Dissertations / Theses on the topic 'Nurses Education (Higher) Australia'
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1
Arunasalam, Nirmala. "A defining moment : Malaysian nurses' perspectives of transnational higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.
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Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and adjusting to new ways of learning. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to enable data saturation. Semi-structured interviews were conducted to enable the nurses’ voices to define, describe and evaluate their TNHE experiences that were focused on personal and professional development, implementation and reaction of others towards change. In addition to the interviews, three threads of my own personal, professional and researcher experiences were reflected upon, to provide the contextual lens to shape the research process and situate the work firmly in the practice context. Data was analysed using thematic analysis. Four pre-determined key areas drawn from the literature were investigated and eight new sub-themes emerged. Findings indicated nurses’ improved self-confidence, knowledge, questioning skills and professionalism. The extent to which TNHE theory was applied in clinical practice was unable to be determined due to conflicting perceptions, contradicting views and restricted number of nurse-led examples. The main contribution this thesis offers to practice is what the voices of nurses tell about their experiences in TNHE programmes and in applying the taught theory in clinical settings. This study indicates enhanced application of theoretical knowledge in practice for improved quality and culturally competent patient care is unlikely to occur under current TNHE arrangements. Nurses’ motives for enrolling were mainly to obtain the high status western degree and the extrinsic benefits of a financial incentive and promotion. However, drawing on their resilience, nurses developed self and professional perspective transformation. The research provides new insights to inform continuous professional education policy for nurses, employers and the Malaysian Nursing Board, and can assist TNHE provider institutions to improve their programme delivery.
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Rueckert, Caroline M. "Conceptions of care in international higher education in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107901/1/Caroline_Rueckert_Thesis.pdf.
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This thesis analyses conceptions of care within the public discourse about international higher education in Australia from 2002-2013. It examines a series of public texts from the period that specifically addressed questions about the 'care' and 'duty of care' that government and institutions afforded to international students studying in Australia. I trace through the conceptions of care that are articulated within these documents, analyse how they both constitute and are constitutive of wider social practices within the period, and posit a new critical model of care to provide a way forward for how we might practice care more effectively within international higher education, both in Australia and elsewhere.
3
Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.
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Cooper, Trudi. "Quality management in Australian higher education : A critical review." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/842.
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Quality management in higher education is a politically contentious issue in Australia. as it is in North America, New Zealand, and many European countries. The Australian government has instituted a quality management system for higher education that it claims will improve university efficiency, accountability and quality. Critics assert that the current quality management system is detrimental to universities and undermines the capability of universities to deliver maximal benefits to individuals and to society. Evaluation of the basis of conflicting claims is necessary to enable decisions about the usefulness of current practices and decisions about whether existing quality management arrangements should be retained, modified and developed, or replaced, or, abolished.
5
Renner, William 1966. "The open learning initiative : a critical analysis of change in Australian higher education, 1990-1997." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/9353.
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Sinclair-Jones, Janet A. "The idea of the university in Australia in the 1990s." Thesis, Curtin University, 1996. http://hdl.handle.net/20.500.11937/1747.
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Over the past ten years Australian higher education has undergone a transformation from a binary structure, marked by a division of 'traditional universities' and colleges of advanced education, to a uniform university structure. This transformation was first proposed in 1987 by the Hon. John Dawkins, Minister for Employment, Education and Training in the Hawke Labor Government. The proposals appeared in the form of a 'Green' policy discussion paper which drew substantial amounts of criticism from the academy, but nonetheless were swiftly transformed into policy as a 'White' paper or policy statement. Since that time, Australian higher education institutions have been subject to a series of changes that have fundamentally changed the patterns of tertiary education provision established over the previous forty years. They have experienced a re-allocation of research funds which has eroded the established advantage of the traditional universities; they have been obliged to accept amalgamations; and, student numbers have expanded at a rate and to a proportion never previously imagined. All of this has been achieved under the banner of improving Australia's place in the highly competitive international economy. The champions of a restructured higher education sector have argued that this competitiveness is greatly dependent upon Australia's ability to improve the scientific and technical base of its human capital: higher education must move towards a more efficient and effective provision of education which will meet the needs of the market.The transformation of higher education has been achieved without the unanimous blessing of the academy. Many of the most strident critics of what have come to be known as the Dawkins Reforms are academics who have expressed dismay at these changes. In particular there has been as strongly argued case that the reforms, with their emphasis on science and technology, mark the end of liberal education in Australia. Australian higher education is now, they declare, the site of mass education based upon a new instrumentalism in which the liberal arts have no significant place.This dissertation takes such criticisms as its focus. In particular it attempts to show that the critique founded upon a defence of the inherent role of liberal education in the Australian university sector has been misguided. Furthermore, the dissertation argues that because so much of the attack on the restructuring policy took this form there was little place for a substantial critical appraisal of the validity of restructuring based upon an imperative of the market.The idea of the university in Australia as one fundamentally defined by liberal education is examined at two levels. First, it is argued that the notion of liberal education used to defend the university against new instrumentalism is an idealised notion which both ignores the historical construction of such an idea at a time when liberalism itself was undergoing transformation, and, wrongly assumes the absence of instrumentalism, within it. Second, the history of the establishment of the university in Australia is reviewed to show that whilst the founders of the universities often had sympathies for the liberal arts, from the outset Australian universities were consistently conditioned by the drive for instrumental education.Higher education policies in the post-WWII era are given particular attention in order to show that mass higher education is no new phenomenon, but the continuation of the drive towards expanded education provision. Just as with the expansion of schooling to mass schooling, a greatly expanded higher education sector has been necessary to fulfil the continued demands of the social democratic consensus. The thesis concludes with the argument that the critique of higher education reforms has been hobbled by the absence of a critical sociology of education which could place the restructuring of Australian higher education in the context of the transformation of social to market democracy.
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Malik, Mandeep Singh, and n/a. "Exploring the Need for Higher Education in Sales." University of Canberra. Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.090420.
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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia." Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.
Full textAbstract:
This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
10
Chick, Lorraine. "Student nurses' perceptions of reflective journal writing: A poststructuralist approach." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26605.
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Within the profession of nursing, reflective journal writing is enthusiastically endorsed as an essential pedagogical strategy for producing reflective practitioners. Despite a lack of empirical evidence to substantiate the claims associated with reflective journaling, the prevailing belief in contemporary nursing education reflects an assumption that this practice is essential in the production of critically engaged nurses. This has resulted in a totalizing discourse that presents the adoption of reflective journaling within nursing curricula as unproblematic. This study combines the methodological principles of grounded theory, along with a poststructuralist approach, to explore the experience of reflective journaling from the perspective of university nursing students. Application of a Foucauldian analysis demonstrates how assumptions related to the utility of reflective journal writing are embedded within a variety of powerful discourses that shape how we think and speak about this practice. Of particular relevance is Foucault's exploration of the impact of surveillance, observation and disciplinary power. Reflective journaling is identified as a ritual of confession that produces self-regulating and compliant students. This study reveals that journal writing is largely viewed as a prescribed activity and assumptions are made by nurse educators regarding the ability of journals to facilitate critical reflection. The discourses that emerged from this analysis reflect different aspects of the socialization process that ultimately results in the construction of an "authentic" nurse. In closing, students and nurse educators are encouraged to develop alternative discourses that challenge the uncritical acceptance of reflective journal writing within contemporary nursing education.
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Wolff, Debra A. "Registered nurses return to college| Lessons learned from hindsight." Thesis, Sage Graduate School, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620195.
