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E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.
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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
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Cummins, Phyllis, Philip Taylor, Takashi Yamashita, and Leah Janssen. "Adult Learning and Employment Opportunities for Older Workers in Australia and the United States: Lessons for Adult Education." Innovation in Aging 5, Supplement_1 (December 1, 2021): 145. http://dx.doi.org/10.1093/geroni/igab046.561.
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Abstract This study examined the role community colleges (U.S.) and Technical and Further Education (TAFE; Australia) institutes play in providing educational opportunities to older workers in the U.S. and Australia. Employment for adults of all ages has been impacted by job automation in recent decades. We analyzed national level data to estimate the impacts of job automation by age group. In both the U.S. and Australia, about 65% of older workers in sales occupations are at risk for job loss due to automation. Additionally, we reviewed occupational projection data and employment opportunities for workers who may be displaced by automation. Needs for health care support occupations, such as nursing assistants and occupational and physical therapy assistants are expected to grow rapidly. We will provide several recommendations based on the integration of our findings related to education/training programs and the aging workforce in the context of community colleges and TAFEs.
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Gulson, Kalervo N., and Sam Sellar. "Emerging data infrastructures and the new topologies of education policy." Environment and Planning D: Society and Space 37, no. 2 (November 24, 2018): 350–66. http://dx.doi.org/10.1177/0263775818813144.
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This paper examines how datafication is creating new topologies of education policy. Specifically, we analyse how the creation of data infrastructures that enable the generation, communication and representation of digital data are changing relations of power, including both centralised and dispersed forms, and space in education. The paper uses conceptual resources from cultural topology and infrastructure studies to provide a framework for analysing spatial relations between educational data, discourses, policies and practices in new governance configurations. The paper outlines a case study of an emergent data infrastructure in Australian schooling, the National Schools Interoperability Program, to provide empirical evidence of the movement, connection and enactment of digital data across policy spaces. Key aspects of this case include the ways that data infrastructure is: (i) enabling new private and public connections across policy topologies; (ii) creating a new role for technical standards in education policy and (iii) changing the topological spaces of education governance.
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Gasevic, Dragan, Yi-Shan Tsai, Shane Dawson, and Abelardo Pardo. "How do we start? An approach to learning analytics adoption in higher education." International Journal of Information and Learning Technology 36, no. 4 (August 5, 2019): 342–53. http://dx.doi.org/10.1108/ijilt-02-2019-0024.
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Purpose The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and supported the education sector in moving toward data-informed strategic decision making. Yet, progress to date in embedding such data-informed processes has been limited. The purpose of this paper is to address a commonly posed question asked by educators, managers, administrators and researchers seeking to implement learning analytics – how do we start institutional adoption of learning analytics? Design/methodology/approach A narrative review is performed to synthesize the existing literature on learning analytics adoption in higher education. The synthesis is based on the established models for the adoption of business analytics and finding two projects performed in Australia and Europe to develop and evaluate approaches to adoption of learning analytics in higher education. Findings The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines an approach to learning analytics adoption that could aid system-wide institutional transformation. The approach also highlights critical challenges that require close attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching. Originality/value The paper proposed approach that can be used by senior leaders, practitioners and researchers interested in adoption of learning analytics in higher education. The proposed approach highlights the importance of the socio-technical nature of learning analytics and complexities pertinent to innovation adoption in higher education institutions.
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Muir, Tracey, Tracy Douglas, and Allison Trimble. "Facilitation strategies for enhancing the learning and engagement of online students." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 101–18. http://dx.doi.org/10.53761/1.17.3.8.
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The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.
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Brodovskaya, E. V., A. Yu Dombrovskaya, A. B. Shatilov, and R. V. Parma. "Teacher Training Doctoral Studies Basic Parameters and Development Vectors in Russia and in the World: The Results of the Global Study of Leading Universities." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 1 (February 6, 2022): 24–41. http://dx.doi.org/10.31992/0869-3617-2022-31-1-24-41.
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The article analyzes the main trends in the development of the scientific and pedagogical personnel training system in Russia and foreign countries. The main method of collecting empirical information is quantitative content analysis of the leading universities’ site content. The case selection is based on the QS (Quacquarelli Symonds World University Rankings – 2016 and 2020) – global university ranking (top 500). The selection of Russian universities has been carried out on the basis of the QS BRICS – 2016 and 2020 university ranking. Based on the results of the selection of the leading universities, 60 universities of North and Latin America, Russia, China, Europe, and Australia have been selected. The comparison criteria of higher education institutions are codified in the content analysis matrix. We compared the entry requirements, the content and organization of the doctoral studies, and the “exit” – the learning outcomes. The results of the research are the distinctive characteristics of the Russian teacher training doctoral programs and foreign doctoral programs EdD, EdLd, PhD in Education. It is revealed that foreign universities are characterized by an orientation to a variety of labor markets, differentiation of programs and career paths; studentoriented approach; flexible choice of learning formats; focus on the preparation of the author’s original research; close attention to the idea of the dissertation research, programs, scientific publications, dissertation text, multilevel assessment (program Manager, scientific consultant, elective teachers on the topic of the dissertation, the head of the postgraduate seminar, external experts); online learning; high quality of technical and informational environment. The characteristics of the Russian doctoral studies, which impede differentiation of the paths of dissertation preparation by doctoral students depending on the specifics of the scientific research area, limit the possibility of implementing the practical results of the dissertation and reduce the potential for professional growth of doctoral students.
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Cronshaw, Darren. "Good Soldiering and Re-Virtuing Military Ethics Training." International Journal of Public Theology 16, no. 3 (October 18, 2022): 337–58. http://dx.doi.org/10.1163/15697320-20220056.
