Measuring postgraduates’ research experiences in an Australian university

This article reviews two instruments which have been used to measure postgraduates’ research experiences in an Australian university; (1) the UK Postgraduate Research Experience Survey (PRES); and (2) the Australian Postgraduate Research Experience Questionnaire (PREQ). A comparative study of PRES and PREQ at an Australian university was carried out in 2011. The data collected by the university using PREQ were used as a reference base to compare the validity of the PRES data gathered by the researchers. The results were then benchmarked against the state of Victoria and Australian national standards.

Distant relations : limits to relational contracting in domestic violence programmes

Purpose – The purpose of this paper is to assess the applicability of relational contract theory in situations where government departments contract with non-government welfare organisations to deliver human service programmes. Its limits are highlighted by an assessment of programmes for domestically violent men that epitomise “management of incomplete contracts” central to the theory.

Design/methodology/approach – The paper is based on an evaluation of contracted-out programmes for perpetrators of domestic violence in Australia that set out to compare and contrast distinct models of service delivery by documenting programme logic, service delivery effectiveness and effects on programme participants. It reflects on the difficulties of monitoring such programmes and considers the implications of this for contracting theory and for human service practice.

Findings – In contrast to critiques of contracting-out in a neo-liberal environment that emphasise how accountability and reporting requirements limit the autonomy of contracted agencies, this paper highlights considerable variation in how programmes were managed and delivered despite standardised service delivery contracts developed by the government department funding the programmes. This leads to a consideration of “incomplete contracts” where service delivery outcomes are hard to measure or there is limited knowledge of the contracted agencies by the contracting government department.

Originality/value – The paper highlights a situation in which the recommendations of relational contracting theory can exacerbate the difficulties of quality assurance rather than minimise them. It then argues a need for workforce development in the government departments and the contracted agencies, to enable a nuanced monitoring of the programmes' service delivery and promotion of quality assurance processes.

Brief report : maltreatment in childhood and body concerns in adulthood

Objective: We examined the relationship between maltreatment in childhood and body concerns in adulthood.

Method: A community sample of 156 women and 143 men completed measures of maltreatment – frequency of sexual abuse, physical abuse, physical neglect, emotional abuse and emotional neglect – in childhood. They also reported current dissatisfaction with body weight and shape and drive for thinness and drive for muscle.

Results and conclusions: Childhood maltreatment was associated with drive for muscle in women and body dissatisfaction and drive for thinness in men. The results provide some evidence that adverse conditions in childhood can be associated with gender-atypical body concerns in adulthood.

Elaborative relational structures in the research prose of sociology : an intercultural study

This paper investigates elaborative relational structures utilised by native English speaking and native Polish speaking scholars in sociology research articles written in English. The examined texts have been produced in American, Australian and Polish academic discourse communities. The study utilised the framework of the analysis of the rhetorical structure of tests (FARS) as an analytical tool (Golebiowski 2009, 2011). The following types of elaboration relations are discussed : amplification, extension, reformulation, explanation, instantiation and addition. Elaboration is analysed with respect to its textual function, frequency of employment, hierarchical location, recursiveness, discoursal prominence and explicitness. The elaborative systems in the examined texts are shown to be complex, with pervasive presence of multi-stage recursive structures. It is suggested that elaborativeness may be a general characteristic of the style of writing sociology, which, as a relatively new discipline, requires establishing of wide grounds for the proposed claims, where writers persuade their readers not only of the specific claims of their text, but also of frameworks of thought in which the claims are placed. It is hypothesized that the similarities in the elaborativeness across texts result from the shared stylistic conventions and traditions of the disciplinary research community of sociology, while differences in the mode of employment of elaboration relations are attributed to cultural norms and conventions as well as educational systems prevailing within the discourse communities constituting the social contexts of the studied texts.
Golebiowski, Z. (2011). Scholarly criticism across discourse communities. In Salager-Meyer, Françoise and Lewin, Beverly A. (eds), Crossed words : Criticism in scholarly writing, pp. 203-224, Peter Lang International Academic Publishers, Berlin, Germany.
Golebiowski Z. (2009). The use of contrastive strategies in a sociology research paper: A cross-cultural study. In Suomela-Salmi, Eija and Dervin, Fred (eds), Cross-linguistic and cross-cultural perspectives on academic discourse, pp. 165-186, John Benjamins Publishing Company, Philadelphia.

Cambodian migrant women's postpartum experiences in Victoria, Australia

Objective: to explore the postpartum experiences of Cambodian born migrant women who gave birth for the first time in Victoria, Australia between 2000 and 2010. Design: an ethnographic study with 35 women using semi-structured and unstructured interviews and participant observation; this paper draws on interviews with 20 women who fit the criteria of first time mothers who gave birth in an Australian public hospital. Setting: the City of Greater Dandenong, Victoria Australia. Participants: twenty Cambodian born migrant women aged 23-30 years who gave birth for the first time in a public hospital in Victoria, Australia. Findings: after one or two home visits by midwives in the first 10 day postpartum women did not see a health professional until 4-6 weeks postpartum when they presented to the MCH centre. Women were home alone, experienced loneliness and anxiety and struggled with breast feeding and infant care while they attempted to follow traditional Khmer postpartum practices. Implications for practice: results of this study indicate that Cambodian migrant women who are first time mothers in a new country with no female kin support in the postpartum period experience significant emotional stress, loneliness and social isolation and are at risk of developing postnatal depression. These women would benefit from the introduction of a midwife-led model of care, from antenatal through to postpartum, where midwives provide high-intensity home visits, supported by interpreters, and when required refer women to professionals and community services such as Healthy Mothers Healthy Babies (Victoria Department of Health, 2011) for up to 6 weeks postpartum

Blending student technology experiences in formal and informal learning

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to bridge the gap between formal and informal learning and blend them together to form a portable, flexible, collaborative and creative learning environment. Using this model, three categories of mobile application tools, namely tools for collaboration, tools for coordination and tools for communication, have been identified as pertinent in blending formal and informal learning, and they can be connected seamlessly to provide an effective learning mechanism to support the learning process.