Relevant bibliographies by topics / Teaching (Higher) Australia

Academic literature on the topic 'Teaching (Higher) Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teaching (Higher) Australia"

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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.

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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.
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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.

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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.
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Walshe, Terry. "Rewarding excellence and promoting improvement in higher education teaching in Australia." Journal of Higher Education Policy and Management 30, no. 3 (August 2008): 273–82. http://dx.doi.org/10.1080/13600800802155168.

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Butler-Henderson, Kerryn, Alisa Percy, and Jo-Anne Kelder. "Editorial 18:3 Celebrating women in higher education on International Women’s Day." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 2–5. http://dx.doi.org/10.53761/1.18.3.1.

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We have timed publishing our first standard issue of the year to coincide with International Woman’s Day, 8 March 2021 to celebrate the contribution women have made to higher education. The first woman documented as teaching in a university was more than 800 years ago, and yet it is only the last century that the number of female academics has started to increase (Whaley, 2011). In Australia, the first university was established in 1851, yet it would be another 32 years until Julia Guerin graduated in 1883 from the University of Melbourne with a Bachelor of Arts (Hons) in 1883 (Women's Museum of Australia, 2020). And another 10 years when Leonora Little graduated from Melbourne University with a Bachelor of Science in 1983. Despite these accomplishments in the late 19th century, it was not until 1959 when the first woman, Dorothy Hill, was awarded a Chair appointment (Chair of Geology) in an Australian university, and nearly a century before Australia has its first female Vice Chancellor, when Dianne Yerbury became the Vice-Chancellor of Macquarie University in 1987, a position she held for twenty years. Australia’s higher education history tells a clear story of the slow integration of women in higher education, particularly within the STEM fields. For example, Little graduated in 1893 with a Bachelor of Science, but it was 1928 before the first female Lecturer in Mathematics, Ethel Raybould was appointed, and another 36 years before Hanna Neumann became the first female Professor of Pure Mathematics in 1964. It was just over 60 years ago that Margaret Williams-Weir was the first female Indigenous Australian to graduate with a university qualification in 1959. Female Indigenous Australians remain under-represented in the Australian university graduate population. The current situation for Australian higher education still retains a dominance of males within academic roles, such as 30 percent more men in Associate and Full Professor roles than women (Devlin, 2021). And whilst there has been progress in some jurisdictions, such as the majority of Queensland vice chancellors are women in 2021, these continue to be the exception, for example only 28% of vice chancellors in Australia are women. International Woman’s Day is an opportunity to reflect on the significant contribution women make in higher education in Australia and globally. We celebrate through the publication of this issue, with many female authors from across higher education globally.
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Ph.D., Mary Helou,, Linda Crismon, Ed.D., and Christopher Crismon, M. S. P. "The Synergy between John Dewey’s Educational Democracy and Educational Reforms in New South Wales, Australia." World Journal of Educational Research 9, no. 1 (December 2, 2021): p1. http://dx.doi.org/10.22158/wjer.v9n1p1.

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“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.
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Sangkuhl, Elfriede. "The Use of Student Feedback on Teaching to Evaluate Academics’ Teaching in Higher Education in Australia." International Journal of Learning: Annual Review 18, no. 5 (2012): 95–108. http://dx.doi.org/10.18848/1447-9494/cgp/v18i05/47608.

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Goh, Edmund. "Scholarly Activities in Hospitality and Tourism Higher Education among Private Higher Institutions in Australia." Higher Learning Research Communications 3, no. 2 (May 13, 2013): 53. http://dx.doi.org/10.18870/hlrc.v3i2.108.

