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Journal articles on the topic "Education, Higher South Australia Evaluation"
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Cockfield, Geoff, Linda Courtenay Botterill, and Simon Kelly. "A prospective evaluation of contingent loans as a means of financing wild dog exclusion fences." Rangeland Journal 40, no. 6 (2018): 591. http://dx.doi.org/10.1071/rj18054.
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Invasive species, such as wild dogs can be considered an externality arising from the activities of pastoral enterprises, with producers having limited responsibility for the problem and limited capacity to mitigate it. There are therefore arguments for government intervention through encouraging both individual and collective control measures. Governments are however increasingly inclined to ensure recipients of support make some contribution where there are private benefits. An example of this, in Australia, is the requirement that students repay some of the cost of their tertiary education. Using the issue of wild dog exclusion fencing in south-west Queensland as a case study, this paper considers if and how a policy instrument adopted for higher education (HECS-HELP), contingent loans, could be adapted to address problems of externalities in rural Australia. Central to the issue of exclusion fences are high upfront costs and highly variable incomes that limit the ability to recoup those costs according to a predictable timeline. Considering a range of incomes and a variety of private/government shares of the cost of the fences, we examine the effects of revenue contingent loans for the construction of these fences, using model farms developed from survey data for farm businesses in south-west Queensland. We find that contingent loans could mitigate the hardship effects of additional debt and variable incomes. Businesses with smaller properties and relatively lower incomes may however struggle to pay back larger loans. Using south-west Queensland as a case study, we show how different shares of contributions change the time to pay back loans, outline how a contingent loan scheme might be administered and note some issues with integrating personal contingent loans into a collective fence arrangement.
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Hordacre, Ann-Louise, Anne Taylor, Christy Pirone, and Robert J. Adams. "Assessing patient satisfaction: implications for South Australian public hospitals." Australian Health Review 29, no. 4 (2005): 439. http://dx.doi.org/10.1071/ah050439.
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This paper reports on the results from 2620 South Australians who participated in the 2003 Patient Evaluation of Hospital Services. Patients were found to be generally satisfied with the care, services and amenities provided, with a statewide overall score of 86.3. Satisfaction was lowest in the patients? assessment of their involvement in their own care and treatment. Three demographic factors (younger age, female sex or tertiary education) predicted lower levels of satisfaction in the multivariate analysis, whereas living with others, non-emergency admission or admission to smaller hospitals were found to predict higher satisfaction. Despite administrative and organisational difficulties, and limited current evidence of increased quality or satisfaction, it is considered important to continue satisfaction research with the goal of encouraging the development of action plans for improvement of care, services and amenities.
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Atorkey, Prince, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, and Flora Tzelepis. "Uptake of Proactively Offered Online and Telephone Support Services Targeting Multiple Health Risk Behaviors Among Vocational Education Students: Process Evaluation of a Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 6, 2021): e19737. http://dx.doi.org/10.2196/19737.
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Background A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown. Objective The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined. Methods Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered. Results Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors. Conclusions Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes. Trial Registration Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001.
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Ihsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Elan Artono Nurdin, and Bejo Apriyanto. "GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE." Geosfera Indonesia 3, no. 2 (August 28, 2018): 131. http://dx.doi.org/10.19184/geosi.v3i2.8384.
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This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area.
Keywords: Geography Literacy, Student Experience, Ethnometodology
References
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Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47.
Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317.
Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268.
Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72.
Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473.
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Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak.
Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37.
Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University.
Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352.
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Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62.
National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press.
Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University.
Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications.
Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321.
Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.
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Woodhouse, David, and Terry Stokes. "Australia: Evaluation and Quality in Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 18–31. http://dx.doi.org/10.2304/rcie.2010.5.1.18.
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Findlater, Kieran M., Milind Kandlikar, Terre Satterfield, and Simon D. Donner. "Weather and Climate Variability May Be Poor Proxies for Climate Change in Farmer Risk Perceptions." Weather, Climate, and Society 11, no. 4 (August 5, 2019): 697–711. http://dx.doi.org/10.1175/wcas-d-19-0040.1.
