- National Centre for Vocational Education Research (NCVER) (233)
- Organisation for Economic Co-operation and Development (OECD) (105)
- Tea Tree Gully College of TAFE (100)
- Australian National Training Authority (ANTA) (99)
- TAFE National Centre for Research and Development (Australia) (89)
- European Centre for the Development of Vocational Training (Cedefop) (71)
- South Australia. Department of Employment and Technical and Further Education (70)
- Columbia University. Teachers College. Community College Research Center (CCRC) (67)
- Australian Council for Educational Research (ACER) (63)
- Further Education Development Agency (Great Britain) (FEDA) (62)
- Great Britain. Office for Standards in Education (England) (Ofsted) (62)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (62)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (61)
- Great Britain. Department for Education and Skills (DfES) (55)
- Australia. Department of Education, Science and Training (DEST) (54)
- Pathways to social inclusion: the participation of refugee students in higher education
The Australian higher education sector is increasingly culturally diverse. Apart from recent school leavers and mature aged adults from various equity groups, there is a growing trend in the participation of students from refugee/humanitarian entrant backgrounds. This group of students come from a position of social disadvantage and have experienced enormous challenges and adverse events in their countries of birth and in their transit countries. Education in Australia represents the promise of a better life but also encompasses multiple factors which impact on their successful transition through university. Effective enabling and support programs not only help individual students and their families but may also impact on broader engagement in the wider community. It forms an important part of the University's policy framework about issues of diversity and social inclusion. This paper outlines the growth of refugee student participation in enabling programs at the University of Newcastle, New South Wales. It includes a discussion of the educational and cultural barriers to learning faced by such students, the range of support currently provided, and the challenges to effectively support students in their educational endeavours and participation in the broader community.
The Australian higher education sector is increasingly culturally diverse. Apart from recent school leavers and mature aged ... Show Full Abstract
- The Bradley challenge: a sea change for Australian universities?
This paper begins with a focus on the problematic nature of one key term in the 'Bradley report'. Socioeconomic status, or SES as commonly used, lacks clear definition leading to ongoing debates about its measurement. A working consensus on SES and its measurement is necessary for the report's recommendations to proceed effectively. Next [the authors] analyse research on university culture and practice relating to non-traditional students in order to develop the case for cultural transformation at the same time as broader recruitment if the new enrolment strategies are to deliver real change. [The authors] conclude with comments on the likely success of the Bradley recommendations in terms of the future of Australian universities and the broader culture.
This paper begins with a focus on the problematic nature of one key term in the 'Bradley report'. Socioeconomic status, or ... Show Full Abstract
- Performance indicators: a report on where we are and where we are going
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new generation of quality measures emerging in the form of learning outcomes and informed perspectives on employer needs. This report reinforces the importance of better alignment between postsecondary skills and labour market needs, as well as a greater focus on defining and measuring learning outcomes. With new and improved data, more will be known about quality in Ontario's postsecondary system. This report speaks equally to what can be measured successfully and what cannot and it proposes a way forward to enhance the understanding and measurement of performance in Ontario's postsecondary system.
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new ... Show Full Abstract
Corporate authors: Higher Education Quality Council of Ontario (HEQCO)
Geographic subjects: Canada; North America
Resource type: Report
Subjects: Performance; Teaching and learning; Higher education;Quality; Research; Equity; Outcomes; Providers of education and training; Culture and society show more
- Report on the assessment and accreditation of learners using open education resources (OER)
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the [open educational resources] OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy and Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for ... Show Full Abstract
- Leading WIL: a distributed leadership approach to enhance work integrated learning
Work integrated learning (WIL) has rapidly expanded as a curriculum approach in Australia in recent decades. This rapid growth has meant tertiary institutions, employers, and the academic and professional staff of those organisations have had to quickly adapt and enhance their skills to ensure quality student learning through a curriculum which relies on shared oversight and direction of the student's learning experiences. This project, in response to an identified need for professional development of WIL staff, developed, trialled and validated a WIL leadership framework and associated suggested uses. The project responded to the need to support WIL leadership capacity building in universities and industry and set out to describe the characteristics of WIL leadership; to develop and test a WIL leadership framework which was underpinned by a distributed leadership approach; and to nurture communities of practice for WIL leaders.
