Where shall the future student learn? Student expectations of university facilities for teaching and learning

This paper examines some of the issues surrounding educational facilities - their design and impact upon student learning now and into the future. It details some of the recent literature in this area with particular emphasis upon teaching and learning trends that match the needs of modern students. The responses of a group of first year university students in the School of Property, Construction and Project Management at RMIT University are also matched against these trends. The conclusions from these responses drawn indicate that the future university student will want flexible learning spaces that can adapt to both individual and collaborative work with a strong emphasis on social learning and advanced technology. The responses also indicate a mismatch between existing lecture theatres and tutorial rooms and the third space learning that these graduates of 2011 want. The results have implications for all higher education institutions as we enter the new millennium.

Impact of learning environment and learning context on student satisfaction : a comparative study of postgraduate students from Asia

The growth of the international education market with increasing export income has created a highly competitive environment among education providers worldwide. WTO reports that this market is now worth around $27 billion a year (Alderman, 2001) while IDP Australia has estimated an increase in the number of students seeking higher education overseas at 7.2 million by 2025. This alludes to the attractiveness of the international education market in the form of both pecuniary and non pecuniary benefits to provider nations and the higher educational institutions and hence the need for strategies to maintain a globally competitive position. This paper looks at the impact of the learning environment and the learning context on student satisfaction among international postgraduate students from Asia studying in Australian universities. The growing competition requires provider institutions to be highly responsive to the needs and aspirations of the diverse student community and to deliver services to create satisfaction and loyalty, which would be critical in sustaining a competitive position. The study, based on the expectancy-disconfirmation paradigm, and a model of post choice satisfaction in the educational setting, uses logistic regression, MANOVA, ANOVA and chi square testing, investigates factors relevant to student learning environment and the learning context to assess satisfaction levels of these students. The sample size used in the study is 371 and is drawn from a mail survey of five leading universities in Australia.

An Australian/UK comparison of contemporary teaching and learning technologies

The last decade has delivered substantial changes in construction and property education in Australia and the UK. There has been an increase in the number of courses offered in built environment education and the profile of a typical student has changed. In both countries students are under pressure to balance study and work due to the higher costs of living and education. This has placed demands on providers to deliver teaching and learning which meets student, industry and professional needs. Simultaneously there has been an increase in the application of technology in the business and corporate world which has resulted in increased efficiencies and new challenges. This paper evaluates changes in construction and property education courses to embrace new technology. The focus is on the delivery of innovative teaching and learning materials and the interaction between students, staff and the community. Results from questionnaires from new and existing students at Deakin University and Nottingham Trent University were used alongside examples of teaching and learning as illustrative case studies, the emphasis is placed on pushing the boundaries of the conventional built environment education process. The findings show that by embracing technology there can be a „win-win‟ scenario for students, staff and industry stakeholders. Whilst courses adopt varying levels of technology, it seems inevitable that educators must evolve the delivery of education to become efficient and effective as the century progresses.

Conceptualising challenges for teachers and learning futures

The assumption that all education prepares students for their futures is misguided. Rather, students are prepared, through curriculum and institutional practices for politically constructed notions of the future, which are often based on another assumption that what has worked in the past will continue to work in the future. This is evident in the absence of articulated futures within curriculum and other policy documents. This research showcases a critical ethnography which was undertaken in a Victorian primary school. The specific project focussed on the ways in which Year 5/6 classroom teachers reconceptualised curriculum to incorporate futures thinking as a result of ongoing professional learning and support. Through the use of analytical bracketing and post-analytic ethnomethodology for analysis across the data, the presenter proposes a conceptual model which highlights the complexity of this work as well as a theoretical explanation of why futures remains the missing dimension in education.

Growing community : the impact of the Stephanie Alexander kitchen garden program on the social and learning environment in primary schools

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed.

Survey of Directors of Australian university teaching and learning centres

The data provides a representative quantitative snapshot of the characteristics, capacities and constraints of Australian teaching and learning centres as seen through the eyes of their Directors. It provides evidence-based information for sector benchmarking and policy design, and identifies factors that contribute to the effective startegic leadership of Australian teaching and learning centres.

Predicting management development and learning behaviour in New Zealand SMEs

Despite concern on the part of policy makers to raise managerial capability in SMEs, there is little evidence on the key drivers of owner-manager participation in management development programmes. The authors argue that such participation is poorly understood. The paper develops a predictive model of the drivers of participation in sources of learning by owner-managers. It tests a theoretical model, based on the small firm as a learning organization, which posits that participation is driven by owner-managers' learning orientation and the extent of their belief in self-improvement. The implications of the results are discussed in light of the provision of management development programmes.

Online role play stories, engagement and learning in higher education

This thesis studies online role plays as they are used in higher education. It finds that where students are able to develop engaging stories together, their story-building can promote a range of learning outcomes. It also identifies techniques to develop their critical awareness and skills, and makes design recommendations.

The queer archive : teaching and learning sexualities in Australia

The article explores the use of the queer archive in teaching sex and sexuality in public schools. A background of the development of the archive in 1978 and its role in education is given. Policies that help guide appropriateness of content, such as Supporting Sexual Diversity in Schools in 2008, is discussed. The teaching approach in using the non-traditional archive-based education are also examined where learning can involve group-based workshops heavy on interative methods.

Cultural diversity in Australia : promoting the teaching and learning of South African music

Australian society is increasingly multicultural, and this article provides some theoretical perspectives on multiculturalism, cultural diversity and the teaching and learning of African music. It identifies the need for teachers, practitioners and artists to jointly work together to create a community of practitioners where pedagogy meets practice. Through reflection and interview data of an artist in schools, a primary music specialist and a tertiary music educator, the 'how' and 'why' about teaching South African music and culture is discussed through pedagogy. Whilst this article discusses a particular culture and music, it has implications for education within a wider sphere and calls for further investigation when using different music from diverse cultures.