an article by Shanthi Robertson (Institute for Culture and Society, Western Sydney University, Australia) published in Journal of Sociology Volume 55 Issue 2 (June 2019)
Abstract
Migrants are increasingly categorized with different ‘statuses’ – that is, classified, quantified, coded and placed into hierarchies that are politically and socially determined and have embodied and material effects.
However, scholarly critiques of status often remain focused on legal descriptors and dichotomous categories such as refugee/migrant or legal/illegal.
Drawing on multiple examples from media and scholarly literature on contemporary Australian migration, I seek to show how diverse and complex forms of migrant status are ‘made’ in relation to both voluntary and involuntary migrant mobilities – that is, how they are produced, contested and contestable across fluid legal, political, social and cultural lines.
In doing so, I argue that a critical sociological orientation towards ‘status-making’, rather than uncritical categorizing of migrants into ‘types’, may be conceptually useful in contexts of immigration complexity.
Showing posts with label Australia. Show all posts
Showing posts with label Australia. Show all posts
Wednesday, 5 June 2019
Monday, 19 March 2018
Employability: a contemporary review for higher education stakeholders
an article by Lynlea Small, Kate Shacklock and Teresa Marchant (Griffith University, Southport, Australia) published in Journal of Vocational Education & Training Volume 70 Issue 1 (March 2018)
Abstract
Higher education institutions are under pressure to produce employable graduates who are required to contribute to the sustainability of strong economic growth and development. As such, the onus is on the higher education sector to present graduates to the labour market who are both work ready and have attained employability.
This article contributes to the discussion surrounding the employability of graduates by:
Importantly, the article summarises the contemporary theoretical bases of employability in the one place. Recommendations are made regarding further research and the need for further theoretical contributions.
Abstract
Higher education institutions are under pressure to produce employable graduates who are required to contribute to the sustainability of strong economic growth and development. As such, the onus is on the higher education sector to present graduates to the labour market who are both work ready and have attained employability.
This article contributes to the discussion surrounding the employability of graduates by:
- enhancing understanding and discussing contemporary evidence and debate around employability;
- showing the genesis, influence and synthesis of the major models associated with employability;
- summarising the boundaries and barriers to graduate employment;
- and exploring the determinants of employability from the employer’s perspective.
Importantly, the article summarises the contemporary theoretical bases of employability in the one place. Recommendations are made regarding further research and the need for further theoretical contributions.
Thursday, 15 March 2018
Designing and delivering skills transferability and employment mobility: the challenges of a market-driven vocational education and training system
an article by Victor Gekara and Darryn Snell (RMIT University, Melbourne, Australia; Skills, Training and Industry Research Group (STIRG), Melbourne, Australia) published in Journal of Vocational Education & Training Volume 70 Issue 1 (2018)
Abstract
As job security declines and precarious employment arrangements become more prevalent, transferable skills have become vital for job seeking success. In recognition of this issue, many governments are seeking to redesign their training systems in ways that transferable skills become better emphasised.
This paper examines the challenges of developing transferable skills among a nation’s workforce and the tensions that can emerge between training design intentions and training delivery outcomes when training delivery is marketised.
Australia, where incremental training sector reforms have occurred since the late 1980s, serves as the context for this study.
While training design occurs through a tripartite process involving employer, government and union representatives, training delivery is now determined in an open, deregulated market environment. Our analysis reveals a complex underlying design with an in-built intention of developing widely transferable skills, yet there exists significant concern about the actual training outcomes.
We conclude that in an environment where VET delivery is user-choice driven with the aim of fulfilling specific employer skills needs the quality, depth and breadth of transferable skills are compromised.
Abstract
As job security declines and precarious employment arrangements become more prevalent, transferable skills have become vital for job seeking success. In recognition of this issue, many governments are seeking to redesign their training systems in ways that transferable skills become better emphasised.
This paper examines the challenges of developing transferable skills among a nation’s workforce and the tensions that can emerge between training design intentions and training delivery outcomes when training delivery is marketised.
Australia, where incremental training sector reforms have occurred since the late 1980s, serves as the context for this study.
While training design occurs through a tripartite process involving employer, government and union representatives, training delivery is now determined in an open, deregulated market environment. Our analysis reveals a complex underlying design with an in-built intention of developing widely transferable skills, yet there exists significant concern about the actual training outcomes.
