bluuebunny/crossref_metadata_2025 huggingface dataset:
Global Portfolio Diversification and Equity Market: Evidence from Trading Partners of Pakistan
Authors:   Universidad de Extremadura, Spain, Husnain Muhammad , Habiba Ume ,   School of Finance & Economics, Jiangsu University, China, Arifullah Shahnaz ,   Institute of Development Studies, The University of Agriculture, Peshawar, Pakistan, Muhammad Izhar ,   Capital University of Science and Technology, Islamabad, Pakistan.
Published: September 2021

The influential work of Markowitz (1952, 1959) provides foundation to modern investment philosophy. Investors can reap the potential benefit of portfolio diversification only if the involved asset classes in investment basket are not perfectly correlated. Objective of this study is to empirically investigate the cointegration among equity market of Pakistan and its major trading partners (China, France, Germany, Hong Kong, Japan, Korea, Malaysia, UK and USA). Sample period of study starts from 2004 to 2015, on weekly basis. Bivariate cointegration (Johansen, 1991, 1995) analysis reveals that equity market of Pakistan has no long term relationship with any of the equity markets of its major trading partners. Therefore, we recommend to potential investors, portfolio managers, and policy makers that prospective benefit of portfolio diversification can be achieved by investing in the equity markets of major trading partners of Pakistan. Further, they should be vigilant regarding the co-movement among equity markets during portfolio management decisions.
Curriculum Development: Complexity and Challenges in Shaping the Future
Authors:   University of Sydney, Australia, Print Murray
Published: September 2021

All educational enterprises use a curriculum that must be designed and developed by one person or group and immediately, issues of complexity and challenge arise. From an outsider viewpoint curriculum development appears simple and straightforward, but it is not what it appears. Rather, it is complex, full of twists and turns, and requiring significant thought and input from curriculum developers. This article identifies and investigates significant influences on the process of curriculum development and locates these in the context of developing a component of the recently completed Australian Curriculum.
Evaluating the Hidden Curriculum and its Impact on the Character Development of Preschool Students
Authors:   College of Education, University of the Philippines, Diliman, Quezon City, Philippines, Gunio Melanie Joy D. , Fajardo Amelia C. ,   College of Education, University of the Philippines, Diliman, Quezon City, Philippines
Published: September 2021

The hidden curriculum is an oft-neglected aspect in curriculum evaluation due to its implicit nature and the lack of a concrete methodology for evaluating it. However, the elements of socialization it provides are critical to character development especially in the early years of schooling where significant cognitive, social, and emotional skills are being developed. This study thus aimed to evaluate the hidden curriculum and its impact on the character development of preschool students. The hidden curriculum was evaluated using the Illuminative Evaluation Model. The instructional system and learning milieu were examined through document analysis of school documents, observations of classroom instruction, and interviews among teachers, school personnel, and administration. Progressive focusing on culled issues was conducted through surveys, structured observations, and focus-group discussions. Themes derived were organized to describe the hidden curriculum and its impact on character development. The hidden curriculum emerged in the following aspects: the forms of inculcation of school values and principles; approaches to character development; structures facilitating readiness for formal schooling practices; physical environment and organization; and teacher-administrator relationships. In conclusion, the hidden curriculum was found to influence character development by working implicitly in the accomplishment of the school’s goals, or unintentionally in the frustration of these goals.
Parents’ Beliefs on Philippine Educational and Curriculum Practices: What Educators Can Learn from Them
Authors:   College of Education, University of the Philippines, Diliman, Quezon City, Philippines, Beltran-Almazan Romina P. , Patolot-Velasco Cristina Victoria ,   College of Education, University of the Philippines, Diliman, Quezon City, Philippines, Almazan Ronnel R. ,   College of Education, University of the Philippines, Diliman, Quezon City, Philippines, Fajardo Amelia C. ,   College of Education, University of the Philippines, Diliman, Quezon City, Philippines
Published: September 2021

