Academic literature on the topic 'Technical education Victoria Melbourne'
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Journal articles on the topic "Technical education Victoria Melbourne"
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Cullinane, Meabh, Stefanie A. Zugna, Helen L. McLachlan, Michelle S. Newton, and Della A. Forster. "Evaluating the impact of a maternity and neonatal emergencies education programme in Australian regional and rural health services on clinician knowledge and confidence: a pre-test post-test study." BMJ Open 12, no. 5 (May 2022): e059921. http://dx.doi.org/10.1136/bmjopen-2021-059921.
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IntroductionAlmost 78 000 women gave birth in the state of Victoria, Australia, in 2019. While most births occurred in metropolitan Melbourne and large regional centres, a significant proportion of women birthed in rural services. In late 2016, to support clinicians to recognise and respond to clinical deterioration, the Victorian government mandated provision of an emergency training programme, called Maternity and Newborn Emergencies (MANE), to rural and regional maternity services across the state. This paper describes the evaluation of MANE.Design and settingA quasi-experimental study design was used; the Kirkpatrick Evaluation Model provided the framework.ParticipantsParticipants came from the 17 rural and regional Victorian maternity services who received MANE in 2018 and/or 2019.Outcome measuresBaseline data were collected from MANE attendees before MANE delivery, and at four time points up to 12 months post-delivery. Clinicians’ knowledge of the MANE learning objectives, and confidence ratings regarding the emergencies covered in MANE were evaluated. The Safety Attitudes Questionnaire (SAQ) assessed safety climate pre-MANE and 6 months post-MANE among all maternity providers at the sites.ResultsImmediately post-MANE, most attendees reported increased confidence to escalate clinical concerns (n=251/259). Knowledge in the non-technical and practical aspects of the programme increased. Management of perinatal emergencies was viewed as equally stressful pre-MANE and post-MANE, but confidence to manage these emergencies increased post-delivery. Pre-MANE SAQ scores showed consistently strong and poor performing services. Six months post-MANE, some services showed improvements in SAQ scores indicative of improved safety climate.ConclusionMANE delivery resulted in both short-term and sustained improvements in knowledge of, and confidence in, maternity emergencies. Further investigation of the SAQ across Victoria may facilitate identification of services with a poor safety climate who could benefit from frequent targeted interventions (such as the MANE programme) at these sites.
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Scull, Janet, Jane Page, Megan L. Cock, Cuc Nguyen, Lisa Murray, Patricia Eadie, and Joseph Sparling. "Developing and Validating a Tool to Assess Young Children’s Early Literacy Engagement." Australasian Journal of Early Childhood 46, no. 2 (May 3, 2021): 179–95. http://dx.doi.org/10.1177/18369391211009696.
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There is growing recognition that literacy learning takes place in the years prior to formal schooling and that young children develop literacy-like behaviours through exposure to interactions in shared contexts in which literacy is a component. Despite this, there are few assessments that measure the very early literacy skills that children develop before 36 months of age. This article reports on the design and validation of a new instrument – the Early Literacy Engagement Assessment (ELEA). This tool was developed to provide insights into the impact of Conversational Reading, a key pedagogical strategy implemented at Families as First Teachers playgroups, on young children’s early receptive and expressive vocabulary and literacy skills. The instrument was trialled with 104 children living in locations across Melbourne, Victoria, and 39 Aboriginal children living in remote communities in the Northern Territory. The trial process was undertaken in two phases: (1) a technical assessment to test item consistency, characteristics and placement and (2) concurrent validity testing against items from the Clinical Evaluation of Language Fundamentals Preschool-2 tool. The findings from the trial and validation process indicate that overall the ELEA discriminates well between children of high and low ability, and it is a useful tool in the authentic assessment of expressive and receptive vocabulary skills in young children.
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Bowden, Mark P., Subhash Abhayawansa, and John Bahtsevanoglou. "Overconfidence of vocational education students when entering higher education." Education + Training 57, no. 4 (May 11, 2015): 429–47. http://dx.doi.org/10.1108/et-02-2014-0012.
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Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.
