Degree In Australia Research Articles

A Qualitative Exploration of Challenges for International Students Enrolled in Health Professional Education Degrees in Australia

This qualitative study reports on the experiences of international students enrolled in a Health Professional Education program at a large Australia university. International students have long contributed to Australia’s economy. However, the sustainability of international students’ contributions to Australia’s economy is questionable. Challenges for international students have been widely reported in Australia. Students enrolled in Health Professional Education having unique challenges of their own. In total, 19 semi-structured interviews were conducted in 2020 and the data were thematically analysed. The findings uncovered numerous challenges for international students and those unique to international students enrolled in health- related degrees. Although all identified challenges may not be feasible to address, this study highlights recommendations for strategies that could be implemented by universities and policy makers to reduce challenges and to enhance graduate outcomes for this student population.

Developing a Personalized Educational Leadership Theory: A Promising Approach to School Leadership Development?

Behind every school leader is an individual with experiences. These experiences, personal and professional, shape how an educator conceptualizes leadership. This study examines the types of experiences that leaders, enrolled in a Master of Educational Leadership degree in Australia, draw on to inform their leadership. The findings reveal four key experiences that influence the way school leaders view and practice leadership: experiential; educative; vicarious; and personal. We discuss how the medium of digital story supports school leaders to develop their personalized educational leadership theory (PELT) as part of educational leadership development.

Oral health students' perceptions of the learning environment in Australia and New Zealand: A DREEM study.

Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three-year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program. Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self-perception, atmosphere and social self-perception. Total DREEM scores were compared to previously published literature for other health professions students. A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p = .012). The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements.

Troubling the Training: A Reflexive Dialogue on Decolonizing Performance Pedagogies in the Philippines and Malaysia

Where should we begin a dialogue about decolonizing and reimagining performance pedagogies in the Southeast Asian context? We first met when we were completing the Choreomundus International MA in Dance Knowledge, Practice, and Heritage in Europe and we are now pursuing our PhD degrees in Australia and Canada. Our dialogue opens by offering a contextualization of land grabbing and the exploitation of resources in the Philippines before delving into the relationship between land and body through careful reflection on our own bodily training. We are convinced that violence against land and body can be undone only through Indigenous sovereignty, by mobilizing the intergenerational knowledge that resides in Indigenous bodies. Decolonizing pedagogies enable an unlearning of the ways in which colonialism has been written on bodies. Integration as a decolonial method is not only about integrating performance elements, but is also about shifting towards a pedagogy of performance that empowers the Indigenous, minorities, and the marginalized, and integrates their clamor for land, social justice, and equity in the process of recreating cultural performances. By situating our personal journeys within the social and political contexts of our home countries and of the countries in which we have been educated, we hope that this dialogue offers an intimate consideration of what non-Indigenous and postcolonial scholars can contribute to the conversation around decolonizing performance pedagogies.

Enabling higher degree pathways for Aboriginal and Torres Strait Islander students

Increasing the numbers of Indigenous people enrolled in research higher degrees in Australia is important for building the Indigenous academic workforce, broadening the scope of knowledge production in academic institutions and ensuring effective research outcomes for Indigenous Australians. While the numbers of Indigenous research higher degree students are increasing, universities still have a lot to do to bring that number up to parity. In this paper, we explore the value of a pre-doctoral program developed for Indigenous people interested in doing a PhD that provides them the information they need to inform their choices about undertaking a doctoral project. As the only program of this kind in Australia, this research contributes to the emerging literature on the factors that have an influence on why Indigenous people choose to undertake PhD programs and the effectiveness of initiatives to support their pathway to higher degree research. The research outcomes build on the evidence base for improving initiatives across the university sector, highlighting the need for tailored, Indigenous-led pre-doctoral support programs for Indigenous students, the value of cohort experiences and the importance of universities that value Indigenous people and their knowledge systems.

The impact of employability on Humanities, Arts and Social Sciences degrees in Australia

In Australia, Humanities, Arts and Social Sciences (HASS) faculties are under pressure to demonstrate that their degrees result in employable graduates. Employability has become a key strategic goal of all universities and is driving federal government funding changes. We surveyed 17 Directors of Learning and Teaching in HASS across Australia’s 37 public universities to ascertain their views on how employability has affected HASS. Our thematic analysis of questionnaire results reveals a highly complex and, at times, contradictory picture of the relationship between HASS and employability.