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The recent impetus to increase the number of baccalaureate-prepared nurses comes from within and outside the profession, prompting increased numbers of registered nurses (RN-BSN) to return to college. Yet little is known about what these adult, non-traditional students do to prepare for the challenges ahead. Therefore, the purpose of this mixed-methods case study was to learn how RN-BSNs prepare for their return to college, why they go about doing so, and what resources they utilize. Secondly, what are the gaps, how do they overcome them, and what is their advice to potential RN-BSN students so they could be better prepared. The Transtheoretical Model and the Epidemiological Model were used to guide the study. The eight participants interviewed ranged in age (32-57). Each had contemplated the return to school since their initial nursing program. Six were enrolled at a rural satellite site at their place of employment. While participants prepared in a variety of ways, findings showed they also did not know what to expect and thus felt unprepared in many respects. The most common type of preparation was mental; whereas the most frequent gap in preparation was academic, including writing papers, presentation skills, computer literacy, citations, obtaining books, information literacy, and study skills. Overall, five themes summarized their advice to future students: (a) obtain academic skills early on, (b) find balance, (c) make connections, (d) embrace the difference, and (e) don't wait; make the decision. Based on the findings, examples of recommendations that are both practical and affordable are outlined.
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Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.
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Weeks, Patricia Ann. "Facilitating a reflective, collaborative teaching development project in higher education : relections on experience." Thesis, Queensland University of Technology, 1994.
Find full textAbstract:
A rapidly changing social, educational, political and economic context has meant that there are calls for teaching processes in universities to change from the
traditional didactic, lecture method to a more problem-based, student centered active approach to learning, in order to promote and encourage the development of creative, analytical, flexible, lifelong learning skills in graduates.
In Australia in recent times there has been an emphasis placed on improving the quality of teaching in higher education. Recently teaching in higher education has
been nominated by the Government as an area of national priority. Many universities have responded by establishing Academic Staff Development Units part of whose brief is to assist with the improvement of university teaching practices.
University lecturers are well trained in their own disciplines but it is unusual for them to have received any pre-service formal education in teaching methodology. This study was based in and limited to the Queensland University of Technology (QUT) where teaching is a valued part of the mission, and an Academic Staff Development Unit (ASDU) was established to provide support and assistance to lecturers. Part of the brief of the unit is to provide programs, courses, projects and individual consultation to assist lecturers to make changes and improvements to their teaching practices.
This study explored the processes involved in encouraging lecturers to join and sustain their involvement with a voluntary collaborative, cross faculty teaching development project (TRAC) which promoted an alternative method of teaching development. This teaching development project offered academics an opportunity to move out of the traditional forms of teaching development by becoming
reflective practitioners (Schon, 1983, 1987). The fact that some lecturers were becoming involved and making improvements to their teaching practice by reflecting on and researching their own teaching suggested a need to focus on the processes required to foster and sustain this
involvement.
The purpose of this study, therefore, was to examine my process of facilitation in the teaching development project.
The study is descriptive and interpretive, it was designed to reveal the processes involved in facilitating the project. Narrative inquiry was used as the mode of research in this study as it was an appropriate means of understanding an experience in which the researcher was an active participant and for capturing the complexity of improving teaching in higher education. As facilitator of the project the researcher kept a journal and data was collected through a series of unstructured conversations with lecturers involved with the TRAC project.
Observations were made of group meetings and the documents relating to the reflective, collaborative teaching development project were collected. This study aimed to add to the literature on the role and concerns experienced by
the facilitator of a teaching development project in higher education. By engaging in reflective inquiry, the researcher learned more about her role and responsibility
as a teaching developer and the potential promise and possible pitfalls of helping others engage in studying their teaching practice in higher education. She came
to understand more about engaging in reflective practice.
The narrative highlighted the processes involved in facilitating a university-wide collaborative, reflective
teaching development project for lecturers in higher education, which was aimed at improving the quality of university teaching. By giving a detailed analysis of the individual experiences of the facilitator the study provided a portrayal of the barriers to change and the discussion extended to the implications for supporting lecturers in their quest to become "reflective practitioners" or "teacher-researchers" of their own lecture rooms, laboratories, tutorial rooms and studios in order to improve their pedagogic practice.
This study has not aimed to portray a "perfected" process of facilitation, but rather to explore various processes involved in one particular situation. Inquiry into teaching in higher education increasingly focuses on how students learn. While there are many reports in the school sector of teachers examining their own teaching practice, we read very little information about self-reflection either among lecturers or among teaching developers in higher education.
The narrative focused on the exploration of my daily practice. The emerging portrayal was characterised by complexity. In this study, I observed that for lecturers to venture beyond the security of former patterns of teaching, to extend their vision and to engage in the change process to improve their teaching practice, I had to create the opportunities and provide support for lecturers whilst they
became involved in questioning their teaching practice. I had to provide a 'safe haven' as they entered into a process of thinking, talking and writing about their
experiences as lecturers. I found for many lecturers, telling their stories (either through writing or talking) and sharing their concerns with colleagues produced a
remarkably fresh and personalised awareness of the experience of being a lecturer.
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Hutson, Hendy Dionne. "Compassion Fatigue in Emergency Department Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2984.
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Compassion fatigue (CF) is a problem seen within healthcare institutions worldwide, especially critical care units and emergency departments (EDs). The problem identified in this quality improvement (QI) project was CF, experienced by nurses in the ED. The effects of CF cross nurse-patient boundaries and negatively impact a patient's expectations of having a quality care experience. The Iowa model's evidence-based team approach was used to guide the development of the education initiative for nurses on recognizing, preventing, and identifying methods of coping with CF in the ED. The outcome products for the project included an extensive review of the literature, a curriculum plan to educate ED nurses on CF, and a pretest/posttest to validate ED nurses knowledge about CF. The content of the project was measured by 2 master's-level prepared education experts using a dichotomous scale. The format evaluated content material using total scores of 1 for content (not met) and total scores of 2 for content (met). The average score was 2, which demonstrated the objectives for the education initiative were identified and the goals were met. The content experts also conducted content validation of each of the 14 pretest/posttest items using a 4-point Likert scale ranging from 1 (not relevant) to 4 (highly relevant) that resulted in a content validation index of 1.00, showing that the test items were covered in the curriculum. Recommendations were made for item construction improvement and omission of the Iowa model from the curriculum plan and pretest/posttest. The project promotes social change through the facilitation of patient satisfaction, quality of patient care, and prevention of CF on nursing staff.
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Smedley, Alison. "Developing the nurse professional and nurse education for the 21st century." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/333.
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The purpose of this portfolio was to establish what educational strategies would enhance the professional education for the nurse of the future. Through an examination of various contemporary educational theorists' work. a conceptual framework was developed using the concepts of Hargreaves (2003) as an overarching model to establish the current positioning of nursing and nursing education in the knowledge society. The preparation ofa nurse who can function effectively and efficiently within a rapidly changing health workplace relies heavily on educational preparation that includes the development of knowledge, skills and attitudes appropriate for the role. This portfolio has examined critical aspects of nursing and nurse education in relation to the development of these necessary areas for future nurse professionals.
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O'Sullivan, Patricia A. "Decision making and ethics : a case study of student nurses." Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/4671/.
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Previous studies have shown that student nurses find the analysis of ethical dilemmas difficult (McAlpine 1996). This may well be due to the nature of such situations, which are frequently complex and prone to ambiguity. This leads to uncertainties as to which course of action is the correct one for those involved. The purpose of this study was firstly to explore the perceptions of a group of student nurses in relation to ethical dilemmas, which arose in practice both before and after exposure to the clinical environment, and secondly to evaluate the usefulness of modules dedicated to ethics, which the students undertook as part of the Project 2000 curriculum. The focus of the evaluative process was the development ot moral responsibility and ethical decision - making skills. 210 students representing two consecutive cohorts on the Project 2000 pathway took part in the study. An evaluative case study design was used to examine the responses of students using two instruments, a questionnaire and an in-depth interview. The results from the questionnaire data indicated that student views had altered significantly after exposure to practice and theoretical input regarding the decisions taken in response to the ethical scenarios presented. Statistical analysis was conducted involving the variables student response and age, and student response and gender, but the results were not statistically significant. Data generated from the interviews were divided into four major themes. The complexity of ethical issues for the health care team; the consequences ethical decision-making could have for society; the development of students' confidence when faced with ethical dilemmas, and finally how their theoretical input had prepared them for their forthcoming role as qualified nurses. The results from the interview data suggest that nurses realised the importance of the decisions that are taken in practice and how these will influence the direction of health care in the future. The results also demonstrated the importance nurses placed on a theoretical basis in ethical decision-making as this provided a framework that could be used throughout a nurse's career allowing him or her to enhance their professional status. The study results indicate that if nurses are to fulfil their role as professionals then the acknowledgement of moral responsibility and development of ethical decision-making skills are essential. In today's health service nurses will be involved with the moral decisions taken by colleagues, patients and their relatives. It is important that nurses cannot only respond to the moral aspects of individual patient situations but also have an in-depth understanding of the ethical frameworks which direct decision -making.
