Research UNE (University of New England)
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Administrative Intensity and Financial Sustainability: An Empirical Analysis of the Australian Public University System
No full textHowever, to date no attempt has been made to investigate the impact of administrative intensity on financial sustainability in the university sector. To address this gap in the literature, this paper examines the impact of administrative intensity on financial sustainability in Australian universities over the period 2009/10 to 2018/19. Our findings show that administrative intensity significantly affects the financial sustainability of Australian universities in a U-shaped form. Moreover, significant differences exist between the different categories of university in the association between administrative intensity and financial sustainability. The paper concludes with a brief discussion of its broader policy implications
Technical note: Genetic principal component models for multi-trait single-step genomic evaluation
No full textA reparameterization of the multivariate linear mixed model in genetic evaluation to principal components is described. This yields an equivalent model with a sparser coefficient matrix in the mixed model equations and, thus, reduced computational requirements to solve them. It is especially advantageous for analyses incorporating genomic relationship information with many nonzero elements in the inverse of the relationship matrix. Moreover, the framework lends itself directly to dimension reduction and, thus, further computational savings by omitting genetic principal components with negligible eigenvalues. The potential impact on com-putational demands is illustrated for an application to single-step genomic evaluation of Australian sheep
‘We Have Our Own Stories to Write, and We Will Write Them’: Defining Resilience with Aboriginal Young People
No full textColonization is understood as a determinant of health for Indigenous people globally. Understanding colonization through a lens of historical trauma offers new insights into the field of Aboriginal young peoples’ health and wellbeing. Grounded in the Indigenous research paradigm, this study conducted interviews with 15 Aboriginal young people living on Gamilaroi Country, New South Wales, Australia. Three stories are presented to explain how Aboriginal young people understand their resilience, strength and resistance as an integral component of historical trauma. Aboriginal young people identified the need to connect and to continue to draw strength from their ancestors and to be cognizant of the hope and strengths they have as Aboriginal people and describe how this strength can ensure Aboriginal culture is sustained for generations to come
All together now! – An exploration of the value of a simulated interprofessional learning program for a range of rural health students
No full textPurpose: This paper reports on the design and outcomes of a short learning program undertaken by a range of rurally based pre-graduate health students. The medical, nursing, pharmacy and social work students worked through two simulated case scenarios designed to enhance effective interprofessional teamwork and communication skills. The attitudes and experiences of students who completed the program were evaluated to inform future iterations. Background: The international literature clearly identifies the needs for greater integration of interprofessional education into the curricula of entry-level health professions to enhance mutual respect, effective team-work and patient-centred care. This paper will report on the design and outcomes of an interprofessional learning program developed at a rural university in Australia. Description of Program: The learning program was developed by a te of academic and clinical health professionals around the care of two clients with chronic conditions. An evaluation methodology explored the students’ attitudes and experiences of participating in this program. Data consisting of pre and post program surveys, audience response data and qualitative comments. This was analyzed to determine the effectiveness of the program in promoting interprofessional learning. Results: A majority of participants had pre-conceived ideas about the value of interprofessional learning to their professional practice; however following participation they were overwhelmingly positive about the value of this type of learning to their future practice. They felt the program gave them a greater appreciation of their role within the interprofessional team and provided valuable insights into the scope of practice of their clinical colleagues. Conclusion: The student participants found this program valuable, stimulating and challenging, with most indicating that they would welcome more opportunities to learn within interprofessional groups. The outcomes may be useful for academic and clinical educators and will inform the expansion of interprofessional learning activities at a rural university inNew South Wales, Australia. Relevance to interprofessional education: The design of this education program can be replicated and/or adapted to focus on any number of clinical scenarios to engage students in learning together to enhance their teamwork and communication skills. Learning Objectives: Following the presentation of this paper the audience will be able to: 1. Identify the strategies used to incorporate interprofessional competencies in a short educational program delivered to pre-graduate nursing, medical, pharmacy and social work students based at a rural university inAustralia.2. Explain the use of simulation technology within the interprofessional education (IPE) and/or practice program delivered to a range of health students based at a rural university inAustralia. 2. Explain the use of simulation technology within the interprofessional education (IPE) and/or practice program delivered to a range of health students based at a rural university in Australia
