitted to the two public tertiary care hospitals in Adelaide, South Australia. Qualitative methods will provide an understanding of aspects of content and context required for the digital health platform to be developed in order to deliver quality health information. The study will use appropriate theoretical frameworks and constructs to guide the design, analysis and overall conduct of the research study. The scope of the study intends to ultimately empower patients and their carers to improve self-management and to better use coordinated services at the community level. This could prevent further falls including associated injuries or new fractures; reduce new hospital admissions and improve confidence and engagement by limiting the psychologically restrictive ‘fear of falls’.Ethics and disseminationThe study has been approved by the Human Research Ethics Committee of the Central Adelaide Local Health Network, South Australia (SA) Health, Government of South Australia and the University of Adelaide Human Research Ethics Committee. Findings from the study will be published in suitable peer-reviewed journals and disseminated through workshops or conferences.
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Burke, Rachel, Caroline Fleay, Sally Baker, Lisa Hartley, and Rebecca Field. "Facilitating Access to Higher Education for People Seeking Asylum in Australia: Institutional and Community Responses." Refuge: Canada's Journal on Refugees 36, no. 2 (December 18, 2020): 58–68. http://dx.doi.org/10.25071/1920-7336.40658.
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Higher education remains unattainable for many people seeking asylum in Australia, where temporary visa status renders individuals ineligible for a range of government services including assistance with financing tertiary study. Many universities have responded by offering scholarships and other essential supports; however, our research indi- cates the challenges associated with studying while living on a temporary visa can affect the success of educational assistance. Here we highlight the importance of scholarships and other supports for facilitating access to tertiary study, particularly given the continuation of restrictive government policies, and identify the need for people seeking asylum to inform institutional and community responses.
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Smith, John. "Special Issue Editorial - Technology-enhanced academic language support (TALS)." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 2–3. http://dx.doi.org/10.53761/1.16.4.1.
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Welcome to this special issue of the Journal of University Teaching and Learning Practice on the topic of technology-enhanced academic language support (TALS). The academic language abilities of tertiary students have been an area of intense focus for both Australian universities and the Australian federal government for over 10 years. Increasingly, however, universities are turning to digital technologies to enhance or supplement their face-toface support, and this move away from ‘more supported’ approaches to ‘self-help’ and ‘selfaccess’ resources brings with it a host of teaching and learning complexities. This issue brings together some of the current work being conducted in this digital learning and teaching space.
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Leung, Paul, and Renee Hauff. "Training Needs and Concerns of Personnel Working in Disability Support Programs in Australian Tertiary Education Institutions." Australian Journal of Rehabilitation Counselling 3, no. 2 (1997): 71–78. http://dx.doi.org/10.1017/s1323892200001447.
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The increase in students with disabilities in Australian tertiary education settings has placed significant stress on institutions to provide adequate and appropriate support. Disability liaison officers have the responsibility on many Australian campuses but little is known about their training needs and concerns. This study surveyed disability liaison officers about their training needs and concerns. The majority of respondents indicated a need for availability of further training as well as concerns related to the resources available to adequately support students with disabilities. There is a need for the development of appropriate training and for policies that enable adequate resourcing of students with support needs.
Dissertations / Theses on the topic "Australian tertiary education support services"
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McLiver, Lawrence Clyde. "Cross-cultural adjustment and support services for Pacific Islander students at Queensland University of Technology : an exploration." Thesis, Queensland University of Technology, 2000.
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Cross-cultural adjustment of Pacific Island nation students enrolled in undergraduate courses at the Queensland University of Technology was researched through a comprehensive questionnaire. Forty students responded to the questionnaire and twenty students were interviewed in depth. The majority of the respondents were under 25 years and single. Almost three quarters were sponsored. The major findings were, (a) the majority of the students managed to adjust their learning styles and strategies to better suit the culture of Australian universities, (b) the majority were aware of support services, but less utilised them, ( c) the majority chose to go to academics and friends for help with their study. These findings point to the existence of an informal supportive network of friends and academics. The results highlight the challenges facing those involved in university education who are concerned
with developing appropriate support mechanisms which promote both enjoyment and success in tertiary study for Pacific Island students.
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Hogan, Bernard Michael, and n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students." Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.
