Journal articles on the topic 'Higher Education Contribution Scheme (Australia)'
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Harman, Grant. "Evaluation of the Australian Higher Education Contribution Scheme (HECS)." Perspectives: Policy and Practice in Higher Education 6, no. 1 (January 2002): 16–22. http://dx.doi.org/10.1080/13603100120118977.
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Marks, Gary Neil. "The Social effects of the Australian Higher Education Contribution Scheme (HECS)." Higher Education 57, no. 1 (April 5, 2008): 71–84. http://dx.doi.org/10.1007/s10734-008-9133-5.
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Dobson, Ian R. "The Higher Education Contribution Scheme (HECS): the rise and rise of ‘user pays’ in Australian higher education." Perspectives: Policy and Practice in Higher Education 1, no. 4 (December 1997): 116–22. http://dx.doi.org/10.1080/1360318970010404.
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King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.
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Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.
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Yu, Peng, Rebecca Kippen, and Bruce Chapman. "Births, debts and mirages: The impact of the Higher Education Contribution Scheme (HECS) and other factors on Australian fertility expectations." Journal of Population Research 24, no. 1 (March 2007): 73–90. http://dx.doi.org/10.1007/bf03031879.
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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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Sok Kuan Fung, Annabella, Jane Southcott, and Felix L. C. Siu. "Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration." International Journal of Doctoral Studies 12 (2017): 175–95. http://dx.doi.org/10.28945/3790.
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Aim/Purpose: It aimed at investigating the motives and challenges of 15 mature-aged doctoral students at two education faculties in Australian and Asian contexts. Background: This cross-border research collaboration investigated the first international higher-research forum between two education faculties in Hong Kong and Australia. Methodology: Interpretative Phenomenological Analysis (IPA) was used to explore partic-ipants’ self-reported experiences concerning the motivations and challeng-es of 15 mature-aged doctoral students. Contribution: The findings have important implications for global doctoral program de-velopment, international exchange forum organizations, intercultural capaci-ty building, academic enhancement and cross-border research collabora-tion. Findings: From interview data four overarching themes emerged: Taking calculated risks, Determination to succeed, Financial stress, and Balancing life and research. Recommendations for Practitioners: Recommendations include mentoring schemes, greater support for isolated students, and more opportunities for students to complete their PhD by publication. Recommendation for Researchers: More research is needed to investigate mature-aged students’ motives for embarking on study in diverse cultural contexts among different ethnic groups. Impact on Society: This study recognized the merits and potentials of mature students whose research contributes to their societies. Future Research: Future research directions include using multiple case study design, thus exploring diverse aspects of the existing sample in greater depth, as well as tapping into a new sample of students at risk of attrition at both faculties.
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Chapman, Bruce J. "An Economic Analysis of the Higher Education Contribution Scheme of the Wran Report." Economic Analysis and Policy 18, no. 2 (September 1988): 171–88. http://dx.doi.org/10.1016/s0313-5926(88)50022-x.
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Chapman, Bruce, and Tim Higgins. "The Costs of Unpaid Higher Education Contribution Scheme Debts of Graduates Working Abroad." Australian Economic Review 46, no. 3 (September 2013): 286–99. http://dx.doi.org/10.1111/j.1467-8462.2013.12014.x.
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P., Sangeetha, and A. Raghurama. "A Study on Student Loan Schemes in India and Australia." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 12, no. 2 (August 21, 2018): 31. http://dx.doi.org/10.21013/jmss.v12.n2.p3.
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<p>Higher education or tertiary education has been perceived as an important sector which contributes to the economic progress among the countries of the world. Higher education has grown rapidly, at the same time the cost of higher education is also rising throughout the world. Education loan or student loan schemes, as one of the sources of financing higher education, have been introduced in most of the countries. This paper attempts to understand and compare the student loan schemes introduced and implemented in India and Australia either through the commercial banks or through the government. The study concludes that the student loan procedures followed in other countries can also be considered with suitable modifications for the improvement of our education loan scheme at present.</p>
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Butler-Henderson, Kerryn, Alisa Percy, and Jo-Anne Kelder. "Editorial 18:3 Celebrating women in higher education on International Women’s Day." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 2–5. http://dx.doi.org/10.53761/1.18.3.1.
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We have timed publishing our first standard issue of the year to coincide with International Woman’s Day, 8 March 2021 to celebrate the contribution women have made to higher education. The first woman documented as teaching in a university was more than 800 years ago, and yet it is only the last century that the number of female academics has started to increase (Whaley, 2011). In Australia, the first university was established in 1851, yet it would be another 32 years until Julia Guerin graduated in 1883 from the University of Melbourne with a Bachelor of Arts (Hons) in 1883 (Women's Museum of Australia, 2020). And another 10 years when Leonora Little graduated from Melbourne University with a Bachelor of Science in 1983. Despite these accomplishments in the late 19th century, it was not until 1959 when the first woman, Dorothy Hill, was awarded a Chair appointment (Chair of Geology) in an Australian university, and nearly a century before Australia has its first female Vice Chancellor, when Dianne Yerbury became the Vice-Chancellor of Macquarie University in 1987, a position she held for twenty years. Australia’s higher education history tells a clear story of the slow integration of women in higher education, particularly within the STEM fields. For example, Little graduated in 1893 with a Bachelor of Science, but it was 1928 before the first female Lecturer in Mathematics, Ethel Raybould was appointed, and another 36 years before Hanna Neumann became the first female Professor of Pure Mathematics in 1964. It was just over 60 years ago that Margaret Williams-Weir was the first female Indigenous Australian to graduate with a university qualification in 1959. Female Indigenous Australians remain under-represented in the Australian university graduate population. The current situation for Australian higher education still retains a dominance of males within academic roles, such as 30 percent more men in Associate and Full Professor roles than women (Devlin, 2021). And whilst there has been progress in some jurisdictions, such as the majority of Queensland vice chancellors are women in 2021, these continue to be the exception, for example only 28% of vice chancellors in Australia are women. International Woman’s Day is an opportunity to reflect on the significant contribution women make in higher education in Australia and globally. We celebrate through the publication of this issue, with many female authors from across higher education globally.
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Chen, Hao, Mark Tyler, and Richard G. Bagnall. "Influence of the Rewards and Recognition Scheme on Higher Vocational Education Curriculum Reform in China." Journal of Education and Learning 7, no. 4 (May 15, 2018): 66. http://dx.doi.org/10.5539/jel.v7n4p66.
