Learning context in Australian universities - perceptions of Chinese accounting students

The study concentrates on how Mainland Chinese students perceive and respond to the learning in Australian universities. Students' satisfaction with their educational experiences and the Australian learning context such as teaching, teacher/student relationship, assessment, workload and English language is explored in this study. Using focus groups, the results show that teaching, teacher/student relationships and English language are areas of concern.

Cross-cultural learning and international collaboration: evaluation of a study tour to Thailand

Purpose:
To evaluate cross-cultural learning among Thai staff and host students from the Faculty of Nursing, Mahidol University (MU) and Australian guest students from the School of Nursing and Midwifery, Deakin University (DU), who participated in a study tour.

Design:
Descriptive exploratory evaluation.

Methods:
Key stakeholders were invited to participate resulting in a convenience sample of seven MU staff, five MU and 22 DU students. Data were collected using mixed methods. Qualitative data were theme analysed and quantitative data were analysed using descriptive statistics.

Main findings:
The semi-structured interviews with MU staff, focus group with MU students and free response questions in the online survey with DU students indicated the themes of enhanced and valuable cross-cultural learning and relationship building, the challenges of different social behaviours and the importance of tolerance and acceptance. In the online survey, over 77% (n = 17) of DU students reported high satisfaction with their cross-cultural learning on the study tour. The online survey included the validated Miville-Guzman Universality-Diversity scale short form (M-GUD-S). All Australian students reported seeking diversity of contact (X ± SD = 23.1 ± 4.4), relativistic appreciation (X ± SD = 24.7 ± 3.9), and comfort with differences (X ± SD = 26.2 ± 3.0), indicating high levels of openness to cultural diversity and similarity on the M-GUD-S. 

Conclusion and recommendations:
This study provides an example of an evaluated study tour emphasising cross-cultural relationship building. Findings indicate that nursing education should include opportunities for intercultural exchange among nursing students. Nurses require excellent skills in cross-cultural nursing and relating to meet the future global challenges to health care over the next millennium.

Project-oriented design-based learning: aligning students’ views with industry needs

This paper focuses on the alignment of students' views on project-oriented design-based learning (PODBL) with today's industrial needs. A Collaborative relationship between academic institutions and industrial expectations is a significant process towards analytical thinking (linking the theory and practice). Improving students' knowledge as well as the students' transition into industry, requires efficient joint ventures by both learning institutions and industry partners. Project-based learning (PBL) is well developed and implemented in most engineering schools and departments around the world. What requires closer attention is the focus on design within this project-based learning framework. Today design projects have been used to motivate and teach science in elementary, middle, and high school classrooms. They are also used to assist students with possible science and engineering careers. For these reasons, design-based learning (DBL) is intended to be an effective approach to learning that is centered on a design problem-solving structure adopted for a problem-oriented project-based education. Based on an industry design forum, which the authors conducted in Melbourne, Australia in 2012, a research study was performed to investigate the industry and academic requirements for students focusing on achieving design skills. To transform the present situation in the academic teaching and learning environment and to fulfill industry needs, this research study also investigated the students' views on design skills.

Digital technology to support students’ socioscientific reasoning about environmental issues

Scientific expertise and outcomes often give rise to controversy. An educational response that equips students to take part in such discussions is the teaching of socially acute questions (SAQs). With SAQs, the understanding of uncertainty, risk and how knowledge is developed is central. This study explores the way in which students from different disciplines and different continents are brought together via a digital platform to explore SAQs about environmental issues (a green algae outbreak linked to release of fertilisers along the coast of Brittany; the construction of a desalination plant near Melbourne to produce freshwater; and changes in meat consumption on a global scale, with regard to population projections in 2050). We have developed frameworks for looking at the quality of the collective reasoning and at the nature of students’ interactions, so that we can analyse the organisation of the learning communities and the building of collegial expertise. The results show that interdisciplinary discussions, especially on an international scale, foster the understanding of complex situations. In this paper, we discuss the modalities of one didactic scenario to enhance critical thinking and collaborative work, and to provide space for learners to support argumentation.

International multi-perspective analyses of classroom activity

This editorial captures the essence of each of the papers in this journal and synthesises the findings to highlight the complexity of developing practices that enable students to develop mathematical understandings. Papers described and discussed come from sources internal and external to Australasia. They include new perspectives on analysis of classroom practices, analyses of mathematical registers and mathematical language in classroom activity, action research of a teacher developing new pedagogical understandings, and various analyses associated with teacher education (pre-service teacher programs, interactions between pre-service teachers and their mentors, and how limited content knowledge can affect teacher interpretation of classroom activity. The editorial captures many of the complexities highlighted in the papers and points to the enormity of the expertise required to optimise the teaching of mathematics..

Excessive alcohol use and its association with risky sexual behaviour: a cross-sectional analysis of data from Victorian secondary school students

Objective
Estimate the prevalence of sexual behaviour and alcohol use and examine the association between excessive alcohol use and risky sexual behaviour in late secondary students in Victoria, Australia.

Method
The sample of Year 11 students from government and independent schools participating in the 2008 International Youth Development Study (n=450) was representative of the Victorian school population. Logistic regression analyses examined the associations between sexual behaviour, binge and compulsive drinking, adjusting for socio-demographic, school and family factors.

Results
Under half (44%) the students had experienced sex in the past year, half (50%) had engaged in binge drinking in the past two weeks and 26% reported compulsive drinking in the past year. Of those who reported sex in the past year (n=197), 34% had sex without a condom at the last sexual encounter and 28% later regretted sex due to alcohol. The likelihood of experiencing sex was increased by binge (OR=2.44, 95%CI 1.44-4.12) and compulsive drinking (OR=2.15, 95%CI 1.29-3.60). For those sexually active, binge drinking increased the risk of having three or more sexual partners (OR=3.37, 95%CI 1.11-10.26) and compulsive drinking increased the likelihood of regretted sex due to alcohol (OR=4.43, 95%CI 2.10-9.31). Excessive drinking was not associated with condom non-use.

