Holmesglen Institutional Repository (Holmesglen Inst. of TAFE)
Not a member yet
323 research outputs found
Sort by
Exploring the role of social and emotional learning (SEL) in the apprentice experience
No full textItem availability may be restricted - (login required for Holmesglen staff and students)Social and emotional learning (SEL) builds key life skills. These include self-control, empathy, and good choices (Collaborative for Academic, Social, and Emotional Learning (CASEL), 2024). This study explores SEL skills in Australian apprentices’ workplace training. It focuses on relationships and how people interact. This researchused 144 surveys and 31 interviews with indentured apprentices across various trades at an Australian vocational training college.The study emphasises the importance of Social Intelligence (SEL) in apprentice training. The findings of the survey revealed that apprentices have high self-awareness but lack self-management skills. The thematic analysis suggests prioritizing planning and organisational skills to enhance interpersonal abilities. Assessing SEL competencies could inform the improvement of training quality.FuturetechHolmesglen Institut
Horticulture and gardening - integrating literacy education
Full text linkThis is a power point presentation.The Holmesglen horticulture program engages and envelops a sense of fun and creativity in the garden with a focus on student agency, and the development of literacy and numeracy skills. Students needing literacy and numeracy support study programs through the Certificate in Initial Adult Literacy and Numeracy or other literacy units from Work Education that develop independent living and work education skills. Horticulture is integrated into all these programs and including kitchen gardening, composting, propagation and general horticulture skills.
Students work on literacy and numeracy tasks though a variety of horticultural activities including growing plants, market days, sensory garden development as well as being volunteer native seedling growers for The Tree Project. Through these various programs students develop literacy skills through activities such as recording plant growth, entering plant data into an online data base, individual plant profile project development and developing their own plant labels. Numeracy skills activities can include measuring plant growth and developing a watering schedule. In this workshop participants will learn how to simply apply aspects of the gardening and map to literacy and numeracy outcomes as well as some practical activities.Community and Social InclusionHolmesglen InstituteACAL Conference 2025Melbourn
Big Bash as mass deception: understanding the dumbing down of cricket
Full text link• This is pre-published version of this article.This paper examines the cultural transformation of sport through the lens of Twenty20 (T20) formats, focusing on the Big Bash League (BBL) in Australia as a case study. As T20 formats increasingly dominate the global sporting landscape, they reflect a broader societal shift towards a standardised, simplified culture that prioritises entertainment, spectacle and instant gratificationHigher Education and Applied ResearchHolmesglen InstututeThe Monash Intercultural Lab, Monash Universit
Curriculum development in hospitality: adopting design thinking and artificial intelligence tools to enhance educator digital competencies.
No full textConference paper, abstract only.Research background and purpose Digital transformation is driving educators to adopt innovative methods for digital teaching to facilitate student learning. Due to transformation, upskilling has become a top priority for educators in key competencies such as creative thinking and digital competencies to develop innovative curriculum (Redecker, 2017). Educators must enhance their creative thinking, adaptability, and artificial intelligence (GenAI) proficiency to develop teaching strategies that foster students' critical thinking and interpersonal skills while advancing their own 21st- century competencies to effectively convey these skills through enhancing digital capabilities (Lidolf & Pasco, 2020). The European Framework for the Digital Competence of Educators (DigCompEdu) (Redecker, 2017), outlines a set of areas and digital competencies that educators should possess to enhance their teaching methods, foster digital literacy among students, and improve the overall teaching and learning experience (Caena & Redecker, 2019). DigCompEdu lacks the details in using digital technologies such as learning management systems, digital content creation tools and GenAI. This highlights the necessity for creative thinking, agility and flexibility in modifying teaching approaches to align with innovative curricula. These competencies are crucial for transforming educators' mindsets towards a focus on ongoing