Relevant bibliographies by topics / Central Queensland education

Academic literature on the topic 'Central Queensland education'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Central Queensland education"

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Fields, Barry A. "Inclusive Education." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 11–15. http://dx.doi.org/10.47381/aijre.v3i2.374.

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For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman & Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination and equal opportunity legislation (Department of Education, Queensland, 1993). What hasn't changed over this period are the concerns expressed by teachers about the difficulties of implementing such policies and the demands placed on teachers in respect of workload and professional expertise (Graham, 1991; McCollow, 1992).
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Hovenga, E. J. S., and G. K. Whymark. "Health Informatics and Health Management Education at Central Queensland University." Yearbook of Medical Informatics 07, no. 01 (August 1998): 78–84. http://dx.doi.org/10.1055/s-0038-1637888.

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AbstractHealth informatics education is relatively new in Australia. It began at Central Queensland University in the early 1990s with the development of postgraduate programs in health administration and information systems. The University has a long tradition of distance education. The adoption of this approach for our combined health informatics and management courses enabled program delivery to students located anywhere in Australia and beyond. This paper describes course development and planned future developments
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Coombs, Collette, Belinda Fleiter, Kelly Fleiter, Jenny Foley, Debbie Jarro, Charmaine Law, David Spillman, Lynn Smith, Lynn Smith, and Pat Moran. "Action Learning for Indigenous Education Students project." Australian Journal of Indigenous Education 27, no. 1 (July 1999): 3–9. http://dx.doi.org/10.1017/s1326011100001484.

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The Action Learning for Indigenous Education Students (ALIES) project was established at Central Queensland University (CQU) in 1998. Its original membership consisted of a group of eight first year Indigenous (Murri) students, who were enrolled in the Bachelor of Education degree programme; an Indigenous, Sociology Honours student; the Faculty of Education and Creative Arts' Associate Dean Administration and sub-Dean of Students; and, a member of Nulloo Yumbah's support staff
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.

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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Joseph, Richard. "Higher Education or Education for Hire?: Language and Values in Australian Universities, Ian Reid,Rockhampton, Queensland, Central Queensland University Press, 1996, v + 171 pp., AU$19.95, ISBN 1 875998136." Prometheus 17, no. 4 (December 1999): 471–73. http://dx.doi.org/10.1080/08109029908632130.

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McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.

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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.
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Arthy, Denis. "Beyond phrenology: the beginnings of vocational guidance in Queensland through ‘sagax, capax and efficax’." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 1–11. http://dx.doi.org/10.1017/s1037291100001667.

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Vocational guidance emerged in Queensland in the early 1910s as part of a governmental plan to transform the colonial educational ladder to provide an efficient distribution and coordinated range of vocational outcomes. The central feature of this new educational ladder was the New Scholarship which would provide significantly expanded opportunities for children who had the talent for an education higher than the compulsory level of primary school to participate in secondary, university, agricultural, technical and continuing levels of education. A governmental strategy was formulated to improve the efficiency of these vocational distributions, to facilitate ambition in the family for this New Scholarship and to avoid talent wastage. The guiding strategy was first proposed from within the Department of Public Instruction under the heading of “Sagax, Capax and Efficax’ prior to the First World War. While it was first proposed to be trialled by the Department of Public Instruction at the Central Technical College in Brisbane, the governmental officer charged with the responsibility to provide both the parents and the child with the necessary guidance was the primary school teacher.
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Mackinlay, Elizabeth, and Martin Nakata. "Editorial." Australian Journal of Indigenous Education 43, no. 1 (August 2014): iii. http://dx.doi.org/10.1017/jie.2014.1.

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We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.
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Cutter-Mackenzie, Amy. "Where Are Children and Young People in Environmental Education Research?" Australian Journal of Environmental Education 30, no. 1 (July 2014): 103–5. http://dx.doi.org/10.1017/aee.2014.32.