Parents are part of the school community. However, schools have neglected to tap parents’ opinions and perceptions of new programs for implementation (Ornstein & Hunkins, 2009). Upon this background, Dodd (1988) conducted her research to gain a better understanding of the curriculum and practices parents favored, including their underlying beliefs about teaching and learning high school English. This study replicated Dodd’s (1998) research to explore the understanding of educational practices that Filipino parents prefer in the light of curriculum innovations, particularly the K to 12 Junior High School English subject. Key informant interview (KII) was used as the main data-gathering technique following Dodd’s (1988) interview protocol. The KII information was subjected to thematic analysis to gather the major ideas that are essential in answering the research questions. The findings revealed that parents’ beliefs are based on their own and their children’s experiences and their children’s well-being. Thus, their approval of the curriculum and educational practices are largely dependent on how these will affect and benefit their children based on their understanding of policies and practices. They further place a significant value on teachers’ role in the implementation of the curriculum as facilitators of learning and academic leaders who could help their children maximize their potential. Parents can also help identify problems concerning curriculum implementation, teachers’ roles and duties, teacher-parent and teacher-student relationships, and school environment. In this regard, home-school partnerships can be strengthened to gain parents’ support and obtain valuable insights on how curriculum and educational practices affect their children. Therefore, cultivating parent involvement is ultimately beneficial for schools as this provides essential feedback on the introduction and implementation of curricular reforms and the improvement of practices.
Edukometrija u andragogiji: Skala kompetencija za cjeloživotno učenje učitelja
Authors: Đipa Amina , Mavrak Mirjana
Published: September 2021

Te awareness of importance and presence of a lifelong need for learning has been in focus for decades, so even nowadays it is impossible to approach the idea of education without the notion of lifelong learning. However, the notion of lifelong learning is often used without actual operationalization. While teachers of all levels of education are called upon to train their trainees for lifelong learning, the defnition of this process remains at the general level. Ministries of Education, European Commissions, non-governmental organizations at the very top or at the central level of the education administration call for lifelong learning, without the ability to measure the presence of competences for lifelong learning within the individual or within community.
Planning activities aimed at developing teachers’ competences for lifelong learningis possible if there is a proper operationalization of this term. Tis paper is part of a survey conducted in 2017 in Canton Sarajevo, Bosnia and Herzegovina, with the aim of questioning the validity and reliability of the Lifelong Learning Competences Scale (LLLCS) constructed in other cultural conditions (Turkish Republic of North Cyprus). Factor analysis and corresponding statistical procedures confrm the availability of this measuring instrument in local conditions, thus providing methodological support to regular planning at all levels of education. Due to the research design which has been presented in this paper, results and the research procedures are considered just as a startpoint in the range of need for new researches of similar intent.
Razmišljanja o kreativnom obrazovanju u 21. stoljeću
Authors: Kukavica Edin
Published: September 2021

In this paper the author presents his reﬂections on education in the 21st century
and the necessity to adapt the education process (from education plans and programmes
to transfer and testing of knowledge) to requirements of time and space, possible future
needs and professions for which we have not invented a name yet. In other words, this
work represents a reﬂection on creativity in education, based on a fact that creativity in
formal education system is no longer a luxury but desperately needed.Tese reﬂectionsshall
highlight the importance of pushing the creativity from the margins of formal education
to its very centre. In that regard, the author directs his attention towards clarifcation of
several elements and segments of education process, aimed at defning of the concept of
creativity, moving it from the area of mystery, coincidences and individual genius to the
defnitional feld that is subject to scientifc analysis. Furthermore, he analyses to which
extent a creative capacity can be considered as an economic driver, and not as art or
hobby, and examines a new theory of learning and its implications for formal education,
pointing out both possibilities and traps in the preparation of young people for the future.
EFFECT OF 2,4-D AND NAA ON SOMATIC EMBRYOGENESIS FROM APICAL PORTION OF GROUNDNUT (ARACHIS HYPOGAEA L.)
Authors: V Muniappan , P Manivel , V Prabakaran , S Palanivel , S Parvathi
Published: September 2021

Somatic embryogenesis was carried out epicotyl portion of the mature embryo/apical portion. The somatic embryo induction medium containing 2,4-D or NAA (10.0 to 50.0 mg/l). Of the two concentrations tested 2,4-D (30.0mg/l) recorded the highest percentage of response followed by NAA (30.0mg/l). But the highest number of somatic embryo were recorded in 30.0mg/l of 2,4-D followed by NAA. The apical portion of the mature embryo formed direct embryos without any intervention of callus. The maximum percentage of embryogenic cultures were noticed in 30.0mg/l of 2,4-D followed by NAA at 30.0mg/l. for the differentiation of somatic embryos, the embryogenic masses were transferred to medium without any growth regulator. The maximum number of somatic embryos per culture was recorded in 30 mg/l of 2,4-D followed by 30.0 mg/l of NAA. Keywords: Arachis hypogaea L.,Somatic Embryogenesis, 2,4-D and NAA
MODEL PEMBELAJARAN COMPONENT DISPLAY THEORY (CDT) DALAM MENINGKATKAN HASIL BELAJAR GEOGRAFI DI SMA
Authors: Sayang Brian Andreas , Rewah Fonny , Poli Ellen Eva
Published: September 2021

