Search

The relationship between obstetrician attitudes and patient outcomes from intrapartum care was examined. Obstetrician attitudes were assessed utilizing a newly-designed pilot 35-item obstetrician attitude questionnaire (OAQ). Twelve obstetricians completed the OAQ, who provided intra-partum care to 4,149 women. Outcome measures included delivery mode and intrapartum asphyxia. Analysis was carried out using logistic regression. A number of OAQ items were significantly associated with outcome. The significance of some of these items may be explained by past clinical experience and attitudes toward certain aspects of clinical care including acceptable intervention rates and risk of patient harm associated with certain procedures. However, the importance of other attitudes was less predictable including an increased incidence of normal delivery associated with a stronger belief in the art of clinical practice (not the evidence-based nature of practice), openness to considering the wishes of the woman in labour was associated with less neonatal asphyxia, and attitudes toward the impact of sleep deprivation on decision making were associated with intervention rates. In conclusion, obstetrician attitudes appear to have a significant impact on maternal and neonatal outcomes from intrapartum care. Clinical and theoretical implications of the findings are discussed, and further development of the OAQ is recommended. (Contains 1 table.)

This paper draws on 159 survey responses of fourth year Education students as they embark on a research project based in their internship school. The project explores predisposition to research and the level of preparedness to undertake a research project. The students who met most frequently with their supervisor and showed higher research self-efficacy were also most likely to want to undertake postgraduate study and reacted positively to good personal support and a feeling of belonging to a research "community". Many felt they were "unconnected" to a learning community, and specifically to their supervisor. They were generally positive about their ability to do the tasks, such as finding and writing up literature, even though they were concerned about managing the overall commitment. Despite this they were optimistic about completion. Only 5% were sure they would undertake postgraduate study in the future, and 65% were sure they would not do so. In an environment where there is commitment to promoting research skills consistent with the needs of a knowledge society and drawing on evidence to inform practice, the findings not only raise the question of how best to support and give meaning to early research endeavours of pre-service teachers, but also highlights the challenge of achieving this against a high level of disinterest in further tertiary study. (Contains 7 tables, 2 figures, and 1 note.)

This paper focuses on doctoral assessment as an area that has been relatively neglected in higher education research. It then describes and justifies a mixed-method approach to the study of PhD examination processes and outcomes in Australia. The design is reported of a study including candidate and candidature information for approximately 800 PhD students across all discipline areas at eight Australian universities, some examiner information, and the 2100 examiner reports on their theses. Examination process, outcome and discourse are discussed in relation to the study design and a number of research questions to be investigated. The sampling method and data collection are described. A particular focus of this paper is how the categories were developed, tested and refined for coding the texts of the examiner reports. The overall aims of the study are to contribute new knowledge about doctoral study and provide a firm empirical foundation for enhancing research performance. (Contains 2 figures.)

This paper outlines the procedures used in the textual analysis of examiner reports for 101 PhD candidates across disciplines in one Australian University. The method involves the use of QSR software. Three levels of findings are outlined. The first level is the coding categories that emerged out of reading the report text. There are five broad categories of codes that capture: the structure of the reports, the ways in which examiners communicate, the subject matter of the thesis, the characteristics of examiners' evaluative comment and their comments on their role and the examination process. The second level of findings concerns the frequency of different categories of comment and the prevalence of comment on the analysis and interpretation of the candidate's results. The third extends beyond the individual categories to what we can learn about the utilization of the report. One key finding is that the examiners took on specific roles: mentor-colleague, supervisor-instructor and assessor-arbiter. It was also found that the examiner tends to "enter the examination" at a point beyond the proposal, that is they comment primarily on elements that they feel they can influence, and this influence was evident in the preponderance of the formative instruction provided. (Contains 3 tables.)

