Regional Australian University Research Articles

Consideration of student evaluations of teaching (SET) and learning: perspectives of learning and teaching leaders through the ethical lens of “first, do no harm”

This paper explores institutional leaders’ perceptions of learning and teaching involved in facilitating and assessing Student Evaluations of Teaching (SET) survey instruments across Australian regional universities. It focuses on how they understand the function of SET, strategies used to mitigate bias, and potential residual harm. Through adopting a combination of inductive and deductive research processes and a thematic analysis through the ethical lens of nonmaleficence (first, do no harm), we report that leaders in learning and teaching perceive SET as a form of surveillance and Quality Assurance ‘performance’, recognise inherent biases inhabited in SET reports, and identify how these biases negatively impact academics through a lack of systematic harm mitigation strategies. The paper’s critical – and novel – contributions include an increased understanding of how SET inflicts harm towards women and other marginalised academic groups through systematic and authorised microaggressions and how SET contravenes universities’ duty of care to employees. It recommends an expansion of the principle of nonmaleficence beyond potential harm to research subjects, including those who undertake research or evaluation (such as academics), particularly if these impact them.

The threshold of rural placement frequency and duration: A repeated cross-sectional study examining rural career aspirations among student nurses

AimThis study aimed to explore what changes rural placement had on the perceptions of nursing students and the impact of placement frequency and duration on student considerations for rural practice. BackgroundA strong rural healthcare workforce is a global concern and has led countries to look for creative ways to address this challenge. One approach is to train more health professionals, however, nursing students who grew up or lived in metropolitan or urbanised areas are suggested to be less inclined to pursue a rural career. As such it is posited that recurrent exposure to rural settings may exert a positive impact on future intention for rural practice. However, there is a need to explore the specific thresholds related to both the frequency and duration of rural placement exposure, as well as the cumulative impact multiple rural placements may have on the intention to engage in rural practice. DesignA repeated cross-sectional design. MethodsAll nursing students from an Australian regional university were invited to complete an online questionnaire between 2019 and 2023. Demographic and placement specific questions were included. A modified version of the Nursing Community Apgar tool also measured the importance of key variables in rural career decision-making. Data were analysed using independent sample t-tests and one-way ANOVAs. Significance was determined at two-tailed p≤.05. ResultsAmong the 835 respondents (response rate 15.4%), the average number and duration of rural placements was 2.45 placements and 3.01 weeks respectively. Rural placements did not have an impact on students who resided rurally or regionally. However, among metropolitan students who had experienced more than three rural placements, or more than sixteen cumulative weeks of placement, were significantly more likely to consider rural employment. Greater number of rural placements and longer cumulative duration had the greatest impact. ConclusionIssues related to the nursing rural workforce are dynamic and complex. Understanding the unique drivers that improve the rural experiences among students, particularly metropolitan students, can have an impact on decision-making to pursue employment in rural environments. Importantly, whilst professional and clinical motivation and experiences are influential factors, the socialisation, environment and community features are essential elements that influence students’ decisions to pursue a career in rural practice. Undertaking a nuanced approach that facilitates rural practice understanding among students may help shape future employment decision-making.

Employee engagement in shared services in a regional university context

ABSTRACT A reflexive thematic analysis was used to identify factors that enhance and inhibit employee engagement amongst professional staff working in shared services teams in an Australian regional university. With efficient and effective client service delivery expected of people working in a shared services structure, employee buy-in and the need for them to feel engaged are important. However, little is known about the employee experiences of working in a shared services team. Despite this, shared services have become popular in universities by offering cost savings while improving service quality and output. We found that professional staff responded generally positively to working in a shared services team. Moreover, they indicated positive employee engagement when their working experiences responded to specific ‘rules of engagement’ applicable to their shared services environment.

Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students

ABSTRACT For students who have faced previous educational disadvantage, academic literacies are key to access and participation in higher education. Reliable placement in academic literacies courses engages these learners in appropriately pitched learning activities, ensuring optimal learning while developing their confidence and motivation. In this context, we aimed to develop a reliable assessment of students’ academic literacy knowledge to ensure accurate and context-sensitive placement in one of two foundational academic literacy courses. These courses were situated in a pathway program in a regional Australian university that aimed to broaden participation in higher education for individuals from under-represented groups and educationally disadvantaged backgrounds. In this article, we describe, sequentially, the use of a five-phase applied linguistics design to develop the Academic Literacy Level Test (ALLTest). The phases represent the underlying principle of allowing pragmatic considerations to precede (but not preclude) theoretical ones, and consist, in turn, of (1) identifying the language challenge, (2) applying technical imagination and knowledge, (3) devising an initial (and iteratively subsequent) solution, (4) providing a theoretical justification, and (5) revising or finalizing a blueprint. We demonstrate how this process resulted in an organizationally efficient, context-specific, valid and reliable test of academic literacy.