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Abstract With warfare’s increasing complexity and damage from ethical failures, it is critical for defence forces to develop best practice training in military ethics. As the Australian Army’s Good Soldiering program suggests, soldiers require technical but also ethical competence. But how are ethical behaviours and the virtues they depend on cultivated in soldiers and how can chaplains contribute as public theologians? Military ethics education includes teaching just war principles of Laws of Armed Conflict, as well as understanding illegal orders and command responsibility. But ultimately ethical behaviour, following Aristotle, is grounded in character development and best informed by a revival of virtue ethics. Case studies are a training format which cultivate virtues and their application. Military ethics training at its best is virtue-based and practiced with simulated dilemmas in order to equip soldiers to act justly and exercise ‘good soldiering’ in the home, barracks, field and operations.
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De Souza Nery, Caio Augusto, and Alexandre Leme Godoy-Santos. "On the way to maturity..." Journal of the Foot & Ankle 16, no. 3 (December 20, 2022): 189. http://dx.doi.org/10.30795/jfootankle.2022.v16.1679.
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As we close another year of existence with the publication of this third issue of volume 16, we take the opportunity to share with everyone the joy of having complied with the requirements of the indexing platforms, reaching the milestones outlined for the first three years of the JFA. Thanks to the joint effort of authors, reviewers, editors, and management team, who prepare, organize, and produce the journal, we achieved the appropriate temporal, quantitative, and qualitative flows whose results are expressed by the publication of 180 articles in three years. We must celebrate the participation of countries worldwide, which surprised us with their interest in our vehicle of scientific dissemination. The chart and table below demonstrate that important countries such as the USA, Spain, Portugal, South Africa, and Australia have already become familiar with our system and honored us with their submissions. But we still have a lot to do!!! In addition to encouraging Latin American countries to collaborate more effectively by sending their studies, we would like to have young professionals on our side. It would be extremely useful for everyone if the training services for Foot and Ankle specialists throughout Latin America considered performing scientific studies and publishing them in the JFA as one of the technical training requirements. The research growth and published studies in our continent would soon be rewarded by the improvement in care and outcomes for our patients, the greatest objective of all. The renewal and expansion of the Board of Reviewers started this year will continue, and soon, we hope to reduce even more the evaluation and decision time of each submission, in addition to improving, every day, the standard of revisions. In this moment of reflection in which we see the end of another difficult year where we feel all the serious consequences of the pandemic that has hit humanity, we can celebrate a small victory achieved by every one of us who participated in constructing our journal to whom we are most grateful. Happy Holidays to all!
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Bertone, Santina, and Gerard Griffin. "Immigrant Female Workers and Australian Trade Unions." Articles 50, no. 1 (April 12, 2005): 117–46. http://dx.doi.org/10.7202/050994ar.
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One of the main goals of employment equity programmes is to increase the occupational mobility of women so that they may enter non traditional jobs. Although on-the-job training has always been considered a major tool for increasing occupational mobility, it has received very little consideration in employment equity programmes. This article identifies the major aspects of women's participation in on-the-job training programmes and proposes ways to bridge the gap between these programmes and employment equity. The first section of the article examines the current situation of women in the labour market. According to the most recent statistics, occupational segregation as well as the wage gap between males and females are still quite significant. Studies of employment equity programmes show that progress has, in general, been slow. Among the reasons given for these results are a lack of integration of employment equity programmes and employers' human resource management strategies, particularly as regards on-the-job training. In the second section we examine data depicting different aspects of women workers' participation in on-the-job training. The data originate from a wide variety of sources and show that women are disadvantaged relative to men along several dimensions, including: participation rates; duration and intensity of training; and financing. Explanations for these discrepancies are discussed in the following two sections which deal respectively with access to and outcomes of on-the-job training for women workers. An initial factor that may explain the lower participation rate of women is the fact that employers tend to offer on-the-job training to workers in qualified jobs. In this context, women's jobs are usually considered as less qualified and studies show that there is an under-investment in human capital in jobs such as clerical work where women are concentrated. Another factor that comes into play is the relation between on-the-job training and an employee's real or anticipated stability in the enterprise. Although women's periods of absence from the labour market for family reasons are much shorter now than before, they are still perceived as less attached to their jobs. It has been shown, for instance, that women with young children are less likely to be offered training by their employers. Another characteristic of women's jobs that negatively affects their participation in training is the fact that they are over-represented in areas of marginal employment such as part-time work. Employers tend to offer less training to these employees because they are considered less motivated and less productive. Finally, the positive relation that has been shown to exist between size of firm and the incidence of training may equally have an adverse impact since women are over-represented in small and mediumsized firms. Even if employers modify their practices in order to give women access to training for non-traditional jobs, some barriers can still limit positive outcomes. These barriers may exist during or after training. For instance, for reasons arising from education or the traditional nature of their job experience, women are less familiar with basic technical skills. Studies have shown that the chances of women remaining in and successfully completing these programmes are improved if, prior to training, they receive some technical or scientific instruction in areas such as refresher mathematics or technical vocabulary. Positive attitudes and awareness on the part of trainers are also important factors in avoiding discouragement and withdrawal from the programme by women workers. Finally, once training is over, occupational mobility may not necessarily follow for various reasons such as bias of supervisors against women entrants in non traditional jobs or a lack of seniority. The analysis presented in this article proposes a comprehensive framework for studying women's participation in on-the-job training programmes. One of the main features of the analysis is to demonstrate the interactions between a large number of variables. The next step is to improve our knowledge of this situation through use of a more comprehensive statistical data base, and through case studies. Given the fact that hiring has considerably slowed down for cyclical as well as structural reasons, promotions into non-traditional jobs will probably become the main avenue for employment equity, hence the importance of on-the-job training for women workers.
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Fleming, Julie, Karen Becker, and Cameron Newton. "Factors for successful e-learning: does age matter?" Education + Training 59, no. 1 (January 9, 2017): 76–89. http://dx.doi.org/10.1108/et-07-2015-0057.