We conclude that in an environment where VET delivery is user-choice driven with the aim of fulfilling specific employer skills needs the quality, depth and breadth of transferable skills are compromised.
Tuesday, 3 October 2017
Access to quality education for students with disabilities
an article by Luke Macaulay, Joanne Deppeler and Joseph Agbenyega (Monash University, Faculty of Education) published in Journal of Social Inclusion Volume 7 Issue 2 (2016)
Abstract
Conceptualising educational equity and academic achievement is a key task for inclusive education and the politics of inclusion. Recent Australian Government reports (2013-2016) on educational access and inclusion report low levels of educational access and attainment for students with disability.
This paper considers the place that Pierre Bourdieu’s critical social theory has in helping us to conceptualise access, equity, and inclusion, and argue that the concepts of habitus, capital, and field (Bourdieu, 1977) have a key role to play in this process. Utilising these concepts to draw closely on three recent Australian Government reports (2013-2016) on educational equity and inclusion, our analysis has identified three consistent themes across these reports which disadvantage students with disability.
These include cultural issues, economic capital, and the utility of education. These themes compound and culminate to highlight an issue of a lack of continuity across the field of education within Australia.
As a consequence, the value of capital and operation of habitus function inconsistently across the field, rendering the process of the acquisition of success as being inequitable. Consideration is given to the need for a careful rethinking of how the inclusive education concept, connected to politics, can be transformed to eradicate inequities and inconsistencies to the benefit of all.
Abstract
Conceptualising educational equity and academic achievement is a key task for inclusive education and the politics of inclusion. Recent Australian Government reports (2013-2016) on educational access and inclusion report low levels of educational access and attainment for students with disability.
This paper considers the place that Pierre Bourdieu’s critical social theory has in helping us to conceptualise access, equity, and inclusion, and argue that the concepts of habitus, capital, and field (Bourdieu, 1977) have a key role to play in this process. Utilising these concepts to draw closely on three recent Australian Government reports (2013-2016) on educational equity and inclusion, our analysis has identified three consistent themes across these reports which disadvantage students with disability.
These include cultural issues, economic capital, and the utility of education. These themes compound and culminate to highlight an issue of a lack of continuity across the field of education within Australia.
As a consequence, the value of capital and operation of habitus function inconsistently across the field, rendering the process of the acquisition of success as being inequitable. Consideration is given to the need for a careful rethinking of how the inclusive education concept, connected to politics, can be transformed to eradicate inequities and inconsistencies to the benefit of all.
Tuesday, 18 April 2017
Larrikin youth: can education cut crime?
CEP discussion paper (CEPDP1456) by Tony Beatton and Dipa Sarkar (Queensland University of Technology), Michael Kidd (RMIT University) and Stephen Machin (director of CEP) published in CentrePiece Volume 22 Number 1 (Spring 2017)
Abstract
This paper reports new evidence on the causal link between education and male youth crime using individual level state-wide administrative data for Queensland, Australia. Enactment of the Earning or Learning education reform of 2006, with a mandatory increase in minimum school leaving age, is used to identify a causal impact of schooling on male youth crime.
The richness of the matched (across agency) individual level panel data enables the analysis to shed significant light on the extent to which the causal impact reflects incapacitation, or whether more schooling acts to reduce crime after youths have left compulsory schooling.
The empirical analysis uncovers a significant incapacitation effect, as remaining in school for longer reduces crime whilst in school, but also a sizeable crime reducing impact of education for young men in their late teens and early twenties. We also carry out analysis by major crime type and differentiate between single and multiple offending behaviour.
Crime reduction effects are concentrated in property crime and single crime incidence, rather than altering the behaviour of the recalcitrant persistent offender.
JEL Classification: I2, K42
The article in CentrePiece summarises ‘Larrikin Youth: New Evidence on Crime and Schooling’ by Tony Beatton, Michael Kidd, Stephen Machin and Dipa Sarkar, CEP Discussion Paper No. 1456
Abstract
This paper reports new evidence on the causal link between education and male youth crime using individual level state-wide administrative data for Queensland, Australia. Enactment of the Earning or Learning education reform of 2006, with a mandatory increase in minimum school leaving age, is used to identify a causal impact of schooling on male youth crime.
