Research-intensive Australian University Research Articles

Explaining learning achievement in student experience of blended learning

Drawing on theories of student approaches to learning and sociomaterial perspectives on learning, we investigated how a combination of sociocognitive and sociomaterial variables explain variation in 365 students’ learning achievement in a first year human biology blended learning course in an Australian research intensive university. We used a close-ended questionnaire to measure students’ approaches to learning through inquiry, approaches to using online learning technologies, and their use of on-campus physical learning spaces. We obtained use of online learning tools in terms of frequency and duration through analytics provided by a proprietary learning management system. Students’ learning achievement was evaluated using six assessment tasks in the course. Correlation analyses were conducted to examine the relationship between approaches, use of online learning tools, use of oncampus physical learning spaces, and achievement. Based on the correlation results, we regressed learning achievement on approaches, use of online learning tools and physical learning spaces. The results showed that by introducing sociomaterial variables into the regression model, a significant proportion of learning achievement was explained over and above the explanations offered by sociocognitive factors alone, highlighting the important role of both sociocognitive and sociomaterial factors in blended learning.

Network patterns of university-industry collaboration: A case study of the chemical sciences in Australia

University–industry (U–I) collaboration takes on many forms, from research services, teaching and training, to curiosity-led research. In the chemical industries, academic chemists generate new knowledge, address novel problems faced by industry, and train the future workforce in cutting-edge methods. In this study, we examine the dynamic structures of collaborative research contracts and grants between academic and industry partners over a 5-year period within a research-intensive Australian university. We reconstruct internal contract data provided by a university research office as records of its collaborations into a complex relational database that links researchers to research projects. We then structure this complex relational data as a two-mode network of researcher-project collaborations for utilisation with Social Network Analysis (SNA)—a relational methodology ideally suited to relational data. Specifically, we use a stochastic actor-oriented model (SAOM), a statistical network model for longitudinal two-mode network data. Although the dataset is complicated, we manage to replicate it exactly using a very parsimonious and relatable network model. Results indicate that as academics gain experience, they become more involved in direct research contracts with industry, and in research projects more generally. Further, more senior academics are involved in projects involving both industry partners and other academic partners of any level. While more experienced academics are also less likely to repeat collaborations with the same colleagues, there is a more general tendency in these collaborations, regardless of academic seniority or industry engagement, for prior collaborations to predict future collaborations. We discuss implications for industry and academics.

The Variables that Predict Science Undergraduates’ Timely Degree Completion: a Conceptual Model

Science undergraduates’ timely degree completion (TDC) has become increasingly important for students themselves, universities, and society, due to issues such as cost, efficiency, and productivity, respectively. This study investigated the potential effect of several variables on TDC of Bachelor of Science (BSc) students at an Australian research-intensive university. Results showed that two time-dependent variables (TDVs)—gender and Australian Tertiary Admission Rank (ATAR)—predicted TDC. Two time-independent variables (TIVs)—the number of discipline majors and specific year level academic achievement—also predicted TDC. Students who completed on time had a significantly higher mean weighted average mark (WAM) than non-TDC students, for each year of study, and more females than males completed their BSc in a timely manner. The primary determinants of TDC were gender, number of discipline majors, and WAM at each of years 2 and 3. Our conceptual model of TDC indicates the predictive interrelationships among these TIVs and TDVs. A more informed understanding of the study’s outcomes among university stakeholders has considerable potential to enhance the engagement, scaffolding, achievement, and TDC of science undergraduates.

Negotiating identities in western academia: an autoethnographic study of international doctoral students in Australia

ABSTRACT This study is a critical-autoethnographic exploration of the intellectual trajectories of three international doctoral scholars in an Australian research-intensive university in terms of the development of their academic identities. It looks at the various institutional and discursive forces that influence their academic adjustments and how they navigate their intellectual and scholarly journeys while studying abroad. In particular, the paper investigates the tensions inherent in the intersection of institutional governmentality and individual sense of empowerment within and outside the third space. International doctoral students experience both overt and covert pressures to conform and accept institutional norms to ‘fit in’ when coming to study in Australia. Rather than simply adapting, they also ‘fight out’ against these norms, thereby reconfiguring their academic identities through interactions with supervisors, senior colleagues, and wider academia. Using narratives from their learning experiences, the study locates the interface of these two forces and the creation of a third space – emerging from how these three novice scholars bring in their own learning academic conventions from their home countries in an Australian academic community. This research has implications for understanding international doctoral students’ stories of becoming academics.