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Purpose The purpose of this paper is to examine the factors affecting employees’ overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/methodology/approach The project developed an online survey and invited employees of one Australian rail organisation to participate. Questions were structured around the factors that affect acceptance and future use of e-learning. Statistical analysis was used. Findings The findings from the study suggest that, despite the often espoused stereotype, age is not a significant factor impacting either future use intentions or satisfaction with e-learning. In contrast, three variables were found to be useful predictors of intention for future use of organisational e-learning; low complexity, authenticity and technical support. Research limitations/implications The study did not consider other moderating effects related to demographic data other than age, such as educational experience. Further, the case presented is a single organisation and therefore is not necessarily representative of other industries. Future studies should adopt a mixed methods approach. Practical implications This study has emphasised that attention needs to be focussed on factors over which organisations have control when adopting and using e-learning. Employee age should not be seen as an obstacle to e-learning implementation, rather attention needs to turn to effective and user-friendly e-learning interventions along with sufficient technology support. Originality/value Perceptions within industry and indeed in some literature, suggest that employee age stereotypes still exist in relation to technology uptake. This research has demonstrated that this stereotype is an erroneous assumption and emphasised the importance of other factors.
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Venkatraman, Sitalakshmi, Tony de Souza-Daw, and Samuel Kaspi. "Improving employment outcomes of career and technical education students." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 469–83. http://dx.doi.org/10.1108/heswbl-01-2018-0003.
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Purpose In this rapidly changing world, we are experiencing the fourth industrial revolution, known as “Industry 4.0,” that requires education systems to redesign qualifications in order to meet the needs of an individual and the workplace of the digitized economy. The purpose of this paper is to provide an overview of the relatively new approaches being explored mainly in the UK and Australia within the higher education (HE) sector and to propose a framework with selected career training pathways for the tertiary education system within the Australian context. The implementation plan postulated from the reports of recent studies conducted in England’s apprenticeship system is intended as a guideline for facilitating a sustainable career and technical education (CTE) with three pillars of innovation, integration and collaboration in order to improve employment outcomes required for the digitized economy in Australia. Design/methodology/approach This study adopts a descriptive, pragmatic research methodology to review and analyze education methods found in contemporary degree and vocation programs, particularly the degree apprenticeships adopted in England. This approach is used to explore, explain and develop a framework for student-centric apprenticeship options in CTE with graduate outcomes in the re-designed HE programs to successfully meet the needs of Industry 4.0 workplaces in Australia. Findings A student-centric framework is designed for HE programs with a proposal to include practical variations in apprenticeships to embrace flexible structures and industry responsiveness. The paper develops tactical plans and implementation flowcharts for the proposed framework with four CTE pathways, such as degree apprenticeships, start-up focus degrees, tailored studies and multiple majors that are designed for tertiary education programs to meet the dynamically changing employment needs of industry. Originality/value This proposal is a relatively new approach to improve employment outcomes of students undergoing degrees and vocational education with a focus on apprenticeship in four different forms. The strength of this pragmatic approach is in providing an insight into “what works” through a set of flexible, sustainable and practical implementation plan for the proposed CTE pathway framework in order to meet the future need of re-skilling and training for the digital economy.
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Bailey, Anthony. "Offshore teaching practice in the Australia-Pacific Technical College: A case study in the South Pacific." International Journal of Training Research 9, no. 1-2 (April 2011): 164–78. http://dx.doi.org/10.5172/ijtr.9.1-2.164.
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Twidale, C. Rowland. "Charles Fenner and Early Landform Studies in South Australia." Historical Records of Australian Science 21, no. 2 (2010): 149. http://dx.doi.org/10.1071/hr10001.
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Charles Albert Edward Fenner (1884?1955) was educated in Melbourne but spent the major part of his working life in South Australia, first as Superintendent of Technical Education and later as Director of Education, holding the latter post during the difficult years of the Second World War. He is best remembered for his role in the establishment of Geography as a university discipline and for his landform studies. He brought together earlier work on the tectonics of the Gulfs region of South Australia and introduced the term ?shatter belt' to describe the complex of horsts and sunken blocks. He noted evidence pointing to recent and continuing earth movements, and suggested that such earth movements were responsible for the westerly diversion of the River Murray at Chucka Bend. He also conceived a hypothesis of ?double planation' in explanation of the morphology of the Mt Lofty Ranges.
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Balzotti, Jon, and Derek Hansen. "Playable Case Studies: A New Educational Genre for Technical Writing Instruction." Technical Communication Quarterly 28, no. 4 (May 23, 2019): 407–21. http://dx.doi.org/10.1080/10572252.2019.1613562.
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O'Donnell, Jonathan, Margaret Jackson, Marita Shelly, and Julian Ligertwood. "Australian Case Studies in Mobile Commerce." Journal of Theoretical and Applied Electronic Commerce Research 2, no. 2 (August 1, 2007): 1–18. http://dx.doi.org/10.3390/jtaer2020010.
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Sixteen wireless case studies highlight issues relating to mobile commerce in Australia. The issues include: the need for a clear business case; difficulty of achieving critical mass and acceptance of a new service; training and technical issues, as well as staff acceptance issues; that privacy and security issues arise through the potential to track the location of people and through the amounts of personal data collected; difficulties in integrating with existing back-end systems; projects being affected by changes to legislation, or requiring changes to the law; and that while there is potential for mobile phone operators to develop new billing methods that become new models for issuing credit, they are not covered by existing credit laws. We have placed the case studies in a Fit-Viability framework and analyzed the issues according to key success criteria. While many organizations are keen to use the technology, they are struggling to find a compelling business case for adoption and that without a strong business case projects are unlikely to progress past the pilot stage.
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Peseta, Tai. "Professional doctorate research in Australia: commentary and case studies from business, education and Indigenous studies." Journal of Educational Administration and History 44, no. 2 (May 2012): 174–76. http://dx.doi.org/10.1080/00220620.2012.659948.
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Dantas, Jaya A. R., Penelope Strauss, Roslyn Cameron, and Claire Rogers. "Women Migrants in Western Australia: Case Studies of Resilience and Empowerment." Social Change 50, no. 1 (March 2020): 77–94. http://dx.doi.org/10.1177/0049085719901074.