The richness of the matched (across agency) individual level panel data enables the analysis to shed significant light on the extent to which the causal impact reflects incapacitation, or whether more schooling acts to reduce crime after youths have left compulsory schooling.
The empirical analysis uncovers a significant incapacitation effect, as remaining in school for longer reduces crime whilst in school, but also a sizeable crime reducing impact of education for young men in their late teens and early twenties. We also carry out analysis by major crime type and differentiate between single and multiple offending behaviour.
Crime reduction effects are concentrated in property crime and single crime incidence, rather than altering the behaviour of the recalcitrant persistent offender.
JEL Classification: I2, K42
The article in CentrePiece summarises ‘Larrikin Youth: New Evidence on Crime and Schooling’ by Tony Beatton, Michael Kidd, Stephen Machin and Dipa Sarkar, CEP Discussion Paper No. 1456
Friday, 7 April 2017
Does ethics need religion? Evaluating the importance of religiosity in consumer ethics
an article by Denni Arli (Griffith University, Nathan, Australia) published in Marketing Intelligence & Planning Volume 35 Issue 2 (2017)
Abstract
Purpose
The purpose of this paper is to investigate the importance of religiosity in consumer ethics. This objective will be achieved by investigating the impact of intrinsic and extrinsic religiosity on consumer ethics, and segmenting consumers’ religiosity and explore differences between each segment.
Design/methodology/approach
The surveys were distributed to undergraduate students, their friends and members of their immediate families, through a large public university in Australia. Of 700 paper questionnaires, participants returned 651. Incomplete surveys with too many missing values were removed from the sample. Of these, 517 were usable, yielding a response rate of 74 per cent. Singles accounted for 53.9 per cent of the sample, followed by married people (26.8 per cent). Of the respondents, 49.9 per cent were men. The majority of respondents were between 18 and 24 years old (52 per cent), followed by 15-34 years (16.4 per cent). Finally, most respondents had an income level of less than $20,000 (36.6 per cent) followed by $21,000-$40,000 (20.5 per cent) and $41,000-$61,000 (19.7 per cent). Overall, despite being dominated by younger consumers, the sample is relatively representative of the entire adult population of Australia.
Findings
The results show that both intrinsic and extrinsic religiosity had an impact on consumers’ ethical beliefs. Moreover, the results show significant differences between the two segments studied. The religious segment was more likely than the non-religious segment to reject various unethical beliefs, but no significant differences were found in the behavioural dimensions of recycling and doing good deeds.
Originality/value
This is one of the first few studies to explore the impact of religiosity on consumer ethics in Australia. The results of this study have several implications for academic researchers, religious leaders and managers working in the area of consumer ethics.
Abstract
Purpose
The purpose of this paper is to investigate the importance of religiosity in consumer ethics. This objective will be achieved by investigating the impact of intrinsic and extrinsic religiosity on consumer ethics, and segmenting consumers’ religiosity and explore differences between each segment.
Design/methodology/approach
The surveys were distributed to undergraduate students, their friends and members of their immediate families, through a large public university in Australia. Of 700 paper questionnaires, participants returned 651. Incomplete surveys with too many missing values were removed from the sample. Of these, 517 were usable, yielding a response rate of 74 per cent. Singles accounted for 53.9 per cent of the sample, followed by married people (26.8 per cent). Of the respondents, 49.9 per cent were men. The majority of respondents were between 18 and 24 years old (52 per cent), followed by 15-34 years (16.4 per cent). Finally, most respondents had an income level of less than $20,000 (36.6 per cent) followed by $21,000-$40,000 (20.5 per cent) and $41,000-$61,000 (19.7 per cent). Overall, despite being dominated by younger consumers, the sample is relatively representative of the entire adult population of Australia.
Findings
The results show that both intrinsic and extrinsic religiosity had an impact on consumers’ ethical beliefs. Moreover, the results show significant differences between the two segments studied. The religious segment was more likely than the non-religious segment to reject various unethical beliefs, but no significant differences were found in the behavioural dimensions of recycling and doing good deeds.
Originality/value
This is one of the first few studies to explore the impact of religiosity on consumer ethics in Australia. The results of this study have several implications for academic researchers, religious leaders and managers working in the area of consumer ethics.
