Critical reflections on professional education for the environment

Evidence exists to suggest that in Australia many environmental issues remain unresolved even though the community has apparently become more environmentally aware. Although universities have undertaken responsibility to educate future environmental professionals to address this concern, there are numerous tensions underpinning professional environmental education. This folio explores my perceptions of these tensions and their effect on my professional practice as an academic. I refer to this as the relationships among theories and practices experienced in my work. Four perspectives are taken in this research as I appraise professional environmental education. This Dissertation (Vol. 1) focuses on views informing my professional environmental education, inclusive of my own reflexivity. From interviews with students, academics, professionals and environmentalists, and other sources of information, I consider various tensions arising from what I regard as dehumanising social and political forces. The conventional elite and authoritative roles for universities and professionals dominate most participants' understanding of professional activities. Professional practices often endorse these conventions. Juxtaposed to this authoritative view of professional education, and prescribing a different interpretation for professional practice, is my theoretical position informed by criticality and a need to challenge the status quo. I suggest that Leopold's The Land Ethic is an exemplar of criticality and a suitable basis for examining professional environmental education. The Land Ethic is used as a foundation to my thesis because it encapsulates suitable arguments to examine ideologies supportive of my understanding of professional environmental education. My thesis investigates the nature of participants' (including my own) understanding of their land ethic or land ethics suggesting that interpretations of 'place' provide an emotional and ethical appreciation of the land. I suggest that 'place', as a culturally derived construct, is central to the concept of a land ethic or land ethics, and a characteristic of an environmental ethic or ethics. To incorporate these different perspectives into professional environmental education perhaps land could be viewed, not just as a 'client' as in Schön's (1983) reflective contract, but expanded so that professionals form ethical partnerships with the land, which implies a greater equity between roles and responsibilities. This perspective challenges elite interpretations of the roles for environmental professionals by asking them to be advocates for their land, and to work with the land. Searching for my own land ethic or land ethics has promoted a discourse that encompasses a language of possibility and opportunity. This language of possibility and opportunity stands in contrast to the constraining language of reproduction that has promoted stasis. My reflexivity, a holistic and ecological view that in this thesis is an expression of my searching for a land ethic or land ethics, has encouraged me to develop critical and ethical questions to challenge my professional environmental education practice. As such the process of theorising about my theory and practice has been personally transformative as it encourages my development as a 'critical person'. Elective 1 (Vol. 2 ) reviews public information promoting a selected range of Australian environmental courses. Analysis demonstrates environmental courses are mainly technocratic, promoting technical-scientific and vocational perspectives. This orientation, I consider, is aligned to an emerging corporate agenda as universities attempt to be more accountable to the government within a competitive market dominated by economic interests. Elective 2 (Vol. 2 ) considers the providers of professional environmental education where I explore a diversity of tensions undermining current academic life found in many Australian universities. I suggest that corporatisation and vocationalisation dominate university culture to such an extent that any examination of professional environmental education is prejudiced. Professional environmental education appears to be biased toward maintaining the status quo. My conclusion is that professional environmental education does not promote graduates as 'critical persons' (Barnett 1997), and this may affect graduates' understandings of the purpose and aspirations of environmental professionalism. I suggest that elite and technical understandings of professionalism may affect the professionals' ability to implement environmental policy. Australia has an admirable record of developing environmental policy. However, public concern about a lack of resolution for many environmental issues suggests that professionals may be struggling to successfully implement policy in any meaningful way. Such challenges for environmental professionals may be a result of a professional environmental education that does not engage graduates within ideas that professional practice may require community participation and collaboration as key themes. Elective 3 (Vol. 2) is a case study investigating the development of conservation policies by the Ballarat community. The case demonstrates how the dominant social paradigm informs community views about environmental issues emphasising a technical emphasis and hierarchical arrangements of power and authority between local government and the community. The community view appears to be that environmental action should be mainly individualistic and behaviourist, which I suggest may have resulted from a technical framework for environmental knowledge. The community view of environmental issues resonates with the dominant view promoted by professional environmental education in most universities. In conclusion, my thesis is a representation of my challenges to critically engage in possible relationships among theories, practices and circumstances in my workplace, with a view to addressing what I perceive as a 'gap' between my own theory and practice. The motivation for this critical examination is to question the purpose of my professional environmental education practice in relation to the challenges of my emergent environmental ideology. The difficulty of promoting my critical theorising in a traditional small science faculty, within a corporate university, with my scientific background, is acknowledged. Nevertheless, based on my own experiences, I recommend that academics involved in professional environmental education should be encouraged to explore relationships between their own theories and practices in their own professional settings. I suggest that the search for a land ethic or land ethics, and one's 'place' in the 'land', can be an effective platform for this process.

