Flexible learning for quality in higher education

This keynote presentation is in two related parts. The first deals deal with the issue of the background, context and issues concerned with the emergence of flexible learning and flexible delivery in education, especially in higher education and its interrelationships with the background, context and issues concerned with the emergence of' quality' in higher education. The second explores the issues concerned with the use of online media to facilitate quality flexible learning in higher education.

These presentations draw on authors teaching and research in these fields. In particular they draw on their work on the interrelationships between educational technology, interaction and dialogue in the development of 'quality' education. It is shown that, at institutional and individual levels, decisions are made to implement flexible and online forms of education that have significant curricula and pedagogical implications, not only for those institutions and individuals (teachers), but most importantly for the learners and their contexts. The rhetoric that advocates the implementation of flexible learning and online education may well be grounded in positive ideas for change, but the institutional and individual consequences the costs and benefits- are not always clearly understood from the outset.

The recent developments in information and communication technologies have enabled many institutions to provide courses flexibly using online learning. Maintaining quality in course provision, online teaching and support infrastructure has proved an important issue in higher education, as provision of technology alone is only a small part of ensuring quality in flexible learning. The possibilities of higher education without borders means that such issues of online quality be addressed and these presentations wiII draw on experiences from both international and Deakin University perspective.

Pathway from vocational education and associate degree to higher education: Chinese international students in Australia

Understanding factors influencing international students' decision to engage in international education is essential for education providers to better cater for students' educational expectations and enhance their attractiveness to international students. Whilst there has been extensive research on the reasons why international students undertake cross-border higher education, international students' motivations for enrolling in vocational education and associate degree programmes are still under-researched. Drawing on semi-structured interviews with 30 international students from China, this research found that pathway to higher education appears to be the most important factor motivating international students to undertake vocational education and associate degree programmes. In addition, prospect of immigration, English language proficiency, previous academic performance, agent's recommendations and relatives' and friends' advice are amongst the important factors that students take into account in their decision to choose vocational education and associate degree programmes. This research also examines why Chinese international students have chosen vocational education programmes in a dual-sector university over vocational education colleges. It found that the flexibility to articulate to higher education, international reputation of the programme, practical training and favourable location are key issues that these students draw on when making their decision to study in a dual-sector university.

Winds of change in Myanmar? Implications for international cooperation In poverty alleviation

We are witnessing the beginnings of what could well be significant change in Myanmar. Elections in November 2010 were quickly followed by the release of opposition leader Aung San Suu Kyi, then by the resignation of Senior-General Than Shwe, dissolution of the State Peace and Development Council (SPDC), the opening of parliament, and the inauguration of Thein Sein as President on 30th March 2011. Thein Sein's inauguration speech called for national reconciliation and an end to corruption, promised a more market-oriented economy, and vowed to create employment opportunities. He also pledged to develop the health and education sectors in cooperation with international organisations, and to alleviate poverty. While some fear this may only be rhetoric, a growing number of indications suggest that major political and economic reform may indeed be getting underway. This paper traces these recent developments and the possibility of significantly improved international development cooperation in Myanmar, particularly as it affects the prospects of poverty alleviation efforts and cooperation with Western INGO and multilateral agencies. It analyses the implications of this reform on international development assistance and cooperation from the perspectives of humanitarian needs, international relations theory, development theory, and political philosophy.

An educational durian? Issues in teacher education in international collaboration

This paper looks at an international collaborative project in teacher education between Malaysian Institutes of teacher training and an Australian university from the perspectives of four of the participants. Two of the stories are from participants who are co-ordinating aspects of the collaboration, and two stories come from participants who were involved closely in the curriculum and teaching aspects of the program. These personal stories reveal that international collaborative projects are indeed like the durian: there are both good and bad aspects. Our differing roles in the program allow us to provide rich insights into such an international collaboration that we believe will be of benefit to others attempting similar projects.

Sociocultural research on mathematics education : an international perspective

This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways:

* It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.
* It is future oriented, presenting recommendations for practice and policy and identifying areas for further research.
* It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.

As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

Transitional issues of induction into design education for international undergraduate students : a case study analysis of architecture

The overarching aim of this paper is to present and discuss a collaborative undertaking between the School of Architecture and Building and the Academic Skills Unit at Deakin University, Australia in a programme called The Integrated Support Programme for Architecture. It does this in the following ways. It provides a justification for the setting up of an integrated programme for international architecture students. It describes the programme that was set up and outlines the reasons for collaboration between an academic School and an Academic Skills support services unit to prepare students both nationally and internationally as graduates of architecture. It then reports on a study undertaken to evaluate the programme in terms of student response and perception. Following this, it highlights directions for effective and strategic transition of past and present learning for international students. Using a case study analysis, the thrust of this paper is to advance knowledge and understanding of the pertinent issues related to international students either commencing or articulating into the professional course of architecture. It is envisaged that in this discussion matters may be raised for a strategic and effective transition of generic and internationalised learning for international students.

