Non-suicidal self-Injury and mindfully coping with anxiety

The present thesis found support for trait anxiety and experiential avoidance playing a part in repetitive non-suicidal self-injury. A cost-effective mindfulness and acceptance-based intervention was also found to be efficacious in improving trait anxiety; life disruption; mindfulness skills; ability to take action; emotional distress tolerance; and avoidant coping.

Experiential learning in social science theory: an investigation of the relationship between student enjoyment and learning

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students:

•enjoyed this way of learning;
•believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and
•felt that what they have learned could be applied elsewhere.

We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.

Staff perceptions of the role of technology in experiential learning: a case study from an Australian university

This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate education. Our central claim is that academic teachers' framing of the meaning and nature of experiential learning shapes the actual and possible uses of ICT, in supporting the development of professional expertise in academic and workplace learning environments. Implicit in teaching conceptions and practices is an underlying view of the changing nature and conduct of the professions, and the requirements for effective entry level practice in relevant professional fields. The paper explores key indicators of ICT development and usage in supporting the creation of meaningful professional learning, and the design of integrated, coherent, professional learning environments.

"To GAAR or not to GAAR-that is the question:" Canadian and Australian attempts to combat tax avoidance

In both Canada and Australia the relevant governments found their initial legislative attempts to combat tax avoidance to be ineffective. In time in each country it was concluded that the respective general avoidance provisions were of limited application and avoidance provisions were of limited application and ineffective to combat the sophisticated tax avoidance schemes promoted by tax advisers. In Canada it was determined that Income Tax Act, R.S.C 1985, s. 245(1) would be repealed and replaced with a general anti-avoidance rule ('GAAR') contained in a new s. 245 ITA. The Australian government similarly decided to replace Income Tax Assessment Act, Cth. 1936, s. 260 with a new general anti-avoidance measure, Part IVA ITAA. This article compares and contrasts the Canadian and Australian GAARs. Through the evaluation of each regime the article seeks to identify which model is most effective. It will be sen which model is most effective. It will be seen that both regimes have some features that are preferable to the other and thus both GAARs might be improved by incorporating aspects of the other anti-avoidance model.

Seeking industry perspectives to enhance experiential education in university-industry partnerships: going beyond mere assumptions

Setting up and running a program with an industry experiential learning component is based on certain core assumptions. A shared vision of what constitutes a satisfying placement is essential. In this paper we present findings from research into the operation of an Australian Bachelor of Business Information Technology program. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of a relevant professional body. Industry mentors identify pragmatic reasons for industry involvement in experiential learning programs. They identify some seven skills required of a good industry mentor, and report eight features of a meaningful/satisfying placement

Experiential dimensions in internet marketing : an exploratory investigation

This paper examines the dimensions of an experience in product marketing conceptualised by Pine II and Gilmore (1998) – customer participation and customer connection – by extending the study of the dimensions to the online context. In online marketing, the business aim is to hold attention, have visitors more deeply penetrate a Website, purchase, and return to the site, among other objectives. The paper analyses and synthesises findings from a three-part study of Internet use, the WebQUAL Audit, and presents the proposition that the dimensions suggested by Pine II and Gilmore as attractors to many experiential offerings in the physical world, may not be applicable in the online environment populated by commercial Websites. The paper also suggests a future research agenda to reconcile the requirements of users and the perspective of Web designers and other contributors to commercial Websites as discussed in the literature review presented.

Promoting innovation in university teaching against the tide of centralised control and institutional risk avoidance

Over the last m'o decades, university systems world-wide have been subject to government initiated, top-down restructures in the name of greater effectiveness, accountability and quality. Within this timefrome, government interest in university teaching has increased, and innovation and responsiveness in teaching have been increasingly prioritised by both government and university policies. AcademiC interest in the teaching has also increased. and much research and discussion has focused on defining teaching as a source of scholarship and expounding its role in the promotion of innovation, and in the recognition and rewarding of teaching work. In this paper, I draw on a study of academics' views, which I have reported at previous AARE conferences and elsewhere, to raise questions about recent and ongoing developments in the work environment of university educators.l raise the possibility that systems and processes whose express purpose is to facilitate and support university educators' efforts to improve teaching are, in fact. inhibiting innovative practice by institutionalising an aversion to risk that is anathema to innovation.

