Journal articles on the topic 'Communicative competence Australia'
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Theobald, Maryanne. "Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia." Research on Children and Social Interaction 3, no. 1-2 (August 29, 2019): 224–47. http://dx.doi.org/10.1558/rcsi.37294.
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Children frequently share stories as they play. Oral storytelling brings forth matters to do with language competence, and thus may present challenges for those with varying linguistic ability or those who are have a first language other than the dominant language of the setting. This article reports on a study of children’s playground interaction in a culturally and linguistically diverse preschool in Brisbane, Australia. An extended sequence of interaction is showcased in which one bilingual child (aged four years), speaking in his second language, takes up the role of storyteller in a designated ‘storytelling chair’. Sequential analyses using conversation analysis show how scaffolding is collaboratively achieved through a teacher’s responsiveness and the children’s demonstrated competence as storyteller and story recipients. By focusing on the interactional contributions of the members rather than individuals’ linguistic development, findings offer understandings about the co-productive and interactive communicative resources required for scaffolding storytelling.
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Ellis, Elizabeth Marrkilyi, Jennifer Green, and Inge Kral. "Family in mind." Research on Children and Social Interaction 1, no. 2 (December 18, 2017): 164–98. http://dx.doi.org/10.1558/rcsi.28442.
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In the Ngaanyatjarra Lands in remote Western Australia children play a guessing game called mama mama ngunytju ngunytju ‘father father mother mother’. It is mainly girls who play the game, along with other members of their social network, including age-mates, older kin and adults. They offer clues about target referents and establish mutual understandings through multimodal forms of representation that include semi-conventionalized drawings on the sand. In this paper we show how speech, gesture, and graphic schemata are negotiated and identify several recurrent themes, particularly focusing on the domains of kinship and spatial awareness. We discuss the implications this case study has for understanding the changing nature of language socialization in remote Indigenous Australia. Multimodal analyses of games and other indirect teaching routines deepen our understandings of the acquisition of cultural knowledge and the development of communicative competence in this context.
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Fuadah, Ulil, Sri Rachmajanti, and Fracisca Maria Ivone. "Australasian Parliamentary Debate Strategy to Foster Students’ Speaking Competence." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 4 (March 31, 2020): 427. http://dx.doi.org/10.17977/jptpp.v5i4.13327.
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<p class="AbstractText"><strong>Abstract:</strong> Teaching English needs an appropriate strategy to effectively enhance the students' communicative competence, especially speaking competence. When the teaching process does not use the appropriate strategy, the students will meet the barriers to achieving the instructional goals. Based on the preliminary study conducted to the second grade of Islamic Senior High School of Blitar, the researcher found some students' speaking problems. Therefore, the Australasian Parliamentary Debate was proposed as a strategy to overcome those problems by conducting Classroom Action Research. After implementing the strategy of Australasian Parliamentary Debate in multimodal teaching-learning process, the study needed two cycles to overcome the students' speaking problems and improve the students' speaking skill.</p><strong>Abstrak: </strong>Mengajar bahasa Inggris membutuhkan strategi yang tepat agar mampu meningkatkan kemampuan siswa dalam kompetensi komunikatifnya, khususnya kompetensi berbicara. Apabila pembelajaran tidak menggunakan strategi yang tepat, maka siswa akan mengalamai kesulitan untuk mencapai tujuan pembelajaran yang diharapkan. Sesuai dengan hasil observasi yang dilakukan di kelas dua MAN Kota Blitar, peneliti menemukan beberapa permasalahan siswa dalam berbicara. Oleh karena itu, peneliti mencoba menerapkan strategi Debat Parlementer Australia untuk mengatasi permasalahan yang dihadapi siswa dalam belajar berbicara. Setelah penerapan strategi tersebut, dengan menekankan pada proses pembelajaran berbasis multimodal, peneliti membutuhkan dua siklus untuk dapat mengatasi permasalahan yang dihadapi siswa dan meningkatkan kemauan berbicara mereka.
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Apasova, М. V., I. Y. Kulagina, and E. V. Apasova. "Conditions for the adaptation of foreign students to universities." Современная зарубежная психология 9, no. 4 (2020): 129–37. http://dx.doi.org/10.17759/jmfp.2020090412.
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The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a "culture shock". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.
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Prikshat, Verma, Alan Montague, Julia Connell, and John Burgess. "Australian graduates’ work readiness – deficiencies, causes and potential solutions." Higher Education, Skills and Work-Based Learning 10, no. 2 (November 29, 2019): 369–86. http://dx.doi.org/10.1108/heswbl-02-2019-0025.
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Purpose It is widely reported that there is a competence deficit between graduating from Australian higher education (HE) and becoming work ready and that the deficit is becoming more pronounced. The purpose of this paper is to examine the work readiness competencies of Australian HE and vocational education (VE) graduates. The reported competence deficits, the causes of these deficits and the potential strategies to overcome these deficits are discussed. Design/methodology/approach A qualitative, inductive research design was used to examine Australian graduates’ work readiness competence, potential deficits, their causes and possible solutions to gain some preliminary insights and help shape future research. A multiple case design was used comprising key stakeholders’ in-depth interviews and focus group discussions. In-depth semi-structured interviews and focus group discussions were conducted to gain insights from the key stakeholders. Findings The stakeholders reported that the Australian VE and HE sectors do not sufficiently prepare graduates in terms of their work readiness skills. Self-management skills, communication (written and expression), team-work skills, cognitive skills, system thinking and innovation and creativity were the main work readiness competency deficits reported by the stakeholders. Research limitations/implications The research has its limitations in terms of the limited sample and time frame, and the absence of input from graduates. The results of the study indicate the deteriorating state of the Australian graduate labour market and emphasise that an integrated approach is urgently required from all stakeholders to facilitate the transition and reduce the time taken from graduation to employment. Originality/value The focus of the study is located in the Australian labour market in terms of the competencies that reportedly are present upon graduation and the competencies that employers are looking for on recruitment. The requisite competency list and the deficits are examined through the lens of four stakeholder groups; government representatives, industry representatives and VE and HE representatives.
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Poon, Joanna, and Michael Brownlow. "Competency expectations for property professionals in Australia." Journal of Property Investment & Finance 32, no. 3 (April 1, 2014): 256–81. http://dx.doi.org/10.1108/jpif-12-2013-0068.