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This article presents findings from an exploratory research using descriptive case studies of 12 migrant women in Western Australia. The purposive sample represents the government, academia, the private sector, community, civil society and not-for-profit organisations and is ranged in age from the late 20s to the 70s. Underpinned by theoretical frameworks of resilience and empowerment, women have shared their personal case narratives, and five case studies are presented in this paper. Our findings resonate with the vital and uncontested importance of education, the desire to be empowered, the capacity to be resilient and adaptive and the importance of giving back to the community. Key recommendations include the need for migrant women’s continued access to avenues of empowerment and furthering education. The provision of adaptive structures builds resilience and grows strong communities where women feel empowered. We propose that women migrants, through alliances and collaboration, cross borders of learning and work towards generating change and transformation.
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Browning, Ella R., and Lauren E. Cagle. "Teaching a “Critical Accessibility Case Study”." Journal of Technical Writing and Communication 47, no. 4 (May 12, 2016): 440–63. http://dx.doi.org/10.1177/0047281616646750.
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As technical communication (TC) instructors, it is vital that we continue reimagining our curricula as the field itself is continually reimagined in light of new technologies, genres, workplace practices, and theories—theories such as those from disability studies scholarship. Here, the authors offer an approach to including disability studies in TC curricula through the inclusion of a “critical accessibility case study” (CACS). In explicating the theoretical and practical foundations that support teaching a CACS in TC courses, the authors provide an overview of how TC scholars have productively engaged with disability studies and case studies to question both our curricular content and classroom practices. They offer as an example their “New York City Evacuation CACS,” developed for and taught in TC for Health Sciences courses, which demonstrates that critical disability theory can help us better teach distribution and design of technical information and user-based approaches to TC. The conceptual framework of the CACS functions as a strategy for TC instructors to integrate disability studies and attention to disability and accessibility into TC curricula, meeting both ethical calls to do so as well as practical pedagogical goals.
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Bunting, Robert. "Composing Music: Case Studies in the Teaching and Learning Process." British Journal of Music Education 5, no. 3 (November 1988): 269–310. http://dx.doi.org/10.1017/s0265051700006677.
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This article studies the compositions of two 15–16 year olds over a period of 12 months: following a similar study by the same author in BJME (1987) 4.1. Identifying traits common to the work discussed in both articles, the author points the way towards some new models for assessing pupils' progress: one of composing as a design process, the other describing musical ability as a style of thinking rather than a set of technical skills.
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Clauss-Ehlers, Caroline S., and Lynn Pasquerella. "Application of campus instructional support: two case studies." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 338–50. http://dx.doi.org/10.1108/ijilt-11-2016-0053.
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Purpose The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology. Design/methodology/approach The approach presents two case studies, one a large state research university, and the other a small liberal arts college. Findings Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff. Research limitations/implications The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model’s application to diverse campus settings. Practical implications A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses. Social implications The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented. Originality/value The manuscript reflects original work based on case studies that reflect the authors’ experiences.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 1." Higher Education Studies 9, no. 1 (February 28, 2019): 159. http://dx.doi.org/10.5539/hes.v9n1p159.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 1
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, Romania
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Ausra Kazlauskiene, Siauliai University, Lithuania
Barbara N. Martin, University of Central Missouri, USA
Carmen P. Mombourquette, University of Lethbridge, Canada
Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey
Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India
Evrim Ustunluoglu, Izmir University of Economics –Izmir/Turkey, Turkey
Firouzeh Sepehrianazar, Orumieh university, Iran
Geraldine N. Hill, Elizabeth City State University, USA
Gerard Hoyne, School of Health Sciences, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
Hüseyin Serçe, Selçuk University, Turkey
Jayanti Dutta, Panjab University, India
Jisun Jung, University of Hong Kong, Hong Kong
John Cowan, Edinburgh Napier University, United Kingdom
John Walter Miller, Benedict College in Columbia, USA
Laid Fekih, University of Tlemcen Algeria, Algeria
Lung-Tan Lu, Fo Guang University, Taiwan, Taiwan
Mehmet Ersoy, Department of Computer Education and Instructional Technologies, Turkey
Mei Jiun Wu, Faculty of Education, University of Macau, China
Meric Ozgeldi, Mersin University, Turkey
Mirosław Kowalski, University of Zielona Góra, Poland
Nicos Souleles, Cyprus University of Technology, Cyprus
Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria
Philip Denton, Liverpool John Moores University, United Kingdom
Rachida Labbas, Washington State University, USA
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Tuija A. Turunen, University of Lapland, Finland
Vasiliki Brinia, Athens University of Economic and Business, Greece
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Mejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
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This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
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Muston, M. H. "Changing of the water recycling paradigm in Australia." Water Supply 12, no. 5 (August 1, 2012): 611–18. http://dx.doi.org/10.2166/ws.2012.034.
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The development of water recycling schemes in Australia has, in recent years, undergone a maturity characterised by some emerging trends in the paradigm of water reuse and its integration into the overall water supply strategies for large urban and peri-urban areas. This paper looks at case studies within the context of these observed trends and discusses the institutional frameworks as well as some technical aspects of the case studies to illustrate the trends. Comparison is made with some selected international examples to develop a better understanding of these recent Australian developments within the international context. While not a complete inventory of the many recent recycling schemes in Australia, the paper examines these emerging trends within the context of the growing number of larger-scale industrial, agricultural and dual reticulation urban recycled water systems in Australia and the trend to decentralised recycling schemes.
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Nishida, Yukiyo. "The challenge of multiage primary education in public education: case studies in Australia, Canada and the USA." Compare: A Journal of Comparative and International Education 38, no. 4 (August 2008): 513. http://dx.doi.org/10.1080/03057920802259809.
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Moorhead, Alice E. "Designing Ethnographic Research in Technical Communication: Case Study Theory into Application." Journal of Technical Writing and Communication 17, no. 4 (October 1987): 325–33. http://dx.doi.org/10.2190/dkb7-mh03-n50a-36vj.
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Field study, using an ethnographic approach, offers a potentially powerful methodology for the technical communication researcher, a methodology that provides a useful balance to the strengths and weaknesses of experiments and surveys. Technical communication studies, however, exhibit not only the typical constraints of field research but several additional constraints inherent to research conducted on-the-job in business, industry, and government, which deserve consideration when designing research.
