Closing the loop on student evaluations

It is generally agreed that good teaching is dependent on the nature of the learning goals and the quality of the environment in which learning takes place1,2. If this is the case, then planned as opposed to unplanned variations in learning experiences are the hallmark of good teaching. This raises a complex set of relations between assuring and improving teaching within an institution. The essential question for a University is: how do we assure that learning is maximised in all given contexts?

Benchmarking the use of student feedback was identified as a priority project at the ATN annual conference in February 2002. This paper presents a number of issues arising from a study of practices across the ATN in relation to collecting, analysing and using student feedback. The project involved working with those responsible for teaching and learning improvements at the operational level to identify strategies for a systematic approach to the use of student feedback for improving communication of actions arising from results.

The framework for the inquiry involved an exploration of student feedback systems as they operate for different cohorts of students, differing measures (or constructs), and at different levels within institutional structures. The framework also explored the various tracking and reporting systems by which results generated from student feedback systems at each level were utilised to develop strategies for improving teaching and learning. Findings from the study were used to inform recommendations in relation to internal practices within each University, as well as initiatives for benchmarking student evaluation results across universities within the ATN network.

Developing intercultural teachers : the Mumbai Global Experience Project

Interculturalism is a major theme that needs to inform the teaching and learning of all subjects in teacher education courses. Moreover, the practicum is an area where there needs to be more attention given to developing the attributes of an intercultural teacher.
In 2008 I took a group of thirteen teacher education students on a three-week practicum to Mumbai, India. This paper reports on that project with a research focus on the impact the international teaching experience had on developing understandings of and practice in the teaching attributes of an intercultural teacher. The research question for the project was: In what ways has the Mumbai Global Experience enabled the development of attributes of an intercultural teacher?
Students were interviewed by a research assistant before, during and after the practicum.
About halfway through the practicum the terrorist attack on Mumbai occurred. This had a significant impact on the practicum and is reported in the paper.

Convergence's fundamental question

This paper asks the fundamental question of whether editorial managers and journalists are embracing convergence for business reasons or to do better journalism. Media organizations around the world are adopting various forms of convergence, and along the way embracing a range of business models. Several factors are influencing and driving the adoption of convergence—also known as multiple-platform publishing. Principal among them are the media's desire to reach as wide an audience as possible, consumers who want access to news in a variety of forms and times (news 24-7), and editorial managers' drive to cut costs. The availability of relatively cheap digital technology facilitates the convergence process. Many journalists believe that because that technology makes it relatively easy to convert and distribute any form of content into another, it is possible to produce new forms of storytelling and consequently do better journalism. This paper begins by defining convergence (as much as it is possible to do so) and describing the competing models. It then considers the environments that lead to easy introduction of convergence, followed by the factors that hinder it. Examples of converged media around the world are provided, and suggestions offered on how to introduce convergence. The paper concludes that successful convergence satisfies the twin aims of good journalism and good business practices.

Letting go without a fight : decolonization, democracy and war, 1900-94

Does the type of regime really make no difference to the likelihood of violent conflict over basic issues of stateness such as separatism and decolonization? Can democratic peace theory be successfully applied when dealing with the national identity or stateness question? This article extends the application of the democratic peace to the process of decolonization. It examines conflict between imperial states and their colonies during the process of decolonization and investigates the question of whether democracy affects the likelihood of conflict. The central finding is that, contrary to the implications of some prominent theories of state formation and democracy, democratic imperial states are significantly less likely to go to war with their colonial possessions in the process of achieving independence. Further, the authors find only a monadic, not dyadic, democratic peace effect. The regime type of the colony does not have a significant effect on the likelihood of war. It is the nature of the regime of imperial states, rather than that of colonies, that is a significant factor. In addition, the predominant source of this effect appears to be the institutional constraints placed on executive action within democracies, rather than the influence of mass politics or the effects of political competition. Regarding power-related factors, power parity between sovereign and colony makes conflict more likely (a colonial power-transition effect), but imperial decline actually makes war with colonies less likely. Sensitivity analysis reveals that a number of other hypothesized effects cannot find robust support. Simulations are used to assess the magnitude of the effect of regime type pre- and post-independence. Overall, the article contributes to theory development by investigating different institutional aspects of democracy and by distinguishing monadic and dyadic effects.

