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1
Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.
Full textAbstract:
This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.
2
Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.
Full textAbstract:
This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
3
Biswas, Minoti. "University students' receptivity to peers with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.
Full textAbstract:
This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.
4
Turner, Julia P. "University preference : A conjoint analysis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1245.
Full textAbstract:
The business of tertiary education has become more and more competitive in recent years due to reductions in government funding and higher study fees. As the nature of the environment grows more competitive the role of marketing, previously non-existent in most universities, has grown significantly. One of the key pieces of information that would assist the marketing effort of any university is an understanding of what determines university preference. This study examines university preference in Western Australia. A form of conjoint analysis, known as Adaptive Conjoint Analysis (ACA), was used to investigate the relative importance of a number of attributes to university preference. The study involved presenting 259 Western Australian school leavers (Year 12 students) with a combination of paper and disk based questionnaires. Results indicated that the four most important determinants of university preference for Western Australian school leavers were course suitability, academic reputation, job prospects and teaching quality. The results are compared to previous research findings and their implications for the marketing of universities are discussed.
5
Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
Full textAbstract:
Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
6
Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.
Full textAbstract:
The main purpose of the study was to investigate the library needs
and library usage of external students in remote areas. The study emphasised
external students' perception of their own library needs. Four distinct areas
of research evolved from the purpose of the study: to identify the library
service needs of external students; to identify library use by external
students; to identify external students' perceptions of library needs; and to
identify student status in relation to library use.
Information was collected by an interview with former external
students, a questionnaire to the libraries involved in the study and by
Nominal Group Technique (NGT) sessions with external students. The
primary instrument was a questionnaire to the external students in the
population under investigation requesting information of their library
usage and needs.
The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and
resident in Whyalla, South Australia. It was decided to survey the total
population rather than a sample because of the small numbers involved.
Thirty-five responses were received out of a population of 52, representing a
response rate of 69 percent.
The results of the survey were analysed using a Statview SE statistical
package and a spreadsheet and graphics package, Excel. Frequency
distributions were computed to determine the number of respondents who
selected each option.
The study found that the external students who used libraries tended
to use a variety of libraries. Students used not only their own institution's
library, but the a range of libraries accessible to them in Whyalla.
The study concludes by identifying issues, recommending possible
solutions, and identifying areas for further research.
7
Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.
Full textAbstract:
This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.thesis (PhDEducation)--University of South Australia, 2004.
8
Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.
Full textAbstract:
This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identifiedDoctor of Philosophy (PhD)
9
Bostwick, Richard. "University Student Support Systems, Help-Seeking Behaviour And The Management Of Student Psychological Distress." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1458.
Full textAbstract:
The issue of student management and retention remains one of the most pertinent considerations for any university. In a climate of increasing awareness of mental and physical health issues, university policy development needs to adapt to ensure all students engage with and utilise support services effectively. It would appear that there are various influences on a student’s university experience, including learning abilities and styles, impact of life events and situations, for example, housing and finance, availability of support services and the ability of an individual to seek out appropriate help. Maslow’s Hierarchy of Needs, in combination with the Health Belief Model can provide a strong foundation for universities to begin to understand why a student may not achieve their potential, or may depart prematurely. This theoretical interaction postulates how needs are determined and prioritised subsequently influences help-seeking behaviour. The application of this interaction assists with developing a picture of students who have ongoing issues, for example: housing, finance, and lack of family support, and how these issues can lead to problems with learning, achievement, and ultimately academic performance. The purpose of this thesis is concerned with seeking to understand how and why students access support services within the university setting, and whether the support services have an impact on the levels of psychological distress. This thesis was conducted in two phases, both collecting data through the use of surveys. Phase one, intended to collect information directly from support services concerning students who were accessing them, however, phase one did not achieve its aim due to lack of responses from support services. Phase two profiled the experience of students who have interacted with support services; this profile assisted in a review of relevant services including how the provision of university support services potentially affects student’s psychological distress. Results revealed a lack of data for measuring service outcomes, for example measures of psychological distress, which might impact on students’ ability to succeed at university. Recommendations were generated based on the discussion relating to the lack of phase one data and the phase two student profile, these recommendations aiming to enhance the ability of university systems to identify and promote effective help-seeking behaviour, and the efficacy of those systems in reducing psychological distress. The implications of this research include the potential for enhancing operational policies relating to student management and retention within Australian universities.
10
Burgess, Andre, and n/a. "Information needs of the staff delivering higher education and TAFE courses to 'remote' Aboriginal and Torres Strait Islander students or Northern Australia." University of Canberra. Information, Language & Culture, 1995. http://erl.canberra.edu.au./public/adt-AUC20060622.103743.
Full textAbstract:
The present study focussed on the information needs of the academic staff of
Batchelor College.* It examined their access to and the provision of adequate and
appropriate resources for the implementation of the Diploma and Associate Diploma
level courses offered through the College. Batchelor College, an institute of tertiary
education, is situated 100 kilometres south of Darwin, Northern Territory,
Australia.
The content and the modes of delivery of Batchelor College courses are specifically
designed to be culturally and socially appropriate to Aboriginal people, particularly
those from traditionally oriented and 'remote' communities. It can only be within
this framework that informed and sensitive research can be conducted.
The main purpose of the current study was to investigate the information needs of
staff delivering higher education courses to 'remote' Aboriginal students of
Northern Australia. Six distinct areas of study emerged: 1, to identify the
information needs; 2, to analyse the information-seeking behaviour; 3, to assess the
level of satisfaction with current information sources; 4, to identify inadequacies in
the existing information seeking processes; 5, to identify constraints experienced;
and 6, to explore how future information needs may be catered for.
A mailed survey instrument was specifically designed and implemented, and it
attracted a response rate of eighty-seven percent. The population under
investigation was the academic staff of Batchelor College, and the variables of: 1,
location; 2, sex; 3, academic school; 4, designation; 5, tenure; 6, length of service;
and 7, educational background were studied in relation to the questions asked.
Results of the survey were analysed using 'Mystat: Statistical Applications',
(1990). Frequency distributions were computed to determine the number of
respondents who selected each option. A number of questions that elicited a
written response were analysed, as were the many extra comments staff members
made throughout the survey.
The study found that the academic staff of Batchelor College are most affected by
the location variable. It appears that how staff members use, regard and value the
information sources used to inform their academic practice is affected by where a
staff member is located. That is, the more isolated a staff member was, both
geographically and professionally, the more significant were the findings of use of
information sources.
The study concludes with considerations of future planning strategies that could
improve the access to and use of information. The study also identifies areas for
further research. * Batchelor College, an institute of tertiary education, is situated 100 kilometres south of Darwin,
Northern Territory, Australia (see Appendix 3).
