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Journal articles on the topic 'Television in higher education Australia'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Hooper, Robert A. "When the barking stopped: Censorship, self-censorship and spin in Fiji." Pacific Journalism Review 19, no. 1 (May 31, 2013): 41. http://dx.doi.org/10.24135/pjr.v19i1.237.

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After four military coups in 20 years, Fiji is poised to return to democracy in elections promised for 2014. An emergency decree placing censors in newsrooms was lifted in January 2012, but with domestic media gagged by lawsuits and Fiji Television threatened with closure for covering opposition figures, a pervasive climate of self-censorship imposed by government decrees is enforced by a government-appointed judiciary. As elections draw closer, the illusion of press freedom is framed by highly paid American ‘spin doctors’ from a prominent Washington DC public relations and lobbying firm. Paralysis in the newsroom is reflected at Fiji’s premier University of the South Pacific, once a leader in journalism education. The author taught television journalism at the university and trained reporters for Fiji TV in the 1990s, but returned to find Fiji’s media and higher education in a crisis reflecting the decline of Western influence in the Pacific. Student grievances over harassment and expulsion in retaliation for independent reporting echo the deceit and dysfunction unfolding on the national stage. As traditional allies Australia, New Zealand, United Kingdom and the United States anguish over sanctions, unprecedented visits to the Fijian government by Russian Foreign Minister Sergei Lavrov and incoming Chinese Premier Xi Jinping portend diplomatic rivalry and raise the stakes for a fragile Pacific nation.

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2

Makukh-Fedorkova, Ivanna. "The Role of Cinema in the History of Media Education in Canada." Mediaforum : Analytics, Forecasts, Information Management, no. 7 (December 23, 2019): 221–34. http://dx.doi.org/10.31861/mediaforum.2019.7.221-234.

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The era of audiovisual culture began more than a hundred years ago with the advent of cinema, and is associated with a special language that underlies non-verbal communication processes. Today, screen influence on humans is dominant, as the generation for which computer is an integral part of everyday life has grown. In recent years, non-verbal language around the world has been a major tool in the fight for influence over human consciousness and intelligence. Formation of basic concepts of media education, which later developed into an international pedagogical movement, in a number of western countries (Great Britain, France, Germany) began in the 60’s and 70’s of the XX century. In Canada, as in most highly developed countries (USA, UK, France, Australia), the history of media education began to emerge from cinematographic material. The concept of screen education was formed by the British Society for Education in Film (SEFT), initiated by a group of enthusiastic educators in 1950. In the second half of the twentieth century, due to the intensive development of television, the initial term “film teaching” was transformed into “screen education”. The high intensity of students’ contact with new audiovisual media has become a subject of pedagogical excitement. There was a problem adjusting your children’s audience and media. The most progressive Canadian educators, who have recognized the futility of trying to differentiate students from the growing impact of TV and cinema, have begun introducing a special course in Screen Arts. The use of teachers of the rich potential of new audiovisual media has greatly optimized the learning process itself, the use of films in the classroom has become increasingly motivated. At the end of 1968, an assistant position was created at the Ontario Department of Education, which coordinated work in the “onscreen education” field. It is worth noting that media education in Canada developed under the influence of English media pedagogy. The first developments in the study of “screen education” were proposed in 1968 by British Professor A. Hodgkinson. Canadian institutions are actively implementing media education programs, as the development of e-learning is linked to the hope of solving a number of socio-economic problems. In particular, raising the general education level of the population, expanding access to higher levels of education, meeting the needs for higher education, organizing regular training of specialists in various fields. After all, on the way of building an e-learning system, countries need to solve a set of complex technological problems to ensure the functioning of an extensive network of training centers, quality control of the educational process, training of teaching staff and other problems. Today, it is safe to say that Canada’s media education is on the rise and occupies a leading position in the world. Thus, at the beginning of the 21st century, Canada’s media education reached a level of mass development, based on serious theoretical and methodological developments. Moreover, Canada remains the world leader in higher education and spends at least $ 25 billion on its universities annually. Only the United States, the United Kingdom and Australia are the biggest competitors in this area.

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3

Millar, Alex C. "Satellite Television and (Distance) Education in Australia." Media Asia 14, no. 1 (January 1987): 23–27. http://dx.doi.org/10.1080/01296612.1987.11726238.