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This paper reviews the impact of the rewards and recognition scheme on curriculum reform in higher vocational education (HVE) in China. In this scheme, teachers and students can win rewards and obtain recognition through curriculum competitions and student skill competitions conducted by the government. It has been used to encourage and to support colleges and teachers to implement HVE curriculum reform. The qualitative research project into HVE curriculum reform reported here identified both the facilitative and inhibitory effects of the scheme on curriculum reform. Discipline heads’ perspectives of these influences were investigated through in-depth interviews. The scheme was seen as motivating just a slight majority of discipline heads to implement curriculum reform and as providing financial support in doing so. The discipline heads, though, also indicated that they were discouraged by the scheme’s misleading guidelines, its inappropriate evaluations of their efforts and its contribution to funding inequalities.
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Tilbury, Daniella. "Rising to the Challenge: Education for Sustainability in Australia." Australian Journal of Environmental Education 20, no. 2 (2004): 103–14. http://dx.doi.org/10.1017/s081406260000224x.
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AbstractWith the UN Decade in Education for Sustainable Development (2005-2014) approaching, the question is “how well positioned is Australia to respond to the challenge of educating for sustainability?”. The purpose of this paper is to provide a brief summary of ESD status, needs and innovations at the national level within Australia. ESD is relevant to all major social groups and so this paper includes developments in a number of settings including, formal education, further and higher education, industry and community contexts. This paper has been informed by the recent findings of a national review of EE's contribution to sustainability in Australia. It incorporates the latest trends and recent national initiatives which are playing a significant role in developing frameworks in ESD nationally.
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Partridge, Lee, and Sally Sandover. "Beyond ‘Listening’ to the Student Voice: The Undergraduate Researcher’s Contribution to the Enhancement of Teaching and Learning." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 40–59. http://dx.doi.org/10.53761/1.7.2.4.
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This paper introduces a novel focus of undergraduate research of which there have been few similar reports. Examples of staff-student research partnerships in teaching and learning are starting to appear in the literature but pedagogic research conducted entirely by undergraduate students is exceptional. The Undergraduate Learning and Teaching Research Internship Scheme (ULTRIS) was conceived at The University of Western Australia (UWA) to introduce undergraduate students to authentic research outside their chosen discipline. By focusing their research on a teaching and learning issue of identified priority for the University, students were able to make significant contributions to the understanding of the problem and provide insights to inform future changes in policy and practice. Beyond the benefits to the institution and the individual students, the model of undergraduate research described in this paper heralds an opportunity for research into teaching and learning to gain acceptance and interest amongst a new and previously uninvolved cohort of investigators.
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Adzawla, William, Shaibu Azumah Baanni, and Roger Fianko Wontumi. "Factors Influencing Informal Sector Workers’ Contribution to Pension Scheme in the Tamale Metropolis of Ghana." Journal of Asian Business Strategy 5, no. 2 (March 25, 2015): 37–45. http://dx.doi.org/10.18488/journal.1006/2015.5.2/1006.2.37.45.
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Social protection is an essential mechanism for a sustained poverty eradication and development. One of these social protection instruments is the informal pension scheme. In this study, the objective was to identify the factors that influenced informal sector workers' decision into pension scheme as well as their contribution levels. Heckman two-stage approach was adopted in analyzing the data collected from 150 informal sector workers in the Tamale metropolis. It was revealed that the elderly, the single, the highly educated, highly depended and higher income workers have a higher probability of contributing to the informal pension scheme. Similarly, traders, artisans, highly educated and highly depended upon workers contribute higher amounts monthly. Although informal sector workers in general should be encouraged to remain loyal or join pension schemes, farmers in particular need to be re-targeted. In order to restore confidence in the pension scheme and ensure its sustenance, public education must be intensified.
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Trimmer, Karen, Graeme Gower, and Graeme Lock. "Reinventing Another Unaipon: Indigenous Science Leaders for the Future." Australian Journal of Indigenous Education 47, no. 2 (July 17, 2017): 216–25. http://dx.doi.org/10.1017/jie.2017.14.
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The education of Indigenous and Torres Strait Islander students in Australian universities has received considerable attention in both the literature and government policy in the 21st century. The participation and graduation rates for Indigenous and Torres Strait Islander students in higher education Science, Technology, Engineering and Mathematics (STEM) programs have remained low and are becoming a particular focus in universities across Australia. This paper reflects on the life and contribution of David Unaipon, the enrolment data from a small sample of universities across Australia and the literature to discuss potential strategies for improving the access to, participation in and graduation from higher education STEM courses.
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Marks, Gary N. "The Contribution of Genes and the Environment to Educational and Socioeconomic Attainments in Australia." Twin Research and Human Genetics 20, no. 4 (June 13, 2017): 281–89. http://dx.doi.org/10.1017/thg.2017.32.
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This article analyzes the contribution of genetics and the environment to educational attainment, occupational status, and income using data from over 1,100 monozygotic and 400 dizygotic Australian twin pairs aged from 18 to 99. The respective heritability estimates were 0.54, 0.37, and 0.18. The bivariate heritabilities were 0.71 for educational attainment and occupational status, 0.37 for education and income, and 0.61 for occupational status and income. There were no gender and cohort differences in the heritabilities for education and occupation, but for income, contrary to expectations, the heritabilities were significantly higher among women and for the older cohort (aged 50 or older). The sizable contribution of genes to these socioeconomic outcomes suggests that standard sociological and economic theories on the socioeconomic career require substantial modification to accommodate the role of genetics.
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Madanipour, Parian, and Caroline Cohrssen. "Augmented reality as a form of digital technology in early childhood education." Australasian Journal of Early Childhood 45, no. 1 (November 20, 2019): 5–13. http://dx.doi.org/10.1177/1836939119885311.
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The incorporation of digital technologies is explicitly addressed in the Early Years Learning Framework for Australia. The use of augmented reality (AR) technology, as one form of digital technology, is increasingly embedded in digital applications because it allows individuals to interact with real and virtual objects. A significant body of research has reported the benefits afforded by the use of AR technology in schools and higher education settings. However, little is known about the contribution of AR technology to teaching practice and child learning outcomes in the preschool years. Here, we present a summary of the limited research that has explored the use of AR in preschool curricula and argue for the need for further research to explore the contribution of AR to high-quality pedagogical practice.
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Whiteford, Chrystal, Nick Kelly, and Les Dawes. "Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia." Australian Journal of Teacher Education 46, no. 3 (March 2021): 1–19. http://dx.doi.org/10.14221/ajte.2021v46n3.1.
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There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.
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Soltani, Ali, Andrew Allan, Ha Anh Nguyen, and Stephen Berry. "Students’ commuting pattern from the viewpoint of environmentalism: comparing Australia with China." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 91–114. http://dx.doi.org/10.1108/ijshe-08-2018-0146.