Thursday, 30 March 2017
Adolescents’ Perspectives of Youth Non-Suicidal Self-Injury Prevention
an article by Emily Berger (Monash University, Clayton, Victoria, Australia), Penelope Hasking (Monash University and Curtin University, Bentley, Western Australia) and Graham Martin (The University of Queensland, Herston, Australia) published in Youth & Society Volume 49 Issue 1 (January 2017)
Abstract
Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer.
This study aimed to identify adolescents’ views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students (n = 2,637; aged 12-18 years) from 41 schools completed questions asking them to describe what peers and online friends could do to help young people who self-injure.
Thematic analysis identified seven strategies, including communication about NSSI with peers and online friends, referral to adults and health professionals, greater public awareness of NSSI, and reduced peer stigma and bullying. Endorsement of themes varied by age, gender, and experience with NSSI.
Findings have implications for school prevention of NSSI.
Abstract
Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer.
This study aimed to identify adolescents’ views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students (n = 2,637; aged 12-18 years) from 41 schools completed questions asking them to describe what peers and online friends could do to help young people who self-injure.
Thematic analysis identified seven strategies, including communication about NSSI with peers and online friends, referral to adults and health professionals, greater public awareness of NSSI, and reduced peer stigma and bullying. Endorsement of themes varied by age, gender, and experience with NSSI.
Findings have implications for school prevention of NSSI.
Tuesday, 3 January 2017
Destination dumping ground: The convergence of ‘unwanted’ populations in disadvantaged city areas
an article by Lynda Cheshire (The University of Queensland, Australia) and Gina Zappia (University of Tasmania, Australia) published in Urban Studies Volume 53 Number 10 (2016)
Abstract
Academic and lay discourses around disadvantaged urban areas often draw on the language of ‘dumping grounds’ to encapsulate the poverty, marginalisation and social problems often found there. Yet the concept of a dumping ground remains insufficiently theorised.
This paper addresses this issue by identifying five constituent features of the dumping ground:
Full text (PDF)
Abstract
Academic and lay discourses around disadvantaged urban areas often draw on the language of ‘dumping grounds’ to encapsulate the poverty, marginalisation and social problems often found there. Yet the concept of a dumping ground remains insufficiently theorised.
This paper addresses this issue by identifying five constituent features of the dumping ground:
- the perception of people as waste whose fate is to be discarded;
- the need to accommodate this human ‘waste’ and the logic by which places are selected for this purpose;
- the mechanisms through which this spatial sorting occurs as problem populations are moved to their ‘rightful’ place;
- the relations of power which enforce or encourage this mobility; and finally,
- the reactions of incumbent residents in neighbourhoods that are compelled to host unwanted social groups.
Full text (PDF)
Thursday, 28 July 2016
Online counselling in secondary schools: would students seek help by this medium?
an article by K.J. Glasheen, I Shochet and M.A. Campbell (Queensland University of Technology, Brisbane, Australia) published in British Journal of Guidance and Counselling Volume 44 Number 1 (January 2016)
Abstract
Students in secondary schools experience problems that can impact on their well-being and educational outcomes. Although face-to-face counselling is available in most Australian secondary schools, many students, particularly boys, do not seek appropriate help. Research suggests that online counselling can be effective and increase engagement.
This study of 215 secondary school students sought to assess students’ intention to use online counselling if it was made available in schools. The results found no gender difference in the likely intentions to seek online help though year level was significant and students experiencing psychological distress had a preference for online counselling. If students did use online counselling it was more likely they would discuss sensitive topics rather than for career issues.
Implications for school counselling are discussed.
Full text (HTML)
Abstract
Students in secondary schools experience problems that can impact on their well-being and educational outcomes. Although face-to-face counselling is available in most Australian secondary schools, many students, particularly boys, do not seek appropriate help. Research suggests that online counselling can be effective and increase engagement.
This study of 215 secondary school students sought to assess students’ intention to use online counselling if it was made available in schools. The results found no gender difference in the likely intentions to seek online help though year level was significant and students experiencing psychological distress had a preference for online counselling. If students did use online counselling it was more likely they would discuss sensitive topics rather than for career issues.
Implications for school counselling are discussed.