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Abstract Despite long-standing assertions that climate change creates new risk management challenges, the climate change adaptation literature persists in assuming, both implicitly and explicitly, that weather and climate variability are suitable proxies for climate change in evaluating farmers’ risk perceptions and predicting their adaptive responses. This assumption persists in part because there is surprisingly little empirical evidence either way, although case studies suggest that there may be important differences. Here, we use a national survey of South Africa’s commercial grain farmers (n = 389)—similar to their peers in higher-income countries (e.g., North America, Europe, Australia), but without subsidies—to show that they treat weather and climate change risks quite differently. We find that their perceptions of climate change risks are distinct from and, in many regards, oppositional to their perceptions of weather risks. While there seems to be a temporal element to this distinction (i.e., differing concern for short-term vs long-term risks), there are other differences that are better understood in terms of normalcy (i.e., normal vs abnormal relative to historical climate) and permanency (i.e., temporary vs permanent changes). We also find an interaction effect of education and political identity on concern for climate change that is at odds with the well-publicized cultural cognition thesis based on surveys of the American public. Overall, studies that use weather and climate variability as unqualified proxies for climate change are likely to mislead researchers and policymakers about how farmers perceive, interpret, and respond to climate change stimuli.
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Potter, TD, and PI McLoud. "Evaluation of sunflower cultivars in South Australia." Australian Journal of Experimental Agriculture 25, no. 1 (1985): 178. http://dx.doi.org/10.1071/ea9850178.
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Seed yields and oil contents were determined for several sunflower cultivars grown in the south-east of South Australia over a range of environments which included different locations and years. Data were analysed by modified joint regression techniques. Each cultivar was included in at least four experiments to allow analysis by modified joint regression. The highest seed yields were produced by Hysun 3 1, Sungold, Suncross 52, Sunking and Hysun 30, which produced 16.4, 15.4, 14.7, 12.4 and 7.4% more seed, respectively, than Peredovik. Seeds with the highest oil contents were produced by Suncross 52 (48.6% w/w) and Hysun 31 (48.3%); Hysun 10 and Stepniak produced seeds with the lowest oil content (43.7 %) . Later flowering cultivars had significantly higher seed yields and oil contents than earlier flowering cultivars, indicating that they were better adapted to the environment. For every day that flowering of a cultivar was later than that of Perodovik, mean seed yield increased by 56.6 kg/ha and oil content by 0.4%.
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Tang, Diana, Paul Mitchell, Gerald Liew, George Burlutsky, Victoria M. Flood, and Bamini Gopinath. "Telephone-Delivered Dietary Intervention in Patients with Age-Related Macular Degeneration: 3-Month Post-Intervention Findings of a Randomised Controlled Trial." Nutrients 12, no. 10 (October 10, 2020): 3083. http://dx.doi.org/10.3390/nu12103083.
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There is an evidence–practice gap between the dietary recommendations for age-related macular degeneration (AMD) presented in the literature and those practiced by patients. This study reports on the 3-month post-intervention results of a randomised controlled trial (RCT) evaluating telephone-delivered counselling to improve dietary behaviours among AMD patients. A total of 155 AMD patients (57% female, aged 78 ± 8 years; control: 78, intervention: 77), primarily residing in New South Wales, Australia, were recruited. Participants completed a baseline questionnaire and a short dietary questionnaire (SDQ-AMD). The intervention included an evidence-based nutrition resource and four monthly calls with a dietitian. Immediately post-intervention, intervention participants repeated the SDQ-AMD and completed a feedback form. At 3 months post-intervention, both study arms repeated the SDQ-AMD. Statistical analyses included t-tests and McNemar’s test. Intervention participants reported satisfaction with the tailored phone calls, nutrition resource and nutrition education provided. At 3 months post-intervention, there was no statistically significant difference between study arms in the proportion of participants meeting the dietary goals nor in intake (mean servings ± SE) of total vegetables (primary outcome) and other key food groups; however, there was a significantly higher intake of nuts (secondary outcome) (3.96 ± 0.51 vs. 2.71 ± 0.32; p = 0.04) among participants in the intervention versus control group. Within the intervention arm, there were also significant improvements in intakes of the following secondary outcomes: dark green leafy vegetables (0.99 ± 0.17 vs. 1.71 ± 0.22; p = 0.003) and legumes (0.69 ± 0.10 vs. 1.12 ± 0.16; p = 0.02) and intake of sweets and processed/prepared foods (8.31 ± 0.76 vs. 6.54 ± 0.58, p = 0.01). In summary, although there were few dietary differences between study arms at 3 months post-intervention, the intervention involving four monthly calls was acceptable and helpful to the participants. This type of intervention therefore has the potential to provide people with AMD the needed support for improving their nutrition knowledge and dietary practices, especially if continued over a longer period.