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4

Dawkins, John S. "Higher Education in Australia." Higher Education Policy 1, no. 2 (July 1988): 46–48. http://dx.doi.org/10.1057/hep.1988.32.

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5

Shah, Mahsood, and Chenicheri Sid Nair. "International higher education in Australia." Perspectives: Policy and Practice in Higher Education 15, no. 4 (October 2011): 129–31. http://dx.doi.org/10.1080/13603108.2011.597888.

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6

Stone, Diana L. "Private higher education in Australia." Higher Education 20, no. 2 (September 1990): 143–59. http://dx.doi.org/10.1007/bf00143698.

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7

Kompare, Derek. "Filling the Box: Television in Higher Education." Cinema Journal 50, no. 4 (2011): 161–65. http://dx.doi.org/10.1353/cj.2011.0054.

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8

Lewis, Tania, and Fran Martin. "Learning modernity: lifestyle advice television in Australia, Taiwan and Singapore." Asian Journal of Communication 20, no. 3 (September 2010): 318–36. http://dx.doi.org/10.1080/01292981003802192.

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9

Evans, Terry. "Constructing educational technologies: Interactive television for teachers' professional development in australia." Educational Technology Research and Development 43, no. 1 (March 1995): 94–98. http://dx.doi.org/10.1007/bf02300486.

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10

Wexler, Geoff. "Higher Education in Orthodontics in Australia." British Journal of Orthodontics 19, no. 4 (November 1992): 343–44. http://dx.doi.org/10.1179/bjo.19.4.343.

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11

Simon, David S. "Accounting in higher education in Australia." Accounting Education 1, no. 2 (June 1992): 133–36. http://dx.doi.org/10.1080/09639289200000023.

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12

Gibson, Chris. "Geography in Higher Education in Australia." Journal of Geography in Higher Education 31, no. 1 (January 2007): 97–119. http://dx.doi.org/10.1080/03098260601033050.

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13

Meek, V. Lynn, and Fiona Q. Wood. "Higher education governance and management: Australia." Higher Education Policy 11, no. 2-3 (June 1998): 165–81. http://dx.doi.org/10.1016/s0952-8733(98)00005-1.

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14

Durkin, Sarah J., Kate Broun, Matthew J. Spittal, and Melanie A. Wakefield. "Impact of a mass media campaign on participation rates in a National Bowel Cancer Screening Program: a field experiment." BMJ Open 9, no. 1 (January 2019): e024267. http://dx.doi.org/10.1136/bmjopen-2018-024267.

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Objectives and designThis field experiment aimed to compare bowel cancer screening participation rates prior to, during and after a mass media campaign promoting screening, and the extent to which a higher intensity campaign in one state led to higher screening rates compared with another state that received lower intensity campaign exposure.InterventionAn 8-week television-led mass media campaign was launched in selected regions of Australia in mid-2014 to promote Australia’s National Bowel Cancer Screening Program (NBCSP) that posts out immunochemical faecal occult blood test (iFOBT) kits to the homes of age-eligible people. The campaign used paid 30-second television advertising in the entire state of Queensland but not at all in Western Australia. Other supportive campaign elements had national exposure, including print, 4-minute television advertorials, digital and online advertising.Outcome measuresMonthly kit return and invite data from NBCSP (January 2012 to December 2014). Return rates were determined as completed kits returned for analysis out of the number of people invited to do the iFOBT test in the current and past 3 months in each state.ResultsAnalyses adjusted for seasonality and the influence of other national campaigns. The number of kits returned for analysis increased in Queensland (adjusted rate ratio 20%, 95% CI 1.06% to 1.35%, p<0.01) during the months of the campaign and up to 2 months after broadcast, but only showed a tendency to increase in Western Australia (adjusted rate ratio 11%, 95% CI 0.99% to 1.24%, p=0.087).ConclusionsThe higher intensity 8-week television-led campaign in Queensland increased the rate of kits returned for analysis in Queensland, whereas there were marginal effects for the low intensity campaign elements in Western Australia. The low levels of participation in Australia’s NBCSP could be increased by national mass media campaigns, especially those led by higher intensity paid television advertising.

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15

Woodhouse, David, and Terry Stokes. "Australia: Evaluation and Quality in Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 18–31. http://dx.doi.org/10.2304/rcie.2010.5.1.18.