Critical reflections on an interprofessional collaboration to develop domestic violence curriculum in an undergraduate dentistry program

ABSTRACT There is growing recognition of the critical need to incorporate Domestic Violence (DV) curriculum into dentistry degrees. Interprofessional collaboration between Social Work, DV sector and Dentistry developed and delivered the Dentistry and Domestic Violence – Recognise, Respond and Refer (DDV-RRR) program within an undergraduate dentistry degree in Australia. This article presents our critical reflections on the collaboration, development and delivery of this program. Selected questions from Fook’s critical reflection model were utilised to guide the reflection process. Key learnings from this process include acknowledging inherent challenges, power and barriers in collaborative projects; importance of interprofessional collaboration for best practice; and the importance of interpersonal/professional relationships for forming and maintaining interprofessional collaborations. We share the learnings from our critical reflections as an example of how interprofessional collaboration enhances the development and delivery of DV curriculum in one undergraduate dentistry course.

Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes

ABSTRACT The explicit linking of institutional funding to in-curricular industry engagement and graduate employment affirms the strategic importance of enhancing graduate employability in Australia. Key strategies to enhance graduate employability and employment outcomes are work-integrated learning (WIL) (where students engage with industry as part of their formal learning and assessment) and co-curricular activities (e.g. volunteering, leadership/award, and mentoring programmes), which are facilitated by the university but not embedded into curricula. While WIL is widely recognised for enhancing different aspects of student employability, the impact of co-curricular activities is less well-known. Further, there is a lack of empirical analysis on the nuanced impact of different forms of WIL and co-curricular activities on graduate outcomes. This research sought to explore the impact of a range of WIL and co-curricular activities on labour force outcomes among new higher education graduates. Findings are informed by national survey data for 51,883 domestic graduates of both coursework and research degrees in Australia. They point to a strong labour market advantage from work-based WIL for Bachelor graduates, while undergraduate participation in co-curricular activities appeared to have less effect on labour force outcomes. However, there were consistent, positive results for industry mentoring and leadership/award programmes for increasing the chances of securing full-time work and reducing the likelihood of perceived overqualification among Bachelor and postgraduate coursework graduates. Implications for stakeholders and practice are discussed, as well as directions for future research.

Developing Cultural Competence In Paramedic Education: An Analysis of Culturally Diverse Training Equipment Amongst Universities In Australia And New Zealand

Aim: This study aims to identify the availability of culturally diverse training equipment across approved paramedicine undergraduate degrees in Australia and New Zealand and explore its impact on a university’s ability to teach paramedic care that is culturally safe and competent. Methodology: Academic staff from 16 university accredited paramedicine programs across Australia and New Zealand were invited to complete an online survey about their access to culturally diverse training equipment and their ability to teach culturally competent paramedic care. Responses were then summarised in tables. Results: There were a total of 14 responses. The total number of students enrolled in each program ranged from <100 - >500. There are a total of at least 140 ALS manikin, only twelve (n=12) identified as reflecting people of colour. In addition to this, there were 145 cannulation arms, 27 (n=27) were identified as being of colour. Most respondents believed that their university developed emerging skills in culturally competent paramedic care. Conclusion: Access to culturally diverse training equipment across Australian and New Zealand universities is limited. Access to culturally diverse training equipment impacts a university’s ability to teach paramedicine students culturally safe practice through simulation-based learning. Greater access to culturally diverse equipment plays an important role in a university’s ability to make students more culturally aware. It was concluded that acquiring more culturally diverse training equipment will lead to greater levels of cultural competence amongst paramedicine students.

Curriculum mapping of health promotion competencies in dental and oral health training programmes in Australia.

Dental diseases are chronic conditions that place a significant burden on the population's health; however, they are mostly preventable using a range of health promotion strategies Health promotion is a core competency for all dental and oral health graduates, but little is known about what health promotion content is taught in undergraduate degrees. The aim of this study was to explore the dental and oral health content in Australian undergraduate dental and oral health degrees and map against the last two versions of the Australian Dental Council (ADC) health promotion competencies. All ADC-accredited dental and oral health courses delivered at Australian universities in 2019 were eligible to be included. Key words were used to locate subjects within the courses that contained health promotion content. This was analysed and ranked against the last two versions (2011 and 2016) of the ADC health promotion competencies. The competencies were then ranked using Blooms updated "six levels of thinking." Seven oral health and eight dental courses were mapped. The number of health promotion subjects in courses varied substantially; the percentage of subjects that contained health promotion in oral health courses ranged from 30% to 75% and 16% to 60% for dental courses. All oral health courses were explicitly meeting the current ADC health promotion competencies, however, only half of the dental courses met the competency standards. Curriculum mapping provided a snapshot of the health promotion content within dental and oral health degrees in Australia. Evaluations of the extent to which these courses meet the ADC competencies provide useful information for students, clinicians and policy makers. SO WHAT?: This study provides evidence that health promotion training is occurring at varying levels. However, in dentistry, not all the ADC health promotion competencies are being met. A change is needed in the ADC health promotion competencies and ethos of academics involved in the development of curriculum to include and give appropriate attention to health promotion theory, especially advocacy. This will enable future dental professionals to advocate for a range of oral health promotion activities such as water fluoridation, universal dental care and sugar-sweetened beverage taxes.