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Menkhorst, P. "John Hilary Seebeck 1939 - 2003. An obituary by Peter Menkhorst (with assistance from Ian Mansergh, Ian Temby and Robert Warneke)." Australian Mammalogy 25, no. 2 (2003): 221. http://dx.doi.org/10.1071/am03221_ob.
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WITH the passing of John Seebeck on 8 September 2003, Victoria lost a true champion of nature conservation. Born on 28 September 1939, John grew up in Northcote, Melbourne, and attended local State schools. He joined the fledgling Wildlife Research Section of the Fisheries and Game Department in 1960 as a technical assistant. The following year, John received a Government studentship allowing him to study part-time for a B.Sc. at The University of Melbourne. On returning to full-time employment, John worked assiduously with Keith Dempster, Robert Warneke and others to build the Wildlife Research Section into a springboard for better conservation in Victoria.
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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Fennessy, Kathleen M. "'Industrial Instruction' for the 'Industrious Classes': Founding the Industrial and Technological Museum, Melbourne." Historical Records of Australian Science 16, no. 1 (2005): 45. http://dx.doi.org/10.1071/hr05003.
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This paper examines the movement to foster scientific and technical learning in the colony of Victoria during the 1860s. It discusses how the concept of a public museum for 'industrial' and 'technological' instruction emerged, and analyses the events leading to the establishment of the Industrial and Technological Museum, Victoria's first public institution for educating the people in applied science.
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Condliffe, Peter. "Rural decline and community services education in Victoria: the Bendigo experience." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 18–28. http://dx.doi.org/10.47381/aijre.v2i1.267.
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In 1989 Phillip Institute of Technology (based at Bundoora (Melbourne)) offered its Bachelor of Social Work degree (BSW) and Graduate Diploma in Community Development (CD) in the Central Victorian city of Bendigo. This paper outline some of the contextual issues and identifies certain key factors in addressing these issues.
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MONTGOMERY, I. W., and K. L. HUGHES. "Veterinary education in Victoria. The re-establishment of the Melbourne Veterinary School." Australian Veterinary Journal 62, no. 12 (December 1985): 397–400. http://dx.doi.org/10.1111/j.1751-0813.1985.tb14118.x.
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Walter, Susan M. "Victorian Bluestone: a proposed Global Heritage Stone Province from Australia." Geological Society, London, Special Publications 486, no. 1 (September 20, 2018): 7–31. http://dx.doi.org/10.1144/sp486.1.
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AbstractVictorian Bluestone is proposed as a Global Heritage Stone Province from Australia. Numerous heritage stones occur within this province and of these Malmsbury Bluestone is suggested as a Global Heritage Stone Resource. Bluestone, an iconic basalt dimension stone from Victoria, is used domestically and internationally with a recognized heritage value. Sources are located in urban and country areas of Victoria some of which are still utilized for dimension stone. In many instances bluestone has superior technical characteristics, including durability, that surpass high-quality commercial sandstones, despite an architectural preference for lighter-coloured stones. These characteristics are matched by the diversity of significant uses for domestic, commercial and infrastructure purposes especially in Victoria. Notable examples include the Spotswood Pumping Station, Malmsbury Viaduct, the Graving Dock (Williamstown), Malmsbury Reservoir, St Patrick's Cathedral (Melbourne), Kyneton Railway Station and Ararat Gaol. If the bluestone used in pavements and drains is also considered, Victorian Bluestone could be described as Australia's most prominent infrastructure heritage stone. Bluestone use in Melbourne dates from the 1840s, in the other states of Australia and in New Zealand from 1873, with international interest from Asia between 1860 and 1880. The stone continues to be utilized widely around Australia and is also exported.
Dissertations / Theses on the topic "Technical education Victoria Melbourne"
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Waugh, John Charles. "Diploma privilege : legal education at the University of Melbourne 1857-1946 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5710.
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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.
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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed.
This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development.
The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace.
There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
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Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.
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The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising.
This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.
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Hurley, Kathleen. "The Melbourne story: an analysis of the city’s economy over the 2000s." Thesis, 2015. https://vuir.vu.edu.au/32278/.
