Creating collaborative spaces : the pleasures and perils of doing multi-disciplinary, multi-partner qualitative research

This paper describes our experience of managing a two-year research project that involved University staff from two different disciplines and three industry partners. It describes the benefits we gained from the involvement of multiple parties, such as the ability to call upon diverse expertise, the capacity to study a complex issue and the ability to make a direct contribution to industry practice. It also describes some of the difficulties such as managing across University structures, maintaining the collaborators' interest in the project, gaining approval from multiple ethics committees and managing the expectations of various stakeholders. The paper concludes with a number of recommendations for senior University staff and for researchers and points to ways universities could better facilitate involvement in these types of complex research projects.

Dual sector education : Tafe and higher education collaborate in construction management

Curriculum collaboration between TAFE (vocational college) and universities in Australia has had a chequered history. Attempts to collaborate on curriculum development and delivery have mostly been at the margins of articulation and educational pathways. This study examines a pilot project in dual sector construction management education conducted at RMIT University over a two year period. The study demonstrates the challenges with mutual curriculum development between TAFE and higher education in Australia, and demonstrates the methods utilised to overcome these challenges. The results of the projects reveal that the benefits to students in hands-on experiences, theoretical knowledge gained and practical demonstrations were invaluable and worthy of ongoing research and development. The paper also raises critical questions about flexibility and mobility in educational institutions in Australia.

The best of both worlds – how vocational education can enhance university studies in construction management

Australian post-compulsory vocational or technical education and higher education (university) has traditionally been delivered separately. Attempts to collaborate on curriculum development and delivery have mostly been at the margins of articulation and educational pathways. This study examines a pilot project in construction management education conducted at RMIT University over a two-year period. The study demonstrates the challenges with mutual curriculum development between vocational and higher education in Australia and demonstrates the methods utilised to overcome these challenges. The results of the project reveal that the benefits to students in hands-on experiences, theoretical knowledge gained and practical demonstrations were invaluable and worthy of ongoing research and development. The article also raises critical questions about flexibility and mobility in educational institutions in Australia.

Problematic placement : pathways pre-service teachers’ perspectives on their infant/toddler placement

The inclusion of an infant/toddler placement in a ‘pathways’ early childhood teaching degree, where students already have qualifications and experience in working with young children, can be problematic. This pilot study investigated student teachers’ views on their infant/toddler (birth-to-two-years) placement. Sixty-six students completing their early childhood education degree at an Australian university responded to a survey seeking their perspectives on the effectiveness of the placement in developing teacher confidence, knowledge and skills, and the quality of the supervision they received. The participants had entered their degree with a two-year Diploma of Children’s Services. Responses indicated significant dissatisfaction with the quality of supervision, the absence of teacher-mentors, and the lack of opportunities to practise new approaches. Participants commented that they ‘already knew’ how to work with this age group, and that they aspired to work with older children. The results align with other findings on factors associated with positive placements, and raise questions about the effectiveness of the infant/toddler placement in its current form.

Fracture rates lower in rural than urban communities : the Geelong Osteoporosis Study

Background: Urban and rural communities differ in the incidence of several diseases including coronary heart disease and some cancers. Lower hip fracture rates among rural than urban populations have been reported but few studies have compared rural and urban fractures at sites other than the hip.

Objective: To compare total and site specific fracture rates among adult residents of rural and urban communities within the same population.

Design and setting: This is a population based study on osteoporosis in Australia. All fractures occurring in adult residents over a two year period were ascertained using radiological reports. The rural and urban areas are in close proximity, with the same medical, hospital, and radiological facilities permitting uniform fracture ascertainment.

Main outcome measures: All fracture rates were age adjusted and sex adjusted to the Australian population according to the 1996 census of the Australian Bureau of Statistics and described as the rate per 10 000 person years. The p values refer to the adjusted rate difference.

Results: The hip fracture rate (incidence per 10 000 person years) was 32% lower (39 v 57, p<0.001), and the total fracture rate 15% lower (160 v 188, p=0.004) among rural than urban residents, respectively. The lower fracture rates in the rural population were also apparent for pelvic fractures.

Conclusion: In the older rural population, lower fracture rates at sites typically associated with osteoporosis suggest environmental factors may have a different impact on bone health in this community. If the national rate of hip fracture could be reduced to that of the rural population, the projected increase in hip fracture number attributable to aging of the population could be prevented.