The research problem is the lack of motivation and attention of students in the teaching and learning process of Geography and the Component Display Theory (CDT) model has not been applied in Syaloom Christian High School in Manado City. This study aims to determine the effect of the CDT learning model in improving learning outcomes in the Geography subjects of Syaloom Christian High School students in Manado City. The results were analyzed by statistical t-test obtained by the value of t count = 11.896 giving a recommendation that the research hypothesis is different. This value explains the differences in the learning outcomes of students in the experimental group Geography with the CDT learning model better than the control group learning outcomes without using the CDT learning model when viewed from the average value. Therefore, the CDT learning model that was applied to the experimental group students had a positive effect on improving student learning outcomes in Geography subjects.
KAJIAN FAKTOR-FAKTOR YANG MEMPENGARUHI MOTIVASI BELAJAR GEOGRAFI DI SMA
Authors: Pantouw Hence , Tendean Maxi , Tuerah Paulus Robert
Published: September 2021

This study aims to determine the contribution of the variable of student interest in learning to motivation to learn, the contribution of the variable of parents' attention to learning motivation, the contribution of the variable of student learning facilities to learning motivation, the contribution of the variable of geography learning to learning motivation, and the contribution of the four variables together to student's motivation to study. The research uses quantitative methods, the data sources come from observations, documentation, and questionnaires, then analyzed by multiple regression analysis. The results showed that the factors that influence students' learning motivation in geography are interest factors, parental attention, learning facilities, and geography learning. The interesting factor contributes to the motivation of 0.511. The parental attention factor contributed to the motivation of 0.694. The factor of learning facilities contributed to the motivation of 0.672. The geography learning factor contributed 0.514. The overall and joint contribution of the four variables to motivation is 0.752, and the rest is influenced by other factors that are not studied in the study. The dominant factor that affects learning motivation is the parent's attention factor, which is 0.694.
A SYMBIOTIC RELATION OF COOPERATIVE SOCIAL HOUSING AND DISPERSED TOURISM IN HAVANA VIEJA: DEVELOPMENT MODEL AND ARCHITECTURAL PROTOTYPES
Authors: Borkowicz Iwo , Scheerlinck Kris , Schoonjans Yves
Published: September 2021

It is common knowledge that Cuba’s inhabitants struggle with huge daily-life challenges. One of the biggest problems is the housing-shortage, with up to 30% of the society awaiting housing provision (Rodriguez, 2014). They are not literally homeless as Cuba has adhered to a communits system of governance and grants housing by accommodating people mostly into existing, often extremely overcrowded houses with even four generation of families living in two-room apartments (Rodrigvez, 2014). Havana, and especially its Old Town (Havana Vieja), struggles with extremely high levels of deterioration of its urban fabric and houses. In 1990, two collapses of buildings were recorded by UNESCO every three days (PDHL, 2000). The housing market is in clear crisis on both an economic and a social level. On the other hand, a very dynamically growing part of Cuba’s economy is tourism (Peters, 2002). To decrease the pressure of hotel demand on the national governed sector and implementing a subtle change in dealing with entrepreneurship to regenerate the city, Cubans are now allowed to rent rooms to tourists. Since 2010, the government introduced an updated bill, allowing individuals to move from a national-employment to self-employed sector choosing from a list of 181 permitted professions. This paper explores the development of an alternative growth model for urban and social resilience to regenerate the city-center of Havana. It is based on a research-stay, interacting with local actors next to data-mining. This paper is the result of a search for development patterns combining solutions addressing the housing shortage through integration of small scale tourism entrepreneurship within it and proposing architectural prototypes to implement the model. The proposal seeks to deal with the urban, economic and social aspects of the productive and regenerative city, empowering the local community, to obtain the necessary tools to face the challenging future of Havana and its inhabitants. Keywords: Havana Vieja, dispersed tourism, housing shortage, research-by-design, development model, new models of productivity
USING VALUE ASSESSMENT AS A TOOL FOR SAFEGUARDING BUILT HERITAGE “THE CASE STUDY OF EMPRESS MARKET IN KARACHI”
Authors: Ali Soomro Tania , A. Soomro Mohsin
Published: September 2021