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Purpose – The aim of this paper is to identify the competency expectations for property professionals in Australia. It further discusses differences in competency expectations between property professionals who have different professional backgrounds, such as valuers or non-valuers, and property professionals who work in different sectors or different-sized companies and who have differing amounts of experience. The competencies identified in this paper include knowledge areas, skills and attributes. Design/methodology/approach – This paper presents the research findings of a questionnaire survey sent to Australian Property Institute members, which aimed to gather Australian property professionals' views on the knowledge, skills and attributes required to perform their roles effectively. The percentage of the respondents who provided different choices of given answers for each of the 31 knowledge areas, 20 skills and 21 attributes was identified and discussed. The professional backgrounds of the respondents were also identified to see whether these impact on competency expectations for property professionals. Content analysis was used to analyse written comments collected in the questionnaire. Findings – The most important categories of knowledge, skill and attribute for Australian property professionals are valuation, effective written communication and practical experience, respectively. The least important are international real estate, second language and creativity. Knowledge of rural valuation is very important in Australia, although this has not been mentioned in previous studies. Professional backgrounds have a large influence on Australian property professionals' views on knowledge requirements, but less so on skills and attributes. Practical implications – The findings of this paper can be used as guidance for property professionals in their professional development plan. In addition, property course providers can use the research findings of this paper to inform their curriculum development and redesign. Originality/value – This project is the first to identify the comprehensive competency expectations of property professionals as a whole in Australia. At the same time, it identifies differences in the competency expectations of property professionals who have different professional backgrounds. Similar types of study have been conducted in the UK, the USA, Hong Kong and New Zealand but not yet in Australia. An understanding of the knowledge, skills and attributes required for property professionals is important for continuing professional development, curriculum development and the redesign of relevant property courses in order to maintain performance and competitiveness in the property sector.
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Damnet, Anamai, and Helen Borland. "Acquiring Nonverbal Competence in English Language Contexts." Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, no. 1 (February 27, 2007): 127–48. http://dx.doi.org/10.1075/japc.17.1.08dam.
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In the Asia Pacific region acquiring communicative competence in intercultural interactions in English is an increasingly important goal for adult English language learners. One aspect of communicative competence that has been little researched to date is competence in interpreting the nonverbal channels of communication that accompany speakers’ verbal messages. For Thai learners of English the differences between Thai and English native speakers in many features of nonverbal communicative behaviour can lead to misunderstanding and miscommunication. In this study the understanding of English native speakers’ nonverbal communication and attitudes to such communication is investigated with a group (n = 73) of Thai university students. Using experimental classroom-based research the effectiveness of two teaching approaches using American and Australian films have been evaluated. One of these approaches involves explicit teaching about nonverbal communication used by English native speakers, whereas the other approach does not teach about nonverbal communication, but exposes the students to nonverbal codes whilst explicitly teaching the linguistic features of interactions in the chosen films. Results of pre and post teaching intervention assessments support the importance of explicit teaching for Thai background English learners’ enhanced appreciation of the nonverbal communication of English native speakers.
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Rubino, Antonia. "Trilingual women as language mediators in the family." Australian Review of Applied Linguistics. Series S 18 (January 1, 2004): 25–49. http://dx.doi.org/10.1075/aralss.18.03rub.
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In the process of language shift from the immigrant languages to English, everyday communication within the family can become increasingly problematic due to strong divergences in the linguistic competences of the older and the younger generations. This article explores the process of language mediation between different generations, as it occurs within a Sicilian-Australian family belonging to the last wave of Italian mass immigration to Australia Through a corpus of spontaneous conversations, the study focuses on the role played by a second generation woman as a mediator within her family. The linguistic analysis shows that, in order to overcome communication breakdown, she makes full use of her competence in all three languages: Italian, Sicilian and English, and employs codeswitching extensively as a conversational strategy to accommodate participants with different language abilities. Furthermore, while she maintains Dialect as the language of the most inner family circle, she shifts to Italian as the more ‘learneable’ language that can contribute to cohesion in the extended family.
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Raymond, Jacqueline, Rebecca Sealey, Fiona Naumann, Kieron Rooney, Timothy English, Ben Barry, and Herb Groeller. "Development of Core Clinical Learning Competencies for Australian Exercise Physiology Students." Journal of Clinical Exercise Physiology 9, no. 1 (March 1, 2020): 1–9. http://dx.doi.org/10.31189/2165-6193-9.1.1.
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ABSTRACT Background: Clinical placements and assessment are an essential part of education to become a health professional. However, quality assessment in a clinical environment is challenging without a clear representation of what constitutes competence. The aim of this study was to establish core clinical learning competencies for Australian exercise physiology students. Methods: This study used a mixed-methods, multiphase approach. The competencies were developed following electronic surveys and focus groups, with additional refinement provided by the project team. Preliminary validation was conducted via electronic survey where (i) participants rated the importance of each unit of competency for entry-level practice, and (ii) participants who had recently graduated (n = 23) rated the extent to which they perceived they were competent in each unit. Results: The competencies are described as 19 elements organized into 6 units. The units are (i) communication, (ii) professionalism, (iii) assessment and interpretation, (iv) planning and delivery of an exercise and/or physical activity intervention, (v) lifestyle modification, and (vi) risk management. Of 126 survey participants, the majority (93%–98%) considered each unit as being important for entry-level practice. The majority (78%–95%) of recent graduates considered themselves competent in each unit, suggesting the competencies are articulated around the level of a new practitioner. Conclusion: The core clinical learning competencies resulted from an extensive, iterative process involving those with expertise in the area. The competencies have a range of applications, including informing the development of a student placement assessment tool for use in a clinical placement environment.
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Luthfia, Amia. "Kompetensi Komunikasi Antar Budaya Peserta Pelatihan dari Indonesia di Australia." Humaniora 2, no. 1 (April 30, 2011): 860. http://dx.doi.org/10.21512/humaniora.v2i1.3105.
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This research studied about intercultural communication competency Indonesians when they study in Australia. Having competency in communicating with different cultures is important in order to avoid intercultural conflict, also to establish effective and proper communication. Although the training participants have different cultural background with Australians, obviously they are competent enough to conduct intercultural communication especially in social formal context. However, in social informal context, they are not competent enough. The training participants are competent in social formal context because they are helped by education setting that accommodative and tolerance towards their weaknesses compared to social informal context.
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Cao, Deborah. "On Translational Language Competence." Babel. Revue internationale de la traduction / International Journal of Translation 42, no. 4 (January 1, 1996): 231–38. http://dx.doi.org/10.1075/babel.42.4.05cao.
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Abstract This paper presents some of the results from the empirical studies carried out for a research project on translation proficiency. Data were collected from interviews with Chinese/English translators in Australia. The investigation focuses on translational language competence of translators. It identifies translational language competence as one of the components of translation proficiency. It holds that the high level of language competence of both the SL and TL, equivalent to university educated language user is an essential requirement of any translator. It argues that the language competence of translators in both the first and foreign language should be emphasised. Résumé Cet article présente des résultats d'études empiriques menées dans le cadre d'un projet de recherche sur la compétence en matière de traduction. Les données ont été fournies par des interviews de traducteurs chinois/anglais en Australie. Ces études, qui se sont concentrées sur la compétence linguistique traductionnelle des traducteurs, révèle que la compétence purement linguistique est indispensable en matière de traduction et qu'elle exige, de la part du traducteur, un niveau de connaissances linguistiques supérieur — l'équivalent d'une formation linguistique universitaire — aussi bien dans la langue source que dans la langue cible. L'auteur défend la thèse suivant laquelle il y a lieu d'insister sur l'importance des compétences purement linguistiques des traducteurs aussi bien dans la langue maternelle que dans la langue étrangère.