11
Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
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12
Mercer, Annette. "Selecting medical students: an Australian case study." Thesis, Mercer, Annette (2007) Selecting medical students: an Australian case study. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/748/.
Full textAbstract:
The recognition that medical practitioners require more than simply a high level of academic ability to function successfully in their profession, together with a sharp increase in the number of academically qualified applicants to medical courses, has led to new ways of selecting medical students. Consequently the selection of students into the high-stakes course of medicine has become an area of considerable interest and research activity. The issues involved in selection are now prominent in the medical and medical education literature published in the UK, the USA, Australia, New Zealand and Canada, and in some European countries. At the same time as the introduction of new selection procedures, and independently of it, due to advances in pedagogy the nature of the medical curriculum has also changed. Changes have been characterised by the use of problem-based learning, and an emphasis on self-directed learning, as well as an increase in interaction between the students in classes and between students and their teachers. The recognition that problemsolving, communication and interaction skills in the courses, in addition to the requisite intellectual capacity, would enhance performance as practitioners, has reinforced the need for students to be selected on a different set of attributes from those used previously.
In Australia, changes in the way in which medical students are selected were initiated by the University of Newcastle in the early 1990s, with the introduction of some tests of cognitive skills and an interview. Over the following ten years, the other Australian undergraduate medical schools followed suit and a three-component selection process developed in an attempt to differentiate among the high calibre applicants to medical courses, by identifying additional important skills and attributes. The three components are the academic score, results on an aptitude test and results on a selection interview. Two of the nine undergraduate medical schools chose not to use a selection interview.
The focus of this thesis is on evaluating the new selection processes and investigating the consequences of the admission of school-leaver applicants into undergraduate medical courses, where the Tertiary Entrance Rank (TER) is the academic criterion for determining suitability to undertake tertiary studies. Each undergraduate medical school has developed its own unique way to operationalise the selection of its students. However, the use of the Undergraduate Medicine and Health Sciences Admissions Test (UMAT), which developed out of the University of Newcastle’s test of cognitive skills, and the conduct of an interview for a select group of applicants are common to these practices. The implementation of the new selection processes has not been without its critics, mainly from within the medical profession. This thesis studies the issues which underlie the three components of selection (the TER, the UMAT and a selection interview) and uses as a case study the particular process used to select students into the six year undergraduate medical course at The University of Western Australia (UWA).
The UWA selection process involves applicants passing a threshold score on each of the three components and then being ranked by a mechanism which combines the three scores with equal weight. This is a compensatory system in which applicants can compensate for a score near the threshold on one component by high scores on the other two components. This study showed that the resultant cohort is eclectic in its characteristics, with the full range of scores (above the threshold) in each component being represented.
Both qualitative and quantitative methods of data collection were used to address the issues surrounding the way in which medical students are selected and the outcomes of such processes. First, semi-structured interviews were held with different groups of stakeholders, including the staff at secondary schools which prepare the students for tertiary entrance; academic and administrative staff at The University of Western Australia (UWA); academic and administrative staff at other Australian universities; and senior staff at the major teaching hospitals in Western Australia. Secondly, quantitative studies on UWA data addressed the predictive validity of the components of selection; inter-rater reliability and the internal consistency of the data sets from the selection interview; and the attrition rate in the course.
Outcomes from the research showed that in general, the reactions from stakeholders have been positive. Importantly, academic levels amongst medical students and recent graduates do not appear to have been eroded by the new process, in which the academic threshold has been lowered. The UMAT is a contentious national test which has had its validity as a selection instrument questioned. A recent construct and content validity study on the UMAT (Mercer and Chiavaroli, 2006) has gone some way towards settling some of these issues, but the question of predictive validity has yet to be addressed adequately. The existence of commercially available preparation courses has been controversial because of the equity issues involved for those applicants who for some reason do not have access to such courses.
The selection interview, one of the three components of selection, conducted by the Faculty of Medicine, Dentistry and Health Sciences at UWA, whilst attracting criticism from some for appearing stilted and overly prescriptive, was judged to be robust and rigorous by many of those directly involved in its implementation. Furthermore a high proportion of medical students were judged by their teachers to have good communication skills, which is a positive outcome for future members of the profession. A study to quantify reliability indices for the UWA selection interviews indicated high levels of inter-rater reliability and internal consistency of the ratings data produced.
The predictive validity study conducted as part of this study showed the two major predictors of course outcomes at UWA to be the TER and female gender. The TER predicts outcomes in the knowledge-based units across the course and in some clinically-based units in the later years. However, the interview score (in particular the Communication Skills component) and scores on the first section of UMAT (Logical reasoning and problem solving) also predict outcomes in some of the clinically-based units.
The results of these studies are encouraging to those who believe that the new selection process, whilst imperfect, has gone some way towards solving the problems attached to selection based solely on academic merit. The question now becomes how to improve further on the selection of medical students and to do so in an evidence-based way. The characteristics to be included in selection remain controversial. The rigorous assessment of such characteristics needs to be addressed in the longer term and will be an evolving issue, as the medical curriculum and the nature of the profession also continue to change.
13
Mercer, Annette. "Selecting medical students : an Australian case study /." Mercer, Annette (2007) Selecting medical students: an Australian case study. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/748/.
Full textAbstract:
The recognition that medical practitioners require more than simply a high level of academic ability to function successfully in their profession, together with a sharp increase in the number of academically qualified applicants to medical courses, has led to new ways of selecting medical students. Consequently the selection of students into the high-stakes course of medicine has become an area of considerable interest and research activity. The issues involved in selection are now prominent in the medical and medical education literature published in the UK, the USA, Australia, New Zealand and Canada, and in some European countries. At the same time as the introduction of new selection procedures, and independently of it, due to advances in pedagogy the nature of the medical curriculum has also changed. Changes have been characterised by the use of problem-based learning, and an emphasis on self-directed learning, as well as an increase in interaction between the students in classes and between students and their teachers. The recognition that problemsolving, communication and interaction skills in the courses, in addition to the requisite intellectual capacity, would enhance performance as practitioners, has reinforced the need for students to be selected on a different set of attributes from those used previously.
In Australia, changes in the way in which medical students are selected were initiated by the University of Newcastle in the early 1990s, with the introduction of some tests of cognitive skills and an interview. Over the following ten years, the other Australian undergraduate medical schools followed suit and a three-component selection process developed in an attempt to differentiate among the high calibre applicants to medical courses, by identifying additional important skills and attributes. The three components are the academic score, results on an aptitude test and results on a selection interview. Two of the nine undergraduate medical schools chose not to use a selection interview.