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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.
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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.
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Turpin, T. "Academic research evaluation in Australia: some implications of proposed higher education reforms." Research Evaluation 9, no. 1 (April 1, 2000): 37–46. http://dx.doi.org/10.3152/147154400781777386.
Full textDissertations / Theses on the topic "Education, Higher South Australia Evaluation"
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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.
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Shippey, Theodore Clive. "Standards and quality in higher education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.
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Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
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Kaliika, Michael. "Perceptions of commerce graduates from a selected higher education institution." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004358.
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The role of higher education in developing human capital and contributing to economic growth, competitive advantage and societal progress of any country is well documented. The direct link between the economic performance of a country and the level of education of its citizens cannot be repudiated. Furthermore, the demands of a growing economy, governmental pressure and the competitive international business environment have put pressure on South African businesses. This is aggravated by a “skills crisis” and the need to deliver more goods and services to increasingly more diverse customers. There is consensus amongst experts that the shortage of skills and high-level managerial human resources in South Africa constitute a major threat to the country’s future economic development and productivity growth. As the business world becomes increasingly sophisticated and challenging, so does the need to continuously review and assess the business qualifications that equip managers to cope with the challenges facing them. The competencies that come with a Commerce degree are relevant in every corner of society from managing successful private companies, public organisations, for governments to be able to contribute to the greatest good of society, to socially effective not- for- profit organisations. Despite the importance of a degree in Commerce there are some criticisms about the degree and Commerce graduates. The problem statement of this study is therefore vested in the continuum of praise and criticisms of Commerce graduates and the Commerce curriculum and, the reported imbalances between higher education institutions and the needs of the labour market. The question is whether such praise and criticisms are justified and whether higher education institutions specifically meet the requirements and expectations of both the graduates themselves and of business practice. The primary research objective of this study was, therefore, to obtain the opinions of Commerce graduates and Commerce graduate employers on the overall perception of Commerce graduates produced by a prominent HEI in the Eastern Cape Province in South iv Africa. To achieve this objective and based on in-depth analysis of secondary sources, two independent empirical surveys, aimed at two population strata were conducted, namely: • The Commerce graduates with known email addresses (N = 1 870) were extracted from the HEI’s alumni database. A total of 231 usable questionnaires were received from these Commerce graduates. • The employers with known addresses (N = 85) were extracted from the selected HEIs Career Centre database. A total of 47 usable questionnaires were received from the employers of the Commerce graduates. The main findings in this research pertain to aspects concerning core courses in the Commerce curriculum offered by the selected HEI, management skills and traits as required in the work environment, commerce curriculum outcomes and perceived experience as a student in the Faculty of Commerce at the selected HEI and Employer perceptions on the profile of the Commerce graduate. In this regard, the main findings are therefore summarised below: • Both graduates and employers assigned high relative importance scores to seventeen of the 19 core courses, supporting the multi-functionary interdisciplinary approach to the Commerce curriculum. Concerns were expressed by the Commerce graduates with the quality of tuition they had received in most of the core courses. Likewise, employers were not always satisfied with the Commerce graduates’ proficiency in some of the core courses, relative to the importance of core courses for running a business. • The Commerce graduates and employers strongly endorsed and supported the importance of the 43 management skills and traits in the work environment. Commerce graduates expressed concerns about the extent to which their management skills and traits had been developed through tuition. Concerns about the proficiency of the Commerce graduates in all the management skills and traits, relative to the importance in the work place, were conveyed by the employers. • On average the perceptions on the outcome of studies in the Faculty of Commerce were very highly regarded by the Commerce graduates. The highest mean score was for the item “Studying in the Faculty of Commerce contributed to an increase in my knowledge and abilities.”• The perceived experience of Commerce graduates as students in the Faculty of Commerce at the selected HEI was very highly regarded, implying that the selected HEI was meeting the expectations of its Commerce graduates. • Employer perceptions of what would constitute an ideal Commerce graduate were not fully met by the profile of the actual Commerce graduate from the selected HEI.
