Campus In Australia Research Articles

Study supports for rural mature-aged university health students: a Stakian multicase study

Background The participation and success of university health students in rural areas is critical in addressing the maldistribution of the rural health workforces internationally. Particular attention to the experiences of mature-aged health students is needed to build a sustainable rural health workforce, given the higher proportions of mature-aged university students in rural, regional and remote areas compared with metropolitan areas and rural mature-aged students wanting to stay in their communities. However, little is known about the kinds of supports rural mature-aged students require to succeed with their studies.Methods Drawing on rural standpoint theory and using structural inequality as a retention lens, we explored the current and potential supports that rural mature-aged nursing and allied health students require to successfully participate and complete their pre-professional university course. A Stakian multicase study was undertaken with cases at three rural university campuses in Australia. The data collection was primarily qualitative, with semi-structured interviews, campus surveys and focus groups involving 36 participants (including students, academic and professional staff, and placement supervisors).ResultsThis study found supports were provided formally and informally by the university, by the community and manifested by students. Several support gaps as well as potential supports to alleviate them were identified. These include formally acknowledging the mature-aged cohort and their diverse experiences and non-university commitments; fostering connections between mature-aged students; making university affordable; preparing mature-aged students for university; adapting course content and delivery; and restructuring placements for mature-aged students.ConclusionsWe argue that rural mature-aged nursing and allied health students require supports that are age-specific, appropriate to the community context, and harness existing relational processes of rural university campus activity. Rural university campuses need to involve rural mature-aged students and other stakeholders relevant to each context in the process of identifying and implementing student supports for this cohort.

Students' sound environment perceptions in informal learning spaces: a case study on a university campus in Australia

PurposePhysical environments, especially the sound environments of ILSs on a university campus, have become increasingly important in satisfying the diverse needs of students. Poor sound environments are widely acknowledged to lead to inefficient and underutilised spaces and to negatively influence students' learning outcomes. This study proposes two hypotheses to explore whether students' sound environment perceptions are related to their individual characteristics and whether students' preferences for the type of ILS are related to their sound environment sensitivities.Design/methodology/approachAn investigation through a questionnaire survey has been conducted on both students' individual characteristics affecting their sound environment perceptions in informal learning spaces (ILSs) of a university campus and their sensitivities to the sound environments in ILSs affecting their preferences for the type of ILSs.FindingsThe research findings indicate that students' sound environment perceptions are associated with some of their individual characteristics. In addition, the results show that students' sound environment sensitivities affect their preferences for the type of ILS they occupy.Originality/valueThis study could help architects and managers of university learning spaces to provide better sound environments for students, thereby improving their learning outcomes. The article contributes valuable insights into the correlation between students' individual characteristics, sound environment perceptions and preferences for ILSs. The research findings add to the existing knowledge in this field and offer practical implications for enhancing design and management of university learning environments.

Critique and change: The “what”, “why”, “how”, and “so what”

Critique and change: The “what”, “why”, “how”, and “so what”

The Stride program: Study protocol for an on-campus physical activity referral program for tertiary students’ experiencing mental health challenges

