Traversing the international rainbow of academia and architectural practice

In the context of contemporary tertiary education immersed as such in internationalisation strategies and internationalised curricula, the cultivation and promotion of international awareness in Australian graduates can be expected to lead to desirable lifelong attributes. Consideration of the need to be prepared for a globalised professional and cultural climate is integral to sustaining and growing the future and the fortunes of many. For the architectural community, the combined phenomena of globalisation and internationalisation strategies herald implications for the education and professional preparation of architects which traverse academia and architectural practice. This paper presents the case for exploring potential benefits of establishing closer links between academia and architecture practice, discusses the relevance of international student practice experience for the twenty first century and looks at its role within an intemationalised curriculum in preparing graduates for the future. Analysis of a survey of work experience as a component of Australian architecture courses is used to gauge the extent of current programs that seek to integrate the academic curriculum with practice experience, and the Deakin study (a work in progress) of architecture students in international practice contexts is presented as a vehicle for exploring the degree to which the combination of professional practice education and cultural experience may be beneficial to architecture students, academia and the profession more generally.

Building a symbiotic relationship between academia and industry: expectations and observations of construction management graduates

Construction management graduates are employed in job functions such as building and civil engineering contracting, construction and project management consulting, client organisations (public and private) and developer organisations. Considering the diversity of employment opportunities for construction management graduates, they increasingly need to have a portfolio of skills to work effectively and efficiently with other professions in the industry. In exploring this, the objective of the research presented in this paper is to determine if construction management graduates are meeting the expectations of their employers. In considering the competitive forces impacting the construction industry, the authors of this paper sought to establish whether construction managers are able to identify those key skills needed for the future success of the industry. In turn, this information is considered critical for the successful formulation of curricula. Therefore, to establish whether construction management graduates are meeting the expectations of contractors, a survey was distributed to managers to establish their expectations and observations of recent graduates. The survey results indicate that managers are generally satisfied with the skill level of graduate students. The survey also highlighted several important skills that were considered to be lacking in graduates. cknowledging that there is always a need to improve the skill level of graduates, the authors propose a number of recommendations that are considered to improve the content construction management curricula.

Videos in academia : emotive teaching or ethnographic research?

This paper presents perspectives of Australian higher education sector academics that employ video resources as part of their lectures in undergraduate courses in a business degree. It also draws attention to the ethnographic research data embedded in video documentary resources, in particular, and proposes that the teaching-research nexus in a business Faculty can in some ways be serviced by the increasing number and variety of video resources.

Inclusive practices in academia and beyond

This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly diverse higher education environments and populations, higher education needs to move from seeing student diversity as problematic and deficit-based, to welcoming, celebrating and recognising diversity for the contributions it makes to enhancing the experience and learning outcomes for all students. The principles of Universal Design for Learning (CAST, 2011) provide a framework for highquality university teaching and learning, as well as guidance on the multiple methods and means by which all students can be engaged and learn in ways that best suit their individual styles and needs. An inclusive approach is important pedagogically and applies to both the physical and virtual environments and spaces inhabited by students. When the design of physical environments does not incorporate universal design principles, the result is that some students can be locked out of participating in campus or university life or, for some, the energy required to participate can be substantial. With the digital education frontier expanding at an exponential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevant research and the combined experience of the authors to explore an approach to inclusive practices in higher education next generation learning spaces and beyond. © 2014 by Emerald Group Publishing Limited.

AIS women’s network: advancing women in IS academia

This paper highlights the efforts to support female academics in the information systems (IS) discipline over recent years. The development of the AIS task force on women in IS and the formation of the AIS Women’s Network have been significant initiatives to get the conversation started, yet much work remains. Findings from three separate events (an AIS- and Elsevier Foundation-sponsored survey, a pre-ICIS workshop panel update on the state of current research in the area of women and IS, and an in-depth discussion between workshop attendees at the 2015 AISWN Pre-ICIS Workshop on Advancing Women in IS), clearly indicate issues remain. Therefore, we also develop an agenda for future work to help advance women in the IS discipline.