| Title | Year | Files | Folder |
| Going Places : facilitating good practice in international social work student exchange in Australia and the Indo-Pacific. Final report 2018. Lead Institution: James Cook University
| 2018 |
|
Add
Title: Going Places : facilitating good practice in international social work student exchange in Australia and the Indo-Pacific. Final report 2018.
Author(s): Miles, Debra | Howard, Elise | Puthantharayil, George | Dhephasadin Na Ayudhaya, Piyachat | Harris, Nonie | Jones, Peter | Zuchowski, Ines | Macknight-King, Julie | Francis, Abraham | Gopalkrishnan, Narayan | Australia. Dept of Education and Training (DET) | De Paul Institute of Science and Technology | James Cook University | Nakhon Ratchasima Rajabhat University | Queensland University of Technology
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760515850 (PDF) |9781760515867 (doc) |9781760515874 (print)
Abstract: Focusing on enhancing relationships with the Indo-Pacific, this project aimed to: identify, describe and disseminate current practice in international student exchange in Australian schools of social work; develop a framework for embedded and respectful approaches to international student exchange that facilitate values of reciprocity and mutuality between Australian social work programs and hosting partners in the Asia Pacific; and disseminate illustrative resources and guidelines, including an ethical practice guide to support and facilitate the integration of international student exchange programs into social work curricula. The methodology involved multiple data sources including a literature review, a survey, interviews and workshops. Findings were that social work staff were more likely to be responsible for organising exchange activities than mobility officers. Partnerships with international universities or organisations were most frequently initiated through personal relationships, or relationships between schools of social work. Overall, hosts reported exchange activity in a positive light; however, evidence of inequitable partnerships exists. Australian organisations often regarded hosts as useful for cultural knowledge or local connection to facilitate student research, yet not as equals in knowledge exchange on discipline specific areas. Hosts reported that the continual workload of exchange and the cumulative effect of hosting students, including the continuous commitment required to manage student safety, often lacked acknowledgement in the resourcing of exchange programs. Exchange partners must acknowledge and understand values, social structures and political conditions as well as the historical relationship between sending and hosting countries. Sustainable approaches to internationalisation and authentic relationships are vital elements of ethical international student exchange; despite rhetorical commitment to internationalisation within universities, many staff reported a lack of support from structures within universities, no workload allocation and little financial support. Little support was offered after the exchange to maintain relationships that contributed to the exchange experience. Exchange experiences are regarded as more sustainable when degrees or subjects are collaboratively designed, including opportunities for placement or work-integrated learning. Thorough and ongoing evaluation of the supports and structures surrounding exchange programs is required. Regarded as important opportunity by both hosting and sending organisations to promote sustainability is formalising partner arrangements with agreed forums such as a memorandum of understanding. The survey and research findings of this project informed the development of principles detailed within the practice guide and additional resources including: engage with historical, structural, sociopolitical, cultural, ecological and professional contexts; embed exchange within sustainable internationalisation; foster authentic relationships; commit to reciprocal partnerships; apply a critical lens to intercultural learning and global perspectives; and facilitate and guide transformative learning.
URL (open access) : https://ltr.edu.au/resources/ID14-3721_GoingPlaces_FinalReport_2018.pdf
URL (archived) : https://ltr.edu.au/resources/ID14-3721_GoingPlaces_FinalReport_2018.pdf
Record No: 365900 from LTR
|
| Improving work placement for international students, their supervisors and other stakeholders : final report 2016. Lead Institution: Griffith University
| 2017 |
|
Add
Title: Improving work placement for international students, their supervisors and other stakeholders : final report 2016.