A narrative account of third space technology enhanced learning and teaching roles working in Australian Higher Education
No full textWe provide a collaborative autoethnographic narrative account (Poulos, 2021) of our experiences as practitioners working in overlapping, related Technology Enhanced Learning (TEL) roles (academic developer, learning designer, educational technologist) in Australian universities. Despite wide ranging demand for our roles, particularly during and post COVID pandemic (Bellaby and Sankey, 2020; Baré et al., 2021) these ‘third space’ roles (Whitchurch 2008; 2013) are often not well understood (Mitchell et al., 2017; Altena et al., 2019). Such roles may experience challenges in credibility and visibility (Fyffe, 2018), relationship-building (Mitchell et al., 2017), and limitations for career progression (Slade et al., 2019). We provide a selection of our accounts related specifically to key tensions for third space TEL roles in building collaborative relationships and what these contradictions in practice can mean for productivity, morale, wellbeing, career progression and identity formation. Our autoethnographic process has uncovered connections between professional identity, professional relationships and organisational context that provide insight into tensions for third space productivity and morale. We propose a tentative framework to explain the relationships of these connections, which may support those in third space TEL roles and their managers in making sense of their identities. By discussing our own journeys, not only can we begin to uncover tensions more fully, but we also uncover viable solutions to the way progression pathways, organisational structures and relationships across teams are conceived and leveraged within and across the sector
Barriers and Drivers of Household Water-Conservation Behavior: A Profiling Approach
No full textFactors that influence behavioral response (barriers and drivers) are important for household water-conservation practices. These factors either support or inhibit sustainable behavior. In this research, a latent profile analysis (LPA) was used within the capability-, opportunity-, and motivation-behavior (COM-B) framework to identify key barriers and drivers of household water-conservation behaviors. Participants (N = 510, mean age = 56.08 years, SD = 14.71) completed measures of psycho-social constructs related to barriers and drivers of water-conservation behavior. An LPA yielded a 3-profile statistical solution: capability (35.8%), opportunity (23.2%), and motivation (41.0%) conceptualizing levels of barriers and drivers of water-conservation behavior. Major identified barriers and drivers associated with these profile groupings were time constraints, acuity of water-efficient devices, lack of skills to adopt conservation practices, and availability of incentives/disincentives for water-saving devices. Validation analyses showed that the three COM-B groups diverged considerably based on socio-demographic status and actual water-conservation behavior. Results are pertinent to water authorities in identifying interventions to reduce barriers and promote drivers of positive household water-conservation behaviors by altering and directing appropriate COM-B dimensions to individual water consumers
Is there education in physical education? A narrative systematic review of research in physical education and learning
No full textOver the past five decades uncertainty around the value, purpose, and educational relevance of Physical Education (PE) as a school subject has been cultivated amongst key stakeholders in the education community. Within an Australian context there is a paucity of evidence to demonstrate that learning occurs in PE. The aim of this narrative systematic review was to identify and appraise what research on learning has been conducted in Australia since the year 2000 in PE. Results indicated that targeted interventions in PE improved student Fundamental Movement Skills, physical activity levels, and favourably impacted affective outcomes, and that the PE teacher and their chosen pedagogical approaches exhibit most influence on student learning. There was a lack of evidence to demonstrate that authentic learning occurs in PE, highlighting the need for PE researchers, practitioners, and teachers to design and lead empirical and robust research on learning in PE
Sensing propensity of a defected graphane sheet towards CO, H2O and NO2
No full textWe have used density functional theory to investigate the sensing property of a hydrogenated graphene sheet (graphane) towards CO, H2O and NO 2 gas molecules. Though the pristine graphane sheet is found not to have sufficient affinity towards the mentioned gas molecules, the defected sheet (removing few surface H atoms) has a strong affinity towards the gas molecules. While CO and H2O are found to be weakly physisorbed, the NO 2 molecules are found to be strongly chemi-sorbed to the defected graphane sheet. With NO2, the N(p) and O(p) states are found to have strong hybridization with the most active C(p) states which lie at the defected site of the graphane sheet. While increasing the coverage effect of the mentioned gas molecules toward the defected sheet, the adsorption energies do not change significantly. At the same time, the work function of the defected graphane sheet shows an increasing trend while adsorbed with CO, H2O and NO2 gas molecules, opening up the possibilities for a future gas sensor
