Verifying a Student Engagement, Success and Retention Maturity Model (SESR-MM): A reality check of the model using data derived from three universities

Australian higher education institutions (HEIs) have entered a new phase of regulation and accreditation which includes performance-based funding relating to the participation and retention of students from social and cultural groups previously underrepresented in higher education. However, in addressing these priorities, it is critical that HEIs do not further disadvantage students from certain groups by identifying them for attention because of their social or cultural backgrounds, circumstances which are largely beyond the control of students. In response, many HEIs are focusing effort on university-wide approaches to enhancing the student experience because such approaches will enhance the engagement, success and retention of all students, and in doing so, particularly benefit those students who come from underrepresented groups. Measuring and benchmarking student experiences and engagement that arise from these efforts is well supported by extensive collections of student experience survey data. However no comparable instrument exists that measures the capability of institutions to influence and/or enhance student experiences where capability is an indication of how well an organisational process does what it is designed to do (Rosemann & de Bruin, 2005). We have proposed that the concept of a maturity model (Marshall, 2010; Paulk, 1999) may be useful as a way of assessing the capability of HEIs to provide and implement student engagement, success and retention activities and we are currently articulating a Student Engagement, Success and Retention Maturity Model (SESR-MM), (Clarke, Nelson & Stoodley, 2012; Nelson, Clarke & Stoodley, 2012). Our research aims to address the current gap by facilitating the development of an SESR-MM instrument that aims (i) to enable institutions to assess the capability of their current student engagement and retention programs and strategies to influence and respond to student experiences within the institution; and (ii) to provide institutions with the opportunity to understand various practices across the sector with a view to further improving programs and practices relevant to their context. Our research extends the generational approach which has been useful in considering the evolutionary nature of the first year experience (FYE) (Wilson, 2009). Three generations have been identified and explored: First generation approaches that focus on co-curricular strategies (e.g. orientation and peer programs); Second generation approaches that focus on curriculum (e.g. pedagogy, curriculum design, and learning and teaching practice); and third generation approaches—also referred to as transition pedagogy—that focus on the production of an institution-wide integrated holistic intentional blend of curricular and co-curricular activities (Kift, Nelson & Clarke, 2010). Our research also moves beyond assessments of students’ experiences to focus on assessing institutional processes and their capability to influence student engagement. In essence, we propose to develop and use the maturity model concept to produce an instrument that will indicate the capability of HEIs to manage and improve student engagement, success and retention programs and strategies. The issues explored in this workshop are (i) whether the maturity model concept can be usefully applied to provide a measure of institutional capability for SESR; (ii) whether the SESR-MM can be used to assess the maturity of a particular set of institutional practices; and (iii) whether a collective assessment of an institution’s SESR capabilities can provide an indication of the maturity of the institution’s SESR activities. The workshop will be approached in three stages. Firstly, participants will be introduced to the key characteristics of maturity models, followed by a discussion of the SESR-MM and the processes involved in its development. Secondly, participants will be provided with resources to facilitate the development of a maturity model and an assessment instrument for a range of institutional processes and related practices. In the final stage of the workshop, participants will “assess” the capability of these practices to provide a collective assessment of the maturity of these processes. References Australian Council for Educational Research. (n.d.). Australasian Survey of Student Engagement. Retrieved from http://www.acer.edu.au/research/ausse/background Clarke, J., Nelson, K., & Stoodley, I. (2012, July). The Maturity Model concept as framework for assessing the capability of higher education institutions to address student engagement, success and retention: New horizon or false dawn? A Nuts & Bolts presentation at the 15th International Conference on the First Year in Higher Education, “New Horizons,” Brisbane, Australia. Department of Education, Employment and Workplace Relations. (n.d.). The University Experience Survey. Advancing quality in higher education information sheet. Retrieved from http://www.deewr.gov.au/HigherEducation/Policy/Documents/University_Experience_Survey.pdf Kift, S., Nelson, K., & Clarke, J. (2010) Transition pedagogy - a third generation approach to FYE: A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), pp. 1-20. Marshall, S. (2010). A quality framework for continuous improvement of e-Learning: The e-Learning Maturity Model. Journal of Distance Education, 24(1), 143-166. Nelson, K., Clarke, J., & Stoodley, I. (2012). An exploration of the Maturity Model concept as a vehicle for higher education institutions to assess their capability to address student engagement. A work in progress. Submitted for publication. Paulk, M. (1999). Using the Software CMM with good judgment, ASQ Software Quality Professional, 1(3), 19-29. Wilson, K. (2009, June–July). The impact of institutional, programmatic and personal interventions on an effective and sustainable first-year student experience. Keynote address presented at the 12th Pacific Rim First Year in Higher Education Conference, “Preparing for Tomorrow Today: The First Year as Foundation,” Townsville, Australia. Retrieved from http://www.fyhe.com.au/past_papers/papers09/ppts/Keithia_Wilson_paper.pdf