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The purpose of this paper is to explore the notion of scholarship and develop research and scholarship strategies among Private Higher Institutions delivering Tourism and Hospitality degree programs in Australia. In doing so, this paper confronts the traditional view of research publications as the only form of scholarship by traditional universities. This paper argues that the purpose of scholarship should be focused towards improving a teacher’s teaching and learning process. These new knowledge need not be limited through peer reviewed journals only, but can be achieved through less formal means of communication such as fieldtrips to industry and attending conferences. This paper utilizes the six Scholarship key points as defined on P. 19 of the National Protocols for Higher Education Approval Processes in Australia by MCEETYA to investigate methods to capture scholarship beyond traditional research publications. <br />
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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.

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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.
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CHENG, SOO-MAY. "POLICY'S CONSEQUENCES: THE COMMERCIALISATION OF AUSTRALIAN TERTIARY EDUCATION AND IMPLICATIONS FOR ITS ASIAN MARKET." Journal of Enterprising Culture 06, no. 04 (December 1998): 457–80. http://dx.doi.org/10.1142/s0218495898000254.

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Higher education has in the recent decade become in itself a major business. In some economies, it is an important contributor to the gross national product. This fact is true in the case of Australia. This paper discusses the commercialisation of Australian higher education in Asia and how Australian government policy has contributed to this internationalisation. In addition to addressing the policy consequences, it also examines issues surrounding the content, curricula and teaching in the programmes that are exported. Whilst the internationalisation of higher education may have led to the presence of an enterprising culture in the exporting institutions, the higher ideals of education need to be balanced.
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Webster, Len, Patricie Mertova, and Joanna Becker. "Providing a Discipline-Based Higher Education Qualification." Journal of University Teaching and Learning Practice 2, no. 2 (April 1, 2005): 28–36. http://dx.doi.org/10.53761/1.2.2.4.

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This paper highlights the growing need for the provision of discipline-based flexible online courses for teachers in Higher Education as well as acknowledging the significance of interdisciplinary cooperation in this endeavour. It describes the approaches taken in designing and delivering these courses and discusses some of the challenges inherent in developing, implementing and evaluating such disciplinebased Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia.
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Dissertations / Theses on the topic "Teaching (Higher) Australia"

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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.

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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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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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Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.

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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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Santhanam, Elizabeth. "Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.

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Shaw, Peter. "The conceptions of art practice held by tertiary visual art students." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36703/1/36703_Digitised%20Thesis.pdf.

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This study explores student learning in a tertiary visual arts institution. Students' conceptions of art practice are described using the phenomenologically based educational research method of phenomenography. The study addresses the intentional content of student art practice in the contexts of the visual arts institution and the status of visual arts in the 1990s. Data collection was carried out through interviews with Honours Year visual arts students, which was processed using textual analysis to examine understandings related to the visual arts.
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Veal, David. "An investigation into computer and network curricula." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1331.