Background: Tertiary students experience high levels of mental health challenges, and there is a recognition that appropriate on-campus support is important for assisting students’ well-being. However, it has been highlighted that there are areas of growth on university campuses in Australia to provide best practice support for students’ psychological wellbeing. One area of growth is the addition of a physical activity (PA) to support mental health challenges as an adjunct service on campuses. However, more research is needed to understand the effectiveness, acceptability, and sustainability of implementing a PA program on-campus. Methods: Stride is a free 12-week exercise program at the University of Western Australia (UWA) offered to students to support their mental health. It is a referral-based program that complements other established treatment pathways. Stride includes a pre- and post-program assessment led by the program coordinator, an Accredited Exercise Physiologist. The coordinator then matches students (called mentees) with Stride mentors, who are trained Masters of Clinical Exercise Physiology students. Stride is person-centred, providing mentees with autonomy regarding their exercise goals and preferences. This evaluation will assess the feasibility and preliminary efficacy of the Stride program using a mixed-methods convergent design. The primary outcome will assess pre-to-post-program changes in mental health symptomatology. Changes in PA, nutrition, quality of life, student engagement and identity, physiological markers, and self-efficacy are secondary outcomes. Discussion: Currently, few programs exist worldwide delivering physical activity to students experiencing mental health problems. The preliminary results of PA programs are indicating improved mental health symptomatology for students. However, the implementation of PA programs on-campus will add further significance through four distinct future research directions. The research directions include the optimisation of program components, best practice operational structure for future PA programs, beginning to understand PA program effectiveness, and informing future randomised control trials. Conflict of interest statement: My co-authors and I acknowledge that we have no conflict of interest of relevance to the submission of this abstract.

Creating cultural change: Sex, Safety and Respect workshops as one response to sexual assault and harassment on campus

In recent years there has been an increase in awareness and calls to action to reduce sexual assault and harassment on university campuses in Australia. This has stemmed from The Australian Human Rights Commission’s 2017 report Change the Course: National Report on Sexual Assault and Sexual Harassment at Australian Universities. One response from the University of Newcastle was to adopt an evidence based accredited workshop program called Sex, Safety and Respect. The program was developed by the specialist violence prevention service the Full Stop Foundation. The University commissioned the Foundation to train around 20 professional and academic staff to deliver tailored workshops to students. The workshops seek to address cultural narratives and behaviours that can contribute to sexual violence and offer students an interactive and reflective experience that builds on content delivered in the University’s compulsory online consent module. The rollout of the workshops is currently in the early implementation phase and has been supported through engagement with key stakeholders across the University with the aim of creating allies and making this a University-wide approach to effect positive cultural change. In this paper we provide an overview of the implementation process, challenges and successes encountered. Preliminary feedback from staff and students about their experience of the workshops and our plans for expanding the program’s reach are also reviewed.

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Objective. To examine pharmacy students' performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students' perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students' exam grades.

Landscape architecture and environmentalism in the expansion era for Australian universities: the work of Bruce Mackenzie and Associates

The 1960s and 1970s were an era of expansion of the tertiary education sector internationally with entirely new universities developed at an unprecedented pace. In the Australian context, the quintessential start-up suburban campus was usually set within a greenfield site - typically on postagricultural land at the fringe of rapidly expanding suburbia. An effective role for landscape architecture often materialised from symbiotic relationships between architects, engineers, planners, horticulturalists, and others. A significant driver in shaping and enacting a clear vision for a distinctive quality of campus landscape came internal to university administration. Communities consisting of academic staff, administrative staff, and other interested and talented practitioners have been found to be crucial in defining a niche for landscape architects in campus design, marking a significant moment in the recognition and due regard that would be paid to a small but influential profession on the Australian scene. This paper records the themes that define the distinctive nature of the Australian condition. Focusing on campus designs by Bruce Mackenzie and Associates (BMA), the paper provides a preliminary assessment of the roles and influence of people, organisations, and events in the creation of the modern campus in Australia. It concludes that the most effective results were achieved when the landscape architect was engaged at the formative stages of campus development and had broad support inclusive of collaboration with other consultants and with university administrators and on-ground staff. A significant ingredient for success in achieving innovative results was found to be the existence within the university of communities of interested and engaged people with joint aims and ambitions for the creation of high quality campus landscapes, often in line with a culture of environmentalism. Such communities often go unheralded yet without their involvement the establishment of campus landscapes that celebrated the conservation of Australian indigenous plants and forms may not have been as readily achieved.

Public health response to a measles outbreak on a university campus in Australia, 2015.