Priority setting in higher education research using a mixed methods approach

ABSTRACT Setting priorities for higher education research is essential to maximise limited resources. Our study aimed to identify priorities for higher education research at one large research-intensive Australian university. A sequential three-phase mixed methods study was conducted. Phase 1 engaged 69 students, academics, and professional staff in an anonymous qualitative online survey to identify their perspectives on priorities. These qualitative data were analysed using thematic analysis and the findings were then converted to a quantitative online survey (phase 2) that engaged 187 students, academics, and professional staff to determine the top priorities and the reasons for their choices. Descriptive statistical analysis of phase 2 Likert scales and rank order of priorities revealed the top three priorities from 39 priorities: (1) understanding how to engage students in learning; (2) understanding how to teach creative and critical thinking skills; and (3) understanding how to promote resilience, wellbeing and student connectedness. In phase 3, five focus groups with 19 participants affirmed these ratings/rankings. Our study is the first to identify research priorities for higher education to our knowledge, and may be used to focus future higher education research strategy.

Student and Educator Perspectives of Adapting to Remote Health Professions Education: A Mixed-Methods Study.

During the COVID-19 pandemic, universities across the world transitioned rapidly to remote education. Engaging with a curriculum that has been transitioned from in-person to remote education mode is likely to impact how students and educators adapt to the changes and uncertainties caused by the pandemic. There is limited knowledge about individual differences in students' and educators' adaptability to remote education in response to the pandemic. This paper explored healthcare students' and educators' adaptability experiences to remote education. Drawing on pragmatism, a convergent mixed-methods design was adopted. Data were collected between May and August in 2020 using an online survey, followed by interviews with students and educators of five large health courses at an Australian research-intensive University. Data included 476 surveys and seven focus group interviews with 26 students, and 95 surveys and 17 individual interviews with educators. Results were interpreted through an integration of quantitative and qualitative elements from student and educator experiences. Findings indicated that students were less adaptable than educators. Whilst remote learning was less appealing than in-person learning, some students adapted well to the new learning environment. Limited social learning, transmissive pedagogy, and lack of technical and non-technical skills were identified as factors that impacted upon the experience of students and educators. Navigating the challenges associated with remote education provided students and educators with a unique opportunity to improve adaptability—an attribute critical for future uncertainties in healthcare practice.

Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices

Problem solving is a fundamental skill that chemistry graduates should possess, yet many students have difficulties solving problems in chemistry. These difficulties may be either student- or instructor-driven. Instructor-related difficulties could stem from some teaching practices, such as expecting students to apply procedures without requiring them to show their reasoning or solely focusing on worked examples. Such practices could inhibit the development of problem-solving skills. To address these challenges, our group developed a metacognitive scaffold (Goldilocks Help) to support both students and instructors through structured problem solving. This scaffold breaks down the problem-solving process into phases and places emphasis on reasoning required throughout that process. This study explored how teaching associates (TAs) used the problem-solving scaffold and how this practice affected their teaching and perceptions of student learning. Seven TAs based at a large research-intensive Australian university were interviewed, and the data were analysed using the framework approach. Teaching with the problem-solving scaffold was found to be beneficial, albeit with initial student resistance. The scaffold provided a common thinking structure between the TAs and students, enabling TAs to easily identify mistakes and address specific areas of concern. However, TAs also experienced students’ attention shift from content to the scaffold. Initially, many students unproductively viewed the process as requiring two separate actions of solving the problem and being explicit about the problem-solving process they used, as opposed to an integrated activity. Through constant reinforcement and prompting by TAs during and prior to solving the problem, students continued to grasp how to effectively internalise the scaffold to assist their problem solving. Understanding how TAs use problem-solving scaffolds with students will add to the field of education research to inform innovations in supporting the development of students’ problem-solving skills.