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Purpose This paper aims to clarify the differences between students’ travel behaviours in Australia and China and the association between students’ environmental attitudes and their travel behaviours in both countries. Design/methodology/approach The paper extensively reviewed most of existing literature work on commuting patterns of higher education students with referring to different studies around the world and then used it to build a theoretical framework and conceptual model to relate the travel patterns of students to built environment, personal demographics and environmental knowledge/consideration. An online survey was used with 230 students at Mawson Lakes campus of University of South Australia and Beiyangyuan campus of Tianjin University (China). Statistical tests (i.e. mean test, one-way analysis of variance, factor analysis) were used to analyse the data. Findings The study reveals that a high dependence on private vehicles amongst students at the Mawson Lakes campus, whilst a more environmentally sustainable modal choice dominated at the Beiyangyuan campus. Those who studied at Mawson Lakes campus tended to have stronger involvement in environmental activities than their counterparts at Beiyangyuan campus, which presented a clear association between environmental awareness and the travel behaviours of the sampled students. Research limitations/implications The study focussed on two respective campuses of both universities in Australia and China. Future work could be expanded with students at all campuses of two universities. Practical implications The study affirmed the value of nurturing environmental awareness for students in both universities to encourage more environmentally sustainable travel behaviours amongst students. The paper provides policy recommendations such as establishing infrastructure, and facilities for new stream of mobility included sharing bike schemes, which would be very practical due to flexibility and cost effectiveness within University campuses. The paper attempted to transfer lessons from Chinese bike friendly society to Adelaide’s car dominated campus. Originality/value This study brings remarkable contributions as comparing university students’ travel behaviours in two different nations. It is the first one in Australia, which links the environmental concerns among university students with their travel behaviours. The paper was successful in getting the gap between theory and practice filled to some extent. The paper has a capability to be used as an evidence-base work in the area of sustainability education.
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Genoni, Paul. "Distributed National Collections: Concept and Reality in Two Countries." Alexandria: The Journal of National and International Library and Information Issues 14, no. 2 (August 2002): 103–15. http://dx.doi.org/10.1177/095574900201400204.
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The ‘distributed national collection’ is a scheme whereby the British Library envisages completing agreements with other libraries to facilitate the development of specialized subject-based research collections in order to make the most of total national resources. The implementation in Australia of a similar scheme, the Distributed National Collection (DNC), was proposed during the late 1980s and 1990s, with the National Library (NLA) as a main advocate, and a great deal of enthusiasm was generated. The use of Conspectus was envisaged, and a DNC Office was set up at the NLA. It failed for various reasons: Conspectus proved unusable, the NLA had to cut back its own acquisitions, and financial restraints forced other libraries to look after their own interests. In the UK, the initiative for collaborative collection development has been driven by the British Library and the Higher Education Funding Councils. The UK has some features which give it a better chance of success - for instance, the responsible office should be independent of all the main players, whereas in Australia this responsibility could be carried only by the National Library; the UK has a more established network of research libraries, including a number outside the higher education/national library nexus; and the existence of BLDSC is highly beneficial. However, key challenges lie ahead, notably the complexities of managing the scheme, the time needed to put it into operation, the commitment demanded from participants (notably some sacrifice of local interests required for ‘deep resource sharing’), and obtaining the initial acceptance needed from users.
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Marín, Victoria I., Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad, et al. "Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study." Open Education Studies 4, no. 1 (January 1, 2022): 310–21. http://dx.doi.org/10.1515/edu-2022-0019.
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Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.
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Cooper, Thomas E. "A Study of Student Interactions During Asynchronous Mathematical Problem Solving." Journal of Educational Computing Research 41, no. 3 (October 2009): 271–85. http://dx.doi.org/10.2190/ec.41.3.b.
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This study was conducted to investigate the quality and nature of the students' interactions during asynchronous online problem solving in two sections of College Algebra taught by the author. In a shared-work section, students worked independently for an initial phase and had access to classmates' work during a follow-up phase. Students in the other section worked on the same assignments in designated small groups. The student work was used to develop a general coding scheme for asynchronous interaction and a refined coding scheme to determine whether a student used classmates' work, the level of individual contribution, and the relative correctness of the solutions. In both sections, the students tended to work independently, using classmates' work to compare answers or get assistance, but the small-groups section displayed a higher level of participation and interaction, including traditional forms of interaction such as asking questions and responding to group members.
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Piga, Barbara E. A., Nicola Rainiso, and Marco Boffi. "Experiential Simulation and Psychological assessment as a learning process in architectural higher education." SHS Web of Conferences 64 (2019): 02013. http://dx.doi.org/10.1051/shsconf/20196402013.
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This paper presents the advancements of an applied methodology developed by the authors, namely an architect and two environmental psychologists, based on Virtual Reality coupled with psychological surveys − developed ad hoc by the authors − for urban design; in particular, the paper discusses its application in the field of architectural higher education. The proposed method is based on the pre-evaluation of people’s urban experience for testing the effectiveness of design solutions, discovering the unforeseen, and reducing the risk of failure. The method connects architectural to psychological approaches and investigations. The procedure can be schematized as follows: (1) final users navigate the simulation of the design scheme and feedback is collected; (2) the analysis of these collected data is run by professionals and discussed with the designers that then develop the final design solution. In this contribution, we illustrate the application to the urban design development carried out by 100 students of the last year of the Master of Science in Architecture and Urban Planning working in groups. The paper will firstly synthetically present the overall research; secondly, it will argue about its application for higher education; finally, it will conclude by describing the pros and cons of the experimentation, especially in relation to the whole learning and maieutic process and its impact on the design solutions adopted by students, with a focus on the experiential multisensory design.
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Buitrago, Francisco. "Engaging in homework development: TARSIS platform as an innovative learning methodology." Australasian Journal of Educational Technology 36, no. 3 (June 26, 2020): 147–62. http://dx.doi.org/10.14742/ajet.5865.
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The paramount importance of active pedagogical learning for the development of skills and competences is now unquestionable. However, homework assignments in engineering courses are still passive learning instruments that often appear as requirements rather than learning tools. This issue arises due that the teaching team usually does not have the capabilities to provide real-time feedback, neither to enable students to fix errors on a timely manner to enhance the process of learning. To overcome this challenge, we developed a novel Blended-like methodology for homework assignments called TARSIS. This methodology uses a platform to boosts the contribution of homework assignments in the learning process by using an attempt mechanism for online solution, combined with a real-time feedback scheme in both virtual and face-to-face environments. The platform is very intuitive to use and offers full flexibility for self-paced learning. In this study, we describe the methodology and use a mixed-method research approach to assess the performance of TARSIS. Results indicate that students enrolled with TARSIS achieved higher performance in both homework assignments and exams. Furthermore, students’ perceptions demonstrate higher enthusiasm and motivation towards the value of homework assignments as mechanisms to promote learning processes.