Professional practice research : ensuring teacher development through a critical approach to professional learning

Currently the development of a national system for the ongoing enhancement of teacher professionalism across Australia is underway. The initiative led by Australian Institute of Teaching and School Leadership (AITSL) on behalf of the Ministerial Council for Education, Early Childhood Development and Youth Affairs (now SCSEEC) is progressing rapidly with a finalised set of Professional Standards for Teachers and a set of Professional Standards for Principals approved by Ministers in 2011. It is clear that there is an inextricable link between the newly proposed professional standards and the professional education of teachers and principals across Australia. Further, it is imperative that the education sector will need to work in a unified manner through ongoing consultations to ensure the standards truly reflect what teachers and principals desire of the profession, in terms of teacher preparation, professional learning and training, and professional recognition.

Why Not the Best Schools?

Why Not the Best Schools is drawn from a major research project undertaken by Brain Caldwell and Jessica Harris involving studies of successful schools in six countries (Finland, Wales, Australia, USA, China, England). It compares a total of 30 schools and examines the conditions necessary for schools anywhere to improve and attain high standards for students.

Why not the best schools? The Australia Report

"The Australia Report is part of a set of six country reports that support Why not the best schools? It contains seven case studies of successful schools in Australia and examines the reasons for their success. Through interviews with principals, other school leaders and analysis of school reports, the reports examine how these schools achieved transformation and success by actively developing and building strength in four kinds of capital: intellectual, social, financial and spiritual ? and aligning them to their mission through outstanding governance. Why Not the Best Schools?: The Australia Report is part of a set of six country reports that support Why Not the Best Schools? by Brian Caldwell and Jessica Harris (ACER Press 2008). Why Not the Best Schools? draws on the findings of the International Project to Frame the Transformation of Schools conducted in Australia, China, England, Finland."--Libraries Australia

Why not the best schools? What we have learned from outstanding schools around the world

Why not the Best Schools? offers a ten-point, ten-year plan for an education revolution that will result in the transformation of Australia’s schools. Expectations have been raised in Australia and comparable countries for an ‘education revolution’ that will secure success for all students in all settings. Such a revolution must ensure the alignment of educational outcomes, the skills required for a strong economy, and the needs of a harmonious society. Why not the Best Schools? goes beyond system characteristics to provide an in-depth account of how transformation occurs in schools. Fifty indicators are provided to help shape strategies for policy makers and practitioners in schools and school systems. Guidelines for leadership and governance ensure a future-focus for those who are determined to ensure that all students will succeed in the twentieth-first century. This book draws on a five-year study culminating in the International Project to Frame the Transformation of Schools conducted in Australia, China, England, Finland, the United States and Wales. The findings are consistent with the McKinsey & Company report on the world’s best performing school systems and those arising from OECD’s PISA.

Why not the best schools? [The series]

"Expectations have been raised in Australia and comparable countries for an 'education revolution' that will secure success for all students in all settings. Such a revolution must ensure the alignment of educational outcomes, the skills required for a strong economy, and the needs of a harmonious society. Why not the Best Schools? offers a ten-point, ten-year plan for an education revolution that will result in the transformation of Australia's schools. Why not the Best Schools? goes beyond system characteristics to provide an in-depth account of how transformation occurs in schools. Fifty indicators are provided to help shape strategies for policy makers and practitioners in schools and school systems. Guidelines for leadership and governance ensure a future-focus for those who are determined to ensure that all students will succeed in the twentieth-first century. This book draws on a five-year study culminating in the International Project to Frame the Transformation of Schools conducted in Australia, China, England, Finland, the United States and Wales. The findings are consistent with the McKinsey & Company report on the world's best performing school systems and those arising from OECD's PISA."--publisher website

Career mentoring : a career development-enhancing strategy for university students in transition to employment

In 1992 the Queensland University of Technology (QUT) Convocation initiated the Mentor Scheme to assist students to better prepare for the transition to employment. The scheme has developed over the past six years and in 1998 more than 130 pairs of employers and students from 12 different disciplines participated in it. Evaluations indicate the positive impact the scheme has made on both mentors and mentees, particularly in enhancing mentees' career development.

