Early career teaching : learning to be a teacher and staying in the job

This article provides insights into the ways that teacher education programs might equip early career teachers beginning their professional identity. Situated in Melbourne (Australia), it discusses tertiary music education preparation for the profession and recognises the value and importance of having critical friends and mentors as a beginner teacher. By using narrative reflection both lecturer and graduate allow their voices to be heard as they make a contribution to understand the challenges new teachers face when building their professional identity and ‘staying in the job’. The discussion provided by the graduate, outlines her experience and engagement regarding the ‘positives’ and ‘negatives’ as she establishes her professional identity. Concerns and issues raised may be similar to those experienced by others. The lecturer contends that ongoing research with graduates is necessary when preparing pre-service students as they begin developing their teacher identity and remain within the profession after graduation.

Construction graduate salaries : the real story

Construction degrees are in significant demand in Australian universities. Entry students believe that graduation will lead to well-paid industry employment. Previous studies have identified trends in graduate starting salaries, but often combine categories of graduates to produce inadequate generalisations and salary averages. This study, conducted at RMIT University, Melbourne, examined a specific cohort of construction management students and provided an insight into their employment conditions and starting salaries. The results provide useful up to date information for undergraduate students and academic staff alike.

The acquisition of generic skills of culturally-diverse student cohorts

The changing nature of higher education and the structure of graduate labour markets have increased emphasis on employability and graduate outcomes. Universities have responded to this changed environment by embedding generic skills in the curriculum. This paper examines the generic skills that students perceived they acquired in their accounting studies in preparation for graduate employment. Given the changed background profiles of students studying accounting degree in Australia, and the employment difficulties they encounter on graduation, the study specifically addresses the perceptions of students from diverse cultural backgrounds. The findings demonstrate that, overall, students believed that their accounting course assisted in developing generic skills, while differences in perceptions were identified between different cultural cohorts. The research highlights the need to develop educational practices which embed generic skills development in the curriculum in a way that maximises the opportunities for culturally-diverse student cohorts to enhance their employment outcomes on graduation.

Alternative pathways to traditional destinations : higher education for disadvantaged Australians

In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity programs conducted by universities around the country and aimed at redressing the disadvantage of potential students. The alleged success of these programs is based on greater participation in and graduation from Australian universities by individuals from targeted disadvantaged groups. The research reported here, however, would suggest that such programs are prone to co-opt the language of equity and social justice, dependent as they are on satisfying statistically-orientated program performance indicators in order to receive recurrent government funding. Further, the paper argues that success in achieving equity within Australian higher education will remain limited unless the structural arrangements that work to construct social inequalities in mainstream higher education are addressed.

Marking machinima : a case study in assessing student use of a Web 2.0 technology

The model of learning best suited to the future may be one which sees learning as the process of managing the different kinds of participation an individual might have in complex social systems. Learning capability and engagement is thus dependent on the relationship between an individual identity and social systems. We report on the incorporation of machinima, a Web 2.0 technology, as part of an interdisciplinary and collaborative project where the focus is not on the mastery of the tools or the acquisition of predetermined knowledge, but on the development of learning engagement. We provide the case study of a pilot project involving students across two Arts disciplines collaborating via the game, World of Warcraft, to produce an animated adaptation of one of Geoffrey Chaucer's Canterbury Tales. Their contributions were differently assessed according to the pre-existing requirements of their home disciplines. We argue that the assessment in such projects, in conjunction with innovations and experimentation with Web 2.0 technologies, should shift from an emphasis on product to process. We believe that this has a sound pedagogical and theoretical foundation, and also fits better with the increasingly digitalised, unfixed and interdisciplinary world that students will face on graduation.

Battlefield tourism - Anzac day commemorations at Gallipoli : an empirical analysis

This thesis used theoretical constructs of personal values, emotions, motives, event components of ceremony, transport and amenities to develop an empirical model that provided an understanding of the experiential components of the event and the antecedents associated with attendance, satisfaction and recommending behaviour of the Anzac Day Ceremonies at Gallipoli.