What makes PhD researchers think seriously about discontinuing? an exploration of risk factors and risk profiles

ABSTRACT Although high PhD attrition rates are a matter of international concern, the factors that lead doctoral researchers to leave their programmes are not well understood. The present study addresses that issue by exploring factors that prompted thoughts of discontinuing among 1017 PhD researchers (PhDRs) at a public, research-intensive Australian university. We analyse the prevalence, strength and clustering of the most frequently identified factors, including mental health difficulties, financial pressures, and problems with supervision. The investigated factors were all strongly associated with thoughts of discontinuing; mental health difficulties were among the strongest factors, and financial stress was the most prevalent. An exploratory cluster analysis revealed that the risk factors co-present in distinctive ways such that six discrete groups of PhDRs are identifiable with varying risk profiles and socio-demographic characteristics. We discuss the research, policy and practice implications of these findings.

Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers

ABSTRACT Talking about teaching with colleagues is one way that academics learn about university teaching. In contexts that offer inconsistent support for teaching, what influences conversations? This study investigated mid-career academics’ conversations at an Australian research-intensive university. Twenty-four academics were interviewed and the transcripts analysed using the constant comparative method. Conversations were influenced by common ground between colleagues – which is likely due to endeavouring to learn about teaching within contexts perceived as adverse. This article reports on an analysis of ‘context’ to identify the dynamic interaction between; lack of support for teaching; camaraderie, proximity, and similarity, and conversations.

Connecting experiences to employability through a meaning-making approach to learning

A key part of the student experience in the higher education context is employability. There is an expectation that universities will contribute to their students’ employability and indeed they are measured on this contribution and are allocated funding based on it. Despite the importance of employability in higher education, it remains a complex and contested concept, often conflated with employment – graduates in jobs and the roles they occupy – and seen as a quantifiable outcome of the student experience. Where employability is understood as an individual’s knowledge, capabilities, and personal attributes that make them more likely to gain employment and be successful in their professional lives, it is often framed by the discourse of skills. There are some employability models, however, that champion a more holistic view of employability and highlight the role that experiences play in individual employability development. This paper reports on the development of an institutional employability framework and reflective process in an Australian research-intensive university. The paper discusses the experiential learning theories that underpin the reflective process that supports students to understand and articulate employability learning, for framing narratives around the potential to contribute to an organisation for employment, and for the transfer of this potential to professional contexts. The framework and reflective process represent employability as a learning process through which students make meaning from their experiences and learning opportunities. This involves understanding the value of their experiences, how to articulate that value, and how to transfer it to workplace performance

Ethical concerns in suicide research: thematic analysis of the views of human research ethics committees in Australia

BackgroundSuicide research aims to contribute to a better understanding of suicidal behaviour and its prevention. However, there are many ethical challenges in this research field, for example, regarding consent and potential risks to participants. While studies to-date have focused on the perspective of the researchers, this study aimed to investigate the views and experiences of members of Human Research Ethics Committees (HRECs) in dealing with suicide-related study applications.MethodsThis qualitative study entailed a thematic analysis using an inductive approach. We conducted semi-structured interviews with a purposive sample (N = 15) of HREC Chairs or their delegates from Australian research-intensive universities. The interview guide included questions regarding the ethical concerns and challenges in suicide-related research raised by HREC members, how they dealt with those challenges and what advice they could give to researchers.ResultsThe analysis identified four main themes: (1) HREC members’ experiences of reviewing suicide-related study applications, (2) HREC members’ perceptions of suicide, suicide research, and study participants, (3) Complexity in HREC members’ decision-making processes, and (4) HREC members’ relationships with researchers.ConclusionsReliance on ethical guidelines and dialogue with researchers are crucial in the assessment of suicide-related study applications. Both researchers and HREC members may benefit from guidance and resources on how to conduct ethically sound suicide-related studies. Developing working relationships will be likely to help HRECs to facilitate high quality, ethical suicide-related research and researchers to conduct such research.