Indigenous higher education student equity : focusing on what works

The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous  student equity in higher education. Undertaking independent evaluation of  existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some of the ways in which success has been, and can be, achieved, despite the challenges that face Indigenous students. In other words, it may be possible to articulate some aspects of what works for some Indigenous people in relation to higher education. A focus on articulating strategies that Indigenous individuals and communities might adopt in relation to higher education should be developed alongside the management of systemic problems through a range of means. The “successfocused” approach would provide one of a suite of approaches that may be helpful in addressing Indigenous student equity.

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.

Perspectives on assessment practices in Australian journalism education

Claims from both educational and industry sides about what journalism students should be learning are not new, and not confined to Australia. European debates on the nexus between practical training and theoretical capacity extend to those by American journalism educators, who share concerns about how journalism schools can accommodate both theory and practice (Adam 2001; Bjork 1996; Bromley & Servaes 2006; Dickenson & Brandon 2000; O’Donnell 2001-02; Rosenbaum 2002; Ricketson 2005). These discussions merge coherently with initiatives undertaken by Australian universities to ensure graduates from any discipline are equipped with a set of measurable skills (or attributes)appropriate to the international context of higher education. The paper explores this tension through the lens of assessment in journalism education, and does so by drawing mostly upon education theory. It suggests some possible ways to cater for media industry pressure on universities to cut theory and concentrate on practice, while accounting for the educator’s responsibility to promote learning in line with graduate attributes such as the capacity to function as a global citizen, a capacity for critical evaluation, and a deep knowledge of the field of study.

Do we challenge students enough? Model Solar vehicle project challenges potential engineers.

A major challenge to Australia and New Zealand is the perceived need to develop "knowledge economies" based on the expertise of university graduates,  especially engineers. However, many countries are finding less students are choosing to study engineering. At the same time, there is increasing concern about increased levels of greenhouse gases leading to global warming with species loss, rising sea levels and desertification being likely outcomes. Numerous competitions have been established aimed at attracting school students into science and engineering careers. Environmental groups have also sponsored educational activities to increase student awareness of alternative energy technologies. One activity which provides both a science and engineering challenge while also raising awareness of alternative energy and more efficient conversion of that energy for transport is the Model Solar Vehicle Challenge (MSVC). The Challenge, which provides a solar powered boat competition for younger students and a car race for the older ones, has involved thousands of Victorian school students since 1990 and students from all Australian states since 1993. Boats race in 2 or 3 lanes guided by an overhead wire in a 10 metre pool, and cars race 100 metres around a figure 8 track. Top boats average over 7 kph and cars reach speeds of 25 kph at the finish line. This paper will discuss the conduct of the Challenge, motivation of participants, the depth of learning which can be achieved and the effectiveness of the Challenge in encouraging students to continue with science subjects through school and to select engineering at university. It will also briefly discuss the lessons that can be learnt from the MSVC and applied to first year university courses.

Boosting science learning - what will it take?

In this session Russell Tytler and David Symington will present some data they have gathered from three sources: scientists working in some of Australia’s Research Priority Areas, science graduates working in positions outside their discipline specialisation, and students studying sciences at Year 11. The presenters will explain why they chose to interview these quite different groups of people and give some indication of why they believe the data is relevant to the question driving the conference: Boosting science learning – what will it take? There will then be group discussion drawing on the views and experiences of the group members and the data to suggest ways to boost science engagement and learning.

