Relevant bibliographies by topics / Universities and colleges Victoria

Academic literature on the topic 'Universities and colleges Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Universities and colleges Victoria"

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Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.
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Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 76–84. http://dx.doi.org/10.2307/463055.

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Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The following excerpts from this book concern pedagogical ethos (Martin W. Sampson, Univ. of Indiana), pedagogical drill (F. A. March, Lafayette Coll.), the undergraduate English curriculum (Melville B. Anderson, Stanford Univ.), and the premises of comparative literature (Charles Mills Gayley, Univ. of California, Berkeley).
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Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges." History of Education Quarterly 54, no. 1 (February 2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

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In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting workload by writing poetry, reading novels, discussing Shakespeare, and holding debates about pressing social and political questions. From the perspective of many Victorian observers and historians today, this anecdote is an anomaly, an aberration that carries little weight in telling the story of the training colleges in which the majority of teachers in Victorian Britain eventually came to receive an education. For them, training colleges were the sites of rote memorization and pedagogical learning. Though some educationalists called for a more liberal curriculum for teachers, according to this view, teachers' education only began to emphasize expansive reading, original thinking, the cultivation of the individual, and general curiosity beginning in the 1890s with the rise of day training colleges affiliated with universities.
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MACDONALD, VICTORIA-MARÍA, JOHN BOTTI, and LISA HOFFMAN CLARK. "From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965–2005." Harvard Educational Review 77, no. 4 (December 1, 2007): 474–504. http://dx.doi.org/10.17763/haer.77.4.237044l2j74348l1.

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In this article, Victoria-María MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act's 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Oloo, James Alan. "Aboriginal University Student Success in British Columbia, Canada: Time for Action." Australian Journal of Indigenous Education 36, no. 1 (2007): 88–100. http://dx.doi.org/10.1017/s1326011100004452.

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AbstractEducational outcomes for Aboriginal students in British Columbia, and Canada in general, are a cause for considerable concern. High dropout rates, low participation, completion and success rates at educational institutions have challenged educators for decades. Solutions have included lowering admission requirements for Aboriginal candidates and establishing alternative programmes that improve attendance and remedy learning problems. However, most of these policies have not offered a lasting solution to challenges facing Aboriginal students. This study presents findings from interviews conducted with 20 Aboriginal undergraduate students, seven professors, and five non-academic staff at four universities in British Columbia, namely: Malaspina University College, University of Victoria, University of British Columbia, and Simon Fraser University. It presents their definitions of student success and how this could be improved. Four policy options are proposed. These are then tested against six criteria to determine the potential consequences of their implementation. Recommendations are made to British Columbia’s universities based on the multicriteria analysis.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.

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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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McMillan, Ros. "‘To say something that was me’: developing a personal voice through improvisation." British Journal of Music Education 16, no. 3 (November 1999): 263–73. http://dx.doi.org/10.1017/s0265051799000352.

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The study and practice of improvisation in music departments of Australian colleges and universities tends to be dominated by jazz and other African-American styles. However, the School of Music of the Victorian College of the Arts in Melbourne has developed a course of study with a different focus. While rooted in the fundamentals of jazz performance, the philosophy of the course is that students at the end of the twentieth century should endeavour to develop their own musical ‘voice’. An important means of assisting this development is the encouragement for students to compose their own music as the basis for improvisation. In many cases personal concerns and events form the basis for these original pieces and allow performers to develop their own compositional concepts. This is also a significant means of allowing the music to reflect the era and culture of the performers. This article outlines an investigation of ten students conducted over the three years of their degree studies. The investigation aimed to ascertain the conditions under which a personal voice might be acquired and the extent to which composition was employed in the participants' major performances.
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Smallwood, Natasha, Amy Pascoe, Leila Karimi, Marie Bismark, and Karen Willis. "Occupational Disruptions during the COVID-19 Pandemic and Their Association with Healthcare Workers’ Mental Health." International Journal of Environmental Research and Public Health 18, no. 17 (September 2, 2021): 9263. http://dx.doi.org/10.3390/ijerph18179263.