professional development in digital teaching and learning. Curriculum development involves planning, implementation, and evaluation which has a broad scope (Ornstein Hunkins 2017). However, curriculum design is aligning learning strategies, materials, and experiences to defined outcomes (Taba, 1962; Tyler, 1949). Whereas curriculum models focus on the outcomes of a curriculum which involves managing, designing, and organizing learning objectives, competencies, and standards within a curriculum. This seems to be the common approach across higher education curriculum. The process of designing curriculum with the end in mind is commonly referred to as “backward design” (Wiggins & McTighe, 1998). Backward design starts with the outcomes and then works backwards to address the content, topics, strategies, and materials. One of the key tools important to backward design is the use of learning objectives taxonomies. One of the most widely used of these taxonomies is Bloom’s Taxonomy (Bloom et al., 1956). Bloom’s Taxonomy organizes learning objectives based on a level of learning. Digital transformation in higher education is driving the need for educators to enhance digital capabilities for teaching and learning. This includes exploring innovative curriculum design, and the impact of technology on curriculum delivery (Tight, 2024). The extant literature on curriculum development and educator digital competencies in hospitality higher education is scarce and fragmented. To effectively integrate competencies for utilising educator pedagogical competencies which includes digital resources, teaching and learning, assessment, and empowering learners does not align with contemporary curriculum development models. This absence highlights a significant opportunity for a study to expand on the literature regarding a design thinking approach (Ornstein & Hunkins, 2017) to curriculum development and digital competencies in hospitality higher education. Reflecting on these gaps, the objectives of this study are twofold: (1) To explore the stages of curriculum development practices and how design thinking can be incorporated into the curriculum development process in hospitality higher education, and (2) To examine GenAI tools’ integration with Design Thinking and explore curriculum design alternatives. Methodology To effectively address the objectives, this study utilises a mixed method approach that combines qualitative and quantitative research methodologies. The process unfolds through two multi-step stages, described as follows: Stage 1: Qualitative research This stage is structured into three following steps: Step 1: Identification of curriculum development processes across hospitality management programs offered by universities and other higher education providers across Australia. This initial stage involves a comprehensive search to catalogue curriculum. Step 2: Analysis and comparison of the curriculum development components across the identified programs. This includes core courses, digital resources, teaching strategies, authentic assessments, and empowering learners. Step 3: In-depth content analysis to extract digital competencies within the curricula. This stage focuses on: Examining the objectives, content, and pedagogical approaches utilized in core, specialized, and elective courses. Stage 2: Quantitative research In this phase of the research, an empirical analysis will be undertaken to develop and validate a conceptual framework that explores the impact of curriculum development process. These hypotheses will be empirically tested using data gathered through a questionnaire survey administered to educators in higher education in hospitality higher education programs at Australian institutions. The study employs a Partial Least Squares- based Structural Equation Modelling (PLS-SEM) approach, encompassing both measurement model evaluation and structural model evaluation, to rigorously test the hypotheses and validate the proposed conceptual framework. Originality/Value Building on the long-standing tradition of curriculum development approaches, and the design thinking concepts, the proposed study represents the first attempt to explore and validate the conceptualisation of curriculum on the formation digital competences within the literature of hospitality curriculum development. Additionally, it seeks to extend the extant literature on curriculum development formation by validating the influence of design thinking and perceptions of digital competencies within higher education.Higher Education and Applied ResearchBachelor of Hospitality ManagementHolmesglen TAFECAUTHE 2025 Conference proceedings: transforming tomorrow: leveraging opportunities to create change in tourism, hospitality and events.Brisban
The effect of therapeutic and deterrent messages of Internet users attempting access 'barely legal' pornography.
