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Assessment is a key driver for engagement and a widely criticised aspect of the tertiary student experience. In regard to assessment, in particular, feedback, rubrics and peer review have been major focuses for researchers in recent years. This research utilised an innovative peer review process in a triad structure to evaluate and improve assessment rubrics in a business course at a regional university in Australia. Data from interviews with academics and students was analysed using a recognised 10 question framework to evaluate the quality of the rubrics used in the course. The results indicated the 10 question framework was a useful tool to evaluate the quality of the rubrics. In addition, the process of peer review of assessment artefacts, in a triad structure improved assessment literacies of the participating academics, improved accountability evidence, and led to greater staff and student satisfaction due to improved assessment experiences. This research contributes to new knowledge due to its focuses on assessment rubrics, the efficacy of the 10 question framework as a reviewing mechanism and the use of academic triads to review assessment and not teaching performance.

In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented. (Contains 2 tables.)

This paper presents the findings of an exploratory case study that investigated factors affecting the retention and progression of postgraduate business students at a major Australian distance education university. The majority of prior research addressing student retention focuses on undergraduate on-campus students, while this research investigated the postgraduate distance education context. The findings of this research indicate that a range of factors, in many cases different to those identified in the student retention literature, impact upon retention and progression in this context. This paper concludes with implications for distance education providers and recommendations for further research. (Contains 2 tables and 1 figure.)

Rapid advances in educational and information communications technology (ICT) have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed. (Contains 1 figure.)

Consumers are increasingly relying on quality assurance indicators when purchasing agriproducts like fish, where they lack the confidence and ability to judge quality. Any industry quality scheme should start with an understanding of the product attributes consumers value. This paper explores Australian consumers' perceptions of quality in relation to fish in general and barramundi specifically, using data from a national online survey of 2,061 consumers. Analysis of two open-ended questions and a perceptual mapping exercise indicate consumers value both intrinsic attributes such as freshness, color and smell, and extrinsic attributes such as origin and price. These results present the Australian barramundi industry with a starting point to develop a consumer-based quality framework and ensure consistent quality as valued by consumers. [ABSTRACT FROM AUTHOR]

Current seaweed consumption and attitudes and preferences toward seaweed food products in a Western society are investigated to inform the seaweed industry regarding product development and marketing strategies. A national survey of 521 Australian consumers was conducted. About 75% of respondents had eaten seaweed; however, only 37% had consumed seaweed regularly over the past 12 months. Key drivers include health and nutritional benefits, taste, being natural, safe, and fresh. Critical barriers are lack of knowledge and familiarity, and the perception that seaweed is expensive. Females and younger, health-conscious consumers with higher household incomes and levels of education, who are more adventurous with food (neophilic), and who tend to snack and assign symbolic value to food are more likely to consume seaweed. Recommendations for the emerging seaweed industry in terms of target markets and relevant marketing strategies are presented and areas of further research proposed. [ABSTRACT FROM AUTHOR]

Australian consumers hold very favorable attitudes toward seafood, with key drivers to consumption being taste, convenience, diet variety, and health benefits. Nevertheless, despite these positive attitudes, seafood consumption remains below many other countries. In this article, we investigate the influence of habit including regular childhood consumption, familiarity with seafood, and attitudes toward seafood on seafood consumption and consumption occasions. Habit and lack of familiarity with seafood were found to lead to lower levels of seafood consumption, whereas positive attitudes toward seafood were associated with more regular seafood consumption. People who consumed seafood on a regular basis as a child were more likely to be more familiar with seafood and be in the habit of consuming seafood in adulthood. Patterns of childhood consumption occasions were found to be associated with adult consumption occasions. Based on these findings, we discuss possible strategies and behavioral interventions for further investigation, which are grounded in habit theory and are aimed at changing seafood eating habits, increasing childhood consumption, and reducing the lack of familiarity with seafood. [ABSTRACT FROM AUTHOR]

In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented. [ABSTRACT FROM AUTHOR]

This paper presents the findings of an exploratory case study that investigated factors affecting the retention and progression of postgraduate business students at a major Australian distance education university. The majority of prior research addressing student retention focuses on undergraduate on-campus students, while this research investigated the postgraduate distance education context. The findings of this research indicate that a range of factors, in many cases different to those identified in the student retention literature, impact upon retention and progression in this context. This paper concludes with implications for distance education providers and recommendations for further research. [ABSTRACT FROM AUTHOR]