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2. VET Research for Industry. Conference Paper
- Author
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National Centre for Vocational Education Research and Karmel, Tom
- Abstract
This paper was a keynote address at the Australian Vocational Education and Training Research Association (AVETRA) conference held in Canberra in April 2012. The author notes that industry is arguably the key stakeholder in the Australian vocational education and training (VET) sector, but is not a single actor nor a disinterested consumer of training. Rather, industry consists of a range of bodies, all of whom are active players in the sector. The paper discusses six areas of research which are pertinent to industry. These areas are: (1) the value of completing an apprenticeship or traineeship; (2) the role of wages in completion rates for apprenticeships and traineeships; (3) the value of completion of VET qualifications; (4) the level of matching between what people are training in and the jobs they get; (5) the role of VET in innovation; and (6) VET and workforce development. All of this research raises questions about VET and industry, either in terms of how public training funds are allocated or the educational principles on which VET is based. In particular, the major points made are that the value of training is quite variable and this should be a consideration in its public funding, and the narrow industry focus of VET needs to be leavened with more general education. (Contains 5 tables, 8 figures and 2 footnotes.)
- Published
- 2012
3. The Contribution of Vocational Education and Training to Australia's Skills Base. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper considers three aspects of vocational education and training's (VET) contribution to the labour market: the relationship between their training and the occupations VET graduates work in; the extent to which the qualified proportion of the workforce has increased; and the link between VET and skills acquisition. Finally, some thoughts are aired on the implications of the economic slowdown for vocational education and training. (Contains 10 tables, 3 figures, and 4 footnotes.) [This paper formed the basis of presentations made to the Melbourne Institute's public policy forum of 25 March 2009 and the Australian Financial Review conference, "Taking skills to the world," 7 April 2009. This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relations.]
- Published
- 2009
4. Paper production using Acacia auriculiformis leaf.
- Author
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Abdullah, Mohammad, Majid, Rohah A., Zaiton, Siti Nurul Ain, Mustam, Muhammad Muzamil, Khalid, Ahmad Khuzairi, Azman, Hairul Amiza, Rahim, Shayfull Zamree Abd, Saad, Mohd Nasir Mat, Abdullah, Mohd Mustafa Al Bakri, Tahir, Muhammad Faheem Mohd, and Mortar, Nurul Aida Mohd
- Subjects
ACACIA ,TENSILE tests ,LIGNINS ,PAPER industry ,PAPER arts ,FOOD packaging - Abstract
The pulp and paper making industry is looking for new main raw material based on its physical, chemical and morphological characteristics. Currently in this industry, bagasse is the most useful raw material in pulp and paper industry. The objective of this study is to determine its suitability for pulping. Acacia auriculiformis is a fast-growing tree normally found in Indonesia and Australia. Acacia auriculiformis leaf contains of cellulose, hemi-cellulose and lignin. The range of lignin content in Acacia auriculiformis is 19%-20%. The hemi-cellulose and lignin contents was removed by soda-pulping process using different concentrations as followed; 3%, 5%, 10%, 15% and 20%. In order to determine the optimum pulping conditions for Acacia auriculiformis craft paper, several tests were conducted such as apparent density, tear test, tensile strength test and moisture absorption. It was found that the Acacia auriculiformis fibre treated with 3% sodium hydroxide (NaOH) solutions gave good tear test of the paper. For apparent density test, the best concentration of NaOH used for treating Acacia auriculiformis pulping is at 15%. From the study, the optimum concentration of NaOH in treating Acacia auriculiformis fibre is at 5% for best result in tensile strength. Hence, from the overall tests, 5% concentration of NaOH is the optimum value. From the findings, Acacia auriculiformis fibre has a potential to be used in paper making and food packaging industry. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
5. Professional Standards and Professional Learning: A Position Paper
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Mathematics Education Research Group of Australasia and McDaid, Karen
- Abstract
The educational discourse in recent years in Australia, and in particular NSW has been on advancing the status of the teaching profession through the development of a framework of standards, and by supporting the nature of teachers' work in addition to improving student-learning outcomes. The close link between student learning outcomes and quality mathematics teaching has resulted in the call for an increase in teacher accountability and quality. This paper is an exploration of the relevant literature that focused on the professionalisation of the teaching profession in Australia and its potential impact on teaching in Australia. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
- Published
- 2010
6. Skilling and Reskilling for Our (Greener) Future. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper was presented at the 2009 Economic and Social Outlook Conference, November 5-6 at the University of Melbourne. It takes a sceptical view of the push for "green skills", arguing that skills required in the labour market evolve relatively slowly, and that the way business operates is driven by changing costs, new technologies and new regulations, with sustainability being only one of many factors. In addition, the presentation provides some data on "sustainable" courses in tertiary education and then looks at three areas which have implications for the public investment in education and training: the levels of skill acquired through apprenticeships and traineeships, the pay-off to undertaking VET qualifications, and the role of diplomas in the labour market. (Contains 9 tables, 3 figures, and 1 footnote.)
