Differences in student engagement : investigating the role of the dominant cognitive processes preferred by engineering and education students

This paper reports on a study of the differences in the dominant cognitive processes preferred by groups of engineering and education students and examines the implications of these differences for the assessment of student engagement with university courses. Concern is expressed that the items commonly used to capture student engagement data do not adequately cover the full range of the dominant cognitive processes preferred by tertiary students. The paper sets out a brief overview of student engagement along with the theory of dominant and auxiliary cognitive processes, as developed by Jung and later by Myers. Evidence is presented of the differing frequencies of the eight cognitive processes, as assessed by the Myers-Briggs Type Indicator, that are preferred by cohorts of students undertaking courses in engineering and education. The implications of these differences are discussed in the context of subject disciplines in university environments.

Gender inequality and education : changing local/global relations in a ‘post colonial’ world and the implications for feminist research

This article explores the relationship between education reform and gender equity, both within and between nation states. Utilising feminist critical policy analysis and post-colonial theory, it examines how education reform over the past decade has impacted on gender equity, and how educational reform is itself gendered. It considers the nature of gender restructuring; maps significant shifts in gender equity policy in the wider context of educational and social inequality debates; and through an analysis of recent research on gender identity, schooling and leadership argues that gender can no longer be privileged when identifying and responding to educational inequality. Key assumptions underpinning how social change and education reform delivers equity are questioned, concluding with feminist theorising about how social justice may inform equity policy and practice in culturally diverse educational contexts.

Unpacking academic practices: international students in management and education disciplines

This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem‐solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course.