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Background: The COVID-19 crisis has caused prolonged and extreme demands on healthcare services. This study investigates the types and prevalence of occupational disruptions, and associated symptoms of mental illness, among Australian frontline healthcare workers during the COVID-19 pandemic. Methods: A national cross-sectional online survey was conducted between 27 August and 23 October 2020. Frontline healthcare workers were invited to participate via dissemination from major health organisations, professional associations or colleges, universities, government contacts, and national media. Data were collected on demographics, home and work situations, and validated scales of anxiety, depression, PTSD, and burnout. Results: Complete responses were received from 7846 healthcare workers (82.4%). Most respondents were female (80.9%) and resided in the Australian state of Victoria (85.2%). Changes to working conditions were common, with 48.5% reporting altered paid or unpaid hours, and many redeployed (16.8%) or changing work roles (27.3%). Nearly a third (30.8%) had experienced a reduction in household income during the pandemic. Symptoms of mental illness were common, being present in 62.1% of participants. Many respondents felt well supported by their workplaces (68.3%) and believed that workplace communication was timely and useful (74.4%). Participants who felt well supported by their organisation had approximately half the risk of experiencing moderate to severe anxiety, depression, burnout, and PTSD. Half (50.4%) of respondents indicated a need for additional training in using personal protective equipment and/or caring for patients with COVID-19. Conclusions: Occupational disruptions during the COVID-19 pandemic occurred commonly in health organisations and were associated with worse mental health outcomes in the Australian health workforce. Feeling well supported was associated with significantly fewer adverse mental health outcomes. Crisis preparedness focusing on the provision of timely and useful communication and support is essential in current and future crises.
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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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Dissertations / Theses on the topic "Universities and colleges Victoria"

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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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Williams, Pam. "University leadership for sustainability : an active dendritic framework for enabling connection and collaboration : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Environment Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/625.

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Moore, Kathleen Fay. "Communication audit of Victor Valley College." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/496.

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Eppel, Elizabeth Anne. "The contribution of complexity theory to understanding and explaining policy processes : a study of tertiary education policy processes in New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctof of Philosophy in Public Policy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1202.

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Eedle, Elizabeth. "Resoure allocation in selected Australian universities." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070828.164416/index.html.

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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2007.
Submitted in partial fulfilment of the requirements for the degree of Doctorate of Business Administration in the Faculty of Business and Enterprise, Swinburne University of Technology, 2007. Typescript. Bibliography: p. 209-227.
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Wabaunsee, Rissa McCullough. "Accreditation, tribal governments, and the development of governing boards at tribal colleges in Montana and Washington /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7699.

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Hermsen, Jill Marie Rosser Vicki J. "An examination of the professional identity, work engagement, and job satisfaction of higher education staff members." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/7193.

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Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Vicki Rosser. Vita. Includes bibliographical references.
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Kraft, Paul Donald. "Faculty engagement in campus-wide enrollment management activities a grounded theory /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/kraft/KraftP0507.pdf.

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Sanusi, Jumoke O. "An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.
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Hou, Hsiao-I. "The impact of faculty members' perceptions of institutional policies on their performance in Taiwan's context." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3263098.

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Books on the topic "Universities and colleges Victoria"

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Victoria College (Cobourg, Ont.). Course of studies in the Victoria College. [Toronto?: s.n.], 1985.

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Winter, Alexandra. Beyond rhetoric: University-community engagement in Victoria. Brisbane, Qld: Eidos, 2005.

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Ombudsman, Victoria. Review of complaint handling in Victorian universities: Report of Ombudsman Victoria. Melbourne: Government Printer, 2005.

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Victoria, College (Cobourg Ont ). A catalogue of the officers & students of the University of Victoria College,1845. [Cobourg, Ont.?: s.n.], 1987.