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Sinclair-Jones, Janet A. "The idea of the university in Australia in the 1990s." Curtin University of Technology, School of Social Sciences and Asian Languages, 1996. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11499.
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Over the past ten years Australian higher education has undergone a transformation from a binary structure, marked by a division of 'traditional universities' and colleges of advanced education, to a uniform university structure. This transformation was first proposed in 1987 by the Hon. John Dawkins, Minister for Employment, Education and Training in the Hawke Labor Government. The proposals appeared in the form of a 'Green' policy discussion paper which drew substantial amounts of criticism from the academy, but nonetheless were swiftly transformed into policy as a 'White' paper or policy statement. Since that time, Australian higher education institutions have been subject to a series of changes that have fundamentally changed the patterns of tertiary education provision established over the previous forty years. They have experienced a re-allocation of research funds which has eroded the established advantage of the traditional universities; they have been obliged to accept amalgamations; and, student numbers have expanded at a rate and to a proportion never previously imagined. All of this has been achieved under the banner of improving Australia's place in the highly competitive international economy. The champions of a restructured higher education sector have argued that this competitiveness is greatly dependent upon Australia's ability to improve the scientific and technical base of its human capital: higher education must move towards a more efficient and effective provision of education which will meet the needs of the market.The transformation of higher education has been achieved without the unanimous blessing of the academy. Many of the most strident critics of what have come to be known as the Dawkins Reforms are academics who have expressed dismay at these changes. In particular there has been as strongly argued case that the reforms, with their ++emphasis on science and technology, mark the end of liberal education in Australia. Australian higher education is now, they declare, the site of mass education based upon a new instrumentalism in which the liberal arts have no significant place.This dissertation takes such criticisms as its focus. In particular it attempts to show that the critique founded upon a defence of the inherent role of liberal education in the Australian university sector has been misguided. Furthermore, the dissertation argues that because so much of the attack on the restructuring policy took this form there was little place for a substantial critical appraisal of the validity of restructuring based upon an imperative of the market.The idea of the university in Australia as one fundamentally defined by liberal education is examined at two levels. First, it is argued that the notion of liberal education used to defend the university against new instrumentalism is an idealised notion which both ignores the historical construction of such an idea at a time when liberalism itself was undergoing transformation, and, wrongly assumes the absence of instrumentalism, within it. Second, the history of the establishment of the university in Australia is reviewed to show that whilst the founders of the universities often had sympathies for the liberal arts, from the outset Australian universities were consistently conditioned by the drive for instrumental education.Higher education policies in the post-WWII era are given particular attention in order to show that mass higher education is no new phenomenon, but the continuation of the drive towards expanded education provision. Just as with the expansion of schooling to mass schooling, a greatly expanded higher education sector has been necessary to fulfil the continued demands of the social democratic consensus. The thesis concludes with the argument ++
that the critique of higher education reforms has been hobbled by the absence of a critical sociology of education which could place the restructuring of Australian higher education in the context of the transformation of social to market democracy.
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Hall, Christine M. "The educational needs of qualified nurses caring for children following trauma." Thesis, University of Huddersfield, 2001. http://eprints.hud.ac.uk/id/eprint/6905/.
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This study has identified the knowledge, skills and attitudes required by qualified nurses who care for children in Accident and Emergency (A and E) following trauma. These requirements were then compared with the current attributes of such nurses. The researchm ethodologyw as carriedo ut in three phasesa fter an extensives urveyo f the relevant literature. The identification of the level of knowledge, skill and attitudes required for best practice was achieved by the first phase: a Delphi study, being a structured approach to collecting the opinions of a panel of qualifieda nd experiencedc hildren's nurses.T he actualk nowledge,s kills and attitudes that nurses have and apply in practice were identified by the second and third phases of the research.R egisteredn ursesc aring for children in three A and E units were surveyedb y questionnairew hilst further dataw as obtainedb y nine sessionso f participant observationi n three A and E units. Ile three sets of results have been compared and contrasted with each other and with the review of the literature and this triangulation approach has led to a number of key findings. The care needs of traurnatised children are different from those of adults; at present the majority of children are not cared for by nurses with the necessary competence or within an appropriate environment. Children need holistic care, not just the treatment of their medical injury. ibis study has uncovered a specific education and training challenge, because most of the registered nurses in this survey who do care for traumatiscd children think they arc competent in that specific and distinct role, although the observations showed that this is not always the case. Such nurses should be trained in both paediatric and A and E nursing skills. Tl-ýs can and should be achievedb y personaliseda nd flexible courses. The recommendationsa rising from the key outcomesh ave been made separatelyto educationa nd training providers, to the nurses themselves and finally to the health care policy makers and managers who control the clinical environment for the A and E nursing of children's care. 11c recommendations to the education and training providers arc specific to the content of the curricula for training nurses who care for children and to the structure of the corresponding courses. Adult-trained nurses, however expert in that context, are recommended to seek the advice of their child-traincd colleaguesw ho care for children. Managersa rc recommendedt o benchmark the physical environment, culture and practices of their A and E Units against those in the Children's hospital. Iley are also recommended to work with education and training providers to support three different models of continuous professional development; models which reflect the different backgrounds and initial levels of compctcncc of nurses who care for children. The researchers uggeststh at, if theser ecommendationsa re actedu pon, then nursesc aring for children wiH be better educated and in turn the practices of caring for traumatiscd chUdrcn in A and E wiU also improve, and wiU better meet the needs of both the children and their families.
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Lobo, Rosale. "The Effects of Structured Health Policy Education on Connecticut Registered Nurses' Clinical Documentation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4530.
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Registered Nurses use clinical documentation to describe care planning processes, measure quality outcomes, support reimbursement, and defend litigation. The Connecticut Department of Health, guided by federal Conditions of Participation, defines state-level healthcare policy to include required care planning processes. Nurses are educated in care planning process standards, however no policy-required competency verification processes in academia or employers exists. Guided by the advocacy coalition framework, the purpose of this quasi-experimental study was to determine if the quality of nurse coalition actors’ clinical documentation, a relatively stable parameter, would increase after attending policy-centered structured education. Data were extracted from 272 electronic medical records (136 pre - 136 post attendance) and mean quality scores were computed using the Müller-Staub Q-DIO scale from 17 nurse coalition actors. A two group dependent t test was used to examine quality score differences and linear regression was used to isolate process education subsections that significantly predicted post mean score improvements. Findings indicate a statistically significant difference between pre and post education quality scores (p < .001) and improvement drivers of the post-education quality scores were identified in the subscales of ‘diagnosis as a process’ (p < .001) and ‘interventions’ (p < .001). Implications for positive social change include recommendations to state-level policy makers to mandate confirmation of graduating nurses’ documentation quality and to install continuing education requirements as a condition of bi-annual license renewal; each area acting to reduce non-compliant clinical documentation in light of federal Conditions of Participation rules.
20
McConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.