Unlocking the learning potential of incarcerated Indigenous and low SES young people; Mathematics outcomes for future success: a discussion paper

This presentation provides a beginning discussion about what the literature reports about incarcerated young people. Incarcerated Indigenous and low SES young people typically have very low literacy and mathematics skills which precludes them from future education and or employment opportunities, thus continuing the cycle of disadvantage, exclusion and despair(Payne, 2007). Being locked out of learning, they are stuck in a cycle of underachievement, a scenario which contributes to unacceptably high levels of recidivism(ACER, 2014). Success at education is considered an important protective factor against delinquent behaviours such as offending, substance abuse and truancy. Youth education and training centres provide educational opportunities for the incarcerated Indigenous youth but achievement continues to be lower than expected, particularly in mathematics. This presentation provides an introductory literature review focusing on incarcerated young people and education. It is also the preliminary writing for a small pilot project currently being conducted in one Youth Education and Training Centre in Australia.

Dispelling Myths about Doctorates in the Australian Public Service

Many doctoral candidates pursue their studies with the goal of ultimately securing an academic position in a university. There are, however, many other career options for doctoral graduates in non-academic positions, including a career in the public service, either at the state or national level. Public service managers are interested in people who can demonstrate a range of skills and capacities, and most doctoral graduates will have developed a range of these skills.

Fungal Planet description sheets: 128-153

Novel species of microfungi described in the present study include the following from Australia: Catenulostroma corymbiae from Corymbia, Devriesia stirlingiae from Stirlingia, Penidiella carpentariae from Carpentaria, Phaeococcomyces eucalypti from Eucalyptus, Phialophora livistonae from Livistona, Phyllosticta aristolochiicola from Aristolochia, Clitopilus austroprunulus on sclerophyll forest litter of Eucalyptus regnans and Toxicocladosporium posoqueriae from Posoqueria. Several species are also described from South Africa, namely: Ceramothyrium podocarpi from Podocarpus, Cercospora chrysanthemoides from Chrysanthemoides, Devriesia shakazului from Aloe, Penidiella drakensbergensis from Protea, Strelitziana cliviae from Clivia and Zasmidium syzygii from Syzygium. Other species include Bipolaris microstegii from Microstegium and Synchaetomella acerina from Acer (USA), Brunneiapiospora austropalmicola from Rhopalostylis (New Zealand), Calonectria pentaseptata from Eucalyptus and Macadamia (Vietnam), Ceramothyrium melastoma from Melastoma (Indonesia), Collembolispora aristata from stream foam (Czech Republic), Devriesia imbrexigena from glazed decorative tiles (Portugal), Microcyclospora rhoicola from Rhus (Canada), Seiridium phylicae from Phylica (Tristan de Cunha, Inaccessible Island), Passalora lobeliaefistulosis from Lobelia (Brazil) and Zymoseptoria verkleyi from Poa (The Netherlands). Valsalnicola represents a new ascomycete genus from Alnus (Austria) and Parapenidiella a new hyphomycete genus from Eucalyptus (Australia). Morphological and culture characteristics along with ITS DNA barcodes are also provided. © 2012 Nationaal Herbarium Nederland & Centraalbureau voor Schimmelcultures.

Craving mediates stress in predicting lapse during alcohol dependence treatment

Background Stress, craving, and depressed mood have all been implicated in alcohol use treatment lapses. Few studies have examined all 3 factors. Progress has been limited because of difficulties with craving assessment. The Alcohol Craving Experience Questionnaire (ACE) is a new measure of alcohol craving. It is both psychometrically sound and conceptually rigorous. This prospective study examines a stress–treatment response model that incorporates mediation by craving and moderation by depressed mood and pharmacotherapy. Methods Five hundred and thirty-nine consecutively treated alcohol-dependent patients voluntarily participated in an abstinence-based 12-week cognitive-behavioral therapy (CBT) program at a hospital alcohol and drug outpatient clinic. Measures of stress, craving, depressed mood, and alcohol dependence severity were administered prior to treatment. Treatment lapse and treatment dropout were assessed over the 12-week program duration. Results Patients reporting greater stress experienced stronger and more frequent cravings. Stronger alcohol craving predicted lapse, after controlling for dependence severity, stress, depression, and pharmacotherapy. Alcohol craving mediated stress to predict lapse. Depressed mood and anticraving medication were not significant moderators. Conclusions Among treatment seeking, alcohol-dependent patients, craving mediated the relationship between stress and lapse. The effect was not moderated by depressed mood or anticraving medication.