Interweaving Narratives of Lived Experience in Mental Health Social Work Curriculum

ABSTRACT This study explored the metacurriculum of an undergraduate mental health social work subject that was developed and delivered collaboratively by lived experience and social work academics in a regional Australian university. Metacurriculum refers to implicit messages about how students learn how to learn that is, the ontological and epistemological positioning of curriculum. In this subject, students were invited to reflect on multiple, diverse, lived-experience narratives of mental distress as they developed their understanding of mental health social work practice. Using cooperative inquiry, we collectively critically reflected on the experience of teaching and learning with this curriculum. Coresearchers included a student who had completed the subject; a mental health social work practitioner/tutor, a social work academic, and a lived-experience academic who coproduced the subject material; and mental health academics acting as critical friends. Findings revealed engaging with lived-experience narratives was experienced as generating compassion for all humanity; challenging stigma by sharing the responsibility of positioning; and enabling critically reflexive dialogue. We concluded that diverse, lived-experience narratives can be incorporated to enact metacurriculum that aligns social work teaching and learning with emerging transformative approaches to mental health. IMPLICATIONS Incorporating diverse narratives of mental distress into curriculum can highlight the operation of intersectionality and privilege. Engaging with multiple narratives of mental distress undermines the binary construction of “them” and “us”. Metacurriculum enacting inclusive, collaborative knowledge development aligns teaching and learning with transformative mental health.

Understanding university failure: zero-fails, COVID-19 and commencing student outcomes at an Australian university

ABSTRACT Universities actively promote themselves to potential students, control admissions and deliver programs of study. For most students globally, there are financial costs to attending university. At the extreme end of failure are students who receive ‘zero-fails’: they enrol, do not submit any assessments, and receive a mark of 0 out of 100. A quantitative descriptive analysis was performed and provides student performance details for bachelor-level students enrolled in a large, regional Australian university from 2019–2021. At a unit level, zero-fails accounted for 20% of all failing grades. There was a significant increase in zero-fail grades in 2020 and 2021 compared to 2019. However, zero-fails are not entirely a COVID-19 phenomenon. Only 8% of students who received any zero-fail grade in their commencing semester of study continued onto their second semester and passed most of their units. We argue universities operating in countries with deferred payment schemes such as Australia and the United Kingdom have a responsibility to track unit failure in finer detail and consider ways to mitigate debt associated with students who are clearly not receiving value from their educational experience. This must be done as we continue to expand higher education opportunities to students from non-traditional backgrounds.

Empowering first-year social work students: improving student success and retention with a discipline-specific tutor to provide feedforward on assessments

ABSTRACT There is an increasing demand for university level qualifications to service the evolving social work workforce in Australia. With many students entering university from non-traditional pathways, it is important to provide support as students transition to higher education. Here, a discipline-specific model is established to support first-year students in the Bachelor of Social Work at a regional Australian university. The 235 students who met with the tutor had on average 7.5% higher assessment marks and 11.5% higher cumulative marks than students who did not meet with the tutor. In addition, students who met with a tutor were more likely to receive a passing grade and to be retained the following year. Feedback from students, the tutor and a unit coordinator describe the positive impact tutoring had on the student experience. Here, we present a scalable model of support that increased students’ confidence, self-efficacy and feedback literacy, and overall improved student success and retention.

A Model for International Marketing and Recruitment in Emerging Markets: Factors Influencing Thai Students’ Decision to Enrol at a Regional University

The imperative of revitalising international student recruitment post-COVID-19 pandemic amid geopolitical realignments has brought Australian universities to the forefront of strategic marketing considerations. Reassessment of conventional markets and strategies has become critical in sustaining and enhancing competitiveness of these institutions in the global education landscape. This study aims to investigate marketing and recruitment factors, specifically examining their influence on Thai students’ decision to enrol at a regional Australian university. The research approach involved administering a survey of Thai students and recent alumni of regional Australian universities. A principal component analysis (PCA)revealed a multidimensional structure of eight factors. According to the findings, Thai students’ decision to enrol was influenced by agents, post-study migration opportunities and country-specific resources. However, due to the perceived low return on investment and delayed enrolment outcomes, regional universities are not investing sufficiently in Thailand. Implications for marketing and recruitment initiatives are discussed.