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Recent research indicates that the Internet (or Net) is currently being used at many post-secondary institutions in support of traditional, classroom-based instruction. From 1994 to 2002, the percentage of post-secondary classes using the Web as a research tool and E-mail as a method of communication has increased almost ten fold. An extensive literature on the evaluation of the Internet as an educational technology has developed in recent years; however, there are some gaps that need to be filled to provide a more complete understanding of the Internet and its use by post-secondary students. First, most of the studies focus primarily on student usage of the Net, and less so on the value (or the advantages and disadvantages) and the utility (or usefulness) associated with that usage. Second, many of these studies make a distinction between the research and communication functions of the Internet. While I argue that this is an appropriate distinction, many examine one function or the other only and not both simultaneously. The central research problem that this study addresses is helping to fill those two gaps in the evaluation literature by examining in detail student usage, value and utility of the Net as a research and/or communication tool for post-secondary students in support of classroom-based instruction. Drawing upon work from the fields of media studies, learning theory, and theories of communication, I establish a "Net as Tool" framework and adopt a uses and gratifications approach to examine student use of the Net. The three main inter-related concepts of usage, value and utility are used as organizing themes for the study, and I designed and developed a survey instrument to gather original quantitative data from post-secondary students in both Canada and Australia to fully examine those concepts. Two focus group sessions were designed to supplement this quantitative data with qualitative findings (and to generate more in-depth insights into student usage, value and utility of the Net as a research and/or communication tool). The results presented in this study have both theoretical and practical importance. In regards to the theoretical side, I have identified the underlying dimensions of usage, value, and utility, and highlighted what makes the Net valuable and useful as a research and/or communication tool. Additionally, I have identified the factors which are related to usage, value, and utility, and explored the inter-related nature of those three concepts. I concluded my study with an outline of the importance of the skill of digital literacy so that students can cope effectively with the online environment. These findings are significant because they help to fill some specific gaps in the evaluation knowledge of the Net in post-secondary education. In addition, I have developed a practical strategy which suggests how the Net could be used most effectively by students as a research and/or communication tool in support of classroom based instruction. The areas addressed by the strategy include access, infrastructure, technical support, training, integration into the curriculum, and appropriate use of the tool. The overall strategy is important because it contributes to our understanding of the Net as an educational tool, and it outlines ways to address the issue of the digital divide within post-secondary education. It is hoped the strategy will be useful to training staff, post-secondary administrators, instructors, and students.
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Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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(13689542), Rosemary V. A. Gatfield. "An investigation of tertiary education services and the export industry to full-fee paying Asian students with a focus on the expectations of and satisfaction with the quality of Australian tertiary education services." Thesis, 1993. https://figshare.com/articles/thesis/An_investigation_of_tertiary_education_services_and_the_export_industry_to_full-fee_paying_Asian_students_with_a_focus_on_the_expectations_of_and_satisfaction_with_the_quality_of_Australian_tertiary_education_services/20914726.
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Marketing education services to Asian countries is a relatively new phenomena which has received limited attention in the Australian literature and has generated only a small amount of research. The literature reveals the need for expertise not only by educationalists but also by marketing specialists to ensure high quality education servicing. In this way, satisfaction experienced by Asian students with the quality of tertiary education services may translate into future recommendations to prospective overseas students to study in Australia.
An exploratory study was undertaken to measure whether participating Asian students had been satisfied with the quality of Australian tertiary education support services which was measured against the base line of Australian tertiary students' satisfaction with services. To narrow the focus of the study, teaching/learning was excluded from tertiary education services. These services were considered to consist of 22 items contained in the widely utilised survey instrument, SERVQUAL. This was used to conduct the investigation. These 22 items of service included items such as equipment, physical facilities, record keeping and staff responses to students. The 22 items were clustered into five basic service elements of 'tangibles', 'reliability', 'responsiveness', 'assurance' and 'empathy'. Using the SERVQUAL survey clusters, the degree of Asian and Australian students' satisfaction with education services, as well as the degree of dissatisfaction, was measured across the five elements.
Forty full -fee paying Asian. and forty Australian, students undertaking first year studies at a South -East Queensland university completed a questionnaire of 22 questions relating to five elements of service. Responses by Asian and Australian students were compared to ascertain which elements of service were considered more, or less, important to each group and what degree of satisfaction/dissatisfaction was experienced with the services.
The questionnaire revealed that all students experienced dissatisfaction with the five service elements. indicating a need for Australian higher education institutions to provide better services for all students. increasing since the introduction of full -fee payment where value for money becomes an imperative. Further longitudinal quantitative and qualitative research are suggested that might result in higher quality higher education services which target the needs of Asian students.