Author(s): Barton, Georgina | Hartwig, Kay | Cain, Melissa | Australia. Dept of Education and Training (DET) | Griffith University
Published: Canberra : Australian Department of Education and Training : 2017
ISBN: 9781760510480 (print ed)
<b>ISBN:</b> 9781760510497 (PDF) | 9781760510503 (DOCX)<br />Abstract: Report from the WISP project which endeavoured to improve work placement components of study programs for international students in Australia. In particular the researchers: identified current procedures and practices in relation to work-placement and associated assessment for international students in the discipline areas of Business, Education, Engineering, and Health in participating institutions; identified and explored challenges, concerns and successes for international students, their mentors (i.e. those people who are responsible for assessing and working with students during their placement) and coordinators (i.e. those people responsible for the coordination of placements, at both universities and workplaces) prior to, during and after the students leave; and developed and applied a working model of effective practice around internationalisation, work-place socialisation and reflection. The model provided a theoretical and evidence-based foundation in the development of support materials for current and prospective international students, their supervisors, coordinators and relevant university staff. Six universities participated in the project. [p.iii, ed]
URL (open access) : https://ltr.edu.au/resources/ID14_3837_Barton_and_Hartwig_Report_2017_0.pdf
Record No: 365550 from LTR
|
| Enhancing programmes integrating tertiary outbound mobility experiences (EPITOME) : final report. Lead Institution: Western Sydney University
| 2016 |
|
Add
Title: Enhancing programmes integrating tertiary outbound mobility experiences (EPITOME) : final report.
Author(s): Downey, Greg | Gray, Tonia | Hall, Timothy | Australia. Dept of Education and Training (DET) | Macquarie University | Western Sydney University
Published: Sydney : Australia. Dept of Education and Training (DET) : 2016
ISBN: 9781741084276 (PDF)
<b>ISBN:</b> 9781741084269 (print ed)<br />Abstract: Australian universities are placing increased emphasis on the internationalisation of their curriculum and students. In progressively globalised world, this development is in keeping with tertiary education trends that recognise the importance of an international outlook and cross-cultural competencies. As Australia ventures deeper into the Asian Century, there has never been a greater need for outward-looking, global-minded graduates. Student outbound mobility is one of the most effective ways to foster internationalisation through transformative experiences. The project, entitled Enhancing Programmes Integrating Tertiary Outbound Mobility Experiences (EPITOME), conducted student-focused research into outbound mobility experiences (OMEs) with a view to providing a comprehensive and usable best-practice guide for tour operators and academic staff. The approach was student focused with a genuine desire to understand the student experience of outbound mobility. To gain a holistic portrait of the student experience, a longitudinal study was formulated to capture responses before, during, and after the study abroad experience. Recognising the demands on students' time, EPITOME developed a series of interviews and survey tools that captured demographic and experiential data. Having passed ethics clearance and obtained contact permission from tour leaders, students were invited to take part in the surveys by email and were incentivised with the opportunity to win shopping gift cards. The data collected from surveys was supplemented by a series of in-person, semistructured interviews. These interviews were recorded and transcribed by the EPITOME team. Finally, a survey was designed for academic staff members who operated or supervised OMEs. our organisers see firsthand the magnitude of change in students and are an important source of both qualitative and quantitative data regarding the impact of OMEs. The survey asked staff members about their travel histories, their overseas experience, and the level of support offered by their home institutions. This data was invaluable to the EPITOME research project and illuminated discrepancies that exist in terms of staff preparedness and institutional support. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP14-458GrayandHallWSU2018EPITOMEFinalReport.pdf
URL (archived) : https://ltr.edu.au/resources/SP14-458GrayandHallWSU2018EPITOMEFinalReport.pdf
Record No: 365899 from LTR
|
| Collaborating for success : enhancing the transition of Chinese communication / media students into Australian postgraduate education : final report. Lead Institution: Murdoch University
| 2015 |
|
Add
Title: Collaborating for success : enhancing the transition of Chinese communication / media students into Australian postgraduate education : final report.
Author(s): Daymon, Christine | Norris, Lindy | Australia. Office for Learning and Teaching | Murdoch University | Victoria University | Communication University of China
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760283940 (PDF) |9781760283957 (MSWord)
<b>ISBN:</b> 9781760283933 (print ed)<br />Abstract: This international project involved three partner universities, Murdoch University, Victoria University and Communication University of China, and a range of other higher education institutions in Australia and China. The project sought to enhance the capacity of academics and institutions in Australia and China in intercultural competency, learning support, and international collaboration and has been successful in achieving this. As a result, on postgraduate media and communication courses associated with the project, students from mainland China who are studying in Australia have begun to develop proficiency in negotiating between different academic cultures and therefore are better equipped to be successful learners in the Australian academic context. Academics in Australia and China have gained a greater understanding of cultural difference and how this influences student learning, notably during their transition from study in China to postgraduate study in Australia. The project has strengthened established international partnerships and stimulated new international relationships in higher education and industry. In the Australian partner institutions, there is evidence of an increase in capacity to provide quality international education together with more effective support for Chinese students in their transition into Australian postgraduate study. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID12_2442_Daymon_report_2015.pdf
URL (archived) : http://nla.gov.au/nla.arc-133238-20160508-0001-www.olt.gov.au/system/files/resources/ID12_2442_Daymon_report_2015.pdf
Record No: 365454 from LTR
|
| Ready for Take-Off : Preparing Students for Intercultural Learning in Asia : Final Report. Lead Institution: University of South Australia
| 2015 |
|
Add
Title: Ready for Take-Off : Preparing Students for Intercultural Learning in Asia : Final Report.