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16

Shah, Mahsood, Hai Yen Vu, and Sue-Ann Stanford. "Trends in private higher education in Australia." Perspectives: Policy and Practice in Higher Education 23, no. 1 (September 24, 2018): 5–11. http://dx.doi.org/10.1080/13603108.2018.1521348.

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17

Harrold, Ross. "Evolution of Higher Education Finance in Australia." Higher Education Quarterly 46, no. 4 (October 1992): 321–37. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01606.x.

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18

Hayden, Martin, and Peter Carpenter. "From school to higher education in Australia." Higher Education 20, no. 2 (September 1990): 175–96. http://dx.doi.org/10.1007/bf00143700.

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19

North, Louise. "Behind the mask: women in television news." Media International Australia 160, no. 1 (August 2016): 89–100. http://dx.doi.org/10.1177/1329878x16646235.

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The characteristics and lived experiences of women who work in television news in Australia have largely been overlooked in the field of journalism studies. This article, drawing on data from a larger project undertaken in 2012, focuses on 93 female respondents who identified as working in television news. It aims to provide a baseline study for further research by noting the characteristics and experiences of women who work in television news compared and contrasted with those women working in other news media platforms (newspapers, radio, wire services and online). While there are similarities between the cohorts, women in television in Australia are typically younger, earn more money and perceive greater gender equity in their workplaces. They do, however, experience higher levels of sexual harassment in the newsroom, although many appear to be resilient to its personal and professional ramifications.

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20

Harman, Bronwyn, and Craig Harms. "Predictors of Unstructured Play Amongst Preschool Children in Australia." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 31–37. http://dx.doi.org/10.23965/ajec.42.3.04.

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THERE IS EVIDENCE THAT unstructured play for preschool aged children is diminishing in Australia, however, the reasons for this decline have not been previously explored in depth. The current research examines the amount of time preschool children spend engaged in unstructured play and the predictors of unstructured play for these children. Data is drawn from the results of 564 Australian parent participants who completed an online survey, detailing the activities of their preschool aged children. Results found that children who participated in playgroup were more likely to participate in unstructured play, while children who participated in organised activities were less likely to participate in unstructured play. When the children in this study slept longer, read more and watched television less, they were more likely to participate in unstructured play, however, the number of hours spent watching television has no apparent effect on the number of hours a child engages in play. This research emphasises and reinforces the importance of balance in activities for optimal health and positive outcomes for Australian children.

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21

Rovai, Alfred P., and Robert Lucking. "Sense of community in a higher education television-based distance education program." Educational Technology Research and Development 51, no. 2 (June 2003): 5–16. http://dx.doi.org/10.1007/bf02504523.

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22

Darmawan, Deni, Edi Suryadi, and Dinn Wahyudin. "Smart Digital for Mobile Communication Through TVUPI Streaming for Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 05 (May 21, 2019): 30. http://dx.doi.org/10.3991/ijim.v13i05.10286.

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This study focuses on smart digital for mobile communication through television streaming. It makes use of the television station located in Universitas Pendidikan Indonesia (UPI) which requires further development. In 2017, research was carried out to develop web streaming and Mobile Audience through Smart Digital Mobile. However, this study uses a research and development approach comprising of 10 main steps some of which are broadcast programs needed in education and local wisdom. The UPI TV Station gained then complete trust from all segments of viewers from the internal academic community. The content test and ease of access are expected to get an overview of the information needs of campus television by the wider community. The results of this project are as follows : (a) Syllabus and SAP Tools in Education Communication courses; (b) Evaluation of the sustainability programs of TVUPI broadcast based on the web streaming; and (c) Mobile Smart Digital Development in expanding the reach of TVUPI viewers based on web streaming.

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23

Li, Yawan, and Jikun Chen. "Comparative Research into Chinese Conventional and Television‐based Higher Education." Open Learning: The Journal of Open, Distance and e-Learning 14, no. 2 (June 1999): 3–13. http://dx.doi.org/10.1080/0268051990140202.

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24

Dotolo, Lawrence G. "Cooperation and alliances: Higher education and the use of television." New Directions for Higher Education 2002, no. 120 (2002): 99–106. http://dx.doi.org/10.1002/he.94.

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25

Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.