Student ‘voice’ and higher education assessment: Is it all about the money?

University administered Student Evaluation of Teaching surveys, while used primarily by educators and their managers to review and improve the quality of courses and teaching, can also be used by universities’ marketing campaigns and websites as a means of stressing their institution’s student friendliness and responsiveness to students’ needs. Changes in assessment practices is one way that tertiary institutions are responding to students’ preferences. However, there is a lack of understanding of the underlying factors that moderate decisions about assessment changes. The purpose of this paper is to examine whether or not a meaningful body of research concerning student ‘choice’ in higher education assessment exists, and how the extent of student ‘choice’ may change in the future. Emphasis has been placed on the assessment methods adopted in law and professional degrees in Australia. However, a broad review of international research from other relevant higher education discipline areas has also been undertaken in this paper.

Student ‘voice’ and higher education assessment: is it all about the money?

University administered Student Evaluation of Teaching surveys, while used primarily by educators and their managers to review and improve the quality of courses and teaching, can also be used by universities’ marketing campaigns and websites as a means of stressing their institution’s student friendliness and responsiveness to students’ needs. Changes in assessment practices is one way that tertiary institutions are responding to students’ preferences. However, there is a lack of understanding of the underlying factors that moderate decisions about assessment changes. The purpose of this paper is to examine whether or not a meaningful body of research concerning student ‘choice’ in higher education assessment exists, and how the extent of student ‘choice’ may change in the future. Emphasis has been placed on the assessment methods adopted in law and professional degrees in Australia. However, a broad review of international research from other relevant higher education discipline areas has also been undertaken in this paper.

Higher Education Completion Rates for Domestic Undergraduate Students Who Access Mental Health Services Using A Multi-Agency Matched Population Cohort

By linking Education, Health, and Welfare data in the Multi-Agency Data Integration Project (MADIP), our analysis looked at the impact of poor mental health on the likelihood of completing an undergraduate degree in Australia.
 IntroductionCompletion of a bachelor degree is important to both the student and the government, as it provides lifelong benefits and prevents investment loss. Previous research has reported conflicting findings regarding whether students with mental ill health are less likely to complete a degree, with an estimated 25 per cent of young adult university students experiencing mental ill-health each year.
 Objectives and ApproachOur research analysed national mental health service use and related pharmaceutical prescriptions linked with education data to determine the extent and effect of known mental health conditions on undergraduate student six-year completion rates. We followed a de-identified cohort of 120,000 students who commenced an undergraduate degree for the first time in 2011 for six years. Summary statistics and a binomial logit was used on a matched sample to confirm significance.
 ResultsWe found that students with a known mental health condition had a significantly lower six-year completion rate (58 per cent) than those students with no known mental health condition (71 per cent). By simulating a randomised control trial controlling for a wide range of demographics, we showed that these results held and that completion rates worsened with increasing severity of mental health conditions, as measured by usage of psychiatric services.
 ConclusionIntegrated data assets such as MADIP help us better understand the interaction between student success and mental health conditions which in turn will help us improve policy and better evaluate programs.

The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic

This narrative study aims to explore the emotional experiences of two Indonesian students pursuing a doctorate (PhD) degree in Australia during the COVID-19 pandemic. Drawing on semi-structured interview data, we found that the prevalence of COVID-19 affected the participants’ emotions and behaviors. Both participants experienced different emotions and behaviors in facing various challenges during the pandemic. The study stresses the importance of independence, family support, social support, and university support that the participants needed to reduce their anxiety and stress due to some social restrictions during the outbreak of COVID-19, especially for those who are extrovert.

Is climate change in the curriculum? An analysis of Australian urban planning degrees

The profession of urban planning contributes to the design and spatial arrangement of cities, and has been recognized as a key potential facilitator of action on climate change. Yet, there has been limited research to understand if, or how, urban planning students are being educated for climate change competency. This paper investigates the coverage of climate change in the curriculum of professionally accredited urban planning university degrees in Australia. Climate change coverage was assessed across three fields: (1) explicit climate change issues; (2) sustainable urban form issues (e.g. contributing to climate change by reducing greenhouse gas emissions), and (3) education for sustainability (with links to professional competencies relevant to climate change action). A content analysis was undertaken of: (1) the Planning Institute of Australia’s Policy for the Accreditation of Urban Planning Qualifications, and (2) a sample of nine accredited urban planning degrees. Limited coverage of explicit climate change issues and sustainable urban form issues was found. Coverage of education for sustainability themes (liberal education; civics; interdisciplinarity; cosmopolitanism) was stronger. Results indicate that the professional accreditation policy, and the content of urban planning degrees should be revised to include greater coverage of explicit climate change issues.