Author(s): Bretag, Tracey | Saddiqui, Sonia | van der Veen, Robert | Zhu, Ying | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760284176 (PDF) |9781760284183 (DOCX)
<b>ISBN:</b> 9781760284169 (print ed)<br />Abstract: In the current climate, specifically the New Colombo Plan, it is important that educational institutions address the projected substantial growth in outbound student mobility to Asia. The third wave of international education must be more than a commodity and universities need to shift the focus from business to genuine exchange. Universities need to provide effective tools to help students successfully engage in intercultural learning activities. Drawing on the contributions of OLT funded projects Bringing the Learning Home and the Good Practice Report: Work Integrated Learning, This project addressed the less researched area of pre- departure support for mobility experiences. The authors developed learning resources and practical tools underpinned by an evidence-based conceptual model for short-term overseas study tours to Asia. The seed project served as the foundation for a larger project in applying the conceptual model and resources across Australian higher education.
URL (open access) : https://ltr.edu.au/resources/SD14_3759_Bretag_report_2015.pdf
Record No: 365455 from LTR
Title: Ready for Take-Off : Preparing Students for Intercultural Learning in Asia : Final Report.
Author(s): Bretag, Tracey | Saddiqui, Sonia | van der Veen, Robert | Zhu, Ying | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760284176 (PDF) |9781760284183 (DOCX)
<b>ISBN:</b> 9781760284169 (print ed)<br />Abstract: In the current climate, specifically the New Colombo Plan, it is important that educational institutions address the projected substantial growth in outbound student mobility to Asia. The third wave of international education must be more than a commodity and universities need to shift the focus from business to genuine exchange. Universities need to provide effective tools to help students successfully engage in intercultural learning activities. Drawing on the contributions of OLT funded projects Bringing the Learning Home and the Good Practice Report: Work Integrated Learning, This project addressed the less researched area of pre- departure support for mobility experiences. The authors developed learning resources and practical tools underpinned by an evidence-based conceptual model for short-term overseas study tours to Asia. The seed project served as the foundation for a larger project in applying the conceptual model and resources across Australian higher education.
URL (open access) : https://ltr.edu.au/resources/SD14_3759_Bretag_report_2015.doc
Record No: 365455 from LTR
|
|
| Curriculum framework guide : a guide to support institutions in developing and teaching tertiary level programmes for sustainable energy professionals. Lead Institution: Murdoch University
| 2014 |
|
Add
Title: Curriculum framework guide : a guide to support institutions in developing and teaching tertiary level programmes for sustainable energy professionals.
Author(s): Lund, Chris | Blackmore, Kim | Corkish, Richard | Jennings, Philip | Miller, Wendy | Pryor, Trevor | Saman, Wasim | Watanabe, Emiko | Woods-McConney, Amanda | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2014
ISBN: 9781743618950 (PDF) |9781743618967 (DOCX)
<b>ISBN:</b> 9781743618943 (print ed)<br />Abstract: This Curriculum Frameworks Guide was produced to assist Australian universities in designing and offering programs and courses in sustainable energy. The guide is a result of an Australian Government Office for Learning and Teaching Innovation Grant involving teaching staff from five Australian Universities. It emanates from the "Renewing the sustainable energy curriculum – providing internationally relevant skills for a carbon constrained economy" project, which was conducted over a two-and-a-quarter year period. The project was led by Murdoch University and brought together a team of academics from four other Australian Universities that have recognised programs or courses in sustainable energy to develop a set of curriculum frameworks for tertiary level sustainable energy programs. The project also sought to provide guidance in regard to a number of key questions relating to program design and the delivery of the resulting programs and courses.