How can universities better support the mental wellbeing of higher degree research students? A study of students’ suggestions

ABSTRACT Prevalence studies indicate that higher degree research (Master's and Doctoral) students experience high rates of psychological distress. As a result, universities are seeking evidence-based interventions to better support the mental wellbeing of this student cohort. The present study contributes to that evidence base by asking higher degree research students (HDRs) from a large Australian research-intensive university what they think should be done to improve their wellbeing. After inductively analysing 595 open-ended survey responses, nine themes emerged. The four most prominent themes were culture and community, support services, supervisors and supervision practices, and peer engagement and networking. These themes are interpreted by drawing on the Job Demands-Resources theory of occupational stress. We also compare our findings with typologies of ‘doctoral challenges’ developed in prior research to extend and refine the ‘roadmap’ for policy, action and research to better understand and address the high levels of psychological distress that HDRs experience. Overall, the findings of this study suggest that HDRs are likely to benefit from a whole-of-university approach to supporting their wellbeing, and from an academic research culture that values the wellbeing of all its members.

Creativity is for poets and pop singers, isn’t it? Academic perspectives on creativity in doctoral writing

This paper investigates how eight academic research supervisors working in a Faculty of Arts at a research-intensive Australian university understand the notion of creativity in doctoral writing; both in relation to what it is and where it is found. This question was investigated qualitatively through interviews focusing on reader reception to three, short doctoral texts. A framework of indexicality and orientation ( Lillis, 2008 ) was then used to move beyond the text-level and focus on the contextual influences surrounding the writing as it was exposed to its critical readership. The findings reflect varying levels of awareness and receptivity to the presence of creativity in written doctoral work. The paper also explores the perceived location of creativity in these texts for academic readers; namely, whether it resides in the ideas (i.e., the creative thought/content) or whether it was more textually-based (i.e., the creative expression/form of the idea).

International students enacting agency in their PhD journey

ABSTRACTThis study challenges the long-standing deficit discourse of international students. Applying agency theories, it explores six Vietnamese doctoral students’ narratives of their candidature in an Australian research-intensive university using data drawn from semi-structured interviews. The findings confirm the high level of agency that international students displayed in previous research and show new nuances. Needs-response agency is displayed in the way the students dealt with language for research purposes. Agency as struggle and resistance is manifest in the soft strategies, which may be culturally invisible through the Western lens. Agency for becoming shows the transformation into a more confident and autonomous self. Pervading the other forms of agency, relational agency refers to the way these candidates effectively mobilised their families and communities, and maturated networks. The study expands understanding of international doctoral students’ abilities to successfully navigate their candidature. The findings have important implications for supervisors to further develop their expertise.

Impact of Structured Feedback on Examiner Judgements in Objective Structured Clinical Examinations (OSCEs) Using Generalisability Theory

PurposeIn the context of health professions education, the objective structured clinical examination (OSCE) has been implemented globally for assessment of clinical competence. Concerns have been raised about the significant influence of construct irrelevant variance arising from examiner variability on the robustness of decisions made in high-stakes OSCEs. An opportunity to explore an initiative to reduce examiner effects was provided by a secondary analysis of data from a large-scale summative OSCE of the final-year students (n > 350) enrolled in a graduate-entry four-year Bachelor of Medicine/Bachelor of Surgery (MBBS) program at one Australian research-intensive university. The aim of this study was to investigate the impact of providing examiners with structured feedback on their stringency and leniency on assessing the final-year students’ clinical competence in the pre-feedback (P1) OSCE and post-feedback (P2) OSCE. MethodThis study adopted a quasi-experimental design to analyse the scores from 141 examiners before feedback was provided for the P1 OSCE, and 111 examiners after feedback was provided for the P2 OSCE. This novel approach used generalisability theory to quantify and compare the examiner stringency and leniency variance (Vj) contributing to the examiners’ scores before and after feedback was provided. Statistical analyses conducted were controlled for differences in the examiners and OSCE stations. ResultsComparing the scores of the 51 examiners who assessed students in both P1 and P2 OSCEs, the Vj reduced by 35.65% and its contribution to the overall variation in their scores decreased by 7.43%. The results were more noticeable in the 26 examiners who assessed students in both OSCEs and in at least one station common across both OSCEs. The Vj reduced by 40.56% and its contribution to the overall variation in their scores was also decreased by 7.72%. ConclusionThe findings might be suggested that providing examiners with structured feedback could reduce the examiner stringency and leniency variation contributing to their scores in the subsequent OSCE, whilst noting limitations with the quasi-experimental design. More definitive research is required prior to making recommendations for practice.

