Faculty of Education - Research Publications
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ItemThe Othello Theatre in Education Project: Fostering creativity and wellbeing in the face of high levels of violence against women.(Creativity and Wellbeing Hallmark Research Initiative (CAWRI), 2022-12-20)This project included a collaborative team from education, theatre and performance, and feminist and cultural studies. Building on pilot research in criminology, it looks at how theatre and interdisciplinary research can improve the wellbeing of young people in a climate of widespread violence against women. The project used a research-creation approach to examine how the play ‘Othello on Trial’: • Deploys theatre-based techniques that acknowledge diversity in the classroom • Queries assumptions about Shakespeare’s universality and colour-blindness. The project included performances informed by the research team’s collective practice and a symposium for invited stakeholders in the Victorian education sector. These events helped assess the project’s potential for inclusion in school-based curricula, and show the valuable contribution theatre can make to young people’s creativity, critical thinking and wellbeing. Resulting research data and resources will form a digital study to ensure the project’s longevity. This can be used by schools and policymakers in Australia and internationally. Note: Project outcomes reflect study adjustments to account for COVID-19 restrictions.
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ItemA student-centred approach: Understanding higher education pathways through co-design(National Centre for Student Equity in Higher Education, Curtin University, 2022-12-07)This report summarises key research findings and recommendations of a 2019–20 National Centre for Student Equity in Higher Education (NCSEHE) funded project entitled, “A student-centred approach: understanding higher education pathways through co-design”. Through the project, we worked closely with RRR stakeholders, including students, school staff (e.g., teachers, principals, career practitioners), and carers (e.g., parents, guardians) to understand the barriers and motivations around postsecondary pathways and careers advice. The project team utilised a participatory design methodology that integrated stakeholder workshops to uncover participants’ perceptions, experiences, and ideas on what resources or interventions could help to inform students’ decision-making in postsecondary educational pathways and careers. Our workshops used a series of scaffolded activities aimed to generate user ideas such as mind maps, role-playing, and storyboarding that helped stakeholders reflect and communicate to the research team.
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ItemInnovative Learning Environments and Teacher Change: Final Research Findings(Innovative Learning Environments & Teacher Change, LEaRN, and the University of Melbourne., 2022-11-01)At the beginning of ILETC a clear mandate existed in government and academic conversations for these ‘innovative learning environments (ILEs) to have a primary aim of fostering students creative and critical thinking, and communicative and collaborative practices; this often was embedded in ‘21st Century Learning’ ambitions. There existed, however, a worrying paucity of quality research to act as a baseline for understanding this phenomenon. For this reason, ILETC adopted an exploratory design in seeking to document correlation between ‘good’ teacher use of ILEs and high levels of student deep learning.
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ItemDeveloping an impact framework for Science Gallery Network: Final report(University of Melbourne, 2022)The aim of this project was to develop an impact framework for the Science Gallery Network (SGN). This work was commissioned by the Science Gallery International (SGI). The SGN has eight member organisations across four continents: Dublin, London, Melbourne, Bengaluru, Detroit, Rotterdam, Atlanta and Berlin. Whilst the network consistently sees unprecedented levels of accomplishment by its members, a testimony to their capacity, innovation and vision, the SGN does not have a systematic way to measure and monitor this impact. An impact framework that can assist with understanding and reporting the value of this impact will provide important recognition that the SGN has achieved what it sets out to do— bringing science, art, technology and design together to deliver world-class educational and cultural experiences for young people. This report details the robust consultation approach that was undertaken by the University of Melbourne’s project team—one that included a desktop review, focus group discussions, surveys and interviews—to ensure multiple perspectives were gathered on what could be considered a multi-faceted concept. The desktop review provided a thorough review and an environmental scan of the impact literature and its measurement. In addition, the focus group discussions and interviews provided a rich understanding of what ‘good impact’ means for the SGN and the implications of this to the measurement of impact outcomes. Five key recommendations are provided and summarised. Note that these key recommendations should be taken as a point of departure for further in-depth consultation throughout the wider SGN.
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ItemResources mobilised by Gen Y in a time of COVID(Youth Research Collective, University of Melbourne, 2022)
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ItemRecognition of learning success for all(Foundation for Young Australians, Learning Creates Australia, 2020-10-31)Too many young Australians finish school ill-equipped with the knowledge, skills, attitudes and dispositions that they need to navigate the transition from school to further education, training or employment. This is a persistent problem that has resisted policy and programmatic effort for decades. Innovation has tended to be peripheral, unable to be scaled or sustained. This paper provides the background to the problem and the opportunity. It examines the prevailing conceptions of success built into the recognition system in senior secondary schooling in Australia and explores how to build a more equitable system that celebrates and measures a broader and deeper conception of success.
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ItemNavigating uncertainty: Australian young adult investors and digital finance cultures(RMIT University, 2021-08-23)
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ItemYoung Adults’ Perceptions of The Future of Work Examining Their Education and Employment Plans(University of Melbourne, 2021-09-01)Society is about to undergo another significant and transformative change–a Fourth Industrial Revolution, according to Klaus Schwab (2016), founding director of the World Economic Forum and Professor of Economics: “we stand on the brink of a technological revolution that will fundamentally alter the way we live, work and relate to one another”. How the technological revolution of this forthcoming revolution will change the way we work, and the future of work more generally is becoming an increasing concern of governments, policymakers and the academic community writ large.
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ItemUnderstanding University Engagement: The impact of COVID-19 on collaborations and partnerships(The University of Melbourne, 2021)In preparing for post-COVID-19 environment, this study sets out to explore the key barriers and challenges facing university staff and external stakeholders in sustaining engagement, and proposes ways to improve university external engagement. A total of 25 in-depth interviews were conducted during the pandemic disruptions with university staff across disciplines, levels and portfolios at the University of Melbourne, aiming to explore the different meanings, purposes, barriers and future outlooks on the ways in which universities engage with our society.