No full textOpen access journal article.Online child sexual abuse material (CSAM) is a growing problem. Prevention charities, such as Stop It Now! UK, use online messaging to dissuade users from viewing CSAM and to encourage them to consider anonymous therapeutic interventions. This experiment used a honeypot website that purported to contain barely legal pornography, which we treated as a proxy for CSAM. We examined whether warnings would dissuade males (18–30 years) from visiting the website. Participants (n = 474) who attempted to access the site were randomly allocated to one of four conditions. The control group went straight to the landing page (control; n = 100). The experimental groups encountered different warning messages: deterrence-themed with an image (D3; n = 117); therapeutic-themed (T1; n = 120); and therapeutic-themed with an image (T3; n = 137). We measured the click through to the site. Three quarters of the control group attempted to enter the pornography site, compared with 35 % to 47 % of the experimental groups. All messages were effective: D3 (odds ratio [OR] = 5.02), T1 (OR = 4.06) and T2 (OR = 3.05). Images did not enhance warning effectiveness. We argue that therapeutic and deterrent warnings are useful for CSAM-prevention.Computing and Information TechnologyHolmesglen Institute of TAF
Game changers? The Matildas and 2023 Women’s World Cup
No full textItem is not available from this repository. Please contact the author. Full text is under embargo until December 2026.Sporting histories often reflect social, cultural, and political shifts, yet football narratives have largely reinforced patriarchal perspectives. This article addresses the underrepresentation of women by examining the Australian women’s soccer team, the Matildas, during the 2023 Women’s World Cup within the broader context of Australian sport history. We explore how intersecting systems of power reproduce inequalities in gender, race, and sexuality, and whether the Matildas’ success fostered economic, social, and cultural change. Led by Sam Kerr, an openly gay athlete of colour, the team challenged Australia’s masculine, heteronormative sporting culture and campaigned for equal pay. Their performance positioned the Matildas as a unifying national symbol and arguably Australia’s most inclusive sporting brand, prompting government action on structural gender inequalities. Yet we question whether this represents lasting progress or a temporary response to national pride in winning.Higher Education and Applied ResearchMonash UniversityHolmesglen Institut
Mega project education and training collaboration
Full text linkFree access.The delivery of major infrastructure under Victoria’s big build strategy is seeing the delivery of mega infrastructure projects. Each of these projects have specific skill needs not only for the project, but for
different phases of the project. To deliver the training for mega projects, the training provider should work with the lead contractor or joint venture to understand training needs and provide training as needed. This report examines approaches undertaken in different countries taken to provide accredited and bespoke training for major infrastructure projects. The Fellow has identified factors that can impact on the ability of a training provider to provide training to mega projects, including:
• Effective collaboration between industry and
education and training providers
• Preferred workforce development models
• A cost of construction and/or investment in
workforce capability
• Project need for accredited training
• Ability of training provider/s to access specialist
skills/equipment required for training delivery
• Point of engagement in the project
Observations made and discussions held with education & training providers, industry and original equipment manufacturers (OEM) identified actions that could be undertaken to mitigate barriers to the
successful completion of a project. A consistent theme across each of the mitigation strategies was the need for effective collaboration. Not only between the contractor and training provider, but also with statutory authorities, OEM, regulators and government. Critically, when a training provider is involved in the project planning phase, it is likely that the education and training delivered will meet project needs as required for all stages of the mega project.Centre for Energy and InfrastructureHolmesglen Institut
Intention to adopt electric motocycles in developing markets: examining the role of image, motivators and barriers through the behavioral reasoning theory framework.
No full textCarbon emissions from fuel-based motorcycles are compromising the sustainability of transport systems in low- and middle-income countries. To address this issue, the decarbonization of the transportation sector through the adoption of electric motorcycles (EMs) has attracted growing attention from both practitioners and academics. However, existing research on EM adoption intentions has predominantly focused on the factors facilitating adoption, with limited inquiries into both the reasons for and against EM adoption. This study applies Behavioral Reasoning Theory (BRT) to examine the role of EM image in shaping consumers’ attitudes and intentions toward EM adoption. It also investigates how consumers’ reasons for and against adopting EMs mediate the relationships between EM image and these attitudes and intentions. Data were collected from 762 residents without EM ownership across two major cities in Vietnam. Partial least squares structural equation modeling was employed to analyze the relationships between variables. The findings revealed that EM image positively influences reasons for, reasons against, and attitudes toward EM adoption. Reasons for EM adoption are positively associated with both attitudes and intentions to adopt EMs, whereas reasons against EM adoption negatively impact intentions and show a non-significant effect on attitudes. Additionally, the study confirmed the positive relationship between attitudes and intentions to adopt EMs. These results advance the existing literature on EM adoption by highlighting the predictive roles of EM image and behavioral reasoning in shaping consumers’ attitudes and intentions toward adopting EMs.Holmesglen Institute of TAF
Apprenticeship curriculum in the workplace: examining expansive vocational education and training (VET) in the Australian food trades apprenticeships
No full textOpen access.Australia faces significant challenges in securing a skilled workforce. A challenge particularly evident in the hospitality and food trades. This study investigates the workplace training curriculum of food trades apprentices in the state of Victoria. Utilising case studies and semi-structured interviews, the research evaluates the calibre of instruction provided to bakery apprentices in both workplace settings and vocational institutions. The analysis, grounded in Fuller and Unwin’s expansive/restrictive continuum (2003), yields two principal conclusions. First, the study reveals a conflict between operational productivity and on-the-job learning. Employers frequently prioritize business interests over apprentice development, potentially leading to disillusionment and attrition among trainees. Second, the findings demonstrate that a well-crafted training curriculum fosters a sense of vocational identity and belonging, enhancing apprentices’ commitment to their chosen field. This research offers valuable insights into how stakeholders can collaborate to improve apprenticeship completion rates and cultivate a stronger sense of vocation within workplace learners.Higher Education and Applied ResearchHolmesglen Institut
Stakeholder experiences in hospitality work integrated learning: A case study of “BHM Alive@ Novotel.”
