• 0 Policy Transfer, Neo-liberalism or Coercive Institutional Isomorphism? Explaining the Emergence of a Regulatory Regime for Quality Assurance in the Hong Kong Higher Education Sector

      The Pennsylvania State University CiteSeerX Archives; Darryl S. L. Jarvis (2016-10-24)
      The spread of quality assurance (QA) regimes in higher education has been an explosive phenomenon over the last 25 years. By one estimate, for example, half of all the countries in the world have adopted QA systems or QA regulatory agencies to oversee their higher education sector. Typically, this phenomenon is explained as a process of policy diffusion, the advent of marketization, the spread of neoliberalism, massification and, concomitantly, the emergence of a ‘global market ’ for higher education, prompting governments to respond by validating standards, quality, and introducing certification and compliance regimes. In this paper I question the utility of these explanatory frameworks, specifically looking at the case of Hong Kong in order to explore the role coercive institutional isomorphism plays in policy adoption and the implications of this for regulatory performativity.
    • 011214 - Sunday PM sermon - Will I or Won't I - Pastor Dale Arnett Mason Assembly of God Church 425 E South St Mason MI USA

      Pastor Dale Arnett
      Will I or Won't I - Luke 4:1-14;Deuteronomy 8:2 - Temptation is defined as; âbeing tempted or persuaded to do something, esp. something which will involve a wrongful or sinful actâ. We are surrounded by temptation. Every where you look we are tempted to see, eat, hear, feel, smell and touch something. When we look at the life of Jesus it is so easy to just credit everything that happened in His life to His Godness. It is clear that He was baptized in the Holy Spirit, followed the leading of the Holy Spirit and was empowered to accomplish His mission in this world by the power of the Holy Spirit in His life. If Jesus needed the Holy Spirit how much more do we need the Holy Spirit?
    • 014 TIL

      Ben Scragg, Dave Goodrich (2016-07-28)
      Have we got a LabCast for you today. I’ve been looking forward to the episode where I would be able to introduce you to a person in my life who has served me as a professional advisor, a spiritual guru and a friend. In fact, he is the person I credit for giving me a chance to get started in this field of instructional design by believing in me really early on as a curious educator wanting to explore this field further. Dr. Randy Meredith has an extensive career of serving in these capacities for many people like myself. At the time that I first met him he was the director of the office of academic technology at Spring Arbor University and was A great boss and supervisor for that whole department which I had the pleasure of experiencing firsthand. Randy's dissertation was on "The Impact of Podcasting on Perceived Learning, Classroom Community, and Preferred Context for Podcast Consumption" and today Benjamin Scragg and I were able to pick his brain on the findings of his study in light of our own experiments with podcasting through this innovation LabCast. It was a fun conversation as anticipated. I hope you enjoy it and I'm looking forward to continuing these conversations and further episodes going forward. Ladies and gentlemen I give you the one, the only, Dr. Randy Meredith.
    • 02 03 2015

      Katie Vitale (2015-02-03)
      Issues for Your Tissues episode from February 3, 2015 featuring Karen Rayne, PhD and Sam Killerman, MA, producers and presenters of S.E.X. Show .
    • 02. Architectural Record - February 2005

      02. Architectural Record - February 2005
    • 02.19.16 Empowered For Missions

      Paul Wendler (2016-02-19)
      Friday Night Fellowship The Holy Spirit Empowers Us for Missions Luke 24:47-49, Acts 1:8, Acts 2:1-4
    • 'Global’ is not just ‘out there’ but also ‘right here’: expectations and experiences in internationalised and globalised higher education

      Allen, Jeanne Maree; Mohanna, Kay (James Nicholas Publishers, 2013-01-01)
      This paper reports on a study that took a cross-disciplinary and cross-institutional approach to investigate postgraduate student expectations and experiences in internationalised and globalised higher education. The researchers drew on Giddens’ theory of structuration1. They explored the way samples of specialist medicine trainees in the UK and pre-service teacher education students in Australia identify and make meaning of their circumstances in an era that is increasingly characterised by greater internationalisation of the student body and more globalised curricula. In this paper, we discuss some of the tensions students reported encountering, and propose several ways in which such tensions might be counteracted.
    • 'I'd struggle to see it as cheating': the policy and regulatory environments of study drug use at universities

      Dunn, Matthew; Dawson, Phillip; Bearman, Margaret; Tai, Joanna Hong-Meng (Taylor & Francis, 2020-03-23)
    • 'It's a challenge': Post primary physical education teachers' experiences of and perspectives on inclusive practice with students with disabilities

