Focus group study of endometriosis: struggle, loss and the medical merry-go-round

Women with endometriosis experience a range of problems for which they may or may not be adequately supported. This paper reports on one aspect of a study conducted at the Epworth Hospital, Melbourne, to identify the information needs of women facing laparoscopy for endometriosis. A number of focus groups were conducted that provided women with a forum for communicating their experiences of endometriosis and laparoscopy. The findings include the experiences of 61 women who described the lack of support, the struggles and the losses involved in living with endometriosis. By far the worst experience that these women described was the encounter with health professionals and the ways in which their symptoms were trivialised and dismissed. There is a great deal for nurses to learn about the experience of living with endometriosis if they are to support women with this chronic illness in their search for well-being.

Environment, resource sustainability and sustainable behaviour: exploring perceptions of students in South West Victoria

The movement toward a sustainable future has begun in many parts of the world, as the seriousness of the environmental problems faced by the planet become more widely recognised. Waste reduction, improved efficiency of energy use, water saving devices and changes in modes of transport are the first steps in the transition to a sustainable future. The students of today will be the decision makers of tomorrow and, thus, can have a significant effect on future development and the environmental
impacts of that development. If students today are to become active participants in the environmental decision-making process, education for sustainability becomes a key component in ensuring sustainable futures. There is a need to establish data describing students’ attitudes toward environmental and resource sustainability issues so that challenges to implementing sustainable development policy can be better recognised. The aims of this study were to identify the perceptions of students in
the south west region of Victoria regarding environment and resource sustainability, and to identify their level of participation in sustainable behaviours. A survey of students has found that global environmental issues perceived by students as being in urgent need of attention were access to freshwater, loss of tropical rainforest and exhaustion of natural resources. At the local level the most urgent issues identified were water pollution, salinization and soil degradation, and clearing of native vegetation. Students perceive that Australians are overusing natural resources. They indicated particular concern for the sustainability of fossil fuels, water, coastal environments and fisheries resources. The results of this study indicate that students are responding to concerns for the environment and resource sustainability by embracing some forms of sustainable behaviour. However, as educators we need to ensure that
the link is made between environment and resource sustainability and the implementation of policies that will further encourage sustainable behaviour.

The impact of computer-assisted learning on academic grades: an assessment of students' perceptions

This study examines student perceptions of the usefulness of Computer-Assisted Learning (CAL) packages in learning accounting concepts in terms of the influence on academic performance. Various additional factors  affecting academic performance [such as gender, prior studies of  accounting, and computer systems, together with entry background] are incorporated in the development of a multiple regression model, together with perceptions of CAL. The study uses a sample of 280 second-year undergraduate accounting students from an Australian university to test the model. In contrast to prior studies (e.g. Lane and Porch, 2002, Accounting Education: an international journal, 11(3), pp. 217-233), this study showed that positive perceptions of the usefulness of CAL significantly influenced performance. Additionally, it was found that international students, many of whom enter university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. The findings show that gender, prior studies of accounting and computing systems were not significant influences on academic performance. Overall, the results have implications for accounting educators utilising CAL in courses as a means of improving students' understanding of accounting concepts and academic performance.

Communicating outcomes of students' evaluations of teaching and learning: one-size-fits-all?

Student evaluations of teaching are increasingly used to measure the teaching of individual academics in Australian higher education. The outcomes of these evaluations are variably made available to the individual academics themselves, to university management and to the public. However, communicating evaluation outcomes to each of these audiences assumes a different purpose and necessitates different objectives, foci and methodology. The need for these differences is sometimes forgotten with a ‘one-size-fits-all’ approach in Australian higher education. This paper examines these differences and discusses some of the issues surrounding the communication of the outcomes of student evaluations of teaching.

Choosing ICT? A segmentation analysis of students' preferences for hybrid study mode

Students’ acceptance and use of ICT-based learning needs to be understood in terms of their preferences for alternatives such as face-to-face (FtF) or print-based learning. This paper reports on an investigation of students’ preferences for hybrid study modes. Cluster analysis was used to identify segments of students that had distinctive preferences for combinations of FtF, print and web-based study modes. Five segments were identified. These segments were distinguishable on some demographic and situational characteristics. The size and nature of the segments have implications for the hybrid modes offered by universities and the extent to which students’ may embrace the ICT-based innovations designed by educators.

Educational enrolment of students with a disability in New South Wales and Victoria

The extent to which legislation and special education policy have impacted on the nature of the educational enrolment of students with a disability in Australia has not been clearly addressed. Although there are no detailed and systematic national data on the enrolment of students with a disability in inclusive settings, special classes and special schools in Australia, some broad trends are apparent. The legislative background to these trends is discussed. As might be expected, there are variations in the nature of the educational enrolment of students with a disability across the states and territories of Australia. Enrolment trends in the two most populous states, New South Wales and Victoria, are examined and discussed within the context of their respective special education policies, disability discrimination legislation, and educational precedent.