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Rural palliative care nurses (RPCNs) in Western Australia (WA) are a small population, who have embraced the specialist palliative care role since the first palliative care service in rural WA began in 1990. However, there are some challenges involved with being a specialist nurse in a generalist health care setting. fu particular, there is a suggestion in the literature that RPCNs may be professionally isolated, may be prone to burnout, and may therefore experience decreased job satisfaction and may consider leaving the palliative care field.
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McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.
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Background: Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts.
Purpose: This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education.
Philosophical Underpinnings: A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study.
Method: Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level.
Results: Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically.
Conclusions: The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; The Theory of Professional Advancement.
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Carnwell, Roselyn June. "Approaches to study in part-time distance education in higher education : a case study of community nurses." Thesis, University of Wolverhampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263330.
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Addison, Patricia A. "Receptivity to a proposed change in accounting education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1196.
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This cross-sectional correlation study is concerned with accounting practitioners' receptivity to a propose change in accounting education; specifically, that the existing three year degree course be extended to four years. This change is proposed by the Accounting Profession in Australia. A model of accounting practitioners' receptivity towards the proposed change, at the adoption stage, was revised and adapted from a general model of teacher receptivity to any system-wide change. The revised model has one dependent variable, receptivity, which is measured in three aspects; overall feelings, attitudes, and general behaviour intentions towards the proposed change in accounting education. It has eight Independent variables, and a number of situation variables. These independent variables are; attitudes towards the structure and content of the proposed change, general beliefs about the change based on the expanding scope of accounting practice, overall feelings about the strengths and weaknesses of accounting graduates, overall feelings about alleviating fears and uncertainties of the proposed change, overall feelings about the practicality of the proposed change in the lecture room and tutorial room in two aspects, general behaviour intentions about expectations and achievements for the proposed change, and general behaviour intentions to support instructors and the accounting profession. The relationships between the dependent variables and the independent variables are examined in the context of a number of situation variables.
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Rooney, Kathleen. "The lived experience of higher education for post-registration Irish nurses : a phenomenological study." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10700/.
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The aim of this study was to explore Irish post-registration nurses’ experiences of higher education nursing programmes in terms of influences on their motives to engage and their participation in such programmes. The study is set against a backdrop of change to the entry level education for nurses in Ireland in 2002. The conceptual framework to inform this study was drawn from the community of practice theory described by Lave and Wenger (1991) and Wenger (1998) which provided a new perspective on the experiences of post-registration nurses’ engagement in higher education. Using a descriptive phenomenological approach, 17 post-registered nurses undertaking two different higher education programmes at one Institute of Technology in the North East of Ireland were interviewed using one-to-one semi-structured interviews. Two focus group interviews were also conducted comprising of nine post-registration nursing students in two Institutes of Technology in the North West and the West of Ireland by way of triangulating the findings. Giorgi’s (1985) framework of data analysis was used to extract the natural meaning units from the data. The findings in this study revealed that post-registration nurses’ motives to engage in higher education included: educational equality, knowledge acquisition, career advancement and morale enhancement. These motives were influenced by attitudes towards higher education for nurses, resources and supports. While the nurses engaged in higher education they experienced two main challenges: lack of time and lack of confidence to do the academic work. The nurses were resourceful in terms of implementing coping strategies to deal with these challenges. These experiences were influenced by practical college and clinical supports. The findings are discussed in light of the cited literature and concepts from the communities of practice theory. The findings in this study have implications for nursing education, practice, policy and research.
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Becker, Annette L. "Personal transformation in registered nurses who recently graduated from an RN to BSN program." Thesis, Sage Graduate School, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706280.
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Current political, social and professional trends have resulted in an increased enrollment of registered nurses (RNs) in Baccalaureate of Nursing (RN to BSN) completion programs (AACN, 2012; McEwen, White, Pullis & Krawtz, 2012). Although recent studies have demonstrated the benefits of baccalaureate preparation on patient outcomes in the areas of safety and decreased mortality (Aiken, Clark, Cheung, Sloan & Silber, 2003; Aiken, Clarke, Sloane, Lake & Cheney, 2008; Blegen, Goode, Park, Vaughn & Spetz, 2013; Kutney-Lee, Sloan & Aiken, 2013; Aiken et.al, 2014), and on leadership, critical thinking and communication skills (AACN, 2010; Giger & Davidhizar, 1990; McNeish, Rodriquez, Goyal & Apen, 2013; Phillips, Palmer, Zimmerman & Mayfield, 2002), there is limited literature on the personal transformation that is experienced by the registered nurse (RN) who has completed the Baccalaureate degree in nursing. Research from the disciplines of psychology, college student development and adult education describe the importance of personal transformation and the development of self-authorship in college students to meet the complex challenges of the 21st century. The purpose of this study was to explore personal transformation, with specific attention to the development of self-authorship, in the RN who recently graduated from a baccalaureate completion program. Semi-structured interviews were conducted with 14 RNs who graduated from an RN to BSN program within the past year. Transformation was described as meaningful change in self and practice. Meaningful change in this sample was evident in a lasting awareness, an increase in confidence and the application of new learning into practice. Themes that emerged from the category of Change in Self included having gained 1) a broader perspective, 2) confidence and 3) awareness and clarity. Narratives that described Change in Practice generated themes of 1) feeling more well-rounded as a nurse, 2) having more confidence in practice and 3) having acquired new skills. Knowledge in this area could influence the intentional design of RN to BSN curricula for transformation, as well as encourage further research on personal transformation related to professional practice and health care outcomes.
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Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.
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The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.
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Meulenberg, Paul Martin Charles, and pmeulenberg@swin edu au. "An investigation into the effectiveness of implementing video conferencing over IP." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051025.144820.
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Nobody really knows with certainty what education using digital video communication technology will be like in the next ten years. The only thing that seems certain is that it will not be like the present. While no one can see into the future, we can research present realities and current rates of change as bases for projecting ahead.
Video conference systems that operate over IP (Internet Protocol) are being implemented in educational organisations, businesses and homes around the globe. Video conference manufacturers inform us that the implementation of such systems and their use is relatively straightforward. This may or may not be the case. This research argues that there is significantly more to implementing video conferencing over IP than simply installing the equipment, training staff and commencing classes. This study reports on an investigation into the effectiveness of implementing digital video conferencing over IP in educational institutions. It specifically looks at this in respect of the desktop and small group user. Research in desktop videoconferencing in education exists but is not abundant, for example, Thompson (1996), Kies et al., (1997), Bogen et al., (1997), Daunt (1999), Davis and Kelly (2002), Davis et al., (2004). With the considerable progress made in IP technologies, more educational providers are moving to use desktop and small group videoconference systems to link to classes and/or students over the Internet. This is a trend that is growing rapidly world-wide. The implementation and application of IP video conferencing in education is under-researched. This study examines three separate case studies to collect the required data. It looks at the processes required to set up effective communications with students and teachers using digital media. It identifies the specific difficulties that need to be overcome, both technically as well as the human factors that are involved. It addresses these issues chiefly as related to desktop users and small groups of participants in particular. In conclusion it also focuses on the design aspects of the video conference equipment and venues used in educational environments. The aim of the research, therefore, is to understand current and future trends of implementing and using video conferencing over IP, in a technical, human and design sense. The research has practical significance for educational institutions, as it provides useful information for students, tutors, technicians and designers involved in digital video conferencing technologies now, and in the years to come.
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Carr, Helen. "Academic induction : perceptions of newly appointed university lecturers in nurse education : an interpretive phenomenological inquiry." Thesis, University of Chester, 2019. http://hdl.handle.net/10034/621797.
