Добірка наукової літератури з теми "Universities and colleges Amalgamations Australia"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Universities and colleges Amalgamations Australia".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Universities and colleges Amalgamations Australia"
1
Silsbury, Elizabeth. "Tertiary Music Education in Australia." British Journal of Music Education 5, no. 2 (July 1988): 173–80. http://dx.doi.org/10.1017/s0265051700006513.
Повний текст джерелаАнотація:
During the Whitlam years, tertiary education burgeoned in Australia. Colleges of Advanced Education, most of them transformed Teachers' Colleges and unconvinced that their coaches would not turn out to be pumpkins after all, sprang up and/or expanded in city and country districts in all states. A national study carried out in 1977 showed that tertiary music and music education was everywhere healthy and in some places flourishing. In 1980 the Razor Gang went on a surgical rampage, perpetrating amalgamations in the name of economy on the GAEs, and forcing many of them into alliances as unwieldy as they were unholy. In 1987 a national review involving universities as well as GAEs was launched.Elizabeth Silsbury's article traces those changes, describes their effect on music and takes a punt on what might happen when the dust settles for the third time in less than 20 years.
2
Moses, Ingrid. "Teaching and Research in Colleges and Universities: A Comparison between Australia and Germany." Higher Education Policy 7, no. 2 (June 1994): 33–35. http://dx.doi.org/10.1057/hep.1994.18.
Повний текст джерела
3
Stokes, Anthony, and Edgar Wilson. "Catering For Individual Student Learning Preferences In Economics." American Journal of Business Education (AJBE) 2, no. 9 (December 1, 2009): 41–48. http://dx.doi.org/10.19030/ajbe.v2i9.4607.
Повний текст джерелаАнотація:
There have been many national and international reports expressing concern about the problems of teaching economics subjects in universities and colleges. This paper puts forward one approach to deal with the issue through the use of a computer based learning program designed to cater for the differences in backgrounds and learning styles of economics students at the University of Wollongong, Australia.
4
Watsford, P. "Teacher Education Courses : Improving the educational opportunities of Aboriginal and Torres Strait Islander people." Aboriginal Child at School 14, no. 1 (March 1986): 41–47. http://dx.doi.org/10.1017/s0310582200014164.
Повний текст джерелаАнотація:
A dramatic increase in the number of Aborigines and Torres Strait Islanders undertaking teacher education courses in Colleges of Advanced Education and Universities has occurred over the past ten years. In 1976 it was estimated that there were approximately 59 Aboriginal Teacher Education students throughout Australia (Anderson § Vevoorn, 1983:122). Today, in one institution alone - James Cook University - there are almost double this number. It is estimated that there were approximately 400 Aboriginal/Islander student teachers in 1985.
5
Marland, Angus. "An Overview of Organic Farming in the UK." Outlook on Agriculture 18, no. 1 (March 1989): 24–27. http://dx.doi.org/10.1177/003072708901800105.
Повний текст джерелаАнотація:
The dramatic effect of artificial fertilizers and agrochemicals on agricultural productivity tends to obscure the fact that their impact has been made only within the past century. Today, environmental problems arising from this technology have led to a consumer-led interest in organic agriculture. This approach will focus our sophisticated development and analytical techniques towards the principles of sustainable production, and now commands some support from governments and is a recognized study in some universities and agricultural colleges. In Australia over a million acres are under organic cultivation and in Britain alone sales in 1987 were $pD34 million.
6
Lake, Rebecca S. "How College/University Presidents around the World Make Decisions." Research in Comparative and International Education 1, no. 1 (March 2006): 109–19. http://dx.doi.org/10.2304/rcie.2006.1.1.9.
Повний текст джерелаАнотація:
The world is rapidly changing into a different kind of world where the wealth of a nation is defined by the educational level of its people. Higher education institutions throughout the world provide the means to meet today's information and knowledge requirements dictated by the ever-fluid global marketplace. Colleges and universities offer courses and programmes allowing nations to reap the benefits of an educated workforce and compete globally. College/university presidents by their position wield great power and authority to direct their respective institutions. Decisions made by presidents of colleges/universities have significant consequences on complex transnational tertiary education issues. If college/university presidents around the world are expected to make similar types of decisions to foster a borderless transnational tertiary education system, then it is important to know more about the substance of their work and how they make administrative and fiscal management decisions. The purpose of this global study was to identify ‘pre-choice’ factors employed by presidents of higher education institutions around the world when making decisions. Seven college/university presidents, one participant on each continent (North America, South America, Africa, Asia, Australia and Europe, with an island representative as a substitute for Antarctica) was selected to accommodate global distribution.
7
King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.