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Koswara, Aang, and Syauqy Lukman. "Communication competence of Indonesian workers in intercultural interaction in Munich and Canberra." Jurnal Kajian Komunikasi 10, no. 2 (December 29, 2022): 199. http://dx.doi.org/10.24198/jkk.v10i2.41976.
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The discourse of intercultural communication competence is increasingly important in the globalized world. However, there need to be more studies reported on the communication competence of Indonesian workers in intercultural interaction, particularly in the host country Germany and Australia. This study investigates communication competence in the intercultural interaction of Indonesian workers in two cities, Munich and Canberra. It focuses on intercultural challenges encountered by Indonesian workers working at different corporations and organizations in Munich and Canberra. Using qualitative methods, we examine Indonesian workers' intercultural awareness, sensitivity, and language competence in the host cities. This ethnographic study is based on interviews and informal conversations with Indonesian workers in Munich and Canberra and observations through the engagement of the researchers in the various Indonesian Diaspora community in the two cities. Based on thematic analysis, two empirical findings are essential to everyday intercultural interaction. First, intercultural awareness and sensitivity explain the knowledge and experiences of Indonesian workers on local rules and regulations, culture, and history of the host cities. Second, language competence describes the ability of Indonesian workers to understand the accents and dialects (German Bavaria and English Australian) and to overcome language barriers in everyday work and community life. The study concludes that participants have different experiences implementing communication competence in everyday interaction. It depends on the intercultural interaction intensity of Indonesian workers with their colleagues and the local community.
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Skyba, Yurii, and Tetiana Shrol. "COMPARATIVE ANALYSIS OF TRAINING STANDARDS FOR FUTURE TEACHERS TO USE OF ICT IN THEIR PROFESSIONAL ACTIVITY IN UKRAINE AND ABROAD." International Journal of New Economics and Social Sciences 4, no. 2 (December 30, 2016): 0. http://dx.doi.org/10.5604/01.3001.0010.4560.
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The article provides the analysis of such teachers training standards to use of information and communication technologies (ICT) in their professional activity as European framework of ICT competence 3.0, UNESCO ICT Competency Framework, Standards for Teachers ISTE, National Standards for ICT training of future teachers of Australia, Poland and other countries. The comparative characteristic of features of standards description is carried out and the features that characterize and define the ICT training of future teachers best of all are defined.
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Yang, Ping. "Intercultural Responsiveness: Learning Languages Other Than English and Developing Intercultural Communication Competence." Languages 5, no. 2 (June 2, 2020): 24. http://dx.doi.org/10.3390/languages5020024.
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This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little presence in Australian university curricula. No Australian universities require that students need to learn a LOTE to meet the course requirements. Learning a LOTE is conducive to both bilingual/multilingual and intercultural communication competence development. Furthermore, most current work studies intercultural verbal communication competence more than intercultural nonverbal communication competence. While intercultural verbal communication is audio-oriented, voiced, and externalized with open messages, intercultural nonverbal communication is visually oriented, silent, and internalized with hidden cues. Only when both components are considered can people achieve effective intercultural communication. The implications for learning a LOTE and developing intercultural communication competence are discussed.
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Hughes, Roger. "Competencies for effective public health nutrition practice: a developing consensus." Public Health Nutrition 7, no. 5 (August 2004): 683–91. http://dx.doi.org/10.1079/phn2003574.
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AbstractObjectives:To assess the level of consensus amongst an international panel of public health nutrition leaders regarding the essential competencies required for effective public health nutrition practice.Design:A modified Delphi study involving three rounds of questionnaires.Subjects:A panel of 20 public health nutrition experts from seven countries in the European Union, the USA and Australia.Results:Expert panellists completed three rounds of the study relating to competencies. A literature review conducted as a prelude to the expert panel survey identified common competency units from the fields of public health, health promotion, nutrition and dietetics, and health education. These were categorised into seven competency areas including analytical, socio-cultural and political, public health service, communication, management and leadership, nutrition science and professional competency categories. There was strong initial agreement (≥90% of panellists at Round 1) that developing internationally recognised competencies for public health nutrition specialists was a priority. Twenty-six of an initial listing of 52 competency units were rated as essential competencies by ≥80% of the panellists after Round 1. Iteration rounds resulted in the addition of five extra competency units suggested by panellists after Round 1 and an increase by 13 in the number of competencies rated as essential to consensus levels. From a total of 57 competency units rated after the final survey round, 41 competency units were rated as essential competencies by ≥80% of the panellists (consensus), with 21 of these unanimously rated as essential competencies.Conclusions:There is strong international agreement amongst public health nutrition leaders in Europe, the USA and Australia about a range of competencies required for effective public health nutrition practice. Essential competency units identified can be used to develop and review competency standards for public health nutrition.
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Pilus, Zahariah, Nur Shahida Zakaria, Muhamad Khairul Zakaria, and Ridwan Wahid. "Stretching the boundaries." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 300–321. http://dx.doi.org/10.1075/japc.00035.pil.
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Abstract Nowadays, international communication using English as the medium is a common occurrence. To communicate effectively, English as a second language (ESL) speakers need to possess relevant communicative skills including understanding and being familiar with inner circle accents. This paper seeks to find out ESL learners’ evaluative reactions to four inner circle accents, representing British, American, Australian and New Zealand English varieties, through an accent perception and a survey task conducted on Malaysian undergraduates at a public university in Malaysia. The participants responded to descriptors on speaker attributes categorized into three dimensions: competence, social appeal and accent preference while or after listening to a recorded passage read in one of the four accents by male and female speakers. The learners showed a tendency to prefer certain accents more than others. In general, the best rated accent was the British accent for the male speakers and the American accent for the female speakers. The New Zealand accent was rated the lowest among the male speakers and one of the lowest among the female speakers. The study also found that speaker’s competence, speaker’s social appeal and accent preference were positively correlated. These findings highlight the importance of listening practices and exposure to various English accents in ESL classrooms to prepare students for international and intercultural communication.
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Luthfia, Amia. "Realitas Kompetensi Komunikasi antar Budaya pada Proses Adaptasi Pelajar Indonesia di Luar Negeri." Humaniora 3, no. 2 (October 31, 2012): 558. http://dx.doi.org/10.21512/humaniora.v3i2.3399.
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There are more and more Indonesian students studying abroad. Having competence in communicating with people from different cultures is very important in order to avoid conflicts between cultures, and so that the communication occurs effectively and properly. This study examines intercultural communication competence Indonesian people when they are being assigned to study in Australia, with qualitative methodology. The method used is field observations and in-depth interviews. The context of the research is very limited, that examines only one group of students assigned to study for less than one year at the institution which have prepared a special program for them. The results of this study are the students quite competent in intercultural communication, especially in formal social contexts. However, in informal social contexts, they are not competent enough. They can be quite competent in the formal social context as they are aided by educational setting that more accommodative and tolerant of their shortcomings compared to the informal social context.