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- 2010
7. The Demand for Training. Conference Paper
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National Centre for Vocational Education Research, Karmel, Tom, and Cully, Mark
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This paper was presented in Sydney in September 2008 at a seminar conducted by Skills Australia and the Academy of Social Sciences. It examines the demand for training. It concentrates on the factors that affect individual and employer demand, and points out that accredited vocational education and training (VET) need to be considered in the context of extensive use of non-accredited and on-the-job training. (Contains 3 footnotes, 9 tables and 1 figure.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relations.]
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- 2009
8. Measuring Educational Outcomes: Vocational Education and Training. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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The vocational education and training (VET) sector has a long tradition of measuring and reporting outcomes. The public face of this is the "Annual National Report of the Australian Vocational Education and Training System" published (and tabled in the Commonwealth Parliament) since 1994. The reporting framework has undergone a number of changes corresponding to revision in high-level strategies developed by the former Australian National Training Authority (ANTA). This, however, is about to change. The catalyst for a radical examination of the reporting framework is the Council of Australian Governments' (COAG) reform agenda. This reform agenda is shaking up the funding relationships between the Commonwealth and the states and will place increasing reliance on measuring and reporting outcomes as distinct from focusing on the resources used (that is, inputs). In this paper, the author provides a history of performance measurement for the VET sector, beginning with the creation of the Australian National Training Authority and ending with what individuals know of the current reforms. As well as describing the various measures, he discusses the challenges that are thrown up by indicators. He concludes with his suggestions for indicators for the vocational education and training system. (Contains 7 footnotes.)
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- 2009
9. Australian Apprenticeships: Trends, Challenges and Future Opportunities for Dealing with Industry 4.0. Conference Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Loveder, Phil
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The Australian economy is in transition. Its future prosperity will depend on greater economic diversification and on innovation and entrepreneurship, hallmarks of Industry 4.0. This has implications for skills development for future workers and for those needing to move into new jobs or roles. It also has a direct impact on apprenticeships--an enduring and well-respected feature of Australia's skill-development landscape. It is concerning then that overall apprenticeship commencements and completions have been declining. What impact does Industry 4.0 have on the future of Australian apprenticeships? This paper was presented to the 4th KRIVET International Apprenticeships conference in Seoul, Korea, 28th September, 2017, and explores the challenges and constraints in the capacity of the Australian system of apprenticeships to respond adequately to Industry 4.0. It also covers directions in government policy, and the opportunities to create change found within industries and the training system itself.
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- 2017
10. The Place of VET in the Tertiary Sector. Conference Paper
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National Centre for Vocational Education Research and Beddie, Francesca
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The utilitarian spirit of Australian education has meant that since the nineteenth century the notion of tertiary education has embraced all post-school learning, delivered in sandstone universities or working men's institutes or on the job. This is not the definition the peak bodies TAFE (Technical and Further Education) Directors Australia (TDA) and Universities Australia (UA) proposed in late April. They see: "Tertiary" education qualifications as those at diploma level and above, including where these qualifications may embed pathways from the qualification level below. TAFE Directors Australia and Universities Australia say their definition is "generally" consistent with the Organisation for Economic Co-operation and Development's (OECD) International Standard Classification of Education (ISCED). At the same time, it is a departure from the understanding of tertiary education that has prevailed in Australia for the past two centuries, which has embraced the entire gamut of adult learning. In their proposal, they are explicit about certificates I and II, which they see as more equivalent to secondary school. They are silent about certificates III and IV, except to suggest these can be a stepping stone to a diploma... but not, it seems, to a degree. Yet the certificate III is a tertiary qualification in its own right, in high demand as the basis on which tradespeople, technicians and others launch their careers. To concentrate attention on higher-level qualifications is not the way to encourage commencements in the trades and to address the demand for skills. In this address, the author argues how all vocational qualifications should be included in the definition of tertiary education. The author is sceptical about a system that concentrates on acquiring higher qualifications to the exclusion of other credentials or indeed unaccredited skills.