No full textExtended abstract and references available only.Hospitality Management is not a discipline that can just be learned in the classroom (Sonnenscheinet al., 2019; Spowart, 2006). Despite the need for academic studies, graduates of hospitality management degrees are expected to ‘hit the ground running’ as they commence their careers inindustry (Ngoepe & Wakelin-Theron, 2023). Hospitality businesses are dynamic service environments with a focus on experience provision, that require students to have a strong combination of theoretical knowledge, practical skills and industry experience (Ren & McKercher, 2021). While for some students in some educational institutions, the skills and experience will be developed through institutional facilities like training restaurants or through part-time industry jobs, many others are reliant upon the relationships that are formed between their educational institutionand industry partners.
Work-integrated learning (WIL) “is an approach to education that allows students to obtain work experiences related to what they are learning in a classroom setting” (Jackson, 2016), and usually involves three stakeholders – the student, their institution and the industry partner. Each stakeholder benefits from WIL events, and each stakeholder faces challenges. Well-structured WIL programs have been shown to be well-received and beneficial to students (Sonnenschein at al, 2019; Spowart, 2006) and to have positive impacts on employment outcomes (Jackson & Rowe ,2023). However, issues such as stress, isolation and study/life imbalances have been noted asdetracting from the students’ WIL experiences (Gillet-Swan & Grant-Smith. 2018). For the industry partner there is the potential benefits of increased productivity, new knowledge and skills, fresh ideas (Fleming & Pretti, 2019), and "the opportunity to identify and recruit talented students" (Atkinson et al, 2015). Those benefits however can be moderated by the attitudes, expectations andcommunication skills of individual students.
This study aims to investigate the experiences of each stakeholder group, focusing on ‘BHM Alive@ Novotel’ (BHM Alive) – a week-long immersive WIL experience for students studying in Holmesglen’s Bachelor of Hospitality Management (BHM) during September 2024. BHM Alive, a planned collaboration between Holmesglen’s BHM and long-standing hotel partner Novotel Melbourne Glen Waverley, will place students in a real world hotel environment. Some students will rotate through various departments, learning new skills and gaining experience by engaging with experienced hospitality professionals and managers. Others will participate in onsite tours and presentations from hotel department managers. BHM final year students, completing professional practice placements will assist in coordinating the program and in coaching first year students, hence providing an opportunity to not only develop their hard hospitality skills but also to put their leadership and management knowledge into practice. In conjunction with this initiative, subject assessments across the BHM program will be adapted to focus on BHM Alive activities andexperiences, further aligning academic goals with practical experience. This innovative approachwill provide students with a comprehensive and industry-relevant educational experience, bridging the gap between theoretical knowledge and practical application in the hospitality industry.
The primary objective of the proposed research is to evaluate the impacts on, and benefits providedto the stakeholders in this collaboration between BHM and Novotel. Specifically, this study will:
• Evaluate the effectiveness of the "BHM Alive @ Novotel" program in enhancing studentengagement and overcoming some of the issues faced by WIL students
• Assess the impact of the program on developing students' practical skills and industry knowledge
• Analyze the benefits and challenges for Novotel management and employees
• Examine the role of adapted subject assessments in reinforcing the learning from BHM AliveBachelor of Hospitality ManagementHolmesglen InstituteCAUTHE 2025 Conference Proceedings: Transforming Tomorrow: Leveraging Opportunities to Create Change in Tourism, Hospitality and EventsBrisban