ethanporcaro/eric-fulltext-meta huggingface dataset:
Monitoring International Interest in Transnational Academic Mobility to Australia: A Mixed-Method Approach
Author: Hopkins, John L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Faculty Mobility,College Faculty,Employment Opportunities,Web Sites,Trend Analysis,Statistical Analysis,Qualitative Research,Profiles,Faculty Recruitment,Online Surveys,Foreign Nationals

In a recent study, the issue of transnational academic mobility of academic staff, considering moves to higher education institutions in Australia, was examined using a web-based portal that attracted interested parties from around the world with information about Australian academic career opportunities. Web analytics were used as the research mechanism for generating quantitative data that identified the regions of the world from where most interest was being generated. Passive observations were made, leading to commentary on the regions of particular interest, the effectiveness of web analytics as a research tool, and the strengths and limitations of such an experiment. Whilst this study highlighted some interesting trends there were a number of inherent limitations. To build on these findings, and to overcome the original experiment's limitations, an online questionnaire was introduced to extract additional quantitative and qualitative demographic data. In utilising this mixed-method approach, a more detailed profile of those interested in transnational academic mobility to Australia, has been developed. A number of interesting new findings emerged about the characteristics of those looking at academic careers in Australia, and a more detailed depiction of the transnational nature, and multicultural make up, of the academic profession has been realised.
The Development of Environmental Awareness through School Science: Problems and Possibilities
Author: Hadzigeorgiou, Yannis
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Environmental Education,Correlation,Aesthetics,Teaching Methods,Consciousness Raising,Story Telling,Relevance (Education)

This paper focuses upon the problem of raising environmental awareness in the context of school science. By focusing, as it does, on the relationship between the self and the natural environment, the paper discusses the difficulties that exist, such as the students&apos; involvement with the natural world, as their object of study, the empirical treatment and the modeling of the natural world, and the purpose of learning science, as well as the possibilities for promoting the development of such relationship by keeping the natural world, as an object of study, in the foreground of the teaching-learning process. Such possibilities refer to the awareness of the personal and wider significance of science ideas and socio-scientific issues, the wonder evoked by science ideas and by natural forms and phenomena, the aesthetic appreciation of the natural world, and the &quot;story of the universe&quot;, as a story that addresses the interconnection of science and human life. The educational importance of &quot;awareness&quot; is also discussed in the paper.
Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group
Author: Wichadee, Saovapa
Date: 2013-07-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Collaborative Writing,Writing Improvement,Second Language Instruction,Comparative Analysis,Writing Ability,English (Second Language),Pretests Posttests,Student Attitudes,Satisfaction,Positive Attitudes,Undergraduate Students,Accuracy,Foreign Countries,Questionnaires

Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. The current study examined and compared summary writing  abilities between students learning by wiki-based collaboration and students learning by traditional face-to-face  collaboration. The experimental research was conducted with students enrolled in EN 111 course in the first  semester of academic year 2011. The instruments employed in the study were summary writing tests, a questionnaire, and products of summary writing. Data were analyzed by using means, standard deviations, percentages, and t-tests. The results indicate that the post-test scores of both groups were significantly higher than the pre-test scores (p less than 0.05). However, no significant difference was found between the two groups' writing mean scores and satisfaction with the learning methods. In addition, the writing products which students in both  groups submitted were not different in quality. Although there were minor drawbacks, a lot of advantages were identified, showing students' positive attitudes towards learning through wiki.
Students Seeking Help for Mental Health Problems: Do Australian University Websites Provide Clear Pathways?
Author: Laws, Thomas A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mental Health,College Students,School Health Services,Foreign Countries,Help Seeking,Access to Health Care,Web Sites,Stress Management,Internet,Access to Information,School Counseling

Mental health problems in young Australians continue to be a major public health issue. Studying at university can generate social pressures particularly for youth, which have been associated with the onset of a mental illness or a worsening of an existing condition. Many universities provide health services to support students with health problems. However, many young people do not have effective help-seeking strategies and are in need of well-defined pathways to locate appropriate assessment of, and support for, their emotional needs. There has been no Australian study that determines the ease with which students can identify health services. This study involved a systematic search of web sites of 40 Australian universities to identify the types of services offered and their relative accessibility. The use of several key words generally resulted in the identification of a broad range of health services, however, information on &quot;mental health services&quot; was more difficult to locate. The study makes recommendations for universities to improve accessibility, and develop more supportive policy and inclusive management of mental health problems.
A Precarious Presence: Some Realities and Challenges of Academic Casualisation in Australian Universities
Author: Rothengatter, Maarten
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,College Faculty,Universities,Recordkeeping,Faculty Mobility,Teaching Conditions,Employment Patterns,Work Environment,Part Time Employment,Employment Level,Reflection