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- 2010
11. National Workshop on Equity Research. Report and Papers from a National Workshop (Sydney, New South Wales, Australia, May 21-22, 1999). Working Paper.
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Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training.
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This publication is comprised of 12 position papers from the National Equity Workshop held at the University of Technology Sidney (Australia) at which participants summarized their positions on the way equity should be understood, their views on the strengths and weaknesses of current vocational education and training (VET) policy, and what they saw as the priorities for future research. The papers are prefaced with a summary of the conclusions of the workshop--strengths of current research, weaknesses, and new directions--and participant biographies. The papers are: "Using Statistical Methodologies to Interrogate Large Data-Bases" (Katrina Ball); "Managing Diversity" (Kate Barnett); "Aborginal and Torres Strait Islander Strategic Policy and Research Priorities for VET, 1999" (Tony Dreise); "Equity Outcomes" (Tom Dumbrell); "Equity and VET: An Antilogous Project? A Personal Story of Equity Work in VET" (Elaine Butler); "Regrouping Equity" (Barry Golding, Veronica Volkoff); "Equity: VET for the Good of the Nation" (Ian Falk); "An Overview of Current Equity Research in the National Program" (Jennifer Gibb); "Locality and Community Agency in VET Research" (John McIntyre); "Equity for Training and Employment: Research Questions from a Policy Perspective" (Marion Norton); "Position Paper" (Rachel Robertson); and "Some Observations on Equity in VET" (Kaye Schofield). (YLB)
- Published
- 1999
12. Integrated Model of VET Dynamics: Social and Economic Benefits for All. CRLRA Discussion Paper.
- Author
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Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia. and Falk, Ian
- Abstract
The model currently used to represent the impacts of Australia's technical and further education (TAFE) programs implies a one-way flow of impact from TAFE to student to community. It may be argued that TAFE could better serve its clients by developing a social capital-based, two-way, reciprocal dynamic of vocational education and training (VET) planning and development. The evidence from a 5-year research effort encompassing more than 50 whole communities largely supports an integrated rather than segregated model of VET. The research has identified the following needs ("drivers") of the vocational learning experience: community; culture; enterprise; natural resource management; policy; providers; and industry. Vocational policy depends on two factors. The first is identifying vital checkpoints in the process of vocational learning where quality learning can be seen to have occurred. The second is identifying accurate benchmarks for profiling these checkpoints of quality. The solution to meeting these needs and conditions at the local level while juggling the demands of national strategic measures and data requirements lies in adopting a "community capacity inventory" model and resourcing through key performance measures. An integrated model of VET would be fairer and more accurate to all VET stakeholders, be more cost-effective for TAFE, and be better for enterprise and policy outcomes. (Contains 19 references.) (MN)
- Published
- 2001
13. CAS or Pen-and-Paper: Factors That Influence Students' Choices
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Mathematics Education Research Group of Australasia, Cameron, Scott, and Ball, Lynda
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This paper reports on a study of choices about the use of a computer algebra system (CAS) or pen-and-paper (p&p) by a class of seven Year 11 Mathematical Methods (CAS) students as they completed a calculus worksheet. Factors that influenced students' choices are highlighted by comparing and contrasting the use of CAS and p&p between students. Teacher expectation of students' use of CAS and p&p reveals that, even in a small class, the students' use of CAS and p&p sometimes differed from what was expected. The analysis here indicates that there are a variety of factors that influence students' decisions, including speed of calculation and accuracy of p&p work.
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- 2015
14. Building the Capabilities of the Travel, Tourism and Hospitality Workforce. Conference Paper
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National Centre for Vocational Education Research, Ackehurst, Maree, and Loveder, Phil
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This paper was presented at the Australian Federation of Travel Agents Industry Leaders & Educators Engagement Symposium held in Sydney on February 12, 2015. With industry sustainability becoming a strong concern, even within growth sectors, this paper identifies issues to be considered in ensuring that the education and training system can respond to emerging skills demand in the travel, tourism and hospitality industry. There are a number of means by which this can be achieved, the most vital possibly being improving young people's perceptions of the industry's career options. For this industry to be viewed as a career of choice, one that holds diverse and rewarding career pathways, particular attention needs to be paid to the promotion of these aspects. Skill development that pays attention to current and future industry requirements is also essential, including upskilling existing workers and developing the information and communication technology skills the industry needs. Stronger partnerships between training providers, business and industry peak bodies are highlighted as essential catalysts for the realisation of these next steps. Appended is: A statistical profile of the travel, tourism and hospitality industry.