Understanding and documenting the value of a heritage property is of utmost importance. The value of built heritage is basically referred to as an intangible aspect that characterizes its importance, worth, usefulness or the benefits in various dimensions. Heritage is valued not as an intellectual enterprise but it also plays instrumental, symbolic, and other functions in society (Tidwell, 2002). This research paper focuses on analyzing the historical and architectural value of Empress Market building in Karachi which in 1995 was declared protected heritage of Pakistan having an enlistment number 1995-047 under the Antiquities Act, 1975 and the Sindh Cultural Heritage (Preservation) Act 1994 by the Government of Pakistan. To understand the worth of the building and authenticity of that worth, a value based analysis is carried out with the help of applying Nara Grid to its various aspects. Nara grid is an evaluation scheme that helps measure authenticity of a building. A historical timeline of the building phases has been developed to understand the complexity of the structure. Also to gain a better understanding of the building, the architectural value assessment is carried out on the basis of research, architectural works, construction techniques and the structural systems. It also includes an inventory of the significant architectural attributes. Keywords: Value Assessment, Built Heritage, Empress Market, Karachi
A STUDY OF THE CONSERVATION SIGNIFICANCE OF PIRZADA MANSION, LAHORE, PAKISTAN
Authors: Malik A. M. , Rashid M. , Haider S. S. , Jalil A.
Published: September 2021

Built heritage is not merely about living quarters, but it also reflects the living standards, cultural norms and values of any society. The old built heritage gives references to the past, the way people used to live and their living arrangements. This is done by understanding the spatial layouts of that particular built heritage. This research aims to focus on documenting a historic building from the colonial period located in the walled city of Lahore, to highlight the need and significance of conservation of these historical buildings that are neglected and under threat. The method of research adopted for this paper was to document this building via an ethnographic analysis using photographic surveys, questionaires, interviews from government authorities (Walled City of Lahore Authority) and local residents, and several site visits for detailed documentation. This paper aims to identify the aesthetics and structural threats and other aspects of the Pirzada Mansion, which is a splendid example of the British colonial period and is located in Walled City of Lahore. Keywords: Pirzada Mansion, Walled City, Deterioration, Damage, Conservation, Lahore.
AN APPROACH TO IMPROVE LOCAL BUS STOPS IN THE INNER-CITY OF KARACHI
Authors: Nazir Humaira
Published: September 2021

Public spaces are an important part of human life. These spaces account for the intellectual growth of individuals and invoke a spirit of their own. Everybody can access these places any time of the day. Sidewalks, streets, markets, parks, recreational spaces, public squares and bus stops come under the category of public spaces. Most bus stops in a city remain vibrant throughout the day. All sorts of people and activities can be observed at bus stops. Despite the need and importance of bus stops, they are often poorly integrated or neglected and are not given the attention that makes them successful public and active social gathering space. The purpose of this study is to explore how to improve the present condition of public bus stops so that the use increases, and they become welcoming places, in the context of Karachi. This study investigates the kind of amenities required at bus stops to provide comfort to public. Moreover, it is researched as to how to make bus stops active places that foster community engagement and enhance rider experience. Using qualitative analysis approach (observation, interviews), the research was carried out at two inner-city local bus stops of Karachi. The main focus of the research was the University Road, because of personal travelling and daily observation on this road by public transport. The stops selected for research were NIPA and Hassan Square, because these are most used locations on this main road. The findings suggested that local bus stops of the city support interaction between people and are perfect incubators of life on streets. Through improvements to the existing condition of bus stops, they can contribute to the development of social ties and increase the use of local transport in the inner-city neighborhoods. The study concludes that public bus stops are not only an important part of transport infrastructure but also serve as social nexus for people, where people gather, wait for buses, converse with their fellow riders and discuss different activities of their lives. If equipped with all necessary amenities, the bus stops can decrease the traffic load of the city because more people will be encouraged to use public transport and can fulfill much more than transportation needs; they can provide opportunity to different ethnic groups to mingle and stimulate social cohesion. Keywords: Bus stops, community engagement, social ties, social nexus, social cohesion.
THE INFORMAL SETTLEMENTS OF LAHORE: UNDERSTANDING THE ROLE OF INFORMAL KATCHI ABADI IN THE CONTEXT OFAFFORDABLE HOUSING
Authors: Mustafa Mehreen
Published: September 2021

The city of Lahore is expanding at great pace in terms of its urban sprawl and demographics. The consequence of rural to urban migrations, as of arbitrary physical and social development in the city has triggered the process of urbanization at a rate which was never recorded before. Urban housing in this context is the most complex, in demand and unattended phenomena. The lack of efforts in bridging the gap between the demand and supply chain of urban housing in Lahore is promoting a culture of social and spatial inequity, and has produced a form of urban housing for the economically marginalized communities i.e. the Katchi Abadis. In order to explore the above mentioned issues, a research project was initiated with the aim to understand the complexities of Katchi Abadis in Lahore, through the study of their existing realities, by employing tools of community based participatory methodology. Based on the project conducted, the objective of the research paper was to explore Katchi Abadis as a form of affordable urban housing developed by the marginalized communities with limited resources and without financial or legal assistant of concerned authorities. The paper analyses the internal social and spatial politics of Katchi Abadis and their impact on the context and vice versa. The paper is aimed at highlighting the phenomenon of Katchi Abadis as an existing urban phenomena (neglected and segregated) which should be understood, in order to effectively cater to the growing housing demand in the city of Lahore. Keywords: Katchi Abadi, informal settlement, urban housing, marginalized community, urbanization, affordable housing, and community based participatory approach, Lahore.
Face to Facebook: Social media and the learning and teaching potential of symmetrical, sychronous communication
Authors: VanDoorn George , Eklund Antoinette
Published: September 2021

Social networking offers teachers and learners exciting opportunities to communicate. Web 2.0 and its synchronous communications platforms provide new avenues for teachers to deliver curriculum and facilitate learning. Further, they provide new avenues for students to engage and intensify their own learning. Being able to chat in real-time with a teacher, usually via face-to-face discussions, is something that many students studying in on-campus (or day) mode take for granted, and is something that distance or off-campus students are generally unable to experience. In the evolving, flexible-learning tertiary environment, viable and effective computer mediated communication (CMC) alternatives to face-to-face teaching need to be explored. These alternatives will only work if they prove useful to students. This article considers student reactions to social media as a teaching tool, probing its benefits and limitations. Over the course of a semester, third year on- and off-campus students communicated with an academic, outside lecture times, via the social networking site facebook®. Students were allowed to ask any questions they had that related to the unit. At the end of the semester students were provided with a 10-item questionnaire asking them to evaluate their experience. This study looked at a specific aspect of social networking — synchronous text-based chat — and the students’ perceptions of its usefulness for their learning.
Practical Implications of a Constructivist Approach to EFL Teaching in a Higher Education Context
Authors: Iglesias Xamaní Montserrat
Published: September 2021

Traditional pedagogical approaches may not be the best way to cater for the specific needs of learners in higher education settings, particularly those of university students with special expectations and professional prospects. The question of enhancing language learning awareness as a means of fostering the acquisition of a foreign language certainly is a key issue for future professionals within the tourism industry. This article analyses the introduction of portfolios in the English class through an action-research experience which was carried out among students of a Bachelor’s Degree in Tourism and Hospitality Management in Spain. The participants were asked to express their opinions on their progress in terms of key competences, the ability to reflect critically about their strengths/weaknesses, and the importance of taking an active part in their learning process through peer/self assessment.
PASSwrite: Recalibrating student academic literacies development
Authors: Williamson Frances , Goldsmith Rosalie
Published: September 2021

Concern about student retention and success remains paramount in universities both in Australia and overseas, especially in the light of the ongoing massification of higher education, yet current strategies are not necessarily dealing successfully with the changing demographics of student populations. This is particularly so in the realm of developing student academic literacies. This paper argues strongly for a shift in approaches to the development of academic literacies, adopting current trends in peer learning rather than relying on the deficit model of study skills which is frequently employed at Australian universities. We present an overview of the innovative PASSwrite model, utilising the principles of peer-assisted study sessions (PASS) to create a peer-led informal environment in which students can develop their academic writing abilities in a collaborative, discipline-specific context. We posit that such an environment can better address students’ learning needs across a wide spectrum, from understanding the specific discourse of their discipline and receiving timely feedback on their writing, to developing confidence in their ability to navigate successfully a path through the maze of academia. We provide an outline of a PASSwrite session to demonstrate how this can be achieved, along with the anticipated outcomes. As the project is at an early stage at the time of writing, no firm conclusions can be made, but it is envisaged that these will be presented as the project matures.
Developing the Parameters of Scholarship in Postgraduate Coursework Studies
Authors: McLay Allan
Published: September 2021