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Aims: Empirical evidence demonstrates successful expert nurses appointed as nurse lecturers in higher education find themselves as 'newcomers' to the role and organisation. New nurse lecturers often find their transition to higher education confusing and challenging. Using the conceptual framework of communities of practice, this study aims to provide original research into what induction means for new nurse lecturers, and gain an in-depth understanding of their perceptions and experiences of their induction into working in a multi-sited university. Method: A qualitative research methodology was employed, using the theoretical approach of Interpretive Phenomenological Analysis (IPA) developed by Smith, Flowers, and Larkin (2009). Eight lecturers, with between one to three years' experience as nurse lecturers, were recruited from one university in the North West of England. Purposive sampling was utilised and data was obtained through one-toone semi-structured interviews. Verbatim transcripts were analysed following the principles of IPA. Findings: Three super-ordinate themes emerged (partial transition, dual communities of practice, introduction), along with six sub-ordinate themes (expectations of the nurse educator role, career change, contextual influences, location and culture of sites, tick box exercise, and the limited role of the mentor). New nurse lecturers found transition stressful: key aspects included the culture shock and the career change of adopting their new academic identity. Changing identity from a nurse to an educator, working across the boundaries of both practice and academia, was a struggle, particularly in participants with visiting lecturer experience who had mistakenly perceived this would prepare them for the role. Early role preparation was essential to understanding the different cultures and processes within the university. Formal mentoring supported development of self-confidence, but its value was undermined due to the mentors' workload and lack of understanding of their role, which affected relationship building. Supportive heads of department, and informal mentoring and peer support, were essential in developing new academic identities. Conclusion: This study contributes to practice through the development of an induction framework for new nurse educators. This framework acknowledges the relevance of maintaining a dual community of practice for new nurse educators, in supporting their new identity and their dual continuing professional development. Practical outcomes include: development of an informational resource for new lecturers (including visiting lecturers); development of a community of learning with facilitated workshops and online information resources; development of mentor training and resources for mentors; and mentors being thoughtfully designated by heads of department, with hours attached to their workload for mentoring. A long term online community of practice is needed for new staff to keep in touch and share information. Heads of department need to take ownership of inductions to ensure that their staff feel welcomed and supported in their new environment, with regular evaluation taking place.
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Hemphill, Jean Croce, and Florence M. Weierbach. "Educating Nurses for Delivering Care That Embraces the Diverse Populations in Appalachia." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7393.
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L'Ecuyer, Kristine Marie. "Attitudes of staff nurse preceptors related to the education of nurses with learning disabilities in clinical settings." Thesis, Saint Louis University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624082.
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This dissertation presents a quantitative study of the attitudes of staff nurse preceptors toward nursing students with learning disabilities. There are an increased number of nursing students with learning disabilities. These students may have additional challenges in clinical settings, particularly if clinical settings do not understand or support their educational needs. Stigma exists towards people with learning disabilities, and it is unclear if staff nurse preceptors are accepting of nursing students with learning disabilities and willing to serve as a preceptor.
Attitude was measured with the following four constructs developed for this study: perceived levels of preceptor preparedness, level of confidence in implementation of preceptor role, preceptor beliefs of student potential, and agreement with the provision of reasonable accommodations. These constructs were developed through a review of the literature and found to best represent the dynamic relationship between the preceptor and the preceptee.
This study analyzed data from an electronic survey to examine the preceptor's attitudes towards learners with learning disabilities and their willingness to serve in the preceptor role for students with learning disabilities. Preceptor's familiarity with learning disabilities, knowledge of issues related to learning disabilities, and their concerns regarding nursing students and new graduate nurses with learning disabilities were assessed. The preceptor's familiarity with learning disabilities and knowledge of issues related to learning disabilities were low, and their concerns were high. However their attitudes were mixed. Preceptors reported that they were not well prepared and had low levels of confidence in their ability to support and accommodate those with learning disabilities. However, they had strong beliefs in the potential of both nursing students and new graduate nurses with learning disabilities, and they had high levels of agreement that reasonable accommodations should be provided.
The preceptors indicated a high willingness to serve in the role of preceptor for both nursing students and new graduate nurses with learning disabilities. Attitudes toward new graduate nurses with learning disabilities were slightly more positive than the attitudes toward nursing students with learning disabilities, and willingness to precept was higher for new graduate nurses than nursing students. The conclusions of this research are that preceptors are accepting and willing to take on the challenge of precepting nursing students with learning disabilities, however they need information and support from their institutions and nurse educators.
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Tyne, Sheila. "Critical Thinking and Clinical Judgment in Novice Registered Nurses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4822.
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The health care field has become increasingly more complex, requiring new nurses to be prepared upon graduation to respond to a variety of complex situations. Unfortunately, many graduates from associate degree nursing (ADN) programs are not able to think critically upon entering the work force. This presents a major problem for the nurse and for the employer. The purpose of the study, therefore, was to gain a deeper understanding of the graduates' perceptions of their ability to critically think during their first year of clinical practice, and if they believed their program prepared them to be critical thinkers. The key research questions focused on how the novice nurses reconciled their performance on a critical thinking, online assessment, the Health Sciences Reasoning Test (HSRT), with their perception of their critical thinking skills, and if they felt prepared, during their first year of clinical practice, to critically think. The conceptual framework applied was Bloom's Taxonomy and Tanner's clinical judgment model. A purposeful sampling of 7 novice nurses from 3 ADN programs was chosen. After completing the HSRT, audio-taped phone interviews were conducted. The data indicated that the participants felt unprepared to respond to emergent patient situations, thus undermining their self-worth and clinical competency. The participants agreed there was a need for a critical thinking course in ADN curriculum. A project was created for a 9-week critical thinking course, incorporating theory, clinical practice, and simulation exercises. Social change is expected to occur when student nurses are able to critically think upon graduation, resulting in positive patient outcomes, both of which will benefit patients, their families, and their communities.
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Harrison, Barbara Simpkins. "Continuing nursing education: An analysis of the relationship between benefits, participation and socialization of registered nurses in southeastern Virginia." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618507.
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There has been limited research on the benefits nurses' derive from participation in continuing nursing education (CNE). Researchers have investigated sociodemographic and attitudinal characteristics of CNE participants or the effects of CNE on nursing practice.;The purpose of this study was to determine what factors influenced registered nurses in the Southeastern region of Virginia to participate or not to participate in CNE. Specifically, this study investigated the relationship of socialization (defined as level of nursing education, reading of professional nursing journals and professional nursing memberships), benefits (defined as either personal or social/professional type) derived from CNE attendance, the importance or non-importance of these derived benefits and participation or nonparticipation in CNE. Respondents' socialization was characterized as either high or low for the purposes of this study.;The theoretical framework used in this study was the Expectancy Valence Model of Participation (Rubenson, 1977). Valence was described as anticipated satisfaction (i.e. the benefits accrued); it was viewed as the positive and negative values of the effects of participation. Expectancy was defined as an expectation that particular actions would lead to certain outcomes; it related to individuals' perceptions of themselves as successful participants.;Data for the study were collected through the use of two questionnaires which were mailed to a sample of 400 registered nurses selected by systematic sampling. One hundred and fifty-five responses were received (38.75%). Data were analyzed by Statistical Analysis Systems (SAS) software using descriptive statistics, Chi square analysis and log linear analysis.;Findings indicated that level of socialization and participation in CNE were positively related. The importance of benefits derived from CNE participation and participation in CNE were not related. Level of socialization, importance of benefits derived from CNE participation and participation in CNE were positively related. High levels of socialization were related to participation in CNE while benefits of CNE were not related.
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Quann-Youlden, Cathy, and n/a. "Commonwealth Higher Education Policies: Their Impacts on Autonomy and Research in Australian Universities." University of Canberra. Business & Government, 2008. http://erl.canberra.edu.au./public/adt-AUC20081202.151704.
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In recent years, the Australian Government's (Commonwealth) relationship to universities has become one of greater involvement as political circles recognise the escalation in the significance of higher education as a key determinant in Australia's economic, social, cultural, and intellectual development. The increasing role of the Commonwealth in Australian universities is largely a consequence of this recognition, but it is also due in part to changes in the way governments approach the public sector and publicly funded institutions.