URL (open access) : https://ltr.edu.au/resources/ID11_2080_Lund_framework_2014.pdf
Record No: 365681 from LTR
|
|
| Renewing the Sustainable Energy Curriculum : Providing Internationally Relevant Skills for a Carbon Constrained Economy : Final Report. Lead Institution: Murdoch University
| 2014 |
|
Add
Title: Renewing the Sustainable Energy Curriculum : Providing Internationally Relevant Skills for a Carbon Constrained Economy : Final Report.
Author(s): Lund, Chris | Blackmore, Kim | Corkish, Richard | Jennings, Philip | Miller, Wendy | Pryor, Trevor | Saman, Wasim | Watanabe, Emiko | Woods-McConney, Amanda | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2014
ISBN: 9781743618929 (PDF) |9781743618936 (DOCX)
<b>ISBN:</b> 978174368912 (print ed)<br />Abstract: This report documents the implementation and outcomes of the "Renewing the sustainable energy curriculum – providing internationally relevant skills for a carbon constrained economy" project, which was conducted over a two-and-a-quarter year period. The project was led by Murdoch University and brought together a team of academics from four other Australian Universities that have recognised programs or courses in sustainable energy to develop a set of curriculum frameworks for tertiary level sustainable energy programs. The project also sought to provide guidance in regard to a number of key questions relating to program design and the delivery of the resulting programs and courses.
URL (open access) : https://ltr.edu.au/resources/ID11_2080_Lund_Report_2014.pdf
Record No: 365337 from LTR
|
| Internationalising the Australian Law Curriculum for Enhanced Global Legal Practice. Lead Institution: Curtin University
| 2013 |
|
Add
Title: Internationalising the Australian Law Curriculum for Enhanced Global Legal Practice.
Author(s): Bentley, Duncan | Squelch, Joan | Connolly, Anthony | Coper, Michael | Lead, Peter | Triggs, Gillian | McLean, Andrew | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2013
ISBN: 9781922218728
Abstract: Handbook produced during the course of a project that developed a framework for an internationalised law curriculum that aims to prepare law graduates for practise in a global context, significantly enhancing recognition of Australian law degrees. The handbook is a resource and guide for teachers and other decision-makers involved in offering law programs in Australian universities. In particular, it: provides a background, drawn principally from the literature, to the current phenomenon of internationalisation generally, and the internationalisation of the academic curriculum in particular; provides information about the internationalisation of legal practice in Australia; argues a case for the internationalisation of the law curriculum; discusses the various approaches a law school might take to internationalisation in its teaching programs; outlines a typology for an internationalised law curriculum; and applies that typology to one area of legal study – the law of contracts.
URL (open access) : https://ltr.edu.au/resources/PP10_1789_Bentley_booklet_2012.pdf
Record No: 365704 from LTR
|
|
| Applying quality principles to Australian university transnational teaching and learning : final report 2013. Lead Institution: Curtin University
| 2013 |
|
Add
Title: Applying quality principles to Australian university transnational teaching and learning : final report 2013.
Author(s): Pyvis, David | Australia. Office for Learning and Teaching | University of Western Australia | University of Adelaide | Victoria University
Published: Sydney : Australia. Office for Learning and Teaching : 2013
ISBN: 9781922218803 (print ed)
<b>ISBN:</b> 9781922218810 (PDF)<br />Abstract: This report describes a project to apply a framework of quality principles to Australian university transnational teaching and learning, that is, to educational practices in Australian university programmes delivered and conducted 'offshore'. It outlines the broad aim of the project to provide quality enhancement of Australian transnational higher education through the implementation of principles of quality to inform transnational teaching and learning practice. The report outlines the partnering of four universities in a collaborative and participatory approach to enlist universities in developing applications of the Quality Principles effective for their educational delivery styles and approaches. The outcomes of the project are reported and recommendations are outlined. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID11_1925_Pyvis_Report_2013.pdf
URL (archived) : http://nla.gov.au/nla.arc-133238-20140505-1402-www.olt.gov.au/system/files/resources/ID11_1925_Pyvis_Report_2013.pdf
Record No: 365259 from LTR
|
| Internationalisation at home : enhancing intercultural capabilities of business and health teachers, students and curricula : final report. Lead Institution: University of Canberra
| 2013 |
|
Add
Title: Internationalisation at home : enhancing intercultural capabilities of business and health teachers, students and curricula : final report.
