Faculty of Education - Theses
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ItemLife at the top : an examination of the career experiences of female principals in the state secondary system( 2000)This thesis examines the career experiences of female principals in the Victorian state secondary education system. It explores their experiences and the career decisions which have led them to their current position. The research documents the reactions of these women to the changes to the role of the principal that were instituted by the Kennett government. Findings suggest that the concept of a planned career path focused on attaining the goal of a principalship does not fit with the experience of most of the women in this research project. Instead, career was only one of a number of competing life concerns. Their decision to aim for the principalship was taken when seeking a new challenge in their teaching career. The support and encouragement of peers and leaders within teaching was crucial. Some diminution in family responsibilities was frequently a catalyst for change. In deciding to apply for the principal class, the pattern was to limit their applications to schools which were geographically accessible to their home and which were seen as compatible with their educational philosophy. The current ambitions of the female principals were related largely to a desire to see their school as successful. The experience of female principals in the 1990s under 'Schools of the Future' highlights the multi-faceted demands and pressures inherent in the principalship. The research data reveal the resentment felt by many female principals at what are perceived to be role demands antithetical to educational leadership. The research shows also that whilst respondents espouse a participatory style of leadership, the nature of the principal's job requires a range of management styles. Whilst a majority were positive about the principal's role, many were wary of the ever increasing workload and critical of certain role demands linked to a more competitive educational climate. A desire and search for balance between the public demands of the job and the private sphere of personal life was a constant theme that emerged from the research data.
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ItemEvaluation of a Cancer/Palliative Nursing Care subject and a comparison of processes and outcomes for traditional classroom and distance education teaching modes of delivery( 2000)This Evaluation is concerned with the educational outcomes of a postgraduate subject, 'Cancer/palliative care nursing 1'. The subject is taught in the classroom as well as by distance education in the print medium and, as well as considering the outcomes for the subject per se, the Evaluation also compares the outcomes for each teaching mode. The questions addressed in the Evaluation are: a) does the delivery of the subject (regardless of the method used) have the outcomes that might be expected of a postgraduate diploma level subject? and b) are students taught by distance education mode disadvantaged by comparison with students who are taught by traditional classroom methods? There is an abundance of literature on distance education, most of which uses, explicitly or implicitly, classroom teaching as a largely unexamined exemplar by which distance education is judged. This thesis critically examines the distance education literature and identifies factors salient to a comparison of these two methods of teaching. The Evaluation method is based on the theory-driven approach advocated by Chen (1990) and incorporates an adaptation of the program logic framework put forward by Funnell (1996). It incorporates two methods of evaluation: the subject's outcomes measured against a prescription; and, a comparison of the distance education outcomes with classroom teaching outcomes. A prescription of how the subject should be delivered and the outcomes that should be expected was developed from stakeholder interviews, informed by a critical review of the distance education literature and the evaluator's knowledge of the discipline. A method of measuring the actual delivery of the subject against the prescription (regardless of the teaching mode) was devised and a minimum acceptable standard of success established. Substantive methods used include both qualitative and quantitative data gathered by questionnaires, interviews, classroom observations and a content analysis of the study guide used by distance education students. The Evaluation findings are that on most, but not all, outcome measures the subject met the set standard of success. One outcome unspecified in the prescription (although implied) was the increased clinical confidence engendered by undertaking this subject. Students taught by the traditional mode gained from classroom interaction although the degree of interactivity was found to depend on the personal qualities of lecturers and students and the structure of teaching sessions. Distance education students were not disadvantaged by this teaching mode and on some measures, such as being able to study at their own pace or the grades they achieved, could be said to be advantaged.