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Xiao, Yang, and Yanjie Bian. "The influence of hukou and college education in China’s labour market." Urban Studies 55, no. 7 (January 31, 2017): 1504–24. http://dx.doi.org/10.1177/0042098017690471.
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This paper examines the impact of hukou and college education on job placement and wage attainment for Chinese rural migrant workers in the cities. The analysis of the 2010 Chinese General Social Survey shows that when rural-born individuals gain both urban hukou and college education, they enjoy equal job-sector placement and they earn significantly higher wages than the college-educated locals. But in the absence of a rural-to-urban hukou transfer, migrants have fewer opportunities to go to college than local peers, and even college education does not gain a migrant an equal chance of working in the state sector or receiving equal earnings. A major contribution of this study is to suggest a nine-category analytic scheme, which takes into account how education, hukou and type of workplace affect one another in jointly influencing labour market inequality between rural migrants and urbanite workers.
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Mešťan, Michal, Ivan Králik, Leoš Šafár, and Ján Šebo. "IMPACT OF DIFFERENT LIFE-CYCLE SAVING STRATEGIES AND UNEMPLOYMENT ON INDIVIDUAL SAVINGS IN DEFINED CONTRIBUTION PENSION SCHEME IN SLOVAKIA." E+M Ekonomie a Management 24, no. 3 (September 2021): 128–48. http://dx.doi.org/10.15240/tul/001/2021-3-008.
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Searching for the optimal saving strategy is often tied with the life-cycle strategies where only the age of a saver is considered for setting the allocation profile between equities and bonds. Our article contributes to the debate by looking at the performance and adequacy risks arising from applying age-based saving strategies for savers in funded pension schemes. As many studies have proven the shift of the risk onto savers in defined contribution pension schemes under various saving strategies, we contribute to the debate by providing simulations of expected accumulated savings via funded pension scheme under the various life-cycle income profiles and existence of unemployment risk. Using the resampling simulation technique, we compare the fixed and age-based strategies of three different agents with various life-cycle income paths and different unemployment risk. We compare the expected amount of savings and calculate relative indicators comparing the expected monthly benefits, income replacement rate. We look closely on the impact of unemployment on the value of savings and calculate the unemployment factor explaining the value of savings lost due to the periods of unemployment. By combining life-cycle income functions of individuals with different education level and unemployment risk, we show that decisions of implementing low risk saving strategies are suboptimal and lead to a substantial decrease in replacement ratios not only for higher income cohorts but especially for the lowest ones. At the same time, we prove that employing low risk saving strategy leads to the increase of adequacy risk especially driven by the unemployment risk that is higher for lower education individuals. We conclude that age-based life-cycle saving strategies, where the remaining saving horizon is the only factor defining the allocation profile is not the optimal saving strategy and other factors should be considered as well when searching for optimal saving strategy.
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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.
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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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Wang, Ling, and Zhengtang Guo. "Mission and challenges of higher education: an interview with G.Q. Max Lu, the president of the University of Surrey." National Science Review 7, no. 6 (June 1, 2020): 1108–13. http://dx.doi.org/10.1093/nsr/nwaa072.
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Abstract The University of Surrey (referred to as Surrey hereafter) is one of the renowned universities in the UK that was established on 9 September 1966 with the grant of its Royal Charter and its roots go back to Battersea Polytechnic Institute, founded in 1891. Surrey is the research hub of small satellites, mobile telecommunication and artificial intelligence in Europe. In 2016, Surrey was named as ‘University of the Year’ in the UK and, in February 2018, Surrey won the Queen's Anniversary Prize for Higher and Further Education (Surrey's fourth award)—the highest national award for the UK universities, in recognition of the outstanding contribution of Surrey to nutrition and health. The president and vice chancellor of Surrey, Professor Max Lu, took this position in 2016 and is also the first scholar of Chinese origin to be the leader of a British university. Before he joined Surrey, he was the provost and senior vice president at the University of Queensland in Australia. Professor Lu is not only a talented leader in education field, but also a distinguished scientist in materials chemistry and nanotechnology area. He has been honored with numerous awards, including the Orica Award, RK Murphy Medal, China International Science and Technology Award and Medal of the Order of Australia, etc. He has been also appointed to the Prime Minister's Council for Science and Technology and the Board of UK Research and Innovation, etc. The rich experience and open-mindedness lead to his profound insights into higher education around the world. Lately elected as a fellow of Royal Academy of Engineering (RAEng) and foreign member of the Chinese Academy of Sciences, Professor Lu shared his broad and deep perspectives on higher education with National Science Review during his travel in Beijing.
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De Wit, Hans. "Internationalization of Higher Education." Journal of International Students 10, no. 1 (February 15, 2020): i—iv. http://dx.doi.org/10.32674/jis.v10i1.1893.
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Universities have always had international dimensions in their research, teaching, and service to society, but those dimensions were in general more ad hoc, fragmented, and implicit than explicit and comprehensive. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies.
Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation.
Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.
In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension.
In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28)
Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.
Some of the main trends in internationalization in the past 30 years have been:
More focused on internationalization abroad than on internationalization at home
More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies
More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all
Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations
Increasingly driven by national, regional, and global rankings
Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society
Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments
Less important in emerging and developing economies, and more of a particular strategic concern among developed economies
In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019).
Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding.
Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other.
These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows:
The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015)
This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society.
Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.
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Karlos, Stamatis, Georgios Kostopoulos, and Sotiris Kotsiantis. "Predicting and Interpreting Students’ Grades in Distance Higher Education through a Semi-Regression Method." Applied Sciences 10, no. 23 (November 26, 2020): 8413. http://dx.doi.org/10.3390/app10238413.
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Multi-view learning is a machine learning app0roach aiming to exploit the knowledge retrieved from data, represented by multiple feature subsets known as views. Co-training is considered the most representative form of multi-view learning, a very effective semi-supervised classification algorithm for building highly accurate and robust predictive models. Even though it has been implemented in various scientific fields, it has not adequately used in educational data mining and learning analytics, since the hypothesis about the existence of two feature views cannot be easily implemented. Some notable studies have emerged recently dealing with semi-supervised classification tasks, such as student performance or student dropout prediction, while semi-supervised regression is uncharted territory. Therefore, the present study attempts to implement a semi-regression algorithm for predicting the grades of undergraduate students in the final exams of a one-year online course, which exploits three independent and naturally formed feature views, since they are derived from different sources. Moreover, we examine a well-established framework for interpreting the acquired results regarding their contribution to the final outcome per student/instance. To this purpose, a plethora of experiments is conducted based on data offered by the Hellenic Open University and representative machine learning algorithms. The experimental results demonstrate that the early prognosis of students at risk of failure can be accurately achieved compared to supervised models, even for a small amount of initially collected data from the first two semesters. The robustness of the applying semi-supervised regression scheme along with supervised learners and the investigation of features’ reasoning could highly benefit the educational domain.
