How ready are you? A preliminary investigation into the workplace readiness of final-year education students at a regional university

One criticism of teacher-training programs is that they do not sufficiently prepare graduating teachers for the transition between higher education and the demands and practicalities of classroom teaching. This lack of workplace readiness or 'teacher ready' status of graduates has been attributed to insufficient pre-service practical experience and the failure of training programs to adequately coach pre-service teachers in the delivery of quality pedagogy (Nelson, 2005). On the other hand, the Australian Council of Deans of Education (2005, p. 3) argues that teacher-training programs should provide foundational knowledge and skills with the onus on the profession to build on these foundations and elevate the teacher 'to the point of full and complete practitioner-readiness'. Central Queensland University has tried to respond to these concerns through the introduction of the Bachelor of Learning Management. This paper reports on a preliminary investigation into the perceived strengths and weaknesses of the program in preparing graduates and enabling workplace readiness. Towards the end of 2005 a cohort of final year students was asked to identify their levels of confidence in the transition from university to work; and how the cohort could have been better prepared. It is intended that the issues identified will be translated into recommendations for future program improvements.

Valuing practice over theory : how beginning teachers re-orient their practice in the transition from the university to the workplace

This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a preservice teacher education program that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian preservice teacher education program. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during preservice training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate. The paper concludes that background knowledge and occupational socialization remain key influences on teacher development and continue to play a key role in ensuring the continued transmittal of the cultural heritage. In particular, it proposes the need for innovative disruptions to the conventional model of teacher education.

Using video to promote pre-service teachers’ thinking about their transition to teaching

This paper reports on research investigating the use of video representations of first-year teachers’ experiences in undergraduate teacher education workshops that focus on the transition to teaching. The use of the video is a responsive act that draws on the notion of looking back, where graduates in their first year of teaching ‘speak to’ current students. Scenes from video footage of the theatre-based research performance The First Time shaped workshop activities and discussions in the unit. Themes ranged from pedagogical to practical, covering topics such as teacher identity discourses; epiphanic and revelatory moments of transition to becoming a teacher; and preparing for job applications and interviews. Data from the researcher’s journal, Student Evaluation of Teaching and Units (SETU) comments, and semi-structured interviews with undergraduate students upon completion of the workshops are framed within a phenomenographic paradigm. The aim in phenomenography is to describe variations of conception that people have of a particular phenomenon (Sin, 2010), in this case the video as a tool to promote critical thinking about the transition to teaching. The researcher explored her own, and participants’ experiences, and identified a range of conceptual meanings of the phenomenon. These were classified into categories according to their similarities and differences concerning the effectiveness of this specific video in assisting undergraduates in their transition to teaching. Early results reveal some similarities and many variations among participants as to the effectiveness of the video as a tool. Their conceptions of the phenomenon are individual and relational, and as such are quite varied. Emergent varied themes include: ‘I know what it is that I need to learn’; ‘Is this theory or practice?’; and ‘I don’t do drama’. Emergent similarities include: ‘Preparing for the unexpected’.

Glycaemic control and long-term outcomes following transition from modified intensive insulin therapy to conventional glycaemic control

This retrospective observational cohort study compared glycaemic control and long-term outcomes following transition from a modified intensive insulin therapy (mIIT) regimen to conventional glycaemic control (CGC) in adult patients admitted to a tertiary adult general intensive care unit, during two 24-month periods, before and after the publication of the Normoglycemia in Intensive Care Evaluation and Surviving Using Glucose Algorithm Regulation (NICE-SUGAR) trial. The before NICE-SUGAR cohort received mIIT (target glycaemic ranges 4.4 to 7.0 mmol/l), while the after NICE-SUGAR cohort received CGC (target glycaemic range 7.1 to 9.0 mmol/l). A total of 5202 patients were included in the study. With transition from mIIT to CGC, the mean time-weighted glucose increased from 6.94 mmol/l to 8.2 mmol/l (P <0.0001). A similar increase was observed in other glycaemic indices (mean, highest and lowest glucose values, P <0.0001 for all). The adjusted 90-day odds ratio for mortality decreased by 47% with transition from mIIT to CGC (odds ratio 1.47 (95% confidence interval, 1.22 to 1.78) (P <0.0001). The rate of severe and moderate hypoglycaemia also decreased from 1.2 to 0.4% (P=0.004) and from 23.3 to 5.9% (P <0.0001), respectively. mIIT was associated with an increased risk of moderate and severe hypoglycaemia compared to CGC (odds ratio 3.1 (1.51 to 6.39) (P=0.002), 6.29 (5.1 to 7.75) (P <0.0001)). Changes in recommended glycaemic control were translated into practice, with increased glycaemic indices and decreased rates of severe and moderate hypoglycaemia after the introduction of CGC. The associated decrease in 90-day mortality suggests mIIT was not superior to CGC, despite a lower hypoglycaemia rate than in previous IIT trials. Our findings support the continued use of CGC.