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This thesis consists of a series of internationally published, peer reviewed, journal and conference research papers that analyse the educational and training needs of undergraduate Information Technology (IT) students within the area of Computer and Network Technology (CNT) Education. Research by Maj et al has found that accredited computing science curricula can fail to meet the expectations of employers in the field of CNT: “It was found that none of these students could perform first line maintenance on a Personal Computer (PC) to a professional standard with due regard to safety, both to themselves and the equipment. Neither could they install communication cards, cables and network operating system or manage a population of networked PCs to an acceptable commercial standard without further extensive training. It is noteworthy that none of the students interviewed had ever opened a PC. It is significant that all those interviewed for this study had successfully completed all the units on computer architecture and communication engineering" (Maj, Robbins, Shaw, & Duley, 1998). The students' curricula at that time lacked units in which they gained hands-on experience in modern PC hardware or networking skills. This was despite the fact that their computing science course was level one accredited, the highest accreditation level offered by the Australian Computer Society (ACS). The results of the initial survey in Western Australia led to the introduction of two new units within the Computing Science Degree at Edith Cowan University (ECU), Computer Installation & Maintenance (CIM) and Network Installation & Maintenance (NIM) (Maj, Fetherston, Charlesworth, & Robbins, 1998). Uniquely within an Australian university context these new syllabi require students to work on real equipment. Such experience excludes digital circuit investigation, which is still a recommended approach by the Association for Computing Machinery (ACM) for computer architecture units (ACM, 2001, p.97). Instead, the CIM unit employs a top-down approach based initially upon students' everyday experiences, which is more in accordance with constructivist educational theory and practice. These papers propose an alternate model of IT education that helps to accommodate the educational and vocational needs of IT students in the context of continual rapid changes and developments in technology. The ACM have recognised the need for variation noting that: "There are many effective ways to organize a curriculum even for a particular set of goals and objectives" (Tucker et al., 1991, p.70). A possible major contribution to new knowledge of these papers relates to how high level abstract bandwidth (B-Node) models may contribute to the understanding of why and how computer and networking technology systems have developed over time. Because these models are de-coupled from the underlying technology, which is subject to rapid change, these models may help to future-proof student knowledge and understanding of the ongoing and future development of computer and networking systems. The de-coupling is achieved through abstraction based upon bandwidth or throughput rather than the specific implementation of the underlying technologies. One of the underlying problems is that computing systems tend to change faster than the ability of most educational institutions to respond. Abstraction and the use of B-Node models could help educational models to more quickly respond to changes in the field, and can also help to introduce an element of future-proofing in the education of IT students. The importance of abstraction has been noted by the ACM who state that: "Levels of Abstraction: the nature and use of abstraction in computing; the use of abstraction in managing complexity, structuring systems, hiding details, and capturing recurring patterns; the ability to represent an entity or system by abstractions having different levels of detail and specificity"(ACM, 1991b). Bloom et al note the importance of abstraction, listing under a heading of: “Knowledge of the universals and abstractions in a field” the objective: "Knowledge of the major schemes and patterns by which phenomena and ideas arc organized. These are large structures, theories, and generalizations which dominate a subject or field or problems. These are the highest levels of abstraction and complexity'' (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956, p. 203). Abstractions can be applied to computer and networking technology to help provide students with common fundamental concepts regardless of the particular underlying technological implementation to help avoid the rapid redundancy of a detailed knowledge of modem computer and networking technology implementation and hands-on skills acquisition. Again the ACM note that: “Enduring computing concepts include ideas that transcend any specific vendor, package or skill set... While skills are fleeting, fundamental concepts are enduring and provide long lasting benefits to students, critically important in a rapidly changing discipline" (ACM, 2001, p.70) These abstractions can also be reinforced by experiential learning to commercial practices. In this context, the other possibly major contribution of new knowledge provided by this thesis is an efficient, scalable and flexible model for assessing hands-on skills and understanding of IT students. This is a form of Competency-Based Assessment (CBA), which has been successfully tested as part of this research and subsequently implemented at ECU. This is the first time within this field that this specific type of research has been undertaken within the university sector within Australia. Hands-on experience and understanding can become outdated hence the need for future proofing provided via B-Nodes models. The three major research questions of this study are: •Is it possible to develop a new, high level abstraction model for use in CNT education? •Is it possible to have CNT curricula that are more directly relevant to both student and employer expectations without suffering from rapid obsolescence? •Can WI effective, efficient and meaningful assessment be undertaken to test students' hands-on skills and understandings? The ACM Special Interest Group on Data Communication (SJGCOMM) workshop report on Computer Networking, Curriculum Designs and Educational Challenges, note a list of teaching approaches: " ... the more 'hands-on' laboratory approach versus the more traditional in-class lecture-based approach; the bottom-up approach towards subject matter verus the top-down approach" (Kurose, Leibeherr, Ostermann, & Ott-Boisseau, 2002, para 1). Bandwidth considerations are approached from the PC hardware level and at each of the seven layers of the International Standards Organisation (ISO) Open Systems Interconnection (OSI) reference model. It is believed that this research is of significance to computing education. However, further research is needed.
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Alderman, Gwendolyn. "From policy borrowing to implementation : an illuminative evaluation of learning and teaching in higher education in Australia (2002 to 2008)." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75865/1/Gwendolyn_Alderman_Thesis.pdf.