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Millman, Theresa, and Jacinta McNamara. "The long and winding road: Experiences of students entering university through transition programs." Student Success 9, no. 3 (July 18, 2018): 37–49. http://dx.doi.org/10.5204/ssj.v9i3.465.
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This article presents outcomes of two studies which focus on the lived experience of transition by students entering higher education in NSW (New South Wales), Australia, from two divergent pathways: Technical and Further Education (TAFE) and a university based enabling program. The studies intersect in two fundamental ways. First, the theoretical foundations (Mezirow’s Transformational Learning Theory and Bourdieu’s Social Capital Theory) which emphasise the role of habits of mind and the habitus respectively in an individual’s life. Second, both studies have identified the primacy of the contribution of education to changing notions of self. The studies have found that successful students reappraise and reimagine their self-identity inclusive of possible future selves. The studies reject deterministic and often deficit models of socio-cultural influences on self-concept, and instead embrace the perspective that adult learning can not only realise, but also build upon latent capabilities, and ultimately that it is an empowering experience for many transitioning students.
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Bobe, Mark. "The University of Warwick and its Region." Industry and Higher Education 16, no. 2 (April 2002): 91–96. http://dx.doi.org/10.5367/000000002101296162.
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The University of Warwick is one of the UK's top five universities, dedicated to providing research and teaching of an international standard. While the university does function within the national and international contexts, it also places great value on regional (the English West Midlands) and sub-regional (the city of Coventry and the county of Warwickshire) involvement. It is argued that the university makes a strong contribution to the regional economy through The University of Warwick Science Park, the Warwick Manufacturing Group, the Warwick Business School, and other academic departments. Funding through the Higher Education Reach-Out to Business and the Community Scheme (HEROBC) has served to broaden and deepen the university's already substantial regional engagement while allowing it to maintain its national and international roles.
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Birch, Dawn, Kåre Skallerud, and Nicholas A. Paul. "Who are the future seaweed consumers in a Western society? Insights from Australia." British Food Journal 121, no. 2 (February 4, 2019): 603–15. http://dx.doi.org/10.1108/bfj-03-2018-0189.
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Purpose The purpose of this paper is to profile the consumers who are likely to eat seaweed products in Australia. Design/methodology/approach The study was conducted as an online survey among 521 Australian consumers. Binary logistic regression modelling was used to profile the consumers. Findings The paper identifies education, familiarity, food neophobia (FNeo), symbolic value of food consumption, health consciousness, as well as snacking behaviour as significant predictors of likelihood to eat seaweed products. Consumers with a university degree (i.e. undergraduates and postgraduates) are four times more likely to eat seaweed products, and those familiar with seaweed products have a 7.6 higher likelihood to eat seaweed products. FNeo makes the largest contribution to the consumer’s likelihood to eat seaweed. A one unit increase in the FNeo score is associated with a 77 per cent decrease in the predicted odds of eating seaweed products in the next 12 months. The symbolic value of food consumption and health consciousness both doubled the likelihood of eating seaweed products. Snacking behaviour increases the likelihood by 185 per cent. The study reveals that early adopters of seaweed food products in western societies are people with higher educational levels, who are adventurous in their food choices and perceive seaweed consumption to have symbolic value. They are also health conscious “snackers”. Originality/value This study is one of the first attempts to provide insights about consumption of seaweed products; and also reveals the consumer groups in western societies that are most likely to eat seaweed products and who can be targeted as potential early adopters.
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Ong, Paul M., Cheng Lucie, and Leslie Evans. "Migration of Highly Educated Asians and Global Dynamics." Asian and Pacific Migration Journal 1, no. 3-4 (September 1992): 543–67. http://dx.doi.org/10.1177/011719689200100307.
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The migration of Asians trained in technical fields is the most important component of the total global migration of scientific, technical and professional workers from developing to developed countries (primarily Australia, Canada and the United States). Though this phenomenon shares common characteristics with the larger international migration of all labor, it is unique in that migration from Asia to the industrialized countries favors the highly educated, and the debate over brain drain remains complex and inconclusive. The far-reaching effects of the movement of Asian high level manpower (HLM) are discussed in light of: 1) the global articulation of higher education; 2) the link to unequal development on a global scale; and 3) the contribution to economic development of the reverse flow of HLM to less developed countries.
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Rachmawati, Leli, and Isma Faridatus Sholihah. "THE CORRELATION BETWEEN DEMAND FACTORS AND HEALTH CARE SERVICE UTILIZATION BY CONTRIBUTION BENEFICIARY PATIENTS." Jurnal Administrasi Kesehatan Indonesia 7, no. 2 (October 28, 2019): 185. http://dx.doi.org/10.20473/jaki.v7i2.2019.185-191.
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Background: National Health Insurance is the government's effort to increase public access to health care services. As the implementer of the National Health Insurance, the Outpatient Unit of Haji General Hospital, Surabaya has undergone the decrease of contribution beneficiaries’ visits from 2010-2013. This condition indicates a decrease in health care utilization by the low-income community.Aim: This study aims to identify the correlation between health care demands and health care utilization by the contribution beneficiary patients.Method: The study was an observational analytic using a cross-sectional design. A systematic random sampling technique was used to determine the sample of the study. The respondents were 74 contribution beneficiary patients who possessed a district government free care scheme and had ever utilized the health care services at the Outpatient Unit of Haji General Hospital, Surabaya, and at least 13 years old. The data were collected through questionnaires and analyzed with Spearman and Chi-Square tests (α =0.05).Results: Health status, insurance needs, additional costs, gender, ethnicity, education, and income did not have a significant correlation with the health care service utilization by the contribution beneficiary patients at the Outpatient Unit of Haji General Hospital. It was identified that the older the people are, the higher the frequency of health care utilization is. Besides, service time was proven to be the determinants of health care utilization (p = 0.006).Conclusion: The most influential factors in utilizing the health care services by contribution beneficiary patients are service time and age. Based on those factors, the Haji General Hospital requires to improve its services and service timeliness for the elderly contribution beneficiary patients.Keywords: demand, contribution beneficiary patients, utilization.
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Machado, Carolina Feliciana, and João Paulo Davim. "Higher Education for Sustainability: A Bibliometric Approach—What, Where and Who Is Doing Research in This Subject?" Sustainability 14, no. 8 (April 9, 2022): 4482. http://dx.doi.org/10.3390/su14084482.