Biocompatibility of transition metal-substituted cobalt ferrite nanoparticles

Transition metals of copper, zinc, manganese, and nickel were substituted into cobalt ferrite nanoparticles via a sol-gel route using citric acid as a chelating agent. The microstructure and elemental compositions of the nanoparticles were characterized using scanning electron microscopy combined with energy dispersive X-ray spectroscopy. The particle size of the nanoparticles was investigated using particle size analyzer, and the zeta potentials were measured using zeta potential analyzer. The phase components of the synthesized transition metal-substituted cobalt ferrite nanoparticles were studied using Raman spectroscopy. The biocompatibility of the nanoparticles was assessed using osteoblast-like cells. Results indicated that the substitution of transition metals strongly influences the physical, chemical properties, and biocompatibility of the cobalt ferrite nanoparticles. © 2014 Springer Science+Business Media.

Chinese international students in Australia: an insight into their help and information seeking manners

Understanding the waysthatinternational students seek information and help in the host country is essential forimprovingacademic, social, cultural,and welfare support for this student cohort. However,there is a dearth of literature that documentshowinternational studentsin the vocational education and training (VET) sector do so. This paper aims to fill thisgap. Based on in-depth interviews with 30 Chinese international students undertaking diploma and associate degree programsin Australia,this research shows thatthe ways in which Chinese international students seek help prior to their departure and after their arrival at the host country, largely dependson the nature of the issuesthey confront. The data also reveals that students’use of education agents is not limited to the pre-departure stage,asisindicated in theexisting literature, but throughout their journey in the host country. Notably,the role of agents has become increasingly important in Chinese international students’ decision-making processesduring their transition from diploma to associate degree and higher education programs.

Transition from paper to electronic nursing documentation in residential aged care: an actor network theory analysis

Objectives: To examine the role of technology when introduced into the specific setting of residential aged care and then analyse the associated changes to this complex socio-technical network of human and technology actors on the introduction of this technology using the rich lens of Actor Network Theory. Methods: An exploratory qualitative single case study was conducted. The specific focus being the implementation of a nursing information system in an aged care context, i.e. the transition from paper-based nursing documentation to electronic nursing documentation. A series of 19 semi structured interviews with facility managers, nursing coordinators, and the nursing and care staff were conducted. The collected data were analysed using standard qualitative techniques such as thematic analysis and a priori themes were developed from the application of Actor Network Theory. Results: A priori themes coupled with emergent themes served to highlight the impact of a disruptive technology solution into a complex context. Conclusion: An Actor Network Theory analysis enables a rich theoretical lens to be used to examine the introduction of a disruptive technology into a complex context. On such examination critical success factors were identified as well as key barriers. Moreover, people issues were found to be central to the success of such a solution.

Making sense of business leadership vis-à-vis china’s reform and transition

Purpose – The purpose of this paper is to explore the contemporary paradigm of business leadership vis-à-vis China’s reform and transitional context. Design/methodology/approach – The paper employs an evidence-based approach to explore the business leadership issues influenced by economic reform and within the context of societal transition in China. A qualitative research method was adopted based on in-depth interviews with a number of middle managers from a variety of Chinese enterprises, including state-owned, domestic-private and foreigninvested enterprises. Content analysis of several rounds of interviews added depth to the data analysis. Findings – The findings complement existing thoughts and illustrate concepts, issues, and characteristics not yet emphasized in mainstream literature. General patterns and associated characteristics of business leadership in China, as well as specific patterns associated with different forms of enterprise ownerships, are identified. Research limitations/implications – The study makes a timely and necessary contribution that enriches context-specific understandings of business leadership against the backdrop of surrounding economic, social, and cultural changes. Practical implications – The study enriches understandings of commonalities and differences in leadership across the globe, facilitating working collaboratively to achieve common goals in a global community. Originality/value – The study offers new insights into business leadership by linking contextual, personal, and cognitional factors together and demonstrates some unique characteristics of leadership styles in transitional economies like China.

