Proactive tools for combating plagiarism : an investigation

Academic integrity is an essential graduate attribute with ignorance of the problem of plagiarism in students’ work not being an option. This study resulted from increasing concern that the prevalence of plagiarism in assessment submitted by students is on the rise and shows no sign of abating. This study supports the provision of assessment designed to specifically focus student’s attention on improving their ability to both recognise plagiarism and avoid it in their written work. All students in both the investigated courses were invited to participate in a post-assessment, electronically-administered survey consisting of sixteen questions regarding the students’ experience regarding their assessment. This study was designed to achieve two purposes - to gain insight into whether providing tertiary students with extra feedback regarding their referencing improves their confidence with respect to referencing and reduces their propensity to plagiarise as well as to increase our understanding of what factors underlie student plagiarism. The results indicate that a considerable number of the students found the assessment of assistance with respect to improving their referencing confidence. In addition, a significant proportion of the students indicated that their understanding of what constitutes plagiarism and their confidence in avoiding plagiarism improved as a result of the assignment and its associated feedback.

Student learning orientations : are there differences between age and gender?

The increasing diversity and mobility of students have challenged universities, world over, to review educational courses and delivery to provide a more satisfying learning environment to students. The continuous improvement of the 'quality' of teaching and learning is one of the key goals of universities endeavouring to fulfil their obligations as learning institutions. Using a revised SPQ2F instrument (Biggs, 2003, Biggs and Leung, 2001), this exploratory study undertakes a comparative analysis of the age and gender differences in the learning orientations of two groups of tertiary students in an Australian University. The results indicate that there are no significant differences in the learning orientations of students but on average they seem to demonstrate deep learning than surface learning although they may differ in terms of the learning contexts.

Evaluating New Zealand sports stars as celebrity endorsers : intriguing results

Celebrity athlete endorsement of products and services has become prominent in the promotional mixes of New Zealand companies and organisations. For years advertisers and researchers have pondered how successful celebrity athlete endorsement really works. Most suggest some form of transfer of positive images takes place between celebrity and the product or service they are endorsing and source-credibility models have become the preferred research design. The overall objective of this research was to assist sport marketing managers and their advertising agencies in matching celebrities with products and services. An ancillary objective was to compare results obtained from multiple-item and single-item scales. An exploratory study with tertiary students was conducted, using both Ohanian’s (1990) 15 item source-credibility scale and two single-item measures to examine potential “endorsement fit” for four New Zealand sporting heroes. They were Bernice Mene (recently retired national netball team captain), Dean Barker (America’s Cup yachting defender’s helmsman), Mandy Smith (recently retired national women’s hockey team star) and Justin Marshall (All Black rugby’s most capped halfback), all of whom were adjudged by students as physically attractive sports stars. The product reported here against which these athletes were scored was an isotonic sports drink. Results were mixed; the Ohanian source-credibility scale yielded selection of different celebrity athletes to the single-item measures. The research results show that matching celebrities to products for potential endorsement opportunities is a complex issue, leaving scope for judgement and intuition alongside quantification. Still unresolved is the question of multiple-item measures versus single-item measures in advertising and service research.

Heteroglossia : a space for developing critical language awareness?

This paper reports on research into the challenges of implementing a critical writing pedagogy within a teacher education program in Australia. Participants in this study are student teachers enrolled in a compulsory subject, ‘Language and Literacy in Secondary School’, a subject requiring them to develop a knowledge of the role of language and literacy across the secondary school curriculum and to show personal proficiency in literacy (this is dictated by state government specifications of graduate outcomes for teacher education programs). To develop an understanding of the way that language has shaped their lives, students write a narrative about their early literacy experiences – a task which they all find very challenging, especially in comparison with the formal writing of other university subjects. Rather than simply reminiscing about their early childhood, they are encouraged to juxtapose voices from the past and the present, and to combine a range of texts within their writing. They thereby create a heteroglossic text (Bakhtin, 1981) that stretches their repertoires as language users and enables them to develop a socially critical awareness of language and literacy, including the literacy practices in which they engage as university students. Later in the semester they revisit these accounts of their early literacy experiences, and (in a separate piece of writing) endeavour to place these accounts within the contexts of theories and debates they have encountered in the course of completing this unit.

