Relevant bibliographies by topics / Motivation in education Victoria Melbourne

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Motivation in education Victoria Melbourne'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Motivation in education Victoria Melbourne"

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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.

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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Condliffe, Peter. "Rural decline and community services education in Victoria: the Bendigo experience." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 18–28. http://dx.doi.org/10.47381/aijre.v2i1.267.

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In 1989 Phillip Institute of Technology (based at Bundoora (Melbourne)) offered its Bachelor of Social Work degree (BSW) and Graduate Diploma in Community Development (CD) in the Central Victorian city of Bendigo. This paper outline some of the contextual issues and identifies certain key factors in addressing these issues.
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MONTGOMERY, I. W., and K. L. HUGHES. "Veterinary education in Victoria. The re-establishment of the Melbourne Veterinary School." Australian Veterinary Journal 62, no. 12 (December 1985): 397–400. http://dx.doi.org/10.1111/j.1751-0813.1985.tb14118.x.

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Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (January 27, 2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.

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Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.
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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.

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In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
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Gezmish, Mahmut, and Long T. Truong. "Estimating the Potential of Electric Vehicles for Travelling to Work and Education in Melbourne, Victoria." Future Transportation 1, no. 3 (December 1, 2021): 737–46. http://dx.doi.org/10.3390/futuretransp1030040.

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This paper aims to estimate the potential of electric vehicles (EVs) in Melbourne, Victoria, using the Victorian Integrated Survey of Travel and Activity (VISTA) data. The investigation of whether EVs with different all-electric ranges (AERs) can replace car travel to work and education is the focus of this paper. The results showed that EVs would be able to replace most car travel to work (68.5% to 97.1%) and car travel to education (71.9% to 96.9%), with AERs increasing from 40 km to 100 km, assuming car drivers are willing to use an EV. It is estimated that the average operating cost savings per person would be up to AUD 3.12 and AUD 2.79 each day, regarding travel to work and education, respectively. Considering both travel to work and education, EVs could replace up to 33.8 million kilometres of car travel, consuming around 7.6 GWh and resulting in a reduction in carbon dioxide (CO2) emissions of about 610 tons each day.
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Rowe, Emma E. "The discourse of public education: an urban campaign for a local public high school in Melbourne, Victoria." Discourse: Studies in the Cultural Politics of Education 35, no. 1 (November 2, 2012): 116–28. http://dx.doi.org/10.1080/01596306.2012.739471.

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Aitken, Campbell, and Cheryl Delalande. "A Public Health Initiative for Steroid Users in Victoria." Australian Journal of Primary Health 8, no. 2 (2002): 21. http://dx.doi.org/10.1071/py02022.

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Anabolic steroid injectors are at risk of infection with blood-borne viruses (BBVs), but have received little attention from researchers, practitioners or agencies working in public health. In recognition of this gap, in early 1996 the Steroid Peer Education Project (SPEP) began providing part-time mobile needle and syringe distribution and health information and referral services to steroid injectors in north-eastern Melbourne. Demand repeatedly caused the project to expand, and its sole peer worker now operates Victoria-wide, five days per week. Basic information on injecting practices collected from SPEP clients showed that many were at risk of BBV infection. This led to the initiation of a collaborative research project, in which SPEP clients were tested for BBV antibodies and provided detailed information about their risk behaviours. Of 29 steroid injectors tested between May and August 1999, three (10%) had antibodies to the hepatitis C virus, and they described behaviour which could spread the virus to other steroid users. These results show that blood-borne viruses are present in the Victorian steroid injecting community, and reinforce the SPEP's commitment to reducing harm in this group.
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McMullen, Gabrielle L. "‘A talented young German’: exploration of the early career of Jacob Braché." Proceedings of the Royal Society of Victoria 133, no. 1 (2021): 39. http://dx.doi.org/10.1071/rs21008.

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Jacob Braché (1827–1905) arrived in Melbourne in 1853, two years into the Victorian gold rush, and soon became a significant figure in local mining circles. For almost fifty years, he contributed actively to mining endeavours – during periods as a civil servant, in numerous mining enterprises, and as a consulting mining engineer. Following a summary of Braché’s contributions in Victoria, this paper focuses on his education and experience prior to emigrating to the Colony, looking at the expertise that he brought to his colonial roles. It concludes with insights into why this ‘talented young German’ was a controversial figure over his half century of professional life in Australia.
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Dissertations / Theses on the topic "Motivation in education Victoria Melbourne"

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Waugh, John Charles. "Diploma privilege : legal education at the University of Melbourne 1857-1946 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5710.

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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.

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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed. This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development. The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace. There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Lipine, Tavita. "Education of secondary Samoan students in New Zealand : the road to success : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1317.

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Leskova, Zuzana. "International Marketing Communication in Higher Education: An Interpretive Communication Audit of Victoria University in Melbourne, Australia." Thesis, 2016. https://vuir.vu.edu.au/32633/.

