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Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.
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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.
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Rugimbana, Robert, and Chris Patel. "The Application of the Marketing Concept in Textbook Selection: Using the Cloze Procedure." Journal of Marketing Education 18, no. 1 (March 1996): 14–20. http://dx.doi.org/10.1177/027347539601800104.
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Because of increased class sizes, higher staff teaching loads, and inadequate teaching facilities, many marketing faculty have less time to evaluate textbooks effectively. This situation results in text selection processes based on criteria that favor ease of teaching rather than student learning. Since marketing education places great reliance on textbooks as the primary instructional medium, marketing academics must select textbooks using explicit, educationally sound, student-oriented criteria. A method reflecting the most fundamental law of marketing, one that ensures that the chosen texts are easy for students to read and understand, should rate as an important selection process criterion. The cloze procedure has proven to be a highly reliable and valid measure of “understandability.” This study suggests that it is an objective and responsive marketing-oriented technique for selecting marketing textbooks. To demonstrate its use, the technique is used to rank three international editions of principles of marketing textbooks by obtaining scores of understandability from first-year students at one Australian university. These objective scores of understandability, when complemented by other qualitative and quantitative criteria for evaluating textbooks, are very useful for selecting marketing textbooks.
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Revelo Rosero, Jorge Enrique. "Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador." EDMETIC 7, no. 1 (March 4, 2018): 196. http://dx.doi.org/10.21071/edmetic.v7i1.6910.
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Resumen:Esta investigación se centra en el desarrollo de un modelo de integración de competencias digitales del docente universitario para su desarrollo profesional en la enseñanza de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Metodológicamente se analizaron los aspectos más relevantes de las diferentes normas y modelos propuestos por varios ministerios de educación, entre ellos Australia, Bélgica, Canadá, Chile, España, Estados Unidos, Francia, Noruega y otros, así como organizaciones como la UNESCO O ISTE, y las investigaciones de prestigiosas universidades (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). Este estudio determina un perfil preliminar del profesorado del área de matemáticas, en el que se describen las dimensiones, competencias e indicadores que desarrolla el profesorado de una universidad de Ecuador y que fue validado por un grupo de expertos internacionales en competencias digitales. Los resultados muestran que el perfil está compuesto por 44 indicadores que corresponden a 21 habilidades digitales que responden a los niveles: básico, intermedio y avanzado de las cuestiones de dominio, uso e innovación en cinco áreas: información y alfabetización, comunicación y colaboración, creación de contenidos digitales, seguridad y resolución de problemas. Abstract:This research focuses on developing a model of digital competence integration of the university teacher for their professional development in the teaching of mathematic, as a scenario for the growth and strengthening of the professional teaching practice. Methodologically, the most relevant aspects of the different standards and models proposed by several ministries of education were analyzed, among them Australia, Belgium, Canada, Chile, Spain, the United States, France, Norway and others, as well as organizations such as UNESCO or ISTE, and the researches of prestigious universities (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). This study determines a preliminary profile of teachers in the area of mathematics, which describes the dimensions, competencies and indicators developed by teachers of a university in Ecuador and validated by a group of international experts in digitals competence teacher. The results show that the profile is composed by 44 indicators corresponding to 21 digital competences that respond to the basic, intermediate and advanced levels of domain, use and innovation in five areas: information and information literacy, communication and collaboration, creation of digital content, security and problem solvingKeywords: ICT, Mathematics, Digital competences, Higher education
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Liu, Zhimin, Goodluck Jacob Moshi, and Cynthia Mwonya Awuor. "Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR." Sustainability 11, no. 10 (May 14, 2019): 2745. http://dx.doi.org/10.3390/su11102745.
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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquarelli–Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)—allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems.
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Webster, Len, Patricie Mertova, and Joanna Becker. "Providing a Discipline-Based Higher Education Qualification." Journal of University Teaching and Learning Practice 2, no. 2 (April 1, 2005): 28–36. http://dx.doi.org/10.53761/1.2.2.4.
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This paper highlights the growing need for the provision of discipline-based flexible online courses for teachers in Higher Education as well as acknowledging the significance of interdisciplinary cooperation in this endeavour. It describes the approaches taken in designing and delivering these courses and discusses some of the challenges inherent in developing, implementing and evaluating such disciplinebased Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia.
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Zelechoski, Amanda D., Christina L. Riggs Romaine, and Melinda Wolbransky. "Teaching Psychology and Law." Teaching of Psychology 44, no. 3 (May 31, 2017): 222–31. http://dx.doi.org/10.1177/0098628317711316.
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Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions ( N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation.
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Wang, Lixia, and Zhongxin Chang. "Study on Practicality of Tax Law Course in Accounting Major." Higher Education Studies 1, no. 2 (January 3, 2016): 61. http://dx.doi.org/10.5539/hes.v1n2p61.
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Accounting staff play a more and more important role in enterprises and the ability to handle tax related business isone of the necessary abilities of accounting staff. At present, some problems exist in system setting, content teaching,textbook construction, teaching method and so on of tax law course in institutions of higher learning. The societyhas proposed new subjects in higher education of tax law course in accounting major. How to cultivate applicationbased accounting staff with solid theoretical basis and strong capacity in practical operation is an issue that needs tobe urgently resolved by higher education practitioners.
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João, Maria João, Barbara Magalhaes Bravo, and Jose Caramelo Gomes. "The teaching of law post Bologna." Global Journal of Sociology: Current Issues 8, no. 1 (May 9, 2018): 30–36. http://dx.doi.org/10.18844/gjs.v8i1.3412.
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AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various solutions and cases and trying to deliver a ‘best practice’ draft. After a comprehensive study on the implementation of the Bologna process and its results, we will be able to make a critical judgment on the teaching of law. Matter ‘de iure condendo’ proposes education policies that enable a holistic view of the law.
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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.
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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.
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Wu, Qiong Zhong. "Study on the Case Teaching Mode of Economic Law under Network Environment." Advanced Materials Research 926-930 (May 2014): 4610–13. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4610.
