29 research outputs found
The usefulness of the idea and concept of reconciliation for guiding Australian Indigenous higher education in the postcolonial, post-imperial world
No full textThis chapter examines the strengths and limitations of the idea of reconciliation and the concept of Reconciliation for guiding Australian Indigenous higher education into the 21st century. Drawing on research and discussions over the past 20 years and, in particular, the findings of a recent study by Goerke, we report on the views of prominent Indigenous and non-Indigenous Australian political and educational leaders about universities in Australia and their engagement with the aspirations of the Indigenous peoples of Australia. We explore a particular concept known internationally as ‘Reconciliation’ and its policy lever that has been operationalised in some Australia universities to guide this work – the ‘Reconciliation Action Plans’ (RAPs).No Full Tex
The usefulness of the idea and concept of reconciliation for guiding Australian Indigenous higher education in the postcolonial, post-imperial world
No full textThis chapter examines the strengths and limitations of the idea of reconciliation and the concept of Reconciliation for guiding Australian Indigenous higher education into the 21st century. Drawing on research and discussions over the past 20 years and, in particular, the findings of a recent study by Goerke, we report on the views of prominent Indigenous and non-Indigenous Australian political and educational leaders about universities in Australia and their engagement with the aspirations of the Indigenous peoples of Australia. We explore a particular concept known internationally as ‘Reconciliation’ and its policy lever that has been operationalised in some Australia universities to guide this work – the ‘Reconciliation Action Plans’ (RAPs)
A step on the messy path to alignment: Developing the Aboriginal and Torres Strait Islander Intercultural Capability Framework
No full text*In acknowledgement of the current potential ambiguities of meaning when using the term ‘Indigenous’ we have decided that for this Conference Proceedings extended, peer-reviewed version we have replaced our original inclusion of the word ‘Indigenous’ with the words ‘Aboriginal and Torres Strait Islander’.Like many other Australian universities, Curtin University identifies intercultural capabilities in its list of graduate attributes. Within this mandate, Curtin is increasingly foregrounding the need for graduates to develop Indigenous cultural capabilities. It is widely recognised that in order to develop these capabilities in graduates, educators at the interface need to embody these capabilities. Similarly, what has become increasingly clear is that it is not only educators but staff across the university that need intercultural skills and understanding in order to move towards a ‘decolonised’ academic environment that will truly support the development of cultural capabilities in graduates. Within the undergraduate curriculum, one of the core principles of developing cultural capabilities is that they are a journey, requiring students to engage with material through a graduated, progressive learning experience. At Curtin, the importance of mirroring this graduated learning journey for staff has been recognized, and in an effort to move from theory towards actualising staff cultural capabilities, the Indigenous Cultural Capabilities Framework’ (ICCF) is currently being developed (referred to by these authors as the Aboriginal and Torres Strait Islander Cultural Capabilities Framework). The Curtin University ICCF aims to map pathways that progress staff in developing cultural capabilities, as well as the measures with which the achievement of these capabilities are assessed. While programs and models to develop staff intercultural capabilities through professional development activities is not new, what appears to be unique with Curtin’s ICCF is its attempt to implement a graduated professional developmental program for all levels of staff across a large university. At the conference we discussed, the somewhat messy process of developing and implementing the ICCF, and we also shared a draft of part of the framework
Undergraduate students' adoption of handheld devices and Web 2.0 applications to supplement formal learning experiences: Case studies in Australia, Ethiopia and Malaysia.
No full textThis paper reports research into undergraduates’ adoption of handheld devices as supplementary learning tools. Students enrolled in Engineering and Business in Australia, Africa and Malaysia volunteered to participate in a study of their use of the HP iPAQ from mid-2005 to late-2006. The Business students were located in Perth (Australia) and in Addis Ababa (Ethiopia), and the Engineering students were located in Perth and Miri, Sarawak (Malaysia). Researchers observed and analysed the participants’ commencing levels of technology adoption, and then there subsequent adoption and perceptions of the usefulness of the iPAQ. Students did not recommend the iPAQ for learning because, using Roger’s reasons for adoption, it was trialable and observable but it failed to meet expectations. The Ethiopian students who, despite undeveloped ICT infrastructure, were most open to continue to experiment and persist with the device regardless of trying circumstances
Communications Toolkit
No full textThis new edition includes more information than ever on active listening and dealing with conflict, while taking into account the changing nature of university studies as more and more students study and take courses online.The Communications Toolkit contains practical advice, tips and strategies to enable you to develop the communication skills needed to be a successful student.
