Designing educational tasks for success in industry: a reflection on the evolution of business communication studies in tertiary education

This paper is the result of a "Rip Van Winkle" experience I had concerning the teaching of Business Communication. The paper focuses on the remarkable expansion in the curriculum of the traditional "Business Communication" or "Business Writing" course offered by many tertiary institutions around the world. Based on 25 years of personal observation and experience in a number of educational settings, the paper will trace the increasing sophistication and complexity of the study of business communication from one that covered little more than lessons in the design of hardcopy memos, letters, and reports to one that now covers a broad spectrum of topics such as "emotional intelligence," "intercultural communication," "effective public speaking," as well as the effects of purpose and audience on the design of a wide variety of business communications.

An example of an effective task that involves a number of on the job activities is provided in the form of a ready to use assignment that is applicable in a number of contexts.

Trends, fads and futures : computers in learning in tertiary education, 1983-2002

ASCILITE, the Australasian Society for Computers in Learning in Tertiary Education, is a professional society focusing on computers in learning in tertiary education that has been sponsoring conferences for its membership since 1986. Prior to this, three earlier conferences formed the genesis of ASCILITE. Over that period there have been significant changes in pedagogy and technology but few attempts, if any, have been made to analyse the ways in which conference proceedings have reflected these changes and shifts. The purpose of this research paper is to review the ASCILITE proceedings and provide an analysis of “trends, fads and futures” to reflect on past initiatives, propose potential directions and assist the society identify strategic directions. In addition, the analysis will provide a basis from which further research can be justified in terms of better understanding “computers in learning in tertiary education”.

Improving teaching in tertiary education : institutional and individual influences

Keynote address

Teamwork benefits in tertiary education

Purpose – The purpose of this paper is to contribute to the understanding of the development ofstudents’ skills in the context of team-based learning. Academics have heeded the call to incorporateteam learning activities into the curricula, yet little is known of student perception of teamworkand whether they view it as beneficial to them and their future professional career. Further, this studypresents an instructional framework to guide best practice in higher education practitioners withregard to the design of teamwork assessment.Design/methodology/approach – The paper adopts a qualitative approach utilising 190 students’reflections to examine their perception of the benefits of teamwork and whether it will contribute totheir future professional work.Findings – Results indicate students perceive team-based assessment tasks require them to adopt adeep approach to learning together with a deep approach to study, as well as improving their skillsin the areas of collaboration, team unity and cultural diversity. Further, the study identified a bestpractice approach that higher education practitioners should adopt in teamwork assessment designgiving this study both national and international significance and aids fellow educators in theirpractices.Research limitations/implications – Because of the chosen research approach, the results maylack generalisability. Therefore, researchers are encouraged to test the proposed propositions further.Practical implications – The paper presents important implications for those involved in thedevelopment of assessment items where objectives include the development of team skills and qualitylearning outcomes. The findings are vital for unit and course planning and design generally, andassessment planning, design and processes, specifically, both nationally and internationally.Originality/value – This paper fulfils an identified need to study students’ perceptions of teamwork,whether they view it as beneficial to them and their future professional career, and presents a bestpractice approach for teamwork assessment design.

Hegemony of printed books in Australian tertiary education a concept under challenge

This paper is about challenges to the hegemony of printed books in Australian tertiary education and the potential demise of that hegemony. Not because the book in its traditional form is considered by some to be outdated and not because ofcompeting products that might put the use of the traditional book under threat - our Australian 'book-industry' might well rise to such challenges given that competitiveness is a driving feature of business. This paper is about challenges to the hegemony of printed books in tertiary education because of forces entirely outside the 'book-industry's' control.

The function of traditional printed books within tertiary education is changing. Education is a user-pays product, and competitive pressures ensure students are given greater voice in the types of learning resources provided, with the evolution of electronic and communication technologies allowing student learning resources to be made available in a myriad of ways. Thus a traditional printed book may be an inflexible tool in a dynamic environment.