      McGrath, Ona; Crawford, Susan; O'Sullivan, Dan (European Federation of Adapted Physical Activities, 2019)
      Internationally, several studies have indicated insufficient emphasis on the theory and practice of inclusion in relation to disability, in both initial teacher education and continuing professional development programmes for Physical Education (PE) teachers.  This has resulted in some negative attitudes and perceived lack of competency among teachers in relation to inclusive practices in PE. There is a lack of in-depth studies in this regard from an Irish perspective. This current study sought to explore seven PE teachers' experiences and perspectives in relation to the inclusion of students with disabilities in four post primary schools using a multiple case study design. Qualitative data was generated from in-depth semi structured interviews. Teachers felt that there was a lack of both theory and particularly 'hands-on' praxis in initial teacher education and continuing professional education in relation to inclusion and PE. Teachers appear to be comfortable with inclusion; however, the word "challenge" emerged as a concern in relation to interviewees' experiences. This study has implications for more appropriate theoretical and experiential learning in both initial teacher education and continuing professional development for PE teachers to facilitate quality inclusion for students with disabilities.
    • 'It's almost like a White school now': Racialised complexities, Indigenous representation and school leadership

      Keddie, Amanda; Niesche, Richard (Routledge, 2012-06-01)
      Drawing on a broader study that focused on examining principal leadership for equity and diversity, this paper presents the leadership experiences of ‘Jane’, a White, middle-class principal of a rural Indigenous school. The paper highlights how Jane's leadership is inextricably shaped by her assumptions about race and the political dynamics and historical specificities of her school community. A central focus is on Jane's tendency to deploy culturally reductionist understandings of Indigeneity that position it as incompatible or incommensurable with White culture/western schooling. The paper argues the central imperative of a leadership that rejects these understandings and engages in a critical situational analysis of Indigenous politics, relations and experience. Such an analysis is presented as imperative to supporting representative justice in that it moves beyond merely according a voice to Indigenous people to a focus on better understanding, problematising and remedying the racial relations that contribute to Indigenous oppression.
    • 'Just dance' with digital literacy

      Oughtred, Christine; Robertson, Sabina (Deakin University Library, 2016-04-01)
      In a rapidly changing higher education environment, Deakin University’s promise is to offer “brilliant education where the students are ‐ and where they want to go”. Targets set for learning, teaching and research, have significant implications across the University. Collaboration at all levels of the organization is core to achieving goals that deliver value to the student community.<br /><br />The Library is charged with delivering one of the University's eight graduate learning outcomes, Digital Literacy, with initiatives required to build staff capability and contribute to student learning. Deakin University defines Digital Literacy as using technologies to find, use and disseminate information.<br /><br />This paper provides an analysis of a case study in which liaison librarians collaborated with science academics to develop innovative digital literacy activities and assessment tasks for undergraduate units related to ‘Judging Reliability and Accuracy of Information’.<br /><br />The case study reveals that engaging students in meaningful learning activities and assessment tasks creates dynamic and powerful learning experiences for first and second year students. In addition, the leadership that the liaison librarians demonstrate in activities that capitalise on problem based learning, elements of gaming, peer assessment, and new ways of communicating has prompted open conversations and collaborations with academics about further opportunities.
    • 'Much more than a basic education': Supporting self-determination and cultural integrity in a non-mainstream school for Indigenous girls

      Keddie, Amanda (Routledge, 2011-11-01)
      This paper presents data from an interview‐based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non‐traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity. Through lenses that align Nancy Fraser’s theories of redistributive and recognitive justice, with Indigenous feminists’ equity priorities, the paper identifies and analyses the structures and practices at the school that support the girls’ capacities for self‐determination and their sense of cultural integrity. The paper is an important counterpoint within the context of mainstream gender equity and schooling discourses that continue to homogenise gender categories, sideline the multiple axes of differentiation that interplay to compound gender (dis)advantage and deflect attention away from marginalised girls. In particular, it provides significant insight into how schools can begin to reconcile the double bind of racism and sexism that continues to stymie the schooling and post‐school outcomes of Indigenous girls.
    • 'Please don't call me Mister': patient preferences of how they are addressed and their knowledge of their treating medical team in an Australian hospital