Where does the time go? An academic workload case study at an Australian university

ABSTRACTMany universities divide their academic workloads according to a model of 40 per cent teaching, 40 per cent research, and 20 per cent administration and service. Increasing demands on academic time, however, make this balance hard to achieve, since teaching and administration frequently impinge on research time. Moreover, regular academic activities may not fit into the workloaded time available. This paper presents evidence from a 3 month case study of a single academic in an Arts department at a research-intensive Australian university who has a 40:40:20 workload and is encouraged to publish an average of two high quality journal articles a year. Based on the study’s findings, a more realistic workload model would be 40 per cent teaching, 25 per cent research and 35 per cent administration, with an adjustment in the amount of quality research outputs expected. A new model should also balance face-to-face teaching time with teaching-related activities.

Implementation of a multi-disciplinary ethics unit

The multi-disciplinary unit Social Responsibility in Action (SRA) was developed for students with an interest in ethics who were completing undergraduate degrees in Arts, Commerce, Design or Science at an Australian research-intensive university. The academic objectives of this unit were to increase student awareness, knowledge, understanding and critical thinking skills related to various ethical issues. Lecturers from five disciplines (philosophy; animal biology; anatomy, physiology and human biology; law; pharmacology) collaborated in the design and delivery of SRA, which comprised lectures, tutorials and a research-based project. Anonymous surveys were administered at the start and end of the semester to obtain feedback on student expectations and learning experience, respectively. Data across three student cohorts showed that at the start of semester, 80% of student comments indicated a desire to expand their interest of ethical matters, 59% a desire to gain understanding and knowledge and 59% to gain critical thinking or communication skills. SRA was extremely well received by students, with 98% of respondents indicating that this multi-disciplinary ethics unit had met their expectations. Students also found that the variety of teaching styles, unit content and multi-disciplinary approach stimulated learning.

The role of cultural background in the engagement and learning of academically successful, late-stage CALD (culturally and linguistically diverse) and non-CALD pharmacy students at a research-intensive Australian university