Monimuotoisuudelle arvokkaat ontot puut kaupunkialueilla – onttojen runkojen esiintymistodennäköisyyteen vaikuttavat tekijät

Tutkimuksen tavoitteena oli selvittää lahosta puuaineesta riippuvaiselle lajistolle tärkeiden onttojen puiden ominaisuuksien vaikutusta pääkaupunkiseudun jalojen puistopuiden onttouden esiintymistodennäköisyyteen. Tutkimuksessa mitattavia ominaisuuksia olivat puiden läpimitta, puulaji, pituus sekä kasvupaikan valoisuus ja metsäisyys. Tutkittavia puulajeja olivat lehmus (Tilia cordata), vaahtera (Acer platanoides), tammi (Quercus robur), saarni (Fraxinus excelsior) ja jalavat (Ulmus glabra ja U. laevis). Tutkimuskohteina olivat pääkaupunkiseudulla sijaitsevat 14 viheraluetta, jotka vaihtelivat metsäisistä puustokeskittymistä valoisiin ja intensiivisesti hoidettuihin puistoihin. Onttouden esiintymisen riippuvuutta muista muuttujista tutkittiin korrelaatioanalyysillä sekä logistisilla regressioanalyyseillä, joissa huomioitiin myös puiden jakaantuminen viheraluiden välillä. Puulajilla ja puun läpimitalla oli vaikutusta onttouden esiintymistodennäköisyyteen. Kasvupaikan valoisuudella oli merkitystä rungon onttoutumisessa ainakin lehmukselle ja vaahteralle. Metsäisyys liittyy valoisuuteen ja näiden muuttujien vaikutus rungon onttoutumistodennäköisyyteen on kietoutunut toisiinsa. Pituudella ei todennäköisesti ollut merkitystä onttoutumiseen. Tulosten perusteella etenkin pääkaupunkiseudun lehmukset sekä vaahterat ovat herkkiä onttoutumaan ja täten ne muodostavat monimuotoisia elinympäristöjä. Valoisuuden ja metsäisyyden vaikutus onttoutumiseen on vahvasti sidoksissa puiden hoitoon ja hoitotoimilla on siis suuri vaikutus onkaloiden syntyyn.

Onttojen puiden lahopuukovakuoriaiset — kolmen pyydystyypin vertailu

Vanhat ja ontot puut ovat tärkeä elinympäristö monelle lahopuusta riippuvaiselle eliölajille. Onttoihin puihin on erikoistunut suuri määrä myös vaarantuneita ja harvinaisia hyönteislajeja, jotka elävät puun onkalon seinämillä tai onkalon pohjalle kerääntyvässä orgaanisessa aineksessa, ns. mulmissa. Tutkimuksen tavoitteena oli selvittää, mikä kolmesta pyydystyypistä (ikkuna-, vuoka- ja kuoppapyydys) soveltuu parhaiten onttojen puiden lahopuukovakuoriaisten pyyntiin. Lisäksi tavoitteena oli kartoittaa hyönteisnäytteiden ensimmäiseen laboratoriokäsittelyyn vaadittua aikaa. Tutkimuksessa oli mukana vanhoja rungostaan onttoutuneita lehmuksia, tammia ja vaahteroita pääkaupunkiseudun puisto- ja kartanoalueilta. Puiden onkaloiden sisään aseteltiin ikkuna-, vuoka- ja kuoppapyydyksiä, kaksi kutakin tyyppiä ja ne tyhjennettiin kolmen viikon välein touko-heinäkuussa 2006. Pyydyksiä oli siis yhteensä 90 per pyyntijakso. Kun näytteistä eroteltiin halutut hyönteislahkot (mukaanlukien kovakuoriaiset) niiden käsittelyyn käytetty aika kirjattiin ylös. Aineistosta tunnistettiin yhteensä 3825 kovakuoriaisyksilöä ja 212 lajia, joista lahopuusta riippuvaisia oli yhteensä 3398 yksilöä ja 121 lajia. Ikkunapyydyksissä esiintyi yhteensä 1639 yksilöä ja 140 lajia, vuokapyydyksissä 1506 yksilöä ja 134 lajia, kuoppapyydyksissä 680 yksilöä ja 111 lajia. Näytteiden käsittelyaikojen keskiarvot olivat 48,3 minuuttia ikkunapyydykselle, 65,5 minuuttia vuokapyydykselle ja 34,1 kuoppapyydykselle. Lajistokoostumuksen huomioiva ?-diversiteetti erosi huomattavasti pyydysten välillä, se oli 36,5 % ikkuna- ja vuokapyydysten välillä, 13,1 % ikkuna- ja kuoppapyydysten välillä ja 14,2 % vuoka- ja kuoppapyydysten välillä. Ikkuna- ja vuokapyydysten välillä ei havaittu tilastollisesti merkitsevää eroa saproksyylilajien (p<0,05), -yksilöiden (p<0,05) tai käsittelyaikojen (p<0,05) keskiarvoissa. Ikkuna- ja vuokapyydyksillä saatiin keskimäärin selvästi enemmän saproksyylilajeja ja –yksilöitä kuoppapyydykseen verrattuna. Kuoppapyydyksellä saatiin kokonaisyksilömäärään verrattuna suhteellisesti vähemmän saproksyylejä (59 %) kuin ikkuna- (69 %) ja vuokapyydyksillä (71 %). Ikkunapyydykset olivat tehokkain pyydystyyppi vertailtaessa pyydysten keräämää saproksyyliyksilömäärää suhteessa aineiston käsittelyn vaatimaan aikaan. Tehokkuus (yksilöä minuutissa) ikkunapyydykselle oli 0,74, vuokapyydykselle 0,43 ja kuoppapyydykselle 0,21. Ikkunapyydyksiä ei ole aikaisemmin käytetty puun onkalon sisällä hyönteisiä pyydettäessä vaan ne ovat aikaisemmissa tutkimuksissa roikkuneet onkalon ulkopuolella. Ikkunapyydykset kuitenkin toimivat erinomaisesti myös onkaloiden sisällä. Ikkuna- sekä vuokapyydys toimivatkin selkeästi paremmin lahopuukovakuoriaisten pyynnissä verrattuna kuoppapyydykseen, jonka poisjättäminen olisi kuitenkin tuottanut huomattavasti lajiköyhemmän aineiston. Mahdollisimman monimuotoisen onttojen puiden lahopuukovakuoriaislajiston keräämiseksi tulisi käyttää ikkuna- tai vuokapyydyksiä yhdessä kuoppapyydysten kanssa.

