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Higher education has been positively linked with increased opportunity for women, including enhanced employability, increased migration, enriched cultural capital, and improved language skills. With the number of international students rising, understanding postdegree intentions is increasingly important for institutions, policy makers, and administrators. This qualitative study explored the postdegree intentions of female international undergraduate students at the Malaysian campus of an Australian university. In-depth interviews were conducted with students from a range of degree programs and data was studied using thematic analysis. Findings revealed that postdegree intentions were substantially influenced by other people and policies; a common aspiration was to balance career and family; postdegree intentions were not solely career-focused; and the students anticipated discrimination and inequality but were determined to successfully navigate these.

This article demonstrates the potential of using ethnotaxonomy and nomenclature to assess the vitality status of indigenous languages and traditional knowledge at the ecosystem level. We collaborated with the Vaie people of Sarawak, Malaysia, applying a mixed methodology approach that relies on free-listing to a large extent. We applied the Traditional Knowledge and Language Vitality (TraLaVi) index to assess traditional knowledge and language vitality against five major parameters, specifically: language priority, retrieval of information, knowledge erosion, lexical recognition, and social support for exchange of traditional knowledge. The results show that with a TraLaVi score of 0.84, the Vaie language can be considered “safe”. Individuals practicing the traditional occupation of fishing fared better (mean=0.90) than those of the non-fishermen group (mean=0.77). However, when the language vitality was assessed using the Language Vitality and Endangerment assessment tool of UNESCO, the results indicate that the Vaie language could potentially be in the “unsafe” zone, highlighting the differences between the ecosystem based approach of TraLaVi and the macro-approach of UNESCO. However, these approaches can be applied in a complementary manner to generate a more accurate portrayal of the language vitality scenario.

© 2017, © The Author(s) 2017. Background: A better understanding is needed about how people make decisions about help seeking. Materials: Focus group and individual interviews with patients, carers, healthcare staff, religious authorities, traditional healers and community members. Discussion: Four stages of help seeking were identified: (1) noticing symptoms and initial labelling, (2) collective decision-making, (3) spiritual diagnoses and treatment and (4) psychiatric diagnosis and treatment. Conclusion: Spiritual diagnoses have the advantage of being less stigmatising, giving meaning to symp toms, and were seen to offer hope of cure rather than just symptom control. Patients and carers need help to integrate different explanatory models into a meaningful whole.

This article demonstrates the potential of using ethnotaxonomy and nomenclature to assess the vitality status of indigenous languages and traditional knowledge at the ecosystem level. We collaborated with the Vaie people of Sarawak, Malaysia, applying a mixed methodology approach that relies on free-listing to a large extent. We applied the Traditional Knowledge and Language Vitality (TraLaVi) index to assess traditional knowledge and language vitality against five major parameters, specifically: language priority, retrieval of information, knowledge erosion, lexical recognition, and social support for exchange of traditional knowledge. The results show that with a TraLaVi score of 0.84, the Vaie language can be considered “safe”. Individuals practicing the traditional occupation of fishing fared better (mean=0.90) than those of the non-fishermen group (mean=0.77). However, when the language vitality was assessed using the Language Vitality and Endangerment assessment tool of UNESCO, the results indicate that the Vaie language could potentially be in the “unsafe” zone, highlighting the differences between the ecosystem based approach of the TraLaVi and the macro-approach of UNESCO. However, these approaches can be applied in a complementary manner to generate a more accurate portrayal of the language vitality scenario.

L2 researchers have debated the significance of the lexicon in addition to the relevance of acquiring syntax, in the learning of an L2. (Huckin et.al, 1993; Haastrup, 1991) and other researchers in the field of SLA recognize the fact that learners’ knowledge of words from context assists them in the comprehension of unfamiliar words that they encounter in their reading materials. Academic reading materials tend to be cognitively demanding and often require language in which contextual cues for meaning are reduced. Research in lexical acquisition has gained significant grounds lately, comparable to that of studies in the acquisition of syntax, which have played a prominent role in SLA.

© 2017, IGI Global.This chapter presents a research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting. The study was an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and of whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, including factors such as lexical representation; theoretical constructs in reading comprehension; vocabulary processing in tertiary L2 learners; and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The association of components of this research exercise to research paradigms is discussed.