Drawing on various secondary sources and direct encounters with casual academic staff, this article examines the emergent context and lived experiences of casualisation in Australian universities, with specific reference to on-going developments in teaching arrangements across the sector. Particular attention is paid to the challenges associated with the &quot;precarious&quot; nature of casual employment and what this means in terms of engagement with academics in more secure forms of employment and their respective institutions more generally. The article concludes by inviting continuing academics to reconsider both how they think about and engage with large scale casualisation in their midst, and what this might mean from an activist standpoint that views such employment arrangements as disempowering and iniquitous.
Elementary School Teachers and Teaching with Technology
Author: Varol, Filiz
Date: 2013-07-00
Type: Journal Articles
Subjects: Teaching Methods,Elementary School Teachers,Technology Integration,Technology Uses in Education,Elementary School Students,Questionnaires,Knowledge Level,Information Technology,Student Attitudes,Teacher Attitudes,Self Esteem,Knowledge Base for Teaching,Teacher Characteristics,Foreign Countries,Teaching Experience,Instructional Program Divisions,Teacher Background,Internet,Regression (Statistics)

This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT knowledge and usage is very low. Also, their attitude toward technology is at medium level. Teachers' ICT engagement predicts their attitude towards technology and self-confidence for teaching with technology.
Sixteen Years of Change for Australian Female Academics: Progress or Segmentation?
Author: Marchant, Teresa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Females,Gender Differences,Educational Administration,Educational Policy,Realism,Critical Theory,Teacher Role,Part Time Faculty,Substitute Teachers

Quantitative methods and secondary data informed by critical realism and a feminist standpoint provide a contemporary snapshot of academic gender ratios in Australian universities, along with historical data, for the entire population of interest. The study is set in the context of the well-researched, worldwide gendered nature of higher education and focuses on female academics in teaching due to the teaching-research status divide and systemic changes such as managerialism that bring teaching into the limelight. Findings reveal that women's overall status continues to improve, albeit slowly. For example, parity in the teaching professoriate may not be achieved until 2033. Apparent gains are patchy in that women tend to be confined to &quot;bad&quot; jobs as casual teachers and males still constitute a large majority of the academic professoriate. Overall, the increasing numbers of women mask segmentation and marginalisation. The pipeline and critical mass theories are useful explanations for this gender imbalance. The main policy recommendation is to create and privilege ongoing, teaching specialist roles.
TEQSA and Risk-Based Regulation: Considerations for University Governing Bodies
Author: Baird, Jeanette
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Risk Management,Higher Education,Universities,Governing Boards,Models,College Role,Standards,Compliance (Legal),Public Agencies,Educational Administration,Educational Quality

The advent of a new national regulatory and quality assurance regime in Australia, through the Tertiary Education Quality and Standards Agency (TEQSA), presents additional requirements to university governing bodies, for compliance with standards and for risk management. This paper discusses TEQSA's approach and potential vulnerabilities for TEQSA as the regulator. It then analyses issues for the membership, role and conduct of university governing bodies arising from TEQSA's requirements. The challenges and potential hazards of TEQSA's model for university governing bodies are outlined, with particular reference to the differences between the risk management and strategic goals of institutions and of the regulator. While focusing on the situation in Australia, the analysis is relevant to university governance in other countries where risk-based regulatory approaches are under development.
Reconstructing the Relationship between Science and Education for Sustainability: A Proposed Framework of Learning
Author: Birdsall, Sally
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Scientific Literacy,Science Education,Environmental Education,Elementary School Students,Comprehension,Scientific Concepts,Access to Information,Technology Uses in Education,Scientific Principles,Inquiry,Student Attitudes,Values,Futures (of Society),Decision Making,Politics,Social Action,Semi Structured Interviews

Science and education for sustainability have recently become estranged. Both of these learning areas are also experiencing issues that are affecting students' understandings in these areas. This paper presents a framework of learning containing 12 components that reconstructs the relationship between these two areas and could have the potential to overcome their current issues. A 15 week science/education for sustainability programme that was undertaken by 22 New Zealand students aged 11-12 years was analysed in terms of the components of the proposed framework. An interpretive analysis of the learning that took place showed beneficial effects on students' understandings. Not only did these students demonstrate understandings of sustainability and development of their scientific literacy, they also showed an emerging politicisation in that they were able to take action on an issue in a number of ways. It was also suggested that further components could be added to the proposed framework in order to develop additional knowledge and skills that could enable students to gain a deeper understanding of and ability to make decisions about the multifaceted environmental issues found in today's world.
Redefining &amp; Leading the Academic Discipline in Australian Universities
Author: Harkin, Damien G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Administration,Intellectual Disciplines,Case Studies,Medicine,College Faculty,Departments,Risk Assessment,Teacher Role,Participative Decision Making,Research and Development Centers

Disciplines have emerged as an alternative administrative structure to departments or schools in Australian universities. We presently investigate the pattern of discipline use and by way of case study examine a role for distributed leadership in discipline management. Over forty per cent of Australian universities currently employ disciplines, especially within faculties of sciences, engineering and medicine. No trend is observed according to institutional age, state, or historical origins. Effective planning, retention of corporate knowledge and good communication are important during the transition period. Moreover, it is vital that professional staff continue to work closely alongside academics as extended members of the discipline. Distributed leadership encourages this interaction. The duties of a discipline leader can be similar to those faced by a head of department. Universities should therefore establish clear policies, position descriptions and appropriate remuneration packages in order to recruit, train and retain staff within this emerging academic management role.
Psychological Well-Being and Internet Addiction among University Students
Author: Cardak, Mehmet
Date: 2013-07-00
Type: Journal Articles
Subjects: Well Being,Internet,Addictive Behavior,Multiple Regression Analysis,Correlation,Measures (Individuals),Prediction,Conceptual Tempo,Depression (Psychology),Foreign Countries,Emotional Adjustment,Undergraduate Students

The purpose of this research is to examine the relationship between Internet addiction and psychological well-being. Participants were 479 university students who completed a questionnaire package that included the Online Cognition Scale and the Scales of Psychological Well-Being. The relationships between Internet addiction and psychological well-being were examined using correlation and multiple regression analysis. According to results, psychological well-being was predicted negatively by diminished impulse control, loneliness/depression, social comfort, and distraction. Students with higher levels of Internet addiction are more likely to be low in psychological well-being. The results indicated that psychological well-being was affected by Internet addiction negatively; and provided a better understanding on the relationship between psychological well-being and Internet addiction.
Could MOOCs Answer the Problems of Teaching AQF-Required Skills in Australian Tertiary Programmes?
Author: Fraser, Kym
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Class Size,Postsecondary Education,Curriculum Development,Skill Development,Standards

From 2015, Australian universities will be required to demonstrate that their programmes explicitly teach and assess achievement of, knowledge and skills, and the application of both as specified by the Australian Qualifications Framework (AQF). Over the last twenty years, the sector has applied significant effort and resources to embedding the development of skills through tertiary programmes. Despite these national and institutional efforts, employer and industry concerns remain about the quality of graduate skills. The authors propose a &quot;massive open online course&quot; (MOOC) approach to teaching and assessing AQF required skills. As an example, the paper identifies the skills MOOCs that would need to be developed by experts in each skill area for AQF level 9 masters by coursework programmes. The proposed MOOC would include assessment tasks and rubrics allowing students to develop and demonstrate achievement of the AQF required skills. The assessment tasks could be used by institutions to provide evidence of attainment of coursework masters standards.
Commonwealth Infrastructure Funding for Australian Universities: 2004 to 2011
Author: Koshy, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Universities,Educational Finance,Foreign Countries,Program Budgeting,Funding Formulas,Resource Allocation,Enrollment Trends,Regional Characteristics,Institutional Characteristics,Educational Facilities Planning

This paper provides an overview of recent trends in the provision of general infrastructure funding by the Commonwealth for Australian universities (Table A providers) over the period 2004 to 2011. It specifically examines general infrastructure development and excludes funding for research infrastructure through the Australian Research Council or the research funding programme of the Education Investment Fund.
Beliefs of Science Educators Who Teach Pesticide Risk to Farmworkers
Author: LePrevost, Catherine E.
Date: 2013-00-00
Type: Reports - Research
Subjects: Hazardous Materials,Agricultural Occupations,Beliefs,Science Teachers,Environmental Education,Informal Education,Hispanic Americans,Questionnaires,Self Efficacy,Interviews,Risk,Language Usage,Poisoning,Teacher Attitudes