This report describes the effective public health response to a measles outbreak involving a university campus in Brisbane, Australia. Eleven cases in total were notified, mostly university students. The public health response included targeted measles vaccination clinics which were established on campus and focused on student groups most likely to have been exposed. The size of the university population, social interaction between students on and off campus, as well as limited vaccination records for the university community presented challenges for the control of this extremely infectious illness. We recommend domestic students ensure vaccinations are current prior to matriculation. Immunisation information should be included in university student enrolment packs. Incoming international students should ensure routine vaccinations are up-to-date prior to arrival in Australia, thereby reducing the risk of importation of measles and other infectious diseases.

South Ural State University Campus: Architectural Development Concept in Accordance with International Standards

The article deals with the vital problem of the implementation of the Program to enhance the competitiveness of the South Ural State University (SUSU) among other scientific and educational centers, which defines the main objective – to form a world-class university. According to the set objective, the most important task is to build a landscaped campus, which can be efficiently solved by the architectural means. The solution of this task is based on the scientific methods of the territorial and architectural improvement of the main university building complex development in the northern academic area and the architectural and aesthetic improvement of the space structural arrangement of the buildings. The author analyzes the global practice of modern campuses in Russia and abroad based on the Internet resources. The author carried out some additional on-site surveys of foreign campuses in Australia, Canada and China. The essence of the architectural concept of the first university campus development stage lies in the science-based achievement of a harmonious architectural and space unity of solid and plane elements of the site development, landscape arrangement of the main building’s courtyard and the adjacent territories with an efficient use of the relief, water areas and planting, allotment of additional spaces for landscaped areas due to a split-level arrangement, including a landscaped platform, increase of the underground space utilization share with the arrangement of an underground car parking and an underground walkway considering the environmental requirements. Further, it is planned to use the author’s methodological approach for the southern academic and the northern residential university areas, which will allow to create a duly completed landscaped SUSU campus with a developed infrastructure according to the international standards.

Determining commercially viable two-way and one-way ‘Contract-for-Difference’ strike prices and revenue receipts

In this article, we investigate the role that a Contract-for-Difference (CFD) might play in increasing investment in renewable energy in Australia. Two CFD schemes are investigated: two-way and one-way CFD. A financial model is developed that determines commercially viable CFD strike prices. Account is taken of revenue from wholesale electricity market and renewable energy certificate sales. Capital and operational costs of the project including distribution of funds to holders of equity and debt are also included. Findings based on analysis of the solar array located at the University of Queensland Gatton Campus in Australia is presented, employing a typical meteorological year framework. The major finding was that Government will prefer a two-way CFD scheme and Single-Axis tracking solar PV array technology. In contrast, project proponents will strongly prefer a one-way CFD design.

Student-teachers’ perspectives on the purposes and characteristics of faith-based schools: an Australian view

At a time when the faith-based identity of schools is facing serious challenges, the researchers undertook a longitudinal study of the relevant opinions, beliefs and values of student-teachers at a Catholic university campus in Australia. The focus of the current paper is on the responses of first-year students to a survey regarding their choice of secondary school, the purposes of schooling and the characteristics of Catholic schools. Relevant context are addressed including global education trends, the values and characteristics of Catholic education and relevant aspects of Australian schooling and youth culture. Regardless of religious affiliation, self-reported religiosity or type of school attended, providing a ‘safe and caring school environment’ emerged as the most important purpose of schooling and as a key reason for choice of school, while faith-based purposes and reasons received particularly low ratings. ‘Caring community’ was regarded as by far the most important characteristic of the Catholic school, followed by engagement in social justice programmes. The findings are briefly compared with parallel findings for teachers in Queensland Catholic schools.

Muslim students’ cultural and religious experiences in city, suburban and regional university campuses in NSW, Australia

ABSTRACTAlthough there has been much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We draw upon an analysis of a questionnaire that was completed by 323 Muslim students who were studying at universities in the state of New South Wales, Australia. While we argue that these places are post-secular, we discovered that city campuses tend to be more secular than regional and suburban ones.

