Education and training institutions : building social capital for regional development

Education and training institutions from schools through to universities have a vital role in supporting development in regional Australia. The interaction between these institutions and their rural communities influences the social capital of the community and the extent to which the community is a learning community, willing and able to manage change to the community’s advantage.

There are benefits to be had from a collaborative approach to planning and delivering training. This approach is consistent with theories of social capital that emphasise the crucial part played by networks, values and trust in generating superior outcomes for individuals, communities and regions. Research has found that education and training is most effective in building social capital and learning communities were there is attention to customising or targeting education and training provision to local needs. The key to matching provision with local needs, particularly in the more rural and remote areas, is collaboration and partnerships. Partners can be regional organisations, other educational institutions, businesses and government. The factors that enhance the effectiveness of the collaborations and partnerships are the elements of social capital: networks, shared values and trust, and enabling leadership.

Networks are most effective where there were opportunities and structures for interaction, which can be termed interactional infrastructure, that foster networks within the region, and networks that extended outside the region. Interactional infrastructure includes regional forums, committee structures, consultative processes and opportunities for informal discussion addressing the issues of education, training and employment in a community or region. Better outcomes are evident when there is an interactional infrastructure that is resourced with financial, physical and human resources of sufficient quantity and quality. Collaborations provide access to a greater range of external resources through extended external networks. Effective networks and shared visions, values and trust among the partners in a collaboration, are fostered by enabling leaders. Educational institutions are well placed to supply the ‘human infrastructure’ that makes collaborations and partnerships work, including enabling leadership.

Attention to factors associated with the quality of social capital, especially interactional infrastructure including leadership, shared vision and values and networks within and external to the community, can be expected to improve the effectiveness of education and training outcomes. More importantly, a collaborative approach to planning for education and training in rural regions will build the capacity of regions and their constituent communities to develop and change by building social capital resources. Leadership is an important driver of processes that build community and regional capacity and ultimately produce social and economic benefits through regional development. Educational providers in rural regions are well placed to act as enabling leaders.

Responding to rural skills shortages : innovations using vocational education and training

Aims & Rationale/Objectives
To locate, analyse and make accessible innovative models of health training and service delivery that have been developed in response to a shortage of skills.

Methods
Drawing on a synthesis of Australian and international literature on innovative and effective models for addressing health skill shortages, 50 models were selected for further study. Models were also identified from nominations by key health sector stakeholders. Selected models represent diversity in terms of the nature of skill shortage addressed, barriers overcome in developing the model, health care specialisations, and customer groups.

Principal Findings
Rural and remote areas have become home to a set of innovative service delivery models. Models identified encompass local, regional and state/national responses. Local responses are usually single health service-training provider partnerships. Regional responses, the most numerous, tend to have a specific focus, such as training young people. A small number of holistic state or national responses, eg the skills ecosystem approach, address multiple barriers to health service provision. Typical barriers include unwillingness to risk-take, stakeholder differences, and entrenched workplace cultures. Enhancers include stakeholder commitment, community acceptance, and cultural fit.

Discussion
Of particular interest is increasing numbers of therapy assistants to help address shortages of allied health professionals, and work to formalise their training, and develop standards of practice and policy. Other models likely to help address skill shortage amongst VET health workers focus on recruiting, supporting and training employees from a range of disadvantaged target groups, and on providing career paths with opportunities for staff to expand their skills. Such models are underpinned by nationally recognised qualifications, but each solution is targeted to a particular context in terms of the potential workforce and local need.

Extension and the VET sector : time for closer alignment?

Extension (industry training) and VET (the formal vocational education and training system), each vital to Australia's education and training for agriculture, have developed as separate domains. Recent research suggests that the potential of closer alignment should be further explored. Extension provides usually non-certified courses to primary producers. The VET sector involves accredited training in a quality- assured national framework. Despite subsidy incentives for producers to access VET, they are increasingly interested in the short courses and flexible delivery offered by extension. This paper explores implications for improving outcomes from investment in training and for rural capacity building from a project in which a sample of management level extension courses across Australia was analysed for the extent of alignment with VET. 84 percent of these extension courses are mapped to training package competencies. The potential is there for VET to capture new enrolees for its diploma and advanced diploma courses. Closer alignment between sectors would facilitate this process.