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This study documents and theorises the consequences of the 2003 Australian Government Reform Package focussed on learning and teaching in Higher Education during the period 2002 to 2008. This is achieved through the perspective of program evaluation and the methodology of illuminative evaluation. The findings suggest that the three national initiatives of that time, Learning and Teaching Performance Fund (LTPF), Australian Learning and Teaching Council (ALTC), and Australian Universities Quality Agency (AUQA), were successful in repositioning learning and teaching as a core activity in universities. However, there were unintended consequences brought about by international policy borrowing, when the short-lived nature of LTPF suggests a legacy of quality compliance rather than one of quality enrichment.
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Baird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.

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This thesis presents a research study that investigated student learning in a mentor supported design office situation, using a cognitive apprenticeship learning approach that utilised authentic design project tusks. In this study, 29 final year Technical And Further Education (TAFE) building design students undertook authentic building design projects with expert building designers, who acted as mentors, in commercial design office situations. The mentors guided student learning by using a cognitive apprenticeship approach to learning, implemented with authentic design projects designed to replicate the everyday culture of practice activities typical of commercial design office operations. This study follows the progress of these students as they worked in collaboration with their mentors in the design and presentation of design solutions developed for the projects. Data about the students' learning experiences in this setting were collected and analysed to determine their learning outcomes, the kinds of knowledge acquired and the means through which knowledge was transferred in the study situation. A holistic interpretivistic approach was used to collect data in three phases. The first of these was a pilot-study with the other two phases providing the main data gathering parts of the study. Much of the focus of the third phase of this study was on verifying findings emergent from analysis of data collected in the first two phases, as well as seeking greater understanding of the study phenomena. Throughout each of the three phases, data were collected from multiple sources, which included interviews, direct observations, personal journals and drawings. Analysis of the data showed that using cognitive apprenticeship learning methods organised around mentor supported authentic projects implemented in authentic commercial design office situations provided successful transfer of declarative, tacit and procedural knowledge from the mentor to the students. This thesis concludes with recommendations for the classroom application of cognitive apprenticeship learning methods, as used by the expert building designers who participated in this research.
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Sebastian, Dipu, and dipu_sebastian@hotmail com. "Enhancing student learning in a first year business program." Deakin University. Education, 2009. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20100401.122742.

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The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.
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Books on the topic "Teaching (Higher) Australia"

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Jenkins, Lyndal. Industrial relations studies in Australia, 1990-1991. Canberra: Australian Govt. Pub. Service, 1991.

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Western Australia. Visual Arts Education Review. A review of post secondary visual arts education in Western Australia. Nedlands: Western Australian Post Secondary Education Commission, 1985.

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The study of China in universities: A comparative case study of Australia and the United Kingdom. Amherst, NY: Cambria Press, 2008.

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1942-, Long Michael G., ed. The science achievement of year 12 students in Australia. Victoria, Australia: ACER, 1991.

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Harold, Bolitho, and Wallace-Crabbe Chris, eds. Approaching Australia: Papers from the Harvard Australian Studies Symposium. Cambridge, Mass: Harvard University Press, 1998.

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1949-, Walter James, ed. Australian studies: A survey. Melbourne: Oxford University Press, 1989.

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Malcolm, Ian G. Australian Aboriginal students in higher education. Perth, WA, Australia: National Centre for English Language Teaching and Research, Macquarie University, in association with the Centre for Applied Language Research at Edith Cowan University, 1998.

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Asia-Pacific Forum on Engineering and Technology Education (2nd 1999 Sydney, Australia). Forum proceedings: 2nd Asia-Pacific Forum on Engineering and Technology Education, University of Sydney, Sydney, Australia 4-7 July, 1999. Melbourne, Victoria: UNESCO International Centre for Engineering Education (UICEE), 1999.

