Faculty of Education - Theses
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ItemThe internationalisation of higher education in Australia: management and strategy options for faculties of education( 1998)Internationalisation is becoming an increasingly important issue in the field of higher education in many universities. The aim of the research is to examine the management approaches used by higher education institutions in Australia in relation to the process of integrating the international dimension into the primary functions of an institution of higher education. This research has considered the ways in which institutions are accommodating, through their own planning and development processes, the growing demand for a greater international view, taking in both the range of international activities and the elaboration and/or reformulation of the fundamental missions of teaching, research and service. While the need for and benefits of internationalising are gaining increased recognition, the mechanisms needed to ensure that the elements of internationalisation are integrated, institutionalised, and treated as a core activity of the institutions are still to be explored. It should be recognised that approaches or strategies will differ according to the particular settings and circumstances as well as profiles of individual institutions. This research, however, aims to identify distinct broad models or common approaches being adopted by best practice higher education institutions in Australia, and so construct a strategic framework for internationalisation. Thus 'strategic framework', for the purpose of this study, comprise those strategic commitments which guide the institution's international orientations for the future.
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ItemPathways: a policy study( 1994)Improving pathways between the sectors is an aspect of educational policy within Australia which has risen to high visibility in recent years. It has been an important part of Commonwealth policy on reform of both higher education and training sectors. Improved pathways are seen to assist in up-grading workers’ qualifications in the minimum time, and more cost-effectively; to assist in enabling a better balance of post-secondary education and training to be provided; to increase the status, visibility and use of TAFE middle-level credentials; and to achieve better equity in higher education provision. The economic and equity arguments are married, by asserting that a wider base will be ultimately more economical. Of equal importance is the convergence of vocational and general education as a preparation for life and work. Using the Swinburne University of Technology Pathways Project 1992-3 as a case study, this paper demonstrates that valuable models of more highly articulated curriculum and structures are possible within a pathways concept. In addition, improved credit transfer agreements and implementation strategies at institutional level are shown to materially assist TAFE students’ access to higher education courses. However, there are limitations to how far “Pathways” type approaches can succeed in implementing government policy while the sectors are encouraged to remain so polarised, and while universities have no real incentive to increase their TAFE articulating students. While they remain strictly vocational in nature, TAFE qualifications cannot achieve full recognition in a degree. A more generalist qualification, like the associate degree, would arguably be more successful in creating the convergence of general and vocational education, and greater credit transfer. Likewise, an expansion of TAFE’s mission could bring a better acceptance of TAFE as an alternative higher education pathway option.
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ItemAcademic adjustment of Japanese students to an Australian learning environment( 1997)The purpose of the investigation is to identify factors that influence the successful academic adjustment of students coming from a Japanese learning environment to an Australian academic institution. This thesis examines the academic adjustment of two Japanese students studying an undergraduate degree in computer science at an Australian university. Research data was utilised from a six-month case study and an interview was conducted with the Japanese students. A group of English as a Second Language teachers and a group of academics were interviewed about their perceptions of the factors influencing this cultural and learning transition. The findings indicate that there are a considerable number of factors influencing the academic adjustment of Japanese students studying in Australian institutions including language and communication style, learning style, student/teacher relationships, assessment, concepts of success and failure, course content, the impact of local students and institutional differences between Japan and Australia. The recommendations of this study suggests a three-pronged approach. Programs are needed to assist Japanese students in their transition to Australian learning environments, informed by further research into their cultural and educational background. The second strategy should support the Australian academics and local students with whom the Japanese students interact. The third recommendation relates to the need for changes in institution's attitudes and policies to the international student market.