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Pilbeam, Victoria, Lee Ridoutt, and Tony Badrick. "Best Practice Pathology Collection in Australia." Asia Pacific Journal of Health Management 11, no. 1 (December 16, 2018): 50–55. http://dx.doi.org/10.24083/apjhm.v11i1.243.
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Objectives: The specific objectives of the study were to (a) identify current best practice in pathology specimen collection and assess the extent to which Australian pathology services currently satisfy best practice standards; and (b) identify training and other strategies that would mitigate any gaps between current and best practice.
Methods: A total of 22 case studies were undertaken with pathology collector employers from public, not for profit and private pathology organisations andacross urban and rural locations and eight focus groups with pathology collection services consumers were conducted in December 2012 in four different cities.
Results: The preferred minimum qualification of the majority of case study employers for pathology collectors is the nationally recognised Certificate III in Pathology. This qualification maps well to an accepted international best practice guideline for pathology collection competency standards but has some noted deficiencies identified which need to be rectified. These particularly include competencies related to communicating with consumers. The preferred way of training for this qualification is largely through structured and supervised on the job learning experiences supported by theoretical classroom instruction delivered in-house or in off the job settings. The study found a need to ensure a greater proportion of the pathology collection workforce is appropriately qualified.
Conclusion: The most effective pathway to best practice pathology collection requires strong policies that define how pathology samples are to be collected, stored and transported and a pathology collection workforce that is competent and presents to consumers with a credible qualification and in a professional manner.
Abbreviations: CHF – Consumer Health Forum of Australia; KIMMS – Key Incident Monitoring and Management Systems; NAACLS – National Accrediting Agency for Clinical Laboratory Sciences; NACCHO – National Aboriginal Community Controlled Health Organisation; NPAAC – National Pathology Accreditation Advisory Council; RCPA – Royal College of Pathology Australasia; RTO – Registered Training Organisation.
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Revelo Rosero, Jorge Enrique. "Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador." EDMETIC 7, no. 1 (March 4, 2018): 196. http://dx.doi.org/10.21071/edmetic.v7i1.6910.
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Resumen:Esta investigación se centra en el desarrollo de un modelo de integración de competencias digitales del docente universitario para su desarrollo profesional en la enseñanza de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Metodológicamente se analizaron los aspectos más relevantes de las diferentes normas y modelos propuestos por varios ministerios de educación, entre ellos Australia, Bélgica, Canadá, Chile, España, Estados Unidos, Francia, Noruega y otros, así como organizaciones como la UNESCO O ISTE, y las investigaciones de prestigiosas universidades (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). Este estudio determina un perfil preliminar del profesorado del área de matemáticas, en el que se describen las dimensiones, competencias e indicadores que desarrolla el profesorado de una universidad de Ecuador y que fue validado por un grupo de expertos internacionales en competencias digitales. Los resultados muestran que el perfil está compuesto por 44 indicadores que corresponden a 21 habilidades digitales que responden a los niveles: básico, intermedio y avanzado de las cuestiones de dominio, uso e innovación en cinco áreas: información y alfabetización, comunicación y colaboración, creación de contenidos digitales, seguridad y resolución de problemas. Abstract:This research focuses on developing a model of digital competence integration of the university teacher for their professional development in the teaching of mathematic, as a scenario for the growth and strengthening of the professional teaching practice. Methodologically, the most relevant aspects of the different standards and models proposed by several ministries of education were analyzed, among them Australia, Belgium, Canada, Chile, Spain, the United States, France, Norway and others, as well as organizations such as UNESCO or ISTE, and the researches of prestigious universities (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). This study determines a preliminary profile of teachers in the area of mathematics, which describes the dimensions, competencies and indicators developed by teachers of a university in Ecuador and validated by a group of international experts in digitals competence teacher. The results show that the profile is composed by 44 indicators corresponding to 21 digital competences that respond to the basic, intermediate and advanced levels of domain, use and innovation in five areas: information and information literacy, communication and collaboration, creation of digital content, security and problem solvingKeywords: ICT, Mathematics, Digital competences, Higher education
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Cabalquinto, Earvin Charles. "Digital Ties, Disrupted Togetherness: Locating Uneven Communicative Mobilities in Transnational Family Life." Migration, Mobility, & Displacement 4, no. 1 (June 7, 2019): 49–63. http://dx.doi.org/10.18357/mmd41201918970.
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Ubiquitous digital communication technologies play a crucial role in shaping the nature of family life at a distance. Paradoxically, mobile device use has not only brought dispersed family members together, it also sometimes stirs communicative tensions in transnational households. These tensions are often produced by uneven access to a wide range of re-sources in mediated communication. Employing the mobilities lens, this paper examines the role of smartphones and networked communications platforms in binding ties and relationships among twenty-one overseas Filipino workers in Melbourne, Australia, and their left-behind family members in the Philippines. Based on data drawn from in-depth interviews and photo elicitation, the research study uncovers the performance, embodiment, and negotiation of transnational relationships through mobile device use. Signifcantly, it also demonstrates the impact of structural and infrastructural forces in enabling differential mediated mobilities. In illuminating asymmetrical mobile communication, I propose six categories: access, socio-technical competency, quality of connectivity, rhythms, affective experience, and communicative space. Ultimately, this paper offers a critical lens on investigating mobile practices in the conduct of transnational family life.
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Arifin, Win Listyaningrum. "Intercultural Communication Life of Transnational Indonesian PhD Muslim Female Students in the US and Australia." Hayula: Indonesian Journal of Multidisciplinary Islamic Studies 5, no. 1 (January 29, 2021): 93–110. http://dx.doi.org/10.21009/005.01.05.
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This study aimed at investigating the intercultural communication life of Indonesian PhD Muslim female students in the USA and Australia as transnationals. They face not only the language hardship but also the newest environments challenge both in academic and social setting. Stereotype, stigmatization, discrimination, and other forms of oppressions appear in relation to their visual identity. Applying Stella Ting-Toomey’ Identity Negotiation Theory, the study is to answer questions: (1) How far is the influence of the intercultural communication of these students living in a country? and (2) To what extent does intercultural communication competence influence the success of these students? This study is a qualitative descriptive based on the video/audio or diary tape of the respondents in the USA and Australia. To sum up, the video/audio or diary tape revealed that the success of intercultural communication on the these Indonesian Phd Muslim women students is influenced by knowledge, motivation, and skill obtained from the challenges in daily experiences both in academic and social life. Later, those three elements are very essential components in the ‘mindful/effectiveness intercultural communication’. Those elements become competence for Indonesian PhD Muslim women students to form adaptive strategies to overcome their internal and external situation. The process of intercultural communication might be challenging. However, the competence reveal during their first year living in a new country will be solution in facing problems or minimizing difficult situations in future years ahead.
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Karim, Shakir, and Ergun Gide. "Barriers to adopting E-commerce with small to midsized enterprises-SMEs in developed countries: An exploratory study in Australia." Global Journal of Information Technology: Emerging Technologies 8, no. 1 (May 15, 2018): 24–36. http://dx.doi.org/10.18844/gjit.v8i1.3438.