Hidden curriculum within nutrition education in medical schools

IntroductionPrevious attempts to enhance medical nutrition education have typically focussed on students’ acquiring nutrition knowledge or skills. Given that medical training uses an apprenticeship model of training, surprisingly few studies...

Work-integrated learning in university popular music programmes: localised approaches to vocational curricula in Melbourne, Australia and Wellington, Aotearoa/New Zealand

AbstractThis article investigates the possibilities of a vocational pedagogy for undergraduate popular music education which is grounded in site and city. The value of work-integrated curricula in tertiary music environments is well established; however, often absent from such discussions is consideration of how geospatial contexts mediate the opportunities and resources available to universities. In response, we provide a critical comparison of how work-integrated learning (WIL) has been developed in two undergraduate popular music degrees in Australia and Aotearoa/New Zealand. Through comparison, we consider how the geographic locations of both programmes have shaped WIL, as well as identifying the specific economic, cultural and political tensions that emerge.

Primary health care content in Australian undergraduate nursing curricula

The importance of primary health care PHC is receiving increasing attention. The demand for skilled workers is due to an increased emphasis on community-based care but until recent times pre-registration preparation for nurses, including clinical placements, have focussed on acute care specialties. AimTo systematically review, measure and describe the PHC content in the undergraduate nursing curriculum in Australian schools of nursing over time. MethodsA cross-sectional study of all Australian universities offering undergraduate (pre-registration) baccalaureate degrees was undertaken in February 2017. Curriculum artifacts were retrieved from university websites. A terminology matrix guided retrieval of PHC content. FindingsAll 29 universities offering pre-registration undergraduate nursing degrees in Australia were included in this study. While most universities cite PHC principals as core values underpinning their undergraduate curriculum, only 12 (<2%) of the 694 subject titles had obvious or manifest “primary health care” content and these were mainly offered in 1st and 3rd year. Subject outlines tended to demonstrate more explicit content than subject titles. DiscussionThis study confirms ambiguity in PHC interpretation and nomenclature, and opportunities for undergraduate preparation for nursing roles in the home setting is limited. Prospective undergraduate nurses seeking careers in PHC might be deterred by a lack of manifest PHC content in the public domain, which may or may not accurately represent the actual content provided. ConclusionThe predominance of acute episodic care in both curricula and clinical experiences potentially diminishes the importance of PHC. This study offers some direction for education providers and policymakers wishing to attract and prepare next generation nurses for roles in PHC.

Teacher enthusiasm in a science course for preservice elementary teachers: manifestations, impacts, and influences

ABSTRACTEnthusiasm is a quality of efficient teachers, but teacher enthusiasm can be influenced by the way students respond. Teacher enthusiasm might therefore be difficult to maintain in compulsory courses, in which students sometimes have negative dispositions towards the content. This study focused on a science course in an elementary teacher education degree in Australia. Data were collected during and after the course, by open-ended questionnaire (569 responses) and interview (25 students and one teacher). It was concluded that teacher enthusiasm can still be maintained at an effectual level even when students are not necessarily positively predisposed to the subject.

Climatic niche shift of an invasive shrub (Ulex europaeus): a global scale comparison in native and introduced regions

Abstract Aims Invasive species, which recently expanded, may help understand how climatic niche can shift at the time scale of the current global change. Here, we address the climatic niche shift of an invasive shrub (common gorse, Ulex europaeus) at the world and regional scales to assess how it could contribute to increasing invasibility. Methods Based on a 28 187 occurrences database, we used a combination of 9 species distribution models (SDM) to assess regional climatic niche from both the native range (Western Europe) and the introduced range in different parts of the world (North-West America, South America, North Europe, Australia and New Zealand). Important Findings Despite being restricted to annual mean temperature between 4°C and 22°C, as well as annual precipitation higher than 300 mm/year, the range of bioclimatic conditions suitable for gorse was very large. Based on a native versus introduced SDM comparison, we highlighted a niche expansion in North-West America, South America and to a lesser degree in Australia, while a niche displacement was assessed in North Europe. These niche changes induced an increase in potential occupied areas by gorse by 49, 111, 202 and 283% in Australia, North Europe, North-West America and South America, respectively. On the contrary, we found no evidence of niche change in New Zealand, which presents similar climatic condition to the native environment (Western Europe). This study highlights how niche expansion and displacement of gorse might increase invasibility at regional scale. The change in gorse niche toward new climatic conditions may result from adaptive plasticity or genetic evolution and may explain why it has such a high level of invasibility. Taking into account the possibility of a niche shift is crucial to improve invasive plants management and control.