Sense of community in science fiction fandom, part 2: comparing neighborhood and interest group sense of community

There is much debate in community psychology literature as to the dimensions underlying the construct psychological sense of community (PSOC). One of the few theoretical discussions is that of McMillan and Chavis (1986), who hypothesized four dimensions: Belonging; Fulfillment of Needs; Influence; and Shared Emotional Connection. Debate has also emerged regarding the role of identification within PSOC. However, few studies have explored the place of identification in PSOC. In addition, while PSOC has been applied to both communities of interest and geographical communities, to date little research has compared a single group’s PSOC with a community of interest to their PSOC with their geographical communities. The current study explored PSOC with participants’ interest and geographical communities in a sample (N = 359) of members of science fiction fandom, a community of interest with membership from all over the world. Support emerged for McMillan and Chavis' (1986) four dimensions of PSOC, both within participants’ PSOC with their geographical communities and with their community of interest, with the addition of a fifth dimension, that of Conscious Identification. All dimensions emerged as significant predictors of overall sense of community in both community types. Participants reported higher levels of global PSOC with fandom than with their geographical communities, a pattern that also emerged across all factors separately. These results, and implications for PSOC research, are discussed.

Self-determination theory and needs satisfaction in marketing education : are we meeting the needs of students in large marketing classes?

The aim of this study is to assess whether universities are meeting the needs of students in large marketing classes. In so doing the study investigates the application of self determination theory and psychological needs satisfaction. The basic needs scale, comprising of three constructs; Control, Competence and Caring was adapted and used to evaluate students’ perception of an introductory marketing subject. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in-depth interviews with marketing teaching staff and focus groups with marketing students and a survey of students about introductory level marketing. An adapted version of the basic psychological needs scale was included in a questionnaire that was administered to a convenience sample of 366 students. MANOVA, ANOVA and descriptive statistics were used to analyse the data. The results show that the psychological needs satisfaction of many students are not being fully realised. It was also found that marketing degree students enjoyed the challenges and were more stimulated by the subject. The higher achieving students enjoyed the challenge of the subject more than the lower achieving students. As a result of this study, there are three suggestions for further research. Firstly, further study should compare subjects, with relatively small enrolments, to those with large enrolments to corroborate the value of this method of assessing student satisfaction. Secondly, the use of a larger sample across other universities would confirm whether these findings hold for other institutions. Finally, it is suggested that a structural model should be developed to extend this investigation of student satisfaction and the constructs used in the study.

Flexible delivery and student attrition in the vocational education and training sector: case studies of students who dropped out

Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches. This policy shift is supported by key VET stakeholders including Industry Training Advisory Boards. A recurring theme in VET policy documents is an apparent confidence that flexible delivery can meet the diverse needs of individual learners while at the same time providing cost savings. Yet evidence is emerging that Australian VET learners are not typically ready for flexible delivery, and this lack of readiness is reflected in high attrition rates and low pass rates in many flexibly delivered courses. One research project found that over 70% of learners in the Australian VET sector do not have the learning capabilities required to be ready for flexible delivery. A recent review of the module outcomes achieved by VET students nationally found that students studying by external/correspondence and self-paced unscheduled modes had lower module completion rates than students studying by other delivery strategies.

Research on student progress in flexible delivery within the Australian VET sector has largely been quantitative. That research provides useful statistical data on completion and attrition rates for various modes of delivery, but does not explore the reasons underlying the high attrition rates found in flexible delivery. The qualitative research that is available tends to focus on students who successfully complete their courses, not on those who withdraw. As a result, the Australian literature on flexible delivery in the VET sector is lacking in-depth qualitative information about students who enrol in courses but do not complete. In comparison, the broader literature on distance education and flexible delivery in other educational sectors offers some useful insights into student attrition, and can be can be used to inform research into attrition within the Australian VET sector.

This paper reports on aspects of a research project that followed up six adult learners who enrolled in VET courses but who either failed assessment or withdrew. The research project presented the students’ stories in the form of narrative case studies, focussing on the detailed examination of the barriers that each student experienced, and analysing these barriers in relation to issues raised in the literature. This paper reports on two particular themes that emerged from that research project. The literature on distance education and flexible delivery argues that:


· student dropout is often not determined by a single factor, but by the interaction of a number of factors that build up over time;

· students who experience difficulties when studying by flexible delivery can often be reluctant to access the support that is available to them.

This paper uses these themes as a point of reference in presenting the stories of some of the students who participated in the research project.