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Tao, Xiangyi, and Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.
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This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.
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Jenkinson, Josephine, and Lyn Gow. "Integration in Australia: A Research Perspective." Australian Journal of Education 33, no. 3 (November 1989): 267–83. http://dx.doi.org/10.1177/168781408903300306.
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In spite of the lack of supporting research data, those responsible for education throughout Australia at both federal and state levels have released policies on integration; and there is a trend towards moving students with disabilities out of special education facilities into regular school settings. This paper reviews the findings of Australian research on integration, identifies deficiencies, and points to future directions that research might take if integration is to proceed with the backing of relevant data. A major deficiency is seen in available statistical information, so that it is difficult to estimate the real impact of integration on education systems. Although studies so far reveal some success in integration of disabled students, this depends on individual characteristics, on early educational experiences, and on the provision of support services in the school. Attitudes of school staff are generally positive towards the concept of integration, but this is conditional on the availability of adequate resources and support. Several areas for future research are identified, including longitudinal research, individual case studies, and action-based projects.
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Ahram, Roey, Edward Fergus, and Pedro Noguera. "Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts." Teachers College Record: The Voice of Scholarship in Education 113, no. 10 (October 2011): 2233–66. http://dx.doi.org/10.1177/016146811111301004.
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Background/Context The last two reauthorizations of the Individuals with Disabilities Education Act established a policy mandate for districts to take action to reduce high rates of minority overrepresentation in special education. Purpose/Objective/Research Question/Focus of Study The overrepresentation of Black and Latino students in special education suggests a convergence of two distinct processes: (1) assumptions of cultural deficit that result in unclear or misguided conceptualizations of disability and (2) the subsequent labeling of students in special education through a pseudoscientific placement process. This article explores how the social construct of the “normal child” became racialized through the special education referral and classification process, and subsequently produces disproportionality. Setting This research was conducted in two multiracial suburban school districts in New York State that were identified as having an overrepresentation of students of color. Population/Participants/Subjects Participants in the study consist of teachers and administrators within the two identified districts. Intervention/Program/Practice Intensive technical assistance was provided to these districts to identify the root causes of disproportionality and was subsequently followed by customized professional development. Three overarching activities of technical assistance were: observing in classrooms in each of the school districts; providing root cause analyses of disproportionality; and providing culturally responsive professional development. Research Design This research used mixed methods in collating district data, conducting technical assistance sessions with districts to identify the factors contributing to disproportionality, and creating 3-year professional development plans to address overrepresentation. In addition, researchers facilitated culturally responsive professional development to targeted groups of practitioners on topics related to improving teacher and district effectiveness in meeting the academic needs of children of color. Findings/Results Findings were: (1) cultural deficit thinking in educators’ construction of student abilities; (2) the existence of inadequate institutional safeguards for struggling students; and (3) attempts at addressing disproportionality often result in institutional “fixes” but not necessarily changes in the beliefs of education professionals. Conclusions/Recommendations The implementation of a culturally responsive framework can produce a shift in the special education placement process and lead to a reduction in disproportionality rates. Of note is confirmation that teacher–student interactions that begin the procedures triggering disproportionality are mired in teachers’ cultural deficit thinking. However, although teachers’ beliefs about students may change extremely slowly, effective school practices can interrupt the influence of deficit thinking.
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Rosso, Fernando Luis de, Alexandre Ausani Huff, Rossano André Dal-Farra, and Arno Bayer. "Periodisation as an Approach in Historiographic Research in Mathematics Teaching: Reflections on Two Case Studies." Acta Scientiae 23, no. 1 (February 11, 2021): 80–101. http://dx.doi.org/10.17648/acta.scientiae.6161.
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Background: The study of the history of mathematics teaching can be approached from different perspectives, defining contours from which the researcher performs the analysis focused on a process characterised by continuity, or by adopting periodisation. Objective: In this article, we seek to conduct a study based on the delimitation of periods, according to Le Goff’s (2014) argument, and in the light of the depth hermeneutics, based on Thompson (2011). Design: Given the premises above, we conducted a documentary analysis of two historical processes within the scope of mathematics teaching, one focusing on the municipal public schools of Canoas, and the other on a technical course in chemistry of a school in the city of Novo Hamburgo, both in the state of Rio Grande do Sul. Setting and participants: A timeline with conspicuous events used to periodicise both historical processes analysed by the authors. Data collection and analysis: Analysis of documents relevant to the history of the technical school investigated and education in the municipality of Canoas. Results: In both cases, it was possible to characterise the historical processes in periods based on events and official documents that generate changes in mathematics teaching. Conclusions: The historical processes analysed are characterised by ruptures resulting from changes, especially in the legislation, both in the municipal public network and in the technical education institution researched, enabling the realisation of changes and the characterisation of distinct periods, with their nuances.
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Balgiu, Beatrice Adriana. "Cognitive emotional coping strategies in the case of a group of technical students." Romanian Medical Journal 63, no. 1 (March 31, 2016): 54–58. http://dx.doi.org/10.37897/rmj.2016.1.11.
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Coping strategies of student groups are influenced by gender, cultural, social and economic strategies. That is why the analysis of various student groups has to be continuous in time and ramified from the point of view of the specificity of the academic environment. In the present article we focused on the relationship between stress evaluation and cognitive-emotional regulation in the case of a group of technical students. (N = 122). A questionnaire for the evaluation of stress (PSS-14, Cohen and Wiliamson, 1988) was used as well as one for the identification of the coping strategies preferences (CERQ, Garnefski, Kraaij and Spinhoven, 2001). The results show that, in general, the group adopts highly adaptive strategies for stress management, especially Plan Refocusing and Positive Reevaluation, strategies which correlate negatively with the perceived stress. Maladaptive strategies such as Catastrophizing, Rumination and Self-blaming are more frequently used by students who perceive stress at a high level. The correlation of the result with other data in the literature suggests that subjects who use the respective strategies of emotional regulation are likely to show symptoms of depression in the future. Gender differences show that females are more likely to resort to Catastropizing, Rumination and Putting into perspective. The strategy of Acceptance needs to be given special attention. The study supports research which reconsider the quality of adaptive coping quality of the strategy of Acceptance.