The focus of this thesis is on evaluating the new selection processes and investigating the consequences of the admission of school-leaver applicants into undergraduate medical courses, where the Tertiary Entrance Rank (TER) is the academic criterion for determining suitability to undertake tertiary studies. Each undergraduate medical school has developed its own unique way to operationalise the selection of its students. However, the use of the Undergraduate Medicine and Health Sciences Admissions Test (UMAT), which developed out of the University of Newcastle’s test of cognitive skills, and the conduct of an interview for a select group of applicants are common to these practices. The implementation of the new selection processes has not been without its critics, mainly from within the medical profession. This thesis studies the issues which underlie the three components of selection (the TER, the UMAT and a selection interview) and uses as a case study the particular process used to select students into the six year undergraduate medical course at The University of Western Australia (UWA).
The UWA selection process involves applicants passing a threshold score on each of the three components and then being ranked by a mechanism which combines the three scores with equal weight. This is a compensatory system in which applicants can compensate for a score near the threshold on one component by high scores on the other two components. This study showed that the resultant cohort is eclectic in its characteristics, with the full range of scores (above the threshold) in each component being represented.
Both qualitative and quantitative methods of data collection were used to address the issues surrounding the way in which medical students are selected and the outcomes of such processes. First, semi-structured interviews were held with different groups of stakeholders, including the staff at secondary schools which prepare the students for tertiary entrance; academic and administrative staff at The University of Western Australia (UWA); academic and administrative staff at other Australian universities; and senior staff at the major teaching hospitals in Western Australia. Secondly, quantitative studies on UWA data addressed the predictive validity of the components of selection; inter-rater reliability and the internal consistency of the data sets from the selection interview; and the attrition rate in the course.
Outcomes from the research showed that in general, the reactions from stakeholders have been positive. Importantly, academic levels amongst medical students and recent graduates do not appear to have been eroded by the new process, in which the academic threshold has been lowered. The UMAT is a contentious national test which has had its validity as a selection instrument questioned. A recent construct and content validity study on the UMAT (Mercer and Chiavaroli, 2006) has gone some way towards settling some of these issues, but the question of predictive validity has yet to be addressed adequately. The existence of commercially available preparation courses has been controversial because of the equity issues involved for those applicants who for some reason do not have access to such courses.
The selection interview, one of the three components of selection, conducted by the Faculty of Medicine, Dentistry and Health Sciences at UWA, whilst attracting criticism from some for appearing stilted and overly prescriptive, was judged to be robust and rigorous by many of those directly involved in its implementation. Furthermore a high proportion of medical students were judged by their teachers to have good communication skills, which is a positive outcome for future members of the profession. A study to quantify reliability indices for the UWA selection interviews indicated high levels of inter-rater reliability and internal consistency of the ratings data produced.
The predictive validity study conducted as part of this study showed the two major predictors of course outcomes at UWA to be the TER and female gender. The TER predicts outcomes in the knowledge-based units across the course and in some clinically-based units in the later years. However, the interview score (in particular the Communication Skills component) and scores on the first section of UMAT (Logical reasoning and problem solving) also predict outcomes in some of the clinically-based units.
The results of these studies are encouraging to those who believe that the new selection process, whilst imperfect, has gone some way towards solving the problems attached to selection based solely on academic merit. The question now becomes how to improve further on the selection of medical students and to do so in an evidence-based way. The characteristics to be included in selection remain controversial. The rigorous assessment of such characteristics needs to be addressed in the longer term and will be an evolving issue, as the medical curriculum and the nature of the profession also continue to change.
14
Easton, Claire. "Australian, university-aged women's perceptions of peers who smoke /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19247.pdf.
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Ichimoto, Takae. "Recrafting 'selves' : identity transformation among Japanese women students studying in Australian universities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18904.pdf.
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Bird, Sonia. "Financial literacy among university students an Australian case study /." Access electronically, 2008. http://ro.uow.edu.au/theses/112.
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17
Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities /." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.110738/index.html.
Full textAbstract:
Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998.Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.
18
Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations." Thesis, Ujitani, Eiko (2006) Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations. Professional Doctorate thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/375/.
Full textAbstract:
Since the 'Project of Accepting 100,000 Students from Abroad' was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou and Fukuda, 1995; Tanaka, et al., 1997).
The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development.
Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations.
The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development.
Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges.
The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.
19
Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students : a longitudinal study of students' socio-emotional experiences and interpretations /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.
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Newman, W. S., and n/a. "Factors leading to the non-completion of units at an A.C.T. secondary college." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.
Full textAbstract:
This study looks at factors relating to the noncompletion
of units of study by students in a secondary
college. It is aimed at providing information for
decision-makers at Erindale College specifically in the
area of course counselling. Administrators and counsellors
at other colleges should also find the information of
value.
The study compared a sample of students who completed
all their chosen units of study in one semester with all
students who did not complete all of their chosen units in
that semester. The latter group consisted of those who
withdrew from one or more units during the semester, those
who left the college and those who were deemed
"unassessable" as a result of poor attendance or nonsubmission
of assessment items.
All 362 students in the college were asked to complete
a Baseline Questionnaire during Week 3 of Semester 1,
1985. This sought background information about reasons for
enrolling at college, influences on their choice of units,
future intentions, preferred ways of learning and other
details. Students who withdrew from, or changed units
during the semester were asked to complete a Change of
Unit Survey and any leavers were asked to complete a
Leaver's Survey.
In Week 16 (May, 1985) all students still enrolled
were asked to complete an End of Semester Questionnaire
designed to enable comparisons of attitudes between those
who completed all units and those who did not.
The study looks at a number of characteristics of
students and their attitudes to various aspects of
learning, college life and choice of units of study. It
attempts to look at factors that might affect the
student's decision to complete or not complete a chosen
unit of study. The factors considered were largely based
upon studies of early school leavers.
FINDINGS.
1. Students who do not complete units tend to have one
or more of the following characteristics (significant at
the 0.05 level):
(a) do not enrol to gain tertiary entrance
qualifications
(b) enrol to improve their chances of getting a job
(c) are not definitely seeking a tertiary entrance
score
(d) have no definite intention of completing Year 12
(e) have no firm intention of studying subjects in
order to complete major or minor courses in them
(f) are less likely to have a part-time job
(g) by the end of the semester, are not happy with
their marks in most units
(h) finish the semester studying less than 3 T-units
(i) continue into Semester 2 with 3 or more A-units
and less than 3 T-units
(j) do not consider their parents' wishes an important
influence on the choice of units for Semester 2.
In addition to these, one other finding of interest,
with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background
of parents who are either managers/employers/self-employed
or manual-skilled workers (i.e. not professional or nonmanual/clerical).