A national cohort of doctoral students (n = 1390) completed a suite of metacognitive questionnaires indicating management of affective, intellectual and contingency demands in learning. Responses to the questionnaires were analysed for evidence of individual differences in reported metacognitive behaviours. Three patterns of metacognitive response to doctoral learning were identified through cluster analysis: Constructive Engagement, Struggling to Engage and Disengaged. Central to these clusters was the quality of each student's underlying epistemic framework, and the appropriateness of that framework for doctoral study. Cluster membership was broadly independent of demographic and candidate factors. It is concluded that interventions (supervisory or institutional) need to focus on more than technical aspects of candidacy, and give explicit support to underlying epistemic growth.

In recent years, there have been increasing calls for an overall transformation of the nature of engineering Ph.D. programs and the way theses are assessed. There exists a need to understand the examination process to ensure the best quality outcome for candidates in engineering. The work we present in this paper uses data collected between 2003 and 2010 for a total of 1,220 Australian Ph.D. theses by analysing examiner reports. Our analysis indicates that Ph.D. theses in engineering, N?=?106, differ considerably from those in other fields in areas such as gender of candidates and examiners and the examiners' geographical location. We also found that assessment areas such as "significance and contribution of the thesis," "publications arising from the thesis," "breadth, depth and recency of the literature review" and "communication and editorial correctness" are areas in which the proportion of text of engineering examiners' comments differs significantly from other fields.

As we were aware of the confusing and wide-ranging disciplinary and individual positions on the importance of theory in research, this study sought to determine how thesis examiners emphasised theory in their reports in order to inform candidate learning. While references to theory were not prominent in reports, examiner comment coalesced into six categories indicative of "accuracy and completeness", "grasp", "alignment", "coherence and consistency", "treatment of findings and discussion", and "dimensions of contribution". It was evident in summative comments that most examiners expected to find accuracy and grasp in a thesis. Grasp universally inspired confidence. The findings indicate positive recognition of a spectrum of sophistication in treatment of theory irrespective of discipline. Specific comment capturing a fusion of most or all the categories in one thesis was rare and always positive. Based on these categories, the paper provides clarity in what candidates need to attend to with respect to theory.

The paper draws on a series of Australian Research Council (ARC) projects aimed at understanding better the process of doctoral examination. The early phase focussed on the Australian doctorate, which functions without a Viva, while the later phase was concerned with comparing the earlier findings with analysis of the United Kingdom (UK) and New Zealand (NZ) systems that include a Viva. Results showed some strengths and weaknesses of both systems and so the paper explores the desirability of drawing on the strengths of both examination models to minimize the weaknesses against a backdrop of escalating pressures on universities.

In practice and process PhD examination is distinctive, reflecting the high expectations of students whose learning has been directed to their becoming researchers. This article builds on previous research on the examination of Australian theses that revealed that examiners in Science (n?=?542) and Education (n?=?241) provide a substantial proportion of formative comment in their reports, much of which is constructed in a way that anticipates reflective engagement by the student. Detailed examination of the formative text identified nine categories of comment directed at three collective groupings of weaknesses or flaws related to less favourable recommendation. The flaws are related to "fundamentals", "project" and "argument". There were discipline differences, including significantly more comment in Science, indicating that the candidate should attend further to the data and analysis in their project and the fundamentals of presentation. In Education there was more emphasis on improving argument.

During this past decade the level of interest in building research capacity has intensified in Australia and internationally, with a particular emphasis on the development of postgraduate research students, but also extending to undergraduate research experience. This study investigated the student experience across a diverse range of fourth-year undergraduate research programs in one Australian university, and explored how this prepared students for further research study. A construct of "research preparedness" was developed from several factors, including research self-efficacy, motivation, research environment and orientation towards research. Overall, students were motivated to complete their research, and were confident in their ability to carry out the tasks involved in the research process regardless of the program they were undertaking. On the whole, students enrolled in a one-year research program had the strongest intent to continue on to further research studies, and were more likely to show evidence of research preparedness. (Contains 13 tables and 2 figures.)