      Parsons, Shaun R; Hughes, Andrew J; Friedman, N Deborah (BMJ Group, 2016-01-01)
      <b>OBJECTIVES:</b> To investigate how patients prefer to be addressed by healthcare providers and to assess their knowledge of their attending medical team's identity in an Australian Hospital.<br /><br /><b>SETTING:</b> Single-centre, large tertiary hospital in Australia.<br /><br /><b>PARTICIPANTS:</b> 300 inpatients were included in the survey. Patients were selected in a sequential, systematic and whole-ward manner. Participants were excluded with significant cognitive impairment, non-English speaking, under the age of 18 years or were too acutely unwell to participate. The sample demographic was predominately an older population of Anglo-Saxon background.<br /><br /><b>PRIMARY AND SECONDARY OUTCOME MEASURES:</b> Patients preferred mode of address from healthcare providers including first name, title and second name, abbreviated first name or another name. Whether patients disliked formal address of title and second name. Secondarily, patient knowledge of their attending medical team members name and role and if correct, what position within the medical hierarchy they held.<br /><br /><b>RESULTS:</b> Over 99% of patients prefer informal address with greater than one-third having a preference to being called a name other than their legal first name. 57% of patients were unable to correctly name a single member of their attending medical team.<br /><br /><b>CONCLUSIONS:</b> These findings support patient preference of informal address; however, healthcare providers cannot assume that a documented legal first name is preferred by the patient. Patient knowledge of their attending medical team is poor and suggests current introduction practices are insufficient.
    • 'Research as dialogue' and cross-cultural consultations : confronting relations of power

      Sanderson, Von; Allard, Andrea (AARE, 2003-04-01)
      ln this paper, we discuss methodological issues that emerged as we worked through a small empirical research project, 'Engaging Aboriginal students in education through community empowerment'. Recent national policy statements (see, for example, MCEETYA 2000,. NBEET 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self-determination and improve educational outcomes. In keeping with these recommendations, our project aimed to challenge assimilationist frameworks and sought to 'empower' members of the local Aboriginal community through participation in the project. 'Research as dialogue' was a guiding principal and a primary aim was to listen actively to all key stakeholders in the remote community setting, particularly to lndigenous parents, students and teachers, in order to identify current strengths and concerns regarding the provision of culturally inclusive schooling. A proposed second stage of the project is to develop, on the basis of these consultations and in collaboration, community-based education projects that engage non-attending Aboriginal students. Here we discuss the consultative processes undertaken in stage one of the project, and critically analyse the difficulties as well as potential strengths of trying to form collaborative partnerships as researchers across cultural differences and with diverse community groups.<br />
    • 'Survey finds graduates' mathematics doesn't add up': Media interview

      Guy Healy; Kelly E. Matthews (The Australian, 2010-09-01)
      Science graduates are in serious trouble with their mathematics skills according to University of Queensland Australian Learning and Teaching Council project leader Kelly Matthews.
    • 'That doesn't translate': The role of evidence-based practice in disempowering speech pathologists in acute aphasia management

      Foster, Abby; Worrall, Linda; Rose, Miranda; O'Halloran, Robyn (John Wiley and Sons, 2015-07-01)
    • 'We know them, but we don't know them': a grounded theory approach to exploring host students' perspectives on intercultural contact in an Irish university

      Denby, David; Pearson-Evans, Aileen; Dunne, Ciaran (Dublin City University. School of Applied Language and Intercultural Studies, 2008-11)
      This study is concerned with intercultural relations among students in an Irish university. Specifically, the study explores host culture students’ perceptions of cultural difference within the student body and their experiences of intercultural contact on campus, including the factors which inform such contact. Using a grounded theory approach, 24 in-depth qualitative interviews were conducted with 2nd year undergraduate students from three courses. The data were rigorously analysed through a systematic process of coding, categorisation and theoretical development to produce findings grounded in students’ personal comments and lived experiences. These findings indicate that although nationality and age are employed as markers of cultural identity, host students’ construction of cultural difference is heavily informed by their perception of diverging value systems within the specific educational environment. These values are in turn reflected in students’ reported behaviours, attitudes, and levels of engagement in the social and academic aspects of the university life. The findings also identify multiple situational and student-specific factors which impact upon the likelihood of students engaging in intercultural contact and their actual experiences of such contact, including factors impacting upon intercultural relational development. Furthermore, the study highlights the crucial role educational institutions can play in fostering intercultural contact among students and offers suggestions for promoting intercultural relations on campus. Overall, the findings indicate that host students perceive intercultural contact to be both complex and problematic. It is associated with heightened uncertainty and anxiety, and is commonly perceived to be more demanding, yet less rewarding, than intracultural contact. While students’ tendency to gravitate towards cultural peers represents a major obstacle to intercultural contact, language barriers and the need to adapt communication style also emerge as important issues affecting intercultural encounters. At a time when many Irish higher education institutions are experiencing significant diversification within the student body, this research is both timely and necessary.