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Harwati, Lusia Neti. "Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 150. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.150.
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In qualitative methods, there are various approaches that can be used to answer particular social questions, for example ethnography and case study. Two studies conducted by different researchers in China and Australia using these approaches were described and analysed in order to find out their similarities and differences in terms of philosophical and methodological perspectives, in the hope that it will provide an insightful contribution to a critical review of ethnography and case study reports. It is found that the ethnograpic study in China was clasiffied in ethnographic fieldwork, whereas the case study conducted in Australia was categorised in explanatory, multi-cases study. Furthermore, these two studies produced different knowledge within the field of education. The first study revealed that basic education were related to literacy, numeracy, and cultural characteristics of China, whereas the study conducted in Australia offered statistical data that can be used to explain minority languages maintenance program in Wollongong-Shellharbour. In relation to their methodoligal practices, however, focus group discussion and interview conducted in Zhejiang Province, China produced irrelevant data and those had been held in Wollongong, Australia, had limited participants.
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Clarke, Robert, and Andrea Adam. "Digital storytelling in Australia." Arts and Humanities in Higher Education 11, no. 1-2 (June 20, 2011): 157–76. http://dx.doi.org/10.1177/1474022210374223.
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This project explored the experiences of a small sample ( N = 6) of Australian academics with the use of digital storytelling as a pedagogical tool in higher education contexts. This article describes two case studies of academic uses of digital storytelling, along with interpretive analysis of six semi-structured interviews of academics working within media and communication studies and their reflections on the potential of digital storytelling to enhance student learning and the student experience. Three consistent themes emerged, based around issues of definition, the need for ‘constructive alignment’, and resource and planning requirements. Academics regarded digital storytelling as a complement to, not a substitute for, conventional methods of learning and assessment such as the critical research essay. Overall, reservations exist regarding the promise of digital storytelling as a pedagogical tool that some academics have recently claimed for it.
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Wildy, Helen, Sanna Peden, and Karyn Chan. "The rise of professional doctorates: case studies of the Doctorate in Education in China, Iceland and Australia." Studies in Higher Education 40, no. 5 (January 9, 2014): 761–74. http://dx.doi.org/10.1080/03075079.2013.842968.
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Sabtu, Helminiry Had, Wan Shakizah Wan Mohd Noor, and Mohd Faizal Mohd Isa. "Student Attrition at Technical and Vocational Educational Training (TVET) Institutions: The Case of XCel Technical College in Malaysia." Asian Social Science 12, no. 12 (October 28, 2016): 197. http://dx.doi.org/10.5539/ass.v12n12p197.
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Student attrition is a challenging issue for tertiary education institutions, especially Technical and Vocational Education Training (TVET) institutions. There are a lot of explanations why students withdraw from college level programmes and the causes may be unique for students who sign up in a course that suits their interest areas. Small student retention rates reflect negatively on the reputation of the institution and even more, its academic status. This would, in turn, influence institution enrolment, finances, and future plans for development. Thus, this research effort was designed to investigate the influences of students’ withdrawal from these institutions before completion of their studies. As this research took the qualitative approach, data collection was performed through interviews and focus group discussions involving two groups of students (i.e., those who dropped out and those who continued with their studies) from XCel Technical College. The findings showed that the students’ reasons for dropping out from the TVET institutions programme are varied, all which were classified into two categories, namely institutional factors (e.g., training facilities, learning materials, and scheduling) and student characteristics (e.g., parental/family influence and urgency of getting employment). This findings support the results of earlier studies which highlighted that student characteristics, institutional factor, educational and occupational goals and commitments, financial status and other personal factors, are important to their retention in higher education programs (Bafatoom, 2010; Bean, 1980; Braxton, 2005; Pascarella & Terenzini, 1983; Spady, 1970, 1971; Tinto, 1975, 1993).
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Keskin, Zuleyha, and Mehmet Ozalp. "Islamic Studies in Australia’s Universities." Religions 12, no. 2 (February 1, 2021): 99. http://dx.doi.org/10.3390/rel12020099.
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Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.
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Poonoosamy, Mico. "Third culture kids’ sense of international mindedness: Case studies of students in two International Baccalaureate schools." Journal of Research in International Education 17, no. 3 (October 24, 2018): 207–27. http://dx.doi.org/10.1177/1475240918806090.
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This paper uses part of the data from a larger qualitative inquiry in two International Baccalaureate schools, one in Australia and one in an Indian Ocean Island Nation (a pseudonym), to identify the factors and forces that contribute to the sense of self and understanding of and engagement with the notion of international mindedness in two ‘third culture kids’. Socio-cultural theory is used as a conceptual framework to explore cross-cultural differences and similarities between the students and the schooling contexts. Analysing the students’ perspectives about their understandings of international mindedness through grounded theory methods, the paper also develops hypotheses on the notions of being, belonging and becoming.
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Riyardi, Agung, Mohd Fahmy-Abdullah, Maulidyah Indira Hasmarini, and Kusdiyanto. "Combining aggregate production function and technical efficiency: Indonesian case study." Problems and Perspectives in Management 20, no. 3 (September 28, 2022): 478–86. http://dx.doi.org/10.21511/ppm.20(3).2022.38.
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Besides frontiers and Data Enveloped Analysis approaches, a combination between the aggregate production function and technical efficiency can be performed using the Corrected Ordinary Least Square approach. Unfortunately, there are no studies in Indonesia that use this approach. This paper mainly studies how the Corrected Ordinary Least Square approach combines aggregate production function and technical efficiency. The methods are aggregate production function modeling, aggregate production function correcting, and technical efficiency measuring. The data are Gross Regional Domestic Product at a constant price, the number of workers, investment expenditure, education, and health data of Indonesian provinces from 2015 to 2020. There are three results. First, the Indonesian fixed effect panel data aggregate production function is the best model. In this model, Gross Regional Domestic Product at a constant price is influenced by the number of workers, investment expenditure, and human capital. Human capital consists of education and health level. Second, the deterministic frontier aggregate production function shifts the best-fixed effect model so that the constant becomes –15.36. Third, the Indonesian technical efficiency when no factors influence inefficiency is on average 0.9936. All the results indicate that human capital, aggregate production and technical efficiency combination, and the Corrected Ordinary Least Square approach are practical values.
