Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach.

The relationship between education and food consumption in the 1995 Australian national nutrition survey

Objective: To assess the relationship between education and the intake of a variety of individual foods, as well as groups of foods, for Australian men and women in different age groups.

Design: Cross-sectional national survey of free-living men and women. Subjects: A sample of 2501 men and 2739 women aged 18 years and over who completed the National Nutrition Survey (NNS) 1995.

Methods: Information about the frequency of consumption of 88 food items was obtained using a food-frequency questionnaire in a nation-wide nutrition survey. Irregular and regular consumers of foods were identified according to whether they consumed individual foods less than or more than once per month. The relationship between single foods and an index of education (no post-school qualifications, vocational, university) was analysed via contingency table chi-square statistics for men and women. Food group variety scores were derived by assigning individual foods to conventional food group taxonomies, and then summing the dichotomised intake scores for individual foods within each food group. Two-way analyses of variance (education by age groups) were performed on food variety scores for men and women, separately.

Results: While university-educated men and women consumed many individual foods more regularly than less-educated people, they were less likely to be regular consumers of several meat products. The relationship between education and food consumption was less apparent when individual food scores were aggregated into food group scores. University-educated men and women exhibited higher scores on total food group variety than the other educational groups.

Conclusions: Higher education is associated with the regular consumption of a wider variety of foods. Aggregation of individual food consumption indices into food variety scores may mask the apparent effects of educational background on food consumption.

Performance appraisals in higher education: an Australian perspective

This paper considers performance appraisals in Australian universities. It examines some of the theory underpinning performance appraisals and applies it to the world of academia. It then considers the nature of universities and the changes which have taken place in Australian universities since the late 1980s and the implications of these changes on the performance appraisal of academics. It concludes by identifying questions for further research.

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.

The application of non-profit marketing in the international higher education sector

This study considers the impact of the university service and learning environments (which we define as non educational factors) on student satisfaction among international postgraduate students from Asia studying in Australian universities. It is based on the expectations/perceptions paradigm and analyses the relationship between key variables and overall satisfaction of student groups in respect of their service and learning environments. The aim of this paper is to consider the importance of non-educational factors in international postgraduate university students, in particular, with regard to information and communication, infrastructure, and university recognition. 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. Structural Equation Modelling was used to understand the relationship between the constructs in this study. The results indicate that noneducation related factors are very important to international postgraduate students and they are predictors of overall satisfaction.

New students, new learning, new environments in higher education : literacies in the digital age

Information literacy is developing new meanings and importance in the online age of teaching and learning in higher education. Information literacy, as a highly prized graduate attribute, is related to the development of lifelong learning capacities. Its strong re-emergence in the form of digital literacy in the context of major online developments at Deakin University is considered through four cases. In each case the reader is asked to consider how the teaching staff members have conceived critical discipline-based information and digital literacies, how these conceptions are related to desired learning outcomes, the types of digital and online environments designed to support the development of these literacies, and how each one contributes to the development of lifelong learning capacities. Information and digital literacy is enlivened through being situated in broader understandings of new generations of learners, new forms of learning and new e-supported learning environments. Educational design, evaluation, research and technology implications of these new types of digital and online-based teaching and learning environments are finally examined.

Measuring moral judgement and the implications of cooperative education and rule-based learning

The Defining Issues Test (DIT), developed by Rest (1986), measures a person's level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual's moral judgement abilities in solving work-related problems (Weber, 1990; Trevino, 1992; Welton et al., 1994). In the present study, the moral judgement levels of 97 accounting students were measured over a 1 year period using two separate test instruments, the DIT and a context-specific instrument developed by Welton et al. (1994). The test scores are significantly higher on the DIT than the Welton instrument (between the instruments and over time), suggesting that accounting students use higher levels of moral reasoning in resolving hypothetical social dilemmas and lower levels of moral reasoning in resolving context-specific dilemmas. The difference in test scores was highest during cooperative education (work placement programme), implying that the environment is a significant determinant on students' test scores.

Higher education research at Deakin University

There is much complexity to the term ‘higher education research’. This paper explores the notion and provides some background for ongoing discussion with members of the College of Distinguished Deakin Educators (CDDE) and other staff stakeholders at Deakin University.

Conceptions of teaching with integrity online in higher education: a case in the field of engineering

The viewpoints of academic teaching staff take centre stage in the analysis of the changing conceptions of what it means to act with integrity when teaching online. To teach with integrity in contemporary online-supported environments in higher education is not necessarily to teach the same as if one would in teaching regularly face-to-face in the classroom. The paper argues that to teach with integrity online is to teach differently. With integrity both enhanced and in some respects diminished in teaching online, the apparent contradiction can only be resolved through developing conceptions of what teaching with integrity means in the contemporary world of higher education. Implications are drawn in the context of teaching extended and wholly online units in the field of engineering.