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ItemAn examination of the role of the Bridging into sciences program within the Victorian TAFE sector( 2002)The intention of this study was to examine and describe the role of the Bridging Into Sciences (BIS) program, a course of study conducted within the Victorian TAFE educational sector. BIS was originally developed in 1985, as a means of providing basic grounding in biology and chemistry for mature-age students seeking entry into health science-related university courses. Since that time, it has undergone several curriculum additions and changes, TAFE re-accreditations and was now taught a four different Victorian TAFE institutes. The updated BIS program was designed to form a link between unemployment and academia, providing a suitable entry point for individuals without suitable academic background. Like the old course, the new BIS version was intended to provide learners with vital underpinning theoretical knowledge and practical skills in both mathematics and the sciences, facilitating articulation into courses of science-orientated study, at a higher level of sophistication. However, unlike the old course, the new BIS program proposed to offer learners multiple exit points, and hence, multiple academic destinations. But was the new BIS program version fulfilling its intended aims, philosophies and intentions ? What sort of students undertook BIS studies ? Was the program able to provide multiple exit point for those successfully completing it ? Were students able to successfully undertake the BIS program and fulfil their specific academic goals ? If so, in which courses of study were they able to articulate into ? Were all students successful in completing BIS ? If not, why not ? Were the aims and philosophies of those teaching in the program consistent with those of the course designers ? Could the program be improved ? If so, how ? Overall, was a true and accurate 'picture' of the role of the Bridging Into Sciences program within the TAFE sector ? A desire to address these questions and formulate true and accurate insight of how BIS was operating, provided the impetus for, and aim of, this study. To achieve this aim, data from all four TAFE institutes was sought. To establish a 'rich and thick' understanding of how the program was operating, both qualitative and quantitative data collection methodologies were employed. Data was collected from three different sources - curriculum documents, ex-students and teaching staff members, via three different methods. First, relevant curriculum materials were collected and carefully examined. This established the program content, as well as overall aims and philosophies. Second, a questionnaire was designed, trialled and mailed to a select group of ex-BIS students - those having been enrolled in 1997. The mail out survey was to gather demographic information, as well as solicit opinions about their BIS experiences, from a cohort of individuals comprising of those who had successfully completed the program, and those who had not. In doing so, a 'snap-shot' of BIS, from a student prospective, would be obtained. Raw data generated was subsequently analysed using the SPSS computer software. Third, a number of teachers instructing in the BIS program, were interviewed in 'face-to-face' fashion. Teacher responses were tape recorded during interview and were later transcribed and analysed. The findings of the study revealed that in 1997, the BIS program was undertaken by students who were typically Australian-born, English-speaking females, aged somewhere between mid twenties to thirties and had at least one child. Members of the group were also likely to have completed at upper secondary school and were specifically involved with the BIS program to gain entry into either a TAFE or university course. Although almost 70% of BIS students were successful in completing at least one module, financial difficulties and seeking employment were the two main reasons for individuals having to discontinue their BIS studies. Of those successfully completing the program, almost two-thirds were found to be engaged in some form of post-BIS academic endeavor. BIS teachers were found to be a group of highly experienced professionals, averaging almost five years of involvement in the program. It was their collective belief that whilst the program was providing students with vital underpinning theoretical knowledge and practical skills, it also developed self-confidence and personal empowerment. In doing so, it was able to prepare students for studies at higher levels, both from theoretical and practical perspectives. Collectively, they agreed that the overall program was successful in achieving its aims, philosophies and objectives.