2. No significant differences at the 0.05 level were
found between males and females nor between Year 11 and
Year 12 students in their tendency to complete units.
3. Students who change or withdraw from units give the
following reasons (in rank order of frequency):
- they are getting poor marks
- they are unable to understand the work
- they find the class activities uninteresting
- they state that the content is not very relevant to
their needs
- the unit is not suited to their career plans.
IMPLICATIONS.
The implications for administrators at Erindale
College are:
1. Students should be encouraged to formulate specific
goals and develop a commitment to their education.
2. Students who are "at risk" need to be identified
early and given tutorial assistance in units where
they are having difficulty with understanding.
3. The curriculum must be kept under review in order
to provide for the needs of all students.
21
Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." Connect to this title, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0060/public/02whole.pdf.
Full textAbstract:
Thesis (Ph. D.)--Graduate School of Management, University of Western Australia.Title taken from title screen (viewed October 5, 2007). Includes bibliographical references (p. 355-383) and appendices.
22
Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
Full textAbstract:
The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
23
Paynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.
Full textAbstract:
Questionnaires were administered to 118 Secondary College students in the A.C.T. to
obtain quantitative data about the students' self perception, about their friendship
groups, their relationships with the other members of their family, their attitudes to
their education and their employment experiences and expectations. The data also
identified away from home students and at home students. The data obtained from these
two student groups was analysed. The away from home group of students were then
interviewed individually and qualitative data analysed for recurring themes and a
profile of the away from home Year 12 student emerged. The away from home
students in this A.C.T. study had been through periods of unstable accommodation,
poverty, family distress, leaving school or changing schools and had made a conscious
decision to complete their Year 12 Certificate to improve their employment
opportunities. As a result of this study predictive indicators for an away from home
student were generated. Following these findings an understanding of the specific issues
and needs of away from home students can be encouraged among student welfare
groups, parents and other educational/ welfare bodies. This in turn should assist the
student achieve his or her educational outcomes and academic success.
24
Edries, Ahdielah. "Student and teacher-identified attitudes and needs at the Australian Islamic College." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1903.
Full textAbstract:
The Australian Islamic College is a co-educational Islamic Independent school with three campuses in Metropolitan Perth which cater for migrant students from war-torn countries and others with culturally and linguistically, diverse backgrounds. The purpose of this study was to identify the strengths and interests of Islamic students, across eight of Gardner’s intelligence domains, as perceived by the students, and to explore student and teacher attitudes and perceptions of current school practices, so that the College could better meet the needs of these students. This study is important for the Islamic Colleges because it is hoped that the study will lead to the provision of opportunities for students to increase their confidence, self-esteem and motivation, and to achieve better in academic and non-academic areas.
Data relating to the research questions were collected from three sources: (1) a survey on Student Self-Views (eight scales) (N=321); (2) Teacher Guttman Scaling questionnaires (three scales) and open-ended responses (N=32); and (3) student Focus Group Interviews (N=4X=32). The student survey data were analysed using the Rasch Unidimensional Measurement Model computer program (RUMM 2020) to create eight linear, unidimensional scales measuring Student Self-Views for the Interpersonal, Intrapersonal, English, Mathematics, Art, Music, Sport and Drama domains. The Teacher Guttman scales measured perceptions of: (1) Priority Activities Providing Links to the Western Culture; (2) General Types of Resources Needed; and (3) School Needs for Professional Areas.
The following valid inferences were drawn from the linear scales: (i) female students do not have statistically significantly higher mean measures for Interpersonal and Intrapersonal Self-Views than male students, (ii) males have statistically significantly higher Mathematical and Sports Self-Views than females; and (iii) females have significantly higher English, Art, Music, and Drama Self- Concept than males. Findings from the student interviews and teacher surveys have direct implications for staff; that is, teachers need to adapt their pedagogy to suit the multiple student needs in their classrooms, and take on a more active role in their students’ emotional well-being by enhancing the current pastoral care to include positive relations with the students’ parents. Staff should have consistent positive reinforcement and behaviour management strategies in their classrooms, collaborative learning needs to be introduced in subjects that are content-laden, and practical, ‘hands-on’ activities need to be increased in their classrooms.
The findings from the interviews and open-ended responses suggest that there is a need for the Principal to foster inclusion of shared philosophies across the entire school community (parents, teachers, students and Islamic leaders), and to review
25
Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." University of Western Australia. Graduate School of Management, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0060.
Full textAbstract:
[Truncated abstract] The Australian higher education sector has changed markedly in the last two decades. The size of the sector has swelled in size as new universities have been created from former Colleges of Advanced Education and Institutes of Technology, and succeeding governments have introduced policies that have embedded increasingly corporate and commercial practices into university administration. This has caused the creation of what are becoming known as ‘enterprise universities’. This thesis examines hypotheses arising from two fundamental questions. (i) Given the increasingly market-oriented higher education environment in Australia, will a model developed from the study of services marketing (which has developed since the 1970s as a distinct sub-branch of the Marketing discipline) show itself to be applicable to universities operating in the Australian sector? (ii) If so, are there demonstrable differences in the way in which ‘student customers’ respond in terms of the antecedents of customer satisfaction and customer loyalty within different types of university? . . . The study found that the model tested was highly appropriate for indicating the major antecedents of satisfaction and loyalty in this setting. It showed that the institutional image was a relatively stronger antecedent of perceived value and customer satisfaction than were elements of service quality, and that the model was effective in accounting for a large proportion of the variance found in students’ loyalty to their institution. It also found that there was relatively little difference between students attending different types of university in these matters. It argues that there is an important imperative for Australian universities to take a strategic image management approach to their marketing initiatives, and also issues related to the nature of higher education as a positional and public good.
26
Marsden, Helen, and n/a. "DEGREES OF CHEATING: AN EXPLORATION OF STUDENT ACADEMIC DISHONESTY IN AUSTRALIAN UNIVERSITIES." University of Canberra. Psychology, 2008. http://erl.canberra.edu.au./public/adt-AUC20090617.112944.
Full textAbstract:
It can be argued that perceptions of the quality of the nation's universities are
fundamental to Australia's economy. At a time when universities are competing more and more in a global marketplace, reputation is a key factor in attracting students, and therefore funding. When reputations are called into question, the sustainability of institutions becomes uncertain.
Scandals surrounding academic dishonesty in Australia have not been uncommon in recent years. In response, universities have demonstrated an increasing awareness of the problem and a move toward updating or instigating policies to deal with it. However, the evidence base for such policy development is scant. Outside the USA, there have been few studies of academic dishonesty and virtually no large-scale, multi-campus research.