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Nzama, Bongi Noreen Patricia. "An evaluation of the impact of higher education-business partnerships on technology-supported education reform." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32812.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the relationship that exists between the processes that are employed when establishing and implementing higher education-business partnerships and the impact that these partnerships have on technology-supported education reform. The concept of technology-supported reform refers to educational initiatives that are designed to generate technological innovations and skills as the key outcomes of the reform process. While earlier studies (Antelo & Henderson, 1990; Powers & Powers; 1988; Meister, 1998) showed links between the implementation of the core partnership processes and the eflectiveness of partnerships, there was insufficient evidence in the literature to support the concept that higher education-business partnerships have an impact on higher education reform. Consequently, investigating the relationships between the core processes that lead to effective partnerships and those that contribute to education reform was a primary goal of this study. The case study method was selected as the method of evaluation. Four cases that represent different contextual and operational environments were selected for the purpose of impact evaluation. A benchmarking framework was applied to the evaluation so that the investigation was consistent. The prediction was that each participating case would yield similar outcomes or replications with regard to the five theoretical assumptions, and the key research questions that bounded this study. Such replications would provide evidence to support a view held by South Africa's Ministry of Education (White Paper on Education 3, 1997), that business-education partnerships are a strategic policy approach for improving educational outcomes. This study assessed the extent to which the four cases addressed South Africa's post-apartheid educational transformation needs and challenges. Two sets of findings emerged: findings related to partnerships, and findings related to education reform. The main finding relating to partnership was that successful higher educationbusiness partnerships engaged key processes and procedures for planning, implementing, and evaluating their work. A key finding related to education reform was that higher education-business partnerships make an impact on education reform. The most significant areas of impact were: teaching and learning, human resources development, technology transfer and research. The study concluded by developing a proposed benchmarking framework which can be used to plan, implement and evaluate higher education-business partnerships.
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Cilliers, Francois Jakobus. "An evaluation of the internal validity of specific learning outcomes in phase II of a revised undergraduate medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52106.
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Thesis (MPhil)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The Faculty of Medicine at the University of Stellenbosch has implemented an extensively revised undergraduate medical curriculum. Exit outcomes, that have been entitled the Profile of the Stellenbosch Doctor, have been formulated for the programme. The revised curriculum is presented in three phases. Phase I involves the study of non-clinical subjects under the guidance of the Faculties of Natural Sciences and Economic & Management Sciences. Phase II involves the study of subjects that lay the groundwork for the third phase. Phase III involves the study of pre-clinical and clinical subjects in an integrated fashion. The intended outcomes of phases II and III were elaborated by the formulation of specific learning outcomes. Determining whether the specific outcomes formulated for each module are achieved will be one aspect of quality assurance in the revised curriculum. This could be done by investigating the relationship between assessment and the specific outcomes. If, however, specific outcomes for the various modules are not congruent with the exit outcomes for the programme, then student assessment will be invalid as regards the programme outcomes. This study therefore entailed a formative evaluation of part of phase II of the revised curriculum. The aims of the study were, firstly, to determine the degree of congruence between the specific outcomes formulated for phase II and the exit outcomes for the programme and, secondly, to explore why the observed degree of congruence exists. The research strategy employed was a case study. The research techniques used were a document analysis and two questionnaire surveys. The study found that most specific outcomes formulated for phase II of the curriculum are congruent with one or more exit outcomes for the programme. However, few of the exit outcomes are addressed to any great extent by specific outcomes. This raises the concern that assessment of students based on the specific outcomes as presently formulated might not demonstrate development of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a large number of competing demands on lecturers' time; ii) lecturers not wanting to spend time doing work prioritised by others as important; iii) perceptions that work related to the revised curriculum is being forced on staff without necessarily consulting them; iv) a lack of reward for good teaching; v) the perception that the strategies adopted for the revised curriculum will not necessarily benefit students. Recommendations are made as to how these findings could be confirmed and strategies developed that could be utilised to ensure a greater degree of congruence between the specific and exit outcomes in future.
