Holmesglen Institutional Repository (Holmesglen Inst. of TAFE)
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Pressing for parity: how VET can command its share of esteem
No full textVocational education and training (VET) was considered a second-best option even in the 1970s, when perhaps seven in 20 young people finished year 12, and three of them went on to university. Many people, mainly boys, left school at 15 or 16 to pursue what would often prove lucrative trades in areas like carpentry, mechanics, plumbing or boatbuilding. Some of them ended up wealthier than their bookish peers with arts degrees. But the arts degree commanded more esteem than the plumbing ticket. VET's parity problem is arguably worse now, with degree-level qualifications gradually becoming de rigueur in areas like childhood education and aged care. Employment in such areas is booming, and vocational institutes risk losing a lot of business if they cede training rights for these occupations.Mackenzie Research InstituteMackenzie Research Institut
Sulfonated plantain-peel solid acid for FFA esterification pretreatment of waste cooking oil: synthesis, characterization, and RSM optimization
No full textThis is an open-access article distributed under the terms of the Creative Commons Attribution License.This study investigated the synthesis and application of a sulfonated heterogeneous solid acid catalyst derived from a ripe-unripe plantain peel mixture for the esterification of waste cooking oil (WCO). The catalyst was prepared by carbonizing the dried plantain peel mixture at 550 °C for 2 h before being sulfonated with concentrated sulfuric acid. Analytical techniques such as FTIR, SEM/EDX, XRD, XPS, and BET/BJH were used to characterize the developed catalyst. WCO esterification was modeled and optimized using a central composite design of response surface methodology. Characterization revealed that the synthesized catalyst is a crystalline material with dominant phases of K2Ca(SO4)2·H2O and K2SO4. BET surface area of 49.3 m2/g and average pore diameter of 6.15 nm demonstrated the mesoporous nature of the developed catalyst. FTIR, XPS, and XRD analyses confirmed the successful incorporation of sulfur-containing acidic groups, primarily –SO3H, on the surface of the catalyst. At the optimized conditions of 60 °C reaction temperature, 62 min reaction time, 10.8:1 methanol/WCO, and 3.5 wt% catalyst amount, the esterification achieved 90.5 ± 1.64 % FFA conversion. A possible esterification reaction mechanism was proposed. Reusability of the catalyst was successfully demonstrated after 5 reaction cycles, with a conversion of 76.4 %. The findings from this study highlight that the synthesized catalyst derived from plantain peel, is capable of serving as a solid-acid catalyst for pretreatment (FFA esterification) of WCO prior to base-catalyzed transesterification.Centre for Energy and InfrastructureHolmesglen Institut
Revisiting professionalism in hospitality: contemporary contemporary perspectives from stakeholders in hospitality higher education
Full text linkThis is pre-published version of CAUTHE 2025 conference presentation.Following the COVID-19 years, the global tourism industry has experienced remarkable
growth, with the UNWTO (2024) reporting a return to 97% of pre-pandemic levels in the
first quarter of 2024 – reflecting year-on-year growth of 20%. The myriad of opportunities
that this rapid growth has offered hospitality graduates, has also created challenges for both
education providers and students, who must continually enhance their skills to stay
competitive and market-ready. Professionalism, one of the most essential competencies for a
high-quality hospitality workforce, has only been thoroughly explored within the past
decade (Cheng & Wong, 2015; Lee, 2014).
Professionalism has traditionally been associated with fields including law, architecture,
medicine, science, or engineering. However, Cheng and Wong (2015) were among the first
to interpret professionalism within the context of the hospitality industry through an
exploratory study that included focus-group interviews with junior staff, middle managers,
and senior managers across local and international hotel brands. Drawing on the perspective
of hospitality practitioners, professionalism was conceptualized across nine attitudinal
dimensions: passion, openness to change, a team-oriented attitude, competence and skills,
interpersonal skills, emotional self-control, professional ethics, leadership by example, and
perfectionism (Cheng and Wong, 2015). Hospitality educators need to be congnisant of
these elements of professionalism to ensure that their students graduate with the skills and
competencies that the industry requires (Fraser, 2020). Students should also reflect on these
dimensions as they form their professional identity, a crucial element of graduate
employability (Jackson, 2016).Faculty of Hospitality, Environment, Lifestyle and BusinessHolmesglen InstituteCAUTHE 2025Brisbane, Australi
Holmesglen research 2024: projects, partnerships, participation
Full text link2024 Annual report of Holmesglen Centre for Applied Research and Innovation. Director, Dr. Henry Pook.Higher Education and Applied ResearchHolmesglen Institut
Developing vocational identity and belonging in the hospitality workforce of tomorrow – assessing the effectiveness of a curriculum-driven approach [Power Point slides]
Full text linkThis is pre-published version of CAUTHE 2025 conference presentation PowerPoint slides. Corresponding presentation is also available in this Repository.Generational transformation is required in the way that the hospitality workforce is attracted, developed and retained if a sustainable future for the industry is to be realised. The hospitality industry has a history of struggling to retain staff, a problem that has been exacerbated and become more visible in the post-covid years. In addition, early career attrition reflects the challenges that hospitality graduates face. In response to these challenges, the design of a hospitality management course in a Victorian tertiary institution was motivated by a desire to develop a sense of vocational identity and belonging in the graduate cohort. Vocational identity, which refers to a sense of self derived from one's work or occupation (Chan, 2020), has been identified by researchers as benefitting both employers and employees in a number of ways. These include increased employee job satisfaction and motivation; higher productivity and enhanced job performance; and clarity in job role and responsibility. Research has also shown that vocational identity guides workers' practices and influences their performance, or competence (Klotz, et al. 2014). As a result, identifying strategies in tertiary education that effectively develop a sense of vocational identity are expected to positively contribute to both employee performance and long-term career commitment.Bachelor of Hospitality ManagementHolmesglen InstituteCAUTHE 2025Brisbane, Australi