Informal science educators play a key role in promoting science literacy, safety, and  health by teaching pesticide toxicology to the large, at-risk Latino farmworker population in the United States (US). To understand the experiences of informal science educators and the nature of farmworker education, we must have knowledge of farmworker educators' beliefs, yet little is known about these beliefs and how beliefs about teaching, pesticide risk, and self-efficacy might influence teaching environments and practices and potentially inform the field of informal science education. In this exploratory, descriptive case study, we used questionnaires and interviews to investigate the teaching, pesticide risk, and self-efficacy beliefs of 19 farmworker educators in one southeastern US state, identifying salient personal, behavioral, and environmental factors that influence beliefs using Bandura's (1986) model of reciprocal determinism. We found that two distinct groups of farmworker educators emerged based on work affiliation. Health care and advocacy educators  typically had more learner-focused beliefs, greater concern about pesticide risks, and lower self-efficacy. In contrast, state agency and Cooperative Extension/university educators expressed more teacher-focused beliefs, less cautious pesticide risk beliefs, and higher self-efficacy. Three factors emerged as important influences on these informal educators' beliefs: quantity of lessons provided, shared language with learners, and experience with handling pesticides. Study implications include recommendations for future work in informal science education research to explore  the role of educators' authentic experiences with science, the significance of educators' institutional affiliations, and the prevalence of low self-efficacy among educators.
Academic Rights 101: An Introduction in a Malaysian Context
Author: Mahat, Rosli H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Autonomy,Accountability,Higher Education,Academic Freedom,Tenure,Collegiality,Educational History,Researchers,Civil Rights,International Organizations

The concept of academic rights is greatly misunderstood, even among some university academics. This paper provides a summary of the historical development of the academic rights from the Roman to the modern era. Many documents and declarations advocating academic rights have been produced, and this paper presents a discussion of the recent documents. The major components of academic rights are elaborated. These include university autonomy, university accountability, academic freedom, academic obligations, security of tenure and collegiality. Some remarks are also made on the current situation in Malaysia.
Universities at the Crossroads: Industry or Society Driven?
Author: Nathan, Robert Jeyakumar
Date: 2013-00-00
Type: Journal Articles
Subjects: Universities,Commercialization,School Business Relationship,Knowledge Economy,Economic Impact,Social Influences,Higher Education,Foreign Countries,College Planning,Educational Policy,Institutional Characteristics,Employment Potential,Case Studies,Institutional Mission,Educational Objectives

Higher education is viewed as part of the national agenda in transforming Malaysia into a high-income nation. This has resulted in a sky-rocketing number of graduates in Malaysia's recent history. Industry relies on higher education as the source of skilled employees, and it is important for industry to attract and retain talented employees in their effort to remain competitive in the market. This article presents an overview of the higher education system in Malaysia that has in the recent years jumped onto the &quot;industry-driven&quot; wagon. The impacts of both industry-driven and society-driven systems are discussed. The article concludes with practical recommendations for higher education institutions in Malaysia to encourage a balanced higher education policy and strategy that can blend industry-driven and society-driven approaches as a joint-agenda for institutions of higher learning.
Developing Preservice Science Teachers' Self-Determined Motivation toward Environment through Environmental Activities
Author: Karaarslan, Guliz
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Motivation,Environment,Student Attitudes,Self Determination,Environmental Education,Group Discussion,Foreign Countries,Elementary School Teachers,Questionnaires,Elementary School Science,Student Projects

The aim of this study was to develop pre-service science teachers' self-determined motivation toward environment before, after and five months following the environmental course activities guided by self-determination theory. The sample of the study was 33 pre-service science teachers who participated in an environmental science course. This course included various environmental problems guided by self-determination theory, group discussions and class discussions. Data were gathered by administration of motivation toward environment and amotivation toward environment scaling to pre-service science teachers. The results of the study illustrated that pre-service science teachers' intrinsic motivation increased after the course activities and five months following the course. PSTs' negative capacity beliefs which refer to lack of capacity beliefs causing amotivation toward environment declined after the course activities and in the follow-up measurement. Significant results could not be found regarding other subscales of motivation toward environment and amotivation toward environment scales. These findings suggest that pre-service science teachers' self-determined motivation toward environment was developed throughout the environmental activities guided by self-determination theory. However, there is a need to study with the larger sample and make a long-lasting research to be able to find more significant results.