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ItemChanging paradigms in public management : the case of Victoria 1992-99( 2003)The approach of the Coalition Government in Victoria to the management of the State's affairs between October 1992 and September 1999 has been viewed widely as being revolutionary. Some of the more salient features of the government's approach include privatisation of public utilities, downsizing of the public service, increased outsourcing and use of contracts, greater decentralisation and devolution of government functions, the implementation of competition policy across government functions and a move to results-based accountability of government activity. This approach appears to share many of the features of what has been called the New Public Management which has been manifested in other Western countries over the last two decades. The contribution of this thesis to the literature on public sector management is that it is the first systematic account of senior public managers of the reforms of the Kennett government in the state of Victoria during the period 1992 to 1999. The opinions of senior managers and theoretical analysis conducted by the researcher indicate that the Victorian reforms are generally consistent with New Public Management (NPM). The thesis also sheds light on the particular characteristics, strengths and weaknesses of NPM. It examines the manifestation of NPM in Western countries, such as the United States, the United Kingdom and New Zealand, in the 1980s and 1990s and sets out a working model of NPM for analysing developments in Victoria. The thesis explores the historical development, theoretical underpinnings and major features of NPM and assesses the claims of NPM to the status of paradigm following the classical bureaucracy and corporate management paradigms. The historical development and evolution of public management is explained in terms of the social systems theory of Habermas. This leads to a description and evaluation of Integrated Governance, a possible successor paradigm to NPM.
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ItemTeacher perceptions of the transformational leadership style of female principals in independent schools as measured by the multifactor leadership questionnaire( 2003)Teacher perceptions of the leadership of their principal were explored in seven independent girls' schools in Melbourne, Australia. Teacher ratings of principal leadership and principal self-ratings were gathered using Bass and Avolio's Multifactor Leadership Questionnaire (MLQ 5x Revised). The ratings were compared to teacher characteristics including gender, age, years of teaching, years at the school, work locus of control, school division, and school. There were differences between teacher and principal self-ratings and notably more so than in previous research. It was found that the principals were rated as being high in three of the five transformational behaviours, idealized attributes, idealized behaviours and inspirational motivation, but lower in intellectual stimulation, individualized consideration and the transactional behaviour of contingent reward. Teachers also rated their actual. principal lower in all three outcomes (extra effort, effectiveness and satisfaction). This differed from principal self-ratings in that principals believed themselves to be high in all five transformational leadership behaviours, contingent reward and all three outcomes. There were significant differences in teacher perception of principal leadership associated with teacher characteristics of age, years of teaching, tenure at the school, school division, gender, and work locus of control. Variation in teacher work locus of control, gender and division were particularly notable, although, overall, variance in perception of principal leadership explained by teacher characteristics was low, accounting for approximately 8% of variance on most leadership behaviours. However when school was included with teacher characteristics, up to 25% of the variance in teacher perception of principal leadership was accounted for, suggesting that the work context principals find themselves in can have a large impact on perceptions of their leadership. Teachers were also asked to rate their ideal principal. Compared to ratings of their actual principal, teachers rated their ideal principal higher in intellectual stimulation, individualized consideration, contingent reward and all three leadership outcomes, and at similar levels for management by exception active and passive, and non-leadership. Teacher division, gender, and work locus of control were all significant in variance in perception of ideal principal leadership. Secondary teachers recorded significantly higher idealized attributes in their ideal principal than did primary teachers. Female teachers recorded significantly higher idealized attributes, inspirational motivation and the outcome of extra effort as compared with male teachers in their ideal principal. A teacher with a higher work locus of control rated their ideal principal as using more non-leadership and rated the outcomes of ideal leadership as lower than did a teacher with a low work locus of control. The complexity of responses is noteworthy, more so because this is the first instance of the MLQ being used to record perceptions of ideal leadership.