Despite recent advances in the management of acute stroke, fewer than 10% of patients receive reperfusion therapy. One of the main reasons for such a low rate of administration is the delay on the part of patients and their families in seeking medical attention. This study aimed to analyse this delay.A prospective observational study was conducted on consecutive stroke or transient ischaemic attack. Data on sociodemographic and clinical parameters, decision delay, pre-hospital delay, and first medical contact were collected. Descriptive, bivariate, and multivariate logistic regression analyses were performed to determine factors associated with seeking medical attention within the first 15 minutes of stroke or TIA occurrence.A total of 382 patients were included, 24.9% of whom had a decision delay of 15 minutes or less. Stroke severity (OR 1.08; 95% CI, 1.04-1.13; P < .001), patient's son/daughter witnessing the event (OR 3.44; 95% CI, 1.88-6.27; P < .001), and insulin treatment (OR 2.89; 95% CI, 1.35-6.20; P = .006) were related to an immediate reaction. Lacunar infarcts (OR 0.41; 95% CI, 0.17-0.97; P = .042), partial anterior circulation infarcts (OR 0.43; 95% CI, 0.22-0.85; P = .015), and monosymptomatic events not involving limb paresis or aphasia (OR 0.15; 95% CI, 0.033-0.724; P = .018) favoured delays longer than 15 minutes.Severity of the event and presence of a son/daughter are the factors most frequently associated with an immediate response to stroke. Future interventions should emphasise the need for an immediate response irrespective of severity and include a wider spectrum of symptoms.Pese a los recientes avances en el manejo agudo del ictus, se aplican terapias de reperfusión a menos de un 10% de los pacientes. Una de las causas es el retraso en la búsqueda de atención médica por el paciente y sus familiares, que analizaremos a continuación.Se realizó un estudio observacional, prospectivo, en pacientes consecutivos con ictus o accidente isquémico transitorio. Se recogieron parámetros sociodemográficos y clínicos, y datos sobre el retraso en la decisión, retraso prehospitalario y el tipo de contacto médico seleccionado. Se realizaron análisis descriptivo, bivariante y multivariante para determinar los factores relacionados con la búsqueda de atención médica en los primeros 15 minutos.Se recogieron 382 pacientes. Un 24,9% decidió solicitar atención médica en los primeros 15 minutos. Lo favorecieron la severidad del evento (OR: 1,08; IC 95%: 1,04-1,13; p < 0,001), estar acompañado de un hijo (OR: 3,44; IC 95%: 1,88-6,27; p < 0,001) y el tratamiento con insulina (OR: 2,89; IC 95%: 1,35-6,20; p = 0,006). Los infartos lacunares (OR: 0,41; IC 95%: 0,17-0,97; p = 0,042), los infartos parciales de circulación anterior (OR: 0,43; IC 95%: 0,22-0,85; p = 0,015) y los cuadros monosintomáticos sin afasia o paresia de miembros (OR: 0,15; IC 95%: 0,033-0,724; p = 0,018) se relacionaron con retrasos mayores de 15 minutos.La severidad y estar acompañado de un hijo fueron los principales determinantes de una reacción inmediata. Futuras intervenciones deben promocionar una consulta inmediata independientemente de la severidad, así como incidir en un mayor abanico de síntomas.

Barriers and strategies: Implementing active learning in biomedical science lectures.

The traditional teaching style in higher education is didactic. However, the current literature states that student learning improves when they are active players in the process, triggering the move to implement active learning within the curriculum. In accordance, Monash University (an Australian research-intensive university) introduced the "Better Teaching Better Learning" agenda to deliver a more student-centered learning experience but its implementation has been inconsistent across its different schools. Interviews and an online survey were conducted to evaluate the teaching practices in lectures of Biomedical Science academics, identify barriers preventing them from implementing active learning in their teaching, and identify possible strategies to overcome said barriers. The two main teaching groups use a variety of teaching styles in lectures, with education-focused academics employing more active learning practices. Many academics were in the process of changing their teaching style, mainly to improve the overall student learning experience. However, complex barriers prevent them from doing so. Possible strategies were identified that would help academics adopt a more student-centered teaching style. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):29-40, 2018.

The building of the transcultural capacities of preservice teachers to support their employability in a globalised world: a pilot study

ABSTRACTThis paper explores the findings of a pilot project that investigated the impact of the International Professional Experience (IPE) programme within a Faculty of Education at a research intensive Australian University in developing the capacity of preservice teachers (PSTs) to work and teach amidst culturally diverse environments. The pilot was a precursor to a project investigating the impact of IPE on PSTs’ cultural capacity across a range of IPE locations. The importance of teachers acquiring transcultural capacity has become more acute in recent years. Educational globalisation has influenced Australian educators and schools to see working and learning in countries outside Australia as opportunities that support readiness for a professional career. Australian graduate teachers are now required to possess and demonstrate the skills and capacities to relate to, engage with and teach students from diverse cultures. Migration has altered Australian demographics to the point that cultural understandings are now mandated in the national curriculum. The pilot study findings suggest that the IPE experience has a significant impact on the development of transcultural capacity amongst PSTs especially those who have not had opportunities for, engagement with cultural modes outside their place of origin.