Author(s): Mak, Anita S. | Barker, Michelle C. | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2013
ISBN: 9781921916328 (PDF)
<b>ISBN:</b> 9781921916311 (print ed)<br />Abstract: Report of a project designed to internationalise the learning and teaching practices of business and health higher education, through intercultural capacity-building of teachers, international students and local students, as well as the development and dissemination of adaptable, evidence-based intercultural competency curriculum resources. The project extended the capacity-building through institutional and national presentations and showcases, online dissemination of intercultural curriculum resources, and scholarly reports of the impact of curriculum changes on student outcomes. [p.iv, ed]
URL (open access) : https://ltr.edu.au/resources/PP10_1810_Mak_Report_2013.pdf
URL (archived) : http://pandora.nla.gov.au/pan/133238/20140505-1402/www.olt.gov.au/system/files/resources/PP10_1810_Mak_Report_2013.pdf
Record No: 365366 from LTR
|
|
| Bringing the learning home : programs to enhance study abroad outcomes in Australian universities. Lead Institution: Murdoch University
| 2012 |
|
Add
Title: Bringing the learning home : programs to enhance study abroad outcomes in Australian universities.
Author(s): Gothard, Jan | Downey, Greg | Gray, Tonia | Murdoch University | University of Wollongong | Macquarie University | Australia. Dept of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). Office for Learning and Teaching
Published: [Sydney] : Australia. Dept of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). Office for Learning and Teaching : 2012
ISBN: 9781922218131 (PDF)
<b>ISBN:</b> 9781922218124 (print)<br />Abstract: Report of the Bringing the Learning Home (BTLH) project - a project designed to enrich the study abroad and exchange experience for Australian students by creating and disseminating learning and teaching materials framed around appropriate learning outcomes. Over 18 months, project members from three universities worked with 413 Australian exchange students at about 30 BTLH events and workshops to develop, trial and refine learning and teaching materials. A weblog was established as a repository for students' reflections on their international experience. In addition, students completed two surveys designed to chart the demographic profile of the Australian exchange student and their pre-departure cultural competence. The data can be regarded as a baseline for further research in this area. The learning materials are designed around the acquisition of skills in cross-cultural competence and lifelong learning. They comprise ten self-contained modules, on the topics: exploration; reflection; stereotypes; cultural relativism; communication; adaptation; transformation; globalisation and cosmopolitanism; education and culture; and professionalisation. Module contents include explanatory notes for teachers or students; suggestions for exercises and assessment; guidelines for reflective written and photographic journaling and blogging; and multiple modes of delivery, namely PowerPoint, Keynote and Prezi presentations. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/CG10-1549_Gothard_Report_2012.pdf
URL (archived) : http://nla.gov.au/nla.arc-133238-20130503-1312-www.olt.gov.au/system/files/resources/CG10-1549_Gothard_Report_2012.pdf
Record No: 365254 from LTR
|
|
| Fellowship Report : Internationalisation of the Curriculum in Action. Lead Institution: University of South Australia
| 2012 |
|
Add
Title: Fellowship Report : Internationalisation of the Curriculum in Action.
Author(s): Leask, Betty | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2012
ISBN: 9781922125446 (PDF)
<b>ISBN:</b> 9781922125453 (print ed)<br />Abstract: This is the final report of a fellowship that was focussed on engaging academic staff in the process of exploring, making explicit and disseminating the meaning of internationalisation of the curriculum (IoC) in different disciplines. A suite of enduring resources to assist institutions to achieve internationalisation goals, seven key findings and four recommendations for future activity resulted from this fellowship
URL (open access) : https://ltr.edu.au/resources/Leask%20UniSA%20Fellowship%20final%20report%202012.pdf
Record No: 364918 from LTR
|
|
| Internationalising the Australian Law Curriculum for Enhanced Global Legal Practice : Final Report. Lead Institution: Curtin University
| 2012 |
|
Add
Title: Internationalising the Australian Law Curriculum for Enhanced Global Legal Practice : Final Report.