Not one of us is without bias : identifying and challenging racism and homophobia

This article reviews a teaching process that aimed to prepare final year social work students for critical practice with diverse and marginalized populations. Alongside lecture input, in small group discussions and in the two sequenced written assignments students were encouraged to personalize questions of bias and stigma by recalling both their experiences of being “other-ed” as well as their participation in practices that “other-ed”, such as racist and homophobic imaging and acting. Feedback to the unit’s first iteration in 2004 was generally positive yet a significant minority of students were clearly dissatisfied. Whilst retaining the same formal content in 2005, greater attention was devoted to generating a supportive group process and a positive environment for “negative” self-disclosure. This milieu acted to contain and normalize the students’ struggle with internalized stereotypes, a stage associated with their greater preparedness to identify and challenge their own personal, cultural and ideological locations. Within the context of the unit remaining explicit about its value stance, by adopting an approach to the teaching / learning process that neither collided nor colluded, as teachers we believe the 2005 revision better achieved the units aims. First, the unit received broader positive appraisal from students and, second, it appeared that the unit more firmly promoted the prospects for students carrying forward a capacity for critical self review post graduation.

Who, and what, is odd here? De-naturalizing students' experiences of 'the other'

This paper reviews a teaching process that aimed to prepare final year social work students for critical practice with diverse and marginalized populations. Alongside lecture input, in small group discussions and in the two sequenced written assignments students were encouraged to personalize questions of bias and stigma by recalling both their experiences of being ‘other-ed’ as well as their participation in practices that ‘other-ed’, such as racist and homophobic imaging and acting. Feedback to the unit's first iteration in 2004 was generally positive yet a significant minority of students were clearly dissatisfied. Whilst retaining the same formal content in 2005, greater attention was devoted to generating a supportive group process and a positive environment for ‘negative’ self-disclosure. This milieu acted to contain and normalize the students' struggle with internalized stereotypes, a stage associated with their greater preparedness to identify and challenge their own personal, cultural and ideological locations. Within the context of the unit remaining explicit about its value stance, by adopting an approach to the teaching/learning process that neither collided nor colluded we believe the 2005 revision better achieved the units aims. First, the unit received broader positive appraisal from students and, second, it appeared that the unit more firmly promoted the prospects for students carrying forward a capacity for critical self review post graduation.

Learning from sustainable landscapes of death in Bali : landscape planning and Tri Hita Karana

Landscape planning in many countries is predicated upon on fulfilling the functions for human living objectives. Many land use practices have been plotted for living, busines~, trading, industrial, farming as well as providing places for dead people primarily through cemeteries. Research in Palm Beach County, FL, has demonstrated the need to plan for 30 years of demand of land use functions to service death (Coutts, Basmaj ian et al. 20 I I). Coutts et al assert that planners are required and responsible for the planning of funeral necessities. Therefore, the protection of landscapes of death is an important consideration in the planning of landscapes. Bali is popular with its beautiful landscape, hospitality, and traditional architecture as demonstrating the integrity between human, environment and God, as expressed in the Balinese Tri Hita Karana concept. Balinese commemorate life from birth to death through their traditional ceremonies which informs their traditional cultural landscape. One of the most important landscapes, which cannot be separated fi·om Balinese life are graveyards which are used for deceased ceremonies. This landscape is an integral part of traditional village patterns across Bali. Culturally, Balinese people have their own traditional cremation ceremony which is call the Ngaben Ceremony. The Ceremony takes place in graveyards and thereupon ashes are placed in the sea waters surrounding Bali. An interesting point of planning in Bali is how to enable eco-friendly interment extensions to villages. This is occurring because of the increasing number of corpses that require cremation thus necessitating no accretions in land provision of graveyards. This research investigates the landscape of death in Bali expressed in its traditional values in the area of planning which implicate sustainable environments and land conservation topics. Other functions of graveyards, as noted by Strangstad ( 1988), include ceremonial and their role as educational tools for history lessons, art, sociology, geology, English lessons, as well as for scavenger hunts.