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This research regards universities as highly influential entities. Aside from producing and disseminating knowledge, one of the purposes of higher education is to contribute to the intellectual development of a society. In addition to this original purpose universities also have unique characteristics which, when recognised, can help them with designing new and creative approaches to marketing communication strategies. To identify these distinctive qualities, this study implemented an interpretive communication audit that focuses on the specifics and characteristics of international communication activities at Victoria University (VU). Specifically, this study set out three key research objectives: to identify specifics and characteristics of a university that can serve as a valuable source for designing new approaches to university marketing; to explore the creative potential of students to actively contribute to the development of university marketing and to test the viability of an interpretive communication audit within the university framework, while using the subjective insight and experience of a researcher. Emphasising the interpretive approach, this thesis analysed the interpretations of the University’s communication given by the international and domestic students of VU. In particular, focus groups and action groups, in which 29 VU students participated, served as specific methods for collecting these individual opinions and understandings. Following the philosophical and methodological practice of an interpretive communication audit, this thesis used students’ as well as the researcher’s own interpretations for developing creative feedforward that gives concrete recommendations on how to work with the University’s communication activities. The outcome of this mainly reveals how a university can benefit from cooperating with students on developing marketing strategies. Additionally, the last chapter of this thesis sets out specific ideas Victoria University can use for preparing new communication activities.
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Kay, Pandora. "Determinants of cultural event tourist motivation." Thesis, 2007. https://vuir.vu.edu.au/15615/.

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This thesis investigates the determinants of tourist motivation to ascertain the new audience potential of Western and Asian tourists for locally-based, cultural attractions and events, and the associated effective marketing strategies necessary to attract these tourism markets.
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Mazumder, Parimal. "Performance appraisal with a view to employee motivation in the Australian public service : a case study of Western Melbourne Institute of TAFE, and Darebin City Council, Melbourne." Thesis, 1997. https://vuir.vu.edu.au/33009/.

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The purpose of this research was to investigate the motivation of the employees in the Austrahan pubhc service with special attention to the Western Melbourne Institute Of TAFE (TAFE), and Darebin City Council (DCC), located in Melbourne. The dependent variables considered in this study were: age, education, decision making process, employee development programs, measurement and feedback of actual results, opportunities for advancement, group cohesion, and performance based pay systems.
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Seymour, Jenny. "The process and diversity of mentoring at Victoria University." Thesis, 2004. https://vuir.vu.edu.au/15686/.

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This project analysed the development of a selection of international and national mentoring programmes in higher education institutions and specifically at Victoria University. Based on the analysis of successful international and national mentoring programmes, the performance of past Victoria University mentoring programmes and research on current mentoring programmes at the University, this thesis has developed core principles of a standardised mentoring programme.
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Katis, Jenny. "The Dynamics of Ethnic Entrepreneurship: Vietnamese Small Business in Victoria." Thesis, 2017. https://vuir.vu.edu.au/32618/.

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Small businesses represent by far the largest proportion of business entities within Australian business, and as such represent a vital component of the country’s economic structure (ABS, 2016). There has been a significant increase in the Australian population due to immigration from a range of countries. In fact, Australia is now very diverse, with migrants arriving from more than 200 countries across the world. There are approximately 5.3% of all small businesses that are run by Vietnamese entrepreneurs in Australia (ABS, 2016). It is clear from this figure that Vietnamese small businesses make up a significant proportion of this sector in Australia. This thesis examines the dynamics of Vietnamese migrants in small business in Victoria. The consideration of environmental and personal factors in understanding Vietnamese migrant business start-ups, survival and Ethnic Entrepreneurship theories has been the focus of discussion for this study. Firstly, there is a general consensus of what contributing environmental and personal factors influence the Vietnamese migrant in business start-up. Secondly, the thesis looks at how these factors are associated with the Ethnic Entrepreneurship theories identified in the literature. Lastly, the work identifies what factors have contributed to the Vietnamese migrant in sustaining their small business.
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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.

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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Books on the topic "Motivation in education Victoria Melbourne"

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A people learning: Colonial Victorians and their public museums, 1860-1880. North Melbourne, Vic: Australian Scholarly, 2007.

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Mechanics', Worldwide Conference (2004 Melbourne Vic ). Buildings, books and beyond: Mechanics' Worldwide Conference 2004 : proceedings of an international conference convened by the Mechanics' Institutes of Victoria at Swinburne University, Prahran Campus, Melbourne, Australia, 2-4 September 2004. 2nd ed. Prahran, Vic: Prahran Mechanics' Institute Press, 2004.

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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.

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Book chapters on the topic "Motivation in education Victoria Melbourne"

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Bak, Tao. "‘Embodied knowing’: exploring the founding of the Melbourne Rudolf Steiner school in 1970s Victoria, Australia." In Sight, Sound and Text in the History of Education, 135–50. Routledge, 2020. http://dx.doi.org/10.4324/9780429202650-9.

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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.

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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Conference papers on the topic "Motivation in education Victoria Melbourne"

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Tatnall, Arthur, Chris Groom, and Stephen Burgess. "Electronic Commerce Specialisations in MBAs: An Australian University Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2578.

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This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.
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Tatnall, Arthur, and Stephen Burgess. "Experiences in Building and Using Decision Support Systems in Postgraduate University Courses." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3084.

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In this paper we will relate some of our experiences in building and using simple Decision Support Systems (DSS) for use in two postgraduate subjects at Victoria University in Melbourne. These subjects are not about Decision Support Systems, but are Information Systems (IS) subjects that introduce, amongst other things, concepts of decision support and DSS. It has been our experience that the complexity, an inability to examine the logic behind decisions that have been recommended, the proprietary nature and the cost of commercial DSS make their use in teaching less than ideal. Our solution was to produce our own simple systems using Excel, Visual Basic and Visual Basic for Applications, and this has proved to be quite successful. The paper reports on building and using Decision Support Systems in this way.
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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.

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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.

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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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