Muslim Students’ Religious and Cultural Experiences in the Micro-publics of University Campuses in NSW, Australia

ABSTRACTAlthough there is much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We focus upon the micro-publics of university campuses to investigate these experiences. We draw upon an analysis of a survey that was completed by 324 Muslim students who were studying at universities in New South Wales (NSW), Australia. Our analysis points to the diversity of the Muslim student population and their commitment to diversity on campus. In these ostensibly secular environments, religiosity was not curtailed. Discrimination was reported within an education setting, and there were concerns about haram activity (alcohol consumption). Despite the divisive power of religious belief there was broad acceptance of sharing space. A pro-diversity sensibility has emerged within these post-secular micro-publics.

Comparing student loyalty behavioural intentions across multi entry mode deliveries: An Australian perspective

This paper compares students' perceptions of push/pull and risk attributes for their impacts on attitude and loyalty behavioural intention towards their university that has adopted multi entry mode strategy in its home and offshore campuses. A total of 561 completed responses were collected through an online survey from students in a large university with campuses in Australia, Malaysia and Singapore. Findings suggested that international students residing in Australia held the most favourable perceptions, attitude and loyalty behavioural intention compared with their counterparts in Malaysia and Singapore, suggesting the inward exporting strategy was successful for the university. The applicability of the Uppsala model in explaining the university's respective entry mode strategies validated its use in the context of international higher education.

Internationalization Strategies for Higher Education

Higher education across the globe tends to operate in a liquid environment with few static periods of any length. The ability to rapidly respond to global economic and academic trends (globalization) is a key driver for leadership and sustainability. Internationalization is one aspect of globalization that has emerged more recently. Internationalization in higher education is a strategic response to the global market. While motivations may vary amongst institutions, common motivators for internationalization include; commercial advantage, market share of fiscal and knowledge economies, and to enhance the educational outcomes of graduates. While an institution may adopt any number of approaches to internationalization, this poster presents an insight into the motivations and initiatives employed by the Medical Radiation Science program at Charles Sturt University. Charles Sturt University (CSU), based in rural Australia, has 6 major campuses over a large area of rural NSW, several metropolitan smaller campuses in Australia plus campuses in Canada (Ontario) and South East Asia; serving 38000 students in 400 programs. The Medical Radiation Science (MRS) program offers a four year undergraduate degree with specializations in nuclear medicine, radiation therapy and radiography, advanced practice master’s degree courses with generic streams plus specializations in nuclear medicine, molecular imaging, CT, MRI, and image interpretation, and research higher degree programs (research masters, professional doctorates and doctor of philosophy). Students come to study nuclear medicine at CSU (internal or by distance) from North America, Europe, the Middle East and South East Asia. Local graduates of MRS programs at CSU are employed across Australia, New Zealand and Europe in the main. CSU has both independent and collaborative internationalization strategies that have successfully delivered graduate attributes and competencies in global citizenship, knowledge transfer, curriculum diversity and sustainability, and graduate mobility. This has largely been driven by concordance of core education philosophies and industry demand for mobilization. Furthermore, these initiatives have contributed to academic collaboration with both individual and team competencies in global citizenship, international knowledge economy, skill diversity, academic sustainability, and academic mobility.

Students’ perceptions of an internationalised learning environment

Purpose – The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses three research questions namely: what constitutes the internationalised learning environment for students? Can a university offer an internationalised learning environment that is equitable for students across its home and offshore campuses? And what differences exist in the internationalised learning environment for students in a university's home and offshore campuses? Design/methodology/approach – In total, 484 completed responses were collected from the university's six campuses in Australia, Singapore, Hong Kong and Malaysia. Findings – Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. Practical implications – These insights could help a university's teaching staff and administrators to focus on specific attributes in marketing the internationalised learning environments of each of its campuses. This could give the university better opportunity for improving the learning process and its outcomes for students. Originality/value – This paper sets out to define the parameters of the internationalised learning environment and conducts an audit of this environment from the student perspective. Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. In the market of fierce competition for international students, it is crucial that these positive attributes be part of the marketing messages in any promotion campaigns for universities.

