6 results
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2. Declaring Talloires: Profile of sustainability communications in Australian signatory universities.
- Author
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Zutshi, Ambika and Creed, Dr Andrew
- Subjects
- *
SUSTAINABLE development , *UNIVERSITIES & colleges , *PUBLIC communication , *COMPARATIVE studies , *STRATEGIC planning - Abstract
This paper profiles Australian universities’ website communications about sustainability initiatives, especially relating to Talloires Declaration signification and the ten recommended actions. The research involves a content study of Talloires signatories’ websites and their semiotic and signaling theory aspects across time. The source is publicly available information (time period 2014 and 2015 respectively) in context with education for sustainable development (ESD) in society and the transaction model in communication theory. It is found that some of the signatory universities in Australia exemplify a few of the Talloires ten agreed actions in their public communications, but each point is not emphasised with equal priority. The variance may be due to divergent underlying objectives; such as public communication of Talloires toward genuine benefit for the environment, or to create a strategic positioning tool to signal the university as an environmental champion within the broader society. Focusing upon secondary data from signatory university websites in Australia, the paper provides a study of higher education signification of Talloires. It assists the initial understanding of signaling theory in the public communication transactions that promote Talloires action and implementation. The findings encourage further studies of related communication issues in universities in other countries. The paper also deepens local and global understanding of perceptions of sustainability and contributes to the body of comparative literature of sustainability in higher education as a development component of strategic management of ESD. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
3. Strategies for education for sustainable development – Danish and Australian perspectives.
- Author
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Holgaard, Jette Egelund, Hadgraft, Roger, Kolmos, Anette, and Guerra, Aida
- Subjects
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SUSTAINABLE development , *PROBLEM-based learning , *ENGINEERING education , *ENGINEERS , *UNIVERSITIES & colleges - Abstract
If engineers are to provide sustainable innovations for future societies, engineers should be able to think and act beyond pure technical competence. This is stressed in political and accreditation frameworks all over the world, and universities are trying to respond to this demand. However, in many cases, sustainability practices seem fragmented and there is a lack of knowledge of strategies and few clear examples of good practice. In this paper, activities to integrate sustainability in two engineering institutions, one in Denmark and one in Australia, are systematically compared to provide an understanding of different kinds of activities and their internal as well as external enablers. A conceptual framework to provide overview of education for sustainability activities and their enablers has been proposed, where activities are related to actors and resources at both university and national levels. The conceptual framework has been developed iteratively – moving back and forth trying to find a suitable structure to capture the contextual pillars of the activities in the two cases, using state-of-art within the research field of education for sustainable development to fill out potential blind spots in the case-material and, finally, continuously shaping the storylines in the two cases to provide the needed overview and understanding of the similarities and differences of the approaches. The interplay between the framework and the case-stories provides a platform for change, as the framework does not only create an overview of activities, it also points out potential routes not taken, and the case studies provide examples of activities, which can be transferred with careful consideration to the internal as well as external context. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
4. Professionalisation and public relations education: Industry accreditation of Australian university courses in the early 1990s.
- Author
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Fitch, Kate
- Subjects
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PUBLIC relations educations , *PROFESSIONALIZATION , *EDUCATIONAL accreditation , *UNIVERSITIES & colleges , *CURRICULUM , *VOCATIONAL guidance - Abstract
This paper investigates the Public Relations Institute of Australia's introduction in 1991 of a national accreditation programme for university courses. Drawing on an analysis of previously unstudied industry archives, it identifies four themes significant for industry perspectives of education: public relations knowledge; industry expectations and experience; public relations curricula; and academic legitimacy. While university education was perceived by institute members to demonstrate the professional standing of public relations, the findings reveal divergent understandings of its role and content and identify considerable resistance to the institutionalisation of public relations knowledge. At the same time, the expansion and marketisation of higher education led to the introduction of new, vocational courses such as public relations. The significance of this study is it offers new insights into the development of Australian public relations education and the role of the professional association. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
5. Beyond blended learning: A case study of institutional change at an Australian regional university.
- Author
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Taylor, Janet A. and Newton, Diane
- Subjects
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BLENDED learning , *EDUCATION policy , *HIGHER education , *EDUCATIONAL change , *UNIVERSITIES & colleges , *COLLEGE campuses , *TEACHING - Abstract
Abstract: Higher education institutions that teach both on-campus and at a distance are challenged to provide all students with equitable access to learning. While the concept of blending or converging learning environments supported by technology and Internet use is common in Australian universities, institution wide implementation is rarer. This paper provides a case study of an Australian regional university that investigated institutional processes and teaching and learning approaches that would facilitate diverse students' equitable access to learning. This investigation identified facilitators and barriers to systemic implementation of blended learning. It was found that as teaching and learning environments are socially dynamic, strategic institutional change will only happen if there is a shared vision and energy that touches all parts of an organisation. [Copyright &y& Elsevier]
- Published
- 2013
- Full Text
- View/download PDF
6. Preface: Volume 70, Issue 3.
- Author
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Derrick, John, Boiten, Eerke, Woodcock, Jim, and von Wright, Joakim
- Subjects
COMPUTER science ,ENGINEERING ,UNIVERSITIES & colleges - Abstract
This volume contains the Proceedings of the REFINE 2002 workshop. The Workshop was held in Copenhagen, Denmark on July 20 and 21, 2002, as a satellite event to FLoC''02 as an FME-affiliated workshop.Refinement is one of the cornerstones of a formal approach to software engineering. Refinement is the process of developing a more detailed design or implementation from an abstract specification through a sequence of mathematically-based steps that maintain correctness with respect to the original specification.The aim of this refinement workshop was to bring together people who are interested in the development of more concrete designs or executable programs from abstract specifications using formal notations, tool support for formal software development, and practical experience with formal refinement methodologies.The purpose of the workshop was to provide a forum for discussion of common ground and key differences. Topics of interest included:The workshop continued a long tradition of refinement workshops run under the auspices of the . Running since 1988, previous refinement workshops have been held at Cambridge, London, Bath etc.In 1998 the BCS refinement workshop was combined with the to form the , hosted at alongside Formal Methods Pacific 1998 at The Australian National University.The papers in this volume were reviewed by a small program committee consisting ofAdditional information about the Workshop can be found at: This volume will be published as volume 70 issue 3 in the series Electronic Notes in Theoretical Computer Science (ENTCS). This series is published electronically through the facilities of Elsevier Science B.V. and its auspices. The volumes in the ENTCS series can be accessed at the URLA printed version of the current volume was distributed to the participants at the workshop in Denmark.We are very grateful to the following persons, whose help has been crucial for the success of REFINE 2002: Lars-Henrik Eriksson and Peter Lindsay of FME for their help with the organization of the Workshop as satellite event of FLoC''02 and an FME affiliated workshop; Mike Mislove, one of the Managing Editors of the ENTCS series, for his assistance with the use of the ENTCS style files. Thanks are also due to the Computing Laboratory of the University of Kent, which supplied financial support to cover the printing costs.July 24, 2002John Derrick [Copyright &y& Elsevier]
- Published
- 2002
- Full Text
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