Multicultural arts education : attitudes and perceptions of Australian tertiary students

Through social interaction the Arts connects communities and brings people together where both contemporary and traditional arts can be preserved, protected and promoted. In multicultural Australia, the Arts provides a space in teaching and learning that enables students the opportunity to engage, create and imagine both individually and collectively. The ‘Arts’ in the wider community fosters empathy, acceptance and appreciation of difference where diversity is celebrated between people of different cultures, languages, religions, and ethnicities. Through a discussion of multiculturalism, teacher education and multicultural education, I argue that the Arts can be seen as an agent of social change, a powerful dais to alter perceptions, attitudes and beliefs. This paper situates itself in Melbourne (Australia) through the lens of celebrating our rich multicultural arts. Through questionnaire data collected in October 2010 from Arts Education final year students at Deakin University, I present a snapshot of their understandings of multiculturalism: what they value, believe and understand as agents of change in education. By experiencing multicultural arts, both new and different hybrid art forms can be explored in schools and the wider society. Through such connections, the Arts can foster a positive experience that promotes diversity and enhances intercultural and cross-cultural understanding in our multicultural Australian society.

Increasing professionalism of higher education managers and administrators : Focusing on research managers and administrators

The aim of this paper is to discuss the increasing professionalism of research managers and administrators. The paper firstly discusses recent changes to the research environment and follows with changes to research administration. Then follows with the discussion of the research method and research findings. Data was collected through semi-structured interviews with research managers and administrators working in various Higher Education Institutions in the North West of England during the period from June to August 2005. Four interviewees were research managers and administrators working in research support and another four working in research students support areas. Two research support officers and two research student administrators have research backgrounds while the other two have administration background. The interview questions aim to seek the interviewees comments on the development of knowledge and skills that facilitate them to perform their role and the preference modes for delivering the professional development events. The interviewees working on different areas have different requirement on their knowledge requirement. The interviewees working in research student support area think it is important to develop their knowledge on their understanding of students needs. While, the interviewees working in research support suggested that it is important to be kept updated on changes to the research environment and relevant policies. The interviewees with different backgrounds have different skills training needs. Interviewees with research background suggested it is important to provide research skills training for colleagues who do not have research background. On the other hand, interviewees with administration background think their administration skills should be further enhanced. All interviewees prefer that professional development events be delivered in informal mode, such as conference and workshops.

Global education: travel and new imaginaries for teachers' work

This book confirms that globalisation is reshaping educators’ work and lives towards a more global education. Understanding how teachers make meaning from and respond to travel revealed aspects of knowledge creation and identity formation. Set within contexts of globalisation, the study investigated global education through analysis of changing definitions and meanings by taking an historical stance. Teachers revealed that their study tour created new knowledge, teaching pedagogies and greater awareness of stereotypes both held and disclosed from students. The practices and thinking described by participants were consistent with calls for greater cosmopolitan teaching. A collection of ‘travel’ stories written by the author are included. The book sheds light on how teachers embed global imaginaries in their teaching. This in turn builds understanding around how globalisation is reshaping local contexts and individuals’ thinking and being. The findings challenge global education as a discrete framework and suggest teachers’ experiences as influential on education now in a global world.

Social moderation, assessment and assuring standards for accounting graduates

Evidencing student achievement of standards is a growing imperative worldwide. Key stakeholders (including current and prospective students, government, regulators and employers) want confidence that threshold learning standards in an accounting degree have been assured. Australia’s new higher education regulatory environment requires that student achievements are benchmarked against intended programme learning outcomes, guided by published disciplinary standards and a national qualifications framework, and against other higher education providers. Here, we report on a process involving academics from 10 universities, aided by professional practitioners, to establish and equip assessors to reliably assure threshold learning standards in accounting that are nationally comparable. Importantly, we are learning more about how standards are interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we report outcomes of three multi-part calibration interventions, situated around judgements of the quality of the written communication skills exhibited in student work and their related assessment tasks. Qualitative data from 30 participants in the calibration process suggest that they perceive that the process both assists them both in developing a shared understanding of the accounting threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards.

Teaching history in Australian museums: pedagogy and praxis

This research examines the work of museum educators who teach history to secondary students in ‘formal’ education programs in Australian museums. It challenges the dominant constructivist paradigm and proposes that educators use a history pedagogy model to actively engage students in the dynamic process of learning history in museums.

Complexities of teaching — features of teacher education programs and professional learning practices to support their development

This publication is the editorial for Vol 15.2 of MTED which summarises and synthesises the articles published in the issue. The extent to which those whose learning is the focus controlled the learning situations in which they participated is the key concept discussed and the factors contributing to the extent of control are elucidated.