Conclusion and implications
Risky sex – multiple sexual partners and regretted sex due to alcohol – and excessive drinking are highly prevalent and co-associated among Victorian late secondary students.

The monsoon wedding phenomenon: understanding Indian students studying in Australian universities

How does the University sector identify and support the diverse needs of Indian students? This paper reports on a research project carried out on undergraduate students from India enrolled at a Melbourne‐based University. The focus is the need to understand why Indian students choose an overseas destination for tertiary study. The intent is to explore how the curriculum that they have experienced in their country prepares them for study in another. We examine the expectations of students in relation to studying overseas. The suggestion underlying this paper is that if academic and support staff in tertiary education understand international students in cultural cohorts, then it is more likely that their transition to tertiary education will be easier. We envisage that this may also lead to a greater retention rate for universities.

Does screening high school students for psychological distress, deliberate self-harm, or suicidal ideation cause distress--and is it acceptable? An Australian-based study

Programs designed to detect students at risk of depression and suicidality have shown success (Shaffer et al., 2004). The current study sought to examine whether or not such a program was acceptable to participants and whether or not it caused distress. Participants were boys aged 14 to 16. Participants were assessed using an on-line questionnaire; acceptability was measured via postal questionnaire. Of 272 participants, 31 (11.4%) were considered at-risk; 13 required ongoing support, 8 of whom had not previously sought help. Overall screening did not appear to cause significant undue distress, although some differences were evident between at-risk and not at-risk students. All participants found the program acceptable. When conducted carefully, early detection programs can be an effective and acceptable method of identifying at-risk adolescents.

Voice, post-structural representation and the subjectivity of ‘included’ students

Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. “Methodology-21: What Do We Do in the Afterward?” International Journal of Qualitative Studies in Education 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterword: Decentering Voice in Qualitative Inquiry.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A. Mazzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. “The Posts Continue: Becoming.” International Journal of Qualitative Studies in Education 26 (6): 646–657], research in disability studies for the past two decades has found ‘the potholes’ [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Structuralism to Poststructuralism.” In Research Methods in the Social Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape ‘included’ disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.

Characterizing Twitter communication - a case study of international engineering academic units

Engineering academic units might engage with social media for a range of purposes including for general communication with students, staff, alumni, other important stakeholders and the wider community at large; for student recruitment and for marketing and promotion more generally. This paper presents an investigation into the use of Twitter by six engineering academic units internationally, using publicly available Twitter data over an 18-month period for analysis and visualization, to characterize the engagement by engineering academic units with one popular social media tool. Widely varying levels of activity were observed, from essentially undirected 'Megaphone' Tweeting, through to sustained and complex interactions with multiple external accounts. This work provides insights into how engineering academic units are using Twitter and how they might more effectively use the platform to achieve their individual objectives for institutional social media communications and marketing, and offers a methodology for future research. © 2014 © 2014 Taylor & Francis.

Social norms in the development of adolescent substance use: a longitudinal analysis of the International Youth Development Study.

Identifying specific aspects of peer social norms that influence adolescent substance use may assist international prevention efforts. This study examines two aggregated measures of social norms in the school setting and their predictive association with substance (alcohol, tobacco and marijuana) use 2 years later in a large cross-national population-based cohort of adolescents. The primary hypothesis is that in Grade 7 both "injunctive" school norms (where students associate substance use with "coolness") and "descriptive" norms (where student substance use is common) will predict Grade 9 substance use. Data come from the International Youth Development Study, including 2,248 students (51.2% female) in the US and Australia attending 121 schools in Grade 7. Independent variables included injunctive norms (aggregating measures of school-wide coolness ratings of each substance use) and descriptive norms (aggregating the prevalence of school substance use) in Grade 7. Dependent variables included binge drinking and current use of alcohol, tobacco and marijuana in Grade 9. Associations between each type of school-wide social norm and substance use behaviors in Grade 9 were tested using multilevel logistic regression, adjusting for covariates. In unadjusted models, both injunctive and descriptive norms each significantly predicted subsequent substance use. In fully adjusted models, injunctive norms were no longer significantly associated with Grade 9 use, but descriptive norms remained significantly associated with tobacco and marijuana use in the expected direction. The findings identify descriptive social norms in the school context as a particularly important area to address in adolescent substance use prevention efforts.

Micronutrient supplement use and diet quality in university students

Many national and international public health organisations recommend achieving nutrient adequacy through consumption of a wide variety of nutritious foods. Despite this, dietary supplement sales continue to increase. Understanding the characteristics of micronutrient supplement users and the relationship with diet quality can help develop effective public health interventions to reduce unnecessary consumption of vitamin and mineral supplements. Participants (n = 1306) were a convenience sample of students studying first year food and nutrition. Data was collected via a Food and Diet Questionnaire (FDQ) and a Food Frequency Questionnaire (FFQ). Supplement users were defined as participants who indicated consuming any listed supplement as frequently as once a month or more. Diet quality was assessed using a Dietary Guideline Index (DGI) score. Prevalence of supplement use was high in this study population with 56% of participants reporting supplement use; the most popular supplements consumed were multivitamins (28%) and vitamin C (28%). A higher DGI score was significantly associated with an increased likelihood of supplement use (mean: 105 ± 18 vs. 109 ± 17, p = 0.001). Micronutrient supplement use was associated with a higher DGI score, suggesting that supplements are more likely to be used by those who are less likely to require them.