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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

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26

Ninnes, Peter. "Acculturation of International Students in Higher Education: Australia." Education and Society 17, no. 1 (January 1, 1999): 73–101. http://dx.doi.org/10.7459/es/17.1.07.

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27

Walker, W. G. "Private higher education: challenges for Australia and beyond." Journal of Education Policy 3, no. 3 (July 1988): 261–72. http://dx.doi.org/10.1080/0268093880030305.

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28

Barr, Nicholas. "Higher Education in Australia and Britain: What Lessons?" Australian Economic Review 31, no. 2 (June 1998): 179–88. http://dx.doi.org/10.1111/1467-8462.00064.

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29

Sealey, Tim N. "Socio-economic position and higher education in Australia." Australian Educational Researcher 38, no. 1 (February 2011): 43–56. http://dx.doi.org/10.1007/s13384-010-0004-6.

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30

Power, Colin, and Frances Robertson. "Factors influencing participation in higher education in Australia." Australian Educational Researcher 15, no. 1 (March 1988): 85–98. http://dx.doi.org/10.1007/bf03219403.

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31

Ahmed, Sara. "Doing Diversity Work in Higher Education in Australia." Educational Philosophy and Theory 38, no. 6 (January 2006): 745–68. http://dx.doi.org/10.1111/j.1469-5812.2006.00228.x.

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32

White, Kate. "Women and leadership in higher education in Australia." Tertiary Education and Management 9, no. 1 (January 2003): 45–60. http://dx.doi.org/10.1080/13583883.2003.9967092.

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33

Ferris, James M. "HIGHER EDUCATION "REFORM" IN AUSTRALIA: AN OUTSIDER'S VIEW." Australian Journal of Public Administration 51, no. 3 (September 1992): 333–41. http://dx.doi.org/10.1111/j.1467-8500.1992.tb02619.x.

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34

Le Claire, Kenneth A. "Higher education choice in Australia: Processes and impediments." Higher Education 17, no. 3 (May 1988): 333–49. http://dx.doi.org/10.1007/bf00163795.

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35

Gross, Michael J., Pierre Benckendorff, Judith Mair, and Paul A. Whitelaw. "Hospitality higher education quality: Establishing standards in Australia." Journal of Hospitality and Tourism Management 30 (March 2017): 4–14. http://dx.doi.org/10.1016/j.jhtm.2017.01.007.

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36

Clarke, Tenille. "Legislation in Australia: Social Control or Education?" Australian Journal of Environmental Education 17 (2001): 115–17. http://dx.doi.org/10.1017/s0814062600002512.

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The primary function of legislation in Australia is that of an educative one rather than an enforcement role. An example of legislation the main function of which is to educate is the Occupational Health and Safety Act, 1985 (O.H.&S. Act). The main aim of the Act is to legislate for a safe work place, breaches of the Act can induce human suffering, therefore the Act is designed to prevent workplace accidents, not to prosecute.The O.H.&S. Act was introduced after a time of social change. The sixties and seventies were times of protest on matters concerning equality for women and for many underprivileged groups. As a result of this, a demand for the rights of safety within the workplace followed. With the advent of the Act in 1985 came a legitimation to the premises of workplace health and safety. The demands for workplace health and safety were recognised by the government and it accommodated by legislating for a safe workplace. The OH & S Act satisfies a need to educate the public on workplace safety and the right to workplace rehabilitation after a workplace illness, by using many social mechanisms. These mechanisms include the set up of a beaurocratic organisation—Workcover, to administer the Act. Workcover educates the public through the use of training schemes, graphic television commercials and standards as a guide to correct practice. Evolution of the Act to management of safety by employers and employees demonstrated that legislation is a self-referential system that has feedback loops which are the result of the education of society. The mechanisms used in the processes of education are socially constructed. Legislation is therefore used to guide society into acceptance of an ideal/framework.

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37

Leigh, Andrew, and Chris Ryan. "Long-Run Trends in School Productivity: Evidence from Australia." Education Finance and Policy 6, no. 1 (January 2011): 105–35. http://dx.doi.org/10.1162/edfp_a_00024.