Author(s): Bentley, Duncan | Squelch, Joan | Connolly, Anthony | Coper, Michael | Lead, Peter | McLean, Andrew | Triggs, Gillian | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2012
ISBN: 9781922218636 (PDF)
<b>ISBN:</b> 9781922218568 (print ed)<br />Abstract: Final report from a project that developed a framework for an internationalised law curriculum that aims to prepare law graduates for practise in a global context, significantly enhancing recognition of Australian law degrees. There is an increasing need to improve and facilitate the scope for Australia's legal education and training to meet global demands, and to promote the internationalisation of the Australian law degree. The project thus aimed to make a significant contribution to improved legal education practices which will benefit graduates, the legal profession and related disciplines common to law graduates. It was intended that the project also contribute to increasing professional mobility, assist with the export of legal services, and increase the number of international students studying in Australia. The project undertook a collaborative, engaged approach through the use of purposefully constructed stakeholder consultative groups and roundtables.
URL (open access) : https://ltr.edu.au/resources/PP10_1789_Bentley_Report_2012.pdf
Record No: 365413 from LTR
|
| Learning without borders : linking development of trans-national leadership roles to international and cross-cultural teaching excellence : final report 2012. Lead Institution: Swinburne University of Technology
| 2012 |
|
Add
Title: Learning without borders : linking development of trans-national leadership roles to international and cross-cultural teaching excellence : final report 2012.
Author(s): Mazzolini, Margaret | Yeo, Shelley | Ling, Peter | Hall, David | Swinburne University of Technology | Swinburne University of Technology. Sarawak Campus | Australia. Office for Learning and Teaching | Curtin University
Published: Sydney : Australia. Office for Learning and Teaching : 2012
ISBN: 9781922125729
Abstract: Report of a project that focused on developing recognition, reward and support for leaders in transnational education (TNE) and in internationalisation of curriculum. The project involved an investigation of staff experiences, expectations and preferences in TNE and in the internationalisation of curriculum. It included matters such as influences of involvement in TNE on career paths and on learning and teaching, views on good practice in TNE and internationalisation of curriculum. Through the project online professional development modules aimed at supporting leaders and academics engaged in TNE were produced. The project produced recommendations on recognition, reward and support of leadership in TNE and internationalisation of curriculum and guides in the form of a handbook and checklists. The recommendations are based on an investigation involving surveys, interviews and focus groups. The investigation was conducted with staff at Swinburne University of Technology and Curtin University in Australia and Sarawak with limited input from staff of other Australian universities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/LE9_1228_Mazzolini_Report_2012.pdf
URL (archived) : http://content.webarchive.nla.gov.au/gov/wayback/20130909043713/http://www.olt.gov.au/system/files/resources/LE9_1228_Mazzolini_Report_2012.pdf
Record No: 365255 from LTR
|
| Embedding the development of intercultural competence in business education. Lead Institution: The University of Sydney
| 2009 |
|
Add
Title: Embedding the development of intercultural competence in business education.
Author(s): Freeman, Mark | Australian Learning and Teaching Council (ALTC)
Published: Strawberry Hills NSW : Australian Learning and Teaching Council (ALTC) : July 2009
Abstract: Final report of a project focusing on embedding the development of intercultural competence into business higher education. In particular, the project: raised the profile of intercultural learning and competence in business education; developed a framework for embedding the development of intercultural competence in business courses and programs in Australia; and identified appropriate strategies that will embed the development of intercultural competence in business students. The framework contains three domains where strategies for embedding intercultural competence can occur: leadership and communities of practice; curriculum policies and procedures; and resources. [p.1, ed]
URL (open access) : https://ltr.edu.au/resources/CG6-37_Sydney_Freeman_Final%20Report_July09.pdf
URL (archived) : http://nla.gov.au/nla.arc-133238-20130503-1312-www.olt.gov.au/system/files/resources/CG6-37_Sydney_Freeman_Final%20Report_July09.pdf
Record No: 365052 from LTR
|
| Project EnROLE Blue report : encouraging role based online learning environments. Lead Institution: University of Wollongong
| 2009 |
|
Add
Title: Project EnROLE Blue report : encouraging role based online learning environments.