Empowering Australian students in African music: experiential education in primary teacher training

Luckman (1996) defines experiential education as a "process through which a learner constructs knowledge, skill and value from direct experience" (p. 7). The core of such learning is practical engagement, contextualised by concepts and skills in guided experiences. This process, to be most effective, should be supported by reflection. This paper considers an experiential program in African music that is part of pre-service primary teacher education for generalist teacher trainees. As part of the Bachelor of Primary Education degree, offered by Deakin University (Australia) students can select an elective subject on African music in the final year of their four-year course. In this subject students learn African music experientially, by playing, singing and moving. These students completed a questionnaire and were interviewed at the conclusion of the unit in 2003. Data collected showed the effectiveness of using an unknown music to explore musical concepts and understandings in an Australian educational setting.

Can experiential learning improve emotional intelligence and can that, in turn, improve the work performance of middle managers?

A group of middle managers in the Australian arm of a large Global company participated in a program of experiential leadership training over a period of one year. One aim of the program was increased interpersonal skills and awareness. Change was measured using a mixed quantitative and qualitative longitudinal design. Pre and post-training measures of emotional intelligence were obtained using the EIQ (Dulewicz & Higgs, 2000) and compared with content analysis of journals kept by participants during the program. The dependent variable was measured by pre and post training measures of work performance. Findings are discussed in terms of their implications for management development as well as for further research.

Using constructivist experiential simulations in RE education

Experiential simulations have been used effectively for teaching business, medicine and engineering. Many are supported by computer systems that create artificial virtual spaces so learners can safely practice intricate professional skills. Surprising few attempts have been made to utilise such approaches in teaching IT/IS principles and requirements engineering (RE) in particular. This paper reports on FAB ATM, which is one of those few learning environments which rely on computer simulation and which have been designed specifically to train IS professionals, and in particular, develop their RE skills. In its framework, FAB ATM combines and balances elements of video-based computer simulation with activities, such as classroom instructions. This paper explains the principles of the FAB ATM design, its coverage of RE activities and the anecdotal experiences of students and staff that have used this environment in practice.

Touch it, feel it and experience it: developing professional IS skills using interview-style experiential simulations

The IS education field has made increasing use of computerised experiential simulations, but few attempts have been made to create an authentic learning environment that combines and balances elements of video-based computer simulation with real-life learning activities. This paper explores the design principles used to develop a CD-ROM simulation where learners use interviewing skills to elicit system requirements from simulated employees in an authentic context. The employees are videoed actors who converse with each other and with learners within a dynamic interaction model. The paper also describes how we combined this simulation with other teaching approaches such as in-class discussions, student team work, formal presentations, etc.

Experiential learning in practice as research: context, method, knowledge

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is 'aesthetic experience', not as it is understood through traditional eighteenth century accounts, but as 'sense activity'.

In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art.

Assessment in experiential learning : the case of a public policy internship

Assessment is a significant issue for learning in the workplace. In some professions there are key indicators of success shared by workplace and academic supervisors alike. Beyond specific professions, however, assessment becomes more diffuse in workplaces that do not have explicit criteria established to judge performance of students in experiential learning. Assessing learning in these workplaces may be associated with methods that rely more upon student self appraisal and workplace supervisor reports. This article reports on the approach used for assessment in a public policy internship program in one Australian university - Deakin University in Victoria. The article argues that assessment, rather than being an add-on or a test of pre-ordained information, is central to the process of learning itself. This means that before students embark upon a policy internship they need to build their critical thinking abilities; i.e. a process of purposeful, self- regulatory judgment. Secondly they need to discuss how to negotiate their tasks in different workplaces and how to produce the criteria to be used in their evaluation.