Science into policy? Discourse, coastal management and knowledge

The world's coastal resources are under pressure, even more so under climate change with 90% of the world's population living near or along our coastal zone. Ecologically, this zone is also the most productive, and the mainstay of economic livelihoods on a global scale. Managing the coast effectively is crucial, but as an area it remains contested. Despite multiple efforts to manage the coast, it remains a contested space. This paper offers a reflection into the ways in which different discourses influence and impact on one specific dimension of coastal zone management-the transmission of science into the policy domain. Using historical and discourse analysis, we find that the science-policy interface is largely constructed within two knowledge discourses: (i) scientific knowledge and (ii) local knowledge. This arbitrary separation into a binary discursive landscape mitigates against science-policy integration in practice especially given each discourse in itself, encompasses multiple forms of knowledge. We argue that in order to better understand how to build scientific research outputs into policy, decision makers and researchers need to understand how knowledge works in practice, overcome this dichotomous construction of knowledge and specifically, re-construct or transition the notion of 'science as knowledge' into 'all knowledge types' into policy.

Transferring from an acute hospital and settling into a subacute facility: the experience of patients with dementia

Background.  In a Melbourne metropolitan health network, patients with dementia can have difficulty settling into a subacute rehabilitation facility after transfer from the acute hospital.

Aims and objectives.  To understand how older patients with mild to moderate dementia experienced the transfer from acute to subacute care and settling-in period.

Design.  A descriptive design was used. Eight patients with mild to moderate dementia were recruited, one to 5 days after transfer.

Method.  A qualitative method using in-depth interviews was used. The data were analysed using content analysis.

Results.  Four main themes were identified: ‘Settling into a new environment’, ‘staff attitudes to people with dementia’, ‘loss of control’ and ‘family support’.

Conclusions.  Person-centred care that comes from the perspective of respect for the individual transcends all these issues. People with dementia require more support to settle after transfer. Family involvement can assist in facilitating a smooth transition.

Implications for practice.  Nurses who understand the specific needs of patients with dementia can develop ways of working with patients to ensure person-centred care. More conversations with people with dementia are needed to investigate how this can be achieved. Orientation procedures should ensure that support for people with dementia is optimized during the settling-in phase.

Transition: improved literacy outcomes research study

This paper reports on the Transition: Improved Literacy Outcomes Research Study established by the Department of Education and Training (DET). The purpose of the study was to identify the most useful and usable data for educators to access in order to ensure that student literacy learning is maximised during the transition from Primary to Secondary school.1. The research followed a mixed-methods approach, combining a statistically defensible sample of schools selected to represent school types (primary, secondary, combined), locations (rural, regional, urban) and all regions with a survey and follow- up interviews.2. The results are presented as a mixture of statistics, case studies and discussion. The case studies were developed from both survey data and interview data.3. Leaders and teachers overwhelmingly valued teacher judgement (through AusVELS) as the most useful data in understanding students’ strengths and weaknesses, followed by On-Demand testing.4. NAPLAN results were frequently transferred between schools, but were found to be less useful than other data by teachers.5. School leaders and teachers are currently using data for ability streaming, or for tailoring curriculum for individual student needs. A number of schools use the Literacy data for achieving a balance of student abilities within classes.6. Support for access to, and use of, data is mainly manual, with some use of spreadsheets.7. As the number of feeder Primary schools to a single Secondary school increases, data management becomes a much larger burden on the Secondary staff concerned.8. In Secondary schools, there was a clear demand for Literacy data, but these data were not always those that were being provided by their feeder Priamary schools. This mis-match appears to lead to some frustration among Literacy transition staff at both levels of schooling.9. A gap that needs filling is around the nature of the pedagogies at the two school levels. Not knowing, or misunderstanding, the approaches and needs of each level of schooling leads to the passing on of irrelevant Literacy data in some instances.10. The need for a common template for transition data was expressed by many Transition staff, both Primary and Secondary. In some instances the secondary school had set up a local template for this11. It would be advantageous for data to be directly up-loaded or transferred into a system via electronic tools already in use, such as an Excel spreadsheet.12. We would recommend that the capacity to provide some visualisation of data, and the compilation of internal Literacy data such as teacher judgements and AusVELS levels, or additional testing carried out by the school.13. Student background data was seen by many Secondary transition staff as being equally as valuable as more formal Literacy data for determining student needs.

Understanding senior community residents for better construction of retirement villages

Housing for growing aging population has become a vital issue across Australia. A retirement village is regarded as a supportive home choice for senior people in response to the life transitions. However, only a small proportion of the Australian senior people choose to live in the retirement villages. Therefore, this study aims to identify the barriers against the senior community residents moving to the villages through a case study in Geelong. The empirical findings indicate that the two main categories of barriers are related to the living environment changes and economic pressure. Accordingly, the corresponding recommendations are proposed to overcome the barriers. While addressing the local senior housing issue, this study provides a direction for future research into the affordable and suitable construction of retirement village from a general perspective.