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AbstractThe paper aims to provide an insight about barriers affecting e‐commerce adoption with small to midsized enterprises (SMEs) in Australia. The objective of this research is also to consolidate the factors and determine the level of influence, either positively or negatively from the adopter’s perspective, on the adoption decision. This study also examines the factors influencing e-commerce adoption decisions in small and medium enterprises (SMEs) in Australia. Three groups of factors influencing adoption decisions are identified, including organisational, technology and environmental barriers influencing e‐commerce adoption and implementation in Australia. This paper mainly has used secondary research data and methods to provide a broad investigation of the barriers in Australia, how to overcome the hurdles in SMEs of Australia necessary for SMEs to help facilitate e-commerce adoption. The research is subject to academic journal articles, project reports, media articles, corporation based documents and other appropriate information. In future, questionnaire‐based survey and interview will be conducted with small to midsized businesses in Australia about e‐commerce adoption and implementation. The finding says that one of the most vivid implications of e-commerce for SMEs is the potential for external communication and information gathering for market and product research. However, the most common limitation of e-commerce in Australia is that e-commerce is mainly used for payment purposes only. The study has found that the historical relationship problems between Business Link and SMEs are still causing problems. Cost was not seen as an inhibitor to adopting e‐commerce. Some evidence is emerging that e‐commerce may be able to save failing or struggling businesses. Other unexpected outcomes are that e‐commerce had social benefits for SMEs’ owners in reducing working hours yet still increased sales. The findings also show that in Australia, organisations and manager’s characteristics, perceived benefits, organisational culture, organisational IT competence, technological competency, IT support, availability of financial support, management commitment/support, external pressure and cost of adoption are significant predictors of e-commerce acceptance in the SMEs and have significant relationships with e-commerce adoption in Australia
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Shah, Dhara, and Michelle Barker. "Cracking the cultural code." International Journal of Cross Cultural Management 17, no. 2 (May 17, 2017): 215–36. http://dx.doi.org/10.1177/1470595817706383.
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The growth of Indian Information Technology (IT) sector has resulted in many Indian IT expatriates conducting projects at international client sites. Yet little is known about the sociocultural communication challenges these expatriates encounter. Adopting a qualitative, interpretive approach, semi-structured interviews were conducted with 47 Indian IT expatriates at client sites in Australia. The cultural validation and sociocultural competencies framework of the Excellence in Cultural Experiential Learning and Leadership Intercultural Skills Program was used to analyse expatriates’ workplace interactions. Respondents reported a lack of understanding of the ‘unwritten’ sociocultural communication rules in Australia. Communication differences contributed to their frustrations and dissatisfaction during expatriation. Insights into Indian IT expatriates’ experiences of negotiating communication competencies abroad can inform cross-cultural management scholarship and cross-cultural training. Making cultural norms explicit by embedding a cultural learning framework in cross-cultural training programs can contribute to productive, culturally diverse workplaces. The findings may provide fresh perspectives for organizations who prepare or receive expatriates, especially Indian professionals on assignment in Australia or other western countries.
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Bernard, Jennifer, and Krishna Bista. "International Student Experience in Australia." Journal of International Students 5, no. 1 (January 1, 2015): 100. http://dx.doi.org/10.32674/jis.v5i1.447.
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This book introduces a theoretical framework and research tools for evaluating the experiences of international students from the Indian subcontinent as they adapt to one university in Australia. Gunawardena and Wilson focus on the importance of understanding and molding student services to each individual cultural group and meeting specific needs based on communication, learning style, personal preferences, and grade level. For example, some English language learners have been put in classes below their grade level because of their lack of competency in English (written and spoken).
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Kurata, Naomi. "Communication networks of Japanese language learners in their home country." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 153–78. http://dx.doi.org/10.1075/japc.14.1.10kur.
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This paper deals with communication networks of four upper-intermediate level Japanese language learners with in-country experience who are studying at an Australian university, and it also examines the relationship between the learners’ networks and language learning. Utilizing Boissevain’s criteria for network analysis, I compared the characteristics of the informants’ current networks with those that existed prior to their in-country experiences. In addition, this study applied the framework of communicative competence developed by Hymes and Neustupny to analyse the informants’ language learning that occurred within their networks. The study found that a number of characteristics of the informants’ networks, such as their multiplex social roles and the variety of backgrounds of their Japanese network interactants, were probably related to the raising of the learners’ non-linguistic as well as linguistic awareness. It therefore appears that learners’ out-of-class communication networks with native speakers of the target language play an important role in terms of language learning.
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Sarode, Vineet, Deborah Sage, Jenny Phong, and John Reeves. "Intensive care patient and family satisfaction." International Journal of Health Care Quality Assurance 28, no. 1 (February 9, 2015): 75–81. http://dx.doi.org/10.1108/ijhcqa-02-2014-0018.
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Purpose – The purpose of this paper is to measure family member satisfaction with the care provided in an Australian private intensive care unit (ICU) at two time points separated by two years. The study was part of a quality improvement process for ICU, and was designed with reference to the revised Australian Commission on Safety and Quality in Health care. Design/methodology/approach – This prospective study involved family members of patients admitted in ICU in February 2011 and February 2013. All patients admitted to during the study month were eligible. Questionnaire addressed staff competence, treatment of family, communication, environment and overall satisfaction, using a Likert scale. There was one free text question. The first survey was done by handing the survey package to the next of kin at the time of discharge while the second involved mailing a survey package within a week of discharge from ICU. Quantitative analysis was based on ten Likert items and qualitative analysis based on the free text question. Findings – The response rate was 53 percent (54/102) in 2013 (mailed) compared to 44 percent (44/100) in 2011 (hand delivered). The results from second (2013) survey showed statistically significant improvement in satisfaction associated with nursing and medical competency. Other areas with improvement were the relative’s waiting room and visiting hours. The area lacking improvement was ease of finding ICU the hospital. It confirmed that families were satisfied with the care provided and highlighted areas for improvement. The results indicated high satisfaction overall, especially with the hospital staff competency and the overall care quality their relative received. Though most responses also indicated satisfaction with communication and support services, these areas did not perform as well. Originality/value – This study provided a simple and effective mechanism to monitor consumer satisfaction with ICU.
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Ku, Keong Yeun. "Contribution of Telecollaborative Learning with Australian Peers to Korean Elementary Students’ Intercultural Communicative Competence." Studies in Modern Grammar 2016, no. 88 (March 30, 2016): 123–47. http://dx.doi.org/10.14342/smog.2016.88.123.
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Park, Jessie, Nerina J. Caltabiano, and Karim Hajhashemi. "The Role of User Demographics, Self-Efficacy and Interpersonal Competence on Communication Style Preferences of Rural University Students." Australian and International Journal of Rural Education 29, no. 2 (July 6, 2019): 41–52. http://dx.doi.org/10.47381/aijre.v29i2.206.
