"The university didn't actually tell us this is what you have to do": Social inclusion through embedding of academic skills in first year professional courses

This paper presents findings from a mixed methods project investigating first year social work students' perceived role in academic skills and thier development.  Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and idenfied a stigma associated with accessing study support services.  The aper concluses that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students and hence constitutes a socially inclusive strategy to teaching professional courses sucha s social work, within higher education.  Recommendations to enhance the succes and sustainability of such an initiative in the current higher educacion environment are offered.

The national community and the university

In the current environment of globalisation, competition and engagement in the global knowledge economy, universities are increasingly expected to perform against global expectations. What can sometimes seem eclipsed in the current rush to perform against these global expectations is the mission of a university to engage and support the common good within a framework of nation building. Building a sense of shared national purpose and commitment to the common good by universities requires a serious look at how contemporary globalisation and the spread and ascendency of individualistic values is diminishing our sense of shared duty and genuine community engagement.

Learners' perceptions about the relationship between music education and generic skills development : a case study within the Australian higher education sector

A major issue emerging from the research and debate concerning quality in higher education has been an emphasis on the value of the acquisition of generic skills by undergraduate students, as indicators of quality in education. Music educators have long recognised the contribution music makes to the general education of learners. Learning in and through music can present varied and complex means for the acquisition of generic life skills such as: problem solving, decision-making, critical thinking, oral and written communication and teamwork. This paper documents one particular course of action that was implemented within a university undergraduate primary teacher education program, to systematically gauge learner perceptions about generic skill development/enhancement before and after participation in the music component of the core arts education subject.

Adopting a computational approach to identifying and modelling future development initiatives within the urban context

In 2002 the State Government of Victoria, in partnership with the City of Greater Geelong and Deakin University, initiated and urban design framework to explore development opportunities of a series of redundant industrial sites adjacent to Geelong's central activities area (CAA). One of the objectives of the framework was to explore a range of initiatives based on the expansion of Deakin University Waterfront campus from 700 students to an expected cohort of 5000 students. Working with a set of predefined constructs for different types of city-based user groups, such as net floor space requirements and time/travel distances between facilities, the following paper presents a simple computational approach to assist in identifying, mapping, and spatially exploring different development scenarios.

Control of the Australian life insurance industry: an example of regulatory externalities within the Australian financial sector 1870-1945

The regulatory environment in which the Australian life insurance industry operates has its antecedents in two major periods of legislative intervention. The first established the principle of ‘freedom with disclosure’ in the 1870s, which has since formed the basis of the regulatory approach. In the 1940s, the second refined the concept in the context of a general recognition of an interventionist approach to financial markets. It is suggested that regulation of the life insurance market in Australia came about not in response to problems associated with market failure but in reaction to external influences not directly related to conditions in the Australian life insurance industry. This was impacted not only on the timing of intervention but on the approach taken as well.

Anticipating the uptake and possible implication of digital imaging within the construction industry

Photography within the construction industry is merging into a new form of image capture and output that is a mix of conventional photography and digital imagery. As this transition takes place it is anticipated that the credibility of the image may also change within in the communication chain that links the various disciplines within the building industry. The following paper presents the development and results of a pilot survey of building professionals, which addresses the quality, content and authenticity of both conventional photography and digitally produced images used within the construction industry.

The first 50 years of the annual endowed accounting research lecture series at the University of Melbourne

Carnegie and Edwards (2001) suggest that the formation of an organisational body is just one of the 'signals of movement' within the dynamic process of professionalisation of an occupation and they list the sponsoring of professorial posts and research activities at universities as further examples. While the literature on this process in Australia does refer to the sponsorship of chairs of accounting (Carnegie & Williams, 2001), little has been written identifying the range of other areas of sponsorship by the organised accounting bodies. This paper presents details of the first fifty years presentations of the Annual Accounting Research Lectures held at The University of Melbourne, Australia. They have been presented continuously since 1940, when they were inaugurated with sponsorship from the Commonwealth Institute of Accountants. The paper presents the first complete listing of details relating to the presenter (including name, gender, residency and occupational area), title of the paper, date of presentation (where known) and details of publication (where appropriate). The initial and subsequent motivation for the presentation of the series and the influence of the lectures in promoting research and fostering relations between the professional bodies and the university, during a period of great significance in the development of accounting education and the professionalisation of accounting in Australia, is also discussed.

The profit-driven action sport industry working within the not-for-profit Australian sport system : the case of freestyle BMX Australia and the Australian sports commission

When not-for-profit organisations and for-profit organisations are forced to work together, conflict can arise. This paper explores the tensions that have resulted in the Australian sport setting when the Australian Sport Commission (ASC), with its emphasis predominantly directed at not for profit sport, sought to embrace the traditionally for profit sport of Freestyle BMX into the mainstream sport system. This case study traces the development and implementation of the ASC's Street Active program through Freestyle BMX. It was found that Freestyle BMX experienced mission drift and did not provide a product or service relevant to its consumers by adhering to the guidelines required by the ASC. Further, in the development of the program, the ASC did not expect the rivalry between suppliers in the free market action sport industry when it engaged three management groups to deliver the Street Active program. As a result the action sport industry is further fragmented into for-profit agencies, and farther removed from the Australia's federal governing agency, the ASC.