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Outside the United States, very little is known about long-run trends in school productivity. We present new evidence using two data series from Australia, where comparable tests are available back to the 1960s. For young teenagers (aged 13–14), we find a small but statistically significant fall in numeracy over the period 1964–2003 and in both literacy and numeracy over the period 1975–98. The decline is in the order of one-tenth to one-fifth of a standard deviation. Adjusting this decline for changes in student demographics does not affect this conclusion; if anything, the decline appears to be more acute. The available evidence also suggests that any changes in student attitudes, school violence, and television viewing are unlikely to have had a major impact on test scores. Real per child school expenditure increased substantially over this period, implying a fall in school productivity. Although we cannot account for all the phenomena that might have affected school productivity, we identify a number of plausible explanations.

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38

Wetzel, Mary C. "Process Video in Scientific Higher Education." Journal of Educational Technology Systems 16, no. 3 (March 1988): 265–82. http://dx.doi.org/10.2190/mtje-g0v7-28by-mfty.

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Television has not been used well in modern universities, although technology is well advanced. In scientific education, despite the instrument-dependent nature of modern science, most methods neglect behaviors of teachers and learners. In contrast, variants of “process video” that are described here emphasized three-way interactions among instructors, students, and video machinery. Guidelines show how simple video assistance was introduced and developed gradually into more fully instrumented learning environments, with examples taken from a variety of experimental classrooms. It was concluded that a science of learning which merges video and computer science can help to integrate research, teaching, and service functions of postsecondary institutions.

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39

Meredith, Grant, Ann Packman, and Genée Marks. "Stuttering, disability and the higher education sector in Australia." International Journal of Speech-Language Pathology 14, no. 4 (June 4, 2012): 370–76. http://dx.doi.org/10.3109/17549507.2012.683809.

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40

King, Conor, and Richard James. "Increasing participation and attainment in higher education in Australia." Higher Education Management and Policy 24, no. 3 (February 4, 2014): 145–60. http://dx.doi.org/10.1787/hemp-24-5jz8tqsd095g.

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41

Rayner, J., P. McSweeney, K. Raynor, and D. E. Aldous. "WHERE TO NOW FOR HORTICULTURAL HIGHER EDUCATION IN AUSTRALIA?" Acta Horticulturae, no. 832 (June 2009): 185–94. http://dx.doi.org/10.17660/actahortic.2009.832.24.

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42

Twomey, Christina, and Jodie Boyd. "Class, Social Equity and Higher Education in Postwar Australia." Australian Historical Studies 47, no. 1 (January 2, 2016): 8–24. http://dx.doi.org/10.1080/1031461x.2015.1122071.

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43

O'Neil∗, Robert M. "Quality and Higher Education: Australia and the United States." Journal of Tertiary Education Administration 16, no. 1 (May 1994): 135–40. http://dx.doi.org/10.1080/1036970940160111.

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44

CARDAK, BULY A., and CHRIS RYAN. "Participation in Higher Education in Australia: Equity and Access." Economic Record 85, no. 271 (December 2009): 433–48. http://dx.doi.org/10.1111/j.1475-4932.2009.00570.x.

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45

Miller, Paul W., and Jonathan J. Pincus. "Financing Higher Education in Australia: the case for SuperHECS." Journal of Higher Education Policy and Management 20, no. 2 (November 1998): 175–88. http://dx.doi.org/10.1080/1360080980200205.

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46

Pokarier, Christopher. "Cross-border higher education in the Australia–Japan relationship." Australian Journal of International Affairs 60, no. 4 (December 2006): 552–73. http://dx.doi.org/10.1080/10357710601007034.

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47

Smart, Don. "Higher education policy in Australia: corporate or coercive federalism?" Journal of Education Policy 6, no. 1 (January 1991): 97–100. http://dx.doi.org/10.1080/0268093910060108.

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48

Vitartas, Peter. "RESEARCHING THE BACKYARD: HIGHER EDUCATION RESEARCH IN REGIONAL AUSTRALIA." Regions Magazine 273, no. 1 (March 2009): 22–24. http://dx.doi.org/10.1080/13673882.2009.9724797.

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49

Sharpham, John. "Managing the transition to mass higher education in Australia." Long Range Planning 26, no. 2 (April 1993): 51–58. http://dx.doi.org/10.1016/0024-6301(93)90135-3.

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50

Levatino, Antonina. "Transnational higher education and skilled migration: Evidence from Australia." International Journal of Educational Development 40 (January 2015): 106–16. http://dx.doi.org/10.1016/j.ijedudev.2014.11.009.

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