Work integrated learning (WIL) has rapidly expanded as a curriculum approach in Australia in recent decades. This rapid ... Show Full Abstract
Authors: Patrick, Carol-joy; Fallon, Wayne; Campbell, Malcolm;Devinish, Ian; Kay, Judie; Lawson, Justin; Russell, Leoni; Tayebjee, Freny; Cretchley, Patricia show more
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Teaching and learning; Management; Workforce development;
- So you want to earn a PhD?: the attraction, realities, and outcomes of pursuing a doctorate
This paper is a detailed synthesis of current research about the changing landscape of the doctorate in Ontario. While it requires a significant amount of time and persistence, completing a [Doctor of Philosophy] PhD is not now - nor has it ever been - a guaranteed path to a lucrative end, and its general value has come under increasing scrutiny in recent years. This paper is written for aspiring doctoral students, current doctoral students or candidates, recent doctoral graduates, as well as their families and friends. It provides detailed information about the evolution of the PhD and of the broader labour market and educational environment in which it is embedded. The analyses provided in this paper also lead to recommendations to government and institutions about PhD programs. The paper: (1) provides a detailed explanation of the PhD as an academic credential; (2) outlines the expectations that accompany admission to a doctoral program; (3) chronicles the recent rise in doctoral enrolments in Ontario universities; (4) explores the various labour market pathways available to doctoral graduates; (5) offers recommendations to doctoral candidates, graduate programs and governments.
This paper is a detailed synthesis of current research about the changing landscape of the doctorate in Ontario. While it ... Show Full Abstract
- Expanding opportunities for graduate studies: the recent experience of Ontario
Focusing on graduate enrolment in Ontario's master's and doctoral programs from 1999-2000 to 2008-2009, this paper explores the recent growth in master's and doctoral degree programs in the province, the demographic characteristics of graduate students, where the growth took place; examining growth in universities, and in fields of study. The report utilizes data from three sources: the 2006 Census to provide overall measures of degree holders in Ontario; the Postsecondary Information System (PSIS) for current enrolments; and the Ontario Council on Graduate Studies (OCGS) for data on new programs. The research shows that there has been a huge growth in enrolments from students who are 22 to 29 years of age and that more graduate students are studying full time. The research also indicates that Ontario universities responded to the enrolment growth by creating new programs and broadening field of study choices.
Focusing on graduate enrolment in Ontario's master's and doctoral programs from 1999-2000 to 2008-2009, this paper explores ... Show Full Abstract
- Obstacles in the path of implementing technical/vocational education in Zimbabwean secondary schools: how can the situation be helped?
The study sought to establish the reasons for the decrease in the number of schools offering technical/vocational education [TVET] in secondary schools in Zimbabwe as well as the perceptions of stakeholders on the country's need for this particular kind of education. It was also meant to come up with strategies for effective implementation and sustaining of the programme. [The study] was motivated by the rate at which the number of schools offering the subjects were going down yet the programme was one of the major recommendations by the 1999 Presidential Commission of Inquiry into Education and Training. It was also the major hope for the country to revive its ailing economy. It was revealed through this study that the barriers to the implementation of the [TVET] curriculum in secondary schools basically emanated from an unconducive teaching and learning environment. According to the findings, this environment resulted from failure to communicate the vision to and lack of professional development among implementers, inadequacy of the necessary resources, poor evaluation of the programme and finally, failure to sustain the programme.
The study sought to establish the reasons for the decrease in the number of schools offering technical/vocational education ... Show Full Abstract
Authors: Chikoore, Mavis Rufaro; Museva, Stanford
Geographic subjects: Zimbabwe; Africa
Journal title: Journal of emerging trends in educational research and policy studies
Resource type: Article
Subjects: Vocational education and training; Providers of education and training; Secondary education;
- Community college men and women: a test of three widely held beliefs about who pursues computer science
Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) have been limited, in part, by a lack of research on pathways into and out of community college CIS classes. This longitudinal study tests three widely held beliefs about how to increase the number of CIS majors at four-year universities, particularly among females. Data were collected from 741 women and men from 15 community colleges in California who enrolled in an introductory programming class. The results highlight the importance of preparation and interactions with professors for male students, and of motivational, relational, and behavioral factors for female students, specifically peer support, expectations for success in computing, and computer gaming.
Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) ... Show Full Abstract
- Insights into the working experience of casual academics and their immediate supervisors
The increasing use of casual university academics has been an issue of concern to researchers and commentators for some time. Research to date has tended to focus on the plight of casuals who aspire to permanent positions, and emphasising issues such as career dissatisfaction, exploitation, and marginalisation. Little evidence has been gathered that quantifies the views of casuals more broadly. Less still has been gathered on the perceptions of the immediate supervisors of casuals. This article seeks to compare the perceptions of a cohort of casuals and their immediate supervisors. Both quantitative and qualitative data are gathered via a survey of academic staff employed in the business faculty of a large metropolitan university. The survey results indicate, among other things, a high level of mutual satisfaction between casuals and their immediate supervisors. Casuals also expressed a high level of general satisfaction with their work as casual staff. These and other findings are discussed in some detail.
The increasing use of casual university academics has been an issue of concern to researchers and commentators for some ... Show Full Abstract