'The witness who saw, /He left little doubt' : a comparative consideration of expert testimony in mental disability law cases in common and civil law systems

The question of how courts assess expert evidence - especially when mental disability is an issue - raises the corollary question of whether courts adequately evaluate the content of the expert testimony or whether judicial decision making may be influenced by teleology (cherry picking evidence), pretextuality (accepting experts who distort evidence to achieve socially desirable aims), and/or sanism (allowing prejudicial and stereotyped evidence). Such threats occur despite professional standards in forensic psychology and other mental health disciplines that require ethical expert testimony. The result is expert testimony that, in many instances, is at best incompetent and at worst biased. The paper details threats to competent expert testimony in a comparative law context - in both the common law (involuntary civil commitment laws and risk assessment criminal laws) and, more briefly, civil law. We conclude that teleology, pretextuality, and sanism have an impact upon judicial decision making in both the common law and civil law. Finally, we speculate as to whether the new United Nations Convention on the Rights of Persons with Disabilities is likely to have any impact on practices in this area. Copyright © 2009 John Wiley & Sons, Ltd.

Testosterone, dominance signalling and immunosuppression in the house sparrow, Passer domesticus

The immunocompetence handicap hypothesis (ICHH) suggests that dominance signals are costly because their development is controlled by testosterone, which is immunosuppressive. Signal control therefore links an increased disease risk with a high quality signal. The chest bib of the house sparrow, Passer domesticus, is a signal known to be related to dominance and under control of testosterone levels. We experimentally manipulated testosterone in male sparrows during the breeding season and again independently during the post-breeding period to test whether variation in levels of testosterone could cause variation in levels of immunocompetence. There was no effect of testosterone manipulation on the cell-mediated response of birds to phytohaemagglutinin injection, nor did testosterone levels appear to affect either white blood cell ratios or red blood cell counts. In contrast, both breeding season and post-breeding season testosterone levels had significant effects upon the humoral response of the birds to sheep red blood cell injections. However, whilst testosterone during the breeding season appeared to act immunosuppressively, the role of post-breeding levels is less clear. In concordance with a previous study, there was an indication that corticosterone is involved in mediating the immunosuppressive effects of testosterone. The strength of the secondary humoral response and the cell-mediated response were negatively related suggesting the possibility of a trade-off between the different arms of the immune system. These results provide some support for the ICHH as a mechanism promoting the evolution of costly badges of status, although the results question whether the immunosuppressive cost can be mediated by testosterone at the time of badge development.

Developing the whole child? Tensions between sport and study in Australian independent schools

This paper reports on a research project that set out to examin the relationship between students' involvement in school co-curricular activities and their academic performance.  The warrant for the study emerges out of consistent claims made about the provision of co-curricular, naming sporting, activities and the development of a more rounded and successful student.  The primary question being asked here was: 'Are student's academic performances, as measured by their results for tertiary entrance in their final year of school, improved or reduced by their participation in co-curricular activities?'  The study used a mix of quantitative and qualitative methods to interrogate this relationship.

Hyphenated Australia : putting intercultural identity on the conceptual map

Interculturality and intercultural identity is a local effect of the global movement and mixing of people, and those of intercultural identities constitute the fastest growing sector of the Australian population. In an age of globalisation and diversification, what does identity mean for those situated in-between governing notions of racial/ethnic formations, and how is intercultural identity experienced? For those informed by (at least) two cultures, what does multiculturalism, ethnicity and 'Australianness' mean, and where are these individuals positioned in relation to these structures? These questions have critical implications for the Australian nation. Within Australian discourses, interculturality and intercultural identity, in particular, has historically been excluded, rendered invisible. This dissertation is, therefore, one of facilitating visibility. Using the hyphens as a conceptual tool, I argue that in this age of accelerating globalisation the hyphens both makes visible and is made visible by interculturality. The hyphens is that grey and fluid site of intersection between structures of identity and is characterised by liminality - contestation, uncertainty, fundamentally ambivalence. Experiences of liminality, however, dissolve in any given time, opening up new terrain for creativity. Some of these emerging and creative forms of identity, as instigated by interculturality, are explored. Based on interviews with 20 daughters (and their mothers) from intercultural unions, this dissertation places intercultural identity on the Australian conceptual map and analyses the unique position occupied by those with an intercultural identity in their relationship with governing discursive formations of race/ethnicity, embodiment, nation and culture. In essence, the dissertation is concerned with examining the ways in which discursive identity structures intersect with subjective experience, and with the ways in which those with an intercultural identity negotiate those structures and their social relations. This examination raises the fundamental question: is the modernist notion of the material realities of individual lives reconcilable with the poststructural notion of identity as always located in discourse. This modernist/postmodernist tension permeates the dissertation.

Ontological possibilities the rethinking teaching on the "nature of science"

An extensive literature documents teachers’ failure to include ideas about the 'nature of science' (NOS) in their classroom programmes, despite widespread advocacy for this as an essential component of more inclusive science teaching. This thesis frames much of the existing NOS literature as a deficit literature that focuses on epistemology, while largely ignoring the ontological realities of the classroom and overestimating individual teacher’s agency to change their enacted curriculum. Epistemologically-focused NOS reforms are positioned as curriculum 'add-ons', which teachers are likely to ignore. A NOS focus on ontology would entail curriculum restructuring, attending first to the contexts in which scientific knowledge is produced, and the ways it acts in the world. In any case, science itself has changed in recent years. Drawing from the sociology of science, in particular the work of Bruno Latour, the thesis compares traditional philosophical thinking about the ontology of science with more recent 'networked' views. Brent Davis explains the educational implications of key ideas from complexity science. Political philosopher Stephen White adds an ethical dimension. His ideas are used to argue for replacing 'strong' ontologies of realist science with more nuanced and actively tended 'weak' ontologies, as appropriate to the rapid sociological changes of the twenty-first century. The thesis argues that epistemological uncertainties that could lead to the suspicion of relativism are potentially threatening in the classroom because of hegemonic pressures towards consensus and a certain, safe status for the knowledge taught. Seeking an alternative pathway to change, Daniel Liston’s conceptualisation of teaching as a passionate act informs the analysis of the empirical component of the thesis. Eight recipients of New Zealand Royal Society Science Teacher Fellowships were interviewed on four occasions over two years. They discussed their personal learning during a year-long sabbatical to carry out an extended science investigation and their thoughts and actions on returning to the classroom. Narrative methodology is used to explore the teachers’ stories, revealing both passion for their personal learning and an ethical concern for their students’ learning to care for both the natural world and science as a means of its investigation. The thesis argues for the use of ontological approaches to the initial introduction of NOS ideas in school science, with epistemological concepts added only once a topic has been grounded in what Latour calls 'matters of concern'.Two potential teaching strategies—the production of network diagrams and the use of Davis's 'bifurcations'as a critical inquiry tool—are the focus of hypothetical experimentation. First in the context of global warming, and then addressing the challenges posed to teaching evolution by the proponents of 'intelligent design', these strategies are shown to have the potential to address some of science education’ s thornier issues, not just the NOS question. However, when conflicting expectations create tensions for teachers in the classroom moment, it is difficult for them to introduce reflective, deeply philosophical changes to their representation of science. Their working realities need to be acknowledged, and the tensions ameliorated, if we expect substantive change in their current practice.

Career in writing : Judah Waten and the cultural politics of a literary career

This thesis examines the literary career of Judah Waten (1911-1985) in order to focus on a series of issues in Australian cultural history and theory. The concept of the career is theorised as a means of bringing together the textual and institutional dimensions of writing and being a writer in a specific cultural economy. The guiding question of the argument which re-emerges in different ways in each chapter is: in what ways was it possible to write and to be a writer in a given time and place? Waten's career as a Russian-born, Jewish, Australian nationalist, communist and realist writer across the middle years of this century is, for the purposes of the argument, at once usefully exemplary and usefully marginal in relation to the literary establishment. His texts provide the central focus for individual chapters; at the same time each chapter considers a specific historical moment and a specific set of issues for Australian cultural history, and is to this extent self-contained. Recent work in narrative theory, literary sociology and Australian literary and cultural studies is brought together to revise accepted readings of Waten's texts and career, and to address significant absences or problems in Australian cultural history. The sequence of issues shaping Waten's career in writing is argued in terms of the following conjunctions of theoretical and historical categories: proletarianism, modernity and theories of the avant-garde; the "e;migrant"e; writer and minority literatures; realism, political purpose and narrative self-situation; communism, nationalism and literary practice in the cold war; utopianism and the "e;literary witness"e; narrative of the Soviet Union; assimilationism, multicultural theory and the "e;non-Anglo-Celtic"e; writer; theories of autobiographical writing, and autobiography in Waten's career. The purpose of the thesis is not to discover a single key to Waten's writing across the oeuvre but rather to plot the specific occasions of this writing in the context of the structure of a career and the cultural institutions within which it was formed.

The story of fable : a narrative analysis of the experience of four registered nurses in their first year of practice

This research explores the transition from student to registered nurse from the perspective of the new graduate. This interpretive study uses narrative analysis as the methodology. Individual stories were collected and processed using the method of core story creation and emplotment (Emden 1998). Four newly registered nurses were invited to share stories related to how they were experiencing their role. Participants were encouraged to tell their stories in response to the open question 'what is it like to be a registered nurse?' In the final step of the analysis one honest and critical story has been crafted (Barone 1992) using a process termed emplotment thus disclosing the themes that allow the stories to be grasped together as a single story (Polkinghorne 1988, Emden 1998). The final story of 'Fable' gives insight into the ways in which newly registered nurses experience their role. Becoming a registered nurse is not easy however, Fable finds that nursing is more than just a job and describes many rewarding experiences. It is hoped that the outcomes of this research will be valuable to students, graduates, nurse academics and the profession of nursing generally by enhancing understandings of the relationship between the graduate and the actual employment experience.

Green roof retrofit potential in the central business district

Purpose – The purpose of this paper is to illustrate the potential for green roof retrofit to commercial buildings in a city centre to property managers and other property professionals.

Design/methodology/approach – This paper addresses the research question: what is the potential of existing buildings in the CBD to accommodate a retrofitted green roof? Furthermore, it questions how many buildings are suitable for green roofs? The researchers compile a unique building database incorporating information about 536 commercial buidings and evaluate the potential suitability of each building to undergo a green roof retrofit. Assisted by other commercially available databases and software, the researchers are able to assess each roof based on criteria derived from an extensive literature review.

Findings – A relatively small proportion of roofs are found to be suitable, partly a result of local climate conditions and rainfall patterns, and the physical property stock. On a purely physical assessment, only a very small proportion of CBD stock is found to be suited. These buildings are most likely to be in low secondary locations, ungraded or B grade buildings, privately owned, concrete framed and not overshadowed by adjoining properties.

Practical implications – Property managers and other property professionals can now determine the potential of their portfolio stock for green roof retrofit based on the review of building attributes required for success adaptation in this paper. It possible that greater potential for green roof retrofit exists in the suburbs or regional towns where lower rise buildings may reduce the amount of overshadowing found in city centres. Follow-up research could focus on a comparison of regional and suburban developments.

Originality/value – This is the first study of its kind and has assessed such a large number of buildings for their suitability for green roof retrofit; the findings provide a reliable guide for policymakers regarding the potential number of city centre buildings which would be possible to retrofit. Such findings should influence policymaking and incentives to target effective sustainability policies with regards to existing buildings.

The meaning of capacity building in Indonesia

Capacity building has been prominent in development projects of various kinds for the last decade. Capacity is, in this context, an amorphous term broadly defined as the ability of people, organizations, and communities to handle all the aspects of existence that relate to them (Vincent-Lancrin, 2006). Capacity building generally refers to efforts to develop this ability among particular groups, resulting in enhanced potential to manage their own needs (Potter and Brough, 2004). Capacity building and the associated process of capacity development have been considered central in improving governance, civil society institutions, and local administrations in developing countries (Brinkerhoff, 2000). The World Bank, with its emphasis on strengthening governance, has made capacity building a focus of its programs and leads the development of relevant models and evaluative measures (Wilhelm and Kushnarova, 2004; Straussman, 2007).

Despite its importance in development circles and a quantity of scholarly consideration, the effects of capacity building initiatives are difficult to document and evaluate, and the concept has generated criticism as well as support. Though many aspects of capacity building have been elucidated, one issue that remains less thoroughly studied is the concept’s meaning to target populations. This paper considers the meaning and nature of capacity building in Indonesia, including local perceptions of the concept. This, it is hoped, will offer insight into the whole question of capacity in that nation and that this discussion will inform future development efforts.

Size does matter : the impact of size on governance in arts organizations

This paper documents governance conformance and performance in small to medium sized arts organizations in Australia, where artistic development, innovation and stakeholder relationships inform the governance activity central to achieving their mission. The key question of this study is whether the governance of large and small arts organizations differs as they balance competing needs
in order to achieve their artistic vision. The results of the study provide evidence that size is a critical factor in how boards govern arts organizations. Using material from indepth interviews and surveys, the paper argues that governance conformance and performance are in a state of constant tension with artistic development, and governance processes are dependent on organizational size and resources.

Westphalia and the Taiwan conundrum : a case against the exclusionist construction of sovereignty and identity

It is often argued that at the root of the Taiwan question are the myriad differences in politics, ideology, identity, and economy between mainland China and Taiwan. Any prospect for its peaceful resolution, it seems, hinges on bridging those differences through economic and/or political integration. Although the Taiwan conundrum has much to do with wide-ranging cross-strait divergence, this article argues that it cannot be disconnected from one important commonality between Beijing and Taipei, namely, a cross-strait normative convergence on the Westphalian notion of state sovereignty. Encompassing an exclusionary understanding of final authority, territory, and identity, Westphalian sovereignty provides both Beijing and Taipei with a common meaning that Taiwan is an issue of sovereignty, central to their respective national identity and political survival and hence not subject to compromise. As a consequence, it argues that this common meaning is paradoxically responsible for much of the mistrust, tension, and deadlock in cross-strait relations. In order to find a long-term solution to the Taiwan impasse, we need to pay attention to this particular normative convergence as well as to the many differences across the Taiwan Strait.