A systematic grounded approach to the development of complex interventions : The Australian WorkHealth Program – Arthritis as a case study

Despite demands for evidence-based research and practice, little attention has been given to systematic approaches to the development of complex interventions to tackle workplace health problems. This paper outlines an approach to the initial stages of a workplace program development which integrates health promotion and disease management. The approach commences with systematic and genuine processes of obtaining information from key stakeholders with broad experience of these interventions. This information is constructed into a program framework in which practice-based and research-informed elements are both valued. We used this approach to develop a workplace education program to reduce the onset and impact of a common chronic disease – osteoarthritis.

To gain information systematically at a national level, a structured concept mapping workshop with 47 participants from across Australia was undertaken. Participants were selected to maximise the whole-of-workplace perspective and included health education providers, academics, clinicians and policymakers. Participants generated statements in response to a seeding statement: Thinking as broadly as possible, what changes in education and support should occur in the workplace to help in the prevention and management of arthritis? Participants grouped the resulting statements into conceptually coherent groups and a computer program was used to generate a ‘cluster map’ along with a list of statements sorted according to cluster membership.

In combination with research-based evidence, the concept map informed the development of a program logic model incorporating the program's guiding principles, possible service providers, services, training modes, program elements and the causal processes by which participants might benefit. The program logic model components were further validated through research findings from diverse fields, including health education, coaching, organisational learning, workplace interventions, workforce development and osteoarthritis disability prevention.

In summary, wide and genuine consultation, concept mapping, and evidence-based program logic development were integrated to develop a whole-of-system complex intervention in which potential effectiveness and assimilation into the workplace for which optimised.

A measurement framework for international entrepreneurship policy research : from impossible index to malleable matrix

The Global Entrepreneurship Monitor (GEM), a multifaceted, multinational research programme now in its seventh year of field operation, currently dominates the field of international entrepreneurship policy research but faces a crisis of credibility. Despite having created and continuing to develop a very rich database capable of addressing many of the complexities requisite for understanding entrepreneurship at the national and international levels of analysis, GEM has chosen to disguise the depths of its potential research and policy utility through a misnamed quest for unobtainable simplicity at the centre of the project and a disorganised variety of report presentations at the periphery. Subsequent to a review of the entrepreneurial definitional literature and a resolution of its many themes into six components of entrepreneurial activity, based on Penrose's (1959/1995) articulation of the practical meaning of 'entrepreneurial services', this paper suggests that a 'malleable matrix' approach can provide a practical measurement framework capable of reporting national entrepreneurial activity in a structure that is comprehensive without being overwhelming.

Academic and business ethical misconduct and cultural values : a cross national comparison

Efforts to promote ethical behaviour in business and academic contexts have raised awareness of the need for an ethical orientation in business students. This study examines the similarities and differences between the personal values of Iranian and Australian business students and their attitudes to cheating behaviour in universities and unethical practices in business settings. Exploratory factory analysis provided support for three distinct ethics factors—serious academic ethical misconduct, minor academic ethical misconduct, and business ethical misconduct. Results reveal statistically significant differences between the two cultural groups for ethical (altruism/universalism) values, and for attitudes to serious academic misconduct. No differences were found between the two groups for attitudes to minor academic unethical practices or unethical business practices. Gender influenced responses where females were found to indicate higher levels of unacceptability of unethical practices in academic and business settings than males. This pilot study highlights the need for higher education institutions to develop and enforce policies and practices to publicise, encourage and reinforce higher awareness of the need for adhering to ethical behaviour in university studies as a necessary component of training business professionals.

