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1.
The expectations of first-year students are becoming more widely researched and understood. How to realign perceptions and prepare students for the transition from secondary school to tertiary education is less well considered. This paper presents an account of a pre-university preparation programme embedded in the senior years of secondary education (10–12), launched initially in 16 Queensland schools, and expanding to over 50 schools with 447 students. The programme provides students with a scaffolded experience, introducing them to the realities of university life while building a connection to the university as an institution and developing relationships with transitioning peers. Qualitative data collected from 198 pre-university prepared students (PUPS) suggest that they have more realistic expectations of what university life is like, and feel better prepared to make the transition from secondary school to the tertiary environment. Further research ideas are considered to address attrition during/after the first year of university studies.  相似文献   

2.
ABSTRACT

Australian and international research documents the limited access of young people transitioning from out-of-home care (OOHC) to further and higher education. This paper examines the processes, outcomes, and key findings of the Raising Expectations project, a collaborative university and industry approach to promote higher education among care leavers at two Australian universities. That approach was informed by the co-authors' previous research, including interviews with enrolled care-leaver students. The paper highlights the relevance of that research in the design and implementation of Raising Expectations. Our findings reiterate the importance of policy and practice reforms informed by rigorous research, particularly involving the voices and agency of care leavers. We outline strategies adopted by the participating universities resulting in a fourfold increase in enrolments, growth in school outreach activities, and significantly improved retention rates. The paper also highlights barriers to higher education access and success, through care-leaver student interviews and policy analysis. These interviews revealed the need for better university outreach and information to prospective care-leaver students, improved support for enrolled care-leaver students, and better capturing of data by universities and governments. The paper also highlights policy barriers to the greater expansion of care-leavers at university, especially in the absence of extended state care.  相似文献   

3.
The recent reforms in Australian higher education system envisaged the creation of a unified national system at the expense of the binary system with a smaller number of larger institutions through institutional mergers. The Green Paper quoted the La Trobe Lincoln merger as an exemplar. This paper examines the outcomes of these reforms in general with particular emphasis on La Trobe Lincoln merger, based on an evaluation of relevant archival material and interviews with all key personnel of both institutions and the merged university including the goals and academic rationale set for the merger and the progress made during the first three years, along with future trends.  相似文献   

4.
In 2017 Universities Australia (UA), the peak body representing Australian universities released its Indigenous Strategy 2017–2020. The document unites universities together in common goals for Indigenous achievement, filling a notable gap in the Australian higher education landscape. The Strategy outlines a comprehensive plan for enhanced Indigenous outcomes in critical areas of higher education including student access and success, graduate research, and community engagement. This paper focuses on the implementation of Indigenous curriculum for all Australian university graduates which is a key aspect of the Strategy. The changing Indigenous higher education landscape invites the nuanced analysis that critical examination of universities, as organisations, might elicit. Drawing on de Certeau’s notion of tactics and strategies, the paper examines the policy and cultural climate of an Australian university which supports an Indigenous Graduate Attribute curriculum project.  相似文献   

5.
The Australian government has set ambitious targets for increased higher-education participation of people from low socioeconomic backgrounds. There is, thus, a pressing need to explore how best to empower these students with what they require to progress and succeed at university. The paper draws on a literature review and qualitative data from a national study in which 89 students from low socioeconomic backgrounds and 26 staff were interviewed. The paper argues that demystifying academic culture and discourses for these students is a key step institutions and staff can take in assisting students from low socioeconomic backgrounds to progress and succeed at university. A recurring theme to emerge from both the literature and interviews with students and staff was that teaching the discourse empowers and enables students to learn, has a positive impact on their sense of belonging and ultimately helps them succeed in higher education.  相似文献   

6.
Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors pre-university effort and pre-university academic self-efficacy influence 1st-year retention at university. In addition, we examined pre-university reasons for attending university and whether these reasons were related to 1st-year retention. Multinomial logistic regression analyses showed that pre-university effort positively predicted 1st-year retention, whereas pre-university academic self-efficacy did not. With exploratory factor analysis and confirmatory factor analysis, we identified six pre-university reasons for attending university: career perspective, personal development, compliance with the social environment, attractiveness of the institution, recommended by others, and location. None of the pre-university reasons appeared to significantly predict 1st-year retention. Implications for research and practice are discussed.  相似文献   

7.
This article examines student teachers' discursive constructions of difference, cultural diversity and race as they write and talk about their cultures and identities in relation to teaching and learning in the first year of a Primary Teaching Degree in a regional Australian university.
The qualitative case study which informs this paper considered the discursive resources that students bring to teacher education from their past experiences and contact with cultural differences in communities, families and schools. It examined various discourses around cultural diversity that are available to them in the teacher education course and how their discursive practices are mediated and reconstructed in the particular university context. A major goal was to explore how universities in largely homogeneous settings might firstly work with the resources that students bring to teacher education and, secondly, assist students to consider the implications of cultural and linguistic diversity for teaching language and literacy.  相似文献   