Full text (HTML)
Friday, 12 June 2015
Women at Work! Evaluating Equal Employment Policies and Outcomes in Construction
an article by Erica French (Queensland University of Technology, Brisbane) and Glenda Strachan (Griffith University, Brisbane) published in Equality, Diversity and Inclusion: An International Journal Volume 34 Issue 3 (March 2015)
Abstract
Purpose
The purpose of this paper is to examine equal employment policies in Australia’s male-dominated construction industry and categorise the types of activities undertaken against an equal employment typology to identify links to outcomes for women in the form of increased participation and management.
Design/methodology/approach
To explore the issue of low representation of women in construction through the content analysis of 83 construction organisations’ equal employment opportunity (EEO) reports.
Findings
This industry is not engaging with equal employment issues and the numbers of women working in the industry and/or management are based on individual decision rather than an institutional commitment to equality in diversity.
Research limitations/implications
Australian legislation mandates organisational reporting of relevant data and offers public access to this information offering a unique data set.
Practical implications
An ageing population means that the predominately older male workforce is leaving construction in greater numbers with fewer potential replacements making new labour markets a vital consideration.
Social implications
Legislation and organisational policies designed to promote EEO for women have existed in numerous countries for decades. One objective of this legislation was to reduce male domination in senior positions and industries/occupations where women were under-represented. Despite this, few women are employed in construction in operational or management roles worldwide.
Originality/value
This study offers a comprehensive analysis of a male-dominated industry in one jurisdiction rather than a few selected cases and uses a broader rigorous typology for analysis that acknowledges both equal and different treatment options.
Abstract
Purpose
The purpose of this paper is to examine equal employment policies in Australia’s male-dominated construction industry and categorise the types of activities undertaken against an equal employment typology to identify links to outcomes for women in the form of increased participation and management.
Design/methodology/approach
To explore the issue of low representation of women in construction through the content analysis of 83 construction organisations’ equal employment opportunity (EEO) reports.
Findings
This industry is not engaging with equal employment issues and the numbers of women working in the industry and/or management are based on individual decision rather than an institutional commitment to equality in diversity.
Research limitations/implications
Australian legislation mandates organisational reporting of relevant data and offers public access to this information offering a unique data set.
Practical implications
An ageing population means that the predominately older male workforce is leaving construction in greater numbers with fewer potential replacements making new labour markets a vital consideration.
Social implications
Legislation and organisational policies designed to promote EEO for women have existed in numerous countries for decades. One objective of this legislation was to reduce male domination in senior positions and industries/occupations where women were under-represented. Despite this, few women are employed in construction in operational or management roles worldwide.
Originality/value
This study offers a comprehensive analysis of a male-dominated industry in one jurisdiction rather than a few selected cases and uses a broader rigorous typology for analysis that acknowledges both equal and different treatment options.
Wednesday, 3 July 2013
Employee perceptions of workplace bullying and their implications
an article by Judy Van Rooyen (La Trobe University, Melbourne, Australia) and Darcy McCormack (Australian Catholic University, Melbourne, Australia) published in International Journal of Workplace Health Management Volume 6 Issue 2 (2013)
Abstract
Purpose
The purpose of this paper is to investigate whether perceptions of workplace bullying have evolved to encompass a holistic appreciation that includes both physical and psychological components of this costly phenomenon, and to assess the effectiveness of relevant training programs in a major retail organisation.
Design/methodology/approach
A qualitative methodology is adopted. In total, 30 semi-structured interviews were conducted with frontline employees and management in an organisation comprising several retail outlets.
Findings
The interviews reveal that although participants experienced a variety of behaviours associated with workplace bullying and harassment, these behaviours were commonly ignored or neglected until they escalated into confrontation and threatened productivity and profitability. Employees and supervisory staff had minimal appreciation, practical skills, or training on how to deal effectively with negative workplace behaviours.
Research limitations/implications
A limitation of the study is that the data are sourced from a single organisation. The findings highlight the need to evaluate the effectiveness and relevance of occupational health and safety policies and procedures, and to expand their focus beyond the physical paradigm to incorporate also psychosocial and psychological, risk and injury.
Originality/value
The study provides a unique examination of whether management and staff incorporate both physical and psychological aspects of occupational health and safety.
Abstract
Purpose
The purpose of this paper is to investigate whether perceptions of workplace bullying have evolved to encompass a holistic appreciation that includes both physical and psychological components of this costly phenomenon, and to assess the effectiveness of relevant training programs in a major retail organisation.
Design/methodology/approach
A qualitative methodology is adopted. In total, 30 semi-structured interviews were conducted with frontline employees and management in an organisation comprising several retail outlets.