The limitations of using the SERVQUAL instrument for measuring education support services is discussed. It is suggested that this instrument may prove useful in future studies if adaptation to offset the generic nature of the survey is achieved through specific tailoring of the instrument to tertiary education requirements.
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Conradie, Lynette. "Tertiary students' experiences and needs related to unplanned pregnancies and the termination of pregnancy : practice guidelines for psychosocial support." Thesis, 2019. http://hdl.handle.net/10500/25768.
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The prevalence of and increase in unplanned pregnancies (UPs) and the termination of pregnancy (TOP) amongst tertiary students (TSs) have been found to have a detrimental impact on students, their significant others, and tertiary institutions. UPs amongst TSs have been mentioned as one of the factors contributing to the problem of high dropout rates, which calls for an investigation of this phenomenon and strategies to address it.
Despite the need for support to TSs who find themselves in the predicament of an UP and/or TOP, a lacuna has been found with specific reference to practice guidelines from the ambit of social work to assist service providers (SPs) in the provision of psychosocial support services to the said students.
To explore and describe the experiences, support, and support needs of TSs presenting with UPs and/or TOPs from the perspectives of these students and the SPs rendering services to them, as well as to gather suggestions from them to inform practice guidelines for psychosocial support, the qualitative research approach, designs, and methods of data collection were used to collect data from six TS- and 23 SP-participants that were purposively recruited.
Presenting the findings against the backdrop of Schlossberg’s Transition Process Model (Schlossberg, 2011 & 1981), adopted as theoretical framework for the study, the following emerged: Experiencing an UP and/or TOP is a traumatic crisis event for TSs, which rings in a transition resulting in imminent and fundamental changes in their academic and social life, relationships, outlook on life, and self-image, as well as a smorgasbord of feelings and emotional reactions such as shock, denial, guilt, shame, loneliness, depression and anger following this event. The UP-crisis is arrested by deciding how to manage it (either through parenting, foster care, adoption, or TOP). This decision-making process is perceived as difficult with the formal and/or informal convoy of support, or lack thereof, having a decisive influence on the outcome of how the UP is managed. Apart from TS-participants’ appraisal of the support that they received in dealing with this life event, they articulated several support needs and suggestions for themselves and other TSs alike. The SPparticipants also offered several suggestions on how psychosocial support to a TS confronted with this phenomenon should be provided. The suggestions from both participant groups informed the practice guidelines to assist SPs in providing psychosocial support to TSs presenting with an UP and/or TOP. These guidelines focus specifically on how to establish a helping relationship with a TS presenting with the concern of an UP and/or a TOP, and how to assess and intervene in the situation, the self, the support, and the (coping) strategies surrounding the TS’s UP and/or TOP.
In addition, recommendations for university policies on student pregnancies, social work practice, and further research were made.Social Work
D. Phil. (Social Work)
Books on the topic "Australian tertiary education support services"
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NLC National Education Conference (13th 1998 Melbourne, Vic.). Support services: The distinguishing feature of Australian international education? : papers and proceedings, Melbourne, 14-15 July 1998. South Carlton, Vic: National Liaison Committee for International Students in Australia, 1998.
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Support services: The distinguishing feature of Australian international education? : Papers and proceedings, Melbourne, 14-15 July 1998. National Liaison Committee for International Students in Australia, 1998.
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Fitzsimons, James, Ian Pulsford, and Geoff Wescott, eds. Linking Australia's Landscapes. CSIRO Publishing, 2013. http://dx.doi.org/10.1071/9780643107052.
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Networks of land managed for conservation across different tenures have rapidly increased in number (and popularity) in Australia over the past two decades. These include iconic large-scale initiatives such as Gondwana Link, the Great Eastern Ranges Initiative, Habitat 141°, and the South Australian NatureLinks, as well as other, landscape-scale approaches such as Biosphere Reserves and Conservation Management Networks. Their aims have been multiple: to protect the integrity and resilience of many Australian ecosystems by maintaining and restoring large-scale natural landscapes and ecosystem processes; to lessen the impacts of fragmentation; to increase the connectivity of habitats to provide for species movement and adaptation as climate changes; and to build community support and involvement in conservation.
This book draws out lessons from a variety of established and new connectivity conservation initiatives from around Australia, and is complemented by international examples. Chapters are written by leaders in the field of establishing and operating connectivity networks, as well as key ecological and social scientists and experts in governance.
