Faculty of Education - Theses
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ItemCultural barriers for Chinese women studying in Australian universities( 1998)This is a qualitative study examining cultural barriers experienced by Chinese women students in Australian universities. It is found, by reviewing the literature, that no specific research has been done to explore the relationships between problems of Chinese women students in Australia and values embodied in their culture. Consequently, the present study is open to new findings, and does not proceed on a basis of a hypothesis. To collect data, four focus groups of Chinese women students were interviewed. The focus questions concentrated on Chinese women's roles, attitudes towards education, English language problems, initial adjustment, family relationships and friendships, and problems relating to ethnic and gender background. The responses from the focus groups were summarised, and cultural barriers for Chinese women students studying in Australia were identified. The discussion points raised in the above interviews led to the discovery of significant issues, such as the conflict between Chinese women's traditional and modem roles, their low English fluency and unaccustomed teaching and learning styles, the difficulty of friendships with local students, and inattention of Australian universities to the needs of Chinese females. It is concluded that Chinese women need to be made more aware of the cultural barriers facing them, and be prepared to alter their approach to learning in order to facilitate a more successful academic life in Australia. More importantly, Australian tertiary institutions need to accommodate the cultural differences in an educational context, and to be ready to provide more efficient support to minority student groups.
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ItemCharacteristics of reflective practice in students of a diploma in nursing program : an issue-centred curriculum evaluation( 1993)This case study was a theory-driven evaluation and an issue-centred curriculum evaluation. By methods of critical multiplism a Diploma in Nursing program was evaluated to identify how a reflective approach to clinical practice was characterised by students, and how the reflective approach to teaching and learning was implemented in the program. Sources of data were the curriculum, Schon's writings and speeches on reflective practice, students, sessional clinical teachers and lecturers. First year graduates of the program were also surveyed, giving a longitudinal aspect to the study. Conclusions were that reflection in action or 'action present' was characterised in students of the course by excellent processes and actions of thinking and attitudes relative to client care when faced with unique, conflicting or divergent situations in practice The student' characteristics included a professional appreciative system of doing the right 'thing' by clients, within the boundaries or role frame of nursing practice. Graduates of the program displayed these characteristics in more autonomous situations consistent with their post-registration status. The structural and administrative arrangements for clinical conferences/reflective seminars were the main factor in developing a reflective approach in students. Implementation of a reflective approach to teaching and learning by means of formal policies or guidelines on the topic was poor. However, although unaware of the reflective approach as a teaching/learning strategy in the formal sense, sessional clinical teachers facilitated reflection on scientific, procedural and intersubjective concepts of understanding with the students, for the purpose of nursing care delivery, as prescribed in the curriculum.
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ItemIndian students' perspective on student decision-making and their expectations of their chosen Australian university( 2006)Set in a Victorian research-intensive university, this study investigates the decision making criteria of Australian bound Indian students. It investigates the factors that influence the formation of initial expectations of Indian students of their chosen Australian University. Six distinct areas, namely, course curriculum, teaching staff, student life, classmates, on-campus facilities and support services are explored to find out what the Indian students' expectations of these six areas are and how they came about expecting the same. Previous student experience studies have identified that marketing of education has the potential to shape the expectations of the prospective students' university experience. Furthermore, dissatisfaction resulting from a mismatch between what students expect and what is delivered could result in an increase in the withdrawal of students in the first year. While there has been substantial research in the area of student decision-making in relation to choice of higher education institution and destination of study, little is known about international student expectations of their chosen university. Drawing from key studies in both the higher education sector and the business discipline, this study lifts the curtain on important issues regarding Indian students' decision-making and expectations. Not only are key decision-making criteria and initial expectations identified, but also, important issues like assumptions that students make when deciding upon a university and reasons why students form their initial expectations are also discussed. These findings add to the present body of knowledge on the subject by proposing a conceptual model depicting how students' expectations about higher education change over time. The study also makes a notable contribution by highlighting significant principles that may guide future research, policy and practice in relation to the international student market in Australian higher education.