1399 - Other Education

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This collection contains Flinders' staff research in Other Education, reportable as part of Excellence in Research for Australia (ERA), from 2001-

Items are added automatically from Flinders University Research Services Office.


Recent Submissions

Now showing 1 - 16 of 16
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    Introductory microeconomics students' perceptions of the effectiveness of a collaborative learning method
    (School of Economics and Political Science, The University of Sydney, 2005) Gleeson, Anne Mary; McDonald, John Malcolm; Williams, Joseph
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    When a high distinction isn't good enough: a review of perfectionism and self-handicapping
    (2008) Forbes, Angus; Kearns, Hugh; Marshall, Kelly Michele; Gardiner, Maria Lucille
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    Critical success factors for professional doctorates
    (Queensland University of Technology, 2003) Cavaye, Angela Lamberta Maria
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    Whither engagement? Challenges for community engagement within academia
    (USQ Womens Network Inc, 2007) Star, Cassandra
    Despite the commitment to engagement with the broader community that is central to understandings of the role of academics within the university tradition, there are now significant barriers to the performance of this role. Significant changes in the management, funding and priorities of universities (prompted by government policy) have created conditions where community engagement is placed a distant third in the professional lives of contemporary academics behind research and teaching. Some have suggested that community engagement is not just a low priority activity in modern academia, but one that is consciously discouraged through questioned academic freedoms, more tenuous employment circumstances, and restrictive codes of conduct conditions at several universities. In addition, the widespread work intensification that has accompanied these other changes in University management has created significant disincentive to engage in community engagement for early career academics, women with children, and those seeking a healthy work-life balance. This paper argues that while there has been much discussion of the privileging of research over teaching, the value and commitment to community service remains at the margins of reality and debate in Australian universities, and will continue to be while these challenges remain.
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    Breaking the ritual: getting students to participate in discussion-based tutorials in the social sciences
    (Higher Education Research and Development Society of Australasia, 2007) Habib, Benjamin Luke
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    First year biology: a dilemma for mature age students
    (Queensland University of Technology QUT Publishing, 2008) Hunter, Narelle Cassandra; Burke Da Silva, Karen Loreen; Auburn, Zonnetje M
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    Engaging students and improving learning outcomes with inquiry based biology practical
    (Uniserve Science, 2008) Burke Da Silva, Karen Loreen; Young, Jeanne; Auburn, Zonnetje M; Hunter, Narelle Cassandra
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    Graduate-entry medical student variables that predict academic and clinical achievement
    (Shannon Research Press, 2004-08) Blackman, Ian Robert; Darmawan, I Gusti Ngurah
    A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for graduate-entry medical students completing their third year of university studies. Nine latent variables were considered including the students' background, previous successes with their undergraduate and postgraduate studies and their assessed ability to study graduate-entry medicine based on their scholastic aptitude and their interview selection scores. The academic and clinical achievement of 99 graduate-entry medical students were estimated by measuring their performance on two separate assessment procedures, a 150 item multiple choice examination and a 20 item objectively structured clinical evaluation (OSCE) test. These two assessments were taken across two years (to include two student groups) and were equated using Rasch scaling procedures. Models identifying causal pathways leading to academic and clinical achievement were tested using Partial Least Squares Path Analysis (PLSPAT). The study's results suggest that medical student achievement can be predicted by variables, which account for 6 to 22 percent of the variance of scores that assess academic achievement and clinical performance at the third year level respectively. The most significant predictors and those which had direct influence on graduate-entry medical student achievement were: (a) student gender, undergraduate grade point average scores, type of undergraduate studies undertaken, and where those studies were carried out that were related to the OSCE scores, and (b) whether or not the graduate-entry medical students had pursued other studies prior to undertaking the medical course and age that were both negatively related to achievement on the multiple choice examination. Measures of performance at interview and student scores for GAMSAT that were used in the selection process were not related to the performance outcomes assessed. [Author abstract]