Both the literature and extensive Commonwealth reports provide an array of details in relation to: what the Commonwealth wants from its universities; why it wants it; what it is doing to ensure that it gets what it wants; and the results of its actions-at least from the perspective of the Commonwealth. But what is missing is how universities themselves perceive the impact of the Commonwealth's increasing involvement in universities. Although academics and managers in Australian universities have much to say about how current and proposed Commonwealth policies affect their working environment they are not given much of a venue to opine. As such there is a lack of literature on how universities perceive the impact of this increasing involvement. This dissertation aims to fill the gap by providing a forum that addresses universities' perceptions of how Commonwealth policies affect their universities.
Specifically, this dissertation sets out to discover if and how Commonwealth policies change universities and focuses on how policies influence autonomy and research in Australian universities through the responses of those who work in the offices of the deputy vice chancellors of research in twelve Australian universities.
One of the most significant findings of the thesis is that the Commonwealth's increasing involvement in universities is viewed by respondents as a consequence of the Commonwealth's mistrust of Australian universities. Furthermore, the Commonwealth is seen as lacking expertise in areas relating to universities-their needs, history, purpose, mission, and how they best relate to and contribute to society-and their need for autonomy. This dissertation offers some insights into perspectives whereby policies built on the Commonwealth's mistrust and lack of expertise in university matters negatively influence autonomy and research productivity in Australian universities. The results indicate decreased productivity which leads to further mistrust that appears to decrease productivity even morea
cycle that respondents fear might be a self-propelling downward spiral. Eight hypotheses and one overarching proposition emerge from the findings. In addition, nine areas are identified as adding to the overall understanding of the affect that Commonwealth policies have on university autonomy and research productivity in Australian universities.
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Amuah, Abigail. "Student nurses’ perceptions of written feedback after assessment at a University in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4906.
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Magister Curationis - MCurBackground: Written feedback from lecturers to their students, in higher education institutions, plays an important role in improving students’ performance. However, students’ perceptions of written feedback on assessments could influence its utilization to improve their performance. Despite the high priority placed on written feedback, to date, insufficient research studies have been conducted on the student nurses’ perceptions of written feedback. Purpose and Objective: The purpose of this descriptive study is to describe student nurses’ perceptions of written feedback on assessments at a university in the Western Cape. The objective of this study is to determine student nurses’ perceptions of written feedback on assessment. Methodology: A quantitative descriptive survey research design was employed to conduct this study at a university in the Western Cape. The target population for this study was 106 student nurses registered in the nursing foundation programme for the year 2015. This study employed all-inclusive sampling of foundation student nurses registered in the year 2015. A questionnaire was used to collect data from the participants. A total of 74 participants were available for the study, of whom, 69 submitted their questionnaires, resulting to a response rate of 93.2%. The data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 and was presented in frequency tables, percentages and bar graphs. Ethics approval was obtained from the Senate Higher Degree and the Senate Research Committees of the institution under study, before commencing. Permission was also obtained from the Dean of Research and Head of the School of Nursing, before the commencement of the study. The purpose of the study was explained, and a consent form was signed, before the questionnaires were administered to participants. Findings: The findings of this study indicated that students receive feedback on assessment, were in line with the assessment criteria. The study also found that students perceived receiving plenty of quality written feedback in good time to be useful. The results of this study indicated that the inability to understand written feedback, the limited opportunity to clarify feedback and negatively written comments, hinders the use of written feedback. Recommendations: There is the need for lecturers to provide written feedback that could be useful for students to improve on their performance. There is also the need for written feedback to be delivered to students electronically. Lecturers need to discuss written feedback with their students after delivery. The need for a qualitative study to be conducted on student’s and lecturers experiences on written feedback on assessment is recommended.
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edu, aruddy@indiana, and Annie Ruddy. "Internationalisation: Case studies of two Australian and United States universities." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
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Higher education has undergone significant change as universities have sought to respond to government reforms in a period of globalisation. One major reform that globalisation has introduced is the reduction in state funding for higher education. Universities have turned to other resources to provide funding and one of these is the recruitment of international students. The focus of this thesis is on contrasting the internationalisation policies of two nations, Australia and the United States, by analysing published policies, statistics and carrying out interviews on two campuses. Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement these policies. Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students.
Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. Faculty members and domestic and international students expressed dissatisfaction about cultural insensitivity, lack of adequate services that offered housing and emotional/social support, and language barriers. At the same time, each university was achieving some of its internationalisation goals. In conclusion, strategies are suggested that might improve the implementation of internationalisation at both universities.
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Peach, Deborah, and n/a. "Improving the Provision of Learning Assistance Services in Higher Education." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.
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This study is motivated by the need to look continually for ways to improve Griffith Universitys learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
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Bland, Andrew. "Student nurses participation in simulation : a study to explore simulation as a learning strategy in an undergraduate nursing curriculum." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/31677/.
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This portfolio presents a schema of publication outputs developed from different stages of a journey of research framed by supporting commentary. Collectively these provide a portfolio of study that explores the learning potential of simulation in undergraduate nurse education. A brief history and overview provides context and background into the positioning of simulation within undergraduate nurse education that influenced the design and implementation of this research enquiry. Exploration of the literature base revealed a lack of consensus and understanding of simulation at that time. A concept analysis to search for common use and meaning of simulation as a learning strategy provided initial clarity, a foundation for further research and the first publication within this portfolio. This further informed the research aims and subsequent publications which focus on fundamental aspects of simulation which offer different perspectives for exploring and understanding this educational choice. A qualitative methodology was adopted as the optimum research design to establish a theoretical analysis of how simulation contributes to learning from the perspectives of undergraduate adult nursing students. An adapted form of classic grounded theory (Glaser, 1978) maintaining close association with the original approach (Glaser and Strauss, 1967) enabled data to be collected contemporaneously with student performance and reflection. Deep understanding developed from the multiple methods of dynamic data collection and analysis that captured the interactions of individual as they engaged in the simulation experience. Data was analysed through multiple lenses, including context and through the lens of both the researcher and learner. Findings suggest that immersive simulation engages and enables students to actively participate in professional context resulting in reflection and a motivation to learn. Simulation in this study has been found to enable curiosity and intellect engendered through activity which is enhanced through social collaboration and assists in embedding and contextualising theory. Ultimately students need to make identity shifts and evidence from this study would indicate that simulation enables students to think like a nurse as they make connections between theory and practice illuminated through activity and working together. The collective publications, findings and supporting commentary within this portfolio, serve to strengthen the existing evidence base for educators to consider when designing and developing simulation-based learning opportunities.
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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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au, Editech@iinet net, and Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Cruickshank, Mary T., of Western Sydney Hawkesbury University, and Faculty of Management. "Developing a quality culture within a school of nursing in higher education." THESIS_FMAN_XXX_Cruickshank_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/604.
Full textAbstract:
During the past decade, nurses in the clinical setting have began making a paradigm shift from Quality Assurance to Total Quality Management, or as it is commonly referred to within health care facililties, Continuous Quality Improvement.In contrast, scant attention has been paid to quality management practices in nursing in the higher education sector. This study provides an applied example of where it investigates quality management practices in the context of organisational culture and human resource management with the aim of developing a quality culture model for a school of nursing in higher education.The research study that was conducted produced several major findings from the views of nurse academics who participated in it. Several issues associated with nurse academics' opinions of quality management practices utilised in schools of nursing have been unravelled.The fundamental issue is that procedures and policies formulated for nurses in the hospital setting do not serve the needs of nursing education.The most crucial factor to be considered in policy developments and future research is that it needs to be contextualised in the culture of nursing in higher education.It has become imperative that a transparent quality culture reflects contemporary nursing in Australia and the proposed model in this thesis provides nurses with an opportunity to shape a quality system for the nursing profession.Doctor of Philosophy (PhD)
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Williams, Helen Margaret. "Curriculum conceptions of open learning : theory, intention and student experience in the Australian Open Learning Initiative." Thesis, Queensland University of Technology, 1995.