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In 1984, theAustralian Journal of Environmental Educationcommenced. At that time I was 6 years old, in my first year of primary school at Tieri State School in Central Western Queensland. I knew nothing of theAustralian Journal of Environmental Education(AJEE), or environmental education for that matter (at least not in a formal sense). In many respects, I was perhaps part of the intended audience (the future generation). As was the case with many children of my generation (Generation X, on the cusp of Generation Y), environmental education at school was largely incidental. Having grown up in a mining town (from 1983 to 1991), environmental conservation was certainly not a welcomed perspective. All the same though, my childhood was free, untamed and unsupervised in the Australian bush. It was thatpastimeorplaytimewhere my environmental consciousness began its emergence.
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Lane, Suzie, and Anne Kitchen. "Gladstone Energy Training Centre—building technical excellence for the Australasian region." APPEA Journal 55, no. 2 (2015): 493. http://dx.doi.org/10.1071/aj14128.

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The Australian resource sector makes significant investment in its people and also places the highest priority on safe practices. To be competitive globally the sector needs to focus on and invest in education, training and competence to the highest of standards. The ongoing development of major CSG to LNG projects in Queensland has created an opportunity for an energy industry operations and maintenance training facility of world class respond to the regional demand for a skilled workforce. Central Queensland University (CQU) is establishing such a training facility through the recent merger of CQU and Central Queensland Institute of TAFE. The proposed training facility will create pathways from trade to professional streams to support workforce development, quality and adaptive capacity. The authors describe the collaborative approach between CQU and industry sectors to contextualise units of competency in selected industry required qualifications, as well as mapping the training for the Australian Qualifications Framework. The key to the success of the CQU-industry partnership will be a holistic, blended learning approach that incorporates leading industry practices and processes. The methodologies will include in-class, onsite, online, project-based simulations, and coaching and mentoring. This blended learning approach will ensure direct application of the learning conducted through CQU to the workplace of industry. In addition, it will be able to deliver the latest insights from cutting-edge research available through the university, opening a new avenue for the partnership to grow and deliver on industry-led initiatives.
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Dissertations / Theses on the topic "Central Queensland education"

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Adie, Lenore Ellen, and l. adie@optusnet com au. "Operationalizing Queensland’s Smart State policy through teachers’ work: An analysis of discourses in a Central Queensland school." Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070525.085011.

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The notion of Queensland as a ‘Smart State’ is the Queensland Beattie Government’s response to global conditions that require a new type of worker and citizen for a new knowledge economy. The role of education in the success of the ‘Smart State’ is clearly outlined in the Queensland Government’s vision statements and policies, identifying teachers as a key factor in the production of this new type of worker and citizen. In this study I explore the relationship between Queensland’s Smart State policy and the daily practices of teachers as they are implicated in the building of a ‘Smart State’. The study takes place during what is unquestionably the largest and most comprehensive reform effort to be imposed on Queensland schools and teachers, under the auspices of a ‘Smart State’. The research includes policy analysis of two key Smart State documents, and fieldwork involving semi-structured interviews, observations and artefact collection of the work of two primary school teachers. Using Fairclough’s theories regarding the relationship between discourse and social change, it is possible to show how changes occurring in contemporary organisations are related to changes in discourse, in particular, those surrounding the discourses of a ‘knowledge economy’ or ‘globalisation’. The ‘Smart State’ is conceptualised in this study as regimes of discourses that may produce new practices and new ways of acting and being (Fairclough, 2001a). The interdiscursive, linguistic and semiotic strategies used in Smart State policy are analysed to show how this discourse is emerging into a hegemonic position, while identifying the dominant discourses reiterated in the policy as necessary skills for a new type of worker. These discourses are mapped onto those identified through the fieldwork of teachers’ daily work practices to determine if Smart State discourses are becoming apparent in teachers’ work. This study is significant because it makes visible the current relationship between the discourses of the ‘Smart State’ and teachers’ daily work. In this current climate of rapid change and economic survival it is important that the operationalization of a ‘Smart State’ can be attributed to teachers’ work as new ways of acting and interacting become a part of their daily practices.
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Draper, Paul A. "New learning: The challenge of flexible delivery in higher education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36625/1/36625_Digitised%20Thesis.pdf.

