Stakeholder involvement and interplay in coastal zone management and marine protected area planning

Most of Australia’s coastline and marine waters are crown ‘land’ and can be accessed by the public. As a result, many different users and stakeholder groups have an interest in coastal and marine planning and management decisions. As a way of analysing stakeholder involvement and interplay in coastal zone management and marine protected area (MPA) development in Australia, three case studies are presented to dissect the issues and explore common themes. The three themes are 1) Stakeholder involvement in implementing the oceans policy, 2) Stakeholder involvement in marine protected area network identification and 3) Stakeholder involvement in coastal land issues.

Differences in student engagement : investigating the role of the dominant cognitive processes preferred by engineering and education students

This paper reports on a study of the differences in the dominant cognitive processes preferred by groups of engineering and education students and examines the implications of these differences for the assessment of student engagement with university courses. Concern is expressed that the items commonly used to capture student engagement data do not adequately cover the full range of the dominant cognitive processes preferred by tertiary students. The paper sets out a brief overview of student engagement along with the theory of dominant and auxiliary cognitive processes, as developed by Jung and later by Myers. Evidence is presented of the differing frequencies of the eight cognitive processes, as assessed by the Myers-Briggs Type Indicator, that are preferred by cohorts of students undertaking courses in engineering and education. The implications of these differences are discussed in the context of subject disciplines in university environments.

Evaluation methodology for work integrated learning - placements : a discussion paper

Background: This paper will address the evaluation of WIL (placements) in order to provide a strategy to improve performance in universities' WIL as benchmarked in the AUSSE, GDS and placement unit feedback.
Overview of issue: Although WIL placements are important and valuable for student engagement, learning, graduate employability and industry partnerships, there are few empirical studies or reviews that inform evaluation methodology for them. The assessment of placement outcomes and the student experience is typically more complex than evaluation of a standard university unit because of the wide variation that occurs with placements. Students are likely to be working in different organisations, and working on different projects within their various disciplines. Adding to this complexity, the organisation supervisor is an additional stakeholder critical to the placement experience, and who ultimately makes the judgment of student performance. Although an organisation supervisor may complete an individual feedback form for their students, generally this information is not strategically aligned within a broader university evaluation process. Initial examination of available literature revealed that the multi-dimensional perspective (organisational supervisor, placement co-ordinator and student) is not usually incorporated into evaluation of placements to inform continuous improvement for example. There are gaps in the evaluation process which could be addressed through more  comprehensive evaluation that could be utilised across Faculties and Institutions. In 2010, we will conduct an inter-faculty project to develop and trial an evaluation methodology for WIL placements. It will incorporate a triangulated approach including student, organisation and university supervisor feedback. Preliminary results gained from this project will be discussed.
Argument: An evaluation methodology that is inclusive of a triangulated approach, would provide university stakeholders with comprehensive feedback that could be used to strategically inform continuous improvement efforts in Institutions in the areas of WIL placements.
Implications: The importance of triangulated data gathering leading to a comprehensive evaluation and subsequent improvement strategies will be concluded. Suggested evaluation process and potential tools will be presented.

Client-reported reasons for non-engagement in drug and alcohol treatment

Introduction and Aims.To examine client-reported reasons for missed early appointments at a drug and alcohol treatment service and to compare characteristics of those who missed appointments with those who attended. Design and Methods. Clients who missed a first or second appointment between 1 May and 31 August 2007 at a public community-based outpatient treatment facility were invited to participate in a semistructured telephone interview.This consisted of an open-ended question asking the reason(s) for nonattendance, followed by a questionnaire of items for therapeutic alliance and service satisfaction, perceived impact of substance use and previous treatment experience, mostly rated on Likert scales. Database information on demographic and clinical variables was gathered for all clients who were accepted for treatment within the study time frame. Characteristics of those who missed a first or second appointment (n = 66) were compared with those who attended at least their first two appointments (n = 97). Results. Of clients who missed their appointments, 80.6% provided reasons for nonattendance, which included extraneous factors (50.0%), service shortcomings (29.7%), no further need for service (16.2%) and motivational ambivalence (4.1%). They generally had high ratings of therapeutic alliance and service satisfaction and identified their substance use as having a negative impact on their lives. Clients who missed appointments were more likely to be male, unmarried and have a history of polysubstance use. Discussion and Conclusions. Extraneous issues relating to the client may be a dominant obstacle in early treatment engagement. Efforts to overcome these issues may therefore improve early engagement.

Coproduction in practice : participatory action research to develop a model of community aged care

Coproduction has become synonymous with innovative approaches to public service delivery in European Union countries as well as in Australia. Coproduction has the potential to bring together individuals, communities, and organisations in a process to collaboratively develop new models and services which improve public services. Yet, Australian policy makers and practitioners who would like to deploy coproduction within the context of older adult social care can only draw on a handful of papers and reports that could guide implementation. This paper fills this gap by reporting on the implementation of a multi-stakeholder coproduction approach to the development of a consumer directed care model for older people with complex health issues. The paper describes and critically highlights methodological challenges encountered during the 12 month-long participatory action research phase of a larger project involving older people with complex care needs, their carers, and government and non-government stakeholders. The paper outlines key considerations regarding (1) the involvement of older people with complex needs, (2) collaboration with industry partners, (3) engagement of government representatives, and (4) reflects on implementing participatory research projects within a context of outsourcing and interlinked supply chains. While not all challenges encountered could be resolved, the coproduction approach was successful in bringing together a wide range of stakeholders with competing agendas in an iterative process geared to resolve a plethora of concerns raised by older people, carers and services providers. This paper provides an example for others seeking to use coproduction and participatory methods to provide person-centred care services for older people.

Through the looking glass : immersive interfaces for participant engagement in blended e-learning environments

This chapter outlines current research profiling students and educators participating in and constructing immersive interfaces in blended e-learning settings. Multi User Virtual Environments (MUVEs) and real world settings augmented with virtual information can generate problem-solving communities where participants gain greater technical knowledge and skills through meaningful and frequent interaction. MUVEs can also generate technical innovation amongst students from diverse disciplinary backgrounds provided students are encouraged to help each other and learn together. After detailing some false assumptions about computer literacy that can stifle meaningful exploration with new technologies in contemporary education, this chapter documents an exemplar involving extensive collaboration between students from different educational backgrounds with diverse technical competencies. The success of this initiative hinges on the willingness of educators to provide a shared learning experience where technology is used to facilitate increased student communication and offers a site for invention, informed critique, industry participation, and a sense of community.