Corporate social responsibility disclosures and earnings quality: Are they a reflection of managers’ opportunistic behavior?

Purpose – This paper aims to explore the relationship between corporate social responsibility (CSR) disclosures and earnings quality proxied by earnings accruals. Specifically, we examine whether CSR disclosures are context-specific, that is, whether companies dominated by powerful stakeholders are obliged to behave in a responsible manner to constrain earnings management, thereby reporting higher-quality earnings to investors. Design/methodology/approach – This paper explores the relationship between CSR disclosures and earnings quality proxied by earnings accruals. Specifically, we examine whether CSR disclosures are context-specific, that is, whether companies dominated by powerful stakeholders are obliged to behave in a responsible manner to constrain earnings management, thereby reporting higher-quality earnings to investors. Findings – Results show that managers in an emerging economy manage earnings when they provide more CSR disclosures. Such earnings management is achieved through income increasing discretionary accruals. Furthermore, companies from export-oriented industries dominated by powerful stakeholders (international buyers) disclosing more CSR activities, provide transparent financial reports through constraining earnings management. Originality/value – The findings of this study are significant for both investors and policymakers. Investors should not take for granted that firms engage in CSR activities, behave ethically and provide transparent financial reports. As we document that firms might manipulate earnings through discretionary accruals and provide less transparent financial reports to shareholders, the credibility of firms’ CSR policies should be assessed with caution. Policies directing at promoting socially responsible practices instead of motivating the desired behaviour, may provide managers with additional incentives to utilise CSR for opportunistic behaviour. Thus, policymakers need to be cautious about this opportunistic behaviour and enhance monitoring to enforce social compliance. Possibly, some guidelines can be introduced to confirm that CSR disclosures are based on actual practice and not just a “green wash” statement to deceive stakeholders.

Teaching and learning mathematics and science in a second or third language

 This study investigates the interaction between languages used for particular purposes in mathematics and science classrooms and the accompanying multimodal resources that support teachers’ strategies. The dual investigation sets this study apart, and produces its originality and contribution to the field. It develops a novel multimodal description of pedagogic strategies in multilingual mathematics and science classrooms in Malaysia.

Higher education development and knowledge economy optimism in Ethiopia

Higher education has been assigned new global importance. It is now the vehicle of choice for nations seeking to increase their competitiveness in an expanding knowledge economy. In developing nations, higher education has also been linked to goals to reduce poverty, under the influence of transnational aid agencies such as the World Bank and its knowledge-driven poverty reduction strategies. Drawing on Amartya Sen’s capability approach to development, this paper argues that this instrumentalization of higher education produces narrow conceptions of development, poverty and knowledge, and an unfounded optimism in ‘knowledge for skills’. The site for this analysis is the development and rapid expansion of Ethiopia’s higher education system, with its antecedents in a centuries-old religious education system but with more recent beginnings in the 1950s and, since the 1990s, under the influence of the World Bank. At stake are opportunity and process freedoms and the deprivation of capability (i.e. poverty) resulting from the constraint of these, evident in the nation’s higher education system. The paper concludes that without concerted efforts to redress injustices and to protect and expand people’s freedom, Ethiopian higher education has little to contribute to national socio-economic transformation agendas.

Relationships between civil engineering students’ learning approaches and their perception of curriculum and teaching quality

BACKGROUND: Deakin University graduated its first cohort from four-year undergraduate civil engineering course/program in 2012. The internal annual Course Experience Survey, which has been running annually since 2012, targets to identify the graduating students’ learning approaches and students’ perceptions of the curriculum and teaching quality. Literature suggests that students’ learning outcomes can be achieved more efficiently when the students’ perceptions of curriculum and teaching quality are closely aligned with their learning approaches. Where the students’ approaches to learning and their perception of curriculum and teaching quality are mismatched, a series of frustrations can result for the students that may not only negatively impact their learning achievement but also their learning experience.
PURPOSE OR GOAL: This study explores the relationships between students’ learning approaches and their perception of curriculum and teaching quality in an undergraduate civil engineering program/course. This will help understand whether the curriculum and teaching quality provided by the university have actually accommodated ‘all’ enrolled students in the similar way.
APPROACH: To uncover these relationships, this study adopts questionnaire survey approach to collect response data over a two year period by asking students about their perception through a series of statements. 5-point Likert-scale questionnaire survey (strongly disagree, disagree, neutral, agree, strongly agree) is developed and responses are collected. The responses are then statistically analysed in order to uncover the relationships between students’ learning approaches and their perception of curriculum and teaching quality provided by the university.
DISCUSSION: Deep learners and surface learners had a statistically different perception of curriculum and teaching quality. These results contradict the assumption that learners will have uniform preferences on the curriculum, teaching quality and the way they deal with the demands of specific learning situations. Anecdotal belief that ‘good course/program curriculum and good teaching approaches are good for all students and vice-versa’ may not be strictly true for contemporary heterogeneous student cohorts.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: This finding highlights the challenge for curriculum designer to design appropriate course curriculum and teaching staff to implement efficient teaching strategies that benefit both surface and deep learners, who are usually enrolled together. It may be beneficial to provide diversity and flexibility in the curriculum and teaching approaches (rather than a uniform approach). However, this may demand additional resources and may also be questioned for equity and consistency of education. It is also important to note that due to relatively a small dataset, these results may not be generalised.