AFRIKAANSE OPSOMMING: Die Fakulteit Geneeskunde van die Universiteit Stellenbosch het 'n omvangryke hersiening van hul voorgraadse geneeskundige kurrikulum geïmplementeer. Uitgangsuitkomste, getiteld die Profiel van die Stellenbosch Dokter, is vir die program geformuleer. Die hersiene kurrikulum word in drie fases aangebied. Fase I behels die studie van nie-kliniese vakke onder leiding van die Fakulteite van Natuurwetenskappe en Ekonomiese- & Bestuurswetenskappe. Fase II behels die studie van vakke wat die grondwerk lê vir die derde fase. Fase III behels die studie van prekliniese en kliniese vakke op 'n geïntegreerde wyse. Die beoogde uitkomste van fases II en III is uitgespel deur die formulering van spesifieke leeruitkomste. Die bepaling van of die spesifieke uitkomste wat vir elke module geformuleer is, bereik word, sal een aspek uitmaak van gehalteversekering in die hersiene kurrikulum. Dit sou gedoen kon word deur die verwantskap tussen assessering en die spesifieke uitkomste te ondersoek. Indien die spesifieke uitkomste vir die verskeie modules egter nie met die uitgangsuitkomste vir die program kongruent is nie, dan sal studentassessering ongeldig wees wat betref die uitkomste van die program. Hierdie studie het dus 'n formatiewe evaluering van deel van fase II van die hersiene kurrikulum behels. Die doelstellings van die studie was om, eerstens, die graad van kongruensie tussen die spesifieke uitkomste wat vir fase II geformuleer is en die uitgangsuitkomste vir die program te bepaal en, tweedens, om ondersoek in te stel na waarom die waargenome graad van kongruensie bestaan. Die navorsingsstrategie wat gebruik is, is 'n gevallestudie. Die navorsingstegnieke wat gebruik is, is 'n dokument analise en twee vraelys ondersoeke. Die studie het vasgestel dat die meeste spesifieke uitkomste vir fase II van die kurrikulum geformuleer wel met een of meer uitgangsuitkomste kongruent was. Min van die uitgangsuitkomste is egter in enige groot mate deur spesifieke uitkomste aangespreek. Die wek besorgdheid dat assessering van studente gebaseer op spesifieke uitkomste soos dit tans daar uitsien, nie noodwendig die ontwikkeling van studente in die rigting van bereiking van die uitgangsuitkomste sal demonstreer nie. Daar is aanduidings dat hierdie gebrek aan kongruensie die gevolg mag wees van: i) 'n groot aantal kompeterende eise op dosente se tyd; ii) dat dosente nie tyd wil wy aan werk wat deur ander as belangrik bepaal is nie; iii) persepsies dat werk wat met die hersiene kurrikulum verband hou op personeel afgedwing word sonder om hulle te raadpleeg; iv) 'n gebrek aan beloning vir goeie onderrig; v) die persepsie dat strategieë wat gebruik word vir die hersiene kurrikulum nie noodwendig tot voordeel van studente sal strek nie. Aanbevelings word aan die hand gedoen oor hoe hierdie bevindinge bevestig kan word en hoe strategieë ontwikkel kan word wat benut sal kan word om in die toekoms 'n groter mate van kongruensie tussen spesifieke en uitgangsuitkomste te verseker.
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Watkiss, Sheralyn Ann. "An evaluation of the factors affecting student success at a South African higher education institution : implications for management." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1018826.
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The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.
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Weideman, Renee. "Evaluation criteria for selected administrative and support systems in South African higher education institutions." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1082&context=td_cput.
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Cruickshank, Mary T., of Western Sydney Hawkesbury University, and Faculty of Management. "Developing a quality culture within a school of nursing in higher education." THESIS_FMAN_XXX_Cruickshank_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/604.