Understanding how candidates cope with the demands of PhD candidature is important for institutions, supervisors and candidates. Individual differences in affective and metacognitive disposition were explored in 263 PhD candidates from two Australian universities. Several questionnaires relating to affective and metacognitive beliefs were completed and analysed using one-factor congeneric modelling. A total of 20 scale scores were entered into a two-step cluster analysis which identified two distinct individual profiles relating to both affective and metacognitive management by the PhD candidates. A Principal Component factor analysis of the scales was then used to identify an underlying three-factor dimensionality of doctoral metacognition. The significance of these findings for the supervision and management of candidature is emphasised. (Contains 2 figures and 5 tables.)

Concerns regarding the nomenclature of university administration in Australia and the UK have featured in the higher education literature for over a decade. In response, a significant nomenclature shift is occurring, with Australian universities replacing the term "General Staff" to describe all administrative and technical staff, in favour of "Professional Staff". Following nomenclature trends in the UK, this change has been in gestation for some time having been championed by individuals, groups, professional associations and more recently a national staff union. This paper presents the findings of a doctoral study regarding the nomenclature preferences of 194 Australian university research support staff. It provides insight into the motivations behind the nomenclature shift, with an emphasis on the dissatisfaction expressed for the term "Non-Academic Staff". Drawing on these findings, this paper suggests an aspirational framework for university professional staff in the form of a "nomenclature ladder" for sector-wide application. (Contains 1 table.)

Physician cognition, metacognition and affect may have an impact upon the quality of clinical reasoning. The purpose of this study was to examine the relationship between measures of physician metacognition and affect and patient outcomes in obstetric practice. Reflective coping (RC), proactive coping, need for cognition (NFC), tolerance for ambiguity, state-trait anxiety and metacognitive awareness were assessed for obstetricians (n = 12) who provided intra-partum care to 4,149 women. Outcome measures included delivery mode and intrapartum asphyxia. Analysis was carried out using logistic regression and tree-based classification. Obstetricians with high RC scores were more likely to perform a caesarean section (OR 1.59, p less than 0.0001), less likely undertake a mid-forceps or low forceps delivery (OR 0.41, p less than 0.0001; OR 0.49, p less than 0.0001), and more likely to supervise a spontaneous vaginal delivery (OR 1.17, p = 0.08). Obstetricians with high NFC scores were more likely to perform a caesarean section (OR 1.53, p = 0.03), more likely to undertake a vacuum delivery (OR 5.8, p = 0.001), less likely undertake a mid-forceps delivery (OR 0.45, p = 0.02) and less likely to supervise a spontaneous vaginal delivery (OR 0.47, p less than 0.0001). Obstetricians high in trait anxiety were more likely to perform a mid forceps delivery (OR 2.49, p = 0.01) or a vacuum delivery (OR 5.08, p = 0.003), and less likely to supervise a spontaneous vaginal delivery (OR 0.38, p less than 0.0001). NFC was negatively associated (OR 0.10, p less than 0.001) and trait anxiety was positively associated with intrapartum asphyxia (p less than 0.05, rho = 0.582). In summary, physician cognitive processes and affect have a significant impact on patient outcomes, particularly in situations where there is a higher level of clinical unpredictability.

This paper describes an investigation of the interaction between teaching method and school locality in aligning student environmental beliefs, attitudes and intentions. Data for this study were collected from 236 adolescent upper secondary school students and chemistry teachers in Indonesia who were completing environmental topics from the local science curriculum. Analysis of surveys and interviews revealed a complex relationship between the beliefs, attitudes, and intentions exhibited by students and the location of the schools they attended. More active learning approaches seemed to promote cohesion between beliefs, attitudes and intentions, with participation in community issues having a greater impact on student ecological affinity than field research projects. The results of the study are discussed with regard to the concept of environmental citizenship whereby participating in local environmental issues can enhance strategies to create democratic and responsible citizens. (Contains 1 table and 3 figures.)