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This thesis examines economic growth and change across the city of Melbourne over the 2000s. In the late 1970s to early 1980s, and again in the early 1990s, Melbourne was seen as having a bleak future, as a consequence of the deindustrialisation occurring in the city throughout the late twentieth century. However, Melbourne grew rapidly at the start of the twenty-first century, renewing its profile globally and attracting population.
This thesis examines the factors behind the rise of Greater Melbourne over the 2000s, and specifically the rapid revival of the central city area of Melbourne. The study assesses the relevance of economic geography theories (the Global Cities hypothesis, the World City Network (WCN) and agglomeration economies) in relation to Melbourne’s economic growth. Globalisation related theories concerning knowledge cities and workers are also considered.
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Ingleby, Julie. "Participation, action research and the politics of change in working class schools: a view from the inside." Thesis, 1985. https://vuir.vu.edu.au/18181/.
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Fundamental educational change is necessarily an
outcome of authentic participation confirmed in
community struggle against defined forms of oppression:
this is the proposition explored in the course of the
three case study experiences presented here.
Similarly, the contexts, conditions and terms of
participation are considered with regard to defining
the character of authentic 'political' success.
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Leskova, Zuzana. "International Marketing Communication in Higher Education: An Interpretive Communication Audit of Victoria University in Melbourne, Australia." Thesis, 2016. https://vuir.vu.edu.au/32633/.
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This research regards universities as highly influential entities. Aside from producing and disseminating knowledge, one of the purposes of higher education is to contribute to the intellectual development of a society. In addition to this original purpose universities also have unique characteristics which, when recognised, can help them with designing new and creative approaches to marketing communication strategies. To identify these distinctive qualities, this study implemented an interpretive communication audit that focuses on the specifics and characteristics of international communication activities at Victoria University (VU).
Specifically, this study set out three key research objectives: to identify specifics and characteristics of a university that can serve as a valuable source for designing new approaches to university marketing; to explore the creative potential of students to actively contribute to the development of university marketing and to test the viability of an interpretive communication audit within the university framework, while using the subjective insight and experience of a researcher.
Emphasising the interpretive approach, this thesis analysed the interpretations of the University’s communication given by the international and domestic students of VU. In particular, focus groups and action groups, in which 29 VU students participated, served as specific methods for collecting these individual opinions and understandings. Following the philosophical and methodological practice of an interpretive communication audit, this thesis used students’ as well as the researcher’s own interpretations for developing creative feedforward that gives concrete recommendations on how to work with the University’s communication activities. The outcome of this mainly reveals how a university can benefit from cooperating with students on developing marketing strategies. Additionally, the last chapter of this thesis sets out specific ideas Victoria University can use for preparing new communication activities.
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Seymour, Jenny. "The process and diversity of mentoring at Victoria University." Thesis, 2004. https://vuir.vu.edu.au/15686/.
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This project analysed the development of a selection of international and national mentoring programmes in higher education institutions and specifically at Victoria
University. Based on the analysis of successful international and national mentoring programmes, the performance of past Victoria University mentoring programmes and research on current mentoring programmes at the University, this thesis has developed
core principles of a standardised mentoring programme.
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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.
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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Pantzopoulos, Kerry. "The employers' perspective of vocational education work placement programs." Thesis, 2005. https://vuir.vu.edu.au/15796/.
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This study is an evaluation of Victoria University’s Workplace Learning Melbourne West (WLMW) work placement service to employers. Local Community Partnership’s (LCPs) like Workplace Learning (WLMW) are funded to coordinate work placements for vocational students and enable them to integrate about 10 days on-the-job learning in industry with classroom study.
To keep enterprises engaged in the program the study canvasses employers’ perspectives on the work placement service with a view to improving program effectiveness. Work placements constitute a growing element in the senior
secondary curriculum and the demand on employers to provide or grow opportunities for students is intense. The study sought to identify the changes required to manage the increased demand for work placements more effectively taking into account the needs of enterprises to improve the quality of the work placement service delivered and employer satisfaction with it.