The students’ writing provides a small window on how they are experiencing their tertiary education, including the managerial controls that are currently shaping university curriculum and pedagogy. Their writing also raises questions as to extent to which tertiary students are actually able to formulate a critical language awareness that will subsequently inform their professional practice as secondary teachers.

Teacher education and critical inquiry : the use of activity theory in exploring alternative understandings of language and literacy

This paper explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. It argues that current discourses of professionalism are incommensurate with a view of literacy as social practice and that they disregard complex semiotic ecologies in which both school and university students operate. Graduate teachers are constructed as the ‘providers’ of decontextualised literacy skills to school students whose existing communication networks are ignored. Rejecting this narrow view of professional practice, we draw on activity theory to analyse the social configuration of tertiary students’ identities and the textual resources that mediate their professional learning. This kind of research is needed to reveal the contradictions within and between activity systems in which tertiary students participate as well as to construct possible solutions to the contradictions identified.

Beyond cliché – reclaiming the concept of sustainability

In closing his 2008 Myer Lecture, the scientist and environmentalist Dr Tim Flannery said that this century will be defined by the search for sustainability. How perilous therefore that nowadays there is so much overuse of the word 'sustainability' that it has become a cliche. Today's tertiary students studying architecture and energy-related subjects are so exposed to this linguistic devaluation that most of them appear to have accepted the vagueness of the term and are on their way to becoming the next generation of misusers. This paper presents a case study of an attempt to sharpen up the debate with some university students from these particular disciplines. A model of the four principles of sustainable development that has been found to be particularly useful is described. The students in question were challenged to think about the meaning of some of the words ascribed to new buildings and about the implications of the four principles to energy supply systems.

Emergence of creativity in learning via social technologies

Creativity is an elusive skill desired by many. Debates on 'What is Creativity' and how it can best be nurtured and supported had resurgence in the 1950's after Guildford's address to the American Psychology Association about the positive benefits of creativity. Since then creativity has been investigated in many forms and within many disciplines. Of note is that creativity is apparent within four components: the person, the process, the product and the environment. On some level creativity is assessed within one of the four components of creativity: person, process, product or environment. In this study creativity and the environment is under investigation, with a number of factors presented that allow creativity to be supported. This paper explores the role of creativity within the education of tertiary students studying Games Design and Development (within an IT discipline) from an Australian University. Particularly this paper focuses on how social factors, such as purpose built collaborative environments and virtual communities, aid in the creative pursuits of the students.

Making connections with nature : bridging the theory-practice gap in outdoor and environmental education

In this paper I describe my experience in attempting to assist tertiary students connect with the natural environment through outdoor and environmental education experiences. The paper addresses research conducted with students undertaking an outdoor and environmental education degree and focuses on the pedagogical methods employed in this context. I argue that outdoor and environmental education practitioners may benefit from moving away from a mode of teaching based upon 'generic' methods and look instead to a more local, specific and contextual form of education. By describing an outdoor and environmental education journey in a local, 'ordinary' place and students' experiences in unearthing the stories embedded in this place, I aim to provide some practical strategies to engage young people in a direct and meaningful way. The intention is to broaden the pedagogical possibilities related to facilitating experiences in natural environments and thus contribute to bridging the rhetoric/reality gap in outdoor education.

Changing green subjectivities in outdoor and environmental education : a qualitative study

This article draws on a longitudinal qualitative study of Australian tertiary students studying Outdoor and Environmental Education. It draws on the work of Foucault and Darier to consider how ‘environmental governmentality’ shapes the conduct, desires and attitudes of these students over time. Attention is drawn to normalising and disciplinary effects of mainstream environmental discourse alongside an exploration of some of the inconsistencies and ruptures in how participants interact with discourses of environmentalism.

A framework for considering cross-cultural exchanges as a way to develop reasoning about environmental socio-scientific issues

This study analyses the evolution of socioscientific reasoning on sustainability, of French and Australian tertiary students exchanging ideas on a digital platform, concerning local (Australian, French) environmental SSIs, and global environmental SSIs. We explore how the exchange of arguments from various disciplinary and cultural perspectives, can promote reasoning about complex problem-situations in the environment. We develop a framework of reasoning, and show how it enables a productive analysis of the nature of the exchanges, and the quality of reasoning. We argue that such a strategy may improve epistemological training on the nature of science, and citizenship.

Internationalising the curriculum : building intercultural understandings through music

This article reports of the power (influence) of music to develop intercultural understandings to better internationalise the curriculum. It argues that through internationalisation, we learn more about other people’s cultures hence, by providing an international/intercultural dimension into the teaching unit of ‘Discovering Music A’, tertiary students at Deakin University have opportunities to experience, investigate and participate in a different music and culture. Using the metaphor of the ‘talking drum’, this article reports through anecdotal notes, observations, journaling and student evaluation, how a different music, like that of Africa, communicates and promotes intercultural dialogue in a social and learning environment. The 2011 cohort included both international and local students from the Faculty of Arts and Education, Health and Business and Law, opening up a broad range of international dialogue in which all students in the cohort had a voice for expressing themselves about another culture and its music. I contend that the inclusion of a new and different music in the Bachelor of Education (Primary) curriculum and as an elective unit across all faculties provides a pathway for intercultural dialogue and understanding. As tertiary educators by internationalising the curriculum and through the process of reflection, observation and student feedback, we are able to make meaning around our practice and adapt our practice. I argue that units like Discovering Music A are an effective and useful dais to address cultural diversity and build intercultural relations and understandings in our tertiary courses.

Experiencing indigenous East African dance songs : reflections from North West University (South Africa)

After democracy (1994) the doors of teaching and learning in music opened widely to include local indigenous music and culture in South Africa. Since 2005, African music has been a vibrant aspect of the music curriculum within the School of Music, North West University, South Africa. Globally tertiary music educators are challenged to include informal pedagogy of indigenous musics within the formal context of university courses. University music courses in South Africa are still predisposed towards ‘western’ music pedagogies. In October 2012, the School of Music invited a visiting expert in African music and dance to offer onsite teaching and learning of Ugandan dance songs to tertiary students. The initiative to include Ugandan music as part of the teaching and learning workshops on African music at the School of Music was funded by the South African Music Rights Organization. The School of Music has an ongoing policy to invite and include culture bearers to share their skills and expertise with students and academics. Such sharing provides culture bearers the opportunity to transmit much needed skills, which are not often offered by academics. UNESCO (2012) identifies scarce knowledge and skills as intangible heritage.

Podcasting and pedagogy

This chapter explores the engagement of tertiary students in interviewing “green” experts. Using Engeström’s expansive activity model, the study finds that integrating podcasting into a course with strong links to other activities and resources helped students assimilate and develop the concepts of the course. The project promotes functionalist values of independent, experimental learning and deep engagement with learning material, it invokes authentic field experience, accommodates different learning styles and it provides considerable motivation.

The study suggests that mobile learning embodies the means to change relationships between learner and expert and that such connecting is a key attribute of contemporary subjective association and recontextualization. The chapter provides a brief review of the literature on podcasting in education, followed by the teaching and learning context and the application of Engeström’s “expansive activity model” (1994, 2001, 2002, 2004, 2008, 2010). I describe the student group undertaking the exercises in a Level 5 Sociology course, and the project (which subsequently extended into a later course: “The Sustainable Business Environment”, because many of the podcast students had pre-enrolled in that course).

The paper discusses the methodological approach that was used, offering two strands of analysis: students’ use of the podcasts and how the latter were placed in their learning about sustainable development. The discussion section elaborates the model and offers suggestions for advancing the educational use of podcasts. Last, I offer some thoughts on how Engeström’s model might be extended in education to develop not just new objects, but also the new use of objects.

Intercultural pathways for knowledge Transfer within academic mobility

This paper focuses on academic mobility with the view of examining knowledge flows and effective cultural pathways for knowledge transfer. Its main objective is to set up the theoretical parameters for exploring intercultural encounters within academic mobility with an additional goal of revealing underlining conditions for effective intercultural knowledge transfer and creation. Academic mobility describes global mobilities of tertiary students and university staff and refers to a growing phenomenon worldwide. It creates additional possibilities for exploring the enabling conditions for the intercultural knowledge flows. Academic migrants have been acknowledged as important agents of intercultural knowledge transfer, interchange and, ultimately, knowledge creation. This paper is guided by a hypothesis that cosmopolitan dispositions can create preconditions for successful knowledge transfer in everyday intercultural interactions in academia. In this paper, theoretical notions and ideas are discussed to provide a foundation for designing an ethnographic research which will seek to analyse empirical manifestations of emerging cosmopolitanism. Some preliminary findings of a pilot study are also analysed.