Faculty of Education - Theses
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ItemLearning organisations and their educational impact in a corporate environment( 1995)This thesis is a study of learning organisations and their educational impact in a corporate environment. It provides an overview of the theory of organisational learning, and of learning organisations and describes several models of learning organisations. The important principles of holism and explicitness are established. Examples of learning organisation practices in overseas enterprises are compared with two case studies of Australian organisations which are aspiring learning organisations. These practices are then critically reviewed leading to the development of a new model for learning organisations, based upon 'empowered leadership', which explains holism and explicitness in detail. It concludes by addressing the issue of what learning organisations provide educationally, using the emerging prominence of 'life-long learning' as a focus.
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ItemThe evaluation of training( 1990)The focus of this study is on program evaluation as it applies to training and development initiatives in a large Australian organisation. The purpose of the study was to investigate an evaluation methodology that could be built in to a training program to provide information about the program's effectiveness and its impact on the target population in order to make decisions about program improvement, expansion, or termination. The trends in program evaluation that were applied in this area included contributions from the work of Michael Scriven who proposed a needs based evaluation as opposed to goals based evaluation, Bob Brinkerhoff who proposed a six stage model based on the Action Research process, and Michael Patton who focused attention on the information needs of program stakeholders, amongst others. Development of an evaluation process and methodology based on the Action Research process was achieved through research into three separate training and development programs implemented in the Broken Hill Proprietary Company Ltd over a four year period.
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ItemConfucian confusion: a western analysis of the efficacy of contemporary workplace training methods in a multicultural environment( 1999)This research investigated the extent to which experiential training techniques are appropriate for use with multicultural groups by testing an assumption that a dissonance exists between the perception of training efficacy assumed by "Western" adult education methods, and the concomitant perceptions of training participants of Asian/Confucian background. Data relating to the research question was collected through a process of interpersonal interviews with adult educators working in Victoria and from focus groups involving people of Confucian background who have participated in workplace based training. The responses of the two groups were compared and contrasted. The research found that significant difference of perception exists between the two groups. The research identifies opportunities to render training programs more culturally inclusive through adaptations to program structure, processes, attention to learning styles, the level of interpersonal interactivity and the training environment. The research proposes that we are often unaware that our accepted notions and most ethically based intentions are often blinkered by our subconscious cultural socialisation. The implications of these findings are significant for those who have the responsibility to design, implement and coordinate workplace education and training. The research concludes with suggestions for changes in practice and recommendations for future research.
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ItemChanging conceptions in vocational education and training: TAFE teachers' approaches to teaching( 1995)This study undertakes a preliminary examination of TAFE teachers' approaches to teaching, with the aim of improving the quality of learning in vocational education and training. Research suggests that there are two ways of conceiving the purpose, or outcomes, of learning: quantitative and qualitative. A qualitative conception sees learning as a qualitative change in how the subject is conceived, rather than a quantitative increase in knowledge. In this conception students move from lower level conceptions of a phenomenon towards a higher level, or expert's, conception, linked to high quality learning outcomes. For conceptual change to occur students need to take a deep approach to their learning. Several factors influence learners to take deep approaches to learning. One factor is teachers' approaches to teaching, which are in turn influenced by their conceptions, or theories, of learning and teaching, which are in turn influenced by cultural and ideological forces. The study considers some of these issues within the training sector. A distinction is made between intention and strategy in teachers' approaches to teaching. The congruence between intention and strategy is examined. The study hypothesised that contextual factors in the training would influence TAFE teachers' intentions to see learning as a quantitative acquisition of skills and knowledge. While the study is only preliminary, the findings support a relationship between teachers' intentions and strategies, consistent with findings in other studies. The study identifies two other factors that influence TAFE teachers' approaches to teaching: the conception of the occupation or profession towards which their teaching is directed; and conceptions of training and competency. The study suggests that to improve the quality of learning in TAFE requires TAFE teachers to change their conception of learning and teaching to one that encourages conceptual change in learners. The study concludes with suggestions for research and teacher professional development in vocational education and training.
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ItemVision and the work life of nursing educational leaders( 1992)The purpose of this study was to examine the visions and work life of twelve nursing educational leaders. The notion of vision and leadership are closely associated. The concept that leaders are guided by a vision of a preferred future is widely accepted. The questions that this study addressed were: What does vision mean in the work life of nursing educators? Do all nursing leaders have a vision? If they do, how do their visions emerge? What impact, if any, does vision have on the careers of the nursing educational leaders? The qualitative method of research was used and data were gathered by interviewing twelve nursing educational leaders from the city of Melbourne and the towns of Geelong and Frankston. The group represented a variety of roles, types of school and gender. The data were analysed according to the above questions and connections were drawn between these twelve nursing educational leaders and their work lives. It was found that all nursing educational leaders had visions that were universal and organisational in nature. Although three of the leaders stated that they did not have a vision, it was obvious from their goals that they were committed to an image of a preferred future for nursing education. A vision that all these leaders aspired to was tertiary education for all nurses. With regards to the impact of vision on their careers, five of the twelve leaders believed that the position increased their ability to achieve their visions. Five believed it was other things, and two claimed that the position did not help them to achieve their visions. All of the nursing educational leaders had diverse career paths and were all committed to further education. The assumption of a formal role in education was important for seven of the twelve nursing educational leaders, whereas four of the participants were undecided and one disagreed. An interesting aspect of this study was that most saw the formal role as teaching within a classroom. Their visions did affect the working life of these twelve nursing educational leaders and although providing them with a sense of purpose, they also presented them with a struggle!
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ItemResearch priorities in accounting education( 1993)This study addresses the issue of research into the education process within the accounting discipline. In the first stage of the study a comprehensive review of all literature relating to accounting education is carried out with the intention of codifying and classifying work done by Australian accounting academics in this field. In the second stage, accounting academics in Victoria were surveyed to ascertain their views as to the importance and relevance of research into accounting education issues from the viewpoint of the accounting profession and themselves as individual academics. A priority rank list is developed to identify the items that are considered of most importance and which have the greatest potential from a research perspective. Accounting common core of knowledge, quality of teaching, utilisation of computers in accounting courses, communication skills and student success emerge as the most important issues worthy of future research attention. The final stage compares these priority areas as identified by the respondents to the survey, with the work done to date as evidenced by the literature reviewed.
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ItemApproaches to learning mathematics in pre-service primary teachers( 1991)This study, about approaches to learning mathematics in pre-service primary teachers, sought to determine their quality of learning and to what extent their performance in mathematics could be shown to correspond with perspectives of mathematical knowledge. From the main sample of 92 First Years, data was collected on attitudes to mathematics, performance in other areas and mathematical workings. Error analysis and a system of indicators was used to determine quality of learning, using Saljo's scale (1984) and to relate the workings and attitudes to two schemes of perspectives on knowledge. These were Perry's Scheme (1968) and that of Belenky, Clinchy, Goldberger and Tarule (1986). The workings, approaches to learning and perspectives of two students who were interviewed, were used to relate the main sample findings to the schemes. The mathematical workings and explanations of these two students, who had failed the First Year mathematics unit, were related to Perry's 'dualist' and 'multiplist' perspectives and Belenky et al.'s 'Received Knowledge'. Many of those who failed the unit and some who had passed, appeared to have similarly low level perspectives on mathematical knowledge. Many responses of the passing students appeared to be associated with higher level learning and perspectives.