Southern drift: the learning styles of first and third year students of the built environment

This paper focuses on learning processes across the design curriculum of Deakin University School of Architecture and Building (Australia) through the recognition of the four learning styles - 'accommodating', 'diverging', 'assimilating' and 'converging' - that are defined in the Experiential Learning theory of Kolb. The research has been conducted to evaluate the effects of
learning style preferences on the performance of built environment students from diverse backgrounds and cultures in projects across a range of learning situations. The results of the research are being used to inform andragogical refinements that will be tested in design studio and technology lecture units studied by students of Architecture and Construction Management. The paper will focus on the results of a cross-curriculum learning style survey. The sUivey was conducted as part of a Strategic
Teaching and Learning Grant funded project currently running at Deakin as a reflexive research program aimed at resolving the learning difficulties of students collaborating in multi~disciplinary and multi~cultural team assignments. By addressing the issues of multidisciplinarity, cultural inclusiveness and the internationalisation of higher education, the research program aims ultimately at the education of graduates who are able to bring leadership to multidisciplinary design collaborations co-operating across international boundaries towards a global sustainable future.

The academic acclimatisation difficulties of international students of the built environment

Teaching models common to Australasia can be antithetical to those of its Asian neighbours. Australasian andragogy is a bottom-up student-centred mode of knowledge transmission promoting extroverted learning styles, whilst in Asia andragogy is commonly a top-down teacher centred model promoting introspective learning. Yet these teaching styles are in opposition to the cultural-systems attributed to Asia and the West. Such socio-cultural differences are recognised in this research as contributing to the difficulties international Built Environment undergraduates experience when asked to learn in multi-disciplinary collaborative teams. This paper presents the initial stages of a study currently running as a reflexive research program aimed at resolving these learning difficulties. The primary aim of this program is to inform a new culturally inclusive andragogy for design teaching. The outcome of the research questions are addressed through a triangulated analysis including: the formative appraisal of student satisfaction through questionnaires; the summative evaluation of student achievement through the analysis of grades and the assessment of knowledge and skills gained through the measure of student design projects; and illuminative evaluation through focus group discussions and the observation of tutorials.

The academic acclimatisation difficulties of international students of the built environment

Teaching models common to Australasia can be antithetical to those of its Asian neighbours. Australasian andragogy is a bottom-up student-centred mode of knowledge transmission promoting extroverted learning styles, whilst in Asia andragogy is commonly a top-down teachercentred model promoting introspective learning. Yet these teaching styles are in opposition to the cultural-systems attributed to Asia and the West. Such socio-cultural differences are recognised in this research as contributing to the difficulties international Built Environment undergraduates experience when asked to learn in multi-disciplinary collaborative teams. This paper presents the initial stages of a study currently running as a reflexive research program aimed at resolving these learning difficulties. The primary aim of this program is to inform a new culturally inclusive andragogy for design teaching. The outcome of the research questions are addressed through a triangulated analysis including: the formative appraisal of student satisfaction through questionnaires; the summative evaluation of student achievement through the analysis of grades and the assessment of knowledge and skills gained through the measure of student design projects; and illuminative evaluation through focus group discussions and the observation of tutorials.

Equity and access in an e-enhanced, international, university environment: learning style implications

Globalisation and technological development have simultaneously pressured universities to provide students with flexible and innovative learning options. Among the ways universities address these issues are by internationalising their curriculum and investing in educational technology. These changes have affected pedagogical and andragogical approaches and outcomes. Learning styles potentially affect the strategic approach of academics when utilising innovative technological tools in their teaching, which converges with internationalisation of the curriculum and a diverse student body to accentuate the issues of equity and access. The literature in this field is explored in context with the authors’ diverse experiences to provide policy makers, academics and other education stakeholders with a new perspective.

Codes of ethics in Sweden's largest public sector organizations : communicating the intent of the code within the organization

The aim of the study was to examine the ways that public sector organizations in Sweden communicated the intent of their codes of ethics to their employees. Primary data was obtained via a self-administered mail questionnaire distributed to a census of the top 100 organizations.

The study identified a range of methods used by organizations to integrate the ethos of codes into corporate culture. These methods included communication of the code, company induction of new staff, consequences for a breach of the code, ethical performance, an ethics ombudsman, the support of whistleblowers, a standing ethics committee, ethics education, and an ethics education committee.

Whilst many organizations have instituted ethical behaviour initiatives, activities specifically targeted at exposure, education and support for staff to perform ethically were found to be underdeveloped.