8
Kent, Anna. "Overseas students coordinating committees ‐ the origins of student support in Australia?1." Transitions: Journal of Transient Migration 4, no. 1 (March 1, 2020): 99–114. http://dx.doi.org/10.1386/tjtm_00015_1.
Повний текст джерелаАнотація:
Student support in contemporary educational settings is vastly different from what it was when international education became a visible presence on Australian campuses in the 1950s. At that time, community organizations, businesses and the government cooperated to provide support to students in Australia, with little support being offered formally through universities and colleges. These Co-ordinating Committees survived for decades, into the 1990s. It could be argued that these Co-ordinating Committees facilitated a community engagement in international education that has not continued as the number of students has multiplied. Using archival and other primary source documents, this article will look at the beginnings of the Australian Organisations’ Co-ordinating Committee for Overseas Students (AOCCOS), and other similar organizations. It will analyse how the Committees changed over the decades of their existence, and what role they played in influencing government policies.The article will also investigate when and why these Committees ended, and what, if anything, has taken their place. The huge expansion of the international education sector, with more than half a million students now studying in Australia as international students, has impacted the quantity and quality of engagement with the Australian community for many of these students.Finally, the article will look at efforts to engage the community in the support of, and engagement with, international students in Australia in a more contemporary setting. This includes support provided by institutions, community and sporting organizations and state government and municipal councils.
9
Kim, Yun Jin. "The Current Studies of Education for a Traditional and Complementary Medicine in Malaysia." Journal of Evidence-Based Complementary & Alternative Medicine 22, no. 4 (August 30, 2017): 531–37. http://dx.doi.org/10.1177/2156587217726882.
Повний текст джерелаАнотація:
The aim of this study is to understand the current tradition and complementary medicine (T&CM) education in Malaysia. We referred to literature regarding to traditional medicine education in Malaysia, and collected the information via website or interview with faculty of T&CM in universities/colleges and Division of T&CM, Ministry of Health, Malaysia. T&CM education in Malaysia has been following China’s T&CM systems for 50 years. Currently, Division of T&CM, Ministry of Health; and Ministry of Higher Education has approved 11 institutions to offer T&CM education. Students may major in Chinese herbal medicine, acupuncture, or other T&CM subjects. Generally, clinical training programs in China, Taiwan, or Australia include substantial proportion of clinical training. We report on the general information of T&CM education in Malaysia. This result would be the first-stage information for the establishment of a strategy regarding the enhancement of T&CM education in Malaysia.
10
Volosnikova, L. M., V. I. Zagvyazinskiy, E. A. Kukuev, L. V. Fedina, and O. V. Ogorodnova. "The convergence of the concepts of academic and inclusive excellence at research universities." Education and science journal 23, no. 4 (April 18, 2021): 43–78. http://dx.doi.org/10.17853/1994-5639-2021-4-43-78.
Повний текст джерелаАнотація:
Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.
Дисертації з теми "Universities and colleges Amalgamations Australia"
1
Kendal, Stephen Leslie, and n/a. "THE IMPLEMENTATION OF PUBLIC POLICY. UNIVERSITY AMALGAMATIONS IN AUSTRALIA IN THE 1980s AND 1990s." University of Canberra. Business and Government, 2006. http://erl.canberra.edu.au./public/adt-AUC20071005.123202.
Повний текст джерелаАнотація:
This thesis considers the adequacy of existing theories of implementation of tertiary education policy, in relation to university amalgamations in the 1980s and 1990s in Australia. In particular the thesis examines the difficulties of mergers attempted in the case of Monash University (a successful amalgamation), the University of New England (a partially successful amalgamation), and the Australian National University (an amalgamation which never took place). The thesis argues that the best available model of policy implementation in the tertiary education sector is that set out by Cerych and Sabatier (1986), and that even this is less than adequate through its omission of several relevant factors, notably the factor of leadership. The thesis accordingly presents a modification of the Cerych and Sabatier (1986) model as well as suggestions for inclusion of factors omitted in the broader implementation literature.
2
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.
Повний текст джерела
3
Cargill, Barbara J. "Models of organizational and managerial capability for the entrepreneurial university in Australia." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070423.094131/index.html.
Повний текст джерела
4
Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.
Повний текст джерелаАнотація:
Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
5
Hill, John Orford. "Scientific literacy and the reform of science education in Australia a chemistry perspective /." Connect to this title online, 2006. http://eprints.unimelb.edu.au/archive/00001298/.
Повний текст джерела
6
Orford, Hill John. "Scientific literacy and the reform of science education in Australia : a chemistry perspective /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001298.
Повний текст джерела
7
Gunasekara, Chrys. "The role of universities in the development of regional innovation systems in Australia /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17678.pdf.