Findings
The interviews reveal that although participants experienced a variety of behaviours associated with workplace bullying and harassment, these behaviours were commonly ignored or neglected until they escalated into confrontation and threatened productivity and profitability. Employees and supervisory staff had minimal appreciation, practical skills, or training on how to deal effectively with negative workplace behaviours.
Research limitations/implications
A limitation of the study is that the data are sourced from a single organisation. The findings highlight the need to evaluate the effectiveness and relevance of occupational health and safety policies and procedures, and to expand their focus beyond the physical paradigm to incorporate also psychosocial and psychological, risk and injury.
Originality/value
The study provides a unique examination of whether management and staff incorporate both physical and psychological aspects of occupational health and safety.
Monday, 20 May 2013
Using aptitude testing to diversify higher education intake – an Australian case study
an article by Daniel Edwards (Australian Council for Educational Research and Centre for Population and Urban Research, Monash University, Melbourne, Australia). Hamish Coates (Australian Council for Educational Research and L. H. Martin Institute for Higher Education Leadership and Management, University of Melbourne, Australia) and Tim Friedman ( Australian Council for Educational Research, Melbourne, Australia) published in Journal of Higher Education Policy and Management Volume 35 Issue 2 (April 2013)
Abstract
Australian higher education is currently entering a new phase of growth.
Within the remit of this expansion is an express commitment to widen participation in higher education among under-represented groups – in particular those from low socioeconomic backgrounds. This paper argues that one key mechanism for achieving this goal should be the re-evaluation of university selection processes. The paper explores outcomes of an aptitude test pilot study, focusing on issues of access and equity in selection to university.
The results show that, in general, those who gain access to university on the basis of results in the aptitude test have different characteristics than are found in the general university population – in particular, they are more likely to come from a low socioeconomic background.
The outcomes of the pilot are important in demonstrating how equity in access to higher education can be improved through the use of supplementary selection metrics.
Abstract
Australian higher education is currently entering a new phase of growth.
Within the remit of this expansion is an express commitment to widen participation in higher education among under-represented groups – in particular those from low socioeconomic backgrounds. This paper argues that one key mechanism for achieving this goal should be the re-evaluation of university selection processes. The paper explores outcomes of an aptitude test pilot study, focusing on issues of access and equity in selection to university.
The results show that, in general, those who gain access to university on the basis of results in the aptitude test have different characteristics than are found in the general university population – in particular, they are more likely to come from a low socioeconomic background.
The outcomes of the pilot are important in demonstrating how equity in access to higher education can be improved through the use of supplementary selection metrics.
Wednesday, 1 May 2013
Participation and equity in higher education: are we going back to the future?
an article by Linda Leach (Massey University, New Zealand) published in Oxford Review of Education Volume 39 Issue 2 (April 2013)
Abstract
This article provides an overview of policy developments related to participation and equity in higher education in New Zealand, England and Australia from the 1960s to 2011. It explores these developments in four sections.
First, it sets the scene by tracing the shift from elite universities to massification.
Second, it summarises key participation and equity policy developments between the 1960s and 2008 in the three countries to set the context for the post-global financial crisis developments.
It then traces the different policy responses to the financial crisis, identifying Australia’s pathway as different from those taken in New Zealand and England.
Fourth, it explores the success of these policies, identifies a change in the equity discourse and considers some strategic institutional responses to the changing policies in each country and the likely effects of those.
It argues that the austerity approaches taken by New Zealand and England are likely to take them back to a future of selective, elite universities but that Australia may continue its counter-cyclical policies to support equity objectives – unless there is a change of government and/or pressures from rapidly increasing enrolments produce policy change.
Abstract
This article provides an overview of policy developments related to participation and equity in higher education in New Zealand, England and Australia from the 1960s to 2011. It explores these developments in four sections.
First, it sets the scene by tracing the shift from elite universities to massification.
Second, it summarises key participation and equity policy developments between the 1960s and 2008 in the three countries to set the context for the post-global financial crisis developments.
It then traces the different policy responses to the financial crisis, identifying Australia’s pathway as different from those taken in New Zealand and England.
Fourth, it explores the success of these policies, identifies a change in the equity discourse and considers some strategic institutional responses to the changing policies in each country and the likely effects of those.