Scholarship parameters, in relation to postgraduate coursework studies, are developed against the expectations of the Boyer classifications of scholarship (Boyer, 1990) with particular emphasis on the role of minor thesis development. An example is presented in which postgraduate coursework students are required to undertake a three semester minor thesis sequence in which students engage in self directed, individual analysis and thesis preparation based on the findings of an investigative project, under the guidance of an academic supervisor. It is argued that the approach is a viable example of combined pedagogical and research oriented scholarship that addresses Boyer’s tetradic framework of scholarship and provides an effective environment for developing both discipline focussed scholarship and practical experience in research activity.
Editorial 10.3
Authors: Harvey Marina , Luzia Karina
Published: September 2021

This marks my final issue as Senior Editor of JUTLP and I would like to congratulate the new senior editorial team: Romy Lawson, Alisa Percy and Dominique Parrish. I know I leave the journal in very good hands and the leadership team will ensure that JUTLP will continue to champion teaching and learning in higher education. I would like to also thank all the people who have contributed to the success of this journal: the authors, the reviewers, the members of the editorial board, and those who have contributed to the editing and desktop publishing processes. I would also like to thank you , the reader – without you there is no purpose for our writing.
I feel very privileged to introduce the editorial for this special issue of JUTLP as improving opportunities for sessional staff has been a passion throughout my academic career. I would particularly like to thank all who have contributed to the reviewing for this edition and wish to congratulate Marina and Karina for their hard work in producing this edition and in exciting outcomes from the Benchmarking leadership and advancement of standards for sessional teaching project.
Geraldine Lefoe, Senior Editor
Editorial
Marina Harvey & Karina Luzia
How do you measure up? Standards for sessional staff teaching: moving from periphery to core.
Sess•ion•al Staff /sessional stǽf/ noun. Any teachers in higher education employed on a casual or contract or sessional basis. This includes lecturers, tutors, online course facilitators and moderators, markers and demonstrators. [BLASST.edu.au]
Sessional staff provide the majority of teaching in Australian universities (May, Strachan, Broadbent & Peetz 2011; Percy et al. 2008). They are important, yet have been on the ‘periphery’ (Kimber 2003) of learning and teaching plans. The time has come to ensure that sessional staff are now acknowledged and actively included as ‘core’ to quality learning and teaching.
This special issue of the Journal of University Teaching and Learning Practice is an outcome of the national BLASST (Benchmarking leadership and advancement of standards for sessional teaching) project. A key motivator for the project was to systematise good practice through the establishment of a national standards framework. The result is the BLASST framework which is underpinned by three key principles: quality learning and teaching, support for sessional staff and sustainability. This framework is a truly collaborative product: the result of years of research and commitment by a large number of people who shared a vision for quality learning and teaching with sessional staff. In the true sense of distributed leadership, these people included academics, professional staff, sessional staff and students from all levels and disciplines of several universities. Their engagement and research generated new insights, learning and knowledge about sessional staff.
Workforce development and renewal in Australian universities and the management of casual academic staff
Authors: May Robyn , Strachan Glenda , Peetz David
Published: September 2021

Most undergraduate teaching in Australia’s universities is now performed by hourly paid staff, and these casual academics form the majority of the academic teaching workforce in our universities. This recent development has significant implications for the careers and working lives of those staff, for other academic staff, and for students, implications which are yet to be closely examined. Investigation of the working conditions of casual academic teaching staff is important, as the ageing of the continuing academic workforce suggests the universities will need to consider workforce development and renewal, and the casual academic workforce may represent an important source of labour. This paper examines the support casual academic staff receive from their universities to undertake their work, and how this level of support has an impact on their job and career satisfaction. It uses data from the Work and Careers in Australian Universities Survey, conducted in 2011 across 19 universities. Casual academic teaching staff answered questions which provided information on a range of demographic details, conditions of work, their motivations for casual work, and their access to a range of job and career supports. The research found that there is variation among universities in their provision of physical supports such as provision of a desk and computer, supports for collegial inclusion such as meeting attendance, and access to professional training. The range of assistance provided to these staff had an impact on their job and career satisfaction.
Setting The Standards For Sessional Staff: Quality Learning And Teaching
Authors: Harvey Marina
Published: September 2021

Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress towards systematic quality enhancement and assurance. Sessional staff, who provide most of the face-to-face teaching in Australian universities, remain at the periphery of learning and teaching. Any development of standards must therefore proactively address the role of sessional staff in attaining and achieving quality learning and teaching.
Building on seminal research on sessional staff, this paper argues the need for standards as a potential strategy for quality learning and teaching with sessional staff. The rationale for, and process of, developing national standards is outlined and the learning and teaching standards are introduced.
A Message From The Chalk Face – What Casual Teaching Staff Tell Us They Want To Know, Access and Experience.
Authors: Brown Natalie , Kelder Jo-Anne , Freeman Brigid , Carr Andrea
Published: September 2021