The decline in engineering degree enrolments in many western nations poses a range of challenges that are easy to identify but difficult to address. There have been at least 30 major reports on the issue of engineering enrolments in universities and a great many more on an allied issue, enrolments and achievement in science and maths areas at a secondary school level. Typically such reports are funded through government or private agencies at local, regional and national level, and their authors obtain access to significant numbers of respondents, and secondary data sources; however, because of their size and scope the reports are rarely synthesised. Indeed, their lack of influence is often noted and deplored. This study undertakes the task of drawing together reports directed specifically at engineering enrolments to identify the main influences that result in enrolments or work against enrolments. The influences identified fall into four strands and can be seen to form the basis of a complex structure; understanding of the structure has the potential to enhance future research in this critically important area. (Contains 1 note and 2 tables.)

This is a mixed methods investigation of consistency in PhD examination. At its core is the quantification of the content and conceptual analysis of examiner reports for 804 Australian theses. First, the level of consistency between what examiners say in their reports and the recommendation they provide for a thesis is explored, followed by an examination of the degree of discrepancy between examiner recommendations and university committee decisions on the theses. Two groups of discrepant recommendations are identified and analysed in depth. Finally the main sources of inconsistency are identified. It was found that the comments of a small minority of examiners were inconsistent with each other or with the committee decision in a significant way. Much more commonly the texts of examiner reports were highly consistent and were closely reflected in the final committee decision. (Contains 3 tables.)

Background: Over the past 20 years, a number of researchers have expressed concern over the lack of confidence and qualifications of primary school teachers to teach PE. Evidently, the influence of personal school PE experiences may play an important role in the development of teachers' confidence to appropriately teach PE. Most research that has examined the effects of biographical experiences in PE on teachers' confidence to teach PE has focused on specialists, rather than non-specialist PE teachers. Purpose: Two major aims of this study were: (i) to examine the nature of personal school experiences of non-specialist preservice and inservice primary teachers and, importantly, the influence of these experiences on their PE teaching confidence; and (ii) to analyse the reasons provided by teachers to explain their level of PE teaching confidence. No studies to date have attempted to test a theoretical causal model of this nature using PE teaching confidence as the key dependent variable and personal school experiences in PE as mediating variables. Participants and setting: Quantitative data were collected from non-specialist preservice teachers in Years 2, 3 and 4 of preservice education (n = 386) and inservice (n = 53) primary teachers in New South Wales (NSW), Australia. The student teacher sample consisted of students studying a double degree majoring in primary education in the second (n = 143), third (n = 127), or fourth year (n = 116) of their higher education at a NSW tertiary institution. Inservice teachers were randomly selected from NSW primary schools from both the state school system and non-state school system. In total, 53 inservice teachers were included from 37 different schools. Research design: Employed a non-experimental correlational research design with "Confidence Teaching PE" as the key dependent variable. Data collection: Largely quantitative data were collected via the administration of a questionnaire which utilised both select-response and open-ended questions. Data analysis: One-factor congeneric measurement models were utilised in this study to produce estimates of constructs for primary and secondary school PE experiences and commitment to sport and physical activity. Self-perceived levels of confidence were also assessed in the teaching of 10 PE content areas. Hypothesised relationships between key variables were tested using multilevel structural equation modelling techniques. Findings: Many respondents' PE experiences included programs that lacked variety and frequency of delivery, were dominated by involvement in "supervised" games and involved little teaching and learning. Individuals who recalled more negative experiences in school PE were less likely to be involved in physical activity and indicated lower levels of PE teaching confidence than those who had more favourable experiences. Respondents held only a "moderate" level of confidence in their PE teaching abilities. Results indicated that the quality of an individual's school PE experiences directly predicted his or her confidence to teach PE (variance explained = 30%). It was apparent that many of the reasons provided for a lack of confidence were based on memories of poor quality school PE. Conclusions/Recommendations: To prevent the perpetuation of a non-teaching ideology or the decision by many teachers to avoid teaching PE, teacher educators must look to incorporate biographical analysis (including reflection sessions, group work, values clarification activities, portfolios) and opportunities for PE teaching as part of preservice courses. Teacher educators may need to make students become dissatisfied and disgruntled with perpetuating their previous negative or non-teaching experiences, providing them with more appropriate conceptions. Teacher educators may use this information to design more relevant courses incorporating meaningful learning experiences. Strategies employed at the tertiary level, such as increased opportunities to improve mastery expectations, should be complemented with relevant and purposeful professional development for all classroom teachers. (Contains 4 tables and 1 figure.)