中国黑龙江省嘉荫地区乌云组古果实学研究

白垩纪末至第三纪初（K/T界限，距今约65Ma），恐龙大规模灭绝，爬行类的优势地位被哺乳动物所取代;裸子植物和蕨类急剧衰退，被子植物蓬勃发展，并逐渐成为地表植被的主体，研究这一时期的植物群的结构和特征进而揭示植物演化和环境变迁的规律及其相互关系是当今地球科学、生命科学和环境科学的重要研究内容。黑龙江省嘉荫地区的乌云组产有丰富的植物化石，其地质时代虽未定论，但不超出晚白垩世马斯特里赫特期至早第三纪古新世的范围，处于K/T界限，对其植物群的研究意义重大。乌云植物群以往的研究在古果实学研究方面明显不足、在植物群的性质的认识及乌云组时代的确定等方面存在很大争议。本文重点研究了乌云组的果实和种子化石，增添了新的植物类群，丰富了此植物群的研究内容，对乌云组的时代问题的确定提供了新的证据。 本文研究了乌云组的Nordenskioldia borealis（昆兰树科）、Nyssidium jianyinense sp. nov. （连香树科）、Hypericum zhuii sp. nov. （金丝桃科）、Amersinia obtrullate（广义山茱萸科）、Acer wuyunense sp. nov.（槭树科）等5种果实和种子化石。Nordenskioldia borealis的果无柄、为分果、小果瓣环绕中央柱轮状排列。Nyssidium jianyinense的果序为圆锥果序、蓇葖对生、蓇葖腹缝相对、果皮三层。Hypericum zhuii的种子外形呈长椭圆形、端部具乳突、表面网状、种脊明显、种皮两层、外种皮细胞的垂周壁明显加厚。Amersinia obtrullate果序头状、果镘形、3果室。Acer wuyunense果为翅果、小坚果被明显侧翼、翅强烈下延，包围小坚果。经修订和补充，乌云植物群目前共有维管植物48属60种，其中，蕨类植物4属6种、裸子植物7属7种、被子植物37属48种，被子植物占总种数的80%、占总属数的77%，被子植物占绝对优势。当时的群落类型湿生群落和中生群落类型为主，湿生群落主要有：由Sequoia、Metasequoia、Taxodium、Glyptostrobus等组成的针叶林;以Nyssidium、Trochodendroides占优势的阔叶林。 以Metasequoia占优势的针叶林和以Nyssidium、Trochodendroides等占优势的阔叶林。乌云植物群中热带和亚热带成分占种子植物总属数的54%，而温带成分则占36%，亚热带成分占优势，当时的气候-植被类型为亚热带常绿林或常绿夏绿混交林。Nordenskioldia、Nyssidium、Amersinia、Acer化石的地质分布不早于古新世的地层，这—证据不支持乌云组的地质时代划为晚白垩世，而支持划归古新世的观点。