Books on the topic "Technical education Victoria Melbourne"
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Auditor-General, Victoria Office of the. Teaching equipment in the Technical and Further Education sector. [Melbourne]: Govt. Printer, 2001.
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A people learning: Colonial Victorians and their public museums, 1860-1880. North Melbourne, Vic: Australian Scholarly, 2007.
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Mechanics', Worldwide Conference (2004 Melbourne Vic ). Buildings, books and beyond: Mechanics' Worldwide Conference 2004 : proceedings of an international conference convened by the Mechanics' Institutes of Victoria at Swinburne University, Prahran Campus, Melbourne, Australia, 2-4 September 2004. 2nd ed. Prahran, Vic: Prahran Mechanics' Institute Press, 2004.
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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.
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TAFE libraries and educational change: Accepting the challenge : conference report, Victorian Association of TAFE College Librarians, and University and College Libraries Section, Library Association of Australia, Geelong, Victoria, 4-6 September 1985. Broadmeadows [Vic.]: Victorian Association of TAFE College Librarians, 1986.
Find full textBook chapters on the topic "Technical education Victoria Melbourne"
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Khan, Tehmina. "Sustainability, Ethics and Education." In Practice, Progress, and Proficiency in Sustainability, 424–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch021.
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Accounting education has faced limitations as a highly technical and discipline-specific body of knowledge. The case presented in this chapter demonstrates and reflects on an attempt at incorporating the study of sustainability-related accounting knowledge through multiple forms of delivery and assessment. Sustainability-related material that draws from business, accounting and ethics' perspectives was included in an accounting ethics course for accounting majors at Royal Melbourne Institute of Technology (RMIT) University in Melbourne, Australia. This pedagogy has encouraged the development of students' soft skills including their emotional intelligence. Sustainability education has been found as engaging and thought provoking, albeit involving a steep learning curve for students as far as knowledge and awareness are concerned. It has allowed for the promotion of multiple and broader perspectives and education on key sustainability-related concerns, from a range of angles including ethics and accounting frameworks for sustainability as well as multidisciplinary approaches to sustainability and business.
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Bak, Tao. "‘Embodied knowing’: exploring the founding of the Melbourne Rudolf Steiner school in 1970s Victoria, Australia." In Sight, Sound and Text in the History of Education, 135–50. Routledge, 2020. http://dx.doi.org/10.4324/9780429202650-9.
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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.
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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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Kitainge, Kisilu M. "Trainees' Views Regarding Emphasis and Adequacy for Work of Institution-Based Automotive Training in Kenya and State of Victoria, Australia." In Handbook of Research on E-Learning Applications for Career and Technical Education, 112–27. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch009.
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The foundation for a productive, efficient and effective workforce is high quality and relevant training and ideally, educators, policy makers and the industry practitioners should agree on what should be included in training programs. This chapter discusses views of automotive trainees about whether or not they believed their training was directed appropriately towards work within the automotive industry of the future. Data was collected from automotive trainees located in Kenya and Australia. Data was obtained by use of questionnaires and analyzed with both quantitative and qualitative foci. The questions asked regarded the emphasis of training, the content of training, the facilities in training and coping with technological change in the workplace. Data were discussed according to three themes on generic skills, adequacy of training to work requirements and training facilities. In both countries, it was found that there is a need for more realignment of training offering to the future industry requirements. It is recommended that a consultative approach should be used in the training programs design with a view to reducing the gap between industry requirements and training offerings.
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Daver, Fugen, and Roger Hadgraft. "Linking Materials Science and Engineering Curriculum to Design and Manufacturing Challenges of the Automotive Industry." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education, 46–66. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch003.
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Materials engineering applications are becoming more widespread, varied and sophisticated due to advances in science and increasing interdisciplinary cooperation. To be able to impart engineering graduates with the required technical background, educators need to update the course syllabus and the program curriculum continuously. Most importantly, in a world of constant change, educators need to develop the right graduate capabilities in engineering students. This calls for new, innovative teaching approaches to materials education. This chapter demonstrates the authors' teaching approach through the design and development of an Automotive Materials course at postgraduate level in an ‘International Automotive Engineering' program at RMIT University in Melbourne, Australia. To elucidate this teaching approach to materials education, the authors discuss in detail the need to impart an up-to-date understanding of new, alternative materials, the development of graduate capabilities, interdisciplinary systems thinking towards materials education, and the environmental sustainability of engineering materials.
