Graduate evaluation of engineering management studies at Deakin University

Australia has long recognised the importance of the inclusion of management studies in undergraduate engineering courses. A survey of recent graduates of the engineering programs at Deakin University was undertaken to evaluate the effectiveness of the management studies in those programs. The survey respondents suggest that those management skills most highly valued by graduates were generic professional practice skills, and that more opportunities to develop these skills in undergraduate studies would be beneficial. Survey respondents suggested the inclusion in the course of more ‘real world’ examples of engineering management.

Why do medical graduates choose rural careers?

Introduction: This study is based on the metaphor of the ‘rural pipeline’ into medical practice. The four stages of the rural
pipeline are: (1) contact between rural secondary schools and the medical profession; (2) selection of rural students into medical
programs; (3) rural exposure during medical training; and (4) measures to address retention of the rural medical workforce.
Methods: Using the rural pipeline template we conducted a literature review, analysed the selection methods of Australian
graduate entry medical schools and interviewed 17 interns about their medical career aspirations.
Results: Literature review: The literature was reviewed to assess the effectiveness of selection practices to predict successful
gradation and the impact of rural pipeline components on eventual rural practice. Undergraduate academic performance is the
strongest predictor of medical course academic performance. The predictive power of interviews is modest. There are limited data
on the predictive power of other measures of non-cognitive performance or the content of the undergraduate degree. Prior rural
residence is the strongest predictor of choice of a rural career but extended rural exposure during medical training also has a
significant impact. The most significant influencing factors are: professional support at national, state and local levels; career
pathway opportunities; contentedness of the practitioner’s spouse in rural communities; preparedness to adopt a rural lifestyle;
educational opportunities for children; and proximity to extended family and social circle. Analysis of selection methods: Staff
involved in student selection into 9 Australian graduate entry medical schools were interviewed. Four themes were identified:
(1) rurality as a factor in student selection; (2) rurality as a factor in student selection interviews; (3) rural representation on student
selection interview panels; (4) rural experience during the medical course. Interns’ career intentions: Three themes were identified:
(1) the efficacy of the rural pipeline; (2) community connectedness through the rural pipeline; (3) impediments to the effect of the
rural pipeline, the most significant being a partner who was not committed to rural life
Conclusion: Based on the literature review and interviews, 11 strategies are suggested to increase the number of graduates
choosing a career in rural medicine, and one strategy for maintaining practitioners in rural health settings after graduation.

Portfolio careers for medical graduates: implications for postgraduate training and workforce planning.

Portfolio careers in medicine can be defined as significant involvement in one or more portfolios of activity beyond a practitioner's primary clinical role, either concurrently or in sequence. Portfolio occupations may include medical education, research, administration, legal medicine, the arts, engineering, business and consulting, leadership, politics and entrepreneurship. Despite significant interest among junior doctors, portfolios are poorly integrated with prevocational and speciality training programs in Australia. The present paper seeks to explore this issue. More formal systems for portfolio careers in Australia have the potential to increase job satisfaction, flexibility and retention, as well as diversify trainee skill sets. Although there are numerous benefits from involvement in portfolio careers, there are also risks to the trainee, employing health service and workforce modelling. Formalising pathways to portfolio careers relies on assessing stakeholder interest, enhancing flexibility in training programs, developing support programs, mentorship and coaching schemes and improving support structures in health services.

The evolution of online teaching and learning in engineering at Deakin University

This paper presents a brief history of the use of online technologies in the support of teaching and learning in the School of Engineering and Technology at Deakin University, Victoria, Australia. It addresses the following topics: flexible engineering programs at Deakin University; computer-based learning in the School of Engineering and Technology; progression from individual efforts to formal, centralized control of the World Wide Web (Web); the costs of information technology; experiences with grant funded development projects; managing the development of online material; student access and equity; and staff development and cultural change. A sustainable online content development model is proposed to carry the School’s online initiatives in support of teaching and learning activities into the future.

Can an online tutorial pass the test for library instruction? An evaluation and comparison of library skills instruction methods for first year students at Deakin University

An online, interactive tutorial, Smart Searcher, was introduced at Deakin University as part of the Iibrary's information skills program in late 2000. As liaison librarians responsible for library skills training we wanted to compare and evaluate this mode of instruction with our normal face-to-face delivery of library instruction. This study found that students with face-to-face instruction did, in fact, gain higher posttest mean scores than students completing the online tutorial. Also, students attending these library sessions felt more confident about their library skills than those in the online tutorial only session.

Comparative academic performance of engineering and technology students at Deakin University, Australia

Students completing three-year engineering technology and four-year professional engineering undergraduate courses may undertake a number of common study units. To gain an objective understanding of the academic performance characteristics of both student groups in the engineering and technology programs at Deakin University (Australia), a study was  undertaken of close to 9000 unit enrollments. It was found that: overall the BTech withdrawal rate was about 20% higher than for BE students; the rate of withdrawal was significantly different between the two student groups; the grade distribution for completing students was not significantly different between the two groups; the mean final grade was not significantly different between the two student groups; the failure rate was not significantly different between the two student groups; and the overall wastage rate (withdrawn rate plus fail rate) was significantly higher for BTech students. Other related results are also reported.

Building T, Deakin University

Building T at Deakin University, Burwood in Victoria was designed by DesignInc. The development, located in Melbourne's eastern suburbs, utilises thermal mass and hybrid ventilation systems. This case study provides a detailed evaluation of the building in terms of its energy efficient design features.

Developing and teaching information systems for construction management students: a perspective in Deakin University

A new unit named Information Systems in Construction was developed and taught for the first time in the School of Architecture and Building at Deakin University in Semester 1 2003 for first-year construction management students. This paper reports on key issues that arose during the unit development process and the implementation of teaching activities. Special consideration is given to the learners (first year students), the teaching environment (online teaching and learning), the unit background (information technology and information system), and the discipline (international construction). Several suggestions are outlined for improving the unit development and delivery in the next round.

Engineering education down under : distance teaching at Deakin University, Australia

Deakin University in Australia is one of the leading providers of distance education in the South Pacific region. The School of Engineering offers four-year professional engineering-degree programs and three-year technologist programs. The over 600 total students studying engineering at Deakin fall into four categories:

• 18-19 year-old students fresh from high school, who largely study on-campus,
• older students in the technical workforce, seeking a university degree to upgrade their qualifications,
• industry-based students studying in university-industry partnership programs,
• overseas students studying either on-campus, or off-campus through education partners in Malaysia and Singapore.

Geographically these students form a very wide student base. The study programs are designed to produce multi-skilled, broadly focused engineers and technologists with multi-disciplinary technical competence, and the ability to take a systems approach to design and operational performance. A team of around 25 academic staff deliver courses in seven different majors in the general fields of manufacturing, environmental engineering, mechatronics, and computer systems. We discuss here the history of the School, its teaching philosophy, and its unique methods in delivering engineering education to a widely scattered student body.