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Information technologies now enable people to communicate m real-time on a planetary scale. Previously isolated cultures have become interdependent in dynamic relationships of economy, government and society, where electronic information is a universal currency instantly distributed by a global web of inter-computer networks. Traditional labour theories of value are being rapidly superseded by knowledge value systems. Government and corporate rhetoric is now suffused with references to intellectual capital and employment opportunities that increasingly depend on people who can put knowledge to work in fluid, fast-changing landscapes. Thus, education has a critical and enhanced role in this new world order where knowledge is seen as the key to wealth and the engine of social change. By implication, universities are under increased pressure to develop and produce 'fast' knowledge workers by means of flexible formats of educational delivery. This dissertation examines the implications of these imperatives by undertaking an investigation into the professional development of the author as university teacher. The work responds to what has become known as the 'triple challenge' for universities, that is, i) to provide increased accessibility and student-centredness of higher education, ii) to achieve greater economy of operations but with less traditional sources of funding, and iii) to maintain quality, but also improve learning outcomes. The aim is to scrutinise the meaning of the terms 'flexible delivery' and 'lifelong learning' in the context of changing university structures and priorities. To do so, the author investigates teaching and learning practices that arise from within his specialist domains of professional music-making and education in music technology. The dissertation then argues the implications of this project for an overarching investigation of 'new learning' arising out of global change and its effects on all participants within the pedagogical arena - students, teachers, and the university as an organisational culture. The research is located amid two sets of contestations - that which exists between corporate managers and practitioners, and that which exists between practical creativity and the traditional research culture. In keeping with the challenge of working in this shifting and fragmented terrain, the research methodology makes a postmodern break with traditional formats by employing a generative 'double-science' approach to practitioner-research. However, the project was not generated out of postmodern theory, but out of the 'messiness' inherent in teaching practice. It is not, therefore, a 'postmodern' project, despite the fact that postmodern scholarship informs recent developments in the author's thinking about pedagogical praxis. The enquiry strives to transcend the divides of 'science' and 'experience' by generating a confluence of knowledges, a co-authorship arising from a symbiosis of analytical scholarship and artistic creativiry. The action is about both 'doing practice' and 'troubling practice'. It acknowledges the non-innocence of any knowledge production where the practitioner is both the researcher and the researched. Central to the design is a double-pronged engagement in/with analysis/application whereby recurring themes are deconstructed in chaptered sub-cycles that spiral toward validation and theory-building. It is a reflexive process which works through compounding reconstructions of information, through re-comparisons and member-checks that provide multiple accounts of the data-as-evidence. The dissertation argues a new logic that arises out of an explicit interrogation of the complexiry, uncertainty, and artistry of pedagogical practices in the context of the author's work. It demonstrates how flexible learning mechanisms can exist amid the artificially imposed boundaries of class segregation and discipline. In the exploration of these opportunities, it is shown that powerful new relationships can be mobilised by the supportive use of information technologies. An examination of collaborative teamwork, interdisciplinary groupings and cross-year activities suggests ways in which current demands for increased accessibility and student-centredness might be met. With its focus on improving practice, the research documents pedagogical activity that is not only generative of theory, but of learning and self-improvement. In its open-endedness, the dissertation also signals that this pedagogical project is unfinished, yet amenable to completion. It imagines a complete, yet on-going body of work that invites further experimentation, innovation and self-reflection in university teaching.
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Mallos, Melina. "Young children's interactions in art museums: Exploring engagement." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36686/1/36686_Digitised%20Thesis.pdf.