The present research was designed to provide such an evidence base. Three studies were conducted to explore the extent and nature of dishonest academic behaviour, together with an investigation of factors which might precipitate students' engagement in these activities. In addition to variables which had previously been shown to be related to cheating, it was theorised that factors identified by General Strain Theory as being related to delinquency and general deviance, may also be associated with student cheating.
A large-scale multi-campus survey was conducted (N= 9543; 11 universities). Findings were analysed to assess the extent of cheating amongst students and identify factors
which contribute to these behaviours. Two qualitative studies followed which were designed to tap the experiences of, and understandings about, academic dishonesty of both staff and students. Overall the research established that levels of dishonest academic behaviours by the students in this study, while still worryingly high, are somewhat lower than those reported in the international literature. A number of risk factors for student engagement in dishonest behaviour were identified. Chief amongst these were the experience of stressful life events and the presence of dishonest peers. To a lesser, but still significant extent, were factors related to student age, year of enrolment, and field of study. Implications for addressing the problem at the level of policy development and strategic response are discussed.
27
Fiocco, Maria. "'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs." Thesis, Fiocco, Maria (2005) 'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/50/.
Full textAbstract:
Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle.
The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature.
Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships.
The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.
28
Fiocco, Maria. "'Glonacal' contexts : internationalisation policy in the Australian higher education sector and the development of pathway programs /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.
Full text
29
Marsh, Maree D. "Hope and its relationship to self esteem and spiritual well-being in Australian University students." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Full text
30
Brocklebank, R. J., and n/a. "The ACT year 12 certificate : a student based review." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060613.133106.
Full textAbstract:
The aim of this Field Study is to establish the
extent to which Year 12 students understand and appreciate
the ACT College System of senior secondary and the
information which appears on the ACT Year 12 Certificate.
In order to provide the reader with a basis for
understanding what happens over the final two years of
secondary education in the ACT the author has established
the historical context that gave rise to the establishment
of the Secondary Colleges in the ACT. This brief history
outlines the causes and reasons which led to separation
from the NSW state system of education and the decision
to develop a different approach to the provision of
education for students in Year 11 and 12.
To provide an idea of how the system works a description
of what makes up the College System is provided.
This includes an explanation of how the colleges relate
to the high schools, their curriculum, the accreditation
of courses, assessment and certification. The role of
the ACT Schools Accrediting Agency is explained in the
way it underpins the credibility of the system and of
how it carries the responsibility for the final generation
of the ACT Year 12 Certificate.
While this study looks at the system some seven
years after it began, earlier evaluations had taken place
which examined matters linked with the ACT Year 12
Certificate. In writing this report the author reviews
two important assessments of the system, one of the
role of the ACT Schools Accrediting Agency and the other
concerned with the success of the Colleges as educational
institutions from a student viewpoint. The author also
attempts to compare the changes which came with the ACT
College System with recent developments and current
thinking about senior secondary education in other Australian
states.
The major part of the Field Study was a survey of
a sample of Year 12 students at the end of 1983 to
establish the extent to which they understood the aspects
of the system they had been a part of for two years. The
data and findings of this survey are presented.
The report concludes with an outline of the most
recent changes, developments and reactions which in some
way affect the system. At the end of the conclusion,
the author presents a list of recommendations aimed at
overcoming some of the problems pin-pointed in the report.
31
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.
Find full textAbstract:
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.
32
Quinn, Petrina. "Factors influencing student outcomes in university agricultural courses : building and testing explanatory models." 2000. http://www.csu.edu.au/division/library/ereserve/thesesbyauthor.htm.
Full text
33
Chen, Lin. "The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia." Thesis, 2016. http://hdl.handle.net/1959.13/1317947.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)As a result of the rapid economic development in China in the last three decades, an increasing number of Chinese students are seeking cross-national education in English-speaking countries such as Australia. This study investigates a Chinese cohort studying in Australian universities. The study has two major aims: (1) to explore their learning experiences in overseas universities, particularly their responses towards the teaching strategies used in these classrooms. ; (2) to identify how Chinese students are prepared in China and Australia before they study in mainstream Australian university classrooms. To achieve these aims, a mixed-methods approach has been used in a convergent parallel design. Research instruments have been developed in the form of surveys, interviews and classroom observations, which were employed concurrently in the process of the fieldwork. In-depth interviews explore the Chinese students’ pedagogical experiences in Australian classrooms, in particular the challenges and obstacles that they have faced when their lecturers used various teaching strategies. The findings of the interviews highlight that the current preparations for the Chinese students’ cross-national education are not adequate. Similarly, the surveys and classroom observations indicate that the current preparations in Australian language centres and Chinese universities do not effectively respond to the various pedagogical challenges faced by international Chinese students who are studying in Anglophone countries. Based on these findings, a multi-participatory model (MPM) has been developed for the current English program, named “College English”, in Chinese universities. The MPM includes three dimensions: the College English curriculum, the College English teachers and students with an intension of studying in English-speaking universities. Eight recommendations have been developed in line with these three dimensions to improve the pedagogical preparation of Chinese students. The ultimate outcome of these pedagogical preparations is expected to cultivate the student’s pedagogical understanding, rather than their language proficiency only. This study is significant for curriculum innovation in College English programs, in the context of student mobility in seeking cross-national education. In this way, the Chinese students’ pedagogical preparations might contribute to a smoother transition from the Chinese educational environment to Anglophone universities.
34
Henry, Richard Rory. ""Same under different skies": a comparative social and cultural history of the universities of Toronto and Sydney,1887-1914'." Phd thesis, 1997. http://hdl.handle.net/1885/145752.
Full text
35
Woodward, Helen Lynette, University of Western Sydney, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27518.
Full textAbstract:
This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.Doctor of Education
36
Woodward, Helen 1939, of Western Sydney Nepean University, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27609.
Full textAbstract:
This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the study encounters new environment it investigates the parallels between the established methodologies of assessment and equates them with the new situation. Research, literature and practice support these methodologies. Investigations into the constructs of narrative process and phenomenon led to the development of a conceptual framework that was synonymous with portfolio process and phenomenon across pre-service teacher education, primary school education and teacher professional development. Alignment of this framework with the Doctorate of Education portfolio showed a further equivalence. As well as the possibilities of the framework being useful in the development of portfolios in different environments the symbiotic nature of narratives and portfolios has subsequently shown that learning is not only demonstrated by the evidence in the portfolio but that learning occurs in the telling of the story: in the presentation of the portfolio.Doctor of Education
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Truong, Thi My Dung. "Australian transnational education in Vietnam: a golden or missed opportunity? A case study of two postgraduate programs." Thesis, 2018. https://vuir.vu.edu.au/39511/.
Full textAbstract:
The last few decades have seen the expansion of Western education into Asian countries including Vietnam. Australia is one of the pioneers of transnational higher education. However, the area of Australian transnational education in Vietnam is under-researched.