Повний текст джерела
8
Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.
Повний текст джерелаАнотація:
This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.
9
Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.
Повний текст джерелаАнотація:
The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.
10
Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." University of Western Australia. Graduate School of Management, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0060.
Повний текст джерелаАнотація:
[Truncated abstract] The Australian higher education sector has changed markedly in the last two decades. The size of the sector has swelled in size as new universities have been created from former Colleges of Advanced Education and Institutes of Technology, and succeeding governments have introduced policies that have embedded increasingly corporate and commercial practices into university administration. This has caused the creation of what are becoming known as ‘enterprise universities’. This thesis examines hypotheses arising from two fundamental questions. (i) Given the increasingly market-oriented higher education environment in Australia, will a model developed from the study of services marketing (which has developed since the 1970s as a distinct sub-branch of the Marketing discipline) show itself to be applicable to universities operating in the Australian sector? (ii) If so, are there demonstrable differences in the way in which ‘student customers’ respond in terms of the antecedents of customer satisfaction and customer loyalty within different types of university? . . . The study found that the model tested was highly appropriate for indicating the major antecedents of satisfaction and loyalty in this setting. It showed that the institutional image was a relatively stronger antecedent of perceived value and customer satisfaction than were elements of service quality, and that the model was effective in accounting for a large proportion of the variance found in students’ loyalty to their institution. It also found that there was relatively little difference between students attending different types of university in these matters. It argues that there is an important imperative for Australian universities to take a strategic image management approach to their marketing initiatives, and also issues related to the nature of higher education as a positional and public good.
Книги з теми "Universities and colleges Amalgamations Australia"
1
Kendal, Stephen Leslie. The implementation of public policy: University amalgamations in Australia in the 1980s and 1990s. [Canberra, A.C.T.?]: S.L. Kendal, 2006.
Знайти повний текст джерела
2
Williams, B. R. The prospects for universities in Australia. Bundoora, Vic., Australia: Seminar on the Sociology of Culture, La Trobe University, 1989.
Знайти повний текст джерела
3
Lewis, Steve. A guide to universities in Australia. Melbourne, VIC: Education Library, 1990.
Знайти повний текст джерела
4
Marginson, Simon. The enterprise university: Power, governance, strategy, and reinvention in Australia. Cambridge: Cambridge University Press, 2000.
Знайти повний текст джерела
5
Warren, Jones. Research and development in colleges of advanced education in Australia. Hawthorn, Vic: Australian Council for Educational Research, 1987.
Знайти повний текст джерела
6
Denholm, Carey J. Beyond doctorates downunder: Maximising the impact of your doctorate from Australia and New Zealand. Camberwell, Vic: ACER Press, 2009.
Знайти повний текст джерела
7
Western Australia. Tertiary Institutions Governance Committe. Senates and councils of tertiary institutions in Western Australia: Review of structures and functions : report of the Tertiary Institutions Governance Committee. Perth: The Committee?, 1986.
Знайти повний текст джерела
8
Fazio, Teresa De. Studying in Australia: A guide for international students. St. Leonards, NSW: Allen & Unwin, 1999.
Знайти повний текст джерела
9
Hackmann, Heide. Priorities and quality incentives for university research: a brief international survey: Countries studied: Australia, Belgium, Germany, Switzerland, UK. [s.l.]: Netherlands Ministry of Education, Culture & Sciences, 1999.
Знайти повний текст джерела
10
Doctorates downunder: Keys to successful doctoral study in Australia and New Zealand. Camberwell, Vic: ACER Press, 2006.
Знайти повний текст джерелаЧастини книг з теми "Universities and colleges Amalgamations Australia"
1
Olcott, Don. "Beyond the Boundaries." In Global Challenges and Perspectives in Blended and Distance Learning, 36–54. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch003.
Повний текст джерелаАнотація:
The rapid increase in internationalism and borderless higher education by public and for-profit universities is changing the face of the global higher education landscape. Today, universities have more opportunities for serving campus-based international students and extending their programs and research on the international stage. Students also have more choices than ever before in navigating their educational future and are becoming active consumers of global HE. Language, culture, and social norms are as critical as any educational strategies used to build and sustain international partnerships. An understanding, tolerance, and humility about the educational process in other countries is a necessity for building successful partnerships. Borderless higher education is highly complex and involves various risks for colleges and universities and the need to justify foreign ventures or adventures to key stakeholders at home. The “new global regionalism” will accelerate HE competition for students, and the global destination choices for students may drive more students to remain in their region than going to traditional destinations such as the US, UK, and Australia. Universities will function more like businesses, and their foreign partnerships and campus international recruitment will be based on leveraging profitable revenues to supplement their composite educational enterprise. This will be accentuated by reduced government funding and the need to temper continuous tuition and fee increases. Quality assurance agencies will exert greater pressure on universities to maintain accountability, program standards, and alignment with their core mission. University chief executives will need to navigate a range of complex issues before leading their universities into unchartered international waters. Indeed, some universities have no business in the business of borderless higher education. This chapter explores borderless higher education.
