Tertiary Education Setting Research Articles

Why Is Identity Achievement So Elusive?

Sizeable percentages of youths leaving tertiary educational settings appear not to have constructed a sense of their own identity. Both longitudinal and cross-sectional studies have commonly produced samples with fewer than half of individuals in Marcia's achieved identity status upon entering young adulthood. At the same time, many investigations have also pointed to the adaptive features associated with identity achievement as well as the fact that many do attain identity achievement during and beyond late adolescence. This article will review theoretical issues involved in the transition to identity achievement and personality and contextual features associated with this transition. It will conclude by proposing potential reasons for the elusiveness of identity achievement and directions for further research into this perplexing phenomenon.

The professional engagement model of academic induction into on-line teaching

Current developments in tertiary education settings are resulting in a second wave of academics using on-line technologies in their teaching, providing universities with a considerable professional staff development challenge. The case study presented here illustrates one way of responding to this challenge. Overall, the literature suggests that professional development that is discipline-specific and located in a community-of-practice is more likely to be relevant and productive than a centralized, decontextualized approach. We propose an alternative hybrid model of 'professional engagement' for on-line teaching that attempts to build on existing discipline-specific workplace structures. This includes recruiting academic on-line teaching advisers for each school in the faculty, showcasing existing exemplary practice, and setting up 'professional engagement groups' with a support team. The main advantages of the model are its responsiveness to patterns of academic work and to the immediate needs of academics, the way it enhances the visibility of exemplars of academic work, its cost-effectiveness and scalability, and the complementarity of local and centralized support systems. Limitations include the time needed to build up such staff engagement, an apparent lack of visibility, and difficulty in measuring outcomes.

Civic Education: A focus on student affairs practice after reunification

Education in colonial Hong Kong was basically apolitical in nature. Civic education was introduced as a social control mechanism to reflect colonial heritage, and emphasizes the passive, obedient and law-abiding role of citizens, and prevents the development of nationalism and indigenous cultural identity. However, in response to the Joint Declaration, there was a pressure for the Government to prepare pupils to become competent citizens of the Special Administrative Region (SAR). However, various research findings reflect that young people are apathetic in political and community affairs, weak in basic civic knowledge and social awareness. In response to the re-definition of the national identity status of Hong Kong citizens, there is an urgent need to cultivate the sense of belonging of the younger generation toward the SAR as well as the PRC as a whole. The author believes that even after reunification, civic education should not be overlooked as an important educational element in tertiary education. This element should compliment the academic subjects offered by various departments and be integrated in the themes of personal development programs offered by the student affairs office in tertiary education settings. Civic education programs, either co-curricular or extra-curricular in nature, should focus on both nationalistic and democratic themes through the adoption of a participatory-oriented approach, so that students could be provided with ample opportunities to participate in the decision-making process on issues directly affecting their well-being. Arguments for and against this standpoint are presented in the context of the Hong Kong educational system.

Training Needs and Concerns of Personnel Working in Disability Support Programs in Australian Tertiary Education Institutions

The increase in students with disabilities in Australian tertiary education settings has placed significant stress on institutions to provide adequate and appropriate support. Disability liaison officers have the responsibility on many Australian campuses but little is known about their training needs and concerns. This study surveyed disability liaison officers about their training needs and concerns. The majority of respondents indicated a need for availability of further training as well as concerns related to the resources available to adequately support students with disabilities. There is a need for the development of appropriate training and for policies that enable adequate resourcing of students with support needs.

Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom

This article focuses on language learning styles, the overall patterns that give direction to language learning behaviour. The context is the multicultural ESL/EFL classroom at the tertiary level. The authors present key definitions, assumptions, and research concerning ESL/EFL learning styles as related to culture. They provide six new case-study examples of cross-cultural style conflicts in tertiary education settings. Finally, they discuss the optimal management of teacher-student style disparities in the multicultural ESL/EFL classroom.

Counsellors and Staff Development: Models of Tutor Training in Tertiary Educational Settings

Abstract Three models for the training of lecturers and others placed in tutoring roles in colleges, polytechnics and universities are reviewed: intensive, elongated, and episodic. Examples of various methods used in such training are cited. Factors both within institutions and in the wider society which promote, encourage and discourage its extension are discussed.

Counsellors and staff development: Models of tutor training in tertiary educational settings

Abstract Three models for the training of lecturers and others placed in tutoring roles in colleges, polytechnics and universities are reviewed: intensive, elongated, and episodic. Examples of various methods used in such training are cited. Factors both within institutions and in the wider society which promote, encourage and discourage its extension are discussed.