This study explores the transnational learning and teaching experiences of students and lecturers involved in two Australian transnational programs in Vietnam. The research design is conceptualised within a pragmatic paradigm, mixed methods research, and case study approach. Data collection methods consisted of a questionnaire for Vietnamese students, focus group discussions with Vietnamese students, and individual interviews with Australian/Western transnational lecturers.
The findings of my research serve as reference points for Australian universities and Vietnamese institutions, highlighting the ways they deliver Australian transnational higher education programs in Vietnam. Specifically, outcomes reveal why a particular group of Vietnamese students chose to study with the two selected Australian transnational programs, and what they and their lecturers perceived to be the key characteristics desired of transnational lecturers. My research identifies a number of similarities and tensions between student and lecturer perceptions. These may provide some guidance when preparing lecturers for transnational teaching, and students for learning in a transnational context. My research also indicates that students enjoyed and appreciated this transnational experience, but failed to maximise the benefits of this golden opportunity. Finally, my research highlights a shift from a traditional cross-cultural perspective to an intercultural perspective, which challenges the traditional East-West dichotomy and brings Vietnam and Australia closer to each other.
38
Steen, Tangikina 'Utumeimoana Moimoi. "Students' adjustments to use of information technology (IT) in their university studies." 2003. http://arrow.unisa.edu.au:8081/1959.8/25015.
Full textAbstract:
The current thesis is concerned with investigating students' adjustments to the use of IT in their university studies, through three specific foci: Viz, (a) to document students' patterns of IT usage, (b) to identify factors which influence students' use of IT in a university environment, and (c) to investigate problem solving strategies that students use when encountering difficulties in IT. Three empirical studies were conducted. The current thesis found that given appropriate opportunities, students do make successful adjustments to use of IT during their university studies. Although indigenous students rated their competencies lower than non-indigenous students, no significant differences were found between ethnicity and the types of problem solving strategies that students used in IT.thesis (PhD)--University of South Australia, 2003.
39
Pitard, Jayne. "An exploration of an Australian teacher educator working with a group of vocational education professionals from Timor Leste to develop their knowledge and practice in vocational education." Thesis, 2016. https://vuir.vu.edu.au/38630/.
Full textAbstract:
This study researches the coming together of difference in an educational setting between an Australian teacher and students from Timor Leste (TL). In 2012/13, on behalf of my university, I delivered a Graduate Certificate in Vocational Education and Training to a group of twelve Technical and Vocational Education and Training professionals from TL. TL is classified by the United Nations as a least developed nation. It has a history of invasion and turmoil. I travelled to TL initially to meet the students and gain an understanding of their vocational education system. The twelve students then travelled to Melbourne for three months to study on campus, and I returned to TL nine months later for their final assessment. The interaction between these students and me as their teacher is the subject of my PhD research, which seeks to understand the impact of cultural difference on the teacher-student relationship. I conducted a two part study, firstly from the perspective of myself as an Australian teacher (autoethnography) and secondly from the perspective of the students from a least developed nation (case study). My autoethnography highlights fifteen existential crises in my cultural adaptation using a six step framework which I have labelled a structured vignette analysis. The result is a rich, unfolding journey of a teacher enlightened by her encounters with a culture different from her own. The case study of the students was conducted through a focus group followed by four individual interviews. The students’ previous experience of a collectivist culture and a teacher centred pedagogy produced shock, confusion and anxiety when confronted with a culture different from their own. Their journey towards adapting to an individualist culture and student centred pedagogy produced data from which all teachers of international students could benefit.
40
Leskova, Zuzana. "International Marketing Communication in Higher Education: An Interpretive Communication Audit of Victoria University in Melbourne, Australia." Thesis, 2016. https://vuir.vu.edu.au/32633/.
Full textAbstract:
This research regards universities as highly influential entities. Aside from producing and disseminating knowledge, one of the purposes of higher education is to contribute to the intellectual development of a society. In addition to this original purpose universities also have unique characteristics which, when recognised, can help them with designing new and creative approaches to marketing communication strategies. To identify these distinctive qualities, this study implemented an interpretive communication audit that focuses on the specifics and characteristics of international communication activities at Victoria University (VU).
Specifically, this study set out three key research objectives: to identify specifics and characteristics of a university that can serve as a valuable source for designing new approaches to university marketing; to explore the creative potential of students to actively contribute to the development of university marketing and to test the viability of an interpretive communication audit within the university framework, while using the subjective insight and experience of a researcher.
Emphasising the interpretive approach, this thesis analysed the interpretations of the University’s communication given by the international and domestic students of VU. In particular, focus groups and action groups, in which 29 VU students participated, served as specific methods for collecting these individual opinions and understandings. Following the philosophical and methodological practice of an interpretive communication audit, this thesis used students’ as well as the researcher’s own interpretations for developing creative feedforward that gives concrete recommendations on how to work with the University’s communication activities. The outcome of this mainly reveals how a university can benefit from cooperating with students on developing marketing strategies. Additionally, the last chapter of this thesis sets out specific ideas Victoria University can use for preparing new communication activities.
41
Nguyen, Tien Cuong. "Work Integrated Learning: A Case Study of Chinese Students in an Australian University." Thesis, 2020. https://vuir.vu.edu.au/41794/.
Full textAbstract:
International students make a major contribution to Australia, financially and through adding to human capital for a skilled workforce. Given the significant role that international students play in Australia's education, their employment and an understanding of their related issues requires further examination. In response to the demand for greater employability and graduate attributes, Australian institutions have increasingly embedded Work Integrated Learning (WIL) into their curricula. In order to conduct successful WIL programmes, it is of great importance to gain an insight into the experience and perceptions of key stakeholders, especially international students who are a valuable student cohort in Australian Universities.
In designing WIL models, Australian institutions largely assume that students, regardless of their background and context, desire the same certain outcomes which are often common to most, a "one size fits all‟ solution. To date, the effectiveness of a uniform application of WIL models has attracted little attention, especially from the perspectives of international students who, on completion, return to their country where they encounter different working environments, and business protocols.
This study employs a qualitative approach to data collection and analysis and uses two instruments for collecting data, namely an online survey and semi-structured interviews. The two groups of stakeholders who participated in the study were Chinese graduates from Victoria University (VU) who undertook some form of WIL or work placement in Australia as part of their coursework, and VU staff who were engaged in the management, supervision, development or delivery of WIL programmes. Chinese students represent the largest international student cohort at VU; therefore, this particular student cohort was identified as a key focus of the study.