Author(s): Wills, Sandra | Rosser, Elizabeth | Devonshire, Elizabeth | Leigh, Elyssebeth | Russell, Carol | Shepherd, John | Australian Learning and Teaching Council (ALTC) | Australia. Dept of Education, Employment and Workplace Relations (DEEWR)
Published: [Strawberry Hills NSW] : Australian Learning and Teaching Council : 2009
ISBN: 9781741281743 (pdf)
<b>ISBN:</b> 9781741281736 (pbk)<br />Abstract: Project EnROLE was a two year $200,000 ALTC project to encourage uptake of online role based learning environments, with particular focus on role play. The project goal was to encourage uptake of online role based learning environments using the strategy of building a community of practice at university, state and national levels which would better reward and recognise teachers already using role play and scaffold teachers wanting to get started with role play. The BLUE Report describes the outcomes and achievements in 4 sections representing 4 phases of the project: Building, Linking, Understanding and Extending. The key finding is that a good practice database (repository) cannot be built without simultaneously building a community of practice and that the role of connector/broker is essential for community development. The BLUE report serves as a guide for educators interested in the field of online role play to assist them in identifying and accessing available resources. It also provides guides and frameworks of a more generic nature about Peer Review, Partnerships, Fellowships, Leadership and Uptake. [Introduction, ed]
URL (open access) : https://ltr.edu.au/resources/CG6-39_UoW_Wills_Final%20Report_Aug09_large%20file%20version.pdf
URL (archived) : http://nla.gov.au/nla.arc-124688-20110211-0611-www.altc.edu.au/system/files/resources/CG6-39_UoW_Wills_Final%20Report_Aug09_large%20file%20version.pdf
Record No: 365281 from LTR
|
| Addressing the supply and quality of engineering graduates for the new century. Lead Institution: University of Technology, Sydney
| 2008 |
|
Add
Title: Addressing the supply and quality of engineering graduates for the new century.
Author(s): King, Robin | Australian Learning and Teaching Council (ALTC)
Published: NSW : Australian Learning and Teaching Council : 2008
Abstract: This report examines the current state of the higher education component of the Australian engineering education system, with respect to its ability to address future needs, contextualised by assessing the implementation of outcomes of the 1996 Review of Engineering, Changing the Culture. Recommended changes to the engineering program accreditation process are judged to have been successful in driving greater emphasis on generic graduate attributes in first-degree engineering programs. The Review also stimulated improvements in curriculum design and delivery, including project, problem, and workplace-based learning, and increase emphasis on sustainability. The present study has also identified substantial and emerging strengths of many of Australia's engineering schools in the areas of research, international education, and in addressing industry-specific skills shortages though both undergraduate and postgraduate programs.
URL (open access) : https://ltr.edu.au/resources/Grants_DBIprojec_engineeringquality_project%20report_25march08.pdf
URL (archived) : http://nla.gov.au/nla.arc-93141-20090116-1256-www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/Grants_DBIprojec_engineeringquality_project%20report_25march08.pdf
Record No: 364992 from LTR
|
|
| Business as Usual : A Collaborative and Inclusive Investigation of Existing Resources, Strengths, Gaps and Challenges to be Addressed for Sustainability in Teaching and Learning in Australian University Business Faculties : Final Report. Lead Institution: The University of Sydney
| 2008 |
|
Add
Title: Business as Usual : A Collaborative and Inclusive Investigation of Existing Resources, Strengths, Gaps and Challenges to be Addressed for Sustainability in Teaching and Learning in Australian University Business Faculties : Final Report.
Author(s): Freeman, Mark | Hancock, Phil | Simpson, Lyn | Sykes, Chris | Petocz, Peter | Densten, Iain | Gibson, Kathy | Carrick Institute for Learning and Teaching in Higher Education | Australian Business Deans Council
Published: Strawberry Hills NSW : Carrick Institute for Learning and Teaching in Higher Education : 2008
Abstract: Final report from a scoping study that is a collaborative and inclusive investigation of existing resources, strengths, gaps and challenges to be addressed in order to secure sustainable, effective teaching and learning in business faculties at Australian universities. It was conducted by the Australian Business Deans Council Teaching and Learning Network, and the report provides an examination of the problems, issues and opportunities facing business education in Australia today. The action research investigation strategy included a literature review, and interviews and focus groups with representative stakeholders from academic, professional and industry associations as well as students and academic leaders that identified key issues of concern. These were then clustered into generic themes in an iterative collaborative process involving key stakeholders culminating in the development of three follow-on proposals: building professionally relevant learning and industry engagement in the business curriculum; building and assessing the development of generic skills across the business curriculum; and valuing quality teaching in business education. It was recommended that the Australian Business Deans Council and Teaching and Learning Network form a national reference group to support sustainable industry engagement and to assist in maintaining the relevance and excellence of contemporary business education.