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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.
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This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
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Daver, Fugen, and Roger Hadgraft. "Linking Materials Science and Engineering Curriculum to Design and Manufacturing Challenges of the Automotive Industry." In Materials Science and Engineering, 1636–58. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1798-6.ch067.
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Materials engineering applications are becoming more widespread, varied and sophisticated due to advances in science and increasing interdisciplinary cooperation. To be able to impart engineering graduates with the required technical background, educators need to update the course syllabus and the program curriculum continuously. Most importantly, in a world of constant change, educators need to develop the right graduate capabilities in engineering students. This calls for new, innovative teaching approaches to materials education. This chapter demonstrates the authors' teaching approach through the design and development of an Automotive Materials course at postgraduate level in an ‘International Automotive Engineering' program at RMIT University in Melbourne, Australia. To elucidate this teaching approach to materials education, the authors discuss in detail the need to impart an up-to-date understanding of new, alternative materials, the development of graduate capabilities, interdisciplinary systems thinking towards materials education, and the environmental sustainability of engineering materials.
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Wenn, Andrew. "Topological Transformations." In Human Centered Methods in Information Systems, 14–38. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-64-3.ch002.
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This chapter describes some aspects of the development of VICNET, an assemblage of computers, cables, modems, people, texts, libraries, buildings, dreams and images. It is a system that is difficult to characterise, it is dynamic both in geographical and ontological scope, size and usage. I have attempted to capture some of its nature through the use of several vignettes that may give the reader a small insight into parts of its being, then using some of the techniques and explanatory and exploratory mechanisms available from the field of science studies such as heterogeneous engineering and Actor Network Theory (ANT), I reveal some of the ways that VICNET came into existence. Many computer systems are undergoing continual evolution and it is extremely difficult to discern their configuration and what objects have agency at any given point in time; they can be thought of as open systems as described by Hewitt and de Jong (1984). VICNET, an Internet information provider established in 1994 as a joint venture between the State Library of Victoria and Royal Melbourne Institute of Technology, is one such system; it is being used by a large number of people and public libraries, yet simultaneously it is evolving and being shaped by the technology, the users and the environment of which it is part. Consider the system, VICNET as it is called, as a node of a much larger network. I have attempted to unfold this node to reveal the social and technical worlds contained therein, but I also fold the VICNET node in itself so that it becomes part of a much larger sociotechnical system – the Internet. This process of folding I refer to as a topological transformation and it is by studying transformations of this type that may help us understand how open systems come into being and evolve. In what follows, I provide a brief background to VICNET and the data collection method I used. Next, I discuss some the analytical techniques that are available for those who wish to study the development of technological systems. Following this all-too-brief comment I then present a selection of vignettes that show the varied nature of this socio-technical system. Presenting these then allows me to develop further the idea of social topologies introduced in the section on analytical techniques. In the final section there is some discussion as to why this way of looking at socio-technical systems may be useful.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Technical education Victoria Melbourne"
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Maranelli, Francesco. "Engineering Melbourne’s “Great Structural- Functional Idea”: Aspects of the Victorian Post-war “Rapprôchement” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3998puxe9.