Constructing meanings and identities in child protection practice

Examines a contemporary and contentious social problem, child maltreatment, and the policy and practice in response to it, child protection.

Stories from beyond the frame dilemas and contradictions of photojournalism in a digitized and globalized world

To engage in the practice of photojournalism is to occupy a position of privilege, because the practice involves entering, albeit for a short while, the lives of others. But with this privilege comes the burden of representation. In this sense I believe that photojournalism is currently in crisis. This crisis concerns the decontextualization of the image in media outlets and the relegation of the photojournalist to the role of merely a hunter/gatherer rather than a storyteller. In other words, photojournalists have become alienated from the process of re-presentation of their own stories. To some extent it has always been thus.

Individual and organisational factors influencing academics` decisions to pursue the scholarship and teaching of ICT

This paper focuses on Information and Communication Technology (ICT) academics' perceptions of factors that promote and inhibit their pursuit of scholarship in their teaching work. It identifies critical factors that influence academics' attitudes, orientations and behaviours in respect to the scholarship of teaching, and from these builds a framework for understanding the interaction between these factors. We have named this framework the Scholarship of Teaching Support Framework.

During 2001 and 2002 a national project investigated teaching and learning initiatives in the major discipline of lCT in Australia's universities. As part of this project a mini-conference program was devised to elicit academics' perceptions of the factors influencing their teaching work and their participation in scholarly activities around this work. In total 83 ICT teachers from 29 universities participated in the mini-conference program. Attendees included staff members from a range of academic levels.

In discussions of aspects of the scholarship of teaching at the mini-conference participants referred to both attributes and responses of both university teachers and the university institutions. We have categorized these factors into those that relate to the individual academic (Individual domain) and those that relate to the tertiary institutional system (Organisational domain). Many contributions highlighted the interaction between these two domains.

Within the Individual domain, two key factors described by participants as affecting the pursuit of the scholarship of teaching were teachers' motivation towards, and their capabilities in, scholarly activities surrounding their teaching. Within the organizational domain two influential factors also emerged. These were the organizational support provided through allocation of resources and symbolic support reflected in an institution's systems, policies and processes.

Our findings indicate that both the Individual and Organizational domains contribute to university teachers' decisions to pursue (or not to pursue) the scholarship of teaching.

These two domains were seen by participants to interact within university environments to influence whether a particular environment is supportive or unsupportive in terms of the pursuit of the scholarship of teaching. Factors both from and within the individual and the organizational domains were seen to interact with each other forming a web of interrelated factors that appear to influence individuals' decisions to pursue, or not to pursue, the scholarship of teaching. From this complexity four theoretical extremes emerged providing the dimensions and components of the Scholarship of Teaching Support Framework.

We argue that responsive and innovative approaches to university teaching are best supported by academics undertaking scholarly activities around their teaching work, yet this article presents a picture of a university work environment where scholarly activities that focus on teaching and learning are seen as generally unsupported and unrewarded. This perception was identified as commonalities across a university system. Although some exceptions were noted, participants generally agreed that the organisational domain of Australian universities was largely unsupportive of the pursuit of the scholarship of teaching. Similarly, in general, university ICT teachers were not thought to have the backgrounds and capabilities necessary for pursuing the scholarship of teaching, such as familiarity with literature on teaching and learning and skills in educational evaluation. However, despite perceived inhibitors in universities' organisational culture and allocation of resources, and a perceived lack in individuals' skills, participants agreed that scholarly activities and innovation in university teaching and learning do take place, These are largely driven by the intrinsic motivation of individuals. It was recognised that further work is necessary to explore how motivation can be engendered and encouraged.

The Scholarship of Teaching Support Framework is a useful tool for examining how conducive a given university teaching context is to the scholarship of teaching and, therefore, can be used for review purposes within both research and policy contexts. Such tools will become increasingly important as policy changes begin to affect practices in how university teaching work is managed, supported and encouraged.