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During the past decade, nurses in the clinical setting have began making a paradigm shift from Quality Assurance to Total Quality Management, or as it is commonly referred to within health care facililties, Continuous Quality Improvement.In contrast, scant attention has been paid to quality management practices in nursing in the higher education sector. This study provides an applied example of where it investigates quality management practices in the context of organisational culture and human resource management with the aim of developing a quality culture model for a school of nursing in higher education.The research study that was conducted produced several major findings from the views of nurse academics who participated in it. Several issues associated with nurse academics' opinions of quality management practices utilised in schools of nursing have been unravelled.The fundamental issue is that procedures and policies formulated for nurses in the hospital setting do not serve the needs of nursing education.The most crucial factor to be considered in policy developments and future research is that it needs to be contextualised in the culture of nursing in higher education.It has become imperative that a transparent quality culture reflects contemporary nursing in Australia and the proposed model in this thesis provides nurses with an opportunity to shape a quality system for the nursing profession.Doctor of Philosophy (PhD)
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Harris, Maleecka. "Quality assurance in higher education: a managerial perspective at a university of technology." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1208.
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Dissertation submitted in fulfilment of the requirements for the degree
Magister Technologiae: Quality
in the Faculty of Engineering
at the Cape Peninsula University of Technology
2008Increasing customer demand for quality products and services have virtually forced organisations to adopt quality in every aspect of their business enterprises. Due to dynamic technological, political and economic changes in the world of business, the science of management is volatile. Higher Education Institutions are service providers and the customers thereof should be the focal point of their existence, requiring very specific structures to manage service quality within the various areas of application. After extensive research on customer complaint behaviours, the value of customer complaints have been highlighted, as it leads to useful insight into critical aspects pertaining to service organisations. Some customers 'pre-plan' complaints, and this act has been labeled as 'faked complaints'. This may lead to the organisation obtaining an image of service failure, however this is not a true representation of the organisation, thus impacting adversely on the efficiency of the organisation. The primary research objectives of this study are the following: ~ To identify key drivers underpinning complaints at the Cape Peninsula University ofTechnology (CPUT), in terms of service delivery. ~ To determine if management has a strategic focus on the quality of service to students at CPUT. ~ To demonstrate the impact that management has on the quality of service delivery. ~ To improve customer service at CPUT by minimizing complaints. It is anticipated that the research will lead to an improvement in the current state of service delivery at CPUT. By identifying and providing possible solutions to customer complaints and addressing problem areas, the research in addition should lead to improved communication between departments and communication between CPUT and its customers (students).
Books on the topic "Education, Higher South Australia Evaluation"
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1939-, Bunting Ian, Centre for Higher Education Transformation, and Council on Higher Education (South Africa), eds. Higher education transformation: Assessing performance in South Africa. [Cape Town]: Centre for Higher Education Transformation, 2000.
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Malcolm, Ian G. Australian Aboriginal students in higher education. Perth, WA, Australia: National Centre for English Language Teaching and Research, Macquarie University, in association with the Centre for Applied Language Research at Edith Cowan University, 1998.
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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A review of the higher education performance funding process. Columbia, S.C: Legislative Audit Council, 2001.
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D, Kent Julia, and Council of Graduate Schools in the United States, eds. Global perspectives on measuring quality: Proceedings of the 2010 strategic leaders global summit on graduate education, September 13-15, 2010, Brisbane, Australia. Washington, D.C: Council of Graduate Schools, 2011.
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Great Britain. Welsh Office. Education Department. Inspectorate. Report by H.M.Inspectors: A survey of physical education in small rural primary schools in South Powys, inspected during Spring Term 1992. Cardiff: Welsh Office, 1993.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A limited-scope review of the South Carolina State Department of Education. Columbia, SC: The Council, 1996.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: Education and safety issues at the South Carolina School for the Deaf and the Blind. Columbia, S.C: Legislative Audit Council, 2003.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of South Carolina school bus operations. Columbia, SC: South Carolina Legislative Audit Council, 2001.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of the South Carolina Insurance Reserve Fund. Columbia, S.C: The Council, 1995.