English education for international students in local schools : practices of inclusion and discourses of exclusion

This paper is concerned with the ways secondary teachers in Victoria, Australia, speak about inclusive education for international students. Preliminary analysis of recent research shows teachers understand that English language teaching is crucial and are committed to its good practice. Nevertheless, further analysis suggests teacher approaches to education are contested, support a deficit view of teaching practice, and simplify notions of language and culture to their discrete and systemic characteristics vis-a-vis their embodied and ontological aspects. Even as teachers work to include all of their students, their efforts are mediated by discourses that negotiate the nexus between identity and difference, language and culture, and English language education. Together these discourses work to inscribe international students differently within the community, redefine the education provided to them, and constrain their access to contemporary and globalized life-worlds.

Globalisation and international higher education : contested positionings

This article stems from recent policy research involving participants in an international higher education program. Story lines of the program from Thai and Australian policy makers and policy actors are interpreted from a poststructural stance. Through the multiple and shifting positionings of the participants, agency and identity within this globalised space is constructed and reconstructed. The study contributes constructions of the relationship between globalisation and international higher education previously obscured by the apparent domination of the neoliberal discourse. Possibilities for international higher education as constructive of globalisation are encountered in these policy readings.

Committed, face‐value, hybrid or mutual adaptation? The experiences of international students in Australian higher education

This paper explores the adaptation patterns of international Chinese and Vietnamese students in relation to academic writing practices in a higher education context. The study utilises a trans‐disciplinary framework for interpreting students’ and lecturers’ practices within institutional structures. This framework has been developed by infusing a modified version of Lillis’ heuristic for exploring students’ meaning making with positioning theory.

A prominent finding of the study indicates the emergence of three main forms of adaptation, committed adaptation, face‐value adaptation and hybrid adaptation, that the students employed to gain access to their disciplinary practices. The findings of the study give insights into ways that a dialogical pedagogic model for mutual adaptation can be developed between international students and academics. The aim is to enhance the education of international students in this increasingly internationalised environment.

A comparative analysis of international education satisfaction using servqual

University education, the world over, has undergone significant transformation and reform with respect to higher education systems meeting the growing role of information and communication revolution, and the demand for knowledge, which represent the new challenges of globalisation. These challenges are seen as threats as well as opportunities for higher education systems around the world. The driving force of globalisation is competition and the international education market has become fiercely competitive with different marketing strategies being implemented by educational institutions to attract the growing number of students seeking higher education. The objective of this paper is to examine the relationship between the SERVQUAL constructs proposed by Parasuraman et al (1988 & 1985) and the country of origin and satisfaction among four cohorts of Asian international postgraduate students studying in Australian universities. Country of origin is recognized as an important predictor of satisfaction and choice in the international education environment. The data used in this study is derived from a mail survey conducted among international postgraduate students from China, India, Indonesia and Thailand studying in five universities in Victoria, Australia. An adapted version of the SERVQUAL instrument was used to collect the data and was designed to measure the gap between student responses on expectations and perceptions of the university as a study destination on a seven point bi-polar scale. The responses were sought on 36 statements representing aspects of the operations and services of the university under desired (ideal) expectations of choice and post-choice perceptions. Scales were developed to investigate the relationship between the SERVQUAL constructs of reliability, responsiveness, assurance, empathy and tangibles and the country of origin and were shown to be reliable. Using ANOVA and MANOVA techniques, the study found significant differences between country of origin and the SERVQUAL constructs and discusses strategic implications and opportunities for higher
educational institutions

A knowledge-based economy landscape: implications for tertiary education and research training in Australia

This paper discusses the higher education sector’s role in knowledge-based economy though research training, that is, doctoral education. It also examines how a Faculty of Education supports its doctoral candidates in their endeavours to become ‘knowledge producers’. Two themes are explored: one is Australia’s limited investment in education by international standards; and the other is the research training needs and circumstances of doctoral candidates who are located in professional and workplace contexts. The paper discusses the role of online support and a Doctoral Studies in Education (DSE) online seminar program to support primarily off-campus, part-time mid-career professionals. These are typical of many of Australia’s doctoral candidates. E-learning is examined as part of a comprehensive support and research training strategy for doctoral candidates studying at a distance. We discuss the sorts of opportunities and experiences our candidates receive and the extent to which they are readied to work effectively in a knowledge-based economy.

Undertaking research into higher education : maximising quality

Research into higher education is increasingly gaining momentum. It is vitally important that the highest standards of scholarship possible are applied to each and every investigation that scholars in the field of higher education undertake. As well as being an important aim in itself, the pursuit of high quality research into higher education meets requirements for greater accountability and efficiency in the context of increased student diversity and reduced funding worldwide. The quality of higher education research is dependent on a number of factors and dimensions. These include appropriate preparatory groundwork; the formulation and use of clear research questions; the appropriate use of conceptual and theoretical framework(s); ethical research conduct; the use of relevant and appropriate methods and methodology and choosing the highest quality dissemination outlets. This seminar will discuss each of the components of high quality research.