8.
本研究报告主要通过资料分析、专家咨询、问卷调查、座谈会、个别访谈和深入企业用人单位实地调查等方法获取第一手资料,并在此基础上从用人单位、高校历届毕业生、高校就业指导部门、应届大学毕业生、大学新生等多个维度分析了专业教育及存在的主要问题对大学就业的影响,由此得出结论:专业知识已成为大学生就业的先决条件,实践经历和能力水平也逐渐成为影响大学生就业的重要因素.同时提出了有针对性的改进措施和建议.  相似文献   

9.
This article examines how Finnish universities and other higher education institutes have responded to the challenges posed by rapid changes in the world of work and societies all over Europe, particularly with reference to the development of generic skills. The data were collected by means of individual and group interviews at three Finnish higher education institutes, including two universities and one university of applied sciences. The interviews involved 63 persons in charge of management, development and teaching at these institutes. As a result of the qualitative data analysis, we distinguished four models to represent the development of generic skills, which we named (1) Specialist Model, (2) Science-based Renewal Model, (3) Project-based Integrative Model, and (4) Model of Networked Culture. These models serve as analytical tools that help higher education institutes to examine their existing practices and to develop new ones.  相似文献   

10.
In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally.  相似文献   

11.
Universities generate a mass of data related to students and the courses that they study. As such, ‘data work’ using digital technologies and digital systems is integral to educational administration within higher education. Drawing on in-depth interviews with administrative and managerial staff in an Australian university, this article examines the data practices and processes that have grown up around students and courses. In particular, the article explores the ‘back-stage’ issues surrounding data – e.g. concerns and tensions associated with appropriate uses of data; the organisational cultures that form around the use of data; and the (un)intended consequences of data work. These findings point towards an implicit ‘black-boxing’ of data that shapes the generation and use of digital data in ways that are predominantly restricted and bounded. The article concludes by considering how these constrained forms of data use might be problematised and reconsidered.  相似文献   

12.
The contribution of donor dissection to modern anatomy pedagogy remains debated. While short-term anatomy knowledge gains from dissection are questionable, studies suggest that donor dissection may have other impacts on students including influencing medical students' professional development, though evidence for such is limited. To improve the understanding of how anatomy education influences medical student professional development, the cross-sectional and longitudinal impacts of donor dissection on medical students' perceptions of ethics were explored. A cross-sectional and longitudinal qualitative study was undertaken at an Australian university where student responses to online discussion forums and in-person interviews were analyzed. Data were collected across the 1.5 years that undergraduate medical students received anatomy instruction (three semesters during first and second years). A total of 207 students participated in the online discussion forums, yielding 51,024 words; 24 students participated in at least 1 of 11 interviews, yielding over 11 hours of interview data. Framework analysis identified five themes related to ethics in an anatomical education context: (1) Dignity, (2) Beneficence, (3) Consent, (4) Justification for versus the necessity of dissection, and (5) Dichotomy of objectification and personification. The dominant themes of students' ethical perceptions changed with time, with a shift from focusing on donors as people, toward the utility of donors in anatomy education. Additionally, themes varied by student demographics including gender, ancestry, and religiosity. Together this study suggests a strong impact of donor dissection on priming students' focus on medical ethics and provides further advocacy for formal and purposeful integration of medical ethics with anatomy education.  相似文献   

13.
Abstract

Access to university has improved following the massification of the Australian higher education sector which started in 1989, with the expansion being funded by a widening of the funding base. In the ten years from 1989, Australian universities enrolled an additional 231,000 students, including an extra 189,000 in undergraduate bachelor degrees. Specific equity policies have further attempted to increase opportunities for students previously excluded from higher education. This paper looks at changes in the composition of the student body, and in the patterns of university funding. Using aggregated national student data sets, some of the changes which have arisen from massification are identified, with particular consideration of designated equity groups.  相似文献   

14.
The field of Australian higher education has changed, is changing and is about to change, repositioned in relation to other “fields of power”. It is a sector now well defined by its institutional groupings and by their relative claims to selectivity and exclusivity, with every suggestion of their differentiation growing. The potential of a “joined-up” tertiary education system, of vocational education and training (VET) and universities, has the potential to further rework these relations within Australian higher education, as will lifting the volume caps on university student enrolments. Moreover, Australian universities now compete within an international higher education marketplace, ranked by THES and Shanghai Jiao Tiong league tables. “Catchment areas” and knowledge production have become global. In sum, Australian universities (and agents within them) are positioned differently in the field. And being so variously and variably placed, institutions and agents have different stances available to them, including the positions they can take on student equity. In this paper I begin from the premise that our current stance on equity has been out-positioned, as much by a changing higher education field as by entrenched representations of social groups across regions, institutions, disciplines and degrees. In taking a new stance on equity, the paper is also concerned with the positioning in the field of a new national research centre with a focus on student equity in higher education. In particular, the paper asks what stance this new centre can take on student equity that will resonate on a national and even international scale. And, given a global field of higher education, what definitions of equity and propositions for policy and practice can it offer? What will work in the pursuit of equity?  相似文献   