Boundary-less and care-full: women academics' perception and negotiation of work-life domains during the COVID-19 work from home era at an Australian regional university

ABSTRACT This article examines how women academics at an Australian regional university perceived caring responsibilities as an extension of their paid employment during the initial stages of the COVID-19 pandemic. It explores how women academics negotiated boundaries around paid work, caring as a component of paid work, and their private caring responsibilities in the first lockdown and work-from-home period. We surveyed academic staff at our university during the initial work-from-home period. Findings suggest women academics perceived an increase in performing caring tasks for students and colleagues. Our research finds that women academics modified their workday to accommodate increased requirements of their paid work, caring at work, and domestic caring responsibilities. We argue these findings identify biased practices in masculinized neoliberal universities. This has implications for women academics and their employers as the unspoken but expected responsibility for performing care within universities continues to fall on women in the academic workforce.

Engaging in Reconciliation in Australia, and the Challenge of Institutional Reform

ABSTRACT The emphasis on reconciliation as a process of individual reflexivity and institutional reform raises important questions about people’s engagement in reconciliation discourses. This paper uses critical discourse analysis to examine how staff at a regional Australian university interpret reconciliation and its application in a workplace context. Many frame their understanding on ideas that are considered foundational to reconciliation in post-colonial Australia. Notions of relationships and coexistence, unity and social harmony, cultural respect and the rightful place of First Nations peoples form the foundation to a revisionist national identity tied to a critical examination and responsiveness to past injustice. Participants recombine and reorder these concepts in ways that speak to their individualised translation, with a greater emphasis on the agency of First Nations peoples in the learning and teaching environment. Such expressions indicate a willingness by respondents to engage in the ideas of reconciliation at the cognitive level. For many, however, reconciliation remains an aspirational or desired activity, and belies a reticence to take personal action that will contribute to wider institutional change.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university

ABSTRACT The paper reports on results of a survey on inclusive education developed for a university. The University Inclusive Education Survey was designed to examine academics’ views on inclusion of a diverse range of students including sexuality and gender, disability, cultural and ethnic diversity and Indigenous Australians. Inclusiveness has focused on access for students with disabilities and has broadened to access for all with little research on how this is being achieved. The survey contained five scales – comfort, confidence, importance of including a range of specific diversities, intention to implement strategies and overall inclusiveness. The results indicate connections between self-efficacy and importance of diversity with a weaker connection to implementation strategies. Those who completed the survey indicated very strong interest and efforts in inclusive teaching. A majority outlined inclusive practices in qualitative responses though there was evidence of uncertainty about implementing inclusive practices.

Students’ evaluation of professional experience placement quality in a pre-registration nursing programme: A cross-sectional survey

AimTo evaluate the quality of student nurses' experiences and overall satisfaction with professional experience placements at a regional Australian University. BackgroundProfessional experience placements are a crucial component of pre-registration nursing programs. However, the absence of standardised approaches to assess placement quality has created uncertainty on what constitutes a high-quality placement from a student’s perspective. DesignCross-sectional survey. MethodsA descriptive cross-sectional survey was administered online to 800 second and third year undergraduate nursing students at an Australian university. The survey contains demographic questions (e.g., year of study, placement specialty, duration, setting and geographic location), a validated Placement Evaluation Tool and free-text comments. The Placement Evaluation Tool is a 20-item questionnaire that measures two key factors: clinical environment (factor 1), learning support (factor 2) and overall satisfaction of students’ learning experiences during a professional experience placement. A descriptive analysis was conducted to evaluate the student’s overall experience and satisfaction. Multivariate linear regression was used to assess the relationship between the quality of the student experience and demographics and presented as beta coefficient (β) and confidence interval (CI). Free-text comments were thematically analysed. ResultsA total of 1104 survey responses were received (as students may rate more than one placement), with an estimated 71% response rate. Most responses (60.3%) were third-year students. Most students experienced high-quality placements, reflected in the overall positive placement experience (PET item 1–19 score: mean 85.9 out of 95) and high student satisfaction (PET item 20: mean 8.53 out of 10). Multiple linear regression analyses revealed that the third year of study and public facilities were independent predictors of positive student experiences (β: 2.61, 95% CI: 0.75, 4.47 and β: 3.72, CI: 0.90, 6.55, respectively). Further analysis of PET items related to factor 1 and factor 2 revealed that high positive experiences in public facilities may be due to the higher learning support (β: 2.54, CI: 0.80, 4.27). Three main themes were perceived to be important to students' professional experience: (i) staff and facilitator attitudes, (ii) learning opportunities and (iii) a team-based learning environment. ConclusionsMost students reported high-quality placement experience and high satisfaction; however, a lack of learning support may contribute to less positive student experiences. This finding emphasises the importance of collaboration between clinical facilities and educational institutions to enhance the student’s placement experience.