The University of Tasmania established a project in 2009 to investigate the particular needs of casual teaching staff, identify strategies to improve access to information, and facilitate a consistent approach to employment, induction, development and recognition. The project was managed by the university learning and teaching centre, and co-ordinated by a Reference Group. A preliminary survey in 2010 explored casual teaching staff information and resource needs and a mapping exercise was undertaken to establish institutional practices. The findings of the preliminary 2010 survey and mapping exercise prompted the development of an institution-wide Casual Teaching Staff Policy. The preliminary 2010 survey was subsequently updated and a second survey administered in 2012 to obtain additional baseline data against which to evaluate the casual teaching staff project and implementation of the Casual Teaching Staff Policy. This paper presents the results of the 2012 survey designed with this dual focus in mind. The 2012 survey items were explicitly aligned to the Sessional Staff Standards Framework arising from the Benchmarking Leadership and Advancement of Standards for Sessional Teaching (BLASST) project. The 2012 survey results were mapped to the Sessional Staff Standards Framework guiding principles (Quality Learning and Teaching, Sessional Staff Support and Sustainability), standards (Good Practice, Minimum Standard, Unsustainable), and criteria spanning different institutional levels (Institutional Level, Faculty Level, Department Level, Individual Level). Together the quantitative and qualitative survey data results provide a rich depiction of the world of casual teaching staff at the University of Tasmania. On the one hand the results evidence examples of well-supported, fully engaged casual teaching staff; on the other hand, a distressing picture emerges for many such staff. The findings are presented with discussion regarding the requisite ensuing steps in this ongoing initiative to improve the employment, induction, development and recognition experiences of University of Tasmania casual teaching staff.
A CLASS Act: The teaching team approach to subject coordination
Authors: Lefoe Geraldine , Parrish Dominique , Keevers Lynne , Ryan Yoni , McKenzie Jo , Malfroy Janne
Published: September 2021

Advancing the development of good practice around the teaching team has been the focus of a recently completed, nationally funded Australian grant entitled Coordinators Leading Advancement of Sessional Staff (CLASS). The project focused on developing leadership capacity of subject coordinators to provide supportive contexts for sessional staff to enhance their knowledge of teaching practice and contribute to subject improvement through a team approach. An action learning approach and notions of distributed leadership underpinned the activities of the teaching teams in the program.
This paper provides an overview of a practical approach, led by the subject coordinator, to engaging sessional staff through the facilitation of a supportive network within the teaching team. It addresses some of the gaps identified in the recent literature which includes lack of role clarity for all members of the team and provides some examples of initiatives that teams engaged with to address some of the challenges identified. Resources to support this approach were developed and are shared though the project website. Recommendations for future direction include improved policy and practice at the institutional level, better recognition and reward for subject coordinators and resourcing to support the participation and professional development needs of sessional staff.
Teacher Candidates’ Collaboration and Identity in Online Discussions
Authors: Bryce Nadine
Published: September 2021

In an online context, without facial, verbal or gestural cues, establishing identities through naming social positions appeared essential to effective written communication for graduate pre-service teacher candidates enrolled in a course on literacy education for elementary students. As they engaged in small group asynchronous discussions about course readings, candidates named their identities and deferred to course authors more often than they referenced group identities, or attempted to bond with one another. They engaged least frequently in disagreeing with one another, or challenging the authority of course texts, creating polite, cordial exchanges in most groups. Male candidates challenged their group members more often, suggesting differences in communication styles shaped their responses. Dialogue journaling shows promise in facilitating learner connection and building a sense of community by facilitating dialogue and decreasing psychological distance between participants who are geographically and temporally separated.
Learning About the Quality of Work that Teachers Expect: Students’ Perceptions of Exemplar Marking Versus Teacher Explanation
Authors: Hendry Graham , Jukic Katherine
Published: September 2021