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Motives for studying German in Australia: Re-examining the profile and motivation of German Studies students in Australian universities. Frankfurt am Main: Peter Lang, 2011.

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John, Cain. Off course: From public place to marketplace at Melbourne Univerity. Melbourne: Scribe Publications, 2004.

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Book chapters on the topic "Teaching (Higher) Australia"

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Chong, Mark David, Abraham P. Francis, Margaret Anne Carter, and Frank Darkwa Baffour. "Employing Humanistic Teaching Approaches to Promote Student Wellbeing in Higher Education." In Mental Health and Higher Education in Australia, 87–101. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3_6.

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Litchfield, Chelsea, and Jaquelyn Osborne. "Using Developments in Sport in Australia to Promote Cultural Competence in Higher Education Courses at CSU." In Teaching Aboriginal Cultural Competence, 111–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7201-2_10.

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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_36-1.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 659–74. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_36.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Skillen, Jan. "Teaching Academic Writing from the ‘Centre’ in Australian Universities." In Teaching Academic Writing in UK Higher Education, 140–53. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_10.

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Bentley, Peter James, Leo Goedegebuure, and V. Lynn Meek. "Australian Academics, Teaching and Research: History, Vexed Issues and Potential Changes." In Teaching and Research in Contemporary Higher Education, 357–77. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6830-7_19.

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Nye, Adele. "Rethinking Evidence: Assessment in the History Discipline in Australian Universities." In Global Innovation of Teaching and Learning in Higher Education, 91–104. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10482-9_6.

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Lewis, Melinda J., and Bruce William Stenlake. "A Working Guide Towards Debiasing Higher Education Through the Affordances of Indigenous Australian Cultural Competence Curriculum." In Teaching Aboriginal Cultural Competence, 169–80. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7201-2_14.

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Flavell, Helen. "Teaching as Imposter in Higher Education: A Foucauldian Discourse Analysis of Australian University Website Homepages." In The Palgrave Handbook of Imposter Syndrome in Higher Education, 311–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86570-2_19.

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Heugh, Kathleen, Xuan Li, and Ying Song. "Multilingualism and Translanguaging in the Teaching of and Through English: Rethinking Linguistic Boundaries in an Australian University." In English Medium Instruction in Higher Education in Asia-Pacific, 259–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51976-0_14.

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Conference papers on the topic "Teaching (Higher) Australia"

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Márquez-Ramos, Laura. "Bridging the gap between academic and policy-oriented activities in higher education institutions." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11168.

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There are three different types of activities performed in higher education institutions that, taken together, form the components of a trilemma in higher education. These include traditional academic activities (research and teaching), along with those that aim to transfer knowledge beyond academic research (policy-/industry-oriented activities). I argue that there are potential synergies across these three components that can be exploited to resolve this trilemma. This is illustrated in an augmented research value chain that introduces teaching and policy-/industry-oriented activities as phases that complement the research process. The interaction of the different phases in the research process contributes to the generation of new knowledge, increasing the value-added of the organization. This proposal relies on an application in an organizational unit specializing in international trade within an Australian university. Australia provides an interesting case study because research-intensive Australian universities are no longer evaluated purely in terms of their research quality, but also in terms of their transfer of knowledge and contributions beyond academic research. In this context, I conceptualize how to resolve the trilemma, and increase the feasibility of bridging the gap between academic and policy-/industry-oriented activities in higher education institutions.
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Chalmers, Denise. "Why recognising and rewarding excellent teaching in universities matters for students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7981.