Find full textAbstract:
This thesis addresses the need to clarify the meaning of the open learning concept. It does so from a curriculum perspective and with a particular focus on curriculum
control. The reason for this is that open learning is said to involve control of curriculum by learners. The study draws on curriculum theory to identify three alternative conceptions of curriculum which are used as alternative ways of considering open learning. Thus,open learning is examined as an element of social theory, as an intended curriculum and as a perceived student learning experience. The analysis is facilitated by the development of a suite of analytical tools, comprising curriculum code theory and
the concepts of frame and decision-making space. Students are considered as curriculum decision-makers in order to investigate their latitude for curriculum control from their own perspective. By comparing the three conceptions of open learning listed above as they apply to a particular case of open learning provision, by analysing that case in terms of the suite of analytical tools and by considering the relevant historical and socio-cultural context, a new theory of open learning is generated. In the first instance, the three curriculum conceptions of open learning are applied to the Australian Open Learning Initiative. The methodology is based on a research philosophy of realist-coherentism. Theory on open learning, which is generic and
inclusive of a wide range of views, is analysed and reviewed. Three major categories of theory on open learning (descriptive, prescriptive and explanatory) are considered.
The intended curriculum of the Initiative is then detailed primarily from documentary evidence with support from key informant interviews. Students' curriculum experiences are studied by means of a series of telephone interviews with
a targeted sample of 44 students registered for units of study with Open Learning Australia (the Open Learning Agency of Australia) in the first study period of 1993.
Comparing theory on open learning with the evidence of the intended curriculum and student experience indicates that a technocratic approach to opening access, rather
than learner control of curriculum, is the central feature of this case. Learner-centred features of the curriculum and learner control are not primary aims but rather the byproducts of increasing participation primarily through flexibility in the location and timing of study and an open entry policy. Students are seen to be essentially
curriculum-takers with curriculum structures acting as strong frames on their decision-making. In relation to its context, the Initiative is seen as a pragmatic
response to economic and political pressures to expand participation in higher education and to have implications for centralising control of higher education.
It is proposed that open learning is understandable as a manifestation of educational democratisation. Rather than being a novel post-Fordist or neo-Fordist form of
education, it is argued that open learning is a continuation of longer term,
progressive educational trends. Open learning is distinctive from earlier progressive educational movements in its adult focus and use of communications technologies. It is suggested that, in the post-industrial era, pressures associated with the attainment of mass higher education are inducing reforms at that level similar to reforms
previously enacted in primary and secondary education as these reached mass levels of provision. Evidence for this interpretation extends beyond the Australian case and
includes parallels between open learning and the reforms characteristic of democratisation as well as historical data on the expansion of opportunities for adult
education. In terms of curriculum code theory, open learning is seen as an expression of the
rational curriculum code. This suggests an amendment to curriculum code theory to acknowledge a lag in the implementation of certain codes at post-secondary level in
comparison with schooling. If the patterns previously observed in school education continue to be followed, state intervention is likely to involve further technocratic
and internalised controls at this level.
The new theory implies that a systems wide, rather than a piecemeal, approach to the development of national systems of open learning is needed. In Australia, this means
fully integrating the Initiative within the Unified National System of Higher Education and making its funding base and systems of student support more equitable with conventional provision. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decision-making and learner control of curriculum. It notes that transfer of control over entering a program of study is not automatically conferred by an open admissions policy but is, instead, dependent on
providers meeting the information needs of students.
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Jay, Jenny. "The use of digitised video of experienced teachers at work in preservice teacher education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1703.
Full textAbstract:
This portfolio describes an action research study designed to improve the quality of teaching and learning in an undergraduate teacher education course. It will describe the process of the initial implementation of an online module containing video segments of teachers at work. Use of the Internet and high quality digitised video has been combined to increase the number of classrooms preservice teachers can observe. Is it the answer to improving the depth of understanding of teacher's work and creating a higher level of reflective practice in undergraduates attending a teacher education program? The study examines the experience of a team of university lecturers and tutors and 232 first year undergraduate students when an online module was introduced into their first year general educational studies unit. In particular the study will investigate how the use of 'high tech' software provided frequent, relevant opportunities for viewing teachers at work and whether they have implications for future teacher training institutions. The presentation of the study in digital form is an innovative way of presenting the results of an action research study. The digital format enables the display of information and evidence not normally available in a print format.
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Little, Pauline. "An Investigation of Factors that Influence Registered Nurses? Intentions to Use E-Learning Systems in Completing Higher Degrees in Nursing." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10248713.
Full textAbstract:
There is an increasing demand for more baccalaureate- and graduate-prepared registered nurses in the United States, to face the healthcare challenges of the 21st century. As a strategy to meet this need, educational institutions are expanding electronic learning in nursing education; however, technology acceptance in education continues to be a concern for educational institutions. In this context, the goal of the study was to investigate factors that potentially influence registered nurses’ intentions to adopt e-learning systems. A theoretical model was used to determine whether perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses’ intentions to use e-learning systems.
A web-based survey was used to assess the effect of the aforementioned constructs on registered nurses’ intentions to use e-learning systems. The web-survey instrument was developed as a multi-item questionnaire using Likert-type scales. A 35-item survey instrument was developed using previously validated measurable items. The target population of this study was registered nurses in South Florida. The sample for this study was 323 (over 21% response rate) registered nurses at two hospitals in South Florida.
Multivariate analysis was conducted using structural equation modeling and robust standard errors with the Satorra-Bentler adjustment. The results revealed that perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses’ intentions to use e-learning systems. Findings from this investigation may be of interest to educational institutions preparing to make investments in e-learning systems. The information provided in the study will allow administrators in higher educational institutions to make decisions on ways to address the challenges that may be affecting e-learning acceptance by registered nurses.
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Flanigan, Kelly. "Nurses' Perceptions of Supports and Barriers in Transitioning to the Nurse Faculty Role." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2727.
Full textAbstract:
This project study addressed nurses' perceptions of supports and barriers in transitioning from a clinician to a faculty role in a 3-year diploma nursing program located in Eastern Pennsylvania. This problem is significant at both the local and national level due to the shortage of qualified nursing faculty members. A qualitative case study design using in-depth interviews was used. The framework to guide the study was Schoening's Nurse Educator Transition (NET) Model. The guiding question addressed perceptions of new nursing faculty members regarding supports and barriers of transitioning to the faculty role. Interview questions focused on participants' identification of their current NET phase, description of an ideal transition into the faculty role, and perceived supports and barriers to role transition. Purposeful sampling was used to obtain 8 new nursing faculty members who had 5 years or less of teaching experience. Interview data were analyzed and coded using a priori codes based on the NET model. The themes identified from data analysis were: being thrown in with no orientation to the role, supportive colleagues, lack of support from administration, formal orientation, assigned resource person, time in the role, and asking questions. Based on findings from the study, an orientation/mentorship program was developed to help support clinical nurses' transition into the nursing faculty role. The orientation/mentorship program could lead to a positive social change by having nursing faculty members remain in their role long term, decreasing both the nursing faculty and registered nurse shortage.
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Chowdhury, Md Raqibuddin. "Globalisation, international education and the marketing of TESOL: student identity as a site of conflicting forces." Monash University. Faculty of Education, 2008. http://arrow.monash.edu.au/hdl/1959.1/68680.