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Contextualization: From a very early age, assuming more prominence over the last decades, issues related to sustainability have been taking on a particular interest in the field of research. Although initially the basic concern was at the level of environmental sustainability, the truth is that, progressively, education for sustainability, deeply linked to the science of sustainability, constitutes, together with the latter, the scientific basis for education for the sustainability in higher education, thus emerging a research niche capable of providing greater openness and interaction between higher education institutions and their surroundings. Main aims of the study: Due to the importance that this issue assumes, this article seeks to address the issue of sustainability in higher education, giving particular focus to the analysis at the level of studies that have been developed, which are the main countries and institutions where this has been most researched, as well as which main researchers have been working on this issue. Methodology: For this purpose, and using information taken from the Scopus Database, a bibliometric analysis was carried out, which based on the items “higher education” and “sustainability” allowed to identify a set of 4410 publications. Main results: The results obtained allow to conclude that the number of publications in this area has been observing a significant increase over the last 30 years, with the United States, UK, Spain, Australia and Germany emerging as the countries which publish the most, and within these the Leuphana Universitat Luneburg, RMIT, Hochschule fur Angewandte Wissenschaften Hamburg, Manchester Metropolitan and the Arizona State universities that most publish in this field of research. The five main researchers in the field of higher education for sustainability, were also highlighted. Main contributions: Theoretical and practical contributions were highlighgted, namely, the contribution for government entities and the respective HEIs to reflect on the possible synergies to be developed, as well as to establish strategies and policies promoters of a more efficient and effective investment in research in higher education for sustainability.
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Taylor, Paul. "Thinking Allowed in the Academy." University of Queensland Law Journal 39, no. 1 (March 28, 2020): 117–46. http://dx.doi.org/10.38127/uqlj.v39i1.3893.
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The recent Review of Freedom of Speech in Australian Higher Education Providers (‘the Review’), overseen by the Hon Robert French AC, identified areas for improving freedom of speech and academic freedom, and to that end proposed the adoption of umbrella principles embedded in a Model Code. The Review’s engagement with international human rights law standards was confined, even though many are binding on Australia. As universities consider implementing the Review’s recommendations, this article reflects on the Model Code in the light particularly of the standards established by the International Covenant on Civil and Political Rights (‘ICCPR’). If the drafters of the Model Code had paid closer regard to the ICCPR and other international standards, the result may have been a scheme that more clearly and predictably distinguishes permissible from impermissible restriction on free speech and academic freedom, and gives greater priority to promoting the human rights of those in the academic community than to the institutional power to limit them.
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Fischer, Helge, Linda Heise, Matthias Heinz, Kathrin Moebius, and Thomas Koehler. "How to identify e-learning trends in academic teaching." Interactive Technology and Smart Education 12, no. 1 (April 20, 2015): 31–43. http://dx.doi.org/10.1108/itse-09-2014-0031.
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Purpose – The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such questions is the basis for the adaptation of service strategies and IT-infrastructures within institutions of higher education. Design/methodology/approach – Which e-learning formats dominate the current scientific discourse? To answer this question, a trend study based on a content analysis was performed. The abstracts of 427 scientific articles of leading German-speaking e-learning conferences Gesellschaft für Medien in der Wissenschaft and E-Learning-Fachtagungen der Gesellschaft für Informatik e. V. (GMW and DeLFI) – published from 2007 to 2013 – were examined. A category scheme was derived from the Horizon Report. The category scheme then was gradually expanded and adapted to the data material during the investigation. Findings – This paper found that the detailed analysis of the frequency distribution over the seven years reflects the intensity of scientific discussion towards e-learning trends within the investigation period, and conclusions about the didactical or technical potentials of innovations can be drawn because both conferences are different in terms of their objective. The authors also classified the life stages of selected innovations based on the Gartner hype cycles, and the striking findings of the study will be formulated in the form of assumptions, which reflect the development potential of learning management, mobile learning, virtual worlds, e-portfolio, social media and Massive Open Online Courses in German Higher Education. Research limitations/implications – Only abstracts of the selected contributions were investigated. Errors in the category allocation due to unclear terminology cannot be excluded. Organisers of the investigated conferences often define the (main) topics. This influenced the spectrum of represented topics overall, as well as the focus of individual contributions. The above-presented study was conducted at German-speaking conferences and, therefore, reflects the situation in Germany, Switzerland and Austria. No conclusions about actors or institutional relationships can be made, in contrast to the original assumptions of discourse analysis. The categorial classification of contributions does not allow any conclusions about the quality of the discourse. Originality/value – The study shows how proceedings of scientific conferences can be used for trend studies. It became clear that discourse analytical studies can be used complementary to other methods of future studies. The advantage of this methodology lies mainly in the easy access to the text material, as conference proceedings are mostly available online. In addition, the analysis of large amounts of data (or texts) can be greatly facilitated by use of digital technologies (e.g. by automatic analysis of keyword). This paper makes an important contribution to the diffusion of digital media in higher education.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
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Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
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E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.
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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
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Mayhew, Ken, and Paul Anand. "COVID-19 and the UK labour market." Oxford Review of Economic Policy 36, Supplement_1 (2020): S215—S224. http://dx.doi.org/10.1093/oxrep/graa017.
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Abstract This article considers policy responses to the COVID-19 crisis as they affect the labour market, how these policies are evolving and some of the design issues they face. The concentration is on the UK, but other countries are also discussed for comparative purposes. The Job Retention Scheme is a successful innovation to keep temporarily stopped workers attached to their employers. However, since economic recovery will be slow, it is not sustainable in its current form. A sustained rise in unemployment is inevitable and alternative policies to mitigate this and the dangers of scarring are discussed. The structure of output will change, as therefore will the composition of jobs. A comprehensive active manpower policy will be needed to efficiently match job seekers to available jobs. The young are likely to suffer disproportionately from the recession and this makes it essential to introduce radical policies to boost work-based training and to enhance the contribution made by further and higher education institutions.
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Kremer, John. "Empowerment in the learning process: The case of student discussion groups." Psychology Teaching Review 6, no. 1 (March 1997): 77–84. http://dx.doi.org/10.53841/bpsptr.1997.6.1.77.
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The role played by students in the learning process has become a popular topic for discussion within the world of higher education, with attention focusing on the teacher-learner roles embedded in traditional lecture, seminar and even tutorial formats. Together with a movement towards deeper and more active learning strategies, there is concern over students’ involvement in the learning process itself and the possibilities for further empowerment. This paper reports on the experience of developing and sustaining two large final year classes of undergraduate psychology students, both of which include leaderless group discussions and associated peer assessment as an integral part of the learning and assessment procedures. The paper describes the underlying philosophy behind the scheme and its assessment, before outlining the practicalities of running the discussion groups and the lessons which have been learnt over time. Finally, the issues associated with group and selfassessment of students’ contribution to the learning process are considered.