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- 2015
15. No Frills: Refereed Papers. National Vocational Education and Training Research Conference (24th, Sydney, New South Wales, Australia, Jul 6-8, 2015)
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National Centre for Vocational Education Research and Jackson, Laura
- Abstract
The 24th National Vocational Education and Training Research Conference, colloquially known as "No Frills", was held in July 2015.The conference highlighted research across three major themes:(1) youth: engaging, inspiring and supporting students to realise their potential; (2) pathways: transitioning through education and training into the workforce; and (3) skills: working with industry and employers to improve education and training. The presentations provided delegates with diverse insights from government, academic and employer perspectives on the key issues confronting the vocational education and training (VET) sector. A select few speakers at the conference were also offered the opportunity to have their papers peer-reviewed, and these five refereed papers have been compiled to make up this book of conference proceedings. The papers examine: the diversity of VET providers and the needs of students; initiatives designed to improve the capabilities of VET practitioners; how skills contribute to innovation, and the implications of this in terms of return on investment; the impact of VET students transitioning directly into second year university and how these students can best be supported; and the learning preferences of VET students (specifically enrolled nurses), how they differ by comparison with university students and the consequent implications. The hope is that these papers will provide an insight into the array of topics presented at the "No Frills" conferences and generate interest in attending future conferences. Contents include: (1) Profiling the institutional diversity of VET providers in Australia, across four broad dimensions (Peter Bentley, Leo Goedegebuure and Ruth Schubert); (2) Understanding the needs of VET students articulating to second-year university (Mark Symmons, Paul Kremer, and Alvin Rendell); (3) Learning preferences of Enrolled Nursing students: Educational preparation and training for workplace readiness (Kalpana Raghunathan, Sonia Allen, and Elisabeth Jacob); (4) Improving VET teachers' skills and their approach to professional learning (Anne Dening); and (5) Skills needed for innovation: A review (Michael Walsh). [Individual papers contain references. This conference was cohosted by the University of Western Sydney, TAFE: Western Sydney Institute, WSI, and TAFE: South Western Sydney Institute.]
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- 2016
16. Research in Distance Education: 2. Revised Papers from the Research in Distance Education Seminar (2nd, Geelong, Victoria, Australia, 1991).
- Author
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Deakin Univ., Geelong (Australia). Inst. of Distance Education., Evans, Terry, and Juler, Philip
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Nineteen papers concerning various aspects of distance education and distance education research are presented in this document. The papers are: (1) "Introduction, Celebrating Difference in Research in Distance Education" (Terry Evans); (2) "Discourse or Discord? A Dilemma of Distance Education" (Philip Juler); (3) "Reconceptualising Distance Education" (Garry Gillard); (4) "Constructivist Epistemology and Its Implications for Contemporary Research in Distance Learning" (Olugbemiro Jegede); (5) "Distance Education: Researching Formations" (David Harris); (6) "Revealing Links: Post-Fordism, Postmodernism and Distance Education" (Mick Campion); (7) "Privileging Others and Otherness in Research in Distance Education" (Richard Guy); (8) "Openness in Distance and Higher Education as the Social Control of People with Disabilities: An Australian Policy Analysis" (Christopher Newell and Judi Walker); (9) "Theorising Adult Change and Development through Research in Distance Education" (Alistair Morgan); (10) "Life Course Analysis and Research in Distance Education" (Nick C. Farnes); (11) "A Method for Assessing Student Use of Study Notes" (Stephen Relf and Terry Geddes); (12) "Research in Teleconferencing: Proximics and Student Participation" (Mohammed Razha Rashid, Omar Majid, Abdul Rahim Ibrahim, and Mohammed Ridzuan Nordin); (13) "Student Attendance and Costs of On-Campus Commitments for Distance Education Students" (Eve Cuskelly and John Dekkers); (14) "Computers as Distance Education Research Tools" (Lin Thompson); (15) "Language Learning for Off-Campus Students" (James Butare-Kiyovu); (16) "Creative Conflict Theory and Postgraduate Research in Distance Education" (Ernst Ralf Hintz); (17) "Distance Education: Targeting the Primary Producer and Computer Technology" (Robin Pilcher and Ross Wilson); (18) "Alternatives to Residential Schools: Empowering Students To Succeed at Home" (John Eiseman and Mary Jane Mahony); and (19) "Reflections on Team Research in Distance Education" (David Kember, Tammy Lai, David Murphy, Irene Siaw, Julianne Wong, and K. S. Yuen). (Contains 247 references.) (SLD)
- Published
- 1992
17. Comparing the Score Distribution of a Trial Computer-Based Examination Cohort with That of the Standard Paper-Based Examination Cohort
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Mathematics Education Research Group of Australasia, Zoanetti, Nathan, Les, Magdalena, and Leigh-Lancaster, David
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From 2011-2013 the VCAA conducted a trial aligning the use of computers in curriculum, pedagogy and assessment culminating in a group of 62 volunteer students sitting their end of Year 12 technology-active Mathematical Methods (CAS) Examination 2 as a computer-based examination. This paper reports on statistical modelling undertaken to compare the distribution of results for this group with the standard cohort, and any differences in student response between the two groups at the item level.