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Hodgson, Jayne. "History of Aboriginal Education and Cape York Peninsula: A Case Study." Aboriginal Child at School 18, no. 3 (July 1990): 11–35. http://dx.doi.org/10.1017/s1326011100600650.
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The aim of comparative studies in education is to improve our understanding of our own problems of education at the national level. In the words of Phillip E. Jones (1973:24), “Comparative education can lead us to understanding, sympathy and tolerance”. More than that, it is hoped that it can lead to improved circumstances for Australia’s most disadvantaged minority group – the Aborigines.The Aborigines were the first people to have a social system in Australia. That system, however, has undergone dramatic change in the last 200 years at the hands of ‘white’ migrants. Changes in educational policy in Australia have been largely a reaction to what the ruling majority has regarded as the ‘Aboriginal problem’. Schooling for Aborigines thus moved, early this century, from an era of mission schools and reserves to ‘formal’ schooling which was introduced in the 1960’s. Policies then shifted in turn from ‘assimilation’ to ‘integrationism’ to ‘self-determination’ and self-government’ for the Aborigines.
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Aristovnik, Aleksander, and Alka Obadić. "MEASURING RELATIVE EFFICIENCY OF SECONDARY EDUCATION IN SELECTED EU AND OECD COUNTRIES: THE CASE OF SLOVENIA AND CROATIA." Technological and Economic Development of Economy 20, no. 3 (August 11, 2014): 419–33. http://dx.doi.org/10.3846/20294913.2014.880085.
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This article continues on a number of previous studies by other scientists in investigating secondary education efficiency by applying a non-parametric methodology. In this respect, the purpose of the article is to review some previous studies on measuring the efficiency of public (secondary) education sector as well as some conceptual and methodological issues of a non-parametric approach. Most importantly, the Data Envelopment Analysis (DEA) technique is presented and then applied to a wide range of EU and OECD countries, including Slovenia and Croatia, to evaluate the technical efficiency of secondary education. The empirical results show that technical efficiency in secondary education varies significantly across the great majority of EU and OECD countries. Both Slovenia and Croatia show a relatively high level of technical inefficiency in their secondary education as they respectively only rank in the third and fourth quartiles among selected countries. Therefore, rationalising public secondary education spending is strongly recommended with possible redirecting of some excessive resources to the tertiary education sector.
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Goode, Peter. "World trends and innovations in production asset management—case studies from Australia and North America." APPEA Journal 50, no. 2 (2010): 689. http://dx.doi.org/10.1071/aj09053.
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Australia is transitioning to become an energy superpower—the $43 billion Gorgon LNG project and the other comparably sized projects lining up behind the Gorgon project confirm this. There are predictions that around $80 billion of CAPEX on LNG projects will be approved for expenditure for the 2010 financial year with much more to be invested in the following years. And, we are on the cusp of further coal seam gas developments in Queensland, which could see annual production rise from 130 to more than 3,000 petajoules per annum once the infrastructure is in place. What are the skills needed to realise the true potential of these investments? An appropriate asset management plan is key. Asset management is more than the provision of maintenance services—it is about developing a systematic approach to managing an asset during its life and achieving the outputs required by the owner of the asset. Program and project management of brownfield capital works, maintenance services and infrastructure projects are also essential technical capabilities to help meet the demand of the burgeoning LNG and coal seam gas industries. These skills will determine who can deliver on schedule, or ahead of it. The other key capability will be mobilising, managing and retaining people. There is speculation that the Queensland coal seam gas industry alone will generate approximately 12,000 jobs. The industry needs to be prepared to be innovative in engaging, training and upskilling people. As the only true global resources and industrial provider in Australia, Transfield Services will share its key learnings on effectively managing assets, projects and people from its work with clients including Canada’s largest energy company, Suncor Energy.
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Polesel, John. "Schools for Young Adults: Senior Colleges in Australia." Australian Journal of Education 46, no. 2 (August 2002): 205–21. http://dx.doi.org/10.1177/000494410204600208.
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Student dissatisfaction, low achievement, poor transition outcomes for some groups, including early leavers, and persistent inequalities place considerable barriers in the way of schools' efforts to improve participation in education. This paper argues that there is a need to look beyond current structures of provision for models of schooling better able to deal with these issues. The existing research evidence on Australian initiatives to introduce senior school or multi-campus models of provision is reviewed and three case studies of the model presented in order to examine the potential of this model. The paper argues that this approach to schooling facilitates the provision of a broad and relevant curriculum (including VET), provides a more appropriate schooling environment for post-compulsory aged students and allows teachers (at both the junior and senior sites) to focus on the needs of their particular students.
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Pflugfelder, Ehren Helmut. "Failure Matters: Conflicting Practices in a High-Tech Case." Journal of Technical Writing and Communication 48, no. 1 (August 5, 2016): 31–52. http://dx.doi.org/10.1177/0047281616662984.
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Technical communication researchers have studied failure through a number of different case studies, though none more often than the space shuttle Challenger explosion. While scholars have offered several explanations in the intervening three decades, this work often treats the disaster as a failure of organizational communication, a failure of the material O-ring, or a failure of two discourse communities, engineers and managers, to engage in mutually comprehensible forms of meaningful deliberation. This essay hypothesizes that the real cause of failure was neither positivist nor social constructionist in nature, but discursive-material. I offer discussion of the Challenger case in order to frame a different study of project failure and show that complex technical projects fail for a number discursive-material reasons. Employing assumptions from actor–network theory and Barad’s theory of agential realism, this essay establishes a basis for how to read the Challenger disaster as one of competing and unresolved “conceptual structures of practice.” I then take this framework and apply it to a case study of a transportation project at a large, Midwestern research university. This project, the electric personal transportation vehicle, failed because competing structures of practice generated powerful actants that mattered in different ways. Insufficient project management activities also contributed to failure; the conclusion identifies concepts technical communicators can employ in establishing more effective project management strategies that work to resolve competing actants.