It argues that the austerity approaches taken by New Zealand and England are likely to take them back to a future of selective, elite universities but that Australia may continue its counter-cyclical policies to support equity objectives – unless there is a change of government and/or pressures from rapidly increasing enrolments produce policy change.
Monday, 25 March 2013
Re-engagement to where? Low SES students in alternative-education programmes on the path to low-status destinations?
an article by John Smyth, Peter McInerney and Tim Fish (University of Ballarat, Australia) published in Research in Post-Compulsory Education Volume 18 Issue 1-2 (2013)
Abstract
This paper poses a rarely asked question – Re-engagement to where? Or to what valued social purpose for the young people concerned?
Drawing from a larger project funded by the Australian Research Council, the paper analyses the ‘portraits’ of two young people whose lives were seemingly better within a re-engagement programme, but whose lives were severely circumscribed by the narrow vocationalism offered in the programme.
More concerning was the fact that the considerable natural talents and skills of these young people were neither acknowledged nor used as the basis to improve their life chances or opportunities.
Hazel’s comment:
SES = socioeconomic status (and I had to go and look it up).
Abstract
This paper poses a rarely asked question – Re-engagement to where? Or to what valued social purpose for the young people concerned?
Drawing from a larger project funded by the Australian Research Council, the paper analyses the ‘portraits’ of two young people whose lives were seemingly better within a re-engagement programme, but whose lives were severely circumscribed by the narrow vocationalism offered in the programme.
More concerning was the fact that the considerable natural talents and skills of these young people were neither acknowledged nor used as the basis to improve their life chances or opportunities.
Hazel’s comment:
SES = socioeconomic status (and I had to go and look it up).
Thursday, 31 January 2013
Continuing education and training models and strategies: an initial appraisal
a research report by Stephen Billett, Amanda Henderson, Sarojni Choy, Darryl Dymock, Ann Kelly, Ray Smith, Ian James, Fred Beven and Jason Lewis published by NCVER (National Centre for Vocational Education Research (Australia))
Summary
Changing work requirements, an ageing workforce and lengthening working lives requires an education and training system that goes beyond entry-level training and supports lifelong learning.
This report comes out of a three-year program of research that aims to investigate how best the tertiary education and training system might be organised to maintain the employability of Australian workers across their working lives.
Through an investigation of two different industry sectors – community services and health, and transport and logistics – an evaluation of a number of potential training models and strategies that might constitute a national approach to education and training was conducted.
Full report (requires free registration)
Summary
Changing work requirements, an ageing workforce and lengthening working lives requires an education and training system that goes beyond entry-level training and supports lifelong learning.
This report comes out of a three-year program of research that aims to investigate how best the tertiary education and training system might be organised to maintain the employability of Australian workers across their working lives.
Through an investigation of two different industry sectors – community services and health, and transport and logistics – an evaluation of a number of potential training models and strategies that might constitute a national approach to education and training was conducted.
Full report (requires free registration)
Wednesday, 30 January 2013
The Re-emergence of Europe: Tackling Europe's Youth Unemployment
a report by Kira Clarke published by NCVER (National Centre for Vocational Education Research in Australia)
Summary
This report explores the relationship between vocational education and training in (VET) in schools and the labour market.
Four models of VET in Schools are used to establish how VET in Schools is conceptualised and how occupational and further VET study outcomes are maximised.
Interviews and surveys with stakeholders also consider how VET in Schools can be strengthened.
Overall, VET in Schools does not provide a strong link to direct employment as it is generally undertaken at certificate I and II level and does not contain enough workplace learning.
Instead, VET in Schools may be better placed as a pathway to further vocational study. This work is part of the three-year research program Vocations: the link between post compulsory education and the labour market.
The full report in either DPF or Word is available (free registration required).
Further information about the Australian VET in Schools programme is available from the Australian government here.
Summary
This report explores the relationship between vocational education and training in (VET) in schools and the labour market.
Four models of VET in Schools are used to establish how VET in Schools is conceptualised and how occupational and further VET study outcomes are maximised.
Interviews and surveys with stakeholders also consider how VET in Schools can be strengthened.
Overall, VET in Schools does not provide a strong link to direct employment as it is generally undertaken at certificate I and II level and does not contain enough workplace learning.