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Sahar, Hamouda, and Clement Colin, eds. Victoria College: A history revealed. 260 Cairo: American University in Cairo Press, 2002.

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Neering, Rosemary. The Story of the University of Victoria and its origin in Victoria College. [Victoria, B.C.]: University of Victoria, 1988.

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Office, Victoria Audit. International students in Victorian universities. Victoria: Auditor General Victoria, 2002.

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International Conference on Social and Technological Change (1984 University of Victoria, B.C.). The university into the 21st century: An international conference on social and technological change, May 2 to 5, l984, University of Victoria, Victoria, British Columbia, Canada. Victoria, B.C: University of Victoria, 1985.

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législative, Canada Législature Assemblée. Rapports de l'Université de Toronto, des collegés [sic] du Haut-Canada, Victoria, Régiopolis, et de Queen's College: Indiquant leurs dépenses et leurs revenus annuels, nombres de professeurs, etc., etc. [Toronto?: s.n., 1991.

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Québec), École polytechnique (Montréal. Loi constituant en corporation l'École polytechnique, 57 Victoria, chapitre 23: Sanctionnée le 8 janvier 1894, amendée par 58 Vict., chap. 26, sanctionnée le 12 janvier 1895. [Montréal?: s.n., 1985.

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Book chapters on the topic "Universities and colleges Victoria"

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Tatnall, Arthur. "Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 228–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_55.

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Tatnall, Arthur. "The Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_55-1.

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Ross, Alec. "Universities and colleges." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol230:56—Vol230:68. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-174.

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Squire, Maria E. "Teaching Colleges and Universities." In Series in Biomedical Engineering, 76–82. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-76495-5_6.

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Trainor, Richard. "Another Look at Victorian University Reform." In Reform and Its Complexities in Modern Britain, 97–117. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192863423.003.0005.

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Exeter College provides an appropriate case study for a reassessment of an important episode in nineteenth-century British reform: the attempted transformation of England’s ancient universities, long-time strongholds of religious exclusion, indifference to research and lackadaisical approaches to teaching. One of Oxford’s larger colleges by the start of Victoria’s reign, modestly endowed Exeter undertook a spectacular building programme in the 1850s. Yet Exeter appears at first to have had only modest intellectual ambitions and to have been a stronghold of the defence of clergy privilege. In the 1850s, Exeter forged ahead of more prominent Oxford colleges in statutory reform, with positive academic results. Although that lead concealed half-hearted enthusiasm for religious reform—an ambiguity which produced internal conflict in the 1870s—by the end of the century further changes in its statutes had facilitated Exeter’s emergence as one of Oxford’s centres of advanced secular research. Likewise, whilst paucity of scholarships and consequent limits to changing student social composition restricted improvements in student attainment in the College, teaching there was much more serious in Edwardian times than it had been in the early 1800s. The Exeter case suggests that, in Oxford and Cambridge, internal factors such as rising academic seriousness among Fellows played important parts, in producing reform, alongside external forces such as national political pressure, rising Nonconformist influence, and the social broadening of the public schools. Moreover, the large extent of change at Exeter College, despite its initial inhibitions and the lingering presence there of aspects of the old regime, indicates the substantial albeit incomplete nature of nineteenth-century reform in the ancient English universities.
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Darwall-Smith, Robin. "Theology and Religion in Georgian Oxford." In History of Universities: Volume XXXV / 1, 83–108. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192867445.003.0005.

