Journal articles: 'Student adjustment – Western Australia'

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Akanwa, Emmanuel E. "International Students in Western Developed Countries: History, Challenges, and Prospects." Journal of International Students 5, no. 3 (July 1, 2015): 271–84. http://dx.doi.org/10.32674/jis.v5i3.421.

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Many scholars have described the various challenges international students face in Western developed countries including the United States, the United Kingdom, and Australia. Some of the challenges include differences in culture, language barriers, adjustment problems, medical concerns, pedagogical challenges, housing issues, lack of support services, and financial difficulty. This paper explores some challenges of international students and implicates the need for host universities to provide more resources and support services towards meeting international students’ academic and social needs. Aside from exploring the challenges, conflicts, and contradictions to the international student experience, and their implications to academic performance, the paper presents recommendations and suggestions to host universities on how to meet international students’ varying academic and social needs.

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Fields, Barry A. "Children on the move: The social and educational effects of family mobility." Children Australia 22, no. 3 (1997): 4–9. http://dx.doi.org/10.1017/s1035077200008233.

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Compared with other Western countries Australia stands out as having one of the most highly mobile populations. Despite this, there is very little recognition of this phenomenon and its social and educational effects. School personnel are particularly culpable in this regard, maintaining an image of schooling as a system focussed on relatively stable class groups. The available data, however, paint a very different picture, and one which compels the attention of not only educators but also a variety of individuals from the helping professions and welfare agencies. This article explores the nature of student mobility, its effects on children, and their adjustment to school.

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Vaghefi, Parshin, and Bofu Yu. "Validation of CLIGEN Parameter Adjustment Methods for Southeastern Australia and Southwestern Western Australia." Journal of Hydrometeorology 18, no. 7 (July 1, 2017): 2011–28. http://dx.doi.org/10.1175/jhm-d-16-0237.1.

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Abstract Global climate models (GCMs) are usually used for future climate projections. Model output from GCMs needs to be downscaled and stochastic weather generators such as Climate Generator (CLIGEN) are tools to downscale GCM output and to produce synthetic weather sequences that are statistically similar to the observed weather data. Two methods of adjusting CLIGEN parameters were developed to reproduce precipitation sequences for southeastern Australia (SEA), where significant changes in annual precipitation had occurred, and for southwestern Western Australia (SWWA), where the precipitation has shown a significant decreasing trend since the 1920s. The adjustment methods have been validated using observed precipitation data for these regions. However, CLIGEN outputs ultimately will be used as input to other simulation models. The objective of this research was to further validate the methods of CLIGEN parameter adjustment using conceptual hydrological models to simulate streamflow and to compare the streamflow using observed and CLIGEN-generated precipitation data. Six precipitation sites from SEA and SWWA were selected and synthetic time series of daily precipitation were generated for these sites. Conceptual hydrological models, namely, the Australian Water Balance Model and SimHyd, were used for flow simulation and were calibrated using recorded daily streamflow data from six gauging stations in SEA and SWWA. Both monthly and annual streamflow show statistically similar patterns using observed and CLIGEN-generated precipitation data. The adjustment methods for CLIGEN parameters are further validated and can be used to reproduce the significant changes, both abrupt and gradually decreasing, in streamflow for these two climatically contrasting regions of Australia.

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Lindsay, Rae. "Student Graduate Survey — University of Western Australia 1982-1986." Australian Social Work 42, no. 2 (June 1989): 27–34. http://dx.doi.org/10.1080/03124078908550018.

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Lewis, Philip, and Keith Norris. "Demand, Supply and Adjustment in the Teachers Labour Market." Australian Journal of Education 36, no. 3 (November 1992): 260–77. http://dx.doi.org/10.1177/000494419203600304.

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There have been important changes in the labour market for teachers in Australia over recent years which have not received much attention from economists. This paper analyses the way in which a particular state, namely Western Australia, has adjusted to these changes. The analysis of how the teachers labour market works is of interest both in Australia and overseas.

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Anderson, Joel R., and Yao Guan. "Implicit Acculturation and the Academic Adjustment of Chinese Student Sojourners in Australia." Australian Psychologist 53, no. 5 (November 6, 2017): 444–53. http://dx.doi.org/10.1111/ap.12332.

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Jamrozik, Konrad. "Clinical epidemiology: an experiment in student-directed learning in Western Australia." Medical Education 30, no. 4 (July 1996): 266–71. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00828.x.

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Causer, Craig. "“Que”ing up interest in Western Australia [IEEE Student Branch Profile]." IEEE Potentials 30, no. 4 (July 2011): 4–6. http://dx.doi.org/10.1109/mpot.2011.942132.

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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.

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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.

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Niknam, S. R., Q. Ma, and D. W. Turner. "Osmotic adjustment and seed yield of Brassica napus and B. juncea genotypes in a water-limited environment in south-western Australia." Australian Journal of Experimental Agriculture 43, no. 9 (2003): 1127. http://dx.doi.org/10.1071/ea02122.

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The relationship between osmotic adjustment and seed yield of Brassica oilseeds was examined at a low rainfall site, Merredin, Western Australia, in 1998 and 1999. Genotypes of B. napus and B. juncea were subjected to rain-fed and irrigated treatments at the seed-fill stage. The B. juncea lines showed small or even no yield reduction under rain-fed conditions, and generally had no yield advantage over the B. napus cultivars where irrigated. In both species, an inverse correlation was found between the magnitude of osmotic adjustment and the percentage of yield reduction. Genotypes with low osmotic adjustment, under rain-fed conditions, had a yield reduction of up to 40%, whereas those with high osmotic adjustment had only 0–10% yield reduction. In contrast, seed oil concentrations decreased from 41% under irrigation to 38% under water deficits and the differences among genotypes were not related to osmotic adjustment. In 1999, osmotic adjustment was again observed for most of the genotypes, but its association with seed yield was not as obvious as in the previous year and usually only the osmotically adjusting B. juncea genotypes maintained a good yield under water deficits. Not all the B. juncea genotypes expressed osmotic adjustment despite the fact that they were generally more drought resistant than the B. napus genotypes. In both years, however, osmotic adjustment was associated with increased harvest indices of B. napus and B. juncea, indicating that this physiological trait can be beneficial to Brassica yield in a water-limited Mediterranean-type environment.

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Hancock, Peter. "Recent African Refugees to Australia: Analysis of Current Refugee Services, a Case Study from Western Australia." International Journal of Psychological Studies 1, no. 2 (November 1, 2017): 10. http://dx.doi.org/10.5539/ijps.v1n2p10.

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In the last decade the number of African refugees arriving in Australia has increased significantly, to the extent to which by 2008 they outnumbered all other refugee and humanitarian entrants to Australia (for example, in 2004-2005 75% of all refugee and humanitarian entrants to Australia were from Africa). Existing service provision models have been found to be ill-equipped to cope with this sudden influx and have struggled to cope with the unique needs of African refugees (trauma, cultural needs, racism and longer settlement adjustment periods – compared to other groups) in particular. This paper is based on a data-base and literature analysis of the numbers, issues and problems faced by refugees in Western Australia. Its major aim is to provide researchers and policy-makers with a resource base from which they can further their understandings of the plight of refugees in developing nations. As such much of the paper is based on analysis of a large amount of literature and data from government agencies, designed to provide an exhaustive overview of refugees, their experiences and gaps in service provision in Western Australia.

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Hoad, Veronica, and Cheryl Hayward. "Student Aboriginal health worker smoking: findings from a training college in Western Australia." Australian and New Zealand Journal of Public Health 36, no. 3 (June 2012): 296–97. http://dx.doi.org/10.1111/j.1753-6405.2012.00877.x.

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Akanwa, Emmanuel E. "Socialization Experiences of First Year non-Western International Master’s Students at a Mid-Western University." International Education Studies and Sustainability 1, no. 2 (September 15, 2021): p39. http://dx.doi.org/10.22158/iess.v1n2p39.

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As the international student population continues to increase in the United States’ higher education institutions, the need to explore the significance of socialization as a necessary predictor to academic success has become inevitable. While most studies on students’ socialization had investigated socialization experiences of students in general, there has been a paucity of research that specifically explored the socialization experiences of first-year international master’s degree students from non-Western countries. This study’s findings revealed respondents’ varying perspectives on adjustment, group support, social experiences, making friends, among other constructs, and implicated the need for more support services as well as the need for international students to take ownership of their socialization, determination, and persistence.

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Calgaret, Irene. "Roelands Mission Education — A Personal Narrative." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 33–36. http://dx.doi.org/10.1017/s1326011100002751.

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Firstly let me introduce myself to you. My name is Irene Calgaret. I am an Aboriginal of the Nyungar people from Bunbury, Western Australia. I attend Edith Cowan University, Bunbury as a first-year student, studying English as my major.I am the mother of three lovely daughters and the grand-mother of four wonderful grand-sons. I have been a nurse for 25 years, employed at local Government and private hospitals, and at various other small, country town hospitals in our very large state of Western Australia.

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Quin, Robyn, and Barrie McMahon. "Monitoring Standards in Media Studies: Problems and Strategies." Australian Journal of Education 37, no. 2 (August 1993): 182–97. http://dx.doi.org/10.1177/000494419303700206.

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Over the past decade, attention has been given to media studies syllabus development and there is now considerable international consensus about the objectives of media studies. The objectives focus on the processes by which audiences can make sense of, then critique the media. This paper examines the outcomes of these initiatives for a group of 15-year-old students in the Western Australian government school system. Information is provided about a sample testing program which investigated the extent to which the students were meeting the media analysis objectives. The test items cover both print and television analysis. The results provide information about the general cohort's capacity to make sense of the media messages and about the performance of particular demographic groups. On the basis of the strengths and weaknesses revealed in the testing program, some adjustments to present teaching programs are proposed.

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Brown, Lilly. "Nurturing Relationships Within a Space Created by “Indigenous Ways of Knowing”: a Case Study." Australian Journal of Indigenous Education 39, S1 (2010): 15–22. http://dx.doi.org/10.1375/s1326011100001095.

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AbstractA strong educator-learner relationship is continually identified as the most significant form of involvement affecting the student experience. Yet, within the current dominant higher-educational context, student-faculty interactions are also identified as an area in need of improvement. This paper explores the educator-learner relationship within a space created by “Indigenous pedagogy” and epistemology through a case study conducted with undergraduate students at The University of Western Australia. Within this context distinctions such as “inside” and “outside” the classroom are seen to inhibit interconnectedness within a holistic system of knowing. Extensive qualitative enquiry in the form of observations, non-Indigenous and Indigenous student focus groups and faculty interviews, informed a descriptive case study of the unit offered through the University of Western Australia titled “Aboriginal Ways of Knowing”. It was found that this space, as Indigenised, offered students the opportunity to connect spiritually and personally with themselves, one another and their educators. Furthermore, in reading this space as an “interface” between Western and Indigenous systems of knowing, a productive tension emerged in emulation of what Indigenous people experience throughout their daily lives. This research contributes to a growing body of literature indicating the potential of Indigenous pedagogy and epistemologies within the tertiary context.

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Lower, Tony, Rick Ladyshewsky, Joan Loud, and Sally Moore. "Enhancing Supervision Skills for Rural Placements through Video-conferencing in Western Australia." Australian Journal of Primary Health 8, no. 3 (2002): 94. http://dx.doi.org/10.1071/py02049.

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This paper examines the use of video-conferencing technology as a medium to deliver preceptor/supervisor training in a multidisciplinary context in rural Western Australia. A video-conference involvIng three rural sites and a transmission site in Perth was conducted. The one-day training program covered the generic issues involved with student supervision. Based on feedback from participants, results illustrate a wide acceptance of the generic supervision content and a moderate acceptance of the video-conferencing technology as a delivery medium. Although further refinement of the manner in which video-conferences are delivered is required, this study supports the utility of video-conferencing as a means to deliver supervision training in a multidisciplinary manner in rural areas.

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Dixon, Kathryn. "Staff and Student Attitudes towards Career Education." Australian Journal of Career Development 2, no. 1 (March 1993): 9–13. http://dx.doi.org/10.1177/103841629300200105.

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The main purpose of the study was to investigate the attitudes of staff and students at a Western Australian metropolitan high school towards the Vocational Education program, by examining the factors affecting the development of those attitudes and those affecting the implementation of the program at the school. Vocational Education in Western Australia is synonymous with Career Education in other Australian States and the term Career Education is used throughout this paper. With respect to the formation of attitudes towards Career Education, the study proposed that in the school context, influential areas were significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five-point scale from negative to positive. The sample consisted of 14 staff and 240 students. The main findings of the study showed that the majority of the staff and students had developed negative attitudes towards Career Education. They believed the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Career Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Career Education area and this led to low levels of confidence in teaching the course.

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Khawaja, Nigar G., and Helen M. Stallman. "Understanding the Coping Strategies of International Students: A Qualitative Approach." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 203–24. http://dx.doi.org/10.1375/ajgc.21.2.203.

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AbstractInternational students encounter a range of additional challenges as a part of their tertiary study experience. A qualitative approach was used to understand the challenges faced by international students, coping strategies that promoted their personal resilience and advice they have for future international students. Twenty-two international students from an Australian university participated in four focus groups. The challenges identified by students included adjustment, social isolation, English language skills, academic difficulties, unmet expectations, employment, culture shock and psychological distress. Participants shared their own personal experiences and strategies used by them to cope and identified strategies that future students could use prior to leaving their home country and whilst in Australia to improve their adjustment. Uses of international student stories in prevention interventions are discussed.

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Soto-Chodiman, Rebecca, Julie Ann Pooley, Lynne Cohen, and Myra Frances Taylor. "Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms." Australasian Journal of Special Education 36, no. 2 (November 2, 2012): 97–111. http://dx.doi.org/10.1017/jse.2012.10.

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The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

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Vasilopoulos, Gene. "A Critical Review of International Students’ Adjustment Research from a Deleuzian Perspective." Journal of International Students 6, no. 1 (January 1, 2016): 283–307. http://dx.doi.org/10.32674/jis.v6i1.570.

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The author in this paper critically reviews recent literature on international student language and adjustment to Western Anglophone universities. Two streams of research are discussed: the problem-solving approach guided largely by positivist epistemologies and quantitative methodologies contrasted to the post-structuralist language and identity framework employing qualitative methods. Limitations to both perspectives include the reliance on fixed constructs of language and adjustment, the isolation of interrelated variables, the attempt to establish linear correlational/causative relationships, the essentialization of identity, and the inability to explain change and variance. Deleuzian ontology of ‘becoming’ and assemblage is put forward as a framework to better understand the complexity, unpredictability, and ever-changing process that international students face when co-adapting to the their new academic community.

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Lewis, Elaine, Catherine Baudains, and Caroline Mansfield. "The Impact of AuSSI-WA at a Primary School." Australian Journal of Environmental Education 25 (2009): 45–57. http://dx.doi.org/10.1017/s0814062600000392.

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AbstractThis paper presents the findings of the first stage of research on the impact of the Australian Sustainable Schools Initiative (AuSSI) at an independent primary school in Western Australia. A longitudinal (20 year) case study is being conducted, utilising data related to Education for Sustainability (EfS) at the school from 1990-2009. 2005 was a critical year for the school because it marked the beginning of participation in the Sustainable Schools Initiative pilot in Western Australia (AuSSI-WA). The research investigates elements of EfS in operation at the school pre- and post- AuSSI-WA, as well as student and teacher outcomes after involvement in the Initiative. An analysis of the initial data suggests that participation in AuSSI-WA enabled the school to engage with a growing commitment to EfS in the context of a whole - school approach.

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Montgomery, R. L., F. M. Haemmerlie, and D. M. Ray. "Psychological Correlates of Optimism in College Students." Psychological Reports 92, no. 2 (April 2003): 545–47. http://dx.doi.org/10.2466/pr0.2003.92.2.545.

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This study assessed optimism held by 300 college students at a mid-western university using Scheier and Carver's Life Orientation Test. Optimism ratings were compared to measures of psychological functioning. Analysis showed that optimism was significantly associated with all of the adjustment measures (social, academic, personal, and goal commitment) assessed with Baker and Siryk's Student Adaptation to College Questionnaire, higher self-esteem measured with Rosenberg's Self-esteem scale, and with lower ratings of loneliness as assessed with the Revised UCLA Loneliness Scale.

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Dwyer, Stuart. "Benefits of Community Involvement at the School Level." Australian Journal of Indigenous Education 30, no. 2 (2002): 1–7. http://dx.doi.org/10.1017/s1326011100001411.

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I would like to begin by providing a context that can be used to place my discussion about experiences at a remote school in the Northern Territory (NT) into perspective.In the NT 53% of schools are located in remote areas and these cater for up to 23% of NT students (Combe, 2000). The NT has the highest proportion of Indigenous students enrolled in schools with 35.2% of the overall student population identifying as Indigenous Australian (Collins, 1999). The next closest state is Western Australia with an Indigenous student enrollment average of 5.1 %, this is compared with a national average of 3.2%.

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GULATEE, Yuwanuch, and Barbara COMBES. "Owning ICT: Student Use and Ownership of Technology." Walailak Journal of Science and Technology (WJST) 15, no. 1 (May 1, 2017): 81–94. http://dx.doi.org/10.48048/wjst.2018.2868.

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Mid-way through the second decade of the twenty-first century, young people are still being touted as digital natives in a world where technology is increasingly ubiquitous in nature. Technology appears in all levels of society, from the grocery store self-serve, Internet banking and shopping, to the classroom. This paper reports on the initial findings of a much larger study conducted in a Thai university that explores how students use technology for learning. The paper also discusses ownership of technology and examines the myth of the digital native. The research is based on an earlier PhD study conducted across 2 universities in Western Australia. Findings from the current research indicate that attitudes to technology and cultures of technology use amongst young people have changed little since the original study’s data collection 7 years ago. However, there are subtle differences in how Thai university students use technology for learning.

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Quintal, Vanessa Ann, Tekle Shanka, and Pattamaporn Chuanuwatanakul. "Mediating Effects of Study Outcomes on Student Experience and Loyalty." International Journal of Technology and Educational Marketing 2, no. 2 (July 2012): 20–41. http://dx.doi.org/10.4018/ijtem.2012070102.

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This paper aims to examine whether expectations of the student experience have an impact on student loyalty that is mediated by expectations of study outcomes at their university. To achieve this, a 15-minute pen and paper survey was self-administered to a convenience sample of students at a major university in Western Australia. The total sample size was 400 students, with 200 students each drawn from the home and international student populations. Findings suggest the university’s image and facilities that prepare students for career, personal and academic development were positively related to home student loyalty, while teaching and support services that prepare students for career development were positively related to both home and international students’ loyalty. Since the global trend is toward a customer-oriented model, universities can remain competitive by providing the ‘gestalt’ student experience that helps students to achieve their study outcomes and develop loyalty toward their university.

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Amorin-Woods, Lyndon G., Barrett E. Losco, and Matthew J. Leach. "A mixed-method study of chiropractic student clinical immersion placements in nonmetropolitan Western Australia: Influence on student experience, professional attributes, and practice destination." Journal of Chiropractic Education 33, no. 1 (March 1, 2019): 30–39. http://dx.doi.org/10.7899/jce-18-1.

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Objective: To explore the influence of nonmetropolitan clinical immersion placements (CIPs) on undergraduate chiropractic student experience, professional attributes, and practice destination. Methods: Students enrolled in an Australian undergraduate chiropractic program were invited to complete a service experience questionnaire and an open-ended reflective feedback form following a nonmetropolitan CIP (Part A). Online searches were performed to gather data on graduate practice location (Part B). Results: Sixty-four students participated in Part A. All agreed that the placement was educational and should be retained in the program. Students agreed that the placement enhanced respect for individuals and awareness of others in need, highlighted the importance of respect for all people, improved empathy for the disadvantaged, and provided an opportunity to improve communication skills. Most indicated that they were more likely to practice in a country setting as a result of their placement, with those participating in a country placement more likely to practice in nonmetropolitan regions after graduation. Conclusion: Many chiropractic programs around the world are adopting CIPs. This study is the 1st to investigate the possible influence of nonmetropolitan CIPs on the development of desirable attributes in Australian chiropractic students. It also discusses the potential influence of nonmetropolitan CIPs on future practice location decisions. These results support the utility of CIPs to help meet the educational objectives of chiropractic programs and possibly address the maldistribution of the chiropractic workforce in Australia.

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Cullen, Trevor. "News Editors Evaluate Journalism Courses and Graduate Employability." Asia Pacific Media Educator 24, no. 2 (December 2014): 209–24. http://dx.doi.org/10.1177/1326365x14555283.

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This research project used face-to-face interviews with news editors in Perth, Western Australia, to evaluate journalism courses and student employability in five Perth-based universities that teach journalism. The editors work in print, online, broadcast and television. All of them employ journalism graduates. The project aims to assess whether the journalism programmes provide graduates with the skill set prospective employers seek. Editors are uniquely placed as they employ journalism graduates as interns, or as full-time employees when they complete their studies, and they know what attributes and skills will help journalism graduates to succeed. The editors, for the most part, agreed that there was a key role for universities in Western Australia to provide both an educational background and skills-based training for graduates contemplating a career in journalism and early career journalists. There was, however, some disagreement as to the precise content of an ideal university-based journalism programme.

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Emery, Ashleigh, Sarah Hurley, Jasmine Williams, Sue Pougnault, Annette Mercer, and Marc Tennant. "A seven-year retrospective analysis of students entering medicine via a Rural Student Recruitment program in Western Australia." Australian Journal of Rural Health 17, no. 6 (December 2009): 316–20. http://dx.doi.org/10.1111/j.1440-1584.2009.01105.x.

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Clemons, Tristan D., Robert B. Bucat, and Dino Spagnoli. "First Year Introductory Chemistry at the University of Western Australia: Reflections and Perceptions." Australian Journal of Chemistry 71, no. 4 (2018): 203. http://dx.doi.org/10.1071/ch17359.

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This study investigated two student cohorts enrolled in an introductory tertiary chemistry unit designed for students with little or no previous education in chemistry. Emeritus Professor Graham Chandler was instrumental in the design and development of this unit almost 30 years ago. Therefore, this study has particular interest in this special issue of the Australian Journal of Chemistry, which celebrates Emeritus Professor Graham Chandler’s contribution to Australian chemistry. This paper is divided into two distinct parts that provide two unique perspectives of the unit. The first perspective, Part A, is a historical account of the origins of this unit and is based on an interview with E/Prof. Chandler and Dr Peter Simpson OAM. Both E/Prof. Chandler and Dr Simpson provide an excellent reflection on the need for an introductory chemistry unit in tertiary education, which was not as common then as it is in the present day. The second perspective, Part B, is a research study focussing on the perceptions of students taking this unit in 2013 and 2014. In this study, it was found that the number of students who perceived chemistry to be applicable to real world problems increased during the unit, as did the number of students who enjoyed the unit. However, many students, most of whom did not intend to study chemistry further, did not recognise the application of the content to their future careers. There are many similarities between the aims of E/Prof. Chandler and Dr Simpson for the unit and the perceptions of students taking this unit 30 years later, which is testament to Graham’s contribution to chemistry education at the University of Western Australia.

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Zuchowski, Ines Sofia, Narayan Gopalkrishnan, Julie King, and Abraham Francis. "Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice." Aotearoa New Zealand Social Work 29, no. 1 (March 31, 2017): 77–87. http://dx.doi.org/10.11157/anzswj-vol29iss1id235.

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INTRODUCTION: Internationalisation of social work education is part of a rapidly growing international tertiary education sector; one that is actively being promoted by governments and universities to support student learning and engagement and to develop global citizens. International partnership programmes form a core part of the internationalisation of social work education, and these programmes may involve inequity in the benefits to the different partners. This article critically reflects on, and explores, concepts of reciprocity and collaboration in international social work student exchanges with a specific focus on exchanges between Australia and the Asia-Pacific.METHOD: A critical lens was applied to the literature that conceptualises international student exchanges with a particular focus on reciprocity and collaboration. The concept of neo-colonialism is used to explore international student exchanges and consider ways forward; the term is used to refer to newer and more subtle forms of colonialism that are often based on linguistic or cultural domination. The discussion is further drawn out with anecdotal evidence from the authors’ own long-term engagement with international student exchange as well as an Australian government funded project “Going Places” that explores internationalisation in social work education.FINDINGS: A critical review of the literature highlights the continued dominance of the Western voice and issues of neo-colonialism as challenges to ensuring equitable processes in the internationalisation of social work education. Reciprocity is a contested concept that needs deep engagement to support transformative partnerships.CONCLUSIONS: It is argued that concepts of reciprocity, voice and collaboration have to be carefully considered in order to create transformative partnerships in international social work education.

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Bell, Sue, and Michael Whiteford. "Southeast Asians in the United States." Practicing Anthropology 9, no. 4 (September 1, 1987): 4–17. http://dx.doi.org/10.17730/praa.9.4.b23v7133084m7821.

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Since 1975 about 1.5 million Indochinese have been granted asylum in Western countries, with about half of them coming to the United States. If all of the different ethnic groups (Cambodian, Vietnamese, Chinese-Vietnamese, Hmong, Lao, Tat Dam) are taken together, the Indochinese are now the largest Asian-origin group in the United States. Other countries taking substantial numbers of Indochinese refugees are Australia, Canada, New Zealand, France and Norway. The following papers look at Indochinese refugees in the United States and examine the roles anthropologists have played in studying as well as assisting in the often difficult process of social change and adjustment.

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Bhandari, Amrita. "International Students: Strengthening a Critical Resource." Journal of International Students 2, no. 2 (July 1, 2012): 200. http://dx.doi.org/10.32674/jis.v2i2.534.

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International student mobility is changing quickly in institutions of higher education in the United States, the United Kingdom, Australia, and Canada. In the U.S. alone, the total number of global mobile students reached 9.5 million in 2012. In comparison to other European countries, there are fewer published resources about and for international students in the U.S. In this demanding academic context, I consider International Students: Strengthening a Critical Resource written by Maureen S. Andrade and Norman W. Evans as an important handbook for international students’ educators and administrators. This book addresses eight major issues: adjustment, persistence, recruitment, orientation, English language programs, social support services, intercultural communication and learning, and immigration and legal issues.

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Giles-Corti, Billie, Sally Macintyre, Johanna P. Clarkson, Terro Pikora, and Robert J. Donovan. "Environmental and Lifestyle Factors Associated with Overweight and Obesity in Perth, Australia." American Journal of Health Promotion 18, no. 1 (September 2003): 93–102. http://dx.doi.org/10.4278/0890-1171-18.1.93.

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Purpose. To examine associations between environmental and lifestyle factors and overweight or obesity. Design. A cross-sectional survey and an environmental scan of recreational facilities. Setting. Metropolitan Perth, Western Australia. Subjects. Healthy sedentary workers and homemakers aged 18 to 59 years (n = 1803) living in areas within the top and bottom quintiles of social disadvantage. Measures. Four lifestyle factors, one social environmental factor, and five physical environment factors (three objectively measured). Results. After adjustment for demographic factors and other variables in the model, overweight was associated with living on a highway (odds ratio [OR], 4.24; 95% confidence interval [CI], 1.62–11.09) or streets with no sidewalks or sidewalks on one side only (OR, 1.35; 95% CI, 1.03–1.78) and perceiving no paths within walking distance (OR, 1.42; 95% CI, 1.08–1.86). Poor access to four or more recreational facilities (OR, 1.68; 95% CI, 1.11–2.55) and sidewalks (OR, 1.62; 95% CI, .98–2.68) and perceiving no shop within walking distance (OR, 1.84; 95% CI, 1.01–3.36) were associated with obesity. Conversely, access to a motor vehicle all the time was negatively associated with obesity (OR, .56; 95% CI, .32–.99). Watching 3 or more hours of television daily (ORs, 1.92 and 1.85, respectively) and rating oneself as less active than others (ORs, 1.66 and 4.05, respectively) were associated with both overweight and obesity. After adjustment for individual demographic factors and all other variables in the model, socioeconomic status of area of residence and leisure-time physical activity were not associated with overweight or obesity. Conclusion. Factors that influence overweight and obesity appear to differ, but aspects of the physical environment may be important. Objectively measured neighborhood environment factors warrant further investigation.

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Jameel, Tahir, Mukhtiar Baig, Saba Tariq, Zohair Jamil Gazzaz, Nadeem Shafique Butt, Nouf Khaleel Althagafi, Eman Yahya Hazazi, and Razan Saleh Alsayed. "Psychosocial, cultural, and academic challenges to Saudi Arabian students in Australia." PLOS ONE 17, no. 1 (January 31, 2022): e0262585. http://dx.doi.org/10.1371/journal.pone.0262585.

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Objectives This study investigated the perceptions of Saudi Arabian medical disciplines students undergoing training in various institutes of Australia regarding psychosocial, cultural, and academic challenges. Methods This cross-sectional study was from March 15 to June 15, 2019. Data were collected by an online questionnaire. It consisted of questions regarding demographic, psychosocial, cultural, and academic challenges. Two hundred nineteen students studying in Australia responded to our questionnaire. Results Of the total 219 students, 13(6.0%) were undergraduate, 167(76%) were postgraduate, and 39(18%) were Ph.D. students. For most students (171[79.2%]), Australia was the country of choice for studying. Most of them were satisfied with their academic performance and adjustment to the Australian way of living. Most of the students (180[82.2%]) showed satisfaction over the availability of fair chances of their religious practices in Australia. Few of them faced difficulties coping with the Australian climate (25[11.4%]), homesickness (59[26.9%]), and food and dietary sources (44[20.1%]). Students were overall satisfied with the student advisory system (156[71.2%]), university assessments (147[67.2%]), and available research facilities (170[77.6%]). Among participants, 77 (35.1%), 119(54.3%), and 23(10.5%) students indicated that they wished to stay in Australia only until completion of their studies, temporarily and permanently, respectively. Conclusions Our findings showed that Saudi students in Australia had strong psychosocial well-being, cultural integration, and academic success. Most of them were satisfied and adjusted well to Australian culture.

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Bower, Carol, Fiona J. Stanley, and Jeff T. Spickett. "Maternal Hair Zinc and Neural Tube Defects: No Evidence of an Association from a Case-Control Study in Western Australia." Asia Pacific Journal of Public Health 6, no. 3 (July 1992): 156–58. http://dx.doi.org/10.1177/101053959200600308.

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In a case-control study of isolated neural tube defects in Western Australia, zinc was estimated by flame spectrophotometry in post-partum hair specimens from 54 mothers of infants with neural tube defects, and from 128 mothers of normal infants. The distribution of the estimates of zinc was divided into quartiles. Using the lowest quartile as the reference group, the crude odds ratios (and their 95% confidence intervals) for quartiles two through four were 1.07 (0.44, 2.59), 1.02 (0.41, 2.56), and 0.70 (0.28, 1.73). Adjustment for several potential confounding variables (parental country of birth, social class, previous pregnancy outcome, interval between previous and index pregnancy, pregnancy order, and interval from birth to interview) made little difference to the odds ratios. This study provides no evidence of an association between post-partum, maternal hair zinc and of fspring with neural tube defects.

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Forlin, Chris, and Gay Tierney. "Accommodating Students Excluded from Regular Schools in Schools of Isolated and Distance Education." Australian Journal of Education 50, no. 1 (April 2006): 50–61. http://dx.doi.org/10.1177/000494410605000105.

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In Western Australia there is a relatively small number of students whose behaviour is so severe that they are precluded from participating in regular schools. One alternative education placement for these students has been to enrol them in the Schools of Isolated and Distance Education (SIDE) program. This research reviews the enrolment of excluded students at SIDE as perceived by the personnel who provide this service. A number of key issues emerge that pertain specifically to student learning, communication, attitude and the lack of availability of appropriate alternative programs for these students.

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H Lee, Andy, and Jim Codde. "Determinants of length of stay:implications on differential funding for rural and metropolitan hospitals." Australian Health Review 23, no. 4 (2000): 126. http://dx.doi.org/10.1071/ah000126.

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This study analysed and compared the determinants of length of inpatient stay between the rural and metropolitanpublic hospitals. The investigation was based on the 1998/99 Western Australia patient discharge data. A Coxregression model was used due to the high proportion of patient transfers in the rural hospitals. It was found thatseveral variables were associated with length of stay (LOS) variations within Diagnosis Related Groups (DRG). Themethod provides additional insights to hospital management and clinicians in assessing the risk of prolongedhospitalisation. From a state government perspective, a DRG payment adjustment strategy may be developed fordifferent categories of admitted patient episodes. The analysis has implications on the formulation of differentialfunding rates between rural and metropolitan hospitals.

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French, Robert J., and Bevan J. Buirchell. "Lupin: the largest grain legume crop in Western Australia, its adaptation and improvement through plant breeding." Australian Journal of Agricultural Research 56, no. 11 (2005): 1169. http://dx.doi.org/10.1071/ar05088.

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Between 500 000 and 1 000 000 tonnes of narrow-leafed lupins (Lupinus angustifolius L.) are produced in Western Australia each year. It has become the predominant grain legume in Western Australian agriculture because it is peculiarly well adapted to acid sandy soils and the Mediterranean climate of south-western Australia. It has a deep root system and root growth is not reduced in mildly acid soils, which allows it to fully exploit the water and nutrients in the deep acid sandplain soils that cover much of the agricultural areas of Western Australia. It copes with seasonal drought through drought escape and dehydration postponement. Drought escape is lupin’s main adaptation to drought, and has been strengthened by plant breeders over the past 40 years by removal of the vernalisation requirement for flowering, and further selection for earlier flowering and maturity. Lupin postpones dehydration by several mechanisms. Its deep root system allows it to draw on water from deep in the soil profile. Lupin stomata close to reduce crop water demand at a higher leaf water potential than wheat, but photosynthetic rates are higher when well watered. It has been proposed that stomata close in response to roots sensing receding soil moisture, possibly at a critical water potential at the root surface. This is an adaptation to sandy soils, which hold a greater proportion of their water at high matric potentials than loamy or clayey soils, since the crop needs to moderate its water use while there is still sufficient soil water left to complete its life cycle. Lupin has limited capacity for osmotic adjustment, and does not tolerate dehydration as well as other crops such as wheat or chickpea. Plant breeding has increased the yield potential of lupin in the main lupin growing areas of Western Australia by 2–3 fold since the first adapted cultivar was released in 1967. This has been due largely to selecting earlier flowering and maturing cultivars, but also to improved pod set and retention, resistance to Phomopsis leptostromiformis (Kühn) Bubák, and more rapid seed filling. We propose a model for reproductive development in lupin where vegetative growth is terminated in response to receding soil moisture and followed by a period in which all assimilate is devoted to seed filling. This should allow lupin to adjust its developmental pattern in response to seasonal conditions to something like the optimum that mathematical optimal control theory would choose for that season. This is the type of pattern that has evolved in lupin, and the task of future plant breeders will be to fine-tune it to better suit the environment in the lupin growing areas of Western Australia.

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Huang, Shaun L., and Alexander J. Mussap. "Maladaptive Perfectionism, Acculturative Stress and Depression in Asian International University Students." Journal of Psychologists and Counsellors in Schools 28, no. 2 (July 13, 2016): 185–96. http://dx.doi.org/10.1017/jgc.2016.18.

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Despite the advantages of international study — to the student, the university, and the local community — studies have reported an increased risk of stress-related psychological problems in international students. We surveyed 384 Asian international students (189 female, 193 male, 2 undeclared; aged 17 to 47 years) attending Australian universities in order to examine whether depressive symptoms in these students are related to their trait maladaptive perfectionism and the extent to which they have experienced acculturative stress while in Australia. Path analyses suggest that maladaptive perfectionism influences depression indirectly by increasing acculturative stress (mediation model) and to a lesser extent by interacting positively with acculturative stress (moderation model). The results reveal ways in which maladaptive perfectionism can affect the wellbeing of Asian international students experiencing adjustment-related stress.

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Stappenbelt, Brad. "Undergraduate Mechanical Engineering Research Project Work in an Action Learning Environment." International Journal of Mechanical Engineering Education 37, no. 4 (October 2009): 326–40. http://dx.doi.org/10.7227/ijmee.37.4.6.

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This paper examines the nature of the action learning educational approach and its application to research project work in undergraduate engineering education. In particular, a case study involving the establishment of an action learning environment to improve student learning in the School of Mechanical Engineering at the University of Western Australia is discussed. The action learning environment implemented had a positive effect on students' performance, their ability to cope with the stresses associated with managing an engineering honours research project, the depth of learning and their development as autonomous learners, as well as their perception of the research project experience. It is argued that the deeper approach to student learning encouraged by the action learning approach directly addresses some of the concerns from industry regarding the attributes of engineering graduates.

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Macdonald, Mary-Anne, Eyal Gringart, Terry Ngarritjan Kessaris, Martin Cooper, and Jan Gray. "A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia." Australian Journal of Education 62, no. 2 (July 13, 2018): 192–216. http://dx.doi.org/10.1177/0004944118776762.

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Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions.

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Dooley, Kath, and Larissa Sexton-Finck. "A focus on collaboration: Fostering Australian screen production students’ teamwork skills." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (June 7, 2017): 74–105. http://dx.doi.org/10.21153/jtlge2017vol8no1art642.

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Recent research undertaken in Australia and abroad suggests that the development of effective collaboration skills is a significant factor affecting the successful employment of graduate screen practitioners. This article outlines the results of a study that examined student response to the explicit teaching of collaboration skills in an Australian screen production course. The authors report on an empirical research project undertaken in 2015 and 2016 in the Department of Screen Arts at Curtin University, Western Australia. This involved two cohorts of second year screen production students (83 in total), and aimed to foster students’ teamwork skills. The activities and resources shared with students encouraged an interrogation of contemporary models of filmmaking collaboration, the use of group contracts to identify shared values of teamwork and the implementation of activities designed to improve students’ awareness of various collaboration styles. Outcomes were measured by both qualitative and quantitative means through student surveys administered at both the beginning and end of the unit of study. The results of these surveys suggest a change in student attitudes towards collaboration, particularly in regards to the value of communication. The authors aim to disseminate these findings and to encourage further discussion and study in this area. The article builds a case for more attention being placed on the explicit teaching of teamwork and collaboration skills in University screen production courses.

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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.

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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.

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Huong, Le, Fung Kuen Koo, Rodney Arambewela, and Ambika Zutshi. "Voices of dissent: unpacking Vietnamese international student experience." International Journal of Educational Management 31, no. 3 (April 10, 2017): 280–92. http://dx.doi.org/10.1108/ijem-07-2015-0099.

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Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.

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Kirk, Gillian, Marianne Knaus, and Shane Rogers. "An Appraisal of the CLASS Instrument as an Observational Measurement Tool for Evaluation of Student and Teacher Interactions in Western Australian Classrooms." Australian Journal of Teacher Education 47, no. 6 (June 2022): 85–104. http://dx.doi.org/10.14221/ajte.2022v47n6.6.

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The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with an emphasis on quantifiable program features (structural quality). As the Classroom Assessment Scoring System (CLASS™) instrument was designed to measure classroom interactions (process quality), the purpose of this current study was to examine its efficacy in Pre-primary (five-year-old) classrooms. A mixed-method research approach was employed to appraise the CLASS instrument as an observational measurement tool for evaluation of quality student and teacher interactions in schools. The quantitative methods involved a statistical analysis of the CLASS instrument ratings and observations and interviews provided a qualitative perspective. Study conclusions suggest that while CLASS offered useful descriptions of quality in Emotional Support and Classroom Organisation, the Instructional Support scores were not consistent with other indicators of quality, and this score was not representative of the instructional quality in some classrooms.

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McCluskey, Alison, Garth Kendall, and Sharyn Burns. "Students’, parents’ and teachers’ views about the resources required by school nurses in Perth, Western Australia." Journal of Research in Nursing 24, no. 7 (November 8, 2018): 515–26. http://dx.doi.org/10.1177/1744987118807250.

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Background Nurses play a significant role in promoting health in schools; however, they are often poorly resourced to do so. Aims The aim of the study was to identify the perceptions of students, parents and teachers regarding the resources school nurses require in order to practise effectively in the secondary school environment in Perth, Western Australia. Methods One-on-one interviews were conducted with parents, teachers, nurses, school principals and school counsellors. Focus groups were conducted at three schools with students in years 10, 11 and 12, parents and teachers. Interviews and focus group data were analysed using thematic analysis. Results It was acknowledged that nurses in all schools were under-resourced, with large student numbers contributing to high workloads. The importance of privacy during a visit to the school nurse was highlighted by students. All stakeholders discussed the advantages of nurses completing extra qualifications, in addition to an undergraduate degree. Appropriate support and supervision were also highlighted. Conclusions School nurses need to thoroughly document and describe the work that they do and collaborate within the school community to advocate for increased resources. There is a great need for further research regarding the school nurse role involving the whole school community, and most importantly the students.

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Huang, Lanxi, Margaret L. Kern, and Lindsay G. Oades. "Strengthening University Student Wellbeing: Language and Perceptions of Chinese International Students." International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5538. http://dx.doi.org/10.3390/ijerph17155538.

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Students at the tertiary education level in Australia are at increased risk of experiencing high levels of psychological distress, with international students at particularly high risk for poor adjustment. As mental health and wellbeing strongly correlate with students’ academic performance and general overseas experience, a growing number of studies focus on what universities can do to effectively support students’ wellbeing. However, assumptions are made about what wellbeing is, strategies primarily focus on treating mental ill-health, and treatment approaches fail to account for cultural differences. This study aimed to explore how Chinese international students understand wellbeing, the language used about and for wellbeing, and activities that students believe strengthen their own and others’ wellbeing. Eighty-four Chinese international students completed the online survey, and a subset of 30 students participated in semi-structured interviews. Data were analysed using thematic, phenomenographic, and language analyses. Physical health and mental health appeared as the key components that participants believed defined wellbeing, and intrapersonal activities were perceived as the primary approach used to strengthen wellbeing. Findings help broaden the understanding of wellbeing concept from the population of tertiary students, identify students’ perspectives of activities that strengthen their wellbeing, offer a snapshot of the language used by Chinese students around wellbeing, and provide new data of population health through a wellbeing lens.

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Khelifa, Maher. "Reflective Practice in a Cross-Cultural University Setting: A Theoretical Model." Learning and Teaching in Higher Education: Gulf Perspectives 6, no. 1 (June 1, 2009): 2–17. http://dx.doi.org/10.18538/lthe.v6.n1.04.

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The trend in education is shifting toward a greater concern with learning. In this new model, teachers are required to constantly reflect on their pedagogy to sustain student interest and engagement. This reflective inquiry is particularly important when the teacher and students are of different language and culture as in the case of Zayed University, UAE. Such cross-cultural context often complicates the learning environment resulting in confusion, stress, and frustration for faculty and students. It also results in a reduced teaching effectiveness and a need to regularly adapt tried methods of teaching in Western universities with the educational background of students. This process requires deep reflection and cultural adjustment. This study therefore investigated the challenges, critical inquiry, and adjustments of Western faculty in the delivery of an American curriculum taught in English to Emirati female students. The study also sought to derive a theoretical model explaining faculty reflective processes in cross-cultural classrooms.

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Stanley, Gordon, and Jeff Oliver. "Variation in student selection within the Australian Unified National System: A case study in undergraduate business studies from Western Australia." Higher Education 28, no. 3 (October 1994): 291–99. http://dx.doi.org/10.1007/bf01383719.

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Journal articles on the topic 'Student adjustment – Western Australia'

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