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    The perceived complexity of vocational workplace rehabilitation and its implications for supervisor development
    (Shannon Research Press, 2003-03) Blackman, Ian Robert
    This study explored the factors that influence the perceived complexity of vocational rehabilitation tasks and the abilities of workplace supervisors and rehabilitating employees to carry out rehabilitation in the workplace. The research project was designed to explore whether there was a difference between the perceived complexity of 31 vocationally related rehabilitation tasks as understood by 272 workplace supervisors and 80 employees who were undertaking workplace rehabilitation. By using a probabilistic measurement approach (Rasch model), the study also sought to explore if there was an underlying dimension of the work-related rehabilitation tasks and whether the ability to undertake workplace rehabilitation tasks was influenced by the status and gender of the participants. Additionally, the study sought to assess whether a scale of performance for learning could be constructed, based on the difficulty of the rehabilitation tasks and the self rated capacity of workplace supervisors and their rehabilitating employees. Outcomes of the study suggest that supervisors and rehabilitating employees differ significantly, both in how they view the complexity of vocational rehabilitation and their capacity to participate effectively in workplace rehabilitation. Recommendations are made for designing supervisor rehabilitation training programs in terms of their content and structure, in a bid to make workplace vocational rehabilitation more effective. [Author abstract]
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    Mapping self-confidence levels of nurses in their provision of nursing care to others with alcohol and tobacco dependence, using Rasch scaling
    (Shannon Research Press, 2006-07) Blackman, Ian Robert; de Crespigny, Charlotte Francis; Parker, Stephen John
    This study sought to identify factors that influenced the perceived complexity of providing nursing care to others (who were dependent on alcohol and tobacco) and the confidence of undergraduate student nurses to carry out this care. The research project was designed to explore whether there was a difference between the perceived complexities of 57 different nursing tasks and skills as understood by student nurses and their differing ages, gender and types of first language used. By using a probabilistic measurement approach (Rasch model), the study sought to assess whether a scale of performance for learning could be constructed based on the difficulty of nursing care required and the self-rated capacity of the undergraduate nursing students to provide the nursing care. Outcomes of the study suggest that nursing students do differ significantly both in how they view the complexity of providing nurse care and their capacity to provide that nursing care. Recommendations are made for informing nursing education programs, in a bid to make nursing care as it relates to others who are substance dependent, more effective. [Author abstract]
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    Lessons on plagiarism: issues for teachers and learners
    (Shannon Research Press, 2004-08) Anyanwu, Regina
    While student difficulty with academic referencing is not new, it is apparent that many tertiary students are not skilled in following referencing conventions, are confused about what does and does not constitute plagiarism in the eyes of academics, and are fearful of the consequences. This paper begins by examining the cases of a number of students at an Australian university who have been suspected of academic dishonesty. It examines the students' prior instruction on academic referencing, and their understanding of the plagiarism policy of the university concerned. It also examines the feedback that staff have given the students concerned and how useful that has been from the students' perspectives. While researching this topic, issues relating to how suspected plagiarism cases are handled emerged. This paper is an initial exploration of some of the issues that arise when handling referencing and plagiarism at tertiary institutions, which affect both students and staff.
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    A Case Study of Online Support for International Students in a Doctoral Program
    (Shannon Research Press, 2003-07) Feast, Vicki; Anderson, Jonathan
    Online delivery methods that replicate aspects of face-to-face teaching and facilitate learning at a distance are becoming a more common teaching and learning approach in Australian universities teaching external international students. This paper examines a trial of a new online method of course delivery, using a CD-ROM as the basis of materials provision, communication and interaction, for a group of Thai doctoral students in a course at Flinders University in South Australia called Approaches to Research. The paper uses a case study approach and employs a focus group to collect data. The twin purposes of the paper are to describe the two methods of course delivery in which Approaches to Research is taught and to investigate the views of the Thai student group about the success of replicating face-to-face with online teaching. The findings of the paper, which are organised into themes, may provide pointers to university staff contemplating the use of online teaching to facilitate learning at a distance for international students. [Author abstract]