Contemporary literature related to academic writing for EAP in tertiary students points to notable deficiencies in the writing standards of tertiary students, far from levels required for successful study at university. Research indicates that students who have access to specialised English language instruction may develop successful strategies for discipline specific writing (Arkoudis & Doughney, 2014). This paper examines existing literature on EAP instructional methods, and tertiary students’ attitudes towards writing for academic purposes, and attempts to identify successful strategies and attitudes that address EAP writing deficits. A qualitative inquiry premised in interpretive-hermeneutics was applied to complete a meta-analysis of relevant studies in EAP for tertiary students. The paper draws upon thematic analysis of studies conducted in the area to identify emerging patterns and concepts regarding tertiary students’ EAP proficiency. The main findings suggest the following pertinent points: 1) the importance of raising self-awareness of EAP proficiency among tertiary students, 2) efficient specialised instructional methods or pedagogies, and 3) institutional policies for provision of learning support. EAP writing readiness among tertiary students may be facilitated with the development of an efficient framework in the areas of specialised instruction, strategies for self-awareness of EAP proficiency levels, and good institutional policies for learning support.

Increasingly universities in developed countries are engaging in transnational education. Responsibilities and opportunities to exercise management and leadership in the provision of transnational education depend on the organisational model adopted and whether the academics involved are on home or international campuses. Models range from neo-colonial control to transnational partnerships. In the Australian Office for Learning and Teaching study that informs this paper good practice in allocation and exercise of management and leadership responsibilities was identified and recommendations developed. A balance was struck between quality assurance obligations of the home institution, which imply a high level of home-based control, and the value of a degree of local control to the commitment of local academics involved, to their career opportunities, and to the educational experiences of their students.

This study investigates patterns of second language (L2) learners’ vocabulary acquisition of English in pedagogical contexts, and develops a vocabulary acquisition model, specifically a pre-receptive to productive vocabulary (PR-PV) model which analyses the patterns of inferencing strategies, the role of context on the strategies, and the influence of teaching explicit strategies on vocabulary development. Research in the area of vocabulary development is unclear on the interrelationships among various aspects of lexical competence, learning, and production processes in second language lexical acquisition. Models of vocabulary acquisition in English as a second language are scarce and the lack often prompts L2 researchers to draw from first language vocabulary study models to correlate vocabulary developmental patterns. Research is also uncertain about how L2 learners respond to reading texts however, it is quite clear that the receptive vocabulary of L2 learners is larger than productive vocabulary.The study employed a mixed-method research approach and the findings suggest that both content and context play significant roles in the extent to which L2 learners interactefficiently with reading texts. The findings from the study may have pedagogical andtheoretical implications for curriculum developers, instructors and policy makers in second language tertiary English learning contexts.

The paper reports on a study that focused on analysing vocabulary learning patterns in adult tertiary second language (L2) learners. Research in the area of vocabulary development is unclear regarding the interrelationships among various aspects of lexical competence, learning, and production processes in L2 lexical acquisition. Models of vocabulary acquisition in English as a second language (ESL) are scarce and the lack often prompts L2 researchers to draw from first language vocabulary study models to correlate vocabulary developmental patterns. A theoretical linguistic framework for vocabulary development in L2 learners was first established through a review of the relevant L2 acquisition theories, linguistic schema theories, cognitive-psychological theories, and sociolinguistic theories which allowed the researcher to acknowledge their relevance to inferencing strategies in L2 vocabulary development. The study attempted to categorise the patterns of vocabulary inferencing strategies employed by the L2 learner; understand the role of context on the strategies; and examine the influence of teaching explicit inferencing strategies. Ultimately, the purpose of the study was to establish an L2 vocabulary model to account for the development of pre-receptive (PR) to productive (PV) processes of vocabulary development. The study employed a mixed-method research design. Procedural data analysis from phase one supported the development of a theoretical model of vocabulary development in L2 learners. The findings from the study may have pedagogical and theoretical implications for curriculum developers, instructors and policy makers in L2 tertiary English learning contexts.

This paper reports from an ongoing study investigating students’ attitudes towards computer mediated audio feedback. There is adequate research evidence to support the notion that feedback affects student learning positively, yet students often express dissatisfaction on the timeliness and quality of feedback received on their academic assignments. Additionally surveys conducted at universities show that satisfaction with feedback is generally rated lower than other aspects of learning experiences (Tucker & Pegden, 2010). The study focuses on understanding students’ perceptions towards computer mediated audio feedback on assignments using Audacity software that allows lecturers to provide automated personalised audio feedback to students on their written assignments through electronic audio files. Literature on studies conducted to examine how students view audio feedback or use them effectively for advancing learning is scarce. In this project ‘effective feedback’ refers to information provided to students regarding their performance in assignments or assessments that are detailed and specific, and focuses on improving their learning.The paper reports on experiences from three units that employed the use of audacity in the feedback provided to students on assignments. Initial reports from a unit reported some adjustment challenges in student acceptance of the feedback format which decreased progressively over the 12 week semester. However, it was observed that the quality of students’ submission improved as the semester progressed. This could be attributed to feedback regarding past assessments being provided in a timely and concise manner, as each student received personalized feedback. Students demonstrated a clearer understanding of the learning outcomes and criteria for the assessments. In another unit, students responded positively to the use of audio feedback stating that it was value adding to their learning. It was also perceived that the notion of audio fe