Thirnda ngurkarnda ityrnda : ontologies in indigenous tertiary education

When Indigenous knowledge production is shifted through critical work in curriculum, Indigenous employment and authority underpinned by stronger Indigenous philosophies and cultures, resistance emerges. A storied descriptive and reflexive approach from within Arabana philosophy and ontologies - Yalka - brings understanding for a new old way in tertiary education and life.

Moving to the rhythm of Africa : a case study of a tertiary educator's understanding of multicultural dance in teacher education

Australia is proud of its rich and varied array of the Arts depicting a range of cultural diversity formed by ongoing migration. Although the complex issues of dance, culture and identity are interconnected, forming a multicultural society in Australia, dance education is a powerful platform to transmit and promote togetherness where understanding and respect is shared in dance practice. The focus of this article is on dance education as part of multicultural arts education within teacher education courses at Deakin University (Melbourne) Australia. It forms part of my ongoing wider study that started in 2010 regarding Attitudes and perceptions of Arts Education Students: Preparing culturally responsive teachers across two continents (Australia and South Africa). In 2011, I interviewed the dance educator and will report on two themes from her interview data: multicultural dance and the inclusion of African dance within multicultural dance practice. I argue that the inclusion of innovative and immersive practice of dance where authentic teaching and learning can be facilitated is a powerful platform to share multicultural dance practice in tertiary education.

Arlathirnda ngurkarnda ityirnda: being-knowing-doing: de-colonising indigenous tertiary education

Veronica Arbon is currently Professor and Chair in Indigenous Knowledge Systems at Deakin University. She has succeeded in delineating and elaborating on the dialects of coloniser- colonised interaction in tertiary education in a way that expands our understanding and opens many new questions and avenues of inquiry.

A survey of rural nurses and post registration tertiary education

Explores the participation in tertiary education by registered nurses in a rural city. The impact of tertiary education for nurses who are already registered has been poorly investigated in Australia. The main barriers to future study included family commitments, financial concern, lack of available time and a belief that tertiary study lacked relevance,

Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface

The need to address the substantial inequities that exist between Indigenous and non-Indigenous Australians in higher education is widely recognised. Those factors that affect the performance of Indigenous students in tertiary education have been reasonably well documented across different institutions, disciplines, and programme levels but there has, to date, been less consideration of the processes by which Indigenous students either persist or desist in higher education. This paper aims to present a conceptual understanding of academic persistence that can inform the delivery of tailored academic support interventions to Indigenous students who are at high risk of leaving higher education.

A knowledge-based economy landscape: implications for tertiary education and research training in Australia

This paper discusses the higher education sector’s role in knowledge-based economy though research training, that is, doctoral education. It also examines how a Faculty of Education supports its doctoral candidates in their endeavours to become ‘knowledge producers’. Two themes are explored: one is Australia’s limited investment in education by international standards; and the other is the research training needs and circumstances of doctoral candidates who are located in professional and workplace contexts. The paper discusses the role of online support and a Doctoral Studies in Education (DSE) online seminar program to support primarily off-campus, part-time mid-career professionals. These are typical of many of Australia’s doctoral candidates. E-learning is examined as part of a comprehensive support and research training strategy for doctoral candidates studying at a distance. We discuss the sorts of opportunities and experiences our candidates receive and the extent to which they are readied to work effectively in a knowledge-based economy.

Students' experiences using online support sites in NZ tertiary education

Major findings include: students who make use of online learning support sites judge that they do make a useful contribution to their academic success. Students especially value the opportunity to access learning support that is free from the time and space restraints of traditional on-campus support service delivery.

Tertiary education for social justice in an age of uncertainty

This thesis is concerned with tertiary teachers in a range of disciplines who focus on social justice. It found that current conditions of tertiary education are challenging for teachers and suggested that a "capabilities" approach can provide the basis for attending to professional and ethical issues for tertiary teachers.