Instead, VET in Schools may be better placed as a pathway to further vocational study. This work is part of the three-year research program Vocations: the link between post compulsory education and the labour market.
The full report in either DPF or Word is available (free registration required).
Further information about the Australian VET in Schools programme is available from the Australian government here.
Thursday, 27 December 2012
Bridging the Digital Divide: Enhancing Empowerment and Social Capital
an article by Diane Marie Charleson (Australian Catholic University) published in Journal of Social Inclusion Volume 3 Number 2 (December 2012)
Abstract
In the contemporary world, the digital divide constitutes a significant inequality and thus poses a very real problem of social justice – this being particularly the case for those already burdened with disadvantage and marginalisation.
As part of its commitment to Social Justice the Australian Catholic University runs a Catalyst Clemente program.
Catalyst-Clemente provides people experiencing multiple disadvantage with university-level education by means of a program that aims to break the cycle of poverty, inequity and social injustice for less-advantaged and marginalised Australians.
In this paper I will explore the processes and outcomes from a unit that I taught in 2011 as part of this program. The unit was titled Introduction to Media Production, and its focus was New Media and New Media production. I will examine in particular the positive outcomes that emerged from this unit in relation to the empowerment of the individual learners that I observed during the course of the unit.
This was largely a result of their introduction to, and production of, new media and the transformative role this took in helping to bridge their digital divide. On the basis of this experience I will argue therefore that the digital divide can be bridged but this requires not only access to technology by disadvantaged students but more important by an engagement with content creation.
In explaining how this empowerment came about I will also examine the teaching methods and learning partnerships and styles that contributed to this.
Full text (PDF 14pp)
Monday, 3 December 2012
Educating oneself out of social exclusion
a research report by Hielke Buddelmeyer, Felix Leung and Rosanna Scutella published by National Centre for Vocational Education Research Ltd (NCVER) (Australia)
Abstract
Increasing education and training is considered one means by which to reduce the extent of social exclusion and as such has been a key focus in recent public policies.
This study investigates the impact of education and training on the extent of social exclusion using a measure of multidimensional social exclusion.
A simulation of the effect of the COAG [Council of Australian Governments] target relating to halving the proportion of 20-64-year-olds without at least a certificate III qualification between 2009 and 2020 on the measure of multi-dimensional social exclusion is also undertaken.
The study finds a clear dichotomy in the extent of social exclusion experienced between those with low levels of education (early school leavers or those with a certificate II qualification at the most) and the rest.
Executive summary (HTML) free registration required
Full text (PDF n/k pp) free registration required (ISBN: 9-781-92205-621-4)
Abstract
Increasing education and training is considered one means by which to reduce the extent of social exclusion and as such has been a key focus in recent public policies.
This study investigates the impact of education and training on the extent of social exclusion using a measure of multidimensional social exclusion.
A simulation of the effect of the COAG [Council of Australian Governments] target relating to halving the proportion of 20-64-year-olds without at least a certificate III qualification between 2009 and 2020 on the measure of multi-dimensional social exclusion is also undertaken.
The study finds a clear dichotomy in the extent of social exclusion experienced between those with low levels of education (early school leavers or those with a certificate II qualification at the most) and the rest.
Executive summary (HTML) free registration required
Full text (PDF n/k pp) free registration required (ISBN: 9-781-92205-621-4)
Monday, 26 November 2012
The social experience of physically disabled Australian university students
an article by Maria Papasotiriou and Joel Windle (Monash University, Victoria, Australia) published in Disability & Society Volume 27 Issue 7 (December 2012)
Abstract
Research on the university experience of disabled students has focused on barriers in learning and teaching, while the social world of university has as yet gained little attention as a distinctive object of study.
Here we examine social experience and socially imposed restrictions through the lenses of social capital and self-concept. A qualitative study investigated the formation of social capital and changes in self-concept amongst physically disabled Australian university students.
Data were collected through semi-structured interviews and analysed using a grounded theory approach.
The study found weak social attachments at university, but stronger attachments outside. Self-concept did not appear to be structured in any direct way by university-generated social capital, partly as a consequence of its weakness.
Wednesday, 21 November 2012
Sequential attrition of secondary school student interest in IT courses and careers
an article by Catherine Lang, (Swinburne University of Technology, Hawthorn, Australia) published in Information Technology & People Volume 25 Issue 3 (2012)
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
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