Comprehensive embodied energy analysis framework

The assessment of the direct and indirect requirements for energy is known as embodied energy analysis. For buildings, the direct energy includes that used primarily on site, while the indirect energy includes primarily the energy required for the manufacture of building materials. This thesis is concerned with the completeness and reliability of embodied energy analysis methods. Previous methods tend to address either one of these issues, but not both at the same time. Industry-based methods are incomplete. National statistical methods, while comprehensive, are a ‘black box’ and are subject to errors. A new hybrid embodied energy analysis method is derived to optimise the benefits of previous methods while minimising their flaws. In industry-based studies, known as ‘process analyses’, the energy embodied in a product is traced laboriously upstream by examining the inputs to each preceding process towards raw materials. Process analyses can be significantly incomplete, due to increasing complexity. The other major embodied energy analysis method, ‘input-output analysis’, comprises the use of national statistics. While the input-output framework is comprehensive, many inherent assumptions make the results unreliable. Hybrid analysis methods involve the combination of the two major embodied energy analysis methods discussed above, either based on process analysis or input-output analysis. The intention in both hybrid analysis methods is to reduce errors associated with the two major methods on which they are based. However, the problems inherent to each of the original methods tend to remain, to some degree, in the associated hybrid versions. Process-based hybrid analyses tend to be incomplete, due to the exclusions associated with the process analysis framework. However, input-output-based hybrid analyses tend to be unreliable because the substitution of process analysis data into the input-output framework causes unwanted indirect effects. A key deficiency in previous input-output-based hybrid analysis methods is that the input-output model is a ‘black box’, since important flows of goods and services with respect to the embodied energy of a sector cannot be readily identified. A new input-output-based hybrid analysis method was therefore developed, requiring the decomposition of the input-output model into mutually exclusive components (ie, ‘direct energy paths’). A direct energy path represents a discrete energy requirement, possibly occurring one or more transactions upstream from the process under consideration. For example, the energy required directly to manufacture the steel used in the construction of a building would represent a direct energy path of one non-energy transaction in length. A direct energy path comprises a ‘product quantity’ (for example, the total tonnes of cement used) and a ‘direct energy intensity’ (for example, the energy required directly for cement manufacture, per tonne). The input-output model was decomposed into direct energy paths for the ‘residential building construction’ sector. It was shown that 592 direct energy paths were required to describe 90% of the overall total energy intensity for ‘residential building construction’. By extracting direct energy paths using yet smaller threshold values, they were shown to be mutually exclusive. Consequently, the modification of direct energy paths using process analysis data does not cause unwanted indirect effects. A non-standard individual residential building was then selected to demonstrate the benefits of the new input-output-based hybrid analysis method in cases where the products of a sector may not be similar. Particular direct energy paths were modified with case specific process analysis data. Product quantities and direct energy intensities were derived and used to modify some of the direct energy paths. The intention of this demonstration was to determine whether 90% of the total embodied energy calculated for the building could comprise the process analysis data normally collected for the building. However, it was found that only 51% of the total comprised normally collected process analysis. The integration of process analysis data with 90% of the direct energy paths by value was unsuccessful because: • typically only one of the direct energy path components was modified using process analysis data (ie, either the product quantity or the direct energy intensity); • of the complexity of the paths derived for ‘residential building construction’; and • of the lack of reliable and consistent process analysis data from industry, for both product quantities and direct energy intensities. While the input-output model used was the best available for Australia, many errors were likely to be carried through to the direct energy paths for ‘residential building construction’. Consequently, both the value and relative importance of the direct energy paths for ‘residential building construction’ were generally found to be a poor model for the demonstration building. This was expected. Nevertheless, in the absence of better data from industry, the input-output data is likely to remain the most appropriate for completing the framework of embodied energy analyses of many types of products—even in non-standard cases. ‘Residential building construction’ was one of the 22 most complex Australian economic sectors (ie, comprising those requiring between 592 and 3215 direct energy paths to describe 90% of their total energy intensities). Consequently, for the other 87 non-energy sectors of the Australian economy, the input-output-based hybrid analysis method is likely to produce more reliable results than those calculated for the demonstration building using the direct energy paths for ‘residential building construction’. For more complex sectors than ‘residential building construction’, the new input-output-based hybrid analysis method derived here allows available process analysis data to be integrated with the input-output data in a comprehensive framework. The proportion of the result comprising the more reliable process analysis data can be calculated and used as a measure of the reliability of the result for that product or part of the product being analysed (for example, a building material or component). To ensure that future applications of the new input-output-based hybrid analysis method produce reliable results, new sources of process analysis data are required, including for such processes as services (for example, ‘banking’) and processes involving the transformation of basic materials into complex products (for example, steel and copper into an electric motor). However, even considering the limitations of the demonstration described above, the new input-output-based hybrid analysis method developed achieved the aim of the thesis: to develop a new embodied energy analysis method that allows reliable process analysis data to be integrated into the comprehensive, yet unreliable, input-output framework. Plain language summary Embodied energy analysis comprises the assessment of the direct and indirect energy requirements associated with a process. For example, the construction of a building requires the manufacture of steel structural members, and thus indirectly requires the energy used directly and indirectly in their manufacture. Embodied energy is an important measure of ecological sustainability because energy is used in virtually every human activity and many of these activities are interrelated. This thesis is concerned with the relationship between the completeness of embodied energy analysis methods and their reliability. However, previous industry-based methods, while reliable, are incomplete. Previous national statistical methods, while comprehensive, are a ‘black box’ subject to errors. A new method is derived, involving the decomposition of the comprehensive national statistical model into components that can be modified discretely using the more reliable industry data, and is demonstrated for an individual building. The demonstration failed to integrate enough industry data into the national statistical model, due to the unexpected complexity of the national statistical data and the lack of available industry data regarding energy and non-energy product requirements. These unique findings highlight the flaws in previous methods. Reliable process analysis and input-output data are required, particularly for those processes that were unable to be examined in the demonstration of the new embodied energy analysis method. This includes the energy requirements of services sectors, such as banking, and processes involving the transformation of basic materials into complex products, such as refrigerators. The application of the new method to less complex products, such as individual building materials or components, is likely to be more successful than to the residential building demonstration.