Developing vocational identity and belonging in the hospitality workforce of tomorrow – assessing the effectiveness of a curriculum-driven approach
Full text linkThis is pre-published version of CAUTHE 2025 conference presentation. PowerPoint is also available in this Repository.Generational transformation is required in the way that the hospitality workforce is attracted, developed and retained if a sustainable future for the industry is to be realised. The hospitality industry has a history of struggling to retain staff, a problem that has been exacerbated and become more visible in the post-covid years. In addition, early career attrition reflects the challenges that hospitality graduates face. In response to these challenges, the design of a hospitality management course in a Victorian tertiary institution was motivated by a desire to develop a sense of vocational identity and belonging in the graduate cohort. Vocational identity, which refers to a sense of self derived from one's work or occupation (Chan, 2020), has been identified by researchers as benefitting both employers and employees in a number of ways. These include increased employee job satisfaction and motivation; higher productivity and enhanced job performance; and clarity in job role and responsibility. Research has also shown that vocational identity guides workers' practices and influences their performance, or competence (Klotz, et al. 2014). As a result, identifying strategies in tertiary education that effectively develop a sense of vocational identity are expected to positively contribute to both employee performance and long-term career commitment.Bachelor of Hospitality ManagementHolmesglen InstituteCAUTHE 2025Brisbane, Australi
Routlege handbook of digital technologies in sport, exercise and physical education
No full textItem is not available from this repository.Sports Media and Sport Business DegreesHolmesglen Institut
Effects of the chemical and mechanical pre-treatment of brown seaweed on biomethane yields in a batch configuration
No full textThis is an open-access article distributed under the terms of the Creative Commons BY 4.0Brown seaweed could be a viable option for biogas production, with the added advantage of not competing with land-based crops, which negates the food vs. fuel argument. To optimise the process, this research investigates using mechanical and chemical pre-treatment to increase the biomethane yield of seaweed. The biomethane potential, biodegradability index, and biomethane yields were determined as well as the kinetics based on the hydrolysis of the anaerobic digestion process. Mechanical pre-treatment showed the highest increase in methane yield for the smaller size (<1.7 mm), recording yields of 126.16 mL/g VS after 28 days when compared to 31.54 mL/g VS for the control (2–3 mm). Chemical pre-treatment yielded higher methane rates (34.59–60.33 mL/g VS) than the control, but not as high as the mechanical pre-treatment processes. First-order kinetics described the anaerobic digestion process, with k-values between 0.050 and 0.106. The biodegradability index was between 0.145 and 0.580. The research increased the knowledge base of the potential of the Ecklonia Maxima seaweed to produce biogas. Careful consideration of the impact on the overall process must be completed to determine the advantages or disadvantages of including a pre-treatment step in the process under consideration.Centre for Energy and InfrastructureHolmesglen InstituteCape Peninsula University of Technology, Cape Tow
Responding to change: innovations and adaptations to VET programs in a post-pandemic world
No full textThis paper is based on ongoing research that builds on an earlier study exploring the innovations and adaptations made to face-to-face delivery in programs from Vocational Education and Training (VET) and Higher Education (HE) in a TAFE institute in Victoria, Australia during the Covid-19 pandemic. Participants were drawn from two faculties within the Institute and included learners, teachers and lecturers.Office of Teaching and LearningHolmesglen Institute33rd National Vocational Education and Training Research conferenceNorth Metropolitan TAFE, Pert
Empowering information technology students for employment success through online and flexible learning modes
No full textCOVID-19 has compelled businesses to accelerate the adoption of digital technologies and rethink traditional models to enhance customer value and maintain a competitive advantage. This presentation explores innovative approaches to IT training which leverage online and remote training options to empower students. By focusing on flexible delivery modes, including the HyFlex model (Gogia 2021), we aim to address the dual challenge of meeting the skill needs of the IT sector and enhancing productivity in the digital economy.
In conclusion, this study exemplifies how online and flexible learning modes can be effectively utilised to empower learners by providing accessible, engaging, and relevant training. Students are prepared for successful employment outcomes in the IT fields but also contributes to addressing the broader skill needs and productivity challenges in the digital economy. This presentation calls for further research and investment in flexible learning models as a strategic approach to workforce development.Office of Teaching and LearningHolmesglen Institute33rd National Vocational Education and Training Research conferenceNorth Metropolitan TAFE, Pert