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Despite the amount of information known about how people engage in offline social interactions, there is limited knowledge regarding how such interactions express themselves in the online environment. For social interactions to be consistently harmonious, a level of interpersonal competence and self-efficacy are required. The study aims to determine the relationships andthe predictive capacity of user demographics, self-efficacy and interpersonal competence for online communication preferences using an online survey methodology. The sample consisted of 65 males and 158 females attending a rural Australian university whose ages ranged from 17 to 59 years (M=25.06, SD=10.14). Online communication preferences were operationalized as communication style preferences (synchronous versus asynchronous), context disclosure preferences (one-to-one/one-to-many), and platform preferences (social media involving family and friends versus emails involving colleagues). Age and interpersonal competence were significant predictors for communication style preferences in terms of the timing in conversations and platform preferences. None of the demographics, self-efficacy or the interpersonal competence were found to predict context disclosure preferences. The findings extend knowledge in the field of online social interaction research.
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Wang, Cen, Sarah Verdon, Sharynne McLeod, and Van H. Tran. "Profiles of Linguistic Multicompetence in Vietnamese–English Speakers." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1711–27. http://dx.doi.org/10.1044/2021_ajslp-20-00296.
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Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Results Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%); that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Conclusion Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. Supplemental Material https://doi.org/10.23641/asha.14781984
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Liang, Zhanming, Peter F. Howard, Lee C. Koh, and Sandra Leggat. "Competency requirements for middle and senior managers in community health services." Australian Journal of Primary Health 19, no. 3 (2013): 256. http://dx.doi.org/10.1071/py12041.
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The Australian health system has been subjected to rapid changes in the last 20 years to meet increasingly unmet health needs. Improvement of the efficiency and comprehensiveness of community-based services is one of the solutions to reducing the increasing demand for hospital care. Competent managers are one of the key contributors to effective and efficient health service delivery. However, the understanding of what makes a competent manager, especially in the community health services (CHS), is limited. Using an exploratory and mixed-methods approach, including focus group discussions and an online survey, this study identified five key competencies required by senior and mid-level CHS managers in metropolitan, regional and rural areas of Victoria: Interpersonal, communication qualities and relationship management; Operations, administration and resource management; Knowledge of the health care environment; Leading and managing change; and Evidence-informed decision-making. This study confirms that core competencies do exist across different management levels and improves our understanding of managerial competency requirements for middle to senior CHS managers, with implications for current and future health service management workforce development.
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Truong, Mandy, Lisa Gibbs, Yin Paradies, Naomi Priest, and Maryanne Tadic. "Cultural competence in the community health context: ‘we don’t have to reinvent the wheel’." Australian Journal of Primary Health 23, no. 4 (2017): 342. http://dx.doi.org/10.1071/py16073.
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Health and social service agencies need to be responsive to the healthcare requirements of culturally and linguistically diverse (CALD) groups in the community. This is a challenging proposition, particularly due to shifting demographics in developed Western countries such as Australia. Organisations that strive for cultural competence can potentially reduce the barriers associated with inequitable access to services by CALD groups. Community health services play a vital role in the provision of culturally competent health services to people from CALD groups. Additional research related to cultural competence in the community health context is needed. Thus, the aim of this paper is to explore the positioning of cultural competence within community health from multiple perspectives using a qualitative case study of a community health service located in Victoria, Australia. The findings suggest that if the essential needs of clients are met, regardless of cultural background (e.g. able to communicate with staff, trust and a respectful and caring environment), then issues related to cultural background may be of less significance for some clients.
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Hale, Adrian. "Dame Edna and ‘the help’." European Journal of Humour Research 9, no. 4 (December 30, 2021): 152–72. http://dx.doi.org/10.7592/ejhr2021.9.4.568.
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‘Dame Edna Everage’, a persona originally created by the Australian comedian Barry Humphries in 1955, is a character designed to simultaneously shock and amuse. Dame Edna voices (and satirizes) the discourse of ‘average’, older, politically conservative Anglo-Australians who feel compelled to ‘tell it like it is’ – no matter how offensive their opinions might be. In the Anglosphere, Edna’s humour is well understood and sustained international success has followed Edna for more than 60 years in Britain, Canada, the US and Australia. However, Edna occasionally misfires. In 2003, for instance, Edna’s satire outraged Latinos across the USA, in fulfillment of Poe’s Law (Aikin, 2009). Simply put, Latinos assumed that Edna’s comments satirising negative mainstream attitudes towards them were expressive of Edna’s authentic racism. This paper investigates the Edna joke in the overall context of failed humour and then specifically for the offensiveness it generated amongst the Latino minority in the United States. It then tests whether this reaction was the result of a discursive frame specific to the US context, by conducting an exploratory study amongst a small sample of highly educated Australian bilingual Latin American immigrants and their adult children, to see whether they thought Edna’s joke was funny. These Australian individuals of Latin American heritage responded via an online questionnaire, and an analysis of their responses is presented here. The study’s main finding is that while these individuals generally demonstrated a high comedic literacy across both English and Spanish, including a prior awareness of Edna’s and Australian humour, they overall rejected the intention and humour of Edna’s joke. This paper asserts that, when it comes to humour, some transnational migrant speech community loyalties transcend other notions of identity and language competence.
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Pinchuk, Olha, and Alla Prokopenko. "Actual areas of development of digital competence of officers of the Armed Forces of Ukraine." Educational Dimension 57, no. 5 (December 9, 2021): 89–108. http://dx.doi.org/10.31812/educdim.4720.
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The purpose of the study is to find ways to solve the current problem of improving the military education system. The needs in the formation and development of digital competencies of military management officers in different competence areas were studied: information and data literacy, communication and collaboration, digital content creation, safety and problem solving are studied. Possession of a high level of competence in these areas, according to the authors, significantly affects the professional development of officers during their military careers. The attention is focused on the possibility of implementing transdisciplinary integration in the system of advanced training of officers of the Armed Forces of Ukraine. The subject of the study, among other things, was the formation of readiness to use STEM-technologies in professional activities. The study reviewed modern STEM-approaches in the educational process and analyzed the experience of countries such as the United States, Australia, China, Britain, Israel, Korea, Singapore. The results of the survey among the students of advanced training courses at The National Defence University of Ukraine named after Ivan Cherniakhovskyi are highlighted. In particular, the attitude and needs of military management officers to training and professional development were clarified; identified their educational interests. In particular, the need for effective ownership of tools for planning and organizing project work, analysis and evaluation of achieved results is identified.
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Das, Rebekah. "Internationalisation Of The Curriculum: Putting Theory Into Practice In A Physiotherapy Program." Journal of University Teaching and Learning Practice 2, no. 1 (January 1, 2005): 28–38. http://dx.doi.org/10.53761/1.2.1.4.
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Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled ‘Language and Communication in Physiotherapy’ in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students’ needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having ‘gaps’ in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students’ learning, but also in advancing the cultural competence of teachers involved in the course.
