Search

In 2019, the Australian Government introduced a new post-study work rights policy as a lever to attract international students to study and work in regional Australia. The aim of this paper is to explore the potential implications of the new policy and consider factors which may impact it from realising the intended benefits. An analysis of historical international student enrolment and post-study work rights data for three regions in Australia was conducted to make assumptions about potential growth in those three regions brought by the new policy. This illustrated that while regions are regularly homogenised in policy discourse, there are a variety of complex place-based factors that may impact the success of the policy such as local employment industries, institutional growth profile and community engagement. It recommends that tertiary education leaders undertake comprehensive place-based planning to support the intended outcomes of the policy change to be realised and sustainable. [ABSTRACT FROM AUTHOR]

Many studies have examined the reasons for students' satisfaction or dissatisfaction with their higher educational experience. However, no single paper reviews the major attributes of an educational program that are most commonly found to be significant predictors of student satisfaction. This paper reviews the major attributes that most influence students' perceptions of overall satisfaction with particular emphasis on business students' satisfaction. Not surprisingly, academic factors such as the quality of teaching, skills and knowledge acquired and the curriculum itself are the most significant determinants of overall satisfaction. A number of other non-academic factors, however, such as the student's feeling of 'belonging' and perceptions of the institution's responsiveness and concern, also contribute significantly to overall satisfaction. This paper is intended as a starting point for those who may be designing a student satisfaction survey or those who simply wish to learn about the attributes of an academic program most likely to influence student opinion of the program. [ABSTRACT FROM AUTHOR]

This paper provides a cost benefit analysis of undergraduate and graduate international dual degree programmes, which are relatively new and innovative educational approaches to preparing students to succeed in a contemporary international arena. A comparative model of international educational and experiential systems is offered and examples of two-way and one-way dual degree models are investigated. We conclude that international dual degree models are significantly superior in terms of academic, intellectual and experiential learning; therefore, graduates of these programmes will be better prepared to lead international ventures and serve as global citizens. Dual degree programmes require an institution-wide commitment to succeed in the short and long term. Academic institutions need to be flexible, creative, resourceful and forward thinking in order to successfully adopt and implement dual degree offerings. Most students who choose such programmes are positive risk takers and high achievers. Like any new and innovative initiative, the international dual degree offering has its own learning curve and constraints but offers the potential for a great outcome. [ABSTRACT FROM AUTHOR]

Exploratory focus group research with undergraduate students reveals a series of related tensions that students experience about vocational marketing and communication degrees that have been promoted to them primarily on the basis of job prospects and university location. We summarise these tensions in six themes: short versus long-term goals; academic/social life balance; time to study/work; importance of theory versus practical skills; intrinsic motivations to study versus assessment orientation; and the differing requirements of a tutor. We argue that the often intuitive choices that students make as a result of these tensions may result in their failing to engage with much of what constitutes a degree, especially scholarly activity. Although these tensions may be common to all students, we question whether some approaches to promoting vocational degrees, and the curriculum priorities sometimes given to these types of degree may influence the resolution of tensions in ways that do not encourage effective learning. Does the presence of practical aspects in the curriculum encourage or excuse the rejection of theory that is not immediately applicable to practice? Does the marketing of universities as “fun”, and of degrees leading directly to employment, undermine intrinsic motivations to engage with study? We conclude by suggesting the need for reflection and responsibility in the higher education sector's promotional activities and in the teaching of vocational degrees. [ABSTRACT FROM AUTHOR]

Awareness of factors associated with academic performance in tertiary accounting education courses is useful for selection officers, educators, administrators and students. Yet research shows findings relating to this topic area to be inconclusive. Also, investigations are typically cross-sectional rather than longitudinal, and as such can have limited application. Furthermore, issues concerning the effect on academic performance of transferring between institutions appear not to have been investigated in relation to TAFE-to-university accounting students. This investigation evaluates the effects of a range of demographic, behavioural and educational variables on the Year 1, Year 2, and Year 3 academic performance of Year 12-to-university, and TAFE-to-university accounting students at one Australian university. Findings reveal that the best predictor of academic performance in any one year is the performance in the same discipline in the previous year. Notably, successful Year 12 Accounting completion had an enduring positive effect for all university accounting grades. Type of secondary school attended, previous year's academic grades, and level of interest in accounting as a discipline and profession also proved to be significant influences on academic performance. In addition, findings suggest that transfer shock is apparent for TAFE-to-university transferees. Recommendations include consideration to be given to applicants' prior performance in that discipline when universities make offers, closer liaison between university and TAFE accounting departments when accepting TAFE-transfer students, and dedicated university-orientation programs for transfer students. Possibilities for further research are also discussed. [ABSTRACT FROM AUTHOR]