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Abstract Theology was pervasive throughout Georgian Oxford: its members had to attend services in College chapels, and most Fellows of Colleges had to take holy orders and study theology. Yet Georgian theology suffers from Victorian disdain for its perceived dry dogmatism. This chapter therefore aims to provide some reappraisal. What to a Victorian seem dry and unemotional would to many Georgians appear seemly and restrained; to them moderation was a virtue, and enthusiasm something to fear. The importance of preaching has been underrated in Georgian Oxford: clerics were expected to preach regularly, and a good preacher could hope to win a reputation and even preferment. Sermons were regularly printed, exchanged and used—and occasionally sent up. The University Press, often written off during this period as a time of torpor, in fact published many sermons during this time, mainly on commission. On a larger scale, much of Georgian Oxford’s greatest scholarly work, such as that by Lowth, Kennicott and Routh, was done in theology rather than classics. As regards varieties of belief, Oxford’s most famous religious ‘export’, Methodism, in fact set down few roots there, and arguably the less well known Hutchinsonians proved more influential. Earlier in the century there had been some dangerously unorthodox thinkers in Oxford, most notably the Deist Matthew Tindal, but they proved less influential in the long run. It is therefore important not to forget the orthodoxy of most Oxford clerics, and the training which they received, especially in the later part of the century. Edward Bentham’s inaugural lecture as Regius Professor of Divinity is discussed as an example of this training.
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Clout, Hugh. "John Terence Coppock 1921–2000." In Proceedings of the British Academy, Volume 115 Biographical Memoirs of Fellows, I. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262788.003.0010.

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Terry Coppock FBA was a pioneer in three areas of scholarship – agricultural geography, land-use management and computer applications – whose academic career was at University College London and the University of Edinburgh, where he was the first holder of the Ogilvie Chair in Geography. He received the Victoria Medal from the Royal Geographic Society and was elected Fellow of the British Academy in 1976. Coppock, who was Secretary and then Chair of the Commission on World Food Problems and Agricultural Productivity of the International Geographical Union, served as Secretary Treasurer of the Carnegie Trust for the Universities of Scotland. Obituary by Hugh Clout FBA.
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"Universities colleges." In Changing Patterns of Teacher Education (RLE Edu N), 56–70. Routledge, 2012. http://dx.doi.org/10.4324/9780203125403-6.

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Baker, Jack R., Jeffrey Bilbro, and Wendell Berry. "Doing Good Work." In Wendell Berry and Higher Education. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169026.003.0004.

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Jack Beecham’s apt saying “If you want to talk with me, you’ll have to walk” indicates the necessary connection between thought and work. While our dualistic culture devalues work, incorporating manual work into higher education reminds students that love must be enacted. The liberal arts, therefore, remain insufficient unless they are joined with the practical arts, as advocated by the medieval Scholastic Hugh of St. Victor and by the original charter of land-grant colleges. After examining the damaging effects of our culture’s dualistic denigration of work, this chapter proposes three benefits of manual work: work puts us in contact with external standards, it corrects false or naïve ideas by adapting them to local realities, and it is one of the means by which we participate in bringing about healthy order. Although the current structure of universities may make incorporating manual work into the curriculum difficult, a first step is to understand even academic work as embodied. And some colleges have found creative ways to make their students work, whether through tuition waivers, service learning, or community gardening.
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"Universities and Colleges." In The International Encyclopedia of Higher Education Systems and Institutions, 2686. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300821.

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Conference papers on the topic "Universities and colleges Victoria"

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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Arangarajan, V., Alex Stojcevski, Aman Maung Than Oo, and GM Shafiullah. "Prospect of renewable energy sources and integrating challenges in Victoria, Australia." In 2013 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2013. http://dx.doi.org/10.1109/aupec.2013.6725370.

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Kakkattukunnumal, Jithin, Narottam Das, and Edward Palmer. "Techno-Economic Performance Analysis of Grid-tie and Standalone PV System in Victoria." In 2019 29th Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2019. http://dx.doi.org/10.1109/aupec48547.2019.211860.

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Meng, Xianyu, Xiaoyan Cai, Lina Lu, Yu Ge, and Jie Gao. "The military management in colleges and universities." In Second International Conference On Economic and Business Management (FEBM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/febm-17.2017.97.