15.
In a global environment in which global, national and local nodes relate freely within common networks, all research universities must pursue strategies for building global capacity and facilitating cross-border staff and student movement and research collaboration. The study compares readings of the global environment, global and international activities and relationships, and global capacity and strategy, in two leading national universities, one in a middle level developing country (Indonesia) and the other in a middle level developed country (Australia). The main tool of investigation was interviews with parallel groups of institutional leaders and leaders of academic units and research centres, in conjunction with study of the national and local contexts. It was apparent that in both cases, while global elements are increasingly important in university strategy, mission and identity, resource capacity remains highly dependant on national government and students. This belies the romantic myth of the ‘stand-alone’ corporate university in the global marketplace. The two cases also differ in some respects. While both universities are peak national institutions, and each respects the other, the Australian university is more strongly placed in the global environment and practical dealings between them are asymmetrical. The study helps to illuminate the dynamics of global stratification and hierarchy between developed and developing nations and institutions in higher education.  相似文献   

16.
Information graphics such as plots, maps, plans, charts, tables and diagrams form an integral part of the student learning experience in many disciplines. However, for a vision impaired student accessing such graphical materials can be problematic. This research seeks to understand the current state of accessible graphics provision in Australian higher education. We conducted an online survey of 71 vision-impaired university students and semi-structured interviews with 44 key stakeholders (students, academics, disability liaison officers and accessible graphics providers). We found that difficulty in accessing graphical materials was a barrier to many vision-impaired students and that there were systemic problems with current processes for accessible graphics provision. Recommendations are made on ways to address these concerns in order to provide a more equitable higher education experience.  相似文献   

17.
The article examines the extent to which the notion of a publicly-funded university as an institution engaging in both teaching and research is likely to be sustained in the European higher education space of the future, given the variety of pressures (including funding and mass higher education) on such a conception of a university and changes in how national governments regard the purposes of higher education. Relevant literature on the changing purposes of universities is reviewed. For illustrative purposes, the article uses an example of recent legislation, the 2004 Higher Education Act, in England, whereby research degree awarding powers are no longer a pre-requisite for the conferral of university status. The position in England's higher education system with regard to research and teaching is contrasted with that of a second UK country, Scotland, which has contrasting policies on teaching and research in universities. The article examines the research-teaching debate from the perspective of individual academics, universities and policy-makers, using recent empirical data where available. It is suggested that whilst academics and their institutions (for different reasons) may be in favour of retaining a link between teaching and research and may resist changes to this, policy-makers faced with rising demands on the public purse may see such links as suited only to an academic elite. Such pressures apply equally to other member countries of the European Higher Education space, so the outcomes of this policy debate about the centrality of research and teaching to universities have many implications for the future shape of European higher education.  相似文献   

18.
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised drafts of master’s theses, peer written feedback, audio-recordings of oral peer feedback conferences and the finalised master’s theses, this case study examines how three master’s students affectively, behaviourally and cognitively engaged with peer feedback on drafts of their thesis in a Master of Education programme at a Macau university. The findings show that the relationship between sub-constructs within each dimension and the relationships between the three dimensions of student engagement were interconnected in a dynamic and complex way. While there were individual differences among the three students’ engagement, their affective engagement could promote or negatively influence their behavioural and cognitive engagement. This study builds our understanding of the multifaceted nature of master’s students’ engagement with peer feedback. It provides pedagogical implications about how peer feedback can enhance the quality of master’s students’ academic writing and sheds light on how to guide students to establish scholarly learning communities in higher education.  相似文献   

19.
Abstract

Despite the expansion of access to Australian higher education in the past decade, the participation shares of rural and isolated people and people from lower socio‐economic backgrounds have altered little and remain unacceptably low. This paper reports findings from two national studies at the Centre for the Study of Higher Education that have examined student choices about higher education, especially the inhibiting factors still present for non‐traditional students. The discussion focuses on the dilemmas and challenges for Australian universities in balancing the adoption of entrepreneurial approaches to student recruitment with an unfinished equity agenda. The paper raises questions about the new ideology of individual choice influencing university policy and whether or not this can be reconciled with social equity objectives.  相似文献   

20.
In common with universities in the United Kingdom, Canada and NewZealand, increasing numbers of Australian universities have established offshore education partnerships, particularly in the Asia-Pacific region. More than one-third of international students currently enrolled in Australian university courses study at a campus in their home country or somewhere other than in Australia (IDP 2002). Suchpartnerships, also assumed under the rubric of ‘transnational education’ and ‘franchising’, add additional challenges, complexities and risks to the roles of international education managers and administrators. Using convergent interviews and case studies, this paper identifies and examines the critical success factors for the successful establishment and development of relationships between Australian universities and their international partners. Critical among these are the development of effective communication structures and frameworks, the building of mutual trust, and the encouragement and demonstration of commitment between relationship partners.  相似文献   

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