Developing a rural teacher education curriculum package

This paper documents the development of a new website (www. rrrtec. net. au) specifically designed to better equip teacher educators to prepare graduates to teach in rural and regional communities. The two year study (2009-2011) that informed the website's creation included three data sources: A literature review of research into rural teacher education, a survey of pre-service students who had completed a rural practicum and interviews with teacher educators about the current strategies they used to raise awareness and understanding of the needs of rural students, their families, and communities. An analysis of the data revealed that teacher educators need to focus more on developing graduates to be not only 'classroom ready ' but also 'school and community ready'. This analysis provided the framework for the creation of a set of curriculum modules and resources including journal articles, film clips, websites and books that teacher educators could readily and publicly access and use in their own classroom teaching.

Cervical screening in Australia 1999–2000

Cervical Screening in Australia 1999-2000 provides a comprehensive national picture of cervical screening in Australia for the two-year period 1999-2000, based on key program activity, performance and outcome indicators.The report presents the most recent information on participation in cervical screening, the rates of early re-screening, detection of low-grade and high-grade abnormalities, and cervical cancer incidence and mortality. It includes analyses of incidence and mortality by location (rural, remote and metropolitan) as well as mortality by Indigenous status. Where possible, data are presented by State and Territory as well as for Australia as a whole. Cervical Screening in Australia 1999-2000 is the fourth annual report of the National Cervical Screening Program

Severe impacted valgus proximal humerus fractures : results of operative treatment

Background: The functional results associated with nonoperative treatment of severely impacted valgus fractures of the proximal part of the humerus are poor, and these injuries are difficult to treat with minimally invasive percutaneous fixation techniques. The aim of this study was to review the functional and radiographic results and complications of a new operative technique in a series of twenty-five patients.

Methods: Over a two-year period, we treated twenty-nine patients with a severely impacted valgus fracture of the proximal part of the humerus. Three patients were lost to follow-up and one died, leaving twenty-five patients who were available for the study. In all of the fractures, the head-shaft angle had been tilted into =160° of valgus and the greater tuberosity was displaced by >1 cm. All patients were treated with open reduction of the fracture, and the space created behind the humeral head was filled with Norian Skeletal Repair System (SRS) bone substitute. The fractures were stabilized with either screws or buttress plate fixation. Associated rotator cuff tears were repaired. All patients underwent functional outcome assessment with use of the Constant, DASH (Disabilities of the Arm, Shoulder and Hand), and SF-36 (Short Form-36) scores at one year, and twelve patients were followed for two years.

Results: All fractures united within the first year, all reductions were maintained, and no patient had signs of osteonecrosis of the humeral head on the latest follow-up radiographs. At one year, the median Constant score was 80 points and the median DASH score was 22 points. The functional results continued to be satisfactory in the twelve patients who were followed for two years. The results in our series were better than those achieved in studies of nonoperative treatment of similar fracture configurations. There were six clinically relevant complications, although none required a reoperation and all six patients had a satisfactory short-term functional outcome.

Conclusions: Internal fixation of severely impacted valgus fractures of the proximal part of the humerus, supplemented by Norian SRS bone substitute to fill the proximal humeral metaphyseal defect, produces good early functional and radiographic outcomes. Additional follow-up will be required to assess whether these initially satisfactory outcomes are maintained over the longer term.

Level of Evidence: Therapeutic study, Level IV (case series [no, or historical, control group]). See Instructions to Authors for a complete description of levels of evidence.

Severely impacted valgus proximal humeral fractures : surgical technique

Background: The functional results associated with nonoperative treatment of severely impacted valgus fractures of the proximal part of the humerus are poor, and these injuries are difficult to treat with minimally invasive percutaneous fixation techniques. The aim of this study was to review the functional and radiographic results and complications of a new operative technique in a series of twenty-five patients.

Methods: Over a two-year period, we treated twenty-nine patients with a severely impacted valgus fracture of the proximal part of the humerus. Three patients were lost to follow-up and one died, leaving twenty-five patients who were available for the study. In all of the fractures, the head-shaft angle had been tilted into > or = 160 degrees of valgus and the greater tuberosity was displaced by >1 cm. All patients were treated with open reduction of the fracture, and the space created behind the humeral head was filled with Norian Skeletal Repair System (SRS) bone substitute. The fractures were stabilized with either screws or buttress plate fixation. Associated rotator cuff tears were repaired. All patients underwent functional outcome assessment with use of the Constant, DASH (Disabilities of the Arm, Shoulder and Hand), and SF-36 (Short Form-36) scores at one year, and twelve patients were followed for two years.

Results: All fractures united within the first year, all reductions were maintained, and no patient had signs of osteonecrosis of the humeral head on the latest follow-up radiographs. At one year, the median Constant score was 80 points and the median DASH score was 22 points. The functional results continued to be satisfactory in the twelve patients who were followed for two years. The results in our series were better than those achieved in studies of nonoperative treatment of similar fracture configurations. There were six clinically relevant complications, although none required a reoperation and all six patients had a satisfactory short-term functional outcome.