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Pikalova, Valentyna. "IMPLEMENTATION OF STEAM CONCEPT IN PREPARATION OF PRE-SERVICE MATHEMATICS TEACHERS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 95–103. http://dx.doi.org/10.28925/2414-0325.2020.9.8.
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The article considers the current problem of improving the education system, namely the application of the concept of STEAM as an innovative approach, which is today the subject of mass interest of both researchers and teachers-practitioners. Thanks to STEAM-education, teachers have the opportunity to develop students in several subject areas - computer science, physics, technology, engineering, art and mathematics. The necessity of introducing the concept of STEAM-education into the system of training pre-service teachers, which continues the implementation of STEM ideas, caused by the transition of society to the digital age, is substantiated. STEAM approaches in the educational process are considered. The experience of such developed countries as the USA, Finland, Australia, Great Britain, Israel, Korea, Singapore was analyzed and it was found out that they implement state programs in the field of STEAM education. In Finland, a LUMA center has been opened, in Spain teachers use STEAM-Makerspace to improve the knowledge of high school students in the field of geometry, in Australia the program STEAM Professionals in Schools has been implemented that brings together teachers with STEAM professionals to improve STEAM teaching practice and provide STEAM training at Australian schools. Possibilities of realization of three main ways of introduction of STEAM-education into the learning process, such as STEAM-project, STEAM-lesson, Maker-space are covered which can be effectively introduced into the educational process of higher education institutions. The implementation of the STEAM approach using the example of training pre-service mathematics teachers is considered. The author notes the important role of teachers who are ready to implement the ideas of STEAM-education in this process. The results of experimental work on the implementation of the concept of STEAM-education within the project activities of students using the example of the project "Ukrainian embroidery" are presented. The purpose and activity of students are revealed, the research tasks which they carried out are described. The result of the study was the development of a program that "embroiders", simulates the process of embroidery in different techniques, implementing different approaches to bypass the embroidery scheme. In addition, a set of tools was created in the GeoGebra package for research and design of various ornaments based on traditional elements of Ukrainian embroidery.
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McKinnon, Loretta, Katrina Giskes, and Gavin Turrell. "The contribution of three components of nutrition knowledge to socio-economic differences in food purchasing choices." Public Health Nutrition 17, no. 8 (August 7, 2013): 1814–24. http://dx.doi.org/10.1017/s1368980013002036.
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AbstractObjectivesTo assess socio-economic differences in three components of nutrition knowledge, i.e. knowledge of (i) the relationship between diet and disease, (ii) the nutrient content of foods and (iii) dietary guideline recommendations; furthermore, to determine if socio-economic differences in nutrition knowledge contribute to inequalities in food purchasing choices.DesignThe cross-sectional study considered household food purchasing, nutrition knowledge, socio-economic and demographic information. Household food purchasing choices were summarised by three indices, based on self-reported purchasing of sixteen groceries, nineteen fruits and twenty-one vegetables. Socio-economic position (SEP) was measured by household income and education. Associations between SEP, nutrition knowledge and food purchasing were examined using general linear models adjusted for age, gender, household type and household size.SettingBrisbane, Australia in 2000.SubjectsMain household food shoppers (n 1003, response rate 66·4 %), located in fifty small areas (Census Collectors Districts).ResultsShoppers in households of low SEP made food purchasing choices that were less consistent with dietary guideline recommendations: they were more likely to purchase grocery foods comparatively higher in salt, sugar and fat, and lower in fibre, and they purchased a narrower range of fruits and vegetables. Those of higher SEP had greater nutrition knowledge and this factor attenuated most associations between SEP and food purchasing choices. Among nutrition knowledge factors, knowledge of the relationship between diet and disease made the greatest and most consistent contribution to explaining socio-economic differences in food purchasing.ConclusionsAddressing inequalities in nutrition knowledge is likely to reduce socio-economic differences in compliance with dietary guidelines. Improving knowledge of the relationship between diet and disease appears to be a particularly relevant focus for health promotion aimed to reduce socio-economic differences in diet and related health inequalities.
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Yu, F. "A secondary organic aerosol formation model considering successive oxidation aging and kinetic condensation of organic compounds: global scale implications." Atmospheric Chemistry and Physics 11, no. 3 (February 8, 2011): 1083–99. http://dx.doi.org/10.5194/acp-11-1083-2011.
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Abstract. The widely used two-product secondary organic aerosol (SOA) formation model has been extended in this study to consider the volatility changes of secondary organic gases (SOG) arising from the aging process as well as the kinetic condensation of low volatile SOG (LV-SOG). In addition to semi-volatile SOG (SV-SOG) with saturation vapor pressure at 290 K (C*290) in the range of ~3 ppt–3 ppb and medium-volatile SOG (MV-SOG) with C*290 in the range of ~0.3–300 ppb, we add a third component representing LV-SOG with C*290 below ~3 ppt and design a scheme to transfer MV-SOG to SV-SOG and SV-SOG to LV-SOG associated with oxidation aging. This extended SOA formation model has been implemented in a global aerosol model (GEOS-Chem) and the co-condensation of H2SO4 and LV-SOG on pre-existing particles is explicitly simulated. We show that, over many parts of the continents, LV-SOG concentrations are generally a factor of ~2–20 higher than those of H2SO4 and the kinetic condensation of LV-SOG significantly enhances particle growth rates. Comparisons of the simulated and observed evolution of particle size distributions at a boreal forest site (Hyytiälä, Finland) clearly show that LV-SOG condensation is critical in order to bring the simulations closer to the observations. With the new SOA formation scheme, annual mean SOA mass increases by a factor of 2–10 in many parts of the boundary layer and reaches above 0.5 μg m−3 in most parts of the main continents, improving the agreement with aerosol mass spectrometer (AMS) SOA measurements. While the new scheme generally decreases the concentration of condensation nuclei larger than 10 nm by 3–30% in the lower boundary layer as a result of enhanced surface area and reduced nucleation rates, it substantially increases the concentration of cloud condensation nuclei at a water supersaturation ratio of 0.2%, ranging from ~5–20% over a large fraction of oceans and high latitude continents to more than 50% over some parts of South America, Australia, and Indonesia. Our study highlights the importance for global aerosol models to explicitly account for the oxidation aging of SOGs and their contribution to particle growth.