The text helps you make a successful transition to tertiary studies, develop effective research skills for your discipline, approach academic writing with confidence, refine your writing skills, and enhance your face-to-face communication experience.
This new edition includes more information than ever on active listening and dealing with conflict, while taking into account the changing nature of university studies as more and more students study and take courses online. New examples of online students’ communication work and new coverage of the communication challenges students face when going to university via an online channel deals with this diversity.
The direct, inclusive, motivational and student-friendly text addresses both individual students and those working in seminar or workshop groups, and provides activities for both types of student throughout the book.
The new CourseMate Express website offers you resources for learning and revision, making this the strongest communications textbook in the market today
The idea of Reconciliation in Australian universities and how it has been articulated through Reconciliation Action Plans
No full textStarting with Reconciliation Action Plans (RAPs), a policy ethnography was completed exploring reconciliation between non-Indigenous and First Nations peoples in Australian universities. This Reconciliation was found to exist on a complex dynamic Reconciliation Spiralling Continuum, evidenced by well-intentioned though sometimes assimilationist practices, through to those demonstrating Indigenous rights-based reconciliation. RAPs were found to be useful for some universities, but restrictive for others. Findings also indicated the need to listen to First Nations education leaders and those who are 'Reconciliation Elders' in future planning. The new synergistic South-West Indigenist Theory and a hybrid research methodology, the Refractive Reconciliatory Self-study, were key outcomes of this research
Earnings-related Severance Pay
No full textIn an efficiency wage economy, lump-sum severance pay from which shirkers can be excluded raises employment. However, severance payments are usually related to wages. It is shown that earnings-related, mandated severance pay will have ambiguous employment effects if effort can be varied continuously. A substitution of the earnings-related for the lump-sum component reduces employment. Thus, the prevalent form of severance payments in OECD countries might have less advantageous employment effects than previously conjectured. Copyright 2006 The Author; Journal compilation 2006 CEIS, Fondazione Giacomo Brodolini and Blackwell Publishing Ltd..
Post-modernists' laughter
No full textThe work refers to comedy as one of the most essential indicators of post-modernist literary output. Arguing with
the views of researchers who, especially in the theory of postmodernist parody and pastiche, marginalise the role
of the comic and ludic component, the author attempts to determine both its particular importance and its
literary and cultural specificity. On the basis of some selected works (Gretkowska, Goerke, Gajdziński, Pilch) he
proves that post-modernist comedy is determined by its intertextual character, transgression (including the
poetics of the so-called ‘black humour’) and the tendency to join elements originating from various spheres of
the culture of laughter
Working towards the assurance of graduate attributes for Indigenous cultural competency: The case for alignment between policy, professional development and curriculum processes
No full textIn the Australian higher education environment, often preoccupied with internationalisation of education and associated issues around intercultural competencies, there is an uncomfortable awareness of the commensurate lack of attention on ‘Indigenisation of the curriculum’ and the interconnected ‘Indigenous cultural competencies’. This paper supports the argument that the optimum way for graduates to attain attributes connected to Australian Indigenous cultural competence, is for them to be in a learning environment where the staff they encounter also exhibit these attributes. To achieve success in this sphere, alignment is essential between key policies and plans, staff professional development and curriculum design. Such an alignment will give impetus to resolving the overall lack of knowledge and awareness within Australian universities around Indigenous cultural competence and knowledge. The case of one university presents an example of how this issue is playing out in the Australian tertiary sector
Australian Transnational Educational Leadership Roles: Challenges, Opportunities and Experiences
No full textThe establishment of higher educational hubs in Malaysia and Singapore has spurred the growth of transnational education (TNE) offerings in Asia, and attracted several Australian higher education providers to set up branch campuses in these countries. In Malaysia, TNE is seen as contributing to economic targets by helping to decrease the outflow of students and currency, and by attracting international students to Malaysian shores (British Council 2012). The provision of higher education through TNE raises issues somewhat distinct from those arising with local provision of higher education. These include the balance of local and foreign educational decision making and its implications for academic staff and for the learning experiences of students. This paper is informed by ‘Learning without Borders: Leadership in transnational education and internationalization of curriculum’, an Australian Office of Learning and Teaching (OLT) funded project undertaken at Curtin University and Swinburne University of Technology, involving Australian campuses and branch campuses. The project investigated staff experiences, expectations and preferences on TNE issues including career path opportunities, teaching and learning implications. The project focused particularly on the development of recognition and support for leadership roles in transnational education and on internationalization of curriculum. The paper highlights some of the TNE and internationalization measures that might enhance staff experiences and student learning