Conclusions: Internal fixation of severely impacted valgus fractures of the proximal part of the humerus, supplemented by Norian SRS bone substitute to fill the proximal humeral metaphyseal defect, produces good early functional and radiographic outcomes. Additional follow-up will be required to assess whether these initially satisfactory outcomes are maintained over the longer term.

Collaboration Down Under : investigating team learning in Australia in architecture and related design contexts

This position paper reports on an Australian Learning Teaching Council (ALTC) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project, commencing in November 2011, which is investigating best practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on Architecture. At the time of the conference presentation, data on current practices will be reported on that has been collected and analysed from four universities in Australia. The project aims to: highlight and develop innovative approaches to collaborative studio-based learning; structure team learning within curricula; develop graduate attributes for teamwork; and inform assessment of team design that supports team-working skills and increased learner confidence.

Conceptualizing teamwork and group-work in architecture and related design disciplines

This paper reports on the early findings of an Australian Learning Teaching Council (ALTC/OLT) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project investigating good practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on architecture. Drawing upon a review of the literature and discussions with teachers and practitioners, the paper considers how teamwork is conceived in the context of the design disciplines. The paper explores notions of team and group design activities in the literature, identifying the key elements and characteristics of effective teams and groups. While a great deal of research exists on effective teamwork in organizational, management and general education literature, this research found a clear gap in knowledge relating to teaching teamwork in architecture and related design contexts. Suggestions are made about the ways in which theories on effective teamwork in organisations might elucidate teaching and assessment of effectively functioning student design teams. The literature review prompted five key questions, outlined here, around the conceptualisation of teamwork in design education that were subsequently discussed with educators and practitioners, thus allowing the identification of issues, problems and solutions common to all fields of design.

Inspiring connections: The student experience of an online creative arts journal

This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.

Data for Twitter use by Australian universities

Universities are now observed using social media communications channels for a variety of purposes, including marketing, student recruitment, student support and alumni communication. This paper presents an investigation into the use of the Twitter social media platform by universities in Australia, using publicly available Twitter data over a two year period. A social media network visualisation method is developed to make visible the interactions between a university and its stakeholders in the Twitter environment. This analysis method provides insights into the differing ways Australian universities are active on Twitter, and how universities might more effectively use the platform to achieve their individual objectives for institutional social media communications.

Interdisciplinary literacy through social media in the mathematics classroom: an action research study

This article looks at how social and participatory media can be used to strengthen interdisciplinary literacy and connects the multimodality of social environments with Middle-Years Mathematics curriculum and delivery. The article reports on part of an eighteen months action research study in an Australian public high school within the author's two Year 8 Mathematics classes. The article provides student samples from within these classes as it contributes evidence and analyses that may help to inform teachers from across subject areas to recognise and implement literacy practices, not as an isolated classroom activity, but across their disciplines. By taking a more ‘social’ approach to designing projects for Middle-Years Mathematics, this study supports concepts of literacy as a social, cognitive and cultural practice.

Reduction of adolescent alcohol use through family-school intervention: a randomized trial

Purpose
Two-year longitudinal follow-up data evaluated the behavioral impact of Resilient Families, a universal intervention that aimed to prevent early initiation and frequent and heavy adolescent alcohol use in secondary schools in Melbourne, Australia.

Methods
Of 24 secondary schools (62% of those approached), 12 were randomly assigned to intervention and 12 as controls. Intervention students received a social relationship curriculum; their parents received parent education handbooks and invitations to parent education events outlining strategies to encourage healthy adolescent development and reduce adolescent alcohol misuse. At Wave 1 (2004), students were in Year 7 secondary school (mean age, 12.3 years). Data were imputed for students completing at least two of three annual surveys (N = 2,354). Wave 3 (2006; mean, 14.5 years) main outcome measures for alcohol use were “any,” “frequent” (at least monthly), and “heavy” (five or more drinks in a session at least once in the prior fortnight). Multivariate logistic regression assessed intervention exposure effects, adjusting for school classroom clustering and baseline measures.

Results
Relative to controls, intervention students showed significant reductions in any lifetime use (adjusted odds ratio [AOR], .78; 95% confidence interval [CI], .62–.97), and reduced progression to frequent (AOR, .69; CI, .56–.86) and heavy use (AOR, .75; CI, .60–.94).

Conclusions
Randomized assignment to Resilient Families was associated with a significant reduction in adolescent alcohol use among families volunteering for the evaluation. Family–school-based interventions appear promising as a strategy to contribute to population reductions in currently high rates of adolescent alcohol misuse.