Full textAbstract:
This study provides a critique of institutional discourses that are informed by race, culture and identity, learning constraints and particular constructions of English and offers ways of thinking that encourage multiplicity and complexity. Its principal aim is to probe issues relating to the identity formation of international TESOL students in the context of the globalisation of international education. To achieve this aim, the study poses questions about the commodification of the TESOL machinery through marketing programmes and its impact on international TESOL students. In addressing these questions the study considers Australian universities’ marketing practices, the discursive representation of international students by these universities and the government, as well as wider matters of educational policy. The research draws on poststructuralist and postcolonial theories, particularly on selected aspects of the works of Foucault and Said and in so doing demonstrates the usefulness of such theories for exploring issues associated with international TESOL students. Taking from these theorists the concepts of power/knowledge, subjectivity, identity and agency, it also incorporates the work of cultural theorists such as Althusser and Hall. The participants were drawn from a wide range of cultural, linguistic and professional backgrounds, enrolled in Masters of TESOL at Australian universities. Through dialogic sessions with them and documentary analysis the discursive practices of the university sites were examined. So too were the subjectivities of students, as they became involved in the various activities of the institution in which they were enrolled, before, during and after their studies. Overall, the analysis reveals how the subjectivities of international TESOL students are constructed both by the university and the students themselves. The students’ accounts of their experiences broadly conflicted with the sweeping claims made by certain institutes, as well as by the dominant knowledges of marketing, international education and globalisation. The analysis shows how the subjectivities of international TESOL students are constructed by both the university and by the students themselves. It also shows how economics has become firmly entrenched in a market discourse and overall how international students are inscribed within policy shifts. The academic welfare, teaching and learning processes of the university indicated little awareness of the fluidity of culture and language or hybridity of its international students. A consequence of this myopic vision of the university is that students are subjected to constricting, divisive and exclusionary discursive practices that fail to properly acknowledge their complex histories, subjectivities and professional aspirations. An identity has been created for them that is not only superficial but also inaccurate. The findings point to the benefits of examining through a Foucauldian analytic such discursive practices of the institution alongside the subjectivities of students. The approach adopted in the research points to the possibility of moving beyond the current reductionist dualisms and binaries to the adoption of educational and institutional practices that recognise students’ hybridity and syncretic subjectivity. In such a space, the meaning of ‘international students’ and the institutional and educational policies and practices designed for them might be renegotiated. The study concludes that if the goal of genuine internationalisation is to be achieved, there is a need for significant institutional change.
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Roberts, D. "Friendships and the community of students : peer learning amongst a group of pre-registration student nurses." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/2105/.
Full textAbstract:
This research seeks to explore the nature and value of peer learning for a group of pre-registration nursing students and specifically aims to examine a group of student nurses in order to inquire whether they learn from each other and if so, how, when and where this takes place. Secondly, the work aims to discover more about the process used by those nurses while engaging in peer learning and to unearth their perceptions of and value systems ascribed to this type of learning. In this context the students engage in peer learning as they learn from and through each others’ experience. This research is set against the backdrop of recent changes within nurse education in the United Kingdom. In 1999, the Peach report made several main recommendations regarding the future of pre-registration nurse education, including the integration of knowledge and skills through balanced time in theory and practice together with the fostering of interpersonal and practice skills through experiential and problem-based learning (UKCC 1999). In this case the fellow learners are a group of pre registration student nurses enrolled on a programme leading to registration as Adult Branch nurses with a Diploma level academic qualification. The curriculum (based on the Fitness for Practice recommendations within the Peach report) convenes the group (known as a base group) together throughout the course at regular intervals, and utilizes a strategy of problem based learning as part of a range of teaching and learning strategies in order to help the students to acquire the knowledge required by a qualified nurse. It is important to differentiate peer learning from other mechanisms which involve students in learning from each other. For example, peer teaching or peer tutoring is a far more formal and instrumental strategy whereby advanced students or those further on in progression, take on a limited instructional role (Boud, Cohen and Sampson 2001). In other words, the more senior students are used to formally teach various aspects of the curriculum to more junior students.
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Yeung, Hiu-hung, and 楊曉紅. "From hospital based training to tertiary education: issues concerning an initial implementation of newnursing education policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962075.
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Turner, Julia P. "University preference : A conjoint analysis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1245.
Full textAbstract:
The business of tertiary education has become more and more competitive in recent years due to reductions in government funding and higher study fees. As the nature of the environment grows more competitive the role of marketing, previously non-existent in most universities, has grown significantly. One of the key pieces of information that would assist the marketing effort of any university is an understanding of what determines university preference. This study examines university preference in Western Australia. A form of conjoint analysis, known as Adaptive Conjoint Analysis (ACA), was used to investigate the relative importance of a number of attributes to university preference. The study involved presenting 259 Western Australian school leavers (Year 12 students) with a combination of paper and disk based questionnaires. Results indicated that the four most important determinants of university preference for Western Australian school leavers were course suitability, academic reputation, job prospects and teaching quality. The results are compared to previous research findings and their implications for the marketing of universities are discussed.
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Abednia, Arman. "Teacher identity construction in a TESOL Graduate Certificate of Education in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2078.
Full textAbstract:
This research project explored the potential of a second language teacher education course for fostering teacher identity negotiation. It was found that classroom conversations provided a rich space for teacher identity negotiation; however, no substantial changes were observed in most aspects of their identities during the course, except for a growth in a few teachers’ selfconfidence. The implications are that conducting teacher education in an interactive manner is highly beneficial, but deeper engagement with practice of teaching is recommended. These insights should facilitate positive outcomes for teacher education programs.
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Truscott, Keith. ""More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/925.
Full textAbstract:
This was an investigation of factors that assisted Australian Aboriginal students complete or incomplete a business course at a University in Perth between 2000 and 2010. The concept of resilience and related factors of inclusion and exclusion from the participants’ past were assumed clues by the researcher. The investigation involved four inquiries. First, the researcher reviewed recent statistics of Aboriginal population, education and employment. A short history of Aboriginal education in Western Australian was also made. Both reviews indicated Aboriginal people endured relative exclusion and a lower status than the mainstream population in areas of education and employment.
Second, the researcher assumed that a shared interdependency existed between distinct “ethnic groups” (Barth, 1969) in terms of “levels of engagement at the cultural boundaries”. The cultural boundaries consisted of four layers, namely observable behaviour and material artefacts, institutions, values and worldviews (Barney, 1973; P. D. Milnes & Grant, 1999b). At these “cultural boundaries” that the researcher explored, there were more than three “Rs” (i.e. reading, writing and arithmetic) concerns active in the classroom, namely the silent “R”, resilience.
Third, the researcher built upon the theoretical work of Francis’ (1981) ‘teach to the difference’, Nakata’s (1997) idea of ‘cultural interface’ and Milnes’ (2008) concept of ‘meeting place’. The researcher then adapted a new research model called ‘engagement at the cultural boundaries’.
Fourth, the researcher conducted a large case study on four samples. A short life-history interview was made of each sample: 1) a pilot study of a previous business graduate; 2) Aboriginal graduates (n=17); 3) Aboriginal non-graduates (n=13); 4) teaching and administrative staff (n=6). Then the pilot study and three groups of stakeholders were rated with a ‘resilience score’ in terms of their engagement at social and economic boundaries based on their personal, public, training and economic identities.
The researcher concluded that overall ten factors of resilience had assisted the Aboriginal students complete or incomplete the tertiary business course. These ten factors were: a strong self-reference point, sense of community, structured living, strong support network, stakeholders identifying with struggles, significant role models, strong status and a single mindedness to complete the task at hand, skills in crisis management, and a previous history of successful engagement at the cultural boundaries.
Besides the pilot study, the students who completed the tertiary business course had a high resilience score based on previously, strong inclusive engagements at the two key cultural boundaries, the social and economic boundaries. Those students who did not complete the tertiary business course still had a high resilience score, but showed less experiences and examples of inclusive engagement at the overall cultural boundaries prior to and for the duration of the tertiary business course. Teachers of Aboriginal students would do well to discern that Aboriginal students do have a high resilience score overall despite their publicly acknowledged low status and historic loss of economic power. Teachers and key stakeholders in Aboriginal tertiary education also would do well to recognise that some of the ten factors of resilience in Aboriginal tertiary students, especially those resilience factors linked to training and economic identity, require more focus and strengthening. The challenge for all stakeholders of tertiary education is to develop all factors of resilience so that Aboriginal students can experience more inclusion as the latter engage at the tertiary cultural boundary.