- Published
- 2014
18. 'They Look Like Paper': Refugee Students Experiencing and Constructing 'the Social' at a Queensland High School
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Smith, Casey and Halbert, Kelsey
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Educational institutions in Australia face complex challenges in providing inclusive learning experiences for a growing number of North African refugee students. This paper explores the school experiences of five North African refugee students who volunteered to participate in semi-structured interviews in 2012. A qualitative intrinsic case study approach was employed to investigate participant experiences with their Australian peers. This included peer influence on defining social norms and the articulation of race, religion and social differences. Foucault's theories of discourse, the subject, disciplinary practices and normalisation, have been utilised as tools to drive the exploration of students' experiences. Participants encountered 'difference' in the Australian schooling context that affected their ability to connect to the social discourse and the disciplinary systems of school. Participants indicated that their knowledge of themselves, and others, had developed from a point of 'difference' and isolation, to ways of 'seeing' the characteristics of the 'Australian' student and the diversity within their 'white' peers and teachers. Exploring this discursive negotiation illuminates the taken-for-granted ways these students come to know the role of student, friend and school in facilitating membership and belonging.
- Published
- 2013
19. The Move to a System of Flexible Delivery Mode (Online v Paper) Unit of Study Student Evaluations at Flinders University. Management Issues and the Study of Initial Changes in Survey Volume, Response Rate and Response Level
- Author
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Bennett, Talitha and De Bellis, David
- Abstract
Like the vast majority of Australian universities, Flinders University (Flinders) collects feedback from students on the quality of teaching and learning through unit of study (topic) or classroom evaluations. Prior to 2009, survey instruments at Flinders were delivered via paper mode and in person to students in the classroom. In a drive for an improvement to administrative efficiency, the adoption of a new system in 2009 created the option of two modes of delivery. Instruments can now be delivered via either paper mode in class, identical in most aspects to the previous system, or online mode, where students fill out the survey instrument, typically outside of class, using the World Wide Web. The choice of delivery mode is at the discretion of the academic. Students have no choice; they receive the survey either via paper or online. This article examines a number of aspects of this change in process at Flinders. Some general aspects of managing the implementation of the new process are discussed. Take-up rates of paper mode versus online mode show that the overwhelming majority of surveys were conducted online in 2009. A dramatic increase in the volume of surveying was noted. Response rates fell by approximately 20% overall and some evidence of a change in the level of response was apparent (cause unknown). Findings at the institution and faculty level are presented where applicable. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, "Turning water into wine: Institutional Research as an essential ingredient in strategic decision making for tertiary education" held in Adelaide, 11-13 November 2009.]
- Published
- 2010
20. Dustman, Milliner and Watchcase Maker: Skilling Australia. Conference Paper
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National Centre for Vocational Education Research and Beddie, Francesca
- Abstract
This paper was presented at the Professional Historians Association (NSW) Islands of History conference held on Norfolk Island in July 2010. It argues that the reliance on overseas workers to address skills shortages has been present ever since the first white settlement of Australia, which has, in turn, shaped attitudes to the governance of vocational education, in particular the notion of an industry-led system. The paper then suggests some areas for primary historical research. (Contains 4 footnotes.)
- Published
- 2010
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