Redesigning science teacher education to reflect the nature of contemporary science

Evidence that many students are not being captivated by school science has led to advocacy of revising the science curriculum. However, there need to be accompanying changes in science teacher education. This study is designed to lay foundations for innovation in the pre-service education of secondary science teachers, involving a reconceptualisation of the nature of contemporary science and a course structure that links science teaching with broader science public reform initiatives. We held a series of Focus Groups, built around Government Research Priority areas, which brought together people from industry, government, research organisations, and community groups involved in science and its applications. In the groups the participants discussed how science currently operates in their area, ways in which the area will develop in the coming decade, and what implications there are for the nation and its citizens and for science education. What emerged was a concern for public responses to science at a range of levels, and a very different view of science practice and community involvement with science to that represented in current university and school science courses. This was confirmed in interviews with science graduates working in disparate fields, and also focus groups of school students. The paper will report on the insights generated, and explore the implications for redesigning the pre-service education of science teachers.

Australian PhDs by LIS educators, researchers and practitioners : depicting diversity and demise

Analyses of more than 73,000 PhD thesis records in a comprehensive database of bibliographic records from all Australian universities from 1948 to 2006 demonstrate that PhDs on LIS-related topics reveal not only diversity of content, but also the diverse nature of the researcher's academic disciplines. This diversity includes researchers from within and outside LIS who bring to LIS–or take away–a variety of methods, approaches, theories and understandings. With 27 of Australia's 39 universities having produced LIS-related PhD graduates, the distribution through the Australian university system is evident and emphasizes the transferability of skills and knowledge which graduates bring to their work. It is possible that the diversity of researcher's disciplines, combined with the dangerously low numbers of LIS graduations, may also threaten the future of LIS research and education in Australia. Based on the findings of this study, the sustainability of LIS research and research training for the next generation in Australia is under threat.
Article Outline

Work readiness in graduate recruitment and selection : a review of current assessment methods

Graduate recruitment and selection differs from other contexts in that graduate applicants generally lack job-related experience. Recent research has highlighted that employers are placing increasing value on graduates being work ready. Work readiness is believed to be indicative of graduate potential in terms of long term job performance and career advancement. A review of the literature has found that current graduate recruitment and selection practices lack the rigour and construct validity to effectively assess work readiness. In addition, the variety of interchangeable terms and definitions articulated by employers and academics on what constitutes work readiness suggests the need to further refine this construct. This paper argues that work readiness is an important selection criterion, and should be examined systematically in the graduate assessment process, as a construct in itself. The ineffectiveness of current assessment methods in being able to measure work readiness supports the need to develop a specific measure of work readiness that will allow more effective decision practices and potentially predict long term job capacity and performance.

The future of facilities management : educators and professional bodies working together

Facilities management programmes in Australia suffer from poor recruitment levels. This is in strong contrast to nearby Asian countries such as Hong Kong and Singapore where facilities management is a well-respected profession and programmes recruit in the 100’s. Facilities management seems to be more regarded as purely a technical or even a janitorial job by potential students rather than a profession that offers scope for the development and exercise of high level skills in Australia. The word “management” seems to be ignored in the minds of the general public, despite the aspirations of practitioners and researchers to reach board-level influence. Facilities management is not the only one of the built-environment professions being viewed in this way. A number of professional bodies have difficulty recruiting fresh graduates into their ranks in Australia and research suggests that low recruitment levels will lead to a moribund profession with the potential for being downgraded to quasi or para-professional status. This paper would like to stimulate debate about the future of construction professions generally, how to encourage quality graduate entrants and educate employers about the need, indeed the necessity, for requiring professional qualifications in addition to graduate or post-graduate education to ensure the highest standards and continuing development of skills and knowledge.