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There is greater focus on the quality of higher education teaching and how we reward and recognize excellent teaching. There are questions from governments about the quality of teaching and a desire to identify excellence. In Australia and beyond, higher education institutions have been working towards clarifying their criteria and expectations of what constitutes excellent teaching. They are reviewing their policies and practices to enable their excellent teachers to access development and support so they might be rewarded through promotion. An inceasing number of universities and higher education institutions are now promoting their excellent teachers through to professor level. This is important not just for the academics and teachers themselves, but for the quality of education that students receive.
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Asimakopoulos, George, Thanassis Karalis, and Katerina Kedraka. "Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12871.

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This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Khan, Md Shahadat Hossain, and Sue Gregory. "New way of investigating ICT- enhanced teaching in TAFE Australia: Disciplinary focused." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0132.

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Teachers’ ways of using ICT (Information and Communication Technology) in various disciplines is a recent issue in the higher educational research paradigm. In order to extend previous findings in relation to this issue, this research proposes an in-depth investigation focusing on vocational teachers’ qualitatively diverse ways of using ICT in different disciplines. A cohort of 11 teachers from three TAFE (Technical and Further Education) institutions of NSW, Australia, were purposively chosen aiming to ensure adequate variations in disciplines, gender, and experience of using ICT. The phenomenographic research approach was considered as the theoretical and methodological underpinning which guided the participant selection, data collection and data analysis. The findings revealed that disciplines have very limited influence on using ICT in TAFE teaching. It further discerned four categories of description: tool, content, subject, and student focused. The findings provide useful information towards improving vocational teaching practices in different disciplines and working as an input for improving teacher professional development program (TPD). In order to generalise these findings, an extended research with a wider sample is recommended.
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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Assif, Maria, Sonya Ho, Shalizeh Minaee, and Farah Rahim. "Undergraduate Students as Partners in a Writing Course: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.

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Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization
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Razeed, Abdul, and Thea Werkhoven. "Design and development of a large Business School core interdisciplinary unit to foster blended learning during the pandemic." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0138.

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The paper provides a process and design overview of a large Master of Commerce unit (from hereon referred to as 'The Unit') at a University in Australia. The skills flowing from a creative and analytical mindset have been noted as crucial in the future. The Unit develops these two mindsets as complimentary by taking a multidisciplinary approach to curriculum design. By outlining the theoretical frameworks applied in the curriculum design and development and the approaches to teaching and learning, especially during the Pandemic, it is hoped that other academics and learning design teams will be able to draw inspiration that they can apply to their contexts. It is possible that the challenges that have arisen during this process may be applicable and have been experienced by other teaching teams in higher education institutions and certainly during the emergence of online learning during the Pandemic. This paper first discusses the approach we took in the curriculum design, informed by the Scholarship of Teaching and Learning (SoTL) Principles and Biggs' 3P's model of teaching and learning. The paper then focuses on design principles utilised to create the online learning management system for students.
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Simpson, Colin, Jessica Frawley, Lina Markauskaite, and Peter Goodyear. "Factors associated with edvisor perceptions of their work being understood and valued are not what they seem." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0102.

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People sit at the heart of digital transformation in Higher Education. Often, they are ‘Third Space’ support staff, including Learning Designers, Education Technologists and Academic Developers, broadly defined here as ‘edvisors’ – educator-advisors. Edvisors share their expertise of pedagogy and technology to support, guide and lead change in teaching practices but they can be hampered by numerous factors that diminish their ability to contribute meaningfully. While the work that some types of edvisors – largely academic developers and learning designers – do is well represented in research, there has been little consideration of these underlying challenges. This paper reports on a survey of 58 edvisors in 24 Higher Education institutions in Australia relating to their perceptions of how their work is understood and valued by their direct managers, edvisors in other roles in their institution, academics and other managers in the institution. The data were analysed to look for variations by role type, job title, academic/professional classification, gender, and qualifications. Results show that edvisors feel their work is more valued than understood overall but relationships between different edvisor role types can be more fractious than those they have with academics. Improving understanding and valuing of edvisors is vital to their contribution to transformation.
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Reports on the topic "Teaching (Higher) Australia"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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