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In 1963, Robin Boyd wrote about a post-war “rapprôchement” between the disciplines of structural engineering and architecture. Etymologically, the term suggests the movement of two entities that draw closer to each other, either in an unprecedented fashion or resuming a suspended interaction. World War II and the “anxieties and stimulations” of the post-war period, to use Boyd’s expression, accelerated the process of overcoming longstanding educational and professional disciplinary barriers. They were the driving forces behind what he denominated the “great structural-functional idea” of the 1950s. Architecture schools embraced modernist/functionalist ideals, producing graduates with considerable technical knowledge - true “romantic engineers.” The global post-war fascination with unconventional structures played its part. Occasionally, Antoine Picon argues, architecture’s “symbolic and aesthetic discourses” walk a “strictly technical path.” Under the banner of Le Corbusier’s Esthétique de l’Ingénieur, architecture and engineering converged. New technologies made collaborations with engineers habitual. According to Andrew Saint, however, partnerships were rarely affairs of equals since “architectural jobs came to architects first.” The diversification and growing number of engineers also transformed them into a labour force, Picon suggests, affecting their prestige and, possibly, their historiographical fortune. Scholarship on post-war Melbourne architecture has generally privileged the architect as the protagonist in the creation of innovative structures, only occasionally acknowledging consultants. This does not reflect the concerted nature of design commissions and frequent evanescence of disciplinary boundaries. This paper aims to highlight the major playing grounds for this alignment within design professions. It also hints at the complex relationship between the contributions of Victorian engineers and their recognition by post-war newspapers and architectural journals, opening the analysis of Melbourne’s post-war architecture to the discourse of professional representation and arguing the importance of “unbiased” histories of the built environment.
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Tatnall, Arthur, Chris Groom, and Stephen Burgess. "Electronic Commerce Specialisations in MBAs: An Australian University Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2578.
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This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.
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Tatnall, Arthur, and Stephen Burgess. "Experiences in Building and Using Decision Support Systems in Postgraduate University Courses." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3084.
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In this paper we will relate some of our experiences in building and using simple Decision Support Systems (DSS) for use in two postgraduate subjects at Victoria University in Melbourne. These subjects are not about Decision Support Systems, but are Information Systems (IS) subjects that introduce, amongst other things, concepts of decision support and DSS. It has been our experience that the complexity, an inability to examine the logic behind decisions that have been recommended, the proprietary nature and the cost of commercial DSS make their use in teaching less than ideal. Our solution was to produce our own simple systems using Excel, Visual Basic and Visual Basic for Applications, and this has proved to be quite successful. The paper reports on building and using Decision Support Systems in this way.
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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.
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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.
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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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McCarthy, Brendan, and Paul Hawking. "Teaching SAP's ABAP Programming Language to IS Students: Adopting and Adapting Web-based Technologies." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2530.
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This paper describes the experiences of Victoria University in adopting and adapting web-based technology to enhance the teaching of SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet technology and has particular suitability to the teaching of programming. This paper describes the Web-based technologies used and how they have been adapted to improve both the teaching of programming and management of assessment. Each technology is discussed and advantages identified with possible future research developments put forward.
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Thomas, Theda, and Alesha Allen. "Gender Differences in Students’ Perceptions of Information Technology as a Career." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3035.
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This paper reports on an investigation into first year students’ perceptions of IT as a career. There are many stereotypes of the typical IT professional. These stereotypes are often depicted in the media and affect students’ perceptions of the career and whether they should study IT or not. An exploratory study into male and female first year students’ perceptions of the IT professional is presented. The participants included students studying the Bachelor of Business and Bachelor of Information Systems degrees at ACU National in Melbourne, Australia. The study investigated the differences and similarities between the perceptions of males and females as well as where they came by those perceptions. The study found that the majority of students had chosen to drop IT as a subject at school by Year 10 of their schooling. Males and females differ in their reasons for giving up IT, with females listing computer illiteracy and dislike of being called a nerd as their main reasons and males listing boredom, teachers not being encouraging and little creativity as their main reasons for stopping. The students were then asked questions relating to the IT industry. A t-test showed that females were significantly more negative about the industry in their answers to three of the questions, namely “Is it ‘uncool’ to be interested in computers?” “Does the IT industry offer good job prospects?” and “Are people working in the IT industry ‘nerds/computer geeks’?” The survey then went on to look at the technical versus non-technical issue in perceptions of an IT career. The majority of the participants believed that an IT job consists mainly of technical work and working at a computer. This was true for all the students across both genders. The majority of students did not know any females in the IT industry and could not name any female role models from real life or from TV or film. Some of the role models that they did mention were cartoon characters.