Pharmacist and student evaluation of a preceptor training program in a regional Australian University: a multi-method study

BackgroundIncreased emphasis on workplace-based learning within pharmacy curricula has led to a focus on the quality of preceptors and the provision of preceptor training, with a diverse range of training programs for preceptors being developed across the globe. To ensure that preceptors are trained appropriately and deemed to be competent in their role, it is essential that all training programs are suitably evaluated. This research aimed to evaluate an online preceptor training program at a regional Australian University.MethodsKirkpatrick’s four level model for assessment of training was used to evaluate this program. A multi method approach included a preceptor post training survey and interviews and a student survey evaluating the preceptor. Preceptor survey data were analysed using descriptive statistics and content analysis, while inductive thematic analysis was used to analyse the interviews. Student evaluations of trained and untrained preceptors were compared to determine whether training had impacted on student-rated preceptor effectiveness.ResultsTwenty-eight preceptor post-training surveys were received, ten preceptor post-training interviews were conducted, and 35 student surveys were completed. The program was rated positively overall, with notable mention by preceptors of the interactive networking session. Following their first post-training student placement, preceptors found that their overall confidence levels had improved, particularly in relation to student management, evaluating students and providing feedback. Student evaluations of preceptors revealed improved ratings of trained versus untrained preceptors, especially as effective communicators.ConclusionsThis study demonstrated that training had a positive impact on preceptor attitudes, behaviour and confidence levels. From the perspective of the student, training was also found to improve preceptor performance. These results highlight the beneficial effects of training for preceptors, to optimize the student placement experience and their preparation for future practice.

Special tutorials to support pre-service mathematics teachers learning differential equations and mathematical modelling

Special tutorials both online and off-line were experimented in order to provide extra support for the senior pre-service mathematics teachers at an Australian regional university to improve their learning experience and achieve the best possible learning outcomes in an advanced mathematics course focusing on solving ordinary differential equations and applying mathematical modelling. Two types of special tutorials were offered to the students, the progressive tutorials on solving the same problem with different methods according to the learning progression and student’s instant requests, and the targeted tutorials to address the common problems shared by many students in attempting questions in the formal assessments. The experiments on these special tutorials indicated that the targeted tutorials were immensely useful for the students to either expand the scientific knowledge related to a real-world scenario described by words so as to begin problem solving with correct setting-ups or streamline multiple mathematical processes together to solve a complicated real-world problem described in words. This approach motivated most students to achieve their best possible learning outcomes. The progressive tutorials were effective in addressing student’s curiosity of solving the same problem by multiple techniques and hence improving student’s mathematical thinking and problem-solving skills in general. This exploratory study also found that there were common problems with a lack of general science knowledge and retention of the previously learnt mathematical techniques among most students. There also existed a portion of students who showed no interest in engaging with learning regardless of how much extra learning support provided to them.

Sedentary behaviour in Australian university students: The contribution of study‐related sedentary behaviour to total sedentary behaviour