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How do young children engage with works of art in a museum environment? This study documents the experiences and behaviour of children aged 6-9 years in three Queensland art museums. In each case, three interactive components were investigated for their value in promoting young children's engagement with art: child-centred programs, novel exhibition designs and responsive social interaction. Recently art museums have invested heavily in the design of innovative interactive exhibition programs to enhance young children's experiences of art. While child-centred programming and novel exhibition designs contribute to children's enjoyment on their art museum visits, this study reveals that it is responsive social interaction, specifically children's interactions with adults, that determines the quality of their aesthetic encounters. Through photographic evidence, the study documents children's emotional reactions to art. The personal nature of these experiences is highlighted in children's interviews and drawings about their museum interactions. Such findings raise questions about the current views of aesthetic development which underestimate young children's capabilities for engaging with works of art. Photographic evidence used in this study clearly documents young children's emotional reactions to works of art. The social dimension is the most salient factor in young children's ability to interpret the museum environment and its exhibits in personally meaningful ways. This has implications for the design, installation and programming of exhibition programs for young children in art museums. The research reveals that greater collaboration between early childhood professionals and museum staff (educators and designers) significantly enhances young children's encounters with art. Information about children's responses to interactives enables designers and education staff to design effective innovations to empower young children to understand, appreciate and engage with art.
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(9776186), Lenore Adie. "Operationalizing Queensland's Smart State policy through teachers' work: An analysis of discourses in a Central Queensland school." Thesis, 2006. https://figshare.com/articles/thesis/Operationalizing_Queensland_s_Smart_State_policy_through_teachers_work_An_analysis_of_discourses_in_a_Central_Queensland_school/13416698.

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The notion of Queensland as a Smart State is the Queensland Beattie Governments response to global conditions that require a new type of worker and citizen for a new knowledge economy. The role of education in the success of the Smart State is clearly outlined in the Queensland Governments vision statements and policies, identifying teachers as a key factor in the production of this new type of worker and citizen. In this study I explore the relationship between Queenslands Smart State policy and the daily practices of teachers as they are implicated in the building of a Smart State. The study takes place during what is unquestionably the largest and most comprehensive reform effort to be imposed on Queensland schools and teachers, under the auspices of a Smart State. The research includes policy analysis of two key Smart State documents, and fieldwork involving semi-structured interviews, observations and artefact collection of the work of two primary school teachers. Using Faircloughs theories regarding the relationship between discourse and social change, it is possible to show how changes occurring in contemporary organisations are related to changes in discourse, in particular, those surrounding the discourses of a knowledge economy or globalisation. The Smart State is conceptualised in this study as regimes of discourses that may produce new practices and new ways of acting and being (Fairclough, 2001a). The interdiscursive, linguistic and semiotic strategies used in Smart State policy are analysed to show how this discourse is emerging into a hegemonic position, while identifying the dominant discourses reiterated in the policy as necessary skills for a new type of worker. These discourses are mapped onto those identified through the fieldwork of teachers daily work practices to determine if Smart State discourses are becoming apparent in teachers work. This study is significant because it makes visible the current relationship between the discourses of the Smart State and teachers daily work. In this current climate of rapid change and economic survival it is important that the operationalization of a Smart State can be attributed to teachers work as new ways of acting and interacting become a part of their daily practices.
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(13690043), Blair Harp. "Home Schooling: A study of reasons why some Central Queensland parents choose the home schooling alternative for their children." Thesis, 1998. https://figshare.com/articles/thesis/Home_Schooling_A_study_of_reasons_why_some_Central_Queensland_parents_choose_the_home_schooling_alternative_for_their_children/20915614.

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In Queensland, the vast majority of school -aged children attend government state schools, with a significant proportion attending private schools. There is, however, a small but growing number of children who attend no school, but are schooled in their own homes. Some of these, because of distance, have no choice, but there are others who could attend school but do not. It is this latter group in particular, who have become more prevalent in recent times.

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(9895040), ME Amiet. "Converts to the cause: Community support and the establishment of the Mackay CQU campus 1987-1997." Thesis, 1998. https://figshare.com/articles/thesis/Converts_to_the_cause_Community_support_and_the_establishment_of_the_Mackay_CQU_campus_1987-1997/13456757.

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Introduction: The Mackay campus of Central Queensland University (CQU) celebrated its tenth birthday on the 19th April, 1997. The focus of this occasion was a dinner attended by members of the Mackay Advisory Committee who had been involved in the establishment of the campus.
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(9809996), Derrin Kerr. "Exploring an industry-based jazz education performance training program: A case study of a partnership between the Central Queensland Conservatorium of Music and Hamilton Island Enterprises." Thesis, 2008. https://figshare.com/articles/thesis/Exploring_an_industry-based_jazz_education_performance_training_program_A_case_study_of_a_partnership_between_the_Central_Queensland_Conservatorium_of_Music_and_Hamilton_Island_Enterprises/13432499.