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Spooner-Lane, Rebecca, Donna Tangen, K. Louise Mercer, Erika Hepple, and Suzanne Carrington. "Building Intercultural Competence One “Patch” at a Time." Education Research International 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/394829.
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This paper describes a program calledPatchesthat was implemented to assist a group of Australian and Malaysian pre-service teachers to enhance their intercultural competence through their involvement in a series of reciprocal learning activities. Each learning experience was considered a “patch” that eventually created a “quilt of intercultural learning.” The purpose of this study was to enhance the intercultural competence of domestic and international students through organized intercultural activities, through a series of reflective writing sessions, and mutual engagement on a common project. The effectiveness of thePatchesprogram was analysed in accordance with Deardorff’s elements of intercultural competence. The qualitative findings indicate that both cohorts of preservice teachers showed elements of intercultural competence through participation in the program, with both groups reporting a deeper appreciation and understanding of how to communicate more effectively in intercultural contexts.
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Ku, Keong Yeun. "Effects of Telecollaboration with Australian Peers on Korean Middle School Students' Motivation and Intercultural Communicative Competence." Studies in Modern Grammar 77 (March 30, 2014): 135–57. http://dx.doi.org/10.14342/smog.2014.77.135.
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Krasna, Heather, Katarzyna Czabanowska, Shan Jiang, Simran Khadka, Haruka Morita, Julie Kornfeld, and Jeffrey Shaman. "The Future of Careers at the Intersection of Climate Change and Public Health: What Can Job Postings and an Employer Survey Tell Us?" International Journal of Environmental Research and Public Health 17, no. 4 (February 18, 2020): 1310. http://dx.doi.org/10.3390/ijerph17041310.
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Climate change is acknowledged to be a major risk to public health. Skills and competencies related to climate change are becoming a part of the curriculum at schools of public health and are now a competency required by schools in Europe and Australia. However, it is unclear whether graduates of public health programs focusing on climate change are in demand in the current job market. The authors analyzed current job postings, 16 years worth of job postings on a public health job board, and survey responses from prospective employers. The current job market appears small but there is evidence from job postings that it may be growing, and 91.7% of survey respondents believe the need for public health professionals with training in climate change may grow in the next 5–10 years. Current employers value skills/competencies such as the knowledge of climate mitigation/adaptation, climate-health justice, direct/indirect and downstream effects of climate on health, health impact assessment, risk assessment, pollution-health consequences and causes, Geographic Information System (GIS) mapping, communication/writing, finance/economics, policy analysis, systems thinking, and interdisciplinary understanding. Ensuring that competencies align with current and future needs is a key aspect of curriculum development. At the same time, we recognize that while we attempt to predict future workforce needs with historical data or surveys, the disruptive reality created by climate change cannot be modeled from prior trends, and we must therefore adopt new paradigms of education for the emerging future.
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Alindogan, Mark Anthony. "Evaluation competencies and functions in advertised evaluation roles in Australia." Evaluation Journal of Australasia 19, no. 2 (June 2019): 88–100. http://dx.doi.org/10.1177/1035719x19857197.
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This study explores the functions of professional evaluators outlined in online job advertisements. A total of 97 job advertisements were reviewed in the study. A content analysis using a Coding Analysis Toolkit developed by Shulman was conducted to identify six main evaluation functions based on the collected data. These functions are (1) evaluation and reporting, (2) providing evaluation advice, (3) evaluation capacity building, (4) communication and engagement, (5) forming partnerships and (6) leading, managing and influencing. These functions were then compared to the Australian Evaluation Society’s (AES) Core Competency Domains. Overall, there is a broad alignment between these functions and the AES Core Competency Domains. However, the analysis shows that the delivery of culturally competent evaluations and evaluation utilisation received no mention in advertised evaluation roles. The delivery of culturally competent evaluation is essential from the perspective of ethics, validity and theory, while the utilisation of evaluation findings is important for the benefit of society.
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Brdnik Juhart, Petra, and Barbara Sicherl Kafol. "Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence." Center for Educational Policy Studies Journal 11, no. 3 (September 28, 2021): 97–118. http://dx.doi.org/10.26529/cepsj.1092.
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Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.
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Oates, Jennifer, and Georgia Dacakis. "Inclusion of Transgender Voice and Communication Training in a University Clinic." Perspectives of the ASHA Special Interest Groups 2, no. 10 (January 2017): 109–15. http://dx.doi.org/10.1044/persp2.sig10.109.
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Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.
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Oakley, Kate. "The Art of Education: New Competencies for the Creative Workforce." Media International Australia 128, no. 1 (August 2008): 137–43. http://dx.doi.org/10.1177/1329878x0812800117.
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This article is a summary of a longer study entitled Educating for the Creative Workforce: Rethinking Arts and Education, commissioned by the Australia Council as part of its research partnership with the Institute for Creative Industries and Innovation. That study analyses the claims for the role of the arts in education, concentrating on empirical research studies that looked at arts education programs and sought to explore whether, and how, they can contribute to contemporary approaches to education for the ‘creative workforce’. In line with the focus of this special issue, this paper seeks to draw parallels between this debate and that on digital literacy. In both cases, we look at how these areas are said to contribute to the skills and competencies required for the contemporary workforce, the differences between formal and informal approaches to skill acquisition, and the degree to which both areas are often surrounded by notions of empowerment.
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Cuskelly, Graham, and Christopher J. Auld. "Perceived Importance of Selected Job Responsibilities of Sport and Recreation Managers: An Australian Perspective." Journal of Sport Management 5, no. 1 (January 1991): 34–46. http://dx.doi.org/10.1123/jsm.5.1.34.
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This investigation examined the perceived importance of a range of occupational responsibilities of sport and recreation managers and whether there were differences according to the organizational setting. A self-administered mail questionnaire was sent to 196 sport and recreation managers in Queensland, Australia; there was an effective response rate of 124 (69%). The results indicated that the job responsibilities perceived as most important were public relations, financial management, program planning and management, and interpersonal communication. Significant differences were found between managers in different work settings. It was also evident that there were commonalities in the perceived importance of job competencies between the United States and Australia. The study concluded that there have been generally consistent findings about the perceived importance of job competencies, and that different sectors of the sport industry require different emphases in curricula development and professional development programs.
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Hsieh, Teresa Yi-jung. "Theoretical and practical considerations in the design of an intercultural communication course." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 171–91. http://dx.doi.org/10.1075/aral.00023.hsi.
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Abstract The aim of this article is to highlight theoretical and practical considerations in design of an intercultural communication course. The first part of the article considers intercultural competence, and uses Bourdieu’s notions of education to frame the design of an intercultural communication course. This is followed by discussion of general principles of intercultural course design; the concepts of backward design and constructive alignment as they relate to an intercultural communication course; and finally, the importance of including active and collaborative learning/teaching activities within course design. The remainder of the article draws on a case study of an existing Australian undergraduate course in intercultural communication to highlight how this course may be redesigned in line with the pedagogical principles discussed in the first part of the article.