Linking Australia's Landscapes will be an important reference for policy makers, natural resource managers, scientists, and academics and tertiary students dealing with issues in landscape-scale conservation, ecology, conservation biology, environmental policy, planning and management, social sciences, regional development, governance and ecosystem services.
Book chapters on the topic "Australian tertiary education support services"
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Bentley-Gray, Daisy. "Pacific Student Engagement, Experience, and Learning in Tertiary Education: Factors That Impact Success." In Student Support Services, 1–17. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_15-1.
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Ragusa, Angela T., and Emma Steinke. "Studying Locally, Interacting Globally." In Cross-Cultural Interaction, 1082–106. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch061.
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This chapter uses findings from an online survey of international onshore undergraduate and postgraduate students enrolled in an Australian university in 2009 to critically examine and compare their expectations, experiences, and levels of satisfaction. This research yielded a plethora of unique and vital concerns that were further affected by variables such as students’ age and geographic location in regional/rural versus metropolitan areas. Moreover, the results of this study, in turn, can offer educators important initial insights they can then use to develop online educational materials or online courses for such internationally diverse groups of students. This chapter argues the gap between expectations and experiences requires further attention if the delivery of academic excellence to students from divergent cultural backgrounds, with different language skills and varying social norms is to be achieved within an environment that supports and reflects cultural diversity. The chapter also provides suggestions on how such factors can and should be addressed when devising online educational materials and environments for such students. The general trend towards freely circulating capital, goods and services, coupled with changes in the openness of labour markets, has translated into growing demands for an international dimension of education and training. Indeed, as world economies become increasingly inter-connected, international skills have grown in importance for operating on a global scale. Globally oriented firms seek internationally-competent workers versed in foreign languages and having mastered basic inter-cultural skills to successfully interact with international partners. Governments as well as individuals are looking to higher education to play a role in broadening students’ horizons and allowing them to develop a deeper understanding of the world’s languages, cultures and business methods. One way for students to expand their knowledge of other societies and languages, and hence leverage their labour market prospects, is to study in tertiary educational institutions in countries other than their own. Several OECD [Organisation for Economic Co-operation and Development] governments – especially in countries of the European Union (EU) – have set up schemes and policies to promote mobility as a means of fostering intercultural contacts and building social networks for the future. (Organisation for Economic Co-operation and Development, 2009, p. 310)
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Velliaris, Donna M. "Professional Business Communications." In Academic Language and Learning Support Services in Higher Education, 163–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2878-5.ch007.
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In today's competitive business environment, students need to build strategic communication skills to effectively manage business activities, and their ability to effectively communicate is central to them gaining and maintaining employment. Attributes considered desirable by employers include a good work ethic, a positive attitude, analytical skills, critical thinking and problem solving, initiative, leadership ability, maturity, self-motivated, teamwork skills, technological competence, and an overall willingness to learn. Significantly, in the associated literature, the ability to communicate well—verbally and in writing—is a quality that consistently appears near or at the ‘top' of the list of desired employability traits. With that in mind, this chapter is largely descriptive and examines the design, delivery, and effectiveness of a 2016 pilot project involving inclusion of Pearson's ‘MyWritingLab' (MWL) into one Australian School of Management's core-course titled ‘Professional Development in Business'.
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Gruppetta, Maree, and Terry Mason. "The Universal Appeal of Facebook©." In Social Media in Higher Education, 262–84. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch013.
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The positive and negative aspects of using Facebook© as a crucial communication tool between Aboriginal academics and their Aboriginal students will be discussed within this chapter. Initially, the authors’ use of Facebook © was to provide support for our Australian Aboriginal students within their own communities. The original intention was to supplement existing electronic forums provided by the University to maintain contact with students between study blocks, encourage reluctant technology users to interact online, and build links to the students’ own communities and families. In 2009, the authors’ students were involved in a research project (Milton, Gruppetta, Vozzo & Mason, 2009) and their use of Facebook © to interact with students was recognised as innovative and the authors were encouraged to investigate the potential within another research project (Vozzo, et al., 2011). From a peripheral practice conducted by two Australian Aboriginal academics, the importance of utilizing Facebook © to build social capital and support an Indigenous Academic community has become crucial to the success and retention of our Aboriginal tertiary students. The authors’ most recent research project relies heavily on Facebook © as the main communication tool due to the vast distances between Aboriginal communities in Australia and the variety of technology provided by each state/territory.
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Fan, Si, and Quynh Lê. "Web-Based Learning." In Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education, 217–30. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-074-3.ch019.