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ItemSchool-industry partnership : a clarification evaluation case study( 2002)School-industry programs are a rapidly growing aspect of vocational education in Australia. This study examined one of these programs. It sought to identify factors that led to the establishment of the program; the essential operational components within the program; and how the program advanced vocational education and training in the community in which it was located. Clarification evaluation was used as the investigation approach. Data were collected from documentary evidence and interviews with key program stakeholders (employers, teachers, training providers, and program staff). The investigation identified a number of key elements that were fundamental to its successful establishment. These were: shared common purpose to address local youth unemployment and industry skill shortages; and people that had the will and capacity to bring about structural change: External enabling factors were also important in establishing the program. These were: timely government funding; and visionary education authority personnel who facilitated the convergence of stakeholder groups. The study also showed that there were clearly identifiable factors that underpinned the program's operation. These were: good strategic and business planning processes; negotiating workplacements with employers and courses with training providers on behalf of local schools; running induction and skills programs to increase students' work readiness; supporting teachers to integrate workplace learning into the curriculum; supporting workplace supervisors to mentor students; and linking the school-industry program to complementary employment placement programs. Finally, the study demonstrated that if certain conditions are met in industry and schools, school-industry programs could advance vocational education and training in their local communities. These conditions are concerned with the state of the local economy, community identity, willingness to contribute education and training of young people (industry); and schools' demonstrated commitment to vocational education and training through resource allocation and flexible timetable structures. The findings of this study have the potential to influence the design and development of future school-industry programs in Australia. A framework is presented, along with a series of cogent recommendations. These should assist government, employers, schools and program managers to better design and implement school-industry programs that produce high levels of practical skills and knowledge in young people that enhance their employability and life chances.
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ItemThe use of program clarification to support policy development and implementation( 2000)Program development through program clarification is an emerging field for evaluators committed to developing responsive and clear program designs. In this study, the use of program clarification approaches, designed to assist implementation of a major policy change, was explored at a policy and service level of an organisation. A new service delivery program (SDP) was the focus of program clarification, which was conducted in two phases. In Phase I (policy level), the main aim was to make the essential features of the SDP explicit to those responsible for system level change. This was achieved through evaluability assessment, during which document analyses, 12 semi-structured interviews with senior managers, and a group interview with service site managers were conducted. This resulted in the development of a clear, policy level, program logic model. Phase I revealed a need for the policy level program to be translated at the service sites. Phase II (service level) was conducted to assist managers at one service site in the development of a SDP implementation and monitoring plan, through the use of program logic and participatory approaches. Reflective practice and a small-scale study conducted by the researcher revealed that the program clarification approaches were useful, especially at the service site level where a high degree of stakeholder participation was achieved. This study focused on one organisation and one service site, thus, its findings cannot be generalised. Nonetheless, this study is one of very few which has attempted to apply program clarification techniques at both system and delivery levels, and to link the findings at these levels.
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ItemMandated improvement: an examination of the impact of the school accountability framework in Victoria, Australia( 2002)This research set out to examine the impact of the Victorian Government's Accountability Framework, on three primary schools. Located within a naturalistic paradigm, this case study research focused on the understandings and experiences of principals, other school leaders and teachers, as they completed the first three-year cycle of implementation. Using the Hargreaves, Shaw and Fink (1997) Change Frames as the basis for interviews with participants, it was revealed that participants across the three schools faced many personal and professional challenges, as they engaged in processes of charter development, charter implementation and review. A mix of administrative, leadership, socio-cultural and educational factors impacted both positively and negatively on the implementation. A number of these factors were found to relate directly to political challenges of the period. The study reveals a key weakness in the Accountability Framework's capacity to translate findings arising from the self-evaluative components (Annual and Triennial Review) into teaching and learning practices. The findings suggest that there is a risk that some schools may `institutionalise' the practices of charter development, implementation and review, to meet Education Department of Education and Training expectations, but without significantly addressing the real needs of students within the Framework's processes, strategies and outcomes. A number of recommendations are offered to help strengthen the impact of the Framework on school improvement practices, and especially teaching and learning outcomes.