Student learning: "the heart of quality" in education and training

This paper surveys the development of various approaches to quality that are essentially learning-centred:

•In the Schools sector: a brief overview of the Victorian Quality in Schools project;

•In Higher Education: work in progress at two Australian universities (Victoria University of Technology and Swinburne Universities of Technology in Melbourne); and

•In Vocational Education and Training: work in progress in re-orienting the policy approach to Quality towards a more flexible and learning-centred model.

This paper will argue that when looked at from the perspective of the individual learner, there is a strong case for student learning to be placed at the very heart of Quality Systems in all sectors of education, and also therefore in related sectoral Quality Assurance programs and processes.

Nursing education and graduates : profiles for 1999 and 2000, with projections for 2001

An analysis of DEST statistical data on nursing education had suggested that there were issues with the classification of undergraduate data and new initiatives, such as combined degrees, which were poorly captured. This project had two distinct aims. First, to explore and map exhaustively the range of undergraduate programs offered by tertiary education providers across Australia leading to an initial qualification and entry into nursing practice. Second, to explore and map in detail specialist nursing education courses offered by tertiary and other education providers across Australia. This research was funded under the Evaluations and Investigations Programme (EIP).

How E-business can provide a sustainable framework for online learning in the vocational education and training arena

The author undertook a major national study of e-business for the Australian National Training Authority (ANTA) from November 1999 - February 2000, resulting in the report E-competent Australia: The Impact of E-commerce on the National Training Framework (ANTA, 2000; available at http;://www.anta.gov.au). This ANTA study and other research by the author show that e-business will eventually have a significant impact on the Australian economy, on industries, organisations, occupations and education and training organisations. From April-May 2000, the author is undertaking a major study for the Commonwealth Government (DETYA): a scoping study of e-commerce in the education and training sector (higher education, VET, schools) of Australia.

This paper starts where the ANTA study (Mitchell 2000a) and the DETYA study stop, by exploring the implications of e-business for online learning systems. E-business will eventually impact not only on the organisations providing online education but on their online learning systems.

The paper is based also on research by the author for a Doctorate in Education within the Faculty of Education at Deakin University that commenced in 1997 and is continuing. The research for this paper involved a review of national and international developments in ebusiness, relating them to online learning systems.

This paper traces the origins, definitions and drivers of both e-business and online learning systems in the 1990s, showing how e-business principles and strategies in the future will have a beneficial impact on online learning systems, even if online learning systems eventually lose their identities as separate from the rest of the organisation.

An e-business focus for online learning systems would start with an understanding of the customers' needs; would find a customer-centric solution, not a technology-centric solution; would empower the customer; would provide sufficient and multiple types of support for the customer; would provide quality and skilled input; and would provide cost effective, reliable and accessible technology.

This vision of an e-business approach to training varies greatly from the traditional business model for the delivery of training, particularly by VET Registered Training Organisations (RTOs). The traditional business model includes real estate prices dictating location of campuses; architecture dictating class sizes; industrial relations dictating the number and length of sessions and prescribing tight role descriptions; queues of students enrolling in February and July each year; and students seated in teacher-dominated classrooms. In contrast, an e-business basis for RTOs would involve the use of electronic communication to improve business performance, improve the use of existing resources, enhance existing services and increase market reach.

An e-business model for RTOs would include the following features: the development of new relationships with customers, using electronic communication to strengthen the relationship; the pursuit of new student markets; and the development of new relationships and alliances between providers. In this new arena of potential and threat, of disintermediation and reintermediation, there will be new roles for new intermediaries; and there will emerge new ways of supporting teaching and learning. Progressive education and training organisations will realize the potential offered by e-business and enjoy the fruits of reintermediation.

E-learning development in higher education : maximising efficiency : maintaining quality

Many tertiary institutions in Australia provide support to develop online teaching and learning resources, an environment characterised by demands from students for quality face-to-face and distance education, staff concern over workloads, institutional budgeting constraints and an imperative to use management systems. There also remains a legitimate focus on using online learning to facilitate new learning strategies within a complex social setting. This paper presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design.

What can Hannah Arendt's theorising add to equity policy activism in higher education institutions?

Human rights theory is based on universalistic moral perspectives that regard each individual as a bearer of rights. These rights are often legislated nationally and implementation mandated for institutions including higher education institutions. Arendt contests this kind of governance and ruling. Arendt argues for an agonal politics. Arendt theorises politics and power as something that cannot occur in isolation; it is through ‘acting in concert’ with others that a political community is constituted. Arendt advocates for a public space where people can take care of the ‘public things’ between them to work out how to live together. In this paper I reflect on my role promoting equity within Australian higher education institutions and explore what Arendt’s theorising can add to rethinking this kind of human rights work. Arendt argued that re-valuing politics would pave the way to a ‘new appreciation of human plurality’ (Villa 1996: 17). I will argue that the ‘Fair Chance for All’ (1990) equity policy promoted a form of identity politics within higher education institutions. I argue that Arendt’s theorising can effectively disrupt identity politics and offers a corrective to the way human rights legislation and related institutional policies tend to focus on specific target populations.