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Due to the increasing adoption of computers and networks, web-based learning (e-learning) has become more feasible and acceptable within the worldwide (De Moor, 2007). The Web, as an essential means of supporting teaching and learning, has become an important application in the field of tertiary education. Most Australian universities adopt the Web and web-based technologies to support their students in both traditional coursework as well as online learning (Straub, 2008). As one indispensible mode of education, web-based learning has brought students and lecturers with a much more convenient way to teach and learn. It serves in a variety of learning activities, such as communication, information retrieval, collaboration, assessment and work management. With a strong confidence in web-based learning, it is believed by a number of researchers that this learning mode will continue to grow and capture a greater share of the tertiary education market.
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Oppong, Alexander Mills, and Daniel Fobi. "Deaf Education in Ghana." In Deaf Education Beyond the Western World, 53–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0004.
Full textAbstract:
This chapter describes deaf education in Ghana, including the practices and challenges in public special schools for the deaf, early identification, hearing screening, audiological and educational assessment, and the impact of cultural beliefs and practices on school enrollment. For the past sixty years, Ghana has been striving to promote the development of formal education for deaf and hard-of-hearing individuals through improvement in school participation rates and lifelong learning for independent living and sustainable development. The authors provide information on basic education (kindergarten to junior high school), secondary education placement options, medium of instruction, and the curriculum. Tertiary education, support services, legislation, and advocacy for deaf persons are also discussed. The chapter ends with conclusions and suggestions for future research in the promotion of best practices in the education of deaf individuals.
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Fovet, Frederic. "Using Universal Design for Learning to Create Inclusive Provisions for Indigenous Students in Higher Education." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 253–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch013.
Full textAbstract:
The decolonization of the curriculum has become a much-discussed process in higher education, and it is particularly pertinent to the inclusion of Indigenous students in the tertiary sector. While the momentum grows for a rapid integration of decolonization of the curriculum into higher education practices, the literature suggests that these efforts so far have tackled content rather than pedagogy itself. Universal design for learning (UDL), on the other hand, appears as a promising framework to support instructors as they engage more deeply with the process of decolonizing pedagogical practices. The chapter explores the phenomenological insights of the author regarding the ways UDL is contributing to this reflection on the inherently Euro-centric nature of classroom practices. The chapter also examined wider repercussions the implementation of UDL to the Indigenous student experience will have on UDL advocacy generally, on higher education reform, and on the future format of support services for this clientele.
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Velliaris, Donna M. "Diploma Pathway Programs." In Global Adaptations of Community College Infrastructure, 59–79. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch005.
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As a second chance for prospective students who do not meet initial Australian Higher Education (HE) entrance requirements, “pathway” providers attract (international) students early in their tertiary lifecycle to secure their destination. The pathway model that evolved in the 1980s-90s was developed to address the issue of attrition. This innovative model tailored a learning solution that enhanced student transition (i.e., cultural and social integration and academic support). Increasingly, “pathway” institutions offer valuable partnerships for the Australian HE sector, and it is beneficial to conduct research into this division to strengthen and improve the overall teaching and learning experience. There appears to be scant literature on pre-university pathway offerings within and beyond Australia; thus, the contents of this chapter explicates three diploma programs delivered at one particular institute during the period 2013-2015 in Australia.
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Thompson, Helen. "Building Local Capacity via Scaleable Web-Based Services." In Electronic Services, 1310–18. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-967-5.ch080.