2
Olcott, Don. "Beyond the Boundaries." In Cross-Cultural Interaction, 1604–22. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch091.
Повний текст джерелаАнотація:
The rapid increase in internationalism and borderless higher education by public and for-profit universities is changing the face of the global higher education landscape. Today, universities have more opportunities for serving campus-based international students and extending their programs and research on the international stage. Students also have more choices than ever before in navigating their educational future and are becoming active consumers of global HE. Language, culture, and social norms are as critical as any educational strategies used to build and sustain international partnerships. An understanding, tolerance, and humility about the educational process in other countries is a necessity for building successful partnerships. Borderless higher education is highly complex and involves various risks for colleges and universities and the need to justify foreign ventures or adventures to key stakeholders at home. The “new global regionalism” will accelerate HE competition for students, and the global destination choices for students may drive more students to remain in their region than going to traditional destinations such as the US, UK, and Australia. Universities will function more like businesses, and their foreign partnerships and campus international recruitment will be based on leveraging profitable revenues to supplement their composite educational enterprise. This will be accentuated by reduced government funding and the need to temper continuous tuition and fee increases. Quality assurance agencies will exert greater pressure on universities to maintain accountability, program standards, and alignment with their core mission. University chief executives will need to navigate a range of complex issues before leading their universities into unchartered international waters. Indeed, some universities have no business in the business of borderless higher education. This chapter explores borderless higher education.
3
McArthur, Ian. "Collabor8." In Cases on Globalized and Culturally Appropriate E-Learning, 187–206. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-989-7.ch009.
Повний текст джерелаАнотація:
The rapid advancement of online communication technologies is reconfiguring the creative industries through globally networked and interdisciplinary modalities of practice. These inescapable shifts are challenging most of our assumptions about the nature of creative processes. Consequently art and design educators are impelled to teach students in ways that mirror contemporary creative processes. This inevitably includes collaboration in online environments. Instigated in 2003, The Collabor8 Project (C8) responds to these conditions by challenging design students from universities and colleges in Australia and China to collaborate online. Recently, C8 has evolved to integrate blended pedagogical strategies that enable stronger collaborative relationships to develop. This chapter provides a comparative analysis of two project iterations conducted during 2008 and 2009. Using data collected through observation, interviews, questionnaires, discussions, and specific research tasks within creative briefs, it identifies, discusses, and offers insights relating to a range of issues encountered in collaborative interactions between very different groups of undergraduate and postgraduate art and design students.
4
Woodcock, Leone E., and San Murugesan. "Gender Differences in Ethics Perceptions in Information Technology." In Information Security and Ethics, 3433–41. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-937-3.ch230.
Повний текст джерелаАнотація:
Greater emphasis is now placed on ethics in information technology (IT) which covers a broad range of issues such as privacy, honesty, trustworthiness, software reliability, data storage, the environment, security breaches, hacking, viruses, and acknowledging the intellectual property of others. Further, legal aspects tend to overlap ethics perceptions. For example, issues such as copying computer programs, music CDs, images, or videos are more than just ethical problems; they also pose legal problems. The ethical dimensions also extend to issues such as computer crime and fraud, information theft, and unauthorized information dissemination. These ethical issues are becoming more complex as continuing advances in IT present many new ethical situations and fresh dilemmas. Developments such as the Internet, electronic commerce, and wireless/mobile communications present a new set of ethical issues and challenge current of codes of ethics, copyright laws, and their authors. In addition, computer users’ ethical standards may also vary from one situation to another (Wikipedia, 2005). What is ethical is subjective, and more so in the areas of IT. Perceptions of ethics in IT vary to a degree from individual to individual. Further, there seems to be significant differences in the perception of ethics among males and females. According to Adam (2000), male and female judgment is most often influenced by their personal values and whether an action is considered legal. Woodcock (2002) conducted a study on ethical perceptions among 405 male and female students from universities, technical colleges, and schools in North-Eastern Australia and found significant differences in some ethical situations between males and females. This article presents common issues and dilemmas that confront IT professionals, students, and the general community. In particular, it presents gender differences in perceptions of ethics and legalities in IT and highlights the different ethical perceptions of male and female students. These insights are particularly significant as the ethical beliefs and perceptions that students have may influence their ethical behaviors during their working careers.