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With the popularity of the network and the wide range of applications of multimedia technology in people's lives, how to combine modern teaching tools and media with case teaching, how to carry out case teaching under the network circumstances becomes the subject of the exploration of the teaching practice. Some practical conclusions are drawn after researching. First, the teaching performance is higher under the network environment teaching mode than the traditional classroom teaching mode. Second, students and teachers can get a better development under the network environment. Meanwhile, some suggestions are given to the case teaching mode of economic law under network environment.
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Storm, Ansia. "Integrity…Courage…Honour: A Comparative Study of Law Enforcement Agencies." World Journal of Social Science Research 7, no. 4 (November 28, 2020): p119. http://dx.doi.org/10.22158/wjssr.v7n4p119.
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Purpose—The purpose of this paper was to compare three first-world countries’ law enforcement agencies to those of South Africa. The aim was to identify areas where South Africa’s agencies can improve to take the fighting of corruption to a higher level, and in doing so, improve their ranking on Transparency International’s scale, and their Corruption Perception Index.Design/methodology/approach—The author compared South Africa’s law enforcement agencies to those of the United States, the United Kingdom, and Australia to identify possible areas where South Africa’s agencies can improve.Findings—The results indicate preliminary support for areas in South Africa’s law enforcement agencies that need restructuring and improvement.Practical implications—Improved law enforcement agencies will assist in the fight against corruption, improving South Africa’s corruption perception index (among others), which might encourage foreign investment.Originality/value—The results of this study point to opportunities to strengthen law enforcement agencies in South Africa, which will result in improved crime-fighting abilities, higher prosecution rates, and improved crime statistics.Research limitations—Law enforcement agencies (which deals with corruption in general) from the USA, the U.K., and Australia will be explored and compared with those of South Africa.
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Álvarez Faedo, María José. "Teaching Legal English for Company Law: A Guide to Specialism and ELP Teaching Practices and Reference Books." Revista Alicantina de Estudios Ingleses, no. 28 (November 15, 2015): 15. http://dx.doi.org/10.14198/raei.2015.28.02.
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This article discusses one of the less mainstream areas of ESP teaching, that of legal English for students of company law. The author begins by analysing the approach used by subject-domain specialists themselves and the current criticism regarding the conservative textbook approach which continues to dominate teaching theory in this area. To this effect, she presents the results of a study carried out from October 2014 to March 2015 regarding subject-domain textbooks most used in Law Schools in Australia, Britain, Canada and the USA. The paper then addresses the question of teaching legal English to students of company law. After a brief outline of the three main theories underlying language teaching –behaviourist, cognitive and communicative– the author provides a critical guide to the main course books available to teachers in this rarefied area of specialised language learning, listing the types of exercises proposed, and evoking their overall strengths and weaknesses. To conclude, she suggests means of supplementing course book material.
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Appleby, Michael, and Judy Bourke. "Promoting Law Student Mental Health Literacy and Wellbeing: A Case Study from The College of Law, Australia." International Journal of Clinical Legal Education 20, no. 1 (July 8, 2014): 461. http://dx.doi.org/10.19164/ijcle.v20i1.18.
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<p>A number of studies have been undertaken about the mental health of law students and the reports as to the findings of those studies have all expressed concern about the high levels of psychological distress suffered by them. Australian studies indicate that while university students suffer from emotional distress at a rate greater than that of the general population and at a higher rate than their non-student (age group) peers, law students are more distressed than their university peers. This has led to many calls for action.</p><p><br />Most law students undertake their degree with a view to practising law. It is now also accepted that legal practitioners suffer depression or emotional distress at higher rates than other professionals, other workers more generally and the general population. Research shows that there is a strong correlation between high levels of emotional distress and the incidence of mental illness. Law students suffering high or very high distress levels are therefore at an increased risk of suffering a mental illness, most commonly anxiety and/or depression.</p><p>Faced with this problem, the question arises: how should legal education institutions respond? This article describes the approach taken by one legal education institution, The College of Law, Australia (the College), in answering this question. The College identified the value in improving students’ mental health literacy and stress management and now trains its lecturers to deliver an educational workshop (the workshop) in these areas. The workshop forms part of the core curriculum for the College’s practical legal training program (PLT).</p><p>Part 2 of the article reviews some of the literature about health promotion, health literacy, mental health literacy and promoting student wellbeing, providing the underpinnings for the intervention. Part 3 describes the development of the workshop for pre-admission graduate law students. Part 4 outlines the content of the workshop and delivery methods. Part 5 considers evaluations of the workshop, from both the student and teacher perspective and student learning outcomes, and Part 6 contains recommendations based on our experience in designing and delivering the workshop.</p>
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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.
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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.
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Bekishev, R. "ONLINE TEACHING OF RUSSIAN LANGUAGE TO LAW STUDENTS." BULLETIN Series of Philological Sciences 75, no. 1 (March 30, 2020): 329–39. http://dx.doi.org/10.51889/2021-1.1728-7804.56.
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This article deals with the application of ZOOM and TIAMS online learning platforms in the higher education system. The author notes both the advantages and disadvantages of the listed online services. In order to increase the motivation of students to study the Russian language in the online format, the author proposes the use of advanced tasks technology using ICT in the educational process, namely computer presentations. The article describes in detail examples of advanced assignments in the Russian language, which enable law students to master the educational material in an individual format, contribute to conscious study and stronger memorization. Among the proposed advanced tasks, there are those that are designed, on the one hand, to consolidate the knowledge, skills and abilities acKuired in the classroom, and on the other, allow the student to show independence, to find a solution to a non-standard issue or task himself.
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KATHERAN, Nevad. "The Teaching and Study of Islam in Western Universities." Asian Studies 2, no. 2 (December 31, 2014): 179–81. http://dx.doi.org/10.4312/as.2014.2.2.179-181.
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Review by Nevad KahteranThe Teaching and Study of Islam in Western Universities as Routledge publication should be applauded in this cacophony in the post-9/11 world with the rise of interest in Islam and Islamic matters across the globe, necessitating an explanation of the authentic teaching of this religion anew in light of the challenges of the present-day situation not only in New Zealand, Australia and Pacific region, including the Canadian context there as well, but world-wide. Among many other efforts taken in the meantime, something similar was done in the European context as earlier Brill's edition of Muslims in the Enlarged Europe: Religion and Society, ed. By Brigitte Maréchal, Stefano Allievi, Felice Dassetto and Jørgen Nielsen (Brill, Leiden-Boston, 2003) with its speacial stress on After September 11: Islam in General and European Muslims. Also, we could add intersting report on Islam on Campus: teaching Islamic Studies at Higher Education Institutions in the UK (Report of a conference held at the University of Edinburgh, 4 December 2006 in: Journal of Beliefs & Values, Volume 28, Issue 3, 2007, pages 309-329), The Islam in the West Program (currently housed at the Prince Alwaleed Islamic Studies Program), among many other undertakings in this regard as good examples of similar efforts.
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Yuen-Yan Chan and V. K. Wei. "Teaching for Conceptual Change in Security Awareness: A Case Study in Higher Education." IEEE Security & Privacy Magazine 7, no. 1 (January 2009): 68–71. http://dx.doi.org/10.1109/msp.2009.22.
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Collins, Pauline, and Lynda Crowley-Cyr. "Editorial 18.1. Satisfying Many Masters: Teaching into Professional Degrees in the 21st Century." Journal of University Teaching and Learning Practice 18, no. 1 (January 1, 2021): 3–6. http://dx.doi.org/10.53761/1.18.1.1.
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Tertiary teaching in 21st Century Australia is, for educators, imbued with challenges as they attempt to balance the changing needs and expectations of multiple masters in a corporatised and vocational higher education environment. Those teaching into a professional degree, such as law, must consider an additional master – relevant professional associations. This Special Issue focuses on the perspectives of educators who must grapple with sector-wide changes in policy, the organisation of work, and their work practices, as well meeting the requirements of professional bodies. It aims to increase knowledge on how educators are navigating such competing demands, while seeking to achieve a rewarding and enduring career in educating students to become successful and professional graduates.
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Santos-Villalba, María Jesús, Juan José Leiva Olivencia, Magdalena Ramos Navas-Parejo, and María Dolores Benítez-Márquez. "Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study." Sustainability 12, no. 20 (October 15, 2020): 8513. http://dx.doi.org/10.3390/su12208513.
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Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student’s motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory–confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students’ motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students’ motivation and the sustainability behavior, although the power of this last construct is moderate.
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McLaughlin, Jacqueline S. "Teaching Environmental Sustainability while Transforming Study Abroad." Sustainability 13, no. 1 (December 23, 2020): 50. http://dx.doi.org/10.3390/su13010050.
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Environmental issues are of especially great importance to younger individuals, such as university students. Course-based Undergraduate Research Experiences (CUREs) are a proven methodology for transforming short-term study abroad to yield higher impact and quality student outcomes, especially as they relate to teaching environmental sustainability. This paper offers a review of tested pedagogical frameworks, provides evidence to substantiate this statement from assessment data, and offers insights on how to develop and implement an international CURE. It also shares how embedding CUREs into innovative and high-quality short-term study abroad experiences can work to positively transform the post COVID-19 era of short-term study abroad. Several case studies are presented that document how students’ hands-on involvement in developing questions about real-world sustainability issues, devising and carrying out group research, and presenting their findings affect their acquisition of scientific skills and a sustainability-oriented mindset.
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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.
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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.
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Cameron, Leanne. "How learning designs, teaching methods and activities differ by discipline in Australian universities." Journal of Learning Design 10, no. 2 (March 2, 2017): 69. http://dx.doi.org/10.5204/jld.v10i2.289.
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<p class="JLDAbstract">This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.</p><p class="JLDAbstract">Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.</p>
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SAUNDERS, PETER, and LAURA ADELMAN. "Income Poverty, Deprivation and Exclusion: A Comparative Study of Australia and Britain." Journal of Social Policy 35, no. 4 (September 4, 2006): 559–84. http://dx.doi.org/10.1017/s0047279406000080.
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Poverty research has a long history in both Australia and Britain, but its influence on policy remains subject to political priorities and ideology. This can partly be explained by the limitations of defining poverty as low income and measuring it using an income poverty line. This article examines two national data sets that allow the income poverty profile to be compared with, and enriched by, the incidence of deprivation and social exclusion, measured using data that directly reflect experience. Although a degree of care must be applied when interpreting these new indicators within and between countries, a validated poverty measure is developed that reflects both low income and the experience of deprivation and exclusion. When results for the two countries are compared, they reveal stark differences between the alternative indicators. Britain has the higher income poverty rate and, although the incidence of both deprivation and exclusion are higher in Australia, Britain still has more validated poverty. The distributional profiles of deprivation and exclusion are shown to be very different in the two countries. These differences are explained by the very low incomes of low-income households in Britain, relative to other British households and relative to their Australian counterparts. Despite these differences, the results indicate that the same three groups face the greatest risk in both countries: lone parents, single working-age people and large (couple) families.
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Box, Gerri, and Val House. "A Report of a Mentoring Program in Western Australia." Australian Journal of Career Development 6, no. 2 (July 1997): 6–8. http://dx.doi.org/10.1177/103841629700600203.
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Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.
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Deplano, Rossana. "Using Concept Maps in Law Schools to Foster Meaningful Learning: Evidence from a Pilot Study." Journal of Learning and Teaching in Higher Education 1, no. 2 (December 20, 2018): 125–36. http://dx.doi.org/10.29311/jlthe.v1i2.2748.
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Despite its many applications in various higher education settings, concept mapping is not used for teaching predominantly theoretical subjects like Law. Given the peculiarities of learning legal subjects, this article discusses the benefits of using concept maps as a core component of an undergraduate curriculum in Law. Specifically, it presents evidence from a pilot study aimed at assessing the impact of concept mapping as a tool for enhancing deep learning on students enrolled on the compulsory Constitutional and Administrative Law module. An argument is made that utilising concept maps as an integral part of small group teaching activities may be effective in helping students shift the balance from predominantly rote learning to predominantly meaningful learning.
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Eri, Rajaraman, Prasad Gudimetla, Shaun Star, Josh Rowlands, Anit Girgla, Loeurt To, Fan Li, Nhem Sochea, and Umesh Bindal. "Digital resilience in higher education in response to COVID-19 pandemic: Student Perceptions from Asia and Australia." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 108–34. http://dx.doi.org/10.53761/1.18.5.7.
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COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students’ both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008) Digital resilience is students’ tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm-. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.
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Behrendt, Larissa. "At the Back of the Class. At the Front of the Class: Experiences as Aboriginal Student and Aboriginal Teacher." Feminist Review 52, no. 1 (March 1996): 27–35. http://dx.doi.org/10.1057/fr.1996.4.
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This is a persona] account of an Aboriginal woman who went through the education system in Australia to obtain finally her law degree. Aboriginal people experience many hurdles in the education system. Many Aboriginal children feel alienated within the legal system which until recently focused on a colonial history of Australia, ignoring the experiences, indeed the presence, of indigenous people in Australia. The Australian government had a policy of not educating Aboriginal people past the age of 14. The author was one of the first generation that could go straight from high school to university. She speaks of the debt she feels towards the generations of her people that fought for her right to access to higher education. The author went on to become the first Aboriginal person to be accepted into Harvard Law School which brought different personal challenges and allowed for reflection on comparisons of the sensitivity towards race in both education systems. When the author returned to Australia, she took a position teaching at the University of New South Wales. She had to come to terms with working within a system that she had felt alienated within as a student. Her position at the front of the class has created a sense of empowerment that she can pass on to her Aboriginal and female students.
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Kennedy, Michael, and Philip Birch. "Reflecting on outcome-based education for human services programs in higher education: a policing degree case study." Journal of Criminological Research, Policy and Practice 6, no. 2 (February 24, 2020): 111–22. http://dx.doi.org/10.1108/jcrpp-12-2019-0071.
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Purpose This paper aims to consider the impact of outcome-based education (OBE) on students studying human services degrees, particularly those in a policing program. This work examines the validity of the notion that OBE is a progressive teaching approach that improves the quality of education and subsequently professional practice. Design/methodology/approach A critical analysis of a systemised outcome-based teaching and learning approach is adopted. Findings OBE has, as an idea, swept across most educational institutions in an apparently revolutionary wave. However, any critical scrutiny of this systemised approach to teaching and learning calls into question whether it is really progressive or empty rhetoric achieving reactionary ends. Any systemised attempt at social change by way of neo-liberal outcomes that are not principle-driven will serve only to reinforce a philosophy of aggressive competition and individualism at the expense of the rule of law and social policy that is situated on a social contract foundation. Practical implications The practical implications of this paper relate to the delivery of higher education teaching, with particular reference to human service degrees such as policing: the use of post-modernist theory to develop contemporary teaching and learning systems has created challenges with regards to scientific knowledge; a principled, deontological teaching and learning system rather than a utilitarian “outcome”-based delivery is proposed; the validity of the notion that outcome-based teaching and learning systems are progressive initiatives that improve the quality of education is questioned; and the impact of OBE for students entering human services professions such as policing has implications for public and community safety. Originality/value This paper considers the efficacy of OBE as a model for higher education teaching, with particular reference to human services degrees such as policing.
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Ortiz Colón, Ana, Miriam Agreda Montoro, and María Colmenero Ruiz. "Toward Inclusive Higher Education in a Global Context." Sustainability 10, no. 8 (July 30, 2018): 2670. http://dx.doi.org/10.3390/su10082670.
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The aim of this study was to analyse the perception of teaching staff at the University of Jaen regarding the integration of students with a disability, and to describe the interventions they use to respond to the specific needs of these students, to examine the differences that exist in teachers’ interventions for students with a disability based on their faculty. To this end, a descriptive methodology was used (n =300 teachers), and the data were gathered using a Tutoring and Attention to Special Needs in the Classroom Questionnaire (TASN-Q). The results were organised in terms of the tool’s different dimensions and, in general, revealed that the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability. The best-prepared teaching staff belonged to the Faculties of Social and Legal Sciences and Health Sciences. This study confirms the need for training in special needs processes to enable university teaching staff to participate in an inclusive model.
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Himonga, Chuma, and Fatimata Diallo. "Decolonisation and Teaching Law in Africa with Special Reference to Living Customary Law." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 20 (October 30, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2017/v20i0a3267.
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The student protests in South African Universities, which started in 2015, demanded the decolonisation of certain aspects of higher education. While the primary demand is free education, issues of the curriculum and transformation connected with the country's history of colonialism and apartheid have also surfaced. In the field of law, demands for curriculum change are accompanied by the broad issue of the decolonisation of law, translating into questions of legal history, the concept of law, the role of law in African societies, the status of indigenous systems of law in the post-independent/apartheid legal system, and how law is taught in law schools.This paper examines the idea of the decolonisation of law in relation to the teaching of law in African states previously under the influence of English or Roman-Dutch colonial/apartheid legal history. The teaching of law is with special reference to the system of law that governs the majority of people in Africa in private law and aspects of governance – living customary law. The paper examines the design of legal education with respect to three elements that are essential to the decolonisation of law and legal education. The elements under review are the inclusion of living customary law in legal education, a shift in the legal theoretical paradigm within which law is taught, and the interdisciplinary study of law. Thus, the paper links the decolonisation of law to how law is taught, with special reference to living customary law. In discussing these elements, the paper draws examples from the South African legal system, because it has the most advanced jurisprudential conceptualisation of customary law on the African Continent.
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Nikolic-Ristanovic, Vesna. "Violence against women and teaching at higher education institutions in Serbia." Temida 22, no. 2 (2019): 129–42. http://dx.doi.org/10.2298/tem1902129n.
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The paper has two aims. It aims to present first steps in introducing the topic of violence against women in higher education institutions in Serbia as well as to present results of exploratory research about the current situation regarding the place that violence against women as a topic has in teaching at the selected higher education institutions in Serbia. In the first part of the paper, the first time inclusion of this topic in one criminology textbook and the syllabi at the Law Faculty (University of Nis) in 1998, and later (2004) at the Faculty for special education and rehabilitation - FASPER (University of Belgrade) is described. The importance of the cooperation of the author of this paper and professor Slobodanka Konstantinovic Vilic, persons and circumstances that were beneficial for their ideas to be realized, as well as further development of teaching about violence against women at these faculties is emphasized. In the second part of the paper current state of teaching about violence against women at the Law Faculty (University of Nis) and FASPER is examined within a larger context of the situation at similar faculties in Serbia. The analysis is focused on the visibility of the violence against women topic in the syllabi of the faculties of three state universities: University of Belgrade, University of Nis and University of Novi Sad. Apart from the Nis Law Faculty and FASPER, the analysis included the law faculties of the University of Belgrade and University of Novi Sad, as well as Special education and rehabilitation studies at the Faculty of Medicine in Novi Sad. The analysis is based on the data contained in the syllabi (undergraduate, master and doctoral level) that were available online on the internet sites of the given faculties in October 2018. Qualitative analysis of the syllabi was performed. It included the following data: course title, goals, outcomes, content and reading materials. The results suggest that violence against women topic is included in teaching at the majority of the faculties encompassed by the study, while at the same time there is inconsistency in dealing with different forms of violence. The topic of domestic violence is the most common, while sexual violence and trafficking in people (women) are less present. Some faculties have courses specifically dealing with either domestic violence or trafficking in people. Other forms of violence against women, such as stalking, work-related abuse and violence against women in general, are rarely present in syllabi, i.e. only at certain faculties. We can assume that these topics are only sporadically taught, or are not taught at all. The topic of violence against women is most prominent in undergraduate level syllabi, while it is somewhat less represented on the master level and in doctoral studies. However, on the other side, some master courses are completely or largely devoted to topics related to violence against women (e.g. courses called Domestic violence and Trafficking in people). The main weakness is the fact that most of the courses that have violence against women as a part of their syllabi are optional courses, which means that all students are not educated for adequate dealing with violence against women in their future practical work. Based on the study results, the author concludes that the current situation regarding the inclusion of the violence against women topic is better than twenty years ago. However, it is necessary to conduct larger and more detailed study in order to give reliable estimation of whether education that future professionals obtain at faculties in Serbia is appropriate to assure adequate social response to violence against women in terms of its suppression, prevention and victims support.
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Welch, Penny, and Susan Wright. "Editorial." Learning and Teaching 11, no. 3 (December 1, 2018): vi—viii. http://dx.doi.org/10.3167/latiss.2018.110302.
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In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Sweden, the United States, Australia and the United Kingdom offer insights into a number of features of undergraduate study – independent study projects, the development of political attitudes, the graduate attributes agenda, general education courses in global studies and the attainment gap between students with different types of entry qualifications.
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Hanim Safitri, Ulfa. "Efforts to Improve Writing Procedure Ability Using Cooking Video In Second Class Students of SMAN 1 Jakenan." Jurnal Pendidikan Indonesia 2, no. 6 (June 25, 2021): 1121–35. http://dx.doi.org/10.36418/japendi.v2i6.200.
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The objectives of the study are 1) to find out the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught with cooking video by “Master Chef Australia” as teaching media. 2) to find out the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught without cooking video by “Master Chef Australia” as teaching media. 3) to find out the significant differences of the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught with cooking video by “Master Chef Australia” as teaching media and those who are taught without cooking video by “Master Chef Australia” as teaching media. In this research, the researcher used quantitative method. The design of this research was pre - experimental design. The researcher took the sample at SMA Negeri 1 Jakenan in solving the problem. Furthermore, the researcher used test to collect the data. In this research, the researcher chose XII MIPA 4 class as the sample. Based on the result, the mean score of pre-test was 60.33 and mean score of post-test was 79.75. Finally the result of the data analysis of the ttest was 11.622. From the ttable of significances 5% with df = 35 was 2.0390 Then, the ttest was higher than ttable(11.622 > 2.030). Therefore, the working hypothesis (Ha) is accepted and the nul hypothesis (Ho) is rejected. It means that the use of cooking video by “Master Chef Australia” can be accepted. In other words, it is effective to improve the students’ writing ability in Procedure Text. It is suggested that teacher can apply this method to improve students’ writing ability in Procedure Text.
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Khan, Umar Raza, Ghias Mahmood Khan, and Khurram Arbab. "Creating 'COVID-safe' face-to-face teaching: Critical reflections on on-campus teaching during a pandemic." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 152–71. http://dx.doi.org/10.53761/1.18.5.9.
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The COVID-19 pandemic of 2019 meant higher education was forced to delivering education online. For most, the transition to emergency remote teaching was a natural next step to support continuity of education. However, there were some examples where education remained on campus. Where after taking all COVID-19 safety measures of social distancing, hand hygiene measures and other health protocols, institutions decided to continue to deliver face-to-face on-campus offerings with limited capacity. The COVID-19 and higher education literature have focused primarily on rapid digitalisation. This manuscript adds value to the literature by focusing on three case studies of on-campus delivery for faceto-face teaching in the classroom and practical lessons during the pandemic in Australia, the United Kingdom, and Pakistan. The changes to the learning process affected students’ interactions with the lecturer, other students, and the equipment they were learning to use. Also, it affected interactions with each other in practical activities due to limited numbers of participants, motivation in learning and achieving learning outcomes. Not only the students, but the lecturer’s capability in delivering the course was affected by fatigue due to spending more time teaching within a ‘COVID-19 safe’ environment. This study will provide important documentation on the effect of COVID-19 on on-campus delivery, as well as opportunities to support greater student engagement in class environments through the sharing of learning equipment, fostering positive motivation, managing learning outcomes, and self-monitoring of lecturer capability in more highly stressful teaching and learning environments practical training affected.
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Sher, Willy, Anthony Williams, and Maria Northcote. "The Lived Experience of Online Educators: Insights from Construction Management." Construction Economics and Building 15, no. 2 (May 30, 2015): 49–62. http://dx.doi.org/10.5130/ajceb.v15i2.4398.
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Academics in higher education institutions often experience the conflicting demands of teaching, research and administration. With the growth of online education these staff are frequently required to design, develop, teach, facilitate and, in some cases, administer online courses. Cumulatively these additional tasks challenge academics, not only in terms of the personal professional development but also in accommodating the range of tasks expected of them. This paper reports the findings of a study which investigated the lived experience of construction management academics teaching at universities in Australia. The study adopted a lived experience research approach that enabled the lives of construction management academics to be investigated through the collection of a mixture of qualitative and quantitative data. The study provides empirical evidence of a range of challenges facing those delivering online courses. Recommendations for online teachers and online course designers emerged from this study with application to both faculty-based and institution-wide practices. The findings are relevant to those in the higher education sector who are involved in online teaching, course design for online delivery and professional development related to online initiatives.
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Vacca, Alessia. "Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?" Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.
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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to claim an education system in aborigines’ languages. The Catalan Law on Linguistic Normalizationn. 7 of 1983, replaced by the Law on Linguistic Policy n. 1 of1998, has, among the other purposes, also that to stimulate the use of Catalan as language of education in all levels of teaching.The school has a fundamental importance for the transmission of the culture of minorities. If the educational systems didn’t have any regime of teaching in the mother tongue all policies are not efficient.
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Rodrigues, Margarida, Rui Silva, and Mário Franco. "Teaching and Researching in the Context of COVID-19: An Empirical Study in Higher Education." Sustainability 13, no. 16 (August 4, 2021): 8718. http://dx.doi.org/10.3390/su13168718.
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There is increasing recognition worldwide of the importance of academic activities, specifically in situations of pandemics. Therefore, this study aimed to understand the effects of COVID-19 on lecturers/researchers and Ph.D. and master students who have faced unexpected and continuous disruption in their teaching and research activities. To fulfil the aims, the study focused on a mixed method approach quantitative study based on a questionnaire administered on social networks and open questions. The unit of analysis was lecturers/researchers and Ph.D. and master students. The results obtained show that this lengthy interruption had severe impacts on their activities, requiring new competencies and capacities to deal with changes in a short period of time, including less positive feelings affecting them and their families. The main contribution of this study lies in identifying the barriers and opportunities created by this virus in the academic world and in presenting a theoretical framework to improve the situation, given that the confinement exponentiated negative and psychological feelings in academics, although telework is seen as a positive factor with continuity in the future, as a way to foster the social, environmental sustainability of Higher Education Institutions (HEIs) and the wellbeing of their human capital. As implications for practice, the evidence points to the need for academics to be provided with training in E-learning, about technological tools for use in distance-learning and to reconsider how they carry out their research on the ground.
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Ha, Sha. "Cultural Cooperation Activities between Italian and Chinese Universities: A Case Study." International Journal of Higher Education 7, no. 3 (April 24, 2018): 16. http://dx.doi.org/10.5430/ijhe.v7n3p16.
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Italy, a country with a great cultural tradition and a founding member of the European Union (EU), since 2004 very actively contributes to the cultural cooperation activities of EU with non European countries. This paper is a detailed review of the status of those activities, which can be subdivided into joint ‘Master Mundus’ Actions and bilateral teaching and research cooperation agreements established between Italian and Chinese higher education institutions. The University of Padova (UP) has been adopted as a relevant a case study, with teaching and research cooperations spanning from the S&T to Medicine, Law and Humanities. The results obtained so far are promising.
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Dodd, Rachael H., Kevin Dadaczynski, Orkan Okan, Kirsten J. McCaffery, and Kristen Pickles. "Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19." International Journal of Environmental Research and Public Health 18, no. 3 (January 20, 2021): 866. http://dx.doi.org/10.3390/ijerph18030866.
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COVID-19 has created significant challenges for higher education institutions and major disruptions in teaching and learning. To explore the psychological wellbeing of domestic and international university students during the COVID-19 pandemic, an online cross-sectional survey recruited 787 university students (18+ years) currently studying at an Australian university. In total, 86.8% reported that COVID-19 had significantly impacted their studies. Overall, 34.7% of students reported a sufficient level of wellbeing, while 33.8% showed low wellbeing and 31.5% very low wellbeing. Wellbeing was significantly higher in postgraduate students compared with undergraduate students. Future anxiety was significantly greater among undergraduate than postgraduate students. Multivariable regression models showed female gender, low subjective social status, negative overall learning experience or reporting COVID-19 having a huge impact on study, were associated with lower wellbeing in the first few months (May–July) of the pandemic. Supporting the health, wellbeing, and learning experiences of all students should be of high priority now and post-pandemic. Strategies specifically targeting female students, and those with low self-reported social status are urgently needed to avoid exacerbating existing disparities.
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Yabi, Shumsudin, Syulhanif Kadri, Zulhilmi Mohd Nor, and Mohd Fauzi Mohd Amin. "Pengajaran Kursus Ulum Hadith di Institusi Pengajian Tinggi Awam: Tinjauan Literasi Terhadap Pendekatan Pengajaran Masa Kini." Maʿālim al-Qurʾān wa al-Sunnah 13, no. 14 (December 1, 2017): 76–84. http://dx.doi.org/10.33102/jmqs.v13i14.100.
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Hadith is the second source of Islamic law. Learning Hadith is important because it is the knowledge that plays a role in preserving the purity of the hadith applied in life. Therefore, this article is to study the teaching approaches that can be applied to the Ulum Hadith subjects offered at higher education institutions in Malaysia and identifying opportunities to reinforce the Ulum Hadith teaching approach. This study uses document analysis and articles related to education, Islamic Studies, as well as approaches in teaching. The findings show that among the approaches in the teaching and learning of the Ulum Hadith subjects in higher learning institutions are lecturers should act as muallim, producing meaningful learning with student-centered teaching, using an eclectic approach that combines all or part of the features of a method into new methods, using tables and diagrams in learning, mastering the four pedagogical skills of the Prophet, and implementing active learning. The study is expected to help improve Ulum Hadith’s teaching system at Malaysian institutions of higher learning.
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Milohnić, Ines, and Ivana Licul. "Entrepreneurial management and education: Experiences in the application of business simulations." Informatologia 51, no. 3-4 (December 30, 2018): 172–81. http://dx.doi.org/10.32914/i.51.3-4.5.
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The key characteristics of entrepreneurs of the twenty-first century include the willingness to take responsibility, ability to develop strategic visions and objectives, and powerful motivation to succeed. The challenges of the entrepreneurial environment are mirrored in the higher education system that has the task of preparing students for the unpredictable and turbulent labour market. Business decisions are vital for the survival of an enterprise, together with the entrepreneurial functions of project planning, development and execution, as well as the ability to adapt to teamwork settings, be proactive and take risks. Accordingly, keeping abreast of innovative and interactive trends in teaching is a crucial element in the overall development of the skills and competencies of future entrepreneurs, in particular, and the teaching process, in general. The purpose of this paper is to investigate the satisfaction of students with regard to the benefits derived from the application of active teaching methods in an undergraduate university study programme at the Faculty of Tourism and Hospitality Management of the University of Rijeka. Using business simulations in teaching the course “Entrepreneurial Management and Innovation” is an active learning method that allows students to experiment with business strategies, in a risk-free setting, in the strategic areas of managing human resources, capacities, investments, service quality, prices and marketing. Research for the purposes of this paper was conducted among second-year, full-time students of the undergraduate university study programme, using the survey method and a pre-designed structured questionnaire. Research results point to a high level of student satisfaction with regard to the innovative approach to teaching and the benefits of active learning methods used, which the respondents distinctly prefer relative to traditional seminar-based teaching. The study indicates a high level of satisfaction with the benefits of simulations in the process of developing entrepreneurial spirit and managerial skills but also a lower level of satisfaction in the segment of complexity in connection with previously acquired knowledge. The results of this study can contribute to improving the existing knowledge and to expanding the use of active learning through the application of a hybrid learning model that opens up opportunities for achieving the ultimate goal of enhancing the employability of students and increasing their competitiveness
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Kelobonye, Keone, Feng Mao, Jianhong Xia, Mohammad Swapan, and Gary McCarney. "The Impact of Employment Self-Sufficiency Measures on Commuting Time: Case Study of Perth, Australia." Sustainability 11, no. 5 (March 11, 2019): 1488. http://dx.doi.org/10.3390/su11051488.
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The level of commuting in cities is an important indicator of the efficiency of urban spatial structure. Recent research has come out in support of land use policies that promote balancing the number of employment opportunities and residents in local geographical units to reduce excess commuting. This study explores three employment self-sufficiency indices: job-worker balance (JWB), employment self-sufficiency (ESS) and employment self-containment (ESC), as measures for reducing the level of commuting. Using the case of Perth, Western Australia, we perform a trip-based evaluation of these three variables and investigate their effect on commuting time through statistical correlation. The results reveal that JWB, ESS and ESC levels are relatively poor across the metropolitan region. Higher ESS correlates with lower inflow travel time, but better JWB and higher ESC do not necessarily lead to shorter travel times. The findings of this study suggest that policies solely relying on these measures may not be effective in reducing commuting times. ESS and ESC do not account for the component of the trip outside the zone, which can misrepresent the level of commuting in an area. Incorporating travel time in these measures can complement their reliability, and better represent overall commuting levels within an urban structure.
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Lai, Yi-Chen, and Li-Hsun Peng. "Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education." Sustainability 12, no. 1 (December 18, 2019): 28. http://dx.doi.org/10.3390/su12010028.
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Education for sustainable development (ESD) is regarded as a key element of high-quality education. Hence, the United Nations proposed the Sustainable Development Goals (SDGs) in 2015, in an attempt to achieve the harmony and shared prosperity between humans and the Earth, and advocate for fair and high-quality education. With the aim of exploring “high-quality sustainable teaching”, this study intends to probe into the idea and meaning of the high-quality design education for sustainable development and elaborate on the teaching effectiveness and sustainable teaching activities by the teachers of higher design education. According to the research results, the effectiveness of high-quality teaching is introduced in seven categories, as follows: (1) Faith in sustainability in teaching, (2) the trend of talent demand, (3) the teaching value of sustainability, (4) curriculum mapping, (5) teaching approach, (6) teaching evaluation, (7) the sustainable management of teaching development. The factors of high-quality teaching include: The teacher has passion for teaching, the teacher pays attention to the student’s independent learning ability, the teacher intrigues student’s interest in learning, the teacher places emphasis on furnishing the student with professionalism and confidence, the teacher highlights learning through doing to increase the student’s competitiveness in the job fair, the teacher reviews teaching effectiveness and makes progress in pursuing the value of high-quality ESD.
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S, Novitasari. "EFEKTIVITAS BUKU AJAR BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) PADA MATERI ELASTISITAS DAN HUKUM HOOKE SISWA KELAS XI SMA NEGERI TUGUMULYO TAHUN PELAJARAN 2018/2019." SILAMPARI JURNAL PENDIDIKAN ILMU FISIKA 1, no. 1 (June 28, 2019): 77–86. http://dx.doi.org/10.31540/sjpif.v1i1.320.
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This study aims to determine the learning outcomes of class XI students in Tugumulyo State Senior High School 2018/2019 Academic Year after using the physics-based teaching material of elasticity and hooke’s law and to find out the students response to learning using the higher order thinking skills approach to elasticity and hooke’s law material of class XI students at Public High School Tugumulyo 2018/2019 Academic Year. The population of this study were all students of class XI and the subject of this study consisted of 34 students of class XI IPA 5 of State Senior High School Tugumulyo. Data collection is done by questionnaires, tests, and observations. The overall percentage of teaching material components was 79,24% (very good). The percentage of student responses to higher order thinking skills -based teaching materials is 76,53% (very good). In addition, from the results of daily test tests, the effectiveness percentage of 88.89% (very good) of students who scored above 70 out of 10 test items. The value of t count> t table with the value of t count = 2,13and t table = 1,697. So that the use of higher order thinking skills -based teaching materials can be said to be valid, practical and effective.
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Shams, S. M. Riad. "A Multi-Campus Approach of Mobility and Quality Assurance of Higher Education." International Journal of Technology and Educational Marketing 3, no. 2 (July 2013): 38–48. http://dx.doi.org/10.4018/ijtem.2013070103.
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The Central Queensland University (CQU), Australia operates multiple campuses, where the students of various campuses undertake the same programs, to the same standards, utilize the same teaching and learning materials that ensure the consistency and transparency across all campuses. A case study is undertaken to recognize how the CQU have been delivering quality higher education concurrently in their multiple campuses. In association with the Campus Group Holdings (CGH), CQU established C Management Services (CMS) in 1994. Underlying the CGH’s management expertise, CMS implement the University’s academic programs in the international campuses. More recently, CQU have acquired the CMS from their partner CGH, where CMS continue to implement academic programs in the international campuses. The findings outline the innovative effort of CQU, which appears as prolific to deliver quality higher education concurrently in multiple campuses, as CQU have earned and sustained five star ratings in various aspects of higher education.
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Horn, JG, and L. Van Niekerk. "The Patchwork Text as Assessment Tool for Postgraduate Law Teaching in South Africa." Obiter 41, no. 2 (October 1, 2020): 292–308. http://dx.doi.org/10.17159/obiter.v41i2.9152.
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In the increasingly competitive higher education sphere, delivering graduates with a sound academic grounding in their discipline is no longer enough. Institutions of higher learning must yield lifelong learners who are employable and equipped with the practical skills required by the profession. To ensure this, the right assessment approach is key. While assessment has always been a crucial component of instruction, traditional assessment tools run the risk of being mere tools for certification, facilitating surface learning instead of deep learning. Assessment approaches need to be re-evaluated to strike a balance between encouraging deep learning and instilling proper academic knowledge in graduates. To contribute to such a re-evaluation of traditional assessment methods, this article reports on the introduction of the patchwork text (PWT) as an alternative assessment tool in postgraduate law teaching at the University of the Free State (UFS). After making the case for the move towards more authentic, alternative assessment techniques, the authors embark on a discussion of the main features of the PWT, as well as guidelines for drafting a PWT assessment. The focus then shifts to an overview of PWT implementation in other postgraduate modules, ending with a discussion of the authors’ experience introducing the PWT in their own teaching. Useful information about the authors’ approach is shared, including examples of formative assessment exercises used as part of the PWT, specifics regarding the portfolio of evidence of learning to be handed in, and an outline of the four “patches” making up the assessment. It is concluded that the PWT has proven to be a viable tool for assessing postgraduate students in certain law modules at the UFS. It has managed to promote deep learning, develop students into critical thinkers and problem-solvers, and compel them to continuously engage with the study material – all while achieving the intended learning outcomes. The PWT is therefore recommended to lecturers who seek to equip students with a macro-vision of their field of study, the ability to integrate and contextualise different areas of the discipline, and the skill to reflect critically on new, emerging developments in the field.
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Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.
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Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.
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Grasis, Janis. "SPACE LAW - THE NEW SUB-BRANCH OF LAW STUDIES IN LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 153–62. http://dx.doi.org/10.17770/sie2021vol1.6430.
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Latvia became an associate member of the European Space Agency (ESA) in 2020. The ESA is an intergovernmental organisation dedicated to the exploration of space. According to the Article II of the Convention of establishment of a European Space Agency, the purpose of the ESA is to promote, for exclusively peaceful purposes, cooperation among European States in space research and technology and their space applications, with a view to their being used for scientific purposes and for operational space applications systems. “The Space Strategy for Latvia 2021-2027” (Strategy) recently was collectively developed by the Ministry of Education and Science and the Ministry of Economics of the Republic of Latvia. It establishes a focused framework for the cooperation of Latvia with the ESA and contributes to the achievement of the objectives, priorities and actions defined in the Latvian National Development Plan 2021-2027, the National Industrial Policy Guidelines 2021-2027 and the Science, Technological Development and Innovation Guidelines 2021-2027. As it is indicated in the Strategy, Latvian higher education institutions ensure the development of an adequate base of expertise and skills in graduates to be able to serve the needs of the space sector in Latvia. It is proposed in Strategy that Universities in collaboration with local industrial partners develop higher-education courses and lifelong learning programmes to respond to the national space industry need. Novelty of the research: this is one of the first academic research concerning the possible studies of space law in the Latvian higher education institutions. Just now law studies are provided by 8 higher education institutions; but no one offers single study course on space law. The research aim is to analyse necessity to teach space law in the universities of the Republic of Latvia, taking into account the fact that Latvia now is an associate member of the ESA. The author has used descriptive, analytical and deductive-inductive research methods in the article. After review and analysis of the legal acts, policy planning documents and different reports, the author has made conclusions and recommendations. Preliminary it seems that space law must be teached as separated study course (or at least this topic must be included in the study course “International air law” or similar study course); publication of teaching book “Space law” also is desirable in latvian language.
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Al-Issa, Ali S. M. "Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 209. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.209.
Full textAbstract:
Students’ expectations have seldom received any attention in English Language Teaching (ELT) education research in the Arab World in general and in Integrated Content and Language in Higher Education (ICLHE)/English Medium Instruction (EMI) English for Academic Purposes (EAP) in particular, despite their importance for policy and practice. This mixed-method study investigates the expectations of 50 students attending an ICLHE/EMI EAP course at College of Law, Sultan Qaboos University (SQU) in the Sultanate of Oman. The results have shown that the students had course materials and content and course pedagogy and design implementation expectations. The results have further revealed that the teacher played a key role in meeting his students’ expectations through his effective teaching. The findings have important implications for ICLHE/EMI policy implementation in other similar local, regional and global contexts. Keywords: Students’ expectations; English Language for Law (1); Integrated Content and Language in Higher Education/English Medium Instruction; English Language Teaching; College of Law
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Melnichenko, R. G., and S. V. Ignatyev. "THE BOLOGNA SYSTEM OF HIGHER EDUCATION AS THE BASIS OF THE EDUCATIONAL QUALIFICATION FOR ADMISSION TO THE LEGAL PROFESSION." Bulletin of Udmurt University. Series Economics and Law 29, no. 5 (September 25, 2019): 655–60. http://dx.doi.org/10.35634/2412-9593-2019-29-5-655-660.
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The relevance of the study is caused, on the one hand, by the unification of approaches to the content of higher legal education in the world (related to the Bologna process), and, on the other, by different approaches of states when using the results of training in the bachelor/master/doctoral student paradigm when admitted to the legal profession. The authors investigated the situation in the main “civilized” states on this issue, revealing a wide range of approaches to the requirements for having an appropriate level of higher legal education for candidates for the status of a lawyer: only master (Ukraine, France), law bachelor (UK, Australia, Canada, USA, Slovenia), not a bachelor of law with the condition of additional training (UK, Australia), not a bachelor of law with subsequent legal practice (state California). As a result, the following conclusions were made: 1. In countries with the Bologna system of higher education, there are no unified approaches to the level of education that a candidate for obtaining the status of a lawyer should receive. 2. No regularities were found to determine why in some states the choice was made in favor of the “master's degree”, and in others - the “bachelor's degree” requirements for candidates for the status of a lawyer.