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Information communications technology (ICT) has been identified as a key enabler in the achievement of regional and rural success, particularly in terms of economic and business development. The potential of achieving equity of service through improved communications infrastructure and enhanced access to government, health, education, and other services has been identified. ICT has also been linked to the aspiration of community empowerment, where dimensions include revitalizing a sense of community, building regional capacity, enhancing democracy, and increasing social capital. In Australia, there has been a vision for online services to be used to open up regional communities to the rest of the world. Government support has been seen “as enhancing the competence levels of local economies and communities so they become strong enough to deal equitably in an increasingly open marketplace” (McGrath & More, 2002, p. 40). In a regional and rural context, the availability of practical assistance is often limited. Identification of the most appropriate online services for a particular community is sometimes difficult (Ashford, 1999; Papandrea & Wade, 2000; Pattulock & Albury Wodonga Area Consultative Committee, 2000). Calls, however, continue for regional communities to join the globalized, online world. These are supported by the view that success today is based less and less on natural resource wealth, labor costs, and relative exchange rates, and more and more on individual knowledge, skills, and innovation. But how can regional communities “grab their share of this wealth” and use it to strengthen local communities (Simpson 1999, p. 6)? Should communities be moving, as Porter (2001, p. 18) recommends (for business), away from the rhetoric about “Internet industries,” “e-business strategies,” and the “new economy,” to see the Internet as “an enabling technology—a powerful set of tools that can be used, wisely or unwisely, in almost any industry and as part of almost any strategy?” Recent Australian literature (particularly government literature) does indeed demonstrate somewhat of a shift in terms of the expectations of ICT and e-commerce (National Office for the Information Economy, 2001; Multimedia Victoria, 2002; National Office for the Information Economy, 2002). Consistent with reflections on international industry experience, there is now a greater emphasis on identifying locally appropriate initiatives, exploring opportunities for improving existing communication and service quality, and for using the Internet and ICT to support more efficient community processes and relationships (Hunter, 1999; Municipal Association of Victoria and ETC Electronic Trading Concepts Pty Ltd., 2000; National Office for the Information Economy, 2002). The objective of this article is to explore whether welldeveloped and well-implemented online services can make a positive contribution to the future of regional and rural communities. This will be achieved by disseminating some of the learning from the implementation of the MainStreet Regional Portal project (www.mainstreet.net.au). To provide a context for this case study, the next section introduces some theory relevant to virtual communities and portals. The concept of online communities is introduced and then literature is reviewed to identify factors that have been acknowledged as important in the success of online community and portal initiatives.
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Rankin-Starcevic, Phoebe, Bonnie Amelia Dean, and Michelle J. Eady. "Examining Feedback Practices in WIL Subjects." In Applications of Work Integrated Learning Among Gen Z and Y Students, 189–210. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6440-0.ch009.
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The purpose of this study is to explore feedback practices and support for feedback literacy development within subjects that feature work-integrated learning (WIL). WIL is growing in the tertiary education context as institutions face ongoing pressure to produce graduates that are ‘work ready'. The extent to which feedback and feedback literacies are supported or transpire within WIL activities and subjects has yet to be examined. This study aims to identify current practices of feedback, particularly Gen Z students' perceptions of their feedback development, in subjects that support WIL experiences. This study was conducted as a case study within the Bachelor of Primary Education Degree at an Australian University. Thirty-four students participated in focus groups and responded to questions regarding the role and quality of feedback and feedback literacy development. Findings reveal that when students perceive activities and assessments are linked directly to their teaching (discipline) practice, that is their future careers, they are more inclined to value the feedback.
Conference papers on the topic "Australian tertiary education support services"
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MacGillivray, Helen. "Coherent and Purposeful Development in Statistics across the Educational Spectrum." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04403.
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The development of statistical thinking and data sense needs steadily progressive and cohesive building of concepts and learning experiences. Meaningful discussion and analysis of curricular approaches to facilitate such development require a reference context. This paper uses a particularly relevant Australian context to combine a cross-sectional report on interaction with teachers in the development and implementation of school syllabi, with analysis of commonalities in cross-disciplinary tertiary student learning in introductory data analysis. These are used to demonstrate the need and potential for genuine and ongoing collaboration between statisticians, teachers and educationalists to develop strategies in constructing, supporting and implementing curriculum to achieve coherent progression in statistical literacy and thinking across educational levels. Such strategies must also include support for teachers.
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Mawdsley, Frances, and Siu-Ming Tam. "New abs strategies to promote statistical education under a new national curriculum for statistics." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13102.
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The Australian Bureau of Statistics (ABS) seeks to positively support the teaching of statistics across the Australian education sector, and recognises the importance of national curricula as a vehicle for achieving this outcome. Working collaboratively with the Statistical Society of Australia (SSAI), ABS has taken a deliberate and strategic decision to influence, when possible, inclusion of more statistical content within Australian curricula. This paper discusses how ABS Education Services is adopting new strategies to promote statistical education in the context of new curricula, enhancing suites of free education resources, and building new partnerships to bring statistical literacy competencies to life for both teachers and students.
Reports on the topic "Australian tertiary education support services"
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Medhurst, Marijne, Maya Conway, and Kathryn Richardson. Remote learning for students with a disability: Game changer or moment in time? Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-683-3.
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This literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, this review investigates benefits, challenges and opportunities for both remote learning and transition back to in-person educational settings for students and their families. The themes emerging include flexible approaches to learning, connectedness and wellbeing.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.