Graduate evaluation of engineering management studies at Deakin University

Australia has long recognised the importance of the inclusion of management studies in undergraduate engineering courses. A survey of recent graduates of the engineering programs at Deakin University was undertaken to evaluate the effectiveness of the management studies in those programs. The survey respondents suggest that those management skills most highly valued by graduates were generic professional practice skills, and that more opportunities to develop these skills in undergraduate studies would be beneficial. Survey respondents suggested the inclusion in the course of more ‘real world’ examples of engineering management.

Changes in computer usage in engineering education

A longitudinal analysis of computer usage by commencing students in Deakin University’s undergraduate engineering and technology programs over the period 1998 to 2001 revealed that; access to computers was at high levels; mean computer usage for off-campus students had not changed
significantly, but had risen significantly for on-campus students; while access to the Internet / WWW had not increased significantly, reported regular use of the Internet / WWW had risen significantly; while most students continued to report their source of Internet / WWW access as either Home or University, the proportion reporting Home as their source of access had risen significantly; and the reported regular use of e-mail rose significantly.

The use of home experimentation kits for distance students in first-year undergraduate electronics

Laboratory and practical classes are an important part of the education of students in electronics and electrical engineering. "Hands-on" experience is critical for any engineer working in these fields in particular. For many years, delivering engineering practicals to distance-education students has been a tremendous challenge for universities. For a number of years now, students enrolled in the common first-year electronics course by distance mode at Deakin University have received a home experimentation kit. Using the kit and a laboratory manual, students are required to complete a number of experiments based on components included in the kit. The kit supports a full range of practical activities for digital electronics, and a more limited range of activities for analog electronics. With the kit, off campus students are supplied software for simulating AC electronic circuits, such as amplifiers and rectifiers. In this report we examine the past use of this kit and software,
review anecdotal student experiences with the package, and propose changes to it and to other curriculum resources, aiming to enhance the use of the kit by distance students. Key curriculum resources planned are a web-based 'companion' for the components in and the use of the kit, and two additions to the kit itself: a battery powered function generator, and a PC-based oscilloscope.

Micro finance programs: caring for those missed by formal social protection mechanism

In line with the current global trend of economic and social restructuring, it has become essential to address the issue of poverty and social protection for the poorer segment of the population who are not covered by formal social protection mechanisms. Micro finance institutions (MFIs) in developing countries have been working towards poverty alleviation and enhancing social protection for the last few decades. MFI’s provision of financial assistance to the poor has been instrumental in improving the overall quality of the impoverished. Based on an in-depth qualitative study conducted across three different types of NGOs (Non Governmental Organization) in the Philippines, this study found a relationship between micro finance programs and improved social protection. The study reveals that MFIs have the ability to make a positive impact on areas such as entrepreneurship, education, housing, job security and income generation.

Crossing boundaries between learning and research : doctoral programs at a distance

Australian distance education, from school to university contexts, typically concerns teaching people the knowledge, values and skills that constitute their chosen courses of study; whereas doctoral courses principally concern candidates learning how to produce – through producing – significant original new knowledge. This paper considers the history and contemporary practices of Australian off-campus doctoral education and argues that these are at the forefront internationally. It is argued that understanding the provision of quality doctoral education at a distance requires a form of conceptual boundary crossing by policymakers, distance educators, and (especially) doctoral education practitioners, in order to develop and/or enhance future practices.