Improving Competitiveness Through Cooperation: Assessing The Benefits Of Cooperative Education Partnerships In Gaming Management

Cooperative education partnerships between industries and universities are becoming increasingly common in response to fundamental challenges facing both sectors. Theoretically, many benefits for both partners are espoused. This paper explores these benefits and then assesses whether and how these have occurred in a leading gaming management course in Australia. It was found that benefits for industry comprised enhanced industry professionalism and legitimacy; increased professional status; better public image; control of abstract knowledge and improved industry competitiveness. For the university, key benefits have included improved educational offerings; enhanced university reputation in the discipline and for cooperative education partnerships; additional student fees and economies of scale; and funds for discipline development and research and consultancy opportunities. However, precautions need to be taken in cooperative education partnerships if a university\u27s social contract is to remain intact in a climate of increased commercialization, and if it is to deliver expected benefits to industry

Indigenous Australians and gambling

Summary: This paper synthesises information published about Indigenous Australian gambling, and summarises issues and implications for key stakeholders. It is relevant for raising awareness and promoting community education about gambling for Indigenous Australians. Key messages Gambling is part of the social and cultural fabric of many Indigenous communities. Gambling rates are much higher among Indigenous Australians than in the wider Australian population, especially on “pokies” or electronic gaming machines. Positive consequences for Indigenous Australians who gamble include social engagement and social acceptance, reduced isolation, pleasure, physical comfort, an opportunity to win money, and some reduced alcohol consumption. Problem gambling and gambling-related harms are much more common among Indigenous Australians than in the wider Australian population. Cultural expectations to gamble and to share resources with relatives results in gambling-related harms stretching across whole Indigenous communities. Intergenerational transfer of gambling culture compounds ongoing gambling problems among Indigenous Australian communities. Risk factors common to Indigenous Australians include exposure to gambling as a child, high gambling expenditure, drinking alcohol and using drugs while gambling, and gambling to escape life concerns. Help-seeking rates are as low as in the wider population. To avoid shame and stigma, Indigenous persons first try to help themselves, they then turn to family, friends and community members. Family and friends struggle to assist problem gamblers, however, due to social norms approving gambling and low problem gambling recognition. &nbsp

The Responsible Gambling Code in Queensland, Australia: Implementation and Venue Assessment

In Australia, the state of Queensland introduced a voluntary Responsible Gambling Code of Practice in 2002. This investigation examines levels of implementation and perceptions of adequacy of the Code in casinos, hotels and licensed clubs in three Queensland regions. It involved on-site inspections of 30 venues and semi-structured interviews with 35 venue managers and staff. The level of implementation varied but most venues had implemented between 40 and 60 percent of the Code\u27s practices. Managers\u27 perceptions of the adequacy of the Code\u27s practices revealed that some practices, such as physical layout of the venue, were considered much more effective than others, such as the provision of information and signage

Assessing the Information Needs of Australian Gaming Managers

There has been an increased need for gaming managers to source and use relevant information to assist them in managing their venues. Gaming managers have been under pressure from governments, the welfare sector, local communities and the media to manage gaming activities in a socially responsible manner. Research into the management of gaming is still in its infancy. This paper reports on a study into the information needs of a selection of gaming managers of clubs, hotels and casinos in two Australian states. This exploratory qualitative research provides in-depth responses from twenty-six gaming managers. These managers report that they want reliable, consistent information on government policies and processes; deeper information about their communities and their values; and relevant information enabling them to identify problem gamblers and assess the efficacy of responsible gambling practices

The changing role of the academic library in learning and teaching

This chapter explores the emerging role of academic librarians in the learning and teaching process through their involvement with teaching staff in the development of student information literacy skills. Information literacy – that is, the ability to find, evaluate and use information effectively – is a key component of university students’ learning experience. It also equips students with skills for the workplace and lifelong learning: It could be argued that the skill of the twenty first century graduate will be to articulate the right questions and to understand where and how they can search for knowledge, not remember the answers (Donnelly and Fitzmaurice, 2005, p. 96). The chapter provides a brief overview of the institutional and learning background against which contemporary information literacy development takes place. This background is characterised by a changing context for the operation of academic libraries; a changing higher education environment; a changing information environment; and a changing user. The chapter goes on to provide some formal definitions of information literacy, developed by library-related bodies. These are followed by some working understandings of the term, derived from responses given by several academic developers and lecturers to the question, “What does information literacy mean to you? ” Finally, the chapter discusses the role of information literacