Journal articles on the topic 'Mentoring in the professions Australia'
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McLaughlin, Emma G. H., Barbara J. Adamson, Michelle A. Lincoln, Julie F. Pallant, and Cary L. Cooper. "Turnover and intent to leave among speech pathologists." Australian Health Review 34, no. 2 (2010): 227. http://dx.doi.org/10.1071/ah08659.
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Sound, large scale and systematic research into why health professionals want to leave their jobs is needed. This study used psychometrically-sound tools and logistic regression analyses to determine why Australian speech pathologists were intending to leave their jobs or the profession. Based on data from 620 questionnaires, several variables were found to be significantly related to intent to leave. The speech pathologists intending to look for a new job were more likely to be under 34 years of age, and perceive low levels of job security and benefits of the profession. Those intending to leave the profession were more likely to spend greater than half their time at work on administrative duties, have a higher negative affect score, not have children under 18 years of age, and perceive that speech pathology did not offer benefits that met their professional needs. The findings of this study provide the first evidence regarding the reasons for turnover and attrition in the Australian speech pathology workforce, and can inform the development of strategies to retain a skilled and experienced allied health workforce. What is known about the topic?There is a recognised shortage of speech pathologists in Australia, and a growing need for their services. Despite this, there has been no large scale systematic investigation to clarify the reasons why Australian speech pathologists may be leaving their jobs or the profession. What does this paper add?This is the first large scale nationwide investigation into why Australian speech-language pathologists leave their jobs or the profession. Approximately 31% of Australian speech pathologists intended to change jobs and 13% intended to change professions in search of opportunities for promotion, better pay and more rewarding and interesting work. The traditional assumption that speech pathologists have been leaving the profession due to family responsibilities was not supported, as it appeared that speech pathologists without young children were more likely to explore roles outside the profession. What are the implications for practitioners?One way to address the issues raised in this study is for practising speech pathologists to increase their participation in industrial, organisational, educational and professional activities such as negotiating working conditions and lobbying. Student supervision, mentoring and professional supervision are important avenues for developing resilience and such skills that have not traditionally been given priority in the education of health professionals.
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James, Sarah Margaret, Suzanne(Sue) M. Hudson, and Alexandra Lasczik. "Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement." International Journal of Mentoring and Coaching in Education 11, no. 2 (December 24, 2021): 195–212. http://dx.doi.org/10.1108/ijmce-07-2021-0080.
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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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Shanks, Rachel. "Mentoring beginning teachers: professional learning for mentees and mentors." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 158–63. http://dx.doi.org/10.1108/ijmce-06-2017-0045.
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Purpose The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue. Design/methodology/approach The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships. Findings The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs. Research limitations/implications A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts. Originality/value Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.
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Beutel, Denise, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis, and Peter Churchward. "Preparing teachers to mentor beginning teachers: an Australian case study." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 164–77. http://dx.doi.org/10.1108/ijmce-04-2017-0030.
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Purpose The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. Design/methodology/approach This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality. Findings Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study. Practical implications The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools. Originality/value The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.
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Rillotta, Fiona, Jillian Arthur, Claire Hutchinson, and Parimala Raghavendra. "Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors." Journal of Intellectual Disabilities 24, no. 1 (April 23, 2018): 102–17. http://dx.doi.org/10.1177/1744629518769421.
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Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.
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Cruickshank, Ken. "Creating pathways for internationally educated teachers into the teaching profession: Practices, policies and problems in the Australian context." European Educational Research Journal 21, no. 2 (October 6, 2021): 230–46. http://dx.doi.org/10.1177/14749041211048983.
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The diversity of teachers is half that of the student population in Australia. Despite government policies to support internationally trained teachers (ITTs), there remain major structural and institutional barriers working against access to the profession: an information gap, the lack of professional advice, the absence of programmes to help teachers gain accreditation and the lack of mentoring or support programmes. This paper focuses on ITTs undertaking volunteer teaching in community languages schools; these are community-run organisations where over 100,000 children across Australia learn their home language. These sites were selected as they represent a key pathway into further study and employment for ITTs. Findings are drawn from online survey ( n=954) and interviews ( n=62) exploring professional strengths, needs and experiences. The key finding is the exclusion and ‘problematisation’ of ITTs, rather than recognition of the social, educational and economic benefits represented by this group. The article explores recent government-funded provision of pathways to teacher accreditation and the extent to which these address the barriers identified. There is a discussion of how such a model may be embedded in mainstream teacher education pathways.
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Kirkby, Jane, Julianne Moss, and Sally Godinho. "The devil is in the detail: Bourdieu and teachers’ early career learning." International Journal of Mentoring and Coaching in Education 6, no. 1 (March 6, 2017): 19–33. http://dx.doi.org/10.1108/ijmce-02-2016-0011.
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Purpose The purpose of this paper is to present how the social learning theory of Bourdieu (1990; Bourdieu and Passeron, 1990) can be a valuable tool to investigate mentoring relationships of beginning teachers with their more experienced colleagues. Bourdieu’s work provides a lens to magnify the social exchanges that occur during the mentoring relationship, so that what tends to be hidden in the “logic of practice” (Bourdieu, 1990) is drawn into view. The paper shows how the mentor is ascribed power that enables domination, and how this tends to result in cultural reproduction. A case study is used to identify aspects of social and cultural learning that demonstrate this process. Design/methodology/approach The paper draws on a year-long narrative inquiry of beginning secondary teachers’ mentoring experiences in the state of Victoria, Australia. The data were generated through in-depth interviews and participants’ diary entries to answer the research question “What personal, professional knowledge is developed through beginning teachers’ early experiences with induction and mentoring?” Findings The researcher found that attention to minutiae of mentor/mentee interactions can suggest how symbolic violence shapes personal, professional knowledge. Research limitations/implications This small-scale study has some limitations. However, as an illustration of organisational learning, with strong connections to Bourdieu’s theoretical work, it can provide some illuminating insights into how policy can be enacted at the micro-level. In particular, there are implications for how mentor teachers engage in their roles and understand the potential impact of their interactions with beginning teachers. Originality/value This study applies Bourdieu’s framework of cultural reproduction as an analysis tool for a qualitative study of the mentoring of beginning teachers.
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Kirby, Emma, Alex Broom, Deme Karikios, Rosemary Harrup, and Zarnie Lwin. "Exploring the impact and experience of fractional work in medicine: a qualitative study of medical oncologists in Australia." BMJ Open 9, no. 12 (December 2019): e032585. http://dx.doi.org/10.1136/bmjopen-2019-032585.
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ObjectivesFractional (part-time) appointments are becoming more commonplace in many professions, including medicine. With respect to the contemporary oncological landscape, this highlights a critical moment in the optimisation of employment conditions to enable high-quality service provision given growing patient numbers and treatment volume intensification. Data are drawn from a broader study which aimed to better understand the workforce experiences of medical oncologists in Australia. This paper specifically aims to examine a group of clinicians’ views on the consequences of fractional work in oncology.DesignQualitative, one-on-one semistructured interviews. Interview transcripts were digitally audio recorded and transcribed verbatim. Data were subject to thematic analysis supported by the framework approach and informed by sociological methods and theory.SettingNew South Wales, Australia.ParticipantsMedical oncologists (n=22), including 9 female and 13 male participants, at a range of career stages.ResultsFour key themes were derived from the analysis: (1) increasing fractional employment relative to opportunities for full-time positions and uncertainty about future opportunities; (2) tightening in role diversity, including reducing time available for research, mentoring, professional development and administration; (3) emerging flexibility of medical oncology as a specialty and (4) impact of fractional-as-norm on workforce sustainability and quality of care.ConclusionFractional appointments are viewed as increasing in oncology and the broader consequences of this major shift in medical labour remain unexamined. Such appointments offer potential for flexible work to better suit the needs of contemporary oncologists; however, fractional work also presents challenges for personal and professional identity and vocational engagement. Fractional appointments are viewed as having a range of consequences related to job satisfaction, burnout and service delivery. Further research is needed to provide a critical examination of the multiple impacts of workforce trends within and beyond oncology.
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Taylor, John A., Paul A. Erkelenz, and Amber C. Churchill. "Building human capacity, capability and future leaders for Australia’s rangelands." Rangeland Journal 42, no. 5 (2020): 277. http://dx.doi.org/10.1071/rj20052.
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Maintaining a skilled, knowledgeable and adaptable workforce in Australian rangeland enterprises and research, development and extension/adoption (RD&E/A) organisations is a varied and challenging task, compounded by trends of sustained losses of human capacity through senior retirements and short-term appointments over the last decade. Concerns for how to fill these gaps while gaining the skills and knowledge needed for a successful career and leadership roles were raised by students and young professionals in the World Cafe session and throughout Early Career workshops and activities at the 2019 Biennial Conference of the Australian Rangeland Society (ARS). This paper responds to these expressed information needs through drawing on literature, experiences shared by session participants, and existing ARS members currently working in the rangelands in diverse roles to provide insights into two main areas: (i) skills and knowledge for personal development and future success in the rangelands across three broad classes of occupation/careers (i.e. advisors, researchers, and producers), and (ii) skills and knowledge that will be expected of future leaders in the rangelands. We outline a variety of options for professional development in the early stage(s) of a career working on aspects of sustainable production systems and pathways to leadership throughout a career in the rangelands. We note the apparent lack of formal rangeland-specific education in Australia, and suggest that this is a major impediment to efforts to build skills and knowledge to ensure the viability of the livelihoods and the integrity of our rangelands. Finally, we believe that the ARS has the potential to play a more central role in inspiring interest and passion for the rangelands, in providing current information on (i) range science and management-relevant education and training opportunities in Australia and internationally, and (ii) leadership development and training opportunities; and in facilitating and supporting mentoring to develop and retain human capacity for a resilient future.
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Devenish, Louise, Cecilia Sun, Cat Hope, and Vanessa Tomlinson. "TEACHING TERTIARY MUSIC IN THE #METOO ERA." Tempo 74, no. 292 (March 6, 2020): 30–37. http://dx.doi.org/10.1017/s0040298219001153.
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AbstractOver the past two decades significant changes in approaches to gender equity have taken place in the fields of contemporary music and music research. However, women in music are still disadvantaged in terms of income, inclusion and professional opportunities. In Australia a national approach to improving gender equity in music has begun to emerge as once-controversial strategies trialled by four tertiary institutions have become established practices. This article discusses successful inclusion strategies for women in music, including the commitment to gender-balanced programming across all concerts at Queensland Conservatorium of Music by 2025, the introduction of mandatory quotas in recital programmes at Monash University, mentoring programmes for women composers at Sydney Conservatorium of Music, and the development of coursework devoted to women in music at The University of Western Australia, as well as other initiatives that have emerged from them, both within and beyond the institution. Each approach is examined in the context of broader global discussions around gender and feminism. The public willingness to engage in discussions over sexual harassment, sexual assault and gender discrimination in the workplace that has resulted from the #MeToo movement is cited as key in influencing the engagement of students and professionals with these strategies and subsequent influence on performance practices, project development and presentational formats in new music.
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BAILEY, MATTHEW. "Snowball Sampling in Business Oral History: Accessing and Analyzing Professional Networks in the Australian Property Industry." Enterprise & Society 20, no. 1 (January 30, 2019): 74–88. http://dx.doi.org/10.1017/eso.2018.110.
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This article reports on the methodology for recruiting oral history interviewees for a project on the history of shopping center development in Australia. Snowball sampling produced a data set that added value to extant archival and media sources, rendering detailed information about firm operations, strategies, and innovations. The construction of the sample was also revealing of the industry itself, with interviewee referral chains connecting individuals across firms, industry sectors, and generations. These links marked not only social connections but also paths through which knowledge was transferred via mentoring or shared experience, personal friendships that developed in workplaces, and professional contacts that evolved within a complex and constantly changing industry. Snowball sampling, though, also proved to be selective and contingent on the social networks of interviewees, requiring ongoing management of the chain referral process.
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Wilding, Clare, and Elza Marais-Strydom. "MentorLink: An Australian Example of Continuing Professional Development through Mentoring." British Journal of Occupational Therapy 65, no. 5 (May 2002): 224–26. http://dx.doi.org/10.1177/030802260206500507.
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West, Elizabeth A., Phyllis Jones, Dianne Chambers, and Teresa Whitehurst. "A Multi-Perspective Collaborative on Teacher Learning for Teachers of Students with Autism Spectrum Disorder." Journal of International Special Needs Education 15, no. 1 (January 1, 2012): 24–43. http://dx.doi.org/10.9782/2159-4341-15.1.24.
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The purpose of this multi-perspective collaborative research activity was to analyze moments of teacher learning as perceived by a group of teachers who educate students with the label of Autism Spectrum Disorder (ASD). The researchers in this project acknowledge the value of hearing teachers' perspectives on what works for them in their professional learning. This perspective is generated from surveys distributed to inservice teachers at three Universities (two located within the USA and one situated in Australia) and one Residential School (UK). Five overarching themes emerged at the analysis stage and relate to: practical experience, pre-service training, in-service training, mentoring and assistive technology. The current research generates insight into effective teacher learning aimed to benefit those who develop professional learning programs, with a particular emphasis on ASD. The lessons learned from this collaborative endeavor will assist the global autism community as we inform the development and design of appropriate professional development practices.
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Miller, Andrew, Narelle Eather, Shirley Gray, John Sproule, Cheryl Williams, Jennifer Gore, and David Lubans. "Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?" European Physical Education Review 23, no. 2 (April 8, 2016): 171–95. http://dx.doi.org/10.1177/1356336x16642716.
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The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.
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Lummis, Geoffrey William, Julia Elizabeth Morris, and Graeme Lock. "The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education." History of Education Review 45, no. 1 (June 6, 2016): 115–30. http://dx.doi.org/10.1108/her-12-2014-0045.
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Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.
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Downes, Natalie, and Philip Roberts. "Revisiting the schoolhouse: A literature review on staffing rural, remote and isolated schools in Australia 2004-2016." Australian and International Journal of Rural Education 28, no. 1 (August 20, 2017): 31–54. http://dx.doi.org/10.47381/aijre.v28i1.112.
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The staffing of rural, remote and isolated schools remains a significant issue of concern in Australian education. In this paper we provide a comprehensive account of the Australian research related to the staffing of rural schools post 2004. The review identifies the overarching themes of the opportunities and challenges of staffing rural schools, pre-service teacher preparation, and leadership. Within these there are numerous sub categories such as the policy setting, incentives, understanding place, mentoring, professional development, and teacher education. Overall the review identifies that the issues explored in the research literature between 2004 and 2016 are similar in character to those examined prior to 2004. As such we raise the question of, if we have such a well-developed knowledge of matters related to rural school staffing, why does it remain an ongoing issue? While this review does not seek to answer this question, it provides an opening for discussion by identifying and describing the research on issues, and approaches, in the staffing of rural, remote, and isolated schools to date.
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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.
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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.
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Wilson, Anat, and Minh Huynh. "Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement." International Journal of Mentoring and Coaching in Education 9, no. 1 (December 5, 2019): 71–86. http://dx.doi.org/10.1108/ijmce-04-2019-0052.
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Purpose Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. Design/methodology/approach A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. Findings The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession. Originality/value Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.
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France, Tami, Lize Booysen, and Carol Baron. "Cross-cultural professional experiences of female expatriates." Cross Cultural & Strategic Management 26, no. 4 (December 5, 2019): 522–45. http://dx.doi.org/10.1108/ccsm-05-2018-0062.
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Purpose In this world of global interconnectedness, women continue to develop cross-cultural careers and their experiences impact global scholarship and practice. The purpose of this paper is to explore the relationships, resources and characteristics that support female expatriate success, with specific focus on the role of mentor/coach relationships. The sample included 102 women from the USA, Canada, Australia and the UK working or formerly working in Mainland China, Hong Kong, Macau or Taiwan. Design/methodology/approach This three phase sequential mixed-methods exploratory research study included 10 one-on-one semi-structured interviews, 102 survey respondents and 3 facilitated focus groups attended by nine professional women. Findings This research offers evidence that resiliency-based characteristics must be cultivated and developed to support expatriate cross-cultural success. These characteristics can be cultivated through relying on multiple relationships, such as mentors, coaches, host country liaisons, expatriate colleagues, friends and family as well as by supporting and mentoring others. These characteristics can also be developed through specific cultural experiences, knowledge and skill building resources, as well as developing an informed view of self and identity clarity through reflective activities. Originality/value Based on the overall findings, a cross-cultural professional success model was designed and implications for scholarship, organizational effectiveness and cross-cultural leadership practice are presented.
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Polonsky, Michael Jay, Stacy Landreth Grau, and Sharyn McDonald. "Perspectives on social impact measurement and non-profit organisations." Marketing Intelligence & Planning 34, no. 1 (February 1, 2016): 80–98. http://dx.doi.org/10.1108/mip-11-2014-0221.
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Purpose – Acknowledgement of the social impact created by organisations has become an increasingly frequent discussion among practitioners. The importance of such value creation cannot be understated, yet in an increasingly competitive funding environment, the need to articulate “true” value is paramount. The purpose of this paper is to examine how Australian and US managers of non-profit organisations (NPOs) and foundations view the measurement of the social impact of NPOs. Design/methodology/approach – The paper includes 19 in-depth interviews of non-profit professionals in the USA and Australia. Respondents included non-profit managers, foundation managers and consultants in both countries. Findings – The in-depth interviews found that in both countries respondents generally agreed that objective measures of impact are desirable, but recognised the difficulties in developing objective assessment frameworks enabling comparisons across the non-profit sector. These difficulties, as well as the implications for developing assessments of social value for NPOs, are discussed. This paper demonstrates that there is an opportunity to reposition reporting expectations. The NPO sector can pool together and build on each other’s strengths and market their outcomes as a collective entity. A sector-wide approach provides potential for much needed within-sector mentoring and will showcase the rich and varied outcomes generated by NPOs. Originality/value – This research compares viewpoints in two Western countries, thus offering at least an exploratory examination of social impact assessment from an international perspective. Additionally, this research shows commonalities in terms of what is valued and what is most difficult for non-profits when determining social impact.
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Anna Filipi. "Embedding Reflective Practice in a Feedback Focused Assessment Design in a Master of TESOL Program." English as a Foreign Language International Journal 26, no. 4 (July 1, 2022): 30–53. http://dx.doi.org/10.56498/3672642022.
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This study reports findings about an assessment design, with embedded reflective practices tied to feedback, and its capacity to enable conceptual change for professional learning in a Master of TESOL in Australia. The assessment design was initially developed to respond to the lack of supervised field experience. The majority of students in the course were future teachers of EFL in Asia. The study used Gunstone and Northfield’s (1994/2007) phases in conceptual change in combination with Farrell’s (2018) stages of reflection and assessment as its theoretical framing. Data gathered from past and current students included interviews, unsolicited student emails and posts, and extracts from a final assessment task. Findings suggest that the embedding of reflective practices develops reflection for professional learning beyond the course. However, the assessment tasks need to be designed with a specific set of design features for real conceptual change to occur. They need to: 1) be centrally focused on interaction; 2) recognize the need for students to gain from the diverse experiences and backgrounds of peers through collaborative, real world assessment tasks that also develop their professional English language; 3) explicitly model and make reflection a criterion for assessment; 4) permit professional and personal application of learning beyond the course through optional opportunities such as presenting at professional conferences so that collegial mentoring can continue; and 5) allow students to develop a (digital) professional portfolio in which they collate the completed assessment tasks and activities to present at interviews.
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Saunders, John Nicholas. "Using drama-rich pedagogies with the episodic pre-text model to improve literacy." Teachers and Curriculum 22, no. 2 (November 3, 2022): 49–61. http://dx.doi.org/10.15663/tandc.v22i2.401.
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School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney’s School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to use drama-rich pedagogy with quality children’s literature to enhance learners’ English and literacy skills. By 2021 it had reached more than 35,000 teachers and students across Australia and more recently in New Zealand. While a growing body of research has explored aspects of the School Drama programme, relatively little focus had centred on student outcomes. This article focuses on one of my doctoral research case studies (Saunders, 2019), a Year 5 class at Gungahlin Public School (pseudonym), a co-educational public school in Sydney’s inner west. A range of data collection methods was employed within this qualitative study, including teacher interview (before, during and after the intervention), student focus groups (during and after the intervention), benchmarking of student literacy (before and after the intervention) and a pre- and post-programme survey for students. Richardson’s (1997) concept of crystallisation was used to analyse the data. The findings suggested positive shifts in student English and literacy outcomes in the selected focus area (inferential comprehension) using drama-rich pedagogy with an episodic pre-text model.
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Briggs, David. "In This Issue." Asia Pacific Journal of Health Management 16, no. 4 (December 13, 2021): 1. http://dx.doi.org/10.24083/apjhm.v16i4.1369.
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This issue is the fourth and final issue of the Journal for 2021. It reflects a widespread interest in the Asia Pacific with 30 articles from 11 countries. These countries include Australia, India, Iran, Indonesia, the Philippines, Saudi Arabia, Bangladesh. Vietnam, Thailand, Turkey and Hong Kong, China. This represents a significant collaboration of healthcare managers, leaders, academics, students, and health professionals from diverse health systems. This is a credit to them all and our reviewers. The topics addressed within the issue continue to be dominated by Covid_19 but are also more extensive than that topic. The topics include leadership, engagement, health literacy, employee performance, job satisfaction, mentoring, , artificial intelligence, big data to name many but not all. This is extensive collection of health management topics that should be of interest. Another continuing feature of this issue is the interest in publishing articles from international conferences. There are articles from four recent conferences. These included the 2021 Shape Symposium conducted from Australia and online, “Shaping the future for health management education and research in a time of flux and uncertainty”, held online in July and available at http://shape.org.au/. The Hong Kong Polytechnic University’s College of Professional and Continuing Education (CPCE) Conference “Post-pandemic health and long-term care: A new paradigm”. September 2021 with online and ‘in presence’ attendance. Two conferences highlighted in this issue are recognised from India with some eight articles published from these conferences. The conferences were the AICTE sponsored International Conference on Circular Economy, Management and Industry Leading towards Sustainability, October 2021 and the 2nd Conference on Business Data Analytics, November 2021 We wish to specifically mention these conferences and recognise the conference organisers and our guest co -editors on this occasion, who assisted us with the 8 selected articles. The guest co-editors are Mr. Anuj Kumar, Assistant Professor, Apeejay School of Management, Dwarka, Delhi, India https://www.apeejay.edu/asm/?utm_source=google&utm_medium=google+business+listing&utm_campaign=organic. (Top PGDM Colleges Delhi NCR) and Dr. Nimit Gupta, Professor, School of Management, The NorthCap University, Gurugram, India https://www.ncuindia.edu/educate-india- society/.
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Mousa, Mariam, Helena J. Teede, Belinda Garth, Ingrid M. Winship, Luis Prado, and Jacqueline A. Boyle. "Using a Modified Delphi Approach and Nominal Group Technique for Organisational Priority Setting of Evidence-Based Interventions That Advance Women in Healthcare Leadership." International Journal of Environmental Research and Public Health 19, no. 22 (November 17, 2022): 15202. http://dx.doi.org/10.3390/ijerph192215202.
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Background: Few studies address how to prioritise organisational interventions that advance women in leadership. We report on the relevance, feasibility and importance of evidence-based interventions for a large healthcare organisation. This study supports the first stage of implementation in a large National Health and Medical Research Council funded initiative seeking to advance women in healthcare leadership. Methods: An expert multi-disciplinary panel comprised of health professionals and leaders from a large healthcare network in Australia participated. The initial Delphi survey was administered online and results were presented in a Nominal Group Technique workshop. Here, the group made sense of the survey results, then evaluated findings against a framework on implementation criteria. Two further consensus surveys were conducted during the workshop. Results: Five priority areas were identified. These included: 1. A committed and supportive leadership team; 2. Improved governance structures; 3. Mentoring opportunities; 4. Leadership training and development; and 5. Flexibility in working. We describe the overall priority setting process in the context of our findings. Conclusions: With evidence and expert input, we established priorities for advancing women in healthcare leadership with a partnering healthcare organisation. This approach can be adapted in other settings, seeking to advance women in leadership.
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Barton, Christopher, Joanne Reeve, Ann Adams, and Ellen McIntyre. "Australian academic primary health-care careers: a scoping survey." Australian Journal of Primary Health 22, no. 2 (2016): 167. http://dx.doi.org/10.1071/py14129.
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This study was undertaken to provide a snapshot of the academic primary health-care workforce in Australia and to provide some insight into research capacity in academic primary health care following changes to funding for this sector. A convenience sample of individuals self-identifying as working within academic primary health care (n = 405) completed an anonymous online survey. Respondents were identified from several academic primary health-care mailing lists. The survey explored workforce demographics, clarity of career pathways, career trajectories and enablers/barriers to ‘getting in’ and ‘getting on’. A mix of early career (41%), mid-career (25%) and senior academics (35%) responded. Early career academics tended to be female and younger than mid-career and senior academics, who tended to be male and working in ‘balanced’ (teaching and research) roles and listing medicine as their disciplinary background. Almost three-quarters (74%) indicated career pathways were either ‘completely’ or ‘somewhat unclear’, irrespective of gender and disciplinary backgrounds. Just over half (51%) had a permanent position. Males were more likely to have permanent positions, as were those with a medical background. Less than half (43%) reported having a mentor, and of the 57% without a mentor, more than two-thirds (69%) would like one. These results suggest a lack of clarity in career paths, uncertainty in employment and a large number of temporary (contract) or casual positions represent barriers to sustainable careers in academic primary health care, especially for women who are from non-medicine backgrounds. Professional development or a mentoring program for primary health-care academics was desired and may address some of the issues identified by survey respondents.
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Lonsdale, Chris, Aidan Lester, Katherine B. Owen, Rhiannon L. White, Louisa Peralta, Morwenna Kirwan, Thierno M. O. Diallo, et al. "An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial." British Journal of Sports Medicine 53, no. 6 (October 9, 2017): 341–47. http://dx.doi.org/10.1136/bjsports-2017-097904.
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ObjectiveQuality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA.MethodsA two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation.ResultsStudents (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation.ConclusionsAMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions.Trial registration numberACTRN12614000184673.
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Goriss-Hunter, Anitra, Adele Echter, Taiwo Oseni, and Sally Firmin. "“Undoing” Gender: how the School of Science, Engineering and Information Technology (SEIT) Women’s Group works across university and community lines to promote inclusive STEMM." Andragoška spoznanja 24, no. 3 (October 26, 2018): 57–72. http://dx.doi.org/10.4312/as.24.3.57-72.
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Research on gender and education in industrialised and developing countries suggests that schools and universities are sites of ‘doing’ rather than ‘undoing’ gender. Deutsch (2007) contends that ‘doing gender’ refers to social interactions that reproduce conventional and limiting notions of gender construction and that ‘undoing gender’ refers to social interactions that reduce gender difference and open up other possibilities. In this paper we consider how educational institutions can be strategic sites of influence in undoing gender and we investigate some ways that gender is ‘undone’ through the example of the work of the Science, Engineering and Information Technology Women’s Group (SEITWG) located in the Faculty of Science and Technology at Federation University Australia. For this purpose, a self-study methodology understood as a professional reflection was used. The paper explores how the informal coalition of SEITWG works as ‘wilful subjects’, on the one hand, coming up against some of the ‘brick walls’ of dominant discourse that attempt to limit women’s participation in STEMM (science, technology, engineering, mathematics, and medicine). On the other hand, SEITWG attempts to move beyond the restrictions of conventional gender narratives to encourage more women to participate in STEMM by foregrounding the presence of women already active in the area; mentoring women students and staff; supporting a range of their colleagues’ endeavours to research and teach for inclusion; embedding gender analysis into the curriculum; and promoting workplace cultural change.
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Donovan, Leigh A., Penelope J. Slater, Angela M. Delaney, Sarah J. Baggio, and Anthony R. Herbert. "Building capability in paediatric palliative care and enhancing education through the voice of parents: the Quality of Care Collaborative Australia." Palliative Care and Social Practice 16 (January 2022): 263235242211288. http://dx.doi.org/10.1177/26323524221128835.
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Background: The greater proportion of children with a life-limiting condition (LLC) and their families want to remain at home as much as possible. Building capability in paediatric palliative care (PPC) for generalist health and social care professionals in nonmetropolitan regions through the Quality of Care Collaborative Australia (QuoCCA) has improved access to palliative care for families, regardless of where they live. Aim: To understand the experience of families whose child has received specialist PPC, to ensure future service capability development is informed by lived experience. Design: A retrospective, descriptive study in which parents participated in a semi-structured telephone interview guided by Discovery Interview methodology. Inductive thematic analysis identified the major learnings from participants. Participants: Parents caring for a child referred to the specialist PPC service, who received a pop-up visit and whose child is stable or who are more than 6 months bereaved. Results: Eleven parents ( n = 9 mothers; n = 2 fathers) of children with an LLC ( n = 5) or whose child had died ( n = 6) participated in an interview. The overarching themes and subthemes were as follows: (1) burden of suffering, in which parents described grieving for the life once anticipated, confronting many life transitions and seeking quality of life for their child and (2) umbrella of support, in which parents built partnerships with professional support, activated a network of care around their family and sought responses to their whole family’s needs. Conclusion: Parents caring for a child with an LLC described significant personal, familial, social and existential adjustments. This study integrates a relational learning approach with QuoCCA education grounded in the relationships between children, families and professionals. Learning from lived experience in PPC education enhances the preparedness of generalist health and social care professionals to join a child and their family throughout their various life transitions and facilitates the goal to remain at home within their community for as long as possible. Education in PPC is an imperative component of service models, enabling regional services to gain confidence and capability in the context of a dying child and their family, empowered and informed through the voice of the family. Plain Language Summary Enhancing palliative care for children through education informed by the experience of families It is often the wish of many children/young people with a life-limiting condition to stay at home with their families as much as possible. It is important that specialist palliative care services provide training and mentoring to the family’s local care professionals to support the delivery of good care, particularly those in rural and remote areas. This article aims to integrate the lived experience of families with palliative care education, so that the education reflects and addresses the needs that they express. Parents were interviewed by telephone using a method called Discovery Interviews. This is an open interview process, guided by a spine that describes the main points of palliative care. Parents can openly talk about their experience, focusing on the areas that are important to them. Interviews were studied by four researchers, and emerging themes were discussed and summarised. The study included parents whose child/young person was receiving support from specialist palliative care and bereaved parents whose child had died more than 6 months ago. In total, eleven parents (nine mothers and two fathers) were interviewed, five participants had children currently receiving palliative care and six were bereaved. The overarching themes were as follows: Burden of suffering, in which parents described grieving for the life they had expected, confronting transitions and seeking good quality of life for their child. Umbrella of support, in which parents built partnerships with care teams and activated a network of care to address the needs of their whole family. This study allowed the families’ perspectives to be integrated into the palliative care education of care professionals in the family’s local area. The lived experience of families prepared care professionals to support families with the care of their child/young person, allowing them to remain at home as long as possible.
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Szymańska-Tworek, Aleksandra. "Mentoring as Professional Development for Mentors." Theory and Practice of Second Language Acquisition 8, no. 2 (July 29, 2022): 1–22. http://dx.doi.org/10.31261/tapsla.11716.
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The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring—being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.
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Harding, Paula, Jonathan Prescott, James Sayer, and Andrea Pearce. "Advanced musculoskeletal physiotherapy clinical education framework supporting an emerging new workforce." Australian Health Review 39, no. 3 (2015): 271. http://dx.doi.org/10.1071/ah14208.
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Objective A project, funded by the Department of Health and Human Services, was conducted with the aim of developing a clinical education framework that included an agreed competency standard and credentialing process to support advanced musculoskeletal physiotherapy roles. This paper describes the process undertaken to achieve this and presents the outcomes of implementation. Methods A multistep approach was taken. Initial steps included conducting a scoping review of the literature and focus groups of advanced musculoskeletal physiotherapists. The project team mapped out the structure of the framework. This was followed by a working party of subject matter experts developing an agreed competency standard. The framework was implemented at six hospitals across Australia and formally evaluated by an external evaluator. Results The clinical education framework developed includes a competency-based training and assessment program supported by learning resources and a mentoring program. It was successfully implemented across a diverse range of hospitals and received a positive evaluation. Conclusions As the prevalence of musculoskeletal conditions increases, a new workforce of advanced musculoskeletal physiotherapists is emerging. A clinical education framework has been developed to address the specific needs of the population, organisations and experienced musculoskeletal physiotherapists recruited to these roles. A competent workforce has direct benefits for the community, healthcare organisations and the physiotherapy profession. What is known about the topic? The uptake and development of advanced musculoskeletal physiotherapy services have increased significantly and are now commonplace in many public hospitals across Australia. There is a need to ensure that physiotherapists working in these roles are suitably educated, trained and competent to perform these expanded roles. Although there has been some work undertaken in this area in the UK, there has been no consistent approach applied with respect to experience, clinical education, training and competency attainment to undertake these roles in Australia. What does this paper add? This paper introduces a clinical education framework and describes the method undertaken to develop and implement a competency standard and credentialing process to support physiotherapists undertaking advanced musculoskeletal physiotherapy services roles. The clinical education framework was developed collaboratively with experienced clinicians across a range of health services and advanced musculoskeletal physiotherapy roles, ensuring a consistent but flexible approach for the wider implementation of advanced musculoskeletal physiotherapy roles. What are the implications for practitioners? The clinical education framework provides a comprehensive, consistent and clearly articulated pathway to support physiotherapists undertaking various advanced musculoskeletal physiotherapy roles. The model uses adult learning principles and provides a standard approach for education and assessment. The model is designed to be flexible and adaptable to support the local context, as well as emerging areas of advanced practice.
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Rissanen, Lauren, Carolyn Ehrlich, Elizabeth Kendall, and Heidi Muenchberger. "Realizing person-centred care in residential care facilities for young adults with complex and chronic disabilities: the understanding, perception and beliefs of workers." European Journal for Person Centered Healthcare 2, no. 2 (April 8, 2014): 190. http://dx.doi.org/10.5750/ejpch.v2i2.717.
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Young people living with complex and chronic disabilities who require assistance with health-related needs are rarely receiving the optimum support and care that will enable their full participation in society, or simply to live as they choose. For young people with complex disabling health conditions, this situation may not only be unpleasant, but may have a detrimental impact on their outcomes. In Australia, considerable attention has been paid to the relocation of people from institutional care into community settings within purpose-built apartments. However, it is the service model and the residential workers who articulate that service model into practice that are crucial to stimulate better outcomes for young people. In this study, a qualitative design was used to identify the major ways in which residential workers understood and articulated person-centred practice for young people with complex disabilities. Data were thematically analysed using an a priori coding framework. The study identified 4 main themes relevant to person-centred practice in this setting, namely: 1) recognition of the person in time and context; 2) recognition of individuality; 3) recognition of the relationship and 4) promotion of autonomy. Importantly, the themes were connected in a broad and multi-level way through communication. The findings indicate that to enact behaviours congruent with person-centredness, residential care workers may need to reframe their professional role, image and values. However, several barriers hindered this process (i.e., system/organisational constraints, time etc.) and participants clearly needed support, education and/or mentoring to improve their capacity to apply person-centred models and also to create meaningful care partnerships.
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Durakovic, Iva, Laurie Aznavoorian, and Christhina Candido. "Togetherness and (work)Place: Insights from Workers and Managers during Australian COVID-Induced Lockdowns." Sustainability 15, no. 1 (December 21, 2022): 94. http://dx.doi.org/10.3390/su15010094.
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(1) Background: Pandemic-imposed lockdowns have heightened our awareness of the value of (work)place and made apparent the role it plays in establishing our sense of belonging and professional identity. The opportunity to work remotely during the pandemic has given us an appreciation of the benefits from access to increased flexibility, but there is consistent evidence emerging showing how much workers miss in-office social and learning interactions. This paper focuses on results about (i) reported perceived effectiveness and performance, (ii) sense of adjustment to remote working, and (iii) sense of belonging during the first two COVID-19-induced lockdowns, as reported by managers and workers in Australia in 2020. Findings shed light onto (i) how remote working experience affected our connection to, and the importance of, (work)place and (ii) how to harness insights towards creating spaces responsive to the activities we prefer to undertake in the workplace, permitting employees to choose the workstyle and pattern that suits their professional role and personal circumstances. (2) Methods: Correlational and thematic analyses were conducted on findings from 1579 online surveys focusing on remote working experiences during the first and second rounds of COVID-19-imposed lockdowns. A total of 668 managers and 911 workers from 12 different industry sectors participated in two rounds of the Bates Smart remote work survey (BSRWS). Surveys targeted knowledge workers of all career stages, age, and experience. (3) Results: Employees felt (i) technologically supported and productive whilst working from home, but (ii) aspects of connection, collaboration, and sense of belonging suffered; (iii) collaboration and togetherness are main motivators for returning to the office. Managers’ experiences were significantly different with (i) perceived productivity, collaboration, knowledge sharing, sense of belonging, and performance dropping; (ii) face-to-face interaction and business development were key priorities for returning to the office with (iii) challenges of mentoring and managing emotional wellbeing of teams evident. (4) Conclusions: From these surveys we conclude space is an enabler of organisational culture and professional identity, playing a critical role in establishing psychologically safe and equitable workplaces. This paper reports snapshot data showing knowledge workers’ experiences and effects of WFH under strict lockdown circumstances on wellbeing, productivity, and culture over time. It proposes two lenses (togetherness and place), through which the future workplace should be considered by industry and researchers alike.
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Johnson, Timothy R. B., Philip D. Settimi, and Juliet L. Rogers. "Mentoring for the Health Professions." New Directions for Teaching and Learning 2001, no. 85 (2001): 25–34. http://dx.doi.org/10.1002/tl.3.
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McMaster, Max. "Mentoring scheme in Australia." Indexer: The International Journal of Indexing: Volume 24, Issue 4 24, no. 4 (October 1, 2005): 189–91. http://dx.doi.org/10.3828/indexer.2005.24.4.10.
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The ANZSI mentoring scheme provides the opportunity for novice indexers to develop their indexing skills under the supervision of a well-qualified mentor. Finished indexes may be eligible for publication in the ANZSI Index Series. This paper outlines the development of the scheme, initially by the Victorian branch of ANZSI, the criteria for selecting mentees and mentors, and some of the pitfalls.
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Dempsey, Ian, Michael Arthur-Kelly, and Breda Carty. "Mentoring Early Career Special Education Teachers." Australian Journal of Education 53, no. 3 (November 2009): 294–305. http://dx.doi.org/10.1177/000494410905300307.
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For some time, special education has been plagued by shortages of qualified teaching staff and by high turnover rates for these staff. While several factors—external, employment and personal—are largely responsible for this situation, the research demonstrates that the initial professional experiences of early career teachers are closely associated with their longevity in the field. This paper reviews the literature on mentoring support for beginning teachers, mentoring models and the use of information technologies in mentoring support. The paper concludes with recommendations for methods of support for Australian early career special-education teachers.
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Palermo, Claire, Roger Hughes, and Louise McCall. "A qualitative evaluation of an Australian public health nutrition workforce development intervention involving mentoring circles." Public Health Nutrition 14, no. 8 (September 21, 2010): 1458–65. http://dx.doi.org/10.1017/s1368980010002491.
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AbstractObjectiveTo evaluate a mentoring circle workforce development intervention among a group of public health nutrition novices.DesignThe mentoring circle intervention focused on facilitating practice-based public health nutrition competence development and supporting reorientation of practice from clinical services to preventive services. A retrospective post-intervention qualitative semi-structured interview was used to explore the experiences of those participating in the mentoring circle and to make evaluative judgements about intervention attributes and effectiveness.SettingVictoria, Australia.SubjectsThirty-two novice public health nutrition practitioners employed in the state public health system.ResultsKey evaluative theme categories relating to the mentoring circle intervention were identified, including the structure and function of the group, the utility of using advanced-level competency items to guide planning, having a safe and supportive environment for learning and the utility of learning via mentoring and on-the-job experiences. These qualitative evaluation data identify the attributes of the mentoring circle intervention contributing to intervention effectiveness.ConclusionsThis qualitative evaluation indicates that mentoring circles can be an effective workforce capacity-building intervention, particularly in novice workforces characterised by professional isolation and split function roles.
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Burke, Ronald J., Zena Burgess, and Barry Fallon. "Benefits of mentoring to Australian early career women managers and professionals." Equal Opportunities International 25, no. 1 (January 2006): 71–79. http://dx.doi.org/10.1108/02610150610645986.
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Handley, Heather K., Jess Hillman, Melanie Finch, Teresa Ubide, Sarah Kachovich, Sandra McLaren, Anna Petts, Jemma Purandare, April Foote, and Caroline Tiddy. "In Australasia, gender is still on the agenda in geosciences." Advances in Geosciences 53 (September 24, 2020): 205–26. http://dx.doi.org/10.5194/adgeo-53-205-2020.
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Abstract. Diversity and inclusion in the workplace optimise performance through the input of a range of perspectives and approaches that drive innovation and invention. However, gender inequity is prevalent throughout society and females remain underrepresented in geoscience careers. This study provides the current status of gender equity in geosciences throughout Australasia within the context of broader gender equity policy, frameworks and initiatives and suggests additional solutions and opportunities to improve gender equity and the retention of women in the geoscience workforce. At an individual institutional level in academia, females make up between 23 %–52 % of the total geoscience departmental or school staff in Australia, 26 %–39 % of the total staff in New Zealand, 29 % of total staff at the University of Papua New Guinea and 18 % at the University of the South Pacific. Significant gender imbalance exists at more senior levels, with disproportionately more males than females, a pattern typical of many Science Technology Engineering and Maths (STEM) disciplines. Gender inequity is prevalent within the general membership, committee roles and in award recipients of Australasian geoscience professional associations. Within the Geological Society of Australia and Geoscience Society of New Zealand, only 4 % (n=47) and 18 % (n=161), respectively of past award recipients for national and general awards were female. All past awards considered in this study that are named in honour of a person were named in honour of a man (n=9). In recent years, women-focused networks have begun to play an invaluable role to support the retention and promotion of women in geosciences and provide a supportive mentoring environment to discuss challenges and share advice. The improved visibility of women in the geoscientific community is an ongoing issue that can in part be addressed through the development of public databases of women geoscientists. These provide a list of women geoscientists that encourages and supports the achievement of gender balance of invited talks, job shortlisting and on panels, as well as in the media. This work highlights that more must be done to actively reduce and eliminate sexual harassment and assault in university and field environments. We emphasise that particular efforts are required to make geoscience careers more inclusive and safer, through the establishment of specific codes of conduct for field trips. Shared learning of best practices from evidence-based approaches and innovative solutions will also be of value in creating positive change. Greater engagement from the wider geoscientific community, and society in general, is required for the success of gender equity initiatives. Identified solutions and opportunities must target all levels of education and career development. Additional data in future should be collected to look beyond gender to monitor and assess intersectionality. Improved efforts to understand why women leave STEM careers will help to address the “leaky pipeline” and determine the initiatives that will be most effective in creating long term sustainable change.
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Clay-Williams, Robyn, Andrew Johnson, Paul Lane, Zhicheng Li, Lauren Camilleri, Teresa Winata, and Michael Klug. "Collaboration in a competitive healthcare system: negotiation 101 for clinicians." Journal of Health Organization and Management 32, no. 2 (April 9, 2018): 263–78. http://dx.doi.org/10.1108/jhom-12-2017-0333.
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Purpose The purpose of this paper is to evaluate the effectiveness of negotiation training delivered to senior clinicians, managers and executives, by exploring whether staff members implemented negotiation skills in their workplace following the training, and if so, how and when. Design/methodology/approach This is a qualitative study involving face-to-face interviews with 18 senior clinicians, managers and executives who completed a two-day intensive negotiation skills training course. Interviews were transcribed verbatim, and inductive interpretive analysis techniques were used to identify common themes. Research setting was a large tertiary care hospital and health service in regional Australia. Findings Participants generally reported positive affective and utility reactions to the training, and attempted to implement at least some of the skills in the workplace. The main enabler was provision of a Negotiation Toolkit to assist in preparing and conducting negotiations. The main barrier was lack of time to reflect on the principles and prepare for upcoming negotiations. Participants reported that ongoing skill development and retention were not adequately addressed; suggestions for improving sustainability included provision of refresher training and mentoring. Research limitations/implications Limitations include self-reported data, and interview questions positively elicited examples of training translation. Practical implications The training was well matched to participant needs, with negotiation a common and daily activity for most healthcare professionals. Implementation of the skills showed potential for improving collaboration and problem solving in the workplace. Practical examples of how the skills were used in the workplace are provided. Originality/value To the authors’ knowledge, this is the first international study aimed at evaluating the effectiveness of an integrative bargaining negotiation training program targeting executives, senior clinicians and management staff in a large healthcare organization.
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Firn, Jennifer. "Capping off’ the development of graduate capabilities in the final semester unit for biological science students: review and recommendations." Journal of University Teaching and Learning Practice 12, no. 3 (July 1, 2015): 20–36. http://dx.doi.org/10.53761/1.12.3.3.
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Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to respond to this need to better prepare undergraduates to face these challenges by undergoing a dramatic shift in teaching practice from teaching-centered to studentcentered and from discipline knowledge to graduate capabilities. With this shift came the development of capstone units—a student’s culminating academic experience where authentic learning environments assist students to develop employer-prized capabilities, e.g. metacognition, networking, time management, collaborative skills. The Queensland University of Technology (QUT) launched a new student centered set of science majors in 2012 and in second semester 2015 will offer a capstone in biology for the first time. My main aims with this report are to understand the theoretical basis and logic behind the development of capstone units and to compare and contrast what other Australian institutions are providing. Based on my findings, I recommend six generic elements for capstone units in biological science: 1. Challenging inquiry-based learning tasks that are intentionally ill defined and complicated, and address cutting edge relevant problems. 2. Small group work activities and assessment that encourages positive constructivist learning. 3. Student centered learning where teachers take the role of coaching and mentoring with students also being provided opportunities to network with members of the professional community. 4. Students perform authentic tasks that involve articulating their findings to peers and experts including the experience of having to defend arguments and decisions. 5. Learning opportunities that include career development skills and training. 6. Explicit modeling of self-aware and meaningful learning to encourage deep learning strategies that foster an appreciation for the nature of science. Overall, I found that the characteristics of capstone units should not be focused on transmitting content, nor simply another controlled application of the scientific method; instead the activities and assessment students perform should be complex, relevant, and realistic to encourage students to move beyond being motivated by grades or fear of failure to wanting to understand concepts deeply and solve problems to make a difference within their future professions and communities.
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Rodrigues, B., and V. Vanderpuye. "Impact of the African Organisation for Research and Training in Cancer on Improving Cancer Care on the Continent: 15-Year History." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 152s. http://dx.doi.org/10.1200/jgo.18.52400.
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Background and context: African Organisation for Research and Training in Cancer (AORTIC) seeks to become the continent's preeminent nonprofit organization working for cancer control. Established in 1982, and gaining exponential momentum since 2003. Milestones achieved include placing cancer control on the continent's health agenda. Main activities have been to foster collaboration for research and training, advocacy, palliative and psychosocial care, survivor groups, educative meetings for local and international cancer care professionals. Strategy/Tactics: To demonstrate impact of AORTIC on the continent over the past one and a half decades as a successful nonprofit organization aimed at reducing impact of cancer in Africa. Position our organization to lead the continent with home grown innovation to sensitize the cancer workforce to needs of our patients and countries by developing strategies that impact on improving cancer care across the continuum, research priorities and capabilities, professional development, including advocacy, survivorship, acting as a consultative mouth piece and authority on cancer control needs of Africa. Program/Policy process: 11 successful international biennial cancer conferences in Africa, with a steady increase in attendance from 300 to +900 delegates, 12 to 95 sessions, +3000 abstracts presented over 15 years. Last meeting labeled as; “This meeting is high-value; at the level of the best oncology meetings as ASCO and ESMO”. Regional training in pathology, oncology, psycho-oncology, palliative care, advocacy, prevention and early diagnosis. Regional meetings: Senegal, Tanzania, Nigeria, Angola, Mozambique and Cape Verde. Special interest groups: radiation, pathology, nursing, pediatrics and advocacy promoting professional and research development activities. African cancer leadership mentoring academies for young investigators - +40 participants to date. Grants for qualifying members to participate in external training workshops. 39 newsletters - translated into French and Portuguese. Memberships - span across the African continent, Europe, North America and Australia and organizations - 500 individual and close to 20 organizational members. Hosted Africa regional meetings at UICC WCC since 2014. Active on social media - +1300 followers. Publications: Cancer Plan for the African Continent 2013-2017 Handbook for Cancer Research in Africa Cancer Advocacy Training Toolkit for Africa AORTIC Cancer Network Directory, plus an online map Journal articles and position papers - 12 Declarations - 2 Projects - cancer registry mapping Grants - Beginning investigator catalytic grants (BIG Cat), partner NCI (USA) +20 beneficiaries. What was learned: Through coordinated and concerted efforts, relevant stakeholders who can influence and improve cancer care on the continent through collaboration, research and training, AORTIC is a continental networking hub spanning the African continent of more than 13,000 contacts and is a major instrument of change in effective control of cancer in Africa.
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Brady, Laurie. "The Mentoring of Principals in Australia." Educational Practice and Theory 19, no. 2 (January 1, 1997): 59–67. http://dx.doi.org/10.7459/ept/19.2.07.
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Gail Lunsford, Laura. "Mentors, tormentors, and no mentors: mentoring scientists." International Journal of Mentoring and Coaching in Education 3, no. 1 (February 25, 2014): 4–17. http://dx.doi.org/10.1108/ijmce-02-2013-0007.
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Purpose – A psychosocial, developmental perspective was used to examine the mentoring experiences of scientists. Little is known about the timing of when mentors first appear, the quality of these relationships, the specific mentoring support behaviors, or how scientists typically learn to mentor. The paper aims to discuss the above issues. Design/methodology/approach – The author conducted 23, semi-structured interviews with Australian scientists. Questions focussed on mentor-like support scientists received and provided. Interviews were analyzed and themes were coded using Dedoose software. Findings – Scientists who had mentors as undergraduates were more likely to report long-lasting relationships with their mentors and more positive interactions with their protégés. Scientists reported the following career mentoring behaviors: modeling how to do science, sponsorship, collaboration, and practical supervision. Important psychosocial mentoring behaviors were being approachable, building confidence and providing encouragement. Almost half of the scientists never had a mentor. Most (n=14) scientists learned to mentor by emulating their mentors. Findings highlight the prevalence of dysfunctional behaviors, even in supportive relationships. Practical implications – The findings suggest that graduate program managers might consider investing resources to improve mentoring experiences of doctoral students as this is a critical period for their professional development. Further, activities involving collaboration deserve emphasis in mentoring relationships. Originality/value – The study identified a “window” when mentoring support is important for scientists; highlighted specific behaviors that support career development in science; and clarified how some scientists learn to mentor others. Results add to the literature on dysfunctional mentoring relationships.
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Hirsch, Suzan. "Professional Rugby League Players as Reading Mentors for Primary School Boys." Boyhood Studies 5, no. 1 (March 1, 2011): 52–60. http://dx.doi.org/10.3149/thy.0501.52.
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This paper reports on case studies spanning four consecutive years (2005-2008) focused on addressing and challenging Australian primary school boys’ disengagement with English, particularly reading, using an action research process informed by both quantitative and qualitative data. Primary participants were all male and ranged from 8 to 11 years of age. Boys were identified and selected for each case study based on the questionnaire and interview results from whole grade surveys of both males and females. The data results identified the boys with negative views of literacy and boys who identified reading as being a feminine activity, thereby narrowing their perceptions of masculinity. These boys were involved in a reading/mentoring program with high profile professional Rugby League players. The celebrity rugby league players were involved in ten weekly mentoring and reading sessions with male participants each year. These sessions focused on building positive male identity, shifting negative attitudes to reading and challenging negative stereotypes of both professional sportsmen and boys as readers. After each of the case studies, quantitative and qualitative data indicated a positive change in the participants’ attitudes towards reading as well as their perceived stereotypes of males as readers and increased involvement in voluntary reading.
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Raharjo, Sunu Budhi, Rita Mustika, Aida Lydia, Mefri Yanni, Heru Sulastomo, Rahma Tsania Zhuhra, and Celly A. Atmadikoesoemah. "Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs." Journal of Educational Evaluation for Health Professions 18 (August 9, 2021): 19. http://dx.doi.org/10.3352/jeehp.2021.18.19.
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Purpose: During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.Methods: This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.Results: Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).Conclusion: Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.
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Grima-Farrell, Christine. "Mentoring pathways to enhancing the personal and professional development of pre-service teachers." International Journal of Mentoring and Coaching in Education 4, no. 4 (December 7, 2015): 255–68. http://dx.doi.org/10.1108/ijmce-07-2015-0020.
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Purpose – The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs. Design/methodology/approach – Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes. Findings – Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities. Research limitations/implications – This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers’ professional capacity, confidence and employability potential. Limitations such as small sample size and lack of secondary school representation must be noted. Originality/value – This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.
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Rentschler, Gary J., and Rachel M. Gasior. "Student Peer Mentoring: A Tool for Clinical Educators." Perspectives on Issues in Higher Education 14, no. 1 (June 2011): 29–35. http://dx.doi.org/10.1044/ihe14.1.29.
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Peer mentoring has been shown to provide benefits in a variety of situations in several professions. To facilitate clinical learning in speech-language pathology, a clinical teaching paradigm utilizing student peer mentoring was constructed. The roles of the student mentor and the mentees are reported and the benefits of this paradigm are discussed. Student peer mentoring may be a useful tool in supporting marginal students in clinical learning.
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Izadinia, Mahsa. "Preservice teachers’ professional identity development and the role of mentor teachers." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 127–43. http://dx.doi.org/10.1108/ijmce-01-2016-0004.
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Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.
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McMaster, Max. "Mentoring in Australia and New Zealand: an update." Indexer: The International Journal of Indexing 27, no. 1 (March 2009): 26–28. http://dx.doi.org/10.3828/indexer.2009.9.
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Madison, Jeanne, Bruce Allen Knight, and Kathy Watson. "Mentoring amongst academics in Australia: A case study." Australian Educational Researcher 20, no. 1 (April 1993): 77–91. http://dx.doi.org/10.1007/bf03219537.
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