Find full textBook chapters on the topic "Education, Higher South Australia Evaluation"
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Engelbrecht, Johann, Ansie Harding, and Marietjie Potgieter. "Evaluation Criteria for a Science Access Program: A Case Study at a South African University." In Success in Higher Education, 59–71. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2791-8_4.
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Netswera, Fulufhelo, Kirstin Wilson, Nathan Cassidy, and Godswill Makombe. "Sustainability of Higher Education Credit Systems and Transfer Structures Experiences from Australia, South Africa and the United States of America." In Sustainable Transformation in African Higher Education, 91–100. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_7.
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Klinger, Christopher M., and Neil L. Murray. "Chapter 4.2 Access, Aspiration and Attainment: Foundation Studies at the University of South Australia." In International Perspectives on Higher Education Research, 137–46. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s1479-3628(2011)0000006014.
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"The evaluation of the higher education system in Australia: Barry Sheehan." In The World Yearbook of Education 1996, 24–43. Routledge, 2012. http://dx.doi.org/10.4324/9780203080283-8.
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Finger, Glenn. "Improving Initial Teacher Education in Australia." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 187–207. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch010.
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Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.
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Botha, Jan. "Improvement-Orientated Evaluation of Undergraduate Science Programmes and the Quality of Student Learning." In Higher Education in South Africa - A scholarly look behind the scenes, 203–27. SUN PRESS, 2009. http://dx.doi.org/10.18820/9781920338183/10.
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Ghosh, Arunava, Tuhin Sengupta, and Amit K. Srivastava. "A Comparative Evaluation of ERP Implementation Factors in Higher Education." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 20–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch002.
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Extensive research has been conducted in identifying the critical issues and the implementation challenges involved in an ERP project in higher education. But limited studies investigated the implementation issues in the context of higher education institutions. The authors attempt to observe and compare two different higher education institutions in South Africa and India with the objective of bringing out the practical determinants of roadblocks to a successful ERP project implementation and subsequently provide the readers with possible solutions. The findings suggest implementation issues broadly evolve from three major areas, namely, project management issues, which involve the technical as well as the functional aspects; issues concerning the improper application of software development life cycle phases; and human capital issues which involve beliefs and attitudes. The authors strongly believe that the learning received from the case studies significantly contribute to the organizational knowledge concerning technology and business process reengineering.
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Velliaris, Donna M., Craig R. Willis, and Janine M. Pierce. "International Student Perceptions of Ethics in a Business Pathway Course." In New Voices in Higher Education Research and Scholarship, 232–50. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7244-4.ch012.
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To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.10.4018/978-1-4666-7244-4.ch012
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McCarthy, Josh. "Student Perceptions of Screencast Video Feedback for Summative Assessment Tasks in the Creative Arts." In Technology-Enhanced Formative Assessment Practices in Higher Education, 177–92. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0426-0.ch009.
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This chapter evaluates the use of screencast video feedback for summative assessment tasks in the creative arts and analyzes the advantages and disadvantages of such a format when compared to traditional feedback techniques. In 2017, in the second-year course Narrative Animation at the University of South Australia, video feedback was trialed for summative assessment tasks, in an attempt to improve students' understanding of their academic performance. Thirty-seven students participated in the course and received a five-minute feedback video for each of their three submissions. The video feedback provided to students during the course was evaluated at the end of the semester in the form of two online surveys, allowing participating students with the opportunity to critically reflect on the learning experience. The findings of the study disseminate the learning benefits afforded by the video feedback model and provide insight into the varying attitudes of both students and staff.
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Velliaris, Donna M. "A Clear Pathway." In Handbook of Research on Academic Misconduct in Higher Education, 343–65. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1610-1.ch016.
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The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.
Conference papers on the topic "Education, Higher South Australia Evaluation"
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Chen, Yi, and Kexin Han. "The Evaluation and Enlightenment of Student Loan Policy for Higher Education in Australia." In Proceedings of the 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.066.
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Seralidou, Eleni, Christos Douligeris, and Panagiotis Gotsiopoulos. "Students’ Evaluation of the “Web Technologies” Android Application for Higher Education." In 2019 4th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2019. http://dx.doi.org/10.1109/seeda-cecnsm.2019.8908406.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Lynch, Kathy, Aleksej Heinze, and Elsje Scott. "Information Technology Team Projects in Higher Education: An International Viewpoint." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3059.