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Study examines the impact of the CQCM/HIE partnership on student learning - a partnership which involves Bachelor of Music (jazz & popular) students visiting Hamilton Island four to six times a year for daily performances in the island's many bars, restaurants and entertainment areas. This provides participating students with off-campus industry-based performance experience.
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(9781769), Ian Bofinger, and G. Whateley (9881903). "The virtual conservatorium." Thesis, 2004. https://figshare.com/articles/thesis/The_virtual_conservatorium/13437776.

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The problem for this project is the solution to the question, 'How can a conservatorium in a geographically isolated area with a relatively small catchment area survive and thrive in the 2000's?' This project chronicles the story of a three year strategic plan that has taken on this challenge. In order to do this it has been appropriate to discuss global conditions that are the driving forces of economies and the education systems within them. In adittion we show how these 'macro-conditions' affect the Australian Unviersity system and especially conservatoria. Having contextualized the project, we then move to an exploration of the main facilitating conditions that provided an orrprtunity to diversity the Central Queensland Conservatorium of Music in ways that better fit the international and national pressures that beset university based conservatoria. The Virtual Conservatorium, we then argue, provides a workable alternative to current conservatorium practice and at the same time provides a cost effective, contemporary, technology friendly paradigm that ensures ongoing quality and delivery effectiveness.
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(12903967), Debra K. Martin. "A review of collaborative teacher networks using action research to enhance professional development." Thesis, 2000. https://figshare.com/articles/thesis/A_review_of_collaborative_teacher_networks_using_action_research_to_enhance_professional_development/20114117.

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This study focuses on the professional development approach utilised by the Capricornia Educators' Professional Development Consortium (CEPDC). From July 1994 until December 1996, three CEPDC Numeracy projects (among others) were implemented in Central Queensland to provide educators with professional development opportunities to enhance the quality of their educational practice and improve student learning outcomes. An action research methodology was employed to examine these projects, funded by the Federal Government's National Professional Development Program (NPDP). Specifically, the intention of this study was to (i) review the use of CEPDC networks of teachers as a mechanism for delivering teacher professional development; (ii) determine the benefits and difficulties of using action research as a teacher professional development process, and (iii) draw conclusions to identify significant implications for future professional development programs.

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(13285238), Ken Evenden. "Appraisal of middle managers in secondary colleges in the Rockhampton Diocese." Thesis, 1997. https://figshare.com/articles/thesis/Appraisal_of_middle_managers_in_secondary_colleges_in_the_Rockhampton_Diocese/20543793.

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By examining the example of its operation in one (1) secondary college in Central Queensland this thesis examines issues surrounding the performance reviews of middle managers holding Positions of Added Responsibility in the Catholic Diocese of Rockhampton in the context of teacher appraisal generally.

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Books on the topic "Central Queensland education"

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Lifelong Learning Conference (1st 2000 Yeppoon). Lifelong Learning Conference: Selected papers from the inaugural International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia, 17-19 July 2000. Rockhampton: Central Queensland University, 2000.

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Lifelong Learning Conference (2nd 2002 Yeppoon, Qld.). International Lifelong Learning Conference: Refereed papers from the 2nd International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia, 16-19 June 2002. Rockhampton, Qld: Lifelong Learning Committee, Central Queensland University Press, 2002.

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Book chapters on the topic "Central Queensland education"

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Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality." In Cultural and Technological Influences on Global Business, 447–68. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3966-9.ch024.

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This study compares students’ cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.
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Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality." In Cross-Cultural Interaction, 1637–57. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch093.

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This study compares students’ cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.
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Conference papers on the topic "Central Queensland education"

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J. Taylor, W., G. X Zhu, J. Dekkers, and S. Marshall. "Factors Affecting Home Internet Use in Central Queensland." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2648.