Preparing for flexible delivery in industry : learners and their workplaces

This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces. Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning. The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term ‘flexible delivery’ may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of ‘client-focused’ flexible delivery. The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program. The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a Verbal–Non-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as Structure–Content, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directed–Social preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning. Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of O’Malley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data. The research also indicates, through the apprentice interviews, that support for apprentice’s learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers. The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kember’s (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.

Improving the communication between care providers of individuals who may require joint replacement surgery (JRS) a framework for referral

Aims & rationale/Objectives : The objective of the project was to specify the information required in referrals to public hospital orthopaedic outpatient departments in order to streamline the care and prioritisation of individuals who may require JRS. It was envisaged that an evidence-based GP-Orthopaedic derived referral system would assist in ensuring that the right person accessed the right care at the right time.

Methods : In collaboration with the RACGP and the Commonwealth Department of Health and Ageing, a national stakeholder working group was convened. A scoping document was prepared with input from key stakeholders. A review of primary research was undertaken as well as a review of relevant guidelines. Information on the implementation and evaluation of similar programs in Australia and overseas also informed the referral specification.

Principal findings : The initial scoping processes with key stakeholders provided clear information on core components of the referral. These were the use of standardised and respected assessment tools to determine the severity of arthritis, fitness for surgery and willingness of affected individuals to undergo surgery.

Discussion : About 20,000 JRS occur each year in public hospitals which emanate from 5 to 10 fold number of referrals. Arthritis and musculoskeletal diseases are a national health priority area reflecting the high burden of disease associated with these conditions. Various initiatives are being undertaken to address the quality of life of affected individuals. This project has revealed areas of potential improvement in the communication between care providers of individuals who may need JRS.

Implications : The project will result in the development of a standard referral form and guidelines to assist referring practitioners to communicate more effectively with the multidisciplinary care team, in particular orthopaedic care providers. The guidelines will be piloted in a large rural setting.

Strategies for bridging sectors and silos : a training model in mental health promotion

Issue addressed: The determinants of individual and community mental health and wellbeing are diverse and many lie outside the sphere of action of the health sector. Developing the confidence and skills of these other sectors to contribute to improved mental health has been identified as a priority at State and national levels that requires the development of specific workforce capacity-building strategies. Methods: VicHealth developed and implemented a two day short course to raise the capacity of organisations from a range of sectors to contribute to the mental health and wellbeing of communities. The model of this short course was constructed to reflect the diverse sectors targeted, which included health, local government, community arts, sport and recreation, justice, and education. Results: Evaluation of the two year pilot program, with more than 1,000 participants, has identified a high degree of satisfaction with the content and delivery model of the course, with clear changes in knowledge, skills and practice having been achieved. Cross-sector understanding and collaborations between participants increased as a result of the course. Conclusions: Continuing demand for the course demonstrates clearly that mental health and well-being is relevant to the core business of a broad range of community and professional organisations. The course has increased the confidence and capacity of these sector representatives to take action on mental health as well as increased cross-sector dialogue and partnerships. The recruitment of trainers from diverse sectors was successful in promoting a key component of the program, which was the message that mental health promotion should be the business of all sectors.