AbstractIssue AddressedSeated activities are attributed to increased sedentary behaviour (SB) and adverse health effects, but little is currently known about university students' SB, particularly study‐related SB. This study describes the sociodemographic variations of domain‐specific SB in regional Australian university students and the contribution of study‐related SB to total SB.MethodsSelf‐reported daily SBs from a cross‐sectional survey of 451 students were used. Domain‐specific and total SB were described within sub‐groups, and differences examined using independent t‐tests. Multinomial regression was used to examine the association of tertiles of duration in study‐related SB with total and other domain‐specific SBs.ResultsStudy participants were a median age of 21 (19–25 years), mostly female (76%) and represented different years of study. On average, students spent 882 ± 292 min/day in total SB, with most SB occurring in the study, screen time and ‘other activity’ domains. No sociodemographic variations were found in total SB, but significantly higher study‐related SB were reported by students studying full time (p < .001) and who moved from their family home to study (p < .022). Study‐related SB contributed 36% of total SB, with students most sedentary during study having the highest total SB.ConclusionsThis study suggests university students have high levels of SB, primarily in the domains of study, screen time and other activities. SB reduction strategies in universities and targeting screen time, across various sociodemographic groups (e.g., gender, university enrolment status, and living arrangements), may be important in reducing SB in university students.So What?University students are highly sedentary and should be included in SB programs especially students studying full time and those who moved from their family home in the study domain.

Initiatives supporting student retention in early childhood teacher education qualifications

This paper describes a case study using quantitative and qualitative approaches to investigate student engagement and retention within an online early childhood teacher education program at a regional Australian university. Two key interventions, the identification and support of disengaged students and the Embedded Tutors Program are described and examined. Initial findings on these retention initiatives, developed to support Early Childhood Education undergraduates studying in the online environment, are presented. Additionally, discussion of the findings through the theory of practice architectures highlights the practices and institutional arrangements that create the conditions to support student retention. This study is significant in planning for Early Childhood Education workforce quality and supply. It may offer guidance to institutions for their retention practices with early childhood teacher undergraduates studying in the online environment.

Giving voice to regional Australian academic librarians

Academic librarians deliver information literacy instruction (ILI) to students, engage with a range of stakeholders, and work in a range of learning environments that are continually changing. While past research has focused on the perceptions of librarians regarding their role in ILI, this has not been a significant focus of research in the Australian higher education context. This study set out to explore the perceptions of six practising academic librarians at a regional Australian university, seeking to understand their perceptions of information literacy (IL), their role in ILI and the challenges they face in this role. The participants did not have a consensus on the nature of IL, despite having a clear definition from the institution. Librarians felt they had both an educative and supportive role and that they brought expertise and authority to ILI. Librarians note­­d that their ILI supported the broader function of the university to meet internal policies and external regulatory requirements. Librarians suggested that an integrated approach to ILI at the institution would improve librarians’ agency in supporting students. The analysis of the findings led to the development of a model for the delivery of effective ILI for this institution. The findings of this study contribute to the existing body of IL research by (a) giving voice to the views of academic librarians working in a regional Australian university, and (b) highlighting the challenges that academic librarians face when delivering ILI at their institution.

Strengthening leadership practices through utilization of employee-directed performance appraisal in higher education

ABSTRACT As a leader and manager in higher education, an important aspect of my role is to lead a team of six nursing academics who plan, prepare, and deliver an online postgraduate degree at a regional Australian university. The academic team are a remote team, residing in geographically dispersed locations of Australia, many who are early career educators in higher education. To inform my practice as a leader and manager of this unique team, and specifically with the aim of increasing understanding performance management (PA) and performance appraisal (PA), a critical analysis of the current literature was undertaken. This critical analysis transpired after being intrigued by the paper titled ‘Performance evaluation will not die, but it should’ by Murphy (2020). After an analysis of the current literature and PA practices implemented in a university setting, findings suggest that not all performance evaluation should die.

How Should We Prepare Our Pharmacist Preceptors? Design, Development and Implementation of a Training Program in a Regional Australian University.

Increased experiential learning within pharmacy education has highlighted the need for quality preceptors, leading to a recent focus on their development and training. This study describes the design, development and implementation of a pharmacist preceptor training program in a regional Australian University. The design of this program utilized the results of a previously conducted scoping review of preceptor training programs and a comprehensive preceptor training needs analysis. In addition, participation was sought from an expert advisory group, comprising preceptors and pharmacy professional organizations. Program materials were developed and transferred onto a suitable online learning platform for implementation. Post-training program evaluation will follow Kirkpatrick's model of training evaluation criteria, gaining feedback from both preceptors and students. The four flexible online modules that were designed are aligned with the main preceptor roles: role model, educator, mentor and assessor. The program also included a small-group online interactive networking session and an online discussion forum. Following implementation, 28 pharmacist preceptors completed the training. Preliminary feedback on the training program was extremely positive, particularly to the interactive networking activity. Future programs will continue to be adapted to reflect stakeholder feedback and optimize student placement experiences.