Academic Performance and Personal Experience of Local, International, and Collaborative Exchange Students Enrolled in an Australian Pharmacy Program

To assess the academic performance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program. Survey instruments exploring the demographics, background, and academic and cultural experiences of students during the program were administered in 2005 to students in all 4 years. Additionally, grades from each semester of the program for students (406 local, 70 international, 155 exchange) who graduated between 2002 and 2006 were analyzed retrospectively. The main differences found in the survey responses among the 3 groups were in students' motivations for choosing the degree program and school, with international and collaborative exchange students having put more thought into these decisions than local students. The average grades over the duration of the program were similar in all 3 demographic groups. However, local students slightly outperformed international students, particularly at the start of the year, whereas collaborative exchange students' grades mirrored those of local students during the 2 years prior to leaving their home country of Malaysia but more closely mirrored those of international students in the final 2 years after arriving on campus in Australia. Despite differences in academic backgrounds and culture, international and exchange students can perform well compared to local students in a bachelor of pharmacy program and were actually more satisfied than local students with the overall experience. Studying in a foreign country can negatively influence academic grades to a small extent and this is probably related to adjusting to the new environment.

Student Satisfaction with Models of Field Placement Supervision

Field placements provide social work students with the opportunity to integrate their classroom learning with the knowledge and skills used in various human service programs. The supervision structure that has most commonly been used is the intensive one-to-one, clinical teaching model. However, this model is being challenged by significant changes in educational and industry sectors, which have led to an increased use of alternative fieldwork structures and supervision arrangements, including task supervision, group supervision, external supervision, and shared supervisory arrangements. This study focuses on identifying models of supervision and student satisfaction with their learning experiences and the supervision received on placement. The study analysed responses to a questionnaire administered to 263 undergraduate social work students enrolled in three different campuses in Australia after they had completed their first or final field placement. The study identified that just over half of the placements used the traditional one student to one social work supervisor model. A number of “emerging” models were also identified, where two or more social workers were involved in the professional supervision of the student. High levels of dissatisfaction were reported by those students who received external social work supervision. Results suggest that students are more satisfied across all aspects of the placement where there is a strong on-site social work presence.

A Leap of Faith: Innovative Changes in Problem-based Learning Delivery on a Malaysian Campus

Monash University Sunway Campus usually conducts Problem-Based Learning (PBL) twice a week for both Year One and Year Two medical students. However, in 2009 PBL session was reduced from a two-day PBL session to a single day. The main objective of this action research paper is to compare and evaluate the single day session and the two-day session in terms of strengths and weaknesses and to propose possible solutions to the school and other campuses to improve the current practice. A qualitative approach, using focus group interviews were used to collect data from the medical students. Questionnaires were distributed to tutors facilitating the PBL sessions. The results showed that the new approach in PBL delivery was favorably accepted both by students and tutors. This approach, which was initiated by the Malaysian campus, was adopted by both campuses in Australia and Malaysia.

Factors Influencing Indian Student's Choice of Overseas Study Destination

There has been an increase in the number of students from India studying at Australian universities in Singapore. During the same period, there has been a corresponding decrease in the number of this group of students studying in Australia. The study thus seeks to understand why the current group of Indianstudents studying at an Australian University in Singapore has chosen to study in Singapore rather than at a campus in Australia. The research design employed a qualitative approach using focus group interviews and an online survey. The findings include a combination of factors and considerations influencing the choice of university and overseasstudydestination for students from India, the role of education service agents in India in influencing the decisions of these students and the demographic characteristics of students from India in Singapore. The study highlights future recommendations for universities in attracting and catering for students from overseas countrieshere and insert abstract your text. Insert an abstract of 50-100 words, giving a brief account of the most relevant aspects of the paper.