This study explores and interprets the experiences and perceptions of international students and staff from VU regarding the value of WIL programmes in terms of graduate attributes, graduate employability, challenges and institutional support. It reveals several main themes regarding the experience and perceptions of WIL by VU international students and staff. These themes revolve around the contribution of WIL to the development of international students‟ language, interpersonal skills, technical knowledge, cultural awareness, and personal attributes. For each theme, the study analyses the expectations of international students, the development of relevant skills through WIL, and the extent to which these skills are transferrable to the work settings in their home country.
The study also examines the challenges that international students face as a result of their international student status, the lack of prior work experience, the lack of an understanding of the Australian labour market, and their financial constraints. It also explores the extent to which the University provides support for WIL and provides suggestions to improve the development and implementation of WIL programmes. These themes are discussed with specific reference to VU's Chinese student cohort.
Graduate employability for international students is the running concept that informs and connects emerging themes for the key findings of the study. It is found that VU's placement models have, to a large extent, been implemented in alignment with the University's core values and missions for graduate employability. However, mostly the same approach has been used to facilitate the delivery of WIL to students while the practical needs and circumstances of international students are not always attended to.
The findings of the research reinforce those of previous studies, which acknowledge the positive benefits of WIL to the outcomes of international graduate students. On the other hand, it also raises concerns over the multiple challenges that international students face during their WIL participation. These include language and communication barriers, inadequate knowledge of the workplace, cultural differences, and international student status. The study shows that there are some differences between the employment culture in Australia and China that suggest the WIL models for international students in general, and Chinese students in particular, by VU should be developed and implemented with more attention to the particular needs of students and take into account their possible context of employment following their graduation. The findings indicate that more support needs to be allocated to international students since the challenges they face are specific in nature, differing from those needs of domestic students.
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Khatoon, Iffat. "Creativity Beyond Conformity: A Study in Secondary School Students’ Creativity and Learning." Thesis, 2020. https://vuir.vu.edu.au/41796/.
Full textAbstract:
This thesis touches on the varied outcomes of the recent global push towards creativity development in Australian secondary school education. There is a growing scholarly emphasis on learners’ perspectives on their schooling experiences as something integral to creativity enhancement and implementation efforts. However, students’ responses to creative pedagogic practices — crucial for enhancing both pedagogy and creativity — are hardly given any substantial consideration at practice and policy level. This study seeks to enrich research that builds around this gap and has implications for the field of creativity education, policy, and research. Five year 9 student groups were interviewed and observed to explore their active negotiation with creativity-focused pedagogy that centred on learner agency, interest, and ownership of learning. In this study, conducted at a secondary school in Melbourne, Australia, portraiture methodology was employed. With its constructivist underpinnings, analytic framework, and narrative focus on documenting success, portraiture enabled the researcher to co-construct an interactional model with the research participants. The dynamic flow that the interactional model suggests between its collaborating elements has the potential to improve teaching and learning procedures through learners’ enhanced creativity- based learning, engagement, and voicing practices. The chief theoretical significance of this study centres on foregrounding a learner-centred approach towards creativity enhancement. The practical implications of this study include the ways students, teachers, teacher training, policy, and critical and creative skill enhancement programmes can benefit from these research findings to improve both teaching and learning processes. Through its theoretical as well as practical contributions, this thesis opens the way to make policy, practice, and research developments in this area.
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Edwards, Anthony Scott. "Subjectivities of the Future: The Role of Habitus, Experience, and Knowledge in Positioning School Students in the Present and Their Imagined Futures." Thesis, 2018. https://vuir.vu.edu.au/39488/.
Full textAbstract:
Australian education policy in the 21st century has given rise to the
provision of programs that seek to enhance participation and learning outcomes for disadvantaged or underrepresented groups in education. This study aimed to determine what university–school “bridging activities” offer to the agency of young people with regard to their developing imagined futures. This thesis draws on the work of Bourdieu,G.H.Mead, and Habermas to position its critical analysis of the subjectivity of young people as they construct their future possibilities.
Qualitative data were gathered from active engagement with young
people in years nine and ten through classroom projects and visits to universities. The analysis of data has drawn on the process of bracketing as a way to focus on the experience and then clustering the data in order to facilitate interpretation. Findings from this research show how young people contribute to the construction of their imagined futures and how aspirations can be enhanced through reflexively informed agency. The frame of reference young people use to position their learning and career goals is both enhanced and restricted by their past and current life experiences and their capacities to explore the possibilities, expectations and opportunities which contribute to one’s sense of self and agency.
Those who constitute schools and universities would welcome the
accounts given in this study as they mark the subjectivities that inform and influence a young person’s sense of possibility. Additionally, this study has examined the contexts and opportunities for universities and school partnerships to impact student habitus and enhance personal agency around aspirations. The data constituted by this study indicate that it is only when the school and the university collaborate upon their respective understandings of personal and institutional knowledge that young people can engage with navigating the emerging forks in life trajectories.
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Brown, George Maxwell. "Academic qualification acceptability and authenticity : a comparative risk assessment of approaches employed by the recruitment and higher education sectors of Australia." 2007. http://hdl.handle.net/2440/57111.
Full textAbstract:
Title page, contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library.To investigate the extent of the problem of use of fraudulent academic qualifications in Australia, the study used two approaches under the theoretical framework of risk management. Firstly, the author assessed the potential risk of Australian academic qualifications being falsified and available on the Internet, through an exploratory research question. Secondly, equivalency testing was used to assess how far existing verification tools were being employed by three separate users of academic qualifications in Australia. --p. xix.
http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1289333
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2007
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Smeda, Najat. "Creating constructivist learning environments with digital storytelling." Thesis, 2014. https://vuir.vu.edu.au/25833/.
Full textAbstract:
In recent years the use of new technologies in educational systems has increased worldwide, as digital cameras, personal computers, scanners, and easy-to-use software have become available to educators to harness the digital world. The impact of new technologies in educational contexts has been very positive; new technologies have given educators the opportunity to enhance their knowledge, skills, and therefore enhance the standard of education. Researchers have found that student engagement, achievement and motivation are enhanced through integration of such technologies. However, education systems still face many challenges: one of these challenges is how to enhance student engagement to provide better educational outcomes. It has become increasingly important to use innovative pedagogical models to engage learners. Digital storytelling is one of the innovative pedagogical approaches that can engage students in deep and meaningful learning.
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Browne, Michael. "The role of collaborative reflections in clinical practice: using an asynchronous online learning environment to promote reflective learning in nursing education." Thesis, 2018. https://vuir.vu.edu.au/38656/.