URL (open access) : https://ltr.edu.au/resources/Grants_DBI_ABDC%20Freeman%20Business%20Final%20Report_March27_2008.pdf
Record No: 365049 from LTR
|
|
| Shaping a Desired Future for Australian Business Education : Learning from a Successful Scoping and Development Project. Lead Institution: The University of Sydney
| 2008 |
|
Add
Title: Shaping a Desired Future for Australian Business Education : Learning from a Successful Scoping and Development Project.
Author(s): Boyle, Patrick | Australian Learning and Teaching Council (ALTC) | Australian Business Deans Council (ABDC)
Published: Strawberry Hills NSW : Australian Learning and Teaching Council (ALTC) : My 2008
Abstract: The ALTC funded Scoping Study in Business Education (Project) was highly successful. It achieved its important objectives and a number of other valuable outcomes for the future of university business education in Australia. It has enhanced the strength of business education networks and stakeholder groups by enabling real collaboration and learning within and across groups. As a result, a wider and more sophisticated network now exists and is well placed to facilitate evolution of learning and teaching in business faculties and programs. In addition, lessons from the management of the Project provide valuable guidance for people who are planning, engaged in or leading educational development initiatives. This case study identifies and briefly describes the main factors responsible for the Project's success. To provide a suitable context, it also provides a synopsis of the Project in terms of its goals, activities and results. [Author abstract]
URL (open access) : https://ltr.edu.au/resources/dbi_2006project_business_casestudy.pdf
Record No: 365050 from LTR
|
| Understanding architectural education in Australasia. Lead Institution: The University of Newcastle
| 2008 |
|
Add
Title: Understanding architectural education in Australasia.
Author(s): Ostwald M. J. | Williams A. | Australian Learning and Teaching Council (ALTC)
Published: Sydney : Australian Learning and Teaching Council : 2008
ISBN: 9780980554502 (v.1) |9780980554519 (v.2)
Abstract: Volume 1 describes the background to the architecture discipline in Australasia and it outlines the methods used to inform the present research. The content of this volume is centred on (1) architecture schools, programs and curricula, (2) architectural academics and students and (3) teaching and learning in architecture schools. Volume 2 summarises the results of the research and provides a series of recommendations for the architecture discipline and the professional bodies that represent architects in Australasia. Volume 2 also includes a brief summary of the research method, its scope and limitations, and an overview of the issues facing the architecture discipline in Oceania.[p.6, ed]
URL (open access) : https://ltr.edu.au/resources/grants_dbi_architecture_vol1_oct08_0.pdf
URL (archived) : http://nla.gov.au/nla.arc-92904-20090112-1318-www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_dbi_architecture_vol1_oct08.pdf
http://nla.gov.au/nla.arc-92904-20090112-1318-www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_dbi_architecture_vol2_oct08.pdf
Record No: 365289 from LTR
Title: Understanding architectural education in Australasia.
Author(s): Ostwald M. J. | Williams A. | Australian Learning and Teaching Council (ALTC)
Published: Sydney : Australian Learning and Teaching Council : 2008
ISBN: 9780980554502 (v.1) |9780980554519 (v.2)
Abstract: Volume 1 describes the background to the architecture discipline in Australasia and it outlines the methods used to inform the present research. The content of this volume is centred on (1) architecture schools, programs and curricula, (2) architectural academics and students and (3) teaching and learning in architecture schools. Volume 2 summarises the results of the research and provides a series of recommendations for the architecture discipline and the professional bodies that represent architects in Australasia. Volume 2 also includes a brief summary of the research method, its scope and limitations, and an overview of the issues facing the architecture discipline in Oceania.[p.6, ed]
URL (open access) : https://ltr.edu.au/resources/grants_dbi_architecture_vol2_oct08.pdf
URL (archived) : http://nla.gov.au/nla.arc-92904-20090112-1318-www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_dbi_architecture_vol1_oct08.pdf
http://nla.gov.au/nla.arc-92904-20090112-1318-www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_dbi_architecture_vol2_oct08.pdf
Record No: 365289 from LTR
|