Increasing national capability for quality higher education the case of the Sultanate of Oman

This paper explores a number of quality enhancement initiatives being implemented in a developing country, the Sultanate of Oman, to increase the national capability for quality higher education. Oman is a young country with a youthful and rapidly growing population. A brief description of the relatively short history of Oman’s national systems for secondary and postsecondary education is provided. This highlights the challenges for quality education resulting from a strategy of importing postsecondary education from a variety of countries, and delivering the programs through a largely privatized sector.

The paper then describes the outcomes of an initial needs analysis that led to the development of a National Quality Plan. Some of the strategies in this plan for improving and increasing capability are considered, most particularly the establishment of a practitioner‐oriented Oman Quality Network, and the design and implementation of a National Quality Training Program. These two strategies attempt to address common obstacles to capability, namely a paradigm that entrenches compliance and helplessness, and only early awareness of effective quality enhancement and quality assurance principles and methods.

Evaluation results are presented that comment on progress thus far, and suggest critical success factors. These include building legitimacy and trust to overcome barriers to sharing information in a competitive privatized environment. They also include the establishment of peer to peer mechanisms that build confidence and create sustainability over time, as imported or external expertise gives way to local capability and expertise.

Management of flexible learning in vocational education and training

This research shows that, to function effectively in a changing environment that includes the convergence of online learning and e-business, managers in the vocational education and training sector need an increasingly sophisticated conceptual framework and set of business skills that appropriately draw on contemporary business management theory and practice.

Research capacity implications for government, universities and disciplines from research into Australian PhD theses and their graduates’ scholarly, professional and community impacts

The authors (with colleagues) have conducted research into Australian doctoral education for over a decade. Two recent projects have produced as part of their outcomes: a database coded by discipline of all Australian PhD theses (dissertations) from 1987–2006. This paper commences with an overview of this work in terms of its purposes, research methods and outcomes. It is contextualized in terms of the current Australian and international debates about the nature, substance and impact of doctoral education on nations, societies, communities and economies. The paper presents some analyses of trends in the 1987–2006 Australian PhD theses. The period 1987-2006 covers several major changes in university education in Australia from the impact of the establishment of the Unified National System in the early 1990s, through the implementation of the Research Training Scheme (RTS) from 2001, the deliberations and demise of the Research Quality Framework (RQF), the rise of Excellence in Research Australia (ERA), through to the review of research training and the research workforce in Australian universities by the House of Representatives. The paper presents and tabulates a variety of trends from the bibliometric and bibliographic data, in particular those relating to the ebb and flow of PhDs in particular disciplines. The implications for national, institutional and disciplinary planners and policymakers with interests in the development and sustainability of research capacity are discussed.

Haptically enable interactive virtual assembly training system development and evaluation

Virtual training systems are attracting paramount attention from the manufacturing industries due to their potential advantages over the conventional training practices. Significant cost savings can be realized due to the shorter times for the development of different training-scenarios as well as reuse of existing designed engineering (math) models. In addition, use of computer based virtual reality (VR) training systems can shorten the time span from computer aided product design to commercial production due to non-reliance on the hardware parts for training. Within the aforementioned conceptual framework, a haptically enabled interactive and immersive virtual reality (HIVEx) system is presented. Unlike existing VR systems, the presented idea tries to imitate real physical training scenarios by providing comprehensive user interaction, constrained within the physical limitations of the real world. These physical constrains are imposed by the haptics devices in the virtual environment. As a result, in contrast to the existing VR systems that are capable of providing knowledge generally about assembly sequences only, the proposed system helps in cognitive learning and procedural skill development as well, due to its high physically interactive nature.