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Flatland, Robin, Ira Goldstein, MaryAnne L. Egan, Scott Vandenberg, Meg Fryling, and Sharon Small. "Connecting Colleges/Universities and Local High Schools." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159570.

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Ganguly, Piyali, Akhtar Kalam, and Aladin Zayegh. "Optimum standalone hybrid renewable energy system design using HOMER for a small community of Portland, Victoria." In 2017 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2017. http://dx.doi.org/10.1109/aupec.2017.8282486.

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Ganguly, Piyali, Akhtar Kalam, and Aladin Zayegh. "Design an optimum standalone hybrid renewable energy system for a small town at Portland, Victoria using iHOGA." In 2017 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2017. http://dx.doi.org/10.1109/aupec.2017.8282487.

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Zhao, Yanxu. "Vigilance of Power Abuse in Colleges and Universities." In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.50.

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Zhao, Xu, Yanqing Wang, and Haoran Wu. "Rethinking Engineering Education in Undergraduate Colleges and Universities." In 2021 IEEE 3rd International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2021. http://dx.doi.org/10.1109/csei51395.2021.9477712.

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Ge, Xiangguo. "Art Design Theory Education in Colleges and Universities." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.242.

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Reports on the topic "Universities and colleges Victoria"

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Avery, Christopher, Mark Glickman, Caroline Hoxby, and Andrew Metrick. A Revealed Preference Ranking of U.S. Colleges and Universities. Cambridge, MA: National Bureau of Economic Research, October 2004. http://dx.doi.org/10.3386/w10803.

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Brown, Jessie, and Martin Kurzweil. Funding Socioeconomic Diversity at High Performing Colleges and Universities. Ithaka S+R, February 2017. http://dx.doi.org/10.18665/sr.294278.

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Klaff, Daniel, and Ronald Ehrenberg. Collective Bargaining and Staff Salaries in American Colleges and Universities. Cambridge, MA: National Bureau of Economic Research, March 2002. http://dx.doi.org/10.3386/w8861.

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Beeson, Patricia, and Edward Montgomery. The Effects of Colleges and Universities on Local Labor Markets. Cambridge, MA: National Bureau of Economic Research, March 1990. http://dx.doi.org/10.3386/w3280.

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Hill, Catharine Bond, Martin Kurzweil, Elizabeth Pisacreta Davidson, and Emily Schwartz. Enrolling More Veterans at High-Graduation-Rate Colleges and Universities. Ithaka S+R, January 2019. http://dx.doi.org/10.18665/sr.310816.

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Johnson, James R. Research Capability Data on Selected Historically Black Colleges and Universities (HBCUs). Fort Belvoir, VA: Defense Technical Information Center, November 1992. http://dx.doi.org/10.21236/ada265049.

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Ehrenberg, Ronald, Hirschel Kasper, and Daniel Rees. Faculty Turnover at American Colleges and Universities: Analysis of AAUP Data. Cambridge, MA: National Bureau of Economic Research, January 1990. http://dx.doi.org/10.3386/w3239.

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Fryer, Roland, and Michael Greenstone. The Causes and Consequences of Attending Historically Black Colleges and Universities. Cambridge, MA: National Bureau of Economic Research, April 2007. http://dx.doi.org/10.3386/w13036.

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Le, Cindy, Elizabeth Davidson Pisacreta, James Dean Ward, Jesse Margolis, and Heidi Booth. Policies to Ensure Equitable Access to Well-Resourced Colleges and Universities. Ithaka S+R, October 2020. http://dx.doi.org/10.18665/sr.313963.

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Pisacreta, Elizabeth Davidson, Emily Schwartz, Catharine Bond Hill, and Martin Kurzweil. Federal Policies for Increasing Socioeconomic Diversity at Selective Colleges and Universities. Ithaka S+R, March 2021. http://dx.doi.org/10.18665/sr.314921.

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