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Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.
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In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
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Hurayra, M. A., and A. Rahman. "Rainwater harvesting at place of worship: a case study in Australia." IOP Conference Series: Earth and Environmental Science 1022, no. 1 (May 1, 2022): 012063. http://dx.doi.org/10.1088/1755-1315/1022/1/012063.
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Abstract There are several ways of preserving water covering technical, legal and cultural aspects. More recently, Rainwater Harvesting (RWH) has become one of the popular means of water-saving. A few studies on RWH system at place of worship have been undertaken; however, there has not been any detailed study in Australia. This research aims to explore how Islamic scripture can be used to promote water conservation among the Muslim community, specifically, this examines the feasibility of a RWH system at St Marys Islamic Centre, New South Wales, Australia where a RWH system is proposed to supplement mains water for regular uses such as washing, gardening, and socio-religious functions. Based on local daily rainfall data, a water balance model has been developed to estimate reliability of a RWH system at the proposed location. The preliminary result shows that for a 10 kL tank size, the average reliability of the proposed RWH system is 69% for 400 people. However, if the tank size increases, reliability also increases and therefore, higher tank size is needed at the proposed site. Finally, this result will be useful to understand the effects of Islamic motivation and RWH on water preservation. It is also expected that the outcomes of this research will promote water conservation in places of worship and community centres across Australia and other countries.
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Coelho, Silvia Regina dos Santos, and Candido Alberto Gomes. "Something new under the sun in secondary school: a case study." Ensaio: Avaliação e Políticas Públicas em Educação 28, no. 106 (March 2020): 8–24. http://dx.doi.org/10.1590/s0104-40362019002702142.
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Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.
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Holmberg, J., M. Svanström, D. J. Peet, K. Mulder, D. Ferrer-Balas, and J. Segalàs. "Embedding sustainability in higher education through interaction with lecturers: Case studies from three European technical universities." European Journal of Engineering Education 33, no. 3 (June 2008): 271–82. http://dx.doi.org/10.1080/03043790802088491.
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Pennanen, Matti, Laurette Bristol, Jane Wilkinson, and Hannu L. T. Heikkinen. "What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia." Pedagogy, Culture & Society 24, no. 1 (September 11, 2015): 27–53. http://dx.doi.org/10.1080/14681366.2015.1083045.
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Yazdani Mehr, Shabnam, and Sara Wilkinson. "Technical issues and energy efficient adaptive reuse of heritage listed city halls in Queensland Australia." International Journal of Building Pathology and Adaptation 36, no. 5 (November 12, 2018): 529–42. http://dx.doi.org/10.1108/ijbpa-02-2018-0020.
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Purpose Adaptive reuse of heritage stock has several advantages: retention of culturally and socially significant buildings, as well as the opportunity to consider embodied energy, energy efficiency retrofit measures and other environmental upgrades. The purpose of this paper is to identify the technical issues faced in the adaptive reuse of Australian heritage listed city halls and discuss sustainable strategies to enable further adaptations to be more energy efficient. Design/methodology/approach Adaptive reuse of a heritage building provides an opportunity to retain embodied energy, improve energy efficiency and enhance durability, which are important aspects of the technical lifecycle of a building. Using a case study methodology and a qualitative approach, this paper evaluates adaptations and the technical issues faced in three heritage city halls in Queensland, Australia. Findings The analysis shows that enhancing energy efficiency enables heritage buildings to reduce their climate change impacts. However, the installation of equipment for energy efficiency can pose technical issues for heritage buildings. The ownership of heritage building and interest of the local community affects the solutions that are viable. Solutions and further sustainable strategies are proposed through analysis of case studies. Originality/value City halls globally adopt different and varied architectural designs, features and scales. They are often heritage listed and locally significant landmarks that have undergone various adaptations; however, they have been overlooked in much adaptive reuse research, particularly in Australia. City halls differ from other heritage buildings in their collective sense of ownership which is important in regard to proposed changes, as citizens have an interest and hold opinions which may affect measures adopted. This paper contributes to the body of knowledge related to energy efficient technical adaptive reuse of city halls.
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Dimmock, Clive, and John Hattie. "Principals' and Teachers' Reactions to School Restructuring." Australian Journal of Education 38, no. 1 (April 1994): 36–55. http://dx.doi.org/10.1177/000494419403800103.
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There have been relatively few studies that have gauged the thoughts, reactions and expectations held by those working in schools towards decentralisation and restructuring of school systems. This study investigates the views held by a sample of principals and teachers in Western Australia of the likely effects of restructuring on changing roles and responsibilities, actual and desired outcomes, changing power and influence relations, personal values, and difficulties in meeting new expectations. Both principals and teachers predicted that decentralisation and devolution would increase their workloads and broaden their roles. Principals would require more human and technical management competencies; teachers would assume more non-teaching duties. Notwithstanding difficulties and drawbacks, principals and teachers believed that restructuring would lead to better, more effective, and more efficient schools.
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Kramer-Simpson, Elisabeth. "Feedback From Internship Mentors in Technical Communication Internships." Journal of Technical Writing and Communication 48, no. 3 (August 31, 2017): 359–78. http://dx.doi.org/10.1177/0047281617728362.
Full textAbstract:
Documenting and characterizing interactions between student interns and their mentors in the workplace offers perspective on student learning and enculturation that can help us introduce these ways of learning to students in the technical communication classroom, even before the internship. Three student intern conversations in the internship setting are the focus of this close discourse analysis, framed by 6-month-long case studies and Vygotsky’s learning theory. Results indicate that many similarities exist between classroom feedback and mentor feedback in the internship, but that differences in student agency may make negotiation important in the technical communication classroom.