Re-positioning Australia's international education in global knowledge economies : implications of shifts in skilled migration policies for universities

In recent times, many key host nations have made it easier for foreign graduates to migrate after graduation. These students are often considered ideal migrants, possessing local qualifications along with a degree of acculturation, language skills and, in many cases, relevant local work experience. For the student, the opportunity to obtain international work experience adds to the appeal of the overseas study experience and enhances the graduate skills necessary to compete in the global labour market. This paper examines recent changes to migration policy in Australia affecting the post-study work entitlements of international students studying at Australian universities and explores the underlying rationale and consequences of the recent changes in policy direction. An examination of migration policies in the United States, United Kingdom, New Zealand and Canada indicates that recent changes to skilled migration policy in Australia, along with bleak economic conditions in a number of key host countries, has opened up opportunities for Australia to re-position itself favourably.

Concurrent undergraduate study and industry employment - the Australian experience

Undergraduate education in Quantity Surveying (QS) and Construction Management (CM) in Australia has traditionally incorporated concurrent industry experience as an important requisite prior to graduation. This has been primarily driven by accrediting professional associations but most universities have also recognized the value of this cooperative approach to education with industry. However, in recent years many universities have become concerned about the amount of time that students are spending in industry employment to the point where, for some students, their employment takes precedence over their academic studies. Past research has shown that working long hours has a negative effect on the study patterns of undergraduate students. This paper presents the results of research undertaken to examine the amount of time that Quantity Surveying and Construction Management students actually spend engaged in paid work during semester time and the impact on their studies. The methodology for the research was based on two separate questionnaire surveys distributed to undergraduate Quantity Surveying and Construction Management students at 7 universities across Australia. The questionnaires focused on the nature and extent of their paid work while enrolled in full-time study. The results indicate that students in the early stages of their program tend to undertake casual work that is not related to their degree but move to construction industry employment in the later stages of their program. The research found that students were spending an average of 18 hours per week in industry employment with this average increasing to over 23 hours in their final year. A number of students were spending well over 30 hours per week in industry employment. The implications of the extent of this concurrent industry employment are discussed.

The value of guided operating theatre experience for undergradaute nurses

Not all undergraduate nurses visit the operating theatre. Does this impact on care provided pre and post-operatively? Knowledge testing revealed a 76% pass rate for guided compared to 56% for non-guided learners at graduation and a 100% pass rate for guided compared to 53% of non-guided after their Graduate Nurse Year.

Higher education in Ethiopia : widening access and persisting inequalities

 This Chapter has argued that, even though socially and historically disadvantaged
groups (e.g., geo-politically peripheral ethnic groups and women) have been given a
nominal advantage at the entry point (by slightly lowering admission cut-off points)
and despite the fact that participation has considerably widened, social equity is far
from being a reality in Ethiopian HE. The persisting inequality in the form of high
attrition rates and low graduation rates among females and ethnic minorities, low
female participation in the fields of science and technology, prejudicial views and
hostilities against women and, overall, the subordinate position of women in HE
clearly shows that framing the problem of inequality as a mere lack of access and a
human capital disadvantage is misleading and counterproductive.

Supporting healthy communities through arts programs

There are some evaluations, critical descriptions of programs and systematic reviews on the benefits to Aboriginal and Torres Strait Islander communities from participation in arts programs. These include: improved physical and mental health and wellbeing; increased social inclusion and cohesion; some improvements in school retention and attitudes towards learning; increased validation of, and connection to, culture; improved social and cognitive skills; and some evidence of crime reduction.The effects of arts programs can be powerful and transformative. However, these effects tend to be indirect.For example, using these programs to reduce juvenile anti-social behaviour largely work through diversion: providing alternative safe opportunities to risk taking, maintenance of social status, as well as opportunities to build healthy relationships with Elders and links with culture.Art forms such as song, dance and painting, coupled with ceremony, are integral to cultural continuity and cultural maintenance in Indigenous Australian communities.

On the effectiveness of supplemental instruction: a systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010

Supplemental instruction (SI)—variously known as peer-assisted learning, peer-assisted study sessions, and other names—is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of SI. Twenty-nine studies met the inclusion criteria. Due to methodological heterogeneity and lack of consistency defining the SI treatment, qualitative synthesis methods were applied. For seven included studies, however, an effect size of SI participation on final grades was calculated, ranging from d = 0.29 to d = 0.60. The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.