Developing a graduate diploma to cater for career-change adults

A seven-month intensive graduate diploma of teaching course was developed in 2007 to cater for an increasing demand for qualified teachers. The course is developed to university standards and is accredited by teacher registration authorities, with graduates obtaining a qualification as a teacher at the end of the seven month period. The course is tailored to recognise and build on the existing academic attributes and capacifies expected of top tertiary graduates, and to be appropriate to academically-experienced adult learning styles. This paper will discuss the process involved in the course development. Aspects related to the student cohort demographics and leaming styles will be highlighted. A 'nested case study approach' involving both qualitative and quantitative data collection was used. Questionnaires, surveys, and interviews were used to gather the data from stakeholders (post-graduate students) involved in this aspect of the research. The analysis of the data will provide detail on the aspects of the course which enabled mature-aged students to succeed and highlight future challenges.

The accounting professional of the future : never mind the quality check the look!

Using legitimacy theory this paper contrasts the values portrayed by public accounting firms via their recruitment practices and society's expectations of the responsibilities of a professional accountant. Society confers on organisations legitimacy when the value system of the organisation is congruent with the value system of the larger social system (Deegan, 2006). It is argued that there is increasing incongruence between the value system of public accounting firms (that employ accounting graduates) and society's value system that includes an expectation of accountants to act in the public interest. This study draws on evidence from recent corporate collapses, to question whether the attributes/skills displayed by accountants have reduced their capacity to act in the public interest. Interviews with employers show that preferences for employment are given to graduates who 'fit the culture' of the organisation and have the ability to 'market' the firm to clients. Attributes that define the professional accountant appear to be less highly valued. It is concluded that the attributes valued in the workplace today have the potential to increase the risk of 'severing the social contract' between the accounting profession and society.

A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications

It has been argued that a key strategy to improve developmental and educational outcomes for young children is to increase the number of childcare staff with early childhood university degrees (Saracho & Spodek, 2007). In order to upgrade the qualifications of staff, a number of Australian universities provide pathways that enable graduates of early childhood diploma programs to complete a degree. Several impediments, including institutional structures and individual contextual and personal factors, may affect these pathways. Although a range of organisations offer diploma programs, TAFE (Tertiary and Further Education) is a major provider. The aim of the present study was to investigate student transition between early childhood programs in TAFE and university. The research drew on several data sources, including a survey of the perceptions of students at various points of undertaking the transition. The current credit arrangement for TAFE Diploma graduates was found to be satisfactory; however, gaps were identified between the TAFE and university teaching and learning arrangements with regard to curriculum structures, teaching styles and assessment. Graduates of both programs considered that the completion of both awards would have a positive effect on their careers.

The impact of learning in the workplace policy on differing ICT degrees

At Victoria University, the release of a new Learning in the Workplace and Community (LiWC) policy has been introduced to ensure that graduates are job and career ready. The policy underlines the importance of workplace contextual learning in all course deliveries and is scheduled for progressive implementation by 2010. For each degree, the policy mandates that a minimum of 25% of program content and assessment must be related to work integrated learning.

Compliance with the 25% shift poses significant challenges for its implementation upon all undergraduate programs since the policy is expected to impact upon program structures, unit deliveries, assessment practices, and course administrations. In particular, there has been an extensive review of existing approaches to learning and teaching in the programs that deliver information and communications technology (ICT) degrees across business and science faculties. This paper describes the current Bachelor of Science in Computer Science and Bachelor of Business in Information Systems programs identifying similarities and differences between the two offerings with respect to their learning in workplace components. It explores possible synergies between the two programs that could be capitalized upon to implement the LiWC policy and details the challenges to both faculties in mounting a coordinated response.

Quality in accounting education and low English standards among overseas students : is there a link?

Two studies of stakeholders in university education for accounting professionals in Australia provide evidence of a decline in the quality of accounting education as perceived by accounting academics. This decline may be linked to increasing enrolments of international students with poor English language skills. Some university lecturers indicate that the quality of students entering their courses has declined, as has the quality of those graduating. In an environment increasingly dominated by the need to publish or perish, assessment tasks such as essays, case studies, and research reports, designed to improve the English language and communications skills of graduates, may have been compromised. This may contribute to the fact that many employers of graduates are concerned about the low levels of English language and communication skills displayed by accounting graduates, particularly international students.