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It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this ‘real’ project do they get the chance to experience something similar to what is expected of them when they embark on their chosen profession; that is, as an information technology professional. The high value of ‘near real life’ educational experience is recognized by many universities across the globe. The aim of this paper is to present examples from three countries - Australia, United Kingdom and South Africa, of the delivery of these team, capstone or industrial experience projects; their curricula and management processes. Academics from institutions in each of the countries share experiences, challenges and pitfalls encountered during the delivery of these information technology projects within their institutions. An overview of each institution’s strategies is provided and highlights specific issues such as the selection of projects, allocation of teams to projects, legal requirements, assessment methods, challenges and benefits.
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Karaksha, Abdullah, Russ Chess-Williams, Candice Holani, Andrew K. Davey, Shailendra Anoopkumar-Dukie, Gary Grant, Anthony V. Perkins, Niru Nirthanan, and Catherine McDermott. "THE EVALUATION OF EDUCATIONAL BENEFITS OF ONLINE LEARNING TOOLS ON STUDENT PERFORMANCE IN A MAJOR ASSESSMENT ITEM ACROSS TWO HIGHER EDUCATION INSTITUTIONS IN AUSTRALIA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0114.
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Herselman, Marlien, and Matt Warren. "Cyber Crime Influencing Businesses in South Africa." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2838.
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This study shows that cyber crime is a recent addition to the list of crimes that can adversely affect businesses directly or indirectly. This phenomenon was not directly prosecutable in South Africa until the enactment of the ECT Act in July 2002. However this Act also prevents businesses to fully prosecute a hacker due to incompleteness. Any kind of commercially related crime can be duplicated as cyber crime. Therefore very little research appears or has been documented about cyber crime in South African companies before 2003. The motivation to do this study was that businesses often loose millions in cyber attacks, not necessarily through direct theft but by the loss of service and damage to the image of the company. Most of the companies that were approached for interviews on cyber crime were reluctant to share the fact that they were hacked or that cyber crime occurred at their company as it violates their security policies and may expose their fragile security platforms. The purpose of this study was to attempt to get an overall view on how South African businesses are affected by cyber crime in the banking and short term insurance sector of the South African industry and also to determine what legislation exist in this country to protect them. The case study approach was used to determine the affect of cyber crime on businesses like banks and insurance companies and higher education institutions. Each case was interviewed, monitored and was observed over a period of a year. This study discloses the evaluation of the results of how cyber crime affected the cases, which were part of this study. The banks and higher education institutions felt that they were at an increased risk both externally and internally, which is likely to increase as the migration towards electronic commerce occurs. The insurance industry felt that they are not yet affected by external cyber crime attacks in this country.
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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.
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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.
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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.
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Craig, Annemieke, Catherine Lang, and Julie Fisher. "Twenty Years of Girls into Computing Days: Has It Been Worth the Effort?" In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3221.
Full textAbstract:
The first documented day-long program to encourage girls to consider computing as a career was held in 1987 in the U.K. Over the last 20 years these one-day events, labeled Girls into Computing days, have been conducted by academics and professionals to foster female-student interest in information technology (IT) degrees and careers. This paper charts the growth and popularity of these types of events internationally and questions their effectiveness. The format of Girls in Computing days varies from giving students hands-on experiences with technology to exposure to women in the industry through seminars and presentations. They are mostly aimed at girls in the 12-16 year old age bracket. The underlying assumption of these events is that female students are not choosing IT degrees and careers because of a limited awareness of what an IT degree and career involves. The absence of any longitudinal evaluation on the success of Girls into Computing events is a glaring oversight. Success of previous events conducted in the UK, USA, and Australia has been evaluated mainly through pre-event and post-event attitudinal type surveying of students. These have all been positive, but any long-term attitudinal change has not been measured and some researchers suggest that the effects of Girls in Computing days have been negligible, a suggestion supported by a continued decline in female IT higher education enrolment statistics in all these countries.
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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.
Full textAbstract:
Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.