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This paper reports on a social survey that was conducted in 2001 in Central Queensland, Australia, in order to identify the disadvantaged groups in relation to accessing the Internet from home. The research found that people in younger age groups, with higher education levels, being married , having children at home, owning a house/flat, with the higher income level, or being employed, had higher levels of Internet access from home respectively, compared to their counterparts. Regression analysis found that variation of any factors of education levels, marital status, children at home, income level and employment status may affect the decision to access the Internet from home. It also found that unemployment and low education levels were two major factors detrimentally affecting home Internet access and that seniors (>55 years of age) were disadvantaged because of lack of awareness and capability to use the Internet.
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J. Taylor, W., G. X Zhu, J. Dekkers, and S. Marshall. "Socio Economic Factors Affecting Home Internet Usage Patterns in Central Queensland." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2647.

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This paper aims to identify associations between demographic and socioeconomic factors and home Internet use patterns in the Central Queensland region, Australia. It found that people living outside of Rockhampton, male, those with higher education levels, married, those with higher income level, or fully employed tend to use Internet more for work at home; people living in Rockhampton, those within the youngest group (18-24), or with secondary education level or higher tend to use Internet more for education; people living in Rockhampton, those within the youngest group, never married, or unemployed tend to use Internet more for entertainment; males, people within the youngest group, those with lower family income, or either semi-employed or unemployed tend to use Internet more for information search; females, people with no children, or lower family income tend to use Internet more for communication through email; married people tend to use Internet for financial management; and people within 25-39 year old group, with higher education levels tend to use Internet more for on-line purchases. It is suggested that further research should be conducted to monitor the youngest age group in home Internet use for entertainment and information search.
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Parr, Sharon. "Organising Information And Procedures For Effective Communication Across Multinational Campuses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2554.

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The Faculty of Informatics and Communication at Central Queensland University (CQU) is well known for providing a quality product and service to its customers. CQU’s central campus is located in Rockhampton. CQU operates within a complex tertiary environment, and offers its programs and courses from a multitude of campuses around the world. The organization of information and procedures that define the way in which the Faculty does business is a complicated process that requires a high level of interaction between staff and associated partners. Communicating through email is convenient; however, it can be ineffective if it is not understood correctly and completely at the receiving end. This paper presents an overview of how the Faculty of Informatics and Communication operates in a complicated tertiary environment and how it uses different communication tools to effectively coordinate the delivery of its educational product and is able to build relationships with remote campuses.
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Taylor, Wal, and Stewart Marhsall. "Collaboration: the Key to Establishing Community Networks in Regional Australia." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2581.

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Despite the promise of community involvement, cohesion and empowerment offered by local community networks (CN) using Internet Technologies, few communities in regional Australia have been able to demonstrate sustainable and vibrant CN which demonstrate increased social, cultural or self-reliance capital. The Faculty of Informatics and Communication at Central Queensland University (CQU) and a local council have established a formal alliance to establish the COIN (Community Informatics) projects to research issues around this topic. This paper presents the initial findings from this work and draws conclusions for possible comparison with other international experience. The research focuses attention on community understanding and cohesion, local government priorities in a community with relatively low diffusion of the Internet and the competing demands in a regional university between traditional service provision in an increasingly competitive market and the needs of establishing outreach research for altruistic, industry establishment and commercial rationale.
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Partridge, Helen, and Sylvia Edwards. "Establishing the IT Student’s Perspective to e-Learning: Preliminary Findings from a Queensland University of Technology Case." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2871.

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The Queensland University of Technology (QUT) is committed to providing outstanding learning environments and programs that lead to excellent outcomes for students. This paper will discuss how the Faculty of Information Technology is helping to meet this commitment by using information and communication technology to transform teaching and learning in ways in which engage and challenge students. The paper will provide a case study explore how e-learning is being implemented within the Bachelor of Information Technology. The paper will discuss the practical implications of incorporating e-learning into the teaching curriculum and how it impacts on the teaching and learning process. Student attitudes and expectations towards e-learning will be explored. The paper concludes that e-learning should be a part of a ‘whole of learning’ approach in which technology is not just an add on to traditional teaching, nor is it the central focus of teaching, but rather, it is one of many tools that is integrated into the curriculum to foster learning. The current project suggests that students appreciate and prefer a mix of e-learning and face-to-face classes and that e-learning is most successful when a holistic approach to teaching and learning is taken.
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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.
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Partridge, Helen, and Gillian Hallam. "New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2851.

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The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit’s curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic student-centred learning environment.
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