The article draws on findings from the "PhD Examination Project" at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's "Ways of Knowing" theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime.

The review of literature, so central to scholarly work and disciplined inquiry, is expected of the Ph.D. student, but how far along the road are they expected to travel? This article investigates the expectations of "the literature" in research and scholarship at Ph.D. level from the examiner and assessment perspective. The analysis draws on the examiner report data for 501 candidates (1310 reports) across five Australian universities. On average about one-tenth of an examiner report is devoted to the literature and examiners provide detail about coverage, types of errors and the nature of use of the literature. It was the latter type of comment about coherent and substantive use of the literature that provided the most information about "expectation". Examiners identified "working understanding", "critical appraisal" of the body of literature, "connection of the literature to findings", and "disciplinary perspective" as key indicators of performance in the candidate's use of the literature. While examiners appeared to anticipate that all these elements should be present in scholarly work (and identified them in the best theses), they were prepared to accept less for a barely passable thesis, but pressed for at least some demonstration of critical appraisal. (Contains 6 tables and 1 figure.)

The late 20th Century saw the rapid rise of quality assurance and effectiveness measures in most industries and organisations. These trends were very much reflected in education at all levels. An associated emergent trend in primary and secondary education in Australia was growth in the use of standardised measures of student achievement that increasingly served (and continue to serve) as a major source of data in judging school effectiveness. While cognitive measures are important outcomes of schooling, it is reasonable to argue that interpretations of quality and effectiveness that do not include affective measures are too narrow. In particular, these criteria sacrifice what may be regarded as more complex and aesthetic measures of quality and effectiveness, such as student perceptions of aspects of their life at school. This paper has developmental, theoretical, and philosophical dimensions. The developmental dimension is based on a definition and articulation of a potential future of education advocating a re-aligning of academic and affective student outcomes. Affective measures are identified as important components of school effectiveness and quality assurance as well as the associated implementation of school reform and school improvement to enhance these measures. The theoretical dimension relates to definitions, clarifications, and links between school effectiveness, effective schools, school improvement, school reform, quality education, quality schools, and quality of life. The philosophical dimension aims to ensure high student quality of life, an enhanced mentoring role for educators, and a focus on children's future, health, equity, and access issues. (Contains 1 figure.)

An instrument was developed to assess needs of students with disabilities in regular classes and was used as the basis for providing funding support for 12,375 students. The three domains of the instrument, physical needs, learning needs, and social needs, had good construct and face validities and high score reliabilities. (Contains 10 references.) (Author/CR)

Analysis of three years of student records revealed a marginal disadvantage in academic performance for students entering the University of Newcastle via three different non-traditional enabling programs (findings differed by program), but a positive effect on academic performance of mature age on entry. (EV)

Studied the interrelationships among characteristics of undergraduate students and the characteristics that predicted achievement in samples of 71 mature-age students entering from an enabling program and 61 younger students entering from high school. Results add to the literature on links between psychological characteristics and academic achievement and show that these mature-age students are coping at least as well as their younger counterparts. (SLD)

This is a mixed methods investigation of consistency in PhD examination. At its core is the quantification of the content and conceptual analysis of examiner reports for 804 Australian theses. [...]

The mathematics lesson of 63 Year 5 Australian teachers were observed over a term. A casual model linking student, school, and teacher background information, class size, teaching practices, and mean class mathematics achievement was developed for testing the relationship between class size, teaching practices, and student achievement. (Author/JAZ)

Individuals, randomly selected from important but diverse community and school groups, rated the tasks tested and the items used in the Mathematical Tests of the Australian Studies in School Performance. For tasks at the basic numeracy level, disagreement was generally insignificant. (Author/SJL)

Reports results of literacy tests of 5,500 10-year-old and 5,100 14-year-old students throughout Australia in 1980. Compares these results with those of testing in 1975, pointing out that in reading, overall results were almost identical, while in writing some tasks showed improvement. (JM)