Full textAbstract:
Nurse education has widely adopted reflective practice during clinical practicum in the form of individual reflective journals in order to enhance learning in the clinical experience. Major problems with this style of reflection have become evident through a review of the research literature, including issues with trust, difficulty choosing the experiences that might be reflected upon, the honesty of reflection, lack of feedback and a propensity to reflect at descriptive levels. These deficits have led many to question the value of reflection during the clinical placement, while others argue that a distortion of the purpose of reflection itself occurs. A limited number of studies have challenged the method of reflection during nursing practicum, most producing minor, or resource inhibitive recommendations without meaningful follow-up studies to verify their merits.
A reflective asynchronous environment was incorporated into the practicum of first year nursing students in an Australian university. Peers were directed to post reflections and respond to reflections of peers. A case study approach incorporated analysis of data from the peer reflections to determine themes and quality of reflections. A questionnaire and a focus group session were undertaken to corroborate reflective data and provide insight into participant perspectives of the new environment.
Findings indicated that improvement in reflective levels related to engagement with the new environment. Participants were able to validate peer experience, leading to enhanced trust, honesty of reflection and quality of reflection, addressing many issues identified in individual reflective journals. This study provides an exploration of a new reflective approach, the merits of which directly challenge the entrenched method of individual reflection.
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Comodromos, George. "How academics respond, adapt and cope with the transformational changes in the Australian Higher Education Sector." Thesis, 2016. https://vuir.vu.edu.au/33621/.
Full textAbstract:
The objective of this thesis is to investigate the work life factors of Australian academics and see which of these lead to the adoption of transformational change. The context of the thesis is the Higher Education Sector and the research examines the metamorphic changes in this sector that have been mostly driven by neo-liberal and deregulation policies by successive governments over the past three decades. The thesis adopts and develops the constructivist grounded theory method. The primary data source was developed from face-to-face interviews with 33 (male and female) academics from Monash and Melbourne universities, conducted over a period of five months. These two universities were chosen from the Group of Eight (Go8) elite universities in Australia because they are highly resourced, quality branded and populated with high academic performance students. They represent Australian academics working at their peak performance and their personnel are considered the most highly regarded in the sector. Constructivist grounded theory, as presented by Charmaz (2010), was chosen as a methodology for this thesis because the ontological perspective that reality is created within a social construct and the epistemological perspective that the researcher and participants are both actively involved in the construction of the grounded theory, best suits the mindset of the researcher and the research question. The findings of the research resonate with the literature of institutional change, particularly that of Thelen and Mahoney (2010), and the typology of academics that was created from the research findings further contributes to knowledge in the area of change management theory. The intention of this thesis is to provide a platform to launch further research into the area of organisational change management, particularly in the Higher Education Sector.
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Henderson, Fiona. "Connecting higher education and the Chinese workplace : what makes a Chinese graduate with an Australian qualification employable in China?" Thesis, 2011. https://vuir.vu.edu.au/19382/.
Full textAbstract:
This thesis gives a cameo of the perceptions of graduating students, lecturers and employers about the range of skills needed by business degree students to successfully obtain employment in China. This research commences with an investigation of the role and development of personal, interpersonal, workplace and career related skills in higher education students which have been discussed amongst educators, employers and professional bodies for many years in Australia. This research presents a framework which emphasises the dynamic and complex interrelationships between a business degree curriculum that is taught in Australia and China.
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
Full textAbstract:
This study identifies and articulates the interrelationships between six key components
essential for authentic learning to maximise the student-centred learning opportunities in
kitchen and garden-based learning projects. Interpretative case study methodology using
multiple qualitative methods for data analysis were used to direct three layers of inquiry
around kitchen and garden-based learning: the context, content and characteristics of
kitchen and the garden-based learning, the student learning, and the teachers’ work.
Review of the literature indicated significant gaps in understanding how teachers can
foster children’s interest in nature, and plan for effective authentic learning experiences in
the garden. Through analysis of the literature, together with the perspectives of the
Grades 4, 5 and 6 children, and their teachers, key components for authentic,
contextualised learning were identified. These included: a real-world context, the
opportunity for working as professionals, within a collaborative learning community,
work requiring higher-order thinking, ownership of learning and authentic integrated
assessment.
Teachers’ pedagogy and practices are often hidden but were nevertheless significant
factors affecting student outcomes. Teachers made the learning experiences more
meaningful by ensuring student reflection was embedded in learning tasks. Planning and
providing arenas or “safe platforms” for discursive reflection was an essential step in
transforming tacit understandings to explicit knowledge enabling children to connect
their personal experiences with the experiences of others. From this discourse deeper
understanding of ecoliteracy emerged with one cohort, and understandings about the
intricacies of collaborative teamwork with another. The focus group discussions about
common experiential learning experiences had wider implications for teaching; they were
a key step in making the children’s tacit understandings explicit. Examination of the staff
and students’ immersive experiences within a kitchen garden learning environment, led to
the development of a model of learning that provides educators with a comprehensive
approach to scaffold authentic learning opportunities.
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Jones, Asheley. "What role do professional year programs play in developing work-readiness attributes for Australian-educated international postgraduate students?" Thesis, 2018. https://vuir.vu.edu.au/37854/.
Full textAbstract:
In 2008, following Commonwealth legislation creating the 485 Graduate Visa for
migration purposes, the professional accrediting bodies in Accounting, IT and
Engineering were mandated to develop Professional Year Programs (PYPs)
intended to alleviate the gap between discipline specific qualifications and the
skills required to meet employer demands. This research conducted a critical
examination of one such program: SMIPA, the Skilled Migration Program for
Accounting. This was a work readiness program for international accounting
graduates who studied for their accounting degrees onshore within the Australian
higher education ecosystem.
The primary research question framing this research: Can SMIPA be regarded
as a work-readiness program upon which to model future graduate training
programs?
Underpinned by Bourdieu’s institutionalised capital framework, a tripartite
qualitative evaluation is undertaken through multiple lenses: 337 SMIPA graduate
survey responses, semi-structured interviews with six SMIPA licenced partners
and a sixty-minute interview with an early Joint Accounting Body initiator. The aim
of the research is to determine the role SMIPA plays in providing graduates an
opportunity to improve their generic skills, so as to find work within the Australian
accounting environments. The intent is to analyse whether this program offers a
blue print to model the implementation of future work readiness programs.
Five recommendations for the future directions of the internship component of the
SMIPA program are provided, along with recommendations for future research
opportunities. It is concluded that with some significant modifications to defined
measurements of the program’s intended learning outcomes, a transparent
process for assessing the procurement and delivery of the internship component,
as well as a far more rigorous quality assurance of the operations component that
would curtail the more extreme migration and educational agent practices,
SMIPA could be considered a suitable model to inform a national work integrated learning program providing a blueprint to better prepare both domestic and
international tertiary educated graduates for entry into the 21st century global
workforce.