The lexical approach towards second language (L2) teaching focuses on developing learners’ proficiency with lexis, or words and word combinations. Language teachers and researchers are cognizant of the significant role of vocabulary in different pedagogical tasks and of the fact that mastery of vocabulary is an essential component of L2 learning (Mohseni-Far, 2008). An important aspect of L2 vocabulary learning is the capacity to comprehend and produce lexical phrases. This explorative study investigated the role of (Automated Response System) ARS-keepad technology as a pedagogical tool in the second language classroom for L2 vocabulary recognition tasks, and examined whether the technology could be used to utilize a higher level of interaction in the classroom and permit vocabulary comprehension to be assessed in real-time. Studies by cognitive scientist, Pinker (2000) assert that principles of language acquisition can be compared to a branch of theoretical computer science called Learnability Theory, which acknowledges the role of environment in language learning. This premise posits that an interactive instructional environment could play an important role in language learning including vocabulary development. A social learning theory such as the Constructivist theory is also explored in the study to explore whether ARS-keepad technology can promote a higher level of interaction among learners.Initial results from the study illustrate that the knowledge gains, through the use of ARS-keepad technology came firstly from the almost instantaneous feedback from learners to the instructor that facilitated development of relevant vocabulary learning tasks. It further assisted measurement of comprehension through well-designed questions, and by getting each learner to respond. The use of emerging technologies like ARS- keepad in the classroom allows for veering away from traditional teaching paths and learning practices and encourages a more integrated and participative

Australian universities, like others in the education export market, face the imperative of global engagement. One means adopted is transnational education (TNE), defined here as an arrangement for provision of higher education where students acquire an award in one country, which has been issued by a higher education institution based in another country. As an Australia award it must meet Australian standards, including the Tertiary Education Quality and Standards Agency (TEQSA) requirements. At the same time transnational partners must meet local realities. These include national regulatory requirements, including requirements for self-accrediting institutions, and local professional body requirements. There are also educational and staffing reasons for adapting to local needs. In this paper we look at a range of models for balancing home institution and offshore partner interests in the offering of TNE. We examine how these sit with the TEQSA requirement that the higher education provider has effective mechanisms to manage and quality assure all aspects of the arrangement to ensure student learning outcomes ‘equivalent to’ those when a course of study is delivered by the higher education provider. The paper is informed by an Australian Office of Learning and Teaching project Learning without borders that investigated approaches to TNE, with particular reference to branch campuses, categorised models, and explored consequences for staff in leadership position in home and offshore locations, as well as consequences for the learning experiences of students offshore. The project recommended that, where institutions offer TNE programs through multiple providers or where programs or units are taught for the first time by a TNE provider, a high degree of home campus control may be appropriate. Where branch campuses have demonstrated capability and stability contextualisation of content, learning resources, learning and teaching activities, and assessment is recommended.

In transnational education the place – in both an organisational and a geographic sense – in which educational decisions are made impacts on the academics involved and on student learning. The subject of this paper is learning and accreditation that takes place outside a home university through offshore branch campuses. A case study of two Australian Universities with offshore campuses in Sarawak, Malaysia was undertaken. Policies and procedures were reviewed and an empirical study of the experiences of academics involved was conducted. The study focused on who makes decisions about curriculum content, learning and teaching activities, design and provision of educational resources, and the assessment of student work. Consequences of the organisational relationships for academics involved and for student learning are examined in this paper. On the basis of the study a high degree of local control is recommended, at least for units of study that have operated transnationally several times.

The establishment of higher educational hubs in Malaysia and Singapore has spurred the growth of transnational education (TNE) offerings in Asia, and attracted several Australian higher education providers to set up branch campuses in these countries. In Malaysia, TNE is seen as contributing to economic targets by helping to decrease the outflow of students and currency, and by attracting international students to Malaysian shores (British Council 2012). The provision of higher education through TNE raises issues somewhat distinct from those arising with local provision of higher education. These include the balance of local and foreign educational decision making and its implications for academic staff and for the learning experiences of students. This paper is informed by ‘Learning without Borders: Leadership in transnational education and internationalization of curriculum’, an Australian Office of Learning and Teaching (OLT) funded project undertaken at Curtin University and Swinburne University of Technology, involving Australian campuses and branch campuses. The project investigated staff experiences, expectations and preferences on TNE issues including career path opportunities, teaching and learning implications. The project focused particularly on the development of recognition and support for leadership roles in transnational education and on internationalization of curriculum. The paper highlights some of the TNE and internationalization measures that might enhance staff experiences and student learning.