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Fedorov, Alexander, and Anastasia Levitskaya. "The framework of media education and media criticism in the contemporary world: The opinion of international experts." Comunicar 23, no. 45 (July 1, 2015): 107–16. http://dx.doi.org/10.3916/c45-2015-11.
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The article analyzes the results of the international survey «Synthesis of Media Literacy Education and Media Criticism in the Modern World», conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience’s critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot to work to do to make their synthesis really effective in the modern world. El artículo analiza los resultados de la encuesta internacional sobre la «Situación de la educación en medios y la competencia crítica en medios en el mundo actual», llevado a cabo por los autores en mayo-julio de 2014. Fueron entrevistados responsables de 64 medios de comunicación, educadores críticos e investigadores en el campo de la educación mediática y la cultura de los medios de comunicación de 18 países: USA, Reino Unido, Canadá, Australia, Nueva Zelanda, Alemania, Irlanda, España, Portugal, Suecia, Finlandia, Grecia, Chipre, Hungría, Ucrania, Serbia, Turquía y Rusia. El análisis global de los datos muestra que la comunidad internacional de expertos comparte la convicción de que la situación de la educación en medios y la competencia crítica no es únicamente posible sino también necesaria, sobre todo en términos del desarrollo del pensamiento crítico de la audiencia. Sin embargo, solamente el 9,4% de los expertos en general cree que se utilizan los textos críticos de los medios en las clases de alfabetización mediática en sus respectivos países. Aproximadamente un tercio (34,4% de los expertos encuestados) creen que esto está sucediendo en un nivel aceptable y un porcentaje similar (32,8% de las respuestas) considera que ocurre en una mínima parte. En consecuencia, habrá mucho trabajo que hacer para que la educación en medios y su análisis crítico consiga su implementación eficaz en el mundo actual.
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Dolan, Hankiz, Mu Li, Deborah Bateson, Rachel Thompson, Chun Wah Michael Tam, Carissa Bonner, and Lyndal Trevena. "Healthcare providers' perceptions of the challenges and opportunities to engage Chinese migrant women in contraceptive counselling: a qualitative interview study." Sexual Health 17, no. 5 (2020): 405. http://dx.doi.org/10.1071/sh19215.
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Background In Australia, there are many culturally and linguistically diverse communities and Chinese migrants make up one of the largest. Yet, little is known about healthcare providers’ (HCPs) unique experiences in providing contraceptive care for Chinese migrant women. There is minimal research into the HCPs’ perceptions of challenges or opportunities in engaging Chinese migrant women in informed and shared decision-making processes during contraceptive counselling. The aim of this study is to explore HCPs’ experiences of providing contraceptive care for Chinese migrant women, their perceptions of women’s care needs when choosing contraceptive methods, as well as their own needs in supporting women’s decision-making. Methods: Semi-structured interviews were conducted with 20 HCPs in Sydney, Australia who had substantial experience in providing contraceptive services to Chinese women who were recent migrants. Transcribed audio-recorded data were analysed using thematic analysis. Results: Four main themes were identified, including: ‘Are you using contraception?’: the case for being proactive and opportunistic; ‘Getting the message across’: barriers to communication; ‘Hormones are unnatural?’: women favouring non-hormonal methods; and ‘Word of mouth’: social influence on contraceptive method choice. Conclusions: In order to facilitate informed choice and shared decision-making with Chinese migrant women during contraceptive counselling, broader health system and community-level strategies are needed. Such strategies could include improving HCPs’ cultural competency in assessing and communicating women’s contraceptive needs; providing professional interpreting services and translated materials; and improving women’s health literacy, including their contraceptive knowledge and health system awareness.
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Hayes, Peter A. J., and Mary M. Omodei. "Managing Emergencies: Key Competencies for Incident Management Teams." Australian and New Zealand Journal of Organisational Psychology 4 (April 1, 2011): 1–10. http://dx.doi.org/10.1375/ajop.4.1.1.
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AbstractEach year Australian fire and land management agencies deploy Incident Management Teams (IMTs) to manage bushfires. An important question is: what are the key competencies required for IMT personnel? Recent research in high reliability organisations suggests that teamwork-related competencies are likely to be most important because incident management depends critically upon interdependent team members, often operating in dynamic, uncertain, time pressured, and high stakes environments. This study used semi-structured interviews with experienced IMT personnel (N = 15) to identify 12 key competencies important for bushfire IMT roles. Analysis of 30 bushfire incidents described by interviewees confirmed that three competencies (a) interpersonal and communication skills, (b) leadership, and (c) IMT procedural knowledge were central. Potential implications for organisational decision making in emergency contexts in general are outlined.
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Joseph, Dawn, and Bradley Merrick. "Australian music teacher’ reflections and concerns during the pandemic: Resetting the use of technologies in 21st century classroom practice." Teachers' Work 18, no. 2 (December 10, 2021): 109–26. http://dx.doi.org/10.24135/teacherswork.v18i2.325.
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Classroom practice around the globe has changed considerably due to the global pandemic. Although ICT (information and communication technology) is at the heart of 21st century teaching and learning, many teachers and students had to make significant adjustments shifting from face-to-face to remote (online) delivery in response to lockdowns and government restrictions since March 2020. This paper focuses on one focal question: ‘What were some of the concerns using ICT during Covid-19 pandemic?’ which was part of a wider Australian study ‘Re-imaging the future: music teaching and learning, and ICT in blended environments in Australia’. The authors seek to understand how music teachers look to employ technology in ways that connect teaching frameworks to 21st century classroom practice. As part of the ongoing study, they present preliminary survey data gathered between March–June 2021 from a range of music teachers around the country. Using thematic analysis, they discuss advantages, disadvantages, opportunities, and challenges in relation to responses that thematically relate three key elements: pedagogy, social interaction, and technology. They identify concerns and call on music educators to reset what, how, and why they teach when using technology to develop 21st century competencies, as the future of schooling continues to change its landscape due to the pandemic.
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Marriott, Helen. "Japanese students’ management processes and their acquisition of English academic competence during study abroad." Journal of Asian Pacific Communication 10, no. 2 (December 31, 2000): 279–96. http://dx.doi.org/10.1075/japc.10.2.08mar.
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This paper deals with Japanese students who enroll in a postgraduate program at an Australian university. Using the language management model, I analyse the types of difficulties they experience in the English academic context in terms of deviations from the norm, and then examine the various types of adjustment processes through which they develop their English academic competence.
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Barker, Michelle, Jasmina Fejzic, and Anita S. Mak. "Simulated learning for generic communication competency development: a case study of Australian post-graduate pharmacy students." Higher Education Research & Development 37, no. 6 (June 2, 2018): 1109–23. http://dx.doi.org/10.1080/07294360.2018.1479377.
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Vered, Karen Orr. "Intermediary Space and Media Competency: Children's Media Play in “Out of School Hours Care” Facilities in Australia." SIMILE: Studies In Media & Information Literacy Education 1, no. 2 (May 1, 2001): 1–15. http://dx.doi.org/10.3138/sim.1.2.003.
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