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ItemHealth care leadership in an age of change( 2000)This research study examines how network and hospital administrators in Victoria's metropolitan health care lead in a time of change. Health care changes in the last decade have been rapid. The impetus for these reforms was financial, cultural and political, and the main aims were to control costs, to enhance access and to maintain the quality of health care. This study reflects the view that leadership, and the process of leading, contribute significantly to the success of the hospital organisation in a time of turmoil and change. The methodology used for this study was the qualitative approach. The study focuses on the leadership experiences of the network and hospital administrators, and used a semi-structured interview method to collect data. The sample was taken from the seven health care networks in metropolitan Victoria, Australia, and consisted of 15 network and hospital administrators (directors of nursing, directors of medicine and chief executive officers). All the chief executive officers (seven) of the Metropolitan Health Care Networks participated in the study. Bolman and Deal's frames of leadership - structural, human resource, political, and symbolic - were used as a framework for data analysis. These frames were preferred as they provide a complete picture of an organisation, by recognising its different dimensions or vantage points. Credibility and rigour were ensured through respondent checks, reflexivity, audit trail and transferability. The findings relating to the catalyst for health care changes are consistent with the literature. These changes include such things as cost constraints, technology, consumer expectations, corporatisation, restructuring and the ageing population. The study also observes an interesting change related to gender imbalance in the hospital, and one network administrator conceded that the gender imbalance in the hospital needs to change. Health care delivery has traditionally been a male-dominated occupational area, in terms of the clinician. However, the vast majority of people involved with nursing care have been women. The study also observed the attitude of the administrators toward the changes. Many did not question or challenge the changes. Change was seen as a norm within the hospital and most of the administrators were committed to it. This finding may not be surprising, considering the political context at the time of the study. Some of the administrators were being paid exorbitant salaries and this may have influenced their decisions. The attitude to the changes at other levels within the hospital (especially at the grassroots level) may not be as favourable. These findings point to several important scenarios: health care administrators are now forced to deal with not only the exigencies of their own organisations, but also with a new social reality. Their challenge is to lead the change - to stimulate people to achieve goals. In this study it is evident that most of the administrators managed the change as they focused on getting people 'to do what needs to be done'. Bolman and Deal's frames of leadership were used as a framework to determine the leadership practices of the network and hospital administrators. The findings suggest a preference for the structural frame - an anticipated result, since the hospital environment is more conducive to a style of leadership that emphasises rationality and objectivity. The human resource frame was the second preferred frame, followed by the political and symbolic. Although the political and symbolic frames were not as significant as the other two frames, they were implicit throughout the data and were often intertwined with the structural and human resource frame. Another significant finding is that hospitals were going through extensive change, and as a result of this, many had lost their identity and values were becoming unclear. Some of the network and hospital administrators were trying to rectify this by establishing new vision and direction for the hospital. This was mainly achieved through the structural and human resource frame, as this is how hospitals have traditionally viewed themselves. The findings in this study suggest that network and hospital administrators focus more on intellectual than spiritual development, and that perhaps this tendency needs to be addressed when educating present and future hospital leaders.
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ItemMary Hutton: a biography( 2002)This thesis is an exploration of Mary Hutton's life and her career in the Victorian Education Department. It presents an outline of the woman as teacher, headmistress and principal. It traces the origins of the Melbourne Continuation School, the Collingwood Domestic Arts School, and MacRobertson Girls' High School as a context for her remarkable career. In 1899 Mary Hutton joined the Education Department as a pupil-teacher, the worst possible time for a woman to become a teacher. Victoria was emerging from a harsh depression and the resources of the Education Department were severely curtailed. Teachers' careers were disrupted and legislation ensured that, as a woman teacher, Mary Hutton would be confined to a career path separate from and unequal to that of her male counterpart. She would be denied access to most headships, be paid at best four-fifths of the male rate and be subject to informal and formal marriage bars. In spite of these constraints Mary Hutton was one of an emerging professional class of "scholar spinsters" who made it to the top of the State secondary teaching service. Hutton was a success story within the possibilities of her time. Her career spanned fifty years with the Victorian Education Department and her contribution to Victorian education was significant. Whilst not possessing the status of the private school headmistress Mary Hutton was a high-achieving, scholarly woman who became the first woman to have the title of principal in the State secondary system. Mary Hutton is little known and little written about yet she had a passion for education which, shaped her life. In spite of the limited access that women have had to educational leadership her contribution to the education of girls, given that she was in charge of two schools at particularly difficult times, deserves recognition.