Assessment is an important element of university curricula for both teachers and students. It provides evidence that students have learned what their teachers expected them to learn. There is good evidence that teachers’ use of exemplars in a dedicated marking class held before an assessment task helps students understand what is expected of them in regards to standards of work; the level of students’ assessment task performance is consequently enhanced. However it is unclear whether students’ process of marking exemplars, or a teacher’s explanation of the quality of exemplars, contributes more to students’ understanding of expectations. In this small-scale mixed methods study involving exam answer exemplars, we found that undergraduate and postgraduate Nutrition students value both marking and the teacher’s explanation for different reasons, and overall perceive the teacher’s explanation as being most beneficial for their learning. An important factor to also consider is students’ emotional reactions to the marking class and the potential implications of this on learning and exam preparation. We recommend that teachers be supported in implementing an interactive exemplar-based approach to help students learn about what is expected of them in assessment tasks, including exams.
Strengthening the Intersections Between Secondary and Tertiary Education in Australia: Building Cultural Capital
Authors: Hughes Katie , Brown Claire
Published: September 2021

This paper begins by outlining the ‘education revolution’ policy direction of the Australian federal government, and the ways in which it envisages meeting its goal of having a 40% of the population between 25 and 34 with a Bachelor’s degree by 2025, and ensuring that 20% of tertiary students come form LSES backgrounds. This is contrasted with the achievements of the UK government’s ‘Widening Participation’ strategy. It then discusses the institutional and policy challenges which broad social inclusion goals generate for secondary and tertiary sectors – challenges which are likely to fundamentally reshape both sectors whilst also forcing them to become partners in a national educational mission.
The article then examines a framework from the OECD designed to strengthen schools in disadvantaged areas, with disadvantaged students in order that they complete secondary schooling and proceed to tertiary education.
In response to the OECD’s recommendations, the paper then focuses on one example of a program in which both sectors are collaborating – for mutual benefit – to increase the numbers of LSES students aspiring to and accessing tertiary education and achieving success in tertiary studies, and makes predictions about its future success. This US initiative (AVID) has had significant success for over thirty years and is currently being trialed in a number of Australian schools and universities.
It concludes by advocating that schools and universities partner more closely, and that AVID may well be a useful means of achieving this, whilst also enriching schools’ cultures and facilitating greater academic success at both university and school, for disadvantaged students.
Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse (‘CaLD’) Students, and Large Classes
Authors: Kariyawasam Kanchana , Low Hang Yen
Published: September 2021

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a difficult and demanding subject to a large cohort of students from increasingly diverse backgrounds can be an onerous task. The existence of these conditions present different teaching challenges and requires a re-examination of teachers’ approaches to student learning.
In this article, the experience of teaching law in business schools is approached through an examination of the challenges and problems arising from (a) teaching law to non-law students (b) teaching CaLD students (c) teaching large classes. At each stage, the writers explore effective solutions and strategies to deal with these issues.
The Development of Innovative Online Problem-Based Learning: A Leadership Course for Leaders in European Public Health
Authors: De Jong Nynke , Könings Karen , Czabanowska Katarzyna
Published: September 2021

The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to rapidly developing technologies, evolving expectations of the labour market and new health treats. Lifelong learning programmes for public health should address topics like planning, organisation, leadership, teamwork and research methods, and schools of public health should introduce innovative educational approaches that enable professionals to learn from the experiences of others.
This paper describes the rationale for the development of a European online problem-based course on leadership for public health professionals in Europe, the first pilot evaluation and its impact on the final shape of the course.
Problem-based learning (PBL) is an excellent approach for a course focused on lifelong learning, because it stimulates constructive, collaborative, and self-directed learning from authentic problems that are relevant to professional practice, and thereby facilitates the transfer of knowledge. Blended learning, which combines face-to-face and online learning, provides new opportunities for working professionals, enabling participation in international student teams and attendance of lectures by international experts without the need to travel. This makes blended problem-based learning a highly effective and efficient learning strategy for continuing professional development.
The paper presents a structure for an online pilot leadership course underpinned by a review of the literature and developed and implemented by an international collaboration of four European universities. The curriculum consisted of eight sessions. Each session was developed and offered by a different university center. Two first sessions were delivered face-to-face and the other sessions were online. The seven-step approach of Maastricht University was suitable for a blended mode of PBL. Twelve public health professionals for NHS took part in the course and final evaluation. They found it difficult to use online communication tools for learning and professional activities. Based on the results of the pilot the leadership course was adapted. The training at the beginning was extended with information on behaviour during online sessions. Online practice sessions were integrated before the course. The problems were reformulated and build around a common theme.
Educational institutions who would like to embark on a similar project, should consider complexities related to coordination, development and implementation of such a complex educational practice.
Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment
Authors: O'Keefe Patricia , Rienks Jane , Smith Bernadette
Published: September 2021

This research investigates how students used or “blended” the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive “blends” even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with their learning environment.