Embedding academic skills development in course delivery

Innovative approaches need to be adopted to meet the challenge of ensuring that graduates at the end of their course of study are not only strong in their discipline, but also have the required generic skills to give them a good standing within their selected professions. This paper reports on a study that examined how well academic skills are embedded into the undergraduate Environmental Science curriculum at Deakin University in Australia. It reports on students’ self evaluation of their essay writing skills, and a case study that involves a discipline specialist working with an academic skills advisor to enhance student generic skills. It discusses the patchy nature of current implementation of programs for generic skill education.

The path to Project Darwin : the evolution of the AMP's organisational structure

Demutualisation became a global trend amongst financial sector firms in the last two decades of the twentieth century. Changes to the organisational foundations of mutual firms represented a shift in operational cultures and have often been viewed as an end point or demise of the co-operative business model. It is the intention of this article to investigate the extent to which this was the case within a major mutual institution, the Australian Mutual Provident, Australia's oldest and largest mutual insurer. The article's key argument is that the concept of mutuality is organic, and that within this organisation it evolved as the structure of the firm became more sophisticated as it developed from a supplier of life insurance products into a sophisticated financial services provider, which ultimately generated internal pressures to demutualise.

Academic skills and beyond : a resource based approach to support student success in higher education

An increasingly diverse range of students are entering higher education, bringing with them a vast range of experiences, skills and pre-existing knowledge. However, approaches to increasing student participation (and therefore success) to date have focused on strategies aimed at supporting non-traditional students to “fit in”, rather than changing existing structures to accommodate their needs. This paper will outline a resource-based approach to student success, which capitalises on the resources and capacities existing within the student, within their performance of the student role and within the environment that surrounds their learning.
This paper will report on a study and propose a resource based approach to student success. Three main sites or domains are identified as a focus of this approach – intrapersonal resources, skills resources and environmental resources. These domains interact with each other to support student success, and three potential methods for implementing a resource based approach are highlighted in the spaces where they intersect. Pedagogical design, mapping and matching, and learning support all have a role in enabling both students and universities to make the most of their existing resources and develop new ones.

An exploratory study of ethical dilemmas faced by academic leaders in three Australian universities

Being an academic in universities today is characterised by change and increasing complexity in response to a multitude of factors impacting on the university sector. Among the consequences of such changes are that many academics, and academic leaders in particular, are subjected to both increasing stress and scrutiny in many of the decisions they make. Some of these decisions require critical choices that involve contestation of values (including personal, professional, institutional, and community), resulting in ethical dilemmas for the decision makers. This article reports on an exploratory study into ethical dilemmas faced by middle-level academic leaders, drawing on the results of an on-line survey distributed to relevant academics in three universities in Australia. Here, middle-level academic leaders are defined as those holding course coordination roles, locating them between senior university staff and other academics on the one hand, and students on the other hand. As a consequence, these diverse groups of staff and students potentially have an array of conflicting interests in, and expectations on, middle-level academics’ decision-making processes. The findings of the study are clear: ethical dilemmas are evident, and commonly so, for many middle-level academic leaders. While exploratory in nature, the findings of this study suggest that much more attention to ethics and ethical dilemmas is needed in our universities.

Two steps forward, one step back : Indonesia’s arduous path to reform

Australians have long worried about whether Indonesia is ‘special’ or ‘normal’. Instead, we need to deal with Indonesia as it really is—a country experiencing simultaneously the challenges of political reform, economic development and a shifting regional security environment. The country’s political future is less certain than we would hope: after SBY’s term of government ends, the choice of a successor will be critical in determining the future of reform. We can’t rule out that Indonesia might slide back to old ways of doing business—democratisation is a fraught process.
As the Indonesian economy grows, so too do the prospects for Indonesia to establish its natural position as the leader of Southeast Asia. As the world is re-examining Indonesia, so too Indonesia is looking afresh at the world—more interested in external issues than it was a decade ago. The Southeast Asian subregion increasingly finds itself at the centre of a more strongly interconnected Indo-Pacific region—so Indonesia’s strategic importance is going up.
It’s important for Australia to build a better strategic relationship with Indonesia. The two are complementary partners. Australia should be proactive in exploring new opportunities for cooperation with a reform minded Indonesia—it’s in our interests to draw Indonesia into a more important strategic role in regional security.
Professor Damien Kingsbury, the author of this Strategy, is the Director, Centre for Citizenship, Development and Human Rights, Faculty of Arts and Education, Deakin University, Melbourne.

A multidimensional framework for embedded academic skill development : transition pedagogy in social work

As a consequence of the widening participation agenda, student cohorts in Australian higher education are becoming increasingly diverse. While diversity is often characterised by a focus on culture or ethnicity, this variability also independently exists in regard to competence in academic skills (Dillon, 2007). Successfully developing discipline-specific academic skills is crucial to a student’s learning, progress and attainment in higher education. The growing recognition that students are entering Australian universities with varying levels of academic preparedness as a result of the widening participation agenda has made effective academic skill support even more important, since ‘access without a reasonable chance of success is an empty promise’ (International Associations of Universities, 2008, p. 1).

The downside of relying on research outputs to assess business faculty performance : comments from down under regarding facilitating and creating synergies between teaching and research : the role of the academic administrator

This commentary presents an Australian perspective on Balkin and Mello’s “Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator.” It addresses one particularly important aspect of the separation of teaching and research in business schools; namely, the increasing dominance of discipline-based research output measures in overall business faculty performance, coupled with a reliance on journal rankings as de facto quality measures for research output. Some possible alternate approaches to research performance/impact measurement in our rapidly changing academic environment are also considered.

Creating high challenge/high support academic environments through constructive alignment: student outcomes

Higher education needs to provide challenging yet supportive learning environments catering for students with diverse academic needs. There is also an emphasis on using student-driven outcome measures to determine teaching effectiveness. How can these measures be used to reflect upon and evaluate teaching initiatives? Using an undergraduate occupational therapy programme as the site for exploration, this article reports on an application of constructive alignment principles and describes how available empirical data were used to explore student outcomes. A comparison was made between student evaluations and academic grades prior to, and after the implementation of the initiative. Results provide evidence of improvement in student satisfaction and academic grades as a result of implementing constructive alignment. Whilst it is acknowledged that changes in academic grades and student evaluations can be attributed to a number of factors, findings of this study support a view that constructive alignment facilitates students' learning and experiences.

Upgrading arc median shortest path problem for an urban transportation network

In this paper, we propose an algorithm for an upgrading arc median shortest path problem for a transportation network. The problem is to identify a set of nondominated paths that minimizes both upgrading cost and overall travel time of the entire network. These two objectives are realistic for transportation network problems, but of a conflicting and noncompensatory nature. In addition, unlike upgrading cost which is the sum of the arc costs on the path, overall travel time of the entire network cannot be expressed as a sum of arc travel times on the path. The proposed solution approach to the problem is based on heuristic labeling and exhaustive search techniques, in criteria space and solution space, respectively. The first approach labels each node in terms of upgrading cost, and deletes cyclic and infeasible paths in criteria space. The latter calculates the overall travel time of the entire network for each feasible path, deletes dominated paths on the basis of the objective vector and identifies a set of Pareto optimal paths in the solution space. The computational study, using two small-scale transportation networks, has demonstrated that the algorithm proposed herein is able to efficiently identify a set of nondominated median shortest paths, based on two conflicting and noncompensatory objectives.