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Drakopoulou Dodd, Sarah, Paul Jones, Gerard McElwee, and Mohamed Haddoud. "The price of everything, and the value of nothing? Stories of contribution in entrepreneurship research." Journal of Small Business and Enterprise Development 23, no. 4 (November 21, 2016): 918–38. http://dx.doi.org/10.1108/jsbed-03-2016-0049.
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Purpose The purpose of this paper is to report findings from the first stage of a study that focusses on research in the domain of entrepreneurship as a process of knowledge creation and exchange. It seeks to discover what entrepreneurship scholars really believe that they contribute. Focusses on the entrepreneurship academic community and examine two issues: the value scholars perceive, in terms of both how an individuals’ work can be seen to be a contribution to knowledge, and what “contribution to knowledge” means to the individual researcher. Design/methodology/approach The authors employ a qualitative approach within which 20 entrepreneurship professors were asked to complete a semi structured research instrument to express their opinions on the value of the authors’ research and the extent to which the authors’ work contribute to knowledge and practice. The sample was drawn from full entrepreneurship professors from the UK, USA, Europe, New Zealand, and Australia. Findings Suggest that entrepreneurship scholars publish for a plurality of reasons including personal fulfilment, interest, and necessity. It was also noted that the motivations for academic scholarship have changed with increased internal and external pressures and a drive to publish in certain journals. Research limitations/implications This is a novel study not undertaken previously in the entrepreneurship discipline. The results will inform research practices within the entrepreneurship discipline and represent the basis for an ongoing large scale global quantitative study of the entrepreneurship discipline. Originality/value The outcomes of this research inform higher education stakeholders in the construction of valid research strategies thus providing a suitable impact upon academia and society. It provides an initial insight into drivers for academic research within the entrepreneurship discipline, and the opportunities, challenges and paradoxes which various approaches to research contribution entail.
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Blumberga, Andra, Reinis Āzis, Dāvis Reinbergs, Ieva Pakere, and Dagnija Blumberga. "The Bright and Dark Sides of Energy Efficiency Obligation Scheme: The Case of Latvia." Energies 14, no. 15 (July 23, 2021): 4467. http://dx.doi.org/10.3390/en14154467.
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Evidence collected by researchers over several decades suggests that the successful implementation of the Energy Efficiency Obligation Scheme (EEOS) may deliver significant, cost-effective energy savings over many years. However, before starting EEOS in Latvia, predictions by energy efficiency policy researchers envisaged that it is at high risk of savings shortfalls. This study aims to carry out an ex-post policy evaluation of EEOS in Latvia and assess its ability to deliver significant savings in the first phase of the new EEOS. This paper questions whether the new EEOS can reach savings goals without prior experience with voluntary agreement schemes and emulation of successful EEOS from other countries. The second goal of the research is to create a web-based optimization tool as an Interactive Learning Environment to help policymakers and EEOS-obliged parties to create goal-oriented strategies. The study has found that, contrary to expectations, Latvia has reached and even overfulfilled EEOS saving goals. Estimated cumulative savings obtained during the starting phase (329.2 GWh) are 68% higher than the cumulative savings planned by the policymakers for 2020 (234 GWh). This success is related to the enforcement of a stick-type approach in the policy. However, the study also revealed the dark side of EEOS implementation by discussing different types of energy efficiency measures applied by EEOS and the role of implementing and monitoring institutions. The ex-ante evaluation projected that 50% of the EEOS savings would be derived from information and education measures and 50% through contributions to the Energy Efficiency Fund or by implementing the most cost-effective energy efficiency measures. The ex-post evaluation shows that around 95% of savings are achieved through information measures and the rest by introducing energy efficiency measures on the consumer side. EEOS parties do not contribute to the Fund because the cost of information measures (on average 4 EUR/MWh) is significantly lower than the contribution to the Fund (70 EUR/MWh).
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Kononiuk, Anna, Anna Sacio-Szymanska, Stefanie Ollenburg, and Leonello Trivelli. "Teaching Foresight and Futures Literacy and Its Integration into University Curriculum." Foresight and STI Governance 15, no. 3 (September 24, 2021): 105–21. http://dx.doi.org/10.17323/2500-2597.2021.3.105.121.
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Despite the accelerated dynamics of the environment, higher education institutions slowly update their curricula in entrepreneurship education according to global challenges and market needs. Moreover, knowledge and good practice exchanges between educators of futures studies, business representatives, and academics is limited. This article aims to present a methodology for prototyping an online course for individuals to become more future-oriented in their professional and personal settings. The main research problems tackled by the authors relate to: 1) the identification of competences that would help academics, entrepreneurs, and students to deal with uncertainty and to 2) convey the competences to the target groups through learning topics selected from futures studies and the entrepreneurship repertoire. The authors of the article undertook and coordinated theoretical and empirical research on foresight and Futures Literacy and its correspondence with entrepreneurship within the beFORE project funded under the Erasmus+ program’s Knowledge Alliance scheme. The research process resulted in the identification of 12 key competence items and the development of a free, approximately 34-hour-long online course consisting of seven self-standing modules, 25 lessons, and 79 learning topics corresponding to these competences. The originality of the paper is in its contribution to the discussion on the competences and online course content that efficiently increase the capacities of using the future(s) in professional, academic, and personal settings.
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Calma, Angelito. "The long and winding road." International Journal of Educational Management 31, no. 4 (May 8, 2017): 418–29. http://dx.doi.org/10.1108/ijem-09-2015-0122.
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Purpose The purpose of this paper is to provide an analysis of specific learning outcomes in an undergraduate commerce degree in a large research-intensive university in Australia. Design/methodology/approach It uses data collected from assurance of learning activities as part of Association to Advance Collegiate Schools of Business accreditation. A total of 267 assessments were marked using nine different rubrics in nine different subjects. It assessed six learning outcomes. Findings Results indicate that a number of skills deficits exist among commerce students’ application of mathematical tools, analysis of business issues or problems, demonstration and application of theories, models or concepts, describing alternative methods of analysis, and generating supported conclusions or solutions, and analysing the research of others. These findings tell us that there are a number of higher order thinking skills that students need to develop when they pursue a commerce degree. It also creates a challenge for universities to foster an environment where these skills are developed in the curriculum. Practical implications The wider implications to higher education include a reconsideration of the purpose of the commerce degree, the importance of feedback from various stakeholders (e.g. alumni, employers) to inform the commerce curriculum, and the range of learning experiences that develop these skills. More importantly, this study has identified specific skills deficits across the broad generic skills embedded in the commerce degree. It can assist academic staff and program managers in planning for future curriculum improvements as they see fit in the context of their own commerce programs. Originality/value This is a novel contribution in that it provides specific assessment of skills deficits in business undergraduate education.