Disciplining academic women: gender restructuring and the labour of research in Australian universities

This chapter examines the ‘gendered nature of the social organisation of researchand scientific knowledge production’ and in particular the gendered nature ofthe corporatisation of higher education (Knorr-Cetina 1999, 9). It argues that theconditions of labour of the entrepreneurial university and underlying market-oriented instrumentalism has changed the nature of the relationship of highereducation with the public, with the individual student and the academic, inways that are gendered. ‘Markets do not make social distinctions disappear,they regulate interaction between institutions e.g. families and education, and“instrumentalist” status distinctions, bending pre-existing cultural value tocapitalist purposes’ (Fraser and Honneth 1998, 58). The dominant neoliberalpolicy ‘doxa’, with its economistic view of higher education in relation to theknowledge economy, is an ideology which shapes a range of constantly changingdiscursive and material practices (Epstein et al. 2008). This is ‘not so much a“new” form of liberal government, but rather a hybrid or intensified form of it’that works through and on subjectivities that are racialised, gendered, classedand sexualised (Bansel et al. 2008, 673).

Evaporation, seepage and water quality management in storage dams: a review of research methods

One of the most significant sources of water wastage in Australia is loss from small storage dams, either by seepage or evaporation. Over much of Australia, evaporative demand routinely exceeds precipitation. This paper outlines first, methodologies and measurement techniques to quantify the rate of evaporative loss from fresh water storages. These encompass high-accuracy water balance monitoring; determination of the validity of alternative estimation equations, in particular the FAO56 Penman- Monteith ETo methodology; and the commencement of CFD modeling to determine a 'dam factor' in relation to practical atmospheric measurement techniques. Second, because the application of chemical monolayers is the only feasible alternative to the high cost of physically covering the storages to retard evaporation, the use of cetyl alcohol-based monolayers is reviewed, and preliminary research on their degradation by photolytic action, by wind break-up and by microbial degradation reported. Similarly, preliminary research on monolayer visualisation techniques for field application is reported; and potential enhancement of monolayers by other chemicals and attendant water quality issues are considered.

Changes in intravenous fluid use patterns in Australia and New Zealand: evidence of research translating into practice

OBJECTIVES: To describe changes in the use of intravenous (IV) fluid by quantity and type in different regions of Australia and New Zealand. DESIGN, SETTING AND PARTICIPANTS: We conducted a retrospective ecological study examining regional and temporal trends in IV fluid consumption across Australia and New Zealand over the periods 2012-2013 and 2013- 2014, using national proprietary sales data as a surrogate for consumption, and demographic data from the public domain. RESULTS: More than 13.3 million litres of IV fluid were consumed in Australia and New Zealand in 2012-2013, and more than 13.9 million litres in 2013-2014, with colloid solutions accounting for < 2%. There was marked regional variation in consumption of fluids, by volumes and proportions used, when standardised to overall Australian and New Zealand values. There was no significant change in the overall volume of crystalloid solutions consumed but there was a significant decrease (9%; P = 0.02) in the ratio of unbalanced to balanced crystalloid solutions consumed. Consumption of all forms of colloid solutions decreased, with a 12% reduction overall (P = 0.02), primarily driven by a 67% reduction in the consumption of hydroxyethyl starch (HES) solutions. CONCLUSIONS: The amount and type of IV fluid use, as determined by fluid sales, is highly variable across Australia and New Zealand. However, overall use of balanced crystalloid solutions is increasing and the use of HES has decreased dramatically.

Interventions for comorbid problem gambling and psychiatric disorders : advancing a developing field of research

Despite significant psychiatric comorbidity in problem gambling, there is little evidence on which to base treatment recommendations for subpopulations of problem gamblers with comorbid psychiatric disorders. This mini-review draws on two separate systematic searches to identify possible interventions for comorbid problem gambling and psychiatric disorders, highlight the gaps in the currently available evidence base, and stimulate further research in this area. In this mini-review, only 21 studies that have conducted post-hoc analyses to explore the influence of psychiatric disorders or problem gambling subtypes on gambling outcomes from different types of treatment were identified. The findings of these studies suggest that most gambling treatments are not contraindicated by psychiatric disorders. Moreover, only 6 randomized studies comparing the efficacy of interventions targeted towards specific comorbidity subgroups with a control/comparison group were identified. The results of these studies provide preliminary evidence for modified dialectical behavior therapy for comorbid substance use, the addition of naltrexone to cognitive-behavioral therapy (CBT) for comorbid alcohol use problems, and the addition of N-acetylcysteine to tobacco support programs and imaginal desensitisation/motivational interviewing for comorbid nicotine dependence. They also suggest that lithium for comorbid bipolar disorder, escitalopram for comorbid anxiety disorders, and the addition of CBT to standard drug treatment for comorbid schizophrenia may be effective. Future research evaluating interventions sequenced according to disorder severity or the functional relationship between the gambling behavior and comorbid symptomatology, identifying psychiatric disorders as moderators of the efficacy of problem gambling interventions, and evaluating interventions matched to client comorbidity could advance this immature field of study.

Unveiling faculty conceptions of academic risk taking:a phenomenographic study

Among recent developments in the field of higher education is the emergence of New Public Management and of what has been labelled as ‘risk university’. The aim of this paper is to redress the lack of discussion over the role that risk taking plays in academic practice by exploring what faculty understand academic risk taking to be and how they enact this understanding in their tasks. Drawing on a phenomenographic perspective and semi-structured interviews with 20 faculty members from a high-profile UK university, we find that academic risk taking is experienced in four qualitatively different ways. Our results suggest that although academics engage in relatively similar endeavours, they exhibit various approaches to these endeavours due to their different conceptions of what constitutes academic risk taking. These findings have implications for the literature on identity construction and the debate over how the greater accountability of academic activity is affectively experienced.

The use of digital educational resources : the contribution of research in the supervised teaching practice in basic education

This article aims to reflect on the impact of Information and Communication Technologies (ICT) in the educational context, focusing on the potential contributions of the use of Digital Educational Resources (RED) in the process of teaching and learning. For this purpose, the results of the use of the RED will be presented:. Digital Classroom - The World's 1st Year Carochinha The study was accomplished in a class of the 1st grade of the 1st CEB, composed of 27 students, aged 6-7 years in Castelo Branco City Schools Group within the Supervised Teaching Practice. The results obtained after the analysis and processing of the data showed that when using this RED students show they have acquired the content covered by the fact that they enhanced levels of greater interest, commitment, motivation, commitment and initiative in the course of activities proposals. But, perhaps because they are students of 1st year of the 1st CEB, do not neglect the presence and monitoring of the teacher and the use of paper-based resources. This means that there should be a complementarity that reconciles the human factor (teacher), with the use of digital media resources and paper support resources (Manual).

BMC Obesity - expanding the BMC series into an important area of research

This Editorial marks the launch of an important new journal to join the BMC series portfolio - BMC Obesity. BMC Obesity joins BMC Cancer as the second journal within the series to focus on a particular condition in the human body and the factors that contribute towards it.

Using elicitation interview within a phenomenographic framework : developing the breadth of research designs associated with game based approaches

This paper describes how elicitation interview technique was used within a phenomenographic research design to explore physical education teachers’ experiences of teaching games using a Game Based Approach (GBA). Participants taught in one of two different international contexts, Australia or England, and all had some experience of using a GBA to teach games. The focus of the paper is the presentation and discussion of the unique research design used to generate understanding about GBA teaching experiences as well as extending the examination of GBAs from different philosophical viewpoints. Authors’ reflections on the utilised research design are presented with concluding discussion identifying further research opportunities relating to GBAs in teaching and coaching contexts.

Conceptions of responsibility within and beyond neoliberal frames: a story of leadership in an English primary school

This paper explores different conceptions of responsibility within and beyond neoliberal frames. Such exploration draws on the experiences and accounts of ‘Ashleigh’, a head teacher at a primary school in outer London that is part of an academy chain. Ashleigh and her school were key participants in a study that explored matters of accountability, performativity and equity. Through the presentation of interview data gathered from Ashleigh and six of her staff, the paper theorises ways of being a head teacher as aligning with the responsible neoliberal subject – a self-determined and rational actor who readily takes up the modes of regulation and measurement expected of them. It also highlights how this subjectivity sits within and alongside relations of care and concern for the welfare of students and teachers. The paper critically examines the implications of these different conceptions of responsibility in their production of different versions of professionalism. It also seeks to broaden current scholarly understandings of the responsible neoliberal subject and provide a counter-story to the tendency within public and political discourse for responsibility to be constructed in largely neoliberal terms.

Linkage: Basic Requirement in any Product of Research in Education

The scientific production, in the field of education, constantly refers to linkage as a special condition to develop research. However, its meaning and the way to achieve that condition are not always clear, particularly for those who are in a training stage of research in education. Meanwhile, the academic production reviewers consider linkage as a very important aspect and essential characteristic of any research project. This paper suggests that linkage involves an epistemological discussion on the research factors in each one of the research stages, such as the construction of the object of study, the definition of methodology, and the data analysis and interpretation, among the most important stages. Linkage takes shape in a written product showing the results from an orderly construction and communication of thought, according to the rules established in a particular field of knowledge.

Métodos cuantitativos versus métodos cualitativos en la economía de los Negocios. ¿Es una metodología reconciliable?

Changes in the organizational environment over the last three decades have increasingly led to traditional theories being called into question, by stimulating the search for new models suited to the new realities of business economics, generating a crisis or scientific revolution that may result in the appearance of a new paradigm. The positivism-phenomenology duality provokes an “epistemological crisis” in research in management sciences. But the existence of both approaches does not imply the election of one scientific orientation in frontal opposition to the other. From these two conceptions of research procedure, the methods applied can be classed into groups, quantitative and qualitative. The quantitative methodologies places great confidence in the ability of data and measurement to represent opinions or concepts, while qualitative methodologies focus on words and relations to describe a reality or situation. While the diversity of methods contribute to its development and indicates the maturity of an area, the methods must be suitably implemented to obtain significant, valid results. The methodology to be used is not going to depend solely on the type of study or the reality under examination, but also on the stage the research process has reached.

Eucharistic rituals in Catholic primary schools in the Archdiocese of Brisbane : a study of administrators' conceptions

The focus of this study is the celebration of Eucharist in Catholic primary schools within the Archdiocese of Brisbane. The context of the contemporary Australian Catholic primary school embodies certain 'problematical realities' in relation to the time-honoured way in which school Eucharistic rituals have been celebrated. These contemporary realities raise a number of issues that impact on school celebrations of Eucharist. The purpose of this study is to explore administrators' differing conceptions of school Eucharistic rituals in an attempt to investigate some of these issues and assist members of individual school communities as they strive to make celebrations of Eucharist appropriate and meaningful for the group gathered. The phenomenographic research approach was adopted, as it is well suited to the purpose of this study and the nature of the research question. Phenomenography is essentially a study of variation. It attempts to map the 'whole' phenomenon under investigation by describing on equal terms all conceptions of the phenomenon and establishing an ordered relationship among them. The purpose of this study and the nature of the research question necessitate an approach that allows the identification and description of the different ways in which administrators' experience school Eucharistic rituals. Accordingly, phenomenography was selected. Members of the Administration Team, namely the principal, the APRE (Assistant to the Principal Religious Education) and, in larger primary schools, the AP A (Assistant to the Principal Administration) share responsibility for leading change in Catholic primary schools in the Archdiocese of Brisbane. In practice, however, principals delegate the role of leading the development of the school's religion program and providing leadership in the religious life of the school community to the APRE (Brisbane Catholic Education, 1997). Informants in this study are nineteen APREs from a variety of Catholic primary schools in the Archdiocese of Brisbane. These APREs come from schools across the archdiocese, rather than from within one particular region. Several significant findings resulted from this study. Firstly, the data show that there are significant differences in how APREs' experience school Eucharistic rituals, although the number of these qualitatively different conceptions is quite limited. The study identifies and describes six distinct yet related conceptions of school Eucharistic rituals. The logical relationship among these conceptions (the outcome space) is presented in the form of a diagram with accompanying explication. The variation among the conceptions is best understood and described in terms of three dimensions of the role of Eucharist in the Catholic primary school and is represented on the model of the outcome space. Individual transcripts suggest that individual APREs tend to emphasise some conceptions more than others. It is the contention of the present study that change in the practice of school Eucharistic rituals is unlikely to occur until all of a school community's conceptions are brought out into the open and articulated. As leaders of change, APREs need to be alerted to their own biases and become aware of alternative ways of conceiving school Eucharistic ritual. It is proposed that the different categories of description and dimensions, represented by the model of the outcome space, can be used to help in the process of articulating a school community's conceptions of Eucharist, with the APRE as facilitator of this process. As a result, the school community develops a better understanding of why their particular school does what it does in relation to school Eucharistic rituals.

Learning in and out of university : Aboriginal and Torres Strait Islander students’ conceptions and strategies used to learn

Research suggests that students’ approaches to learning and learning outcomes are closely related to their conceptions of learning. This paper describes a phenomenographically inspired investigation into conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from three Australian universities in Queensland; experiences of informal learning, reasons for studying and strategies used to learn were also investigated. The attrition rate for these students in tertiary education is higher than that of any other group of students. It was hoped that information gained may delineate factors that contribute to high attrition rates and therefore inform courses of action that may lead to improved teaching and learning practices for these students. Additionally, success in tertiary education for Aboriginal and Torres Strait Islander students may increase their involvement in mainstream society. Results showed that they view and approach university learning in much the same way as other university students. It was also apparent that, generally, the strategies these students used did not match the conceptions of learning they held. An interesting result was the difference between the conceptions of formal learning and explanations of informal learning

Learning in formal and informal contexts : conceptions and strategies of Aboriginal and Torres Strait Islander university students

Research suggests that students' approaches to learning and hence learning outcomes are closely related to their conceptions of learning. This paper describes an investigation into conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from three Australian universities in Queensland; categories of informal learning, reasons for studying and strategies used to learn were also investigated. The attrition rate for these students in tertiary education is higher than that of any other group of students. The main aim of this study was to determine their conceptions of learning in order to provide information that might facilitate instruction more suited to their needs in order to address the high attrition rate. Results showed that these students view and approach university learning in much the same way as other university students. It was also apparent that, for the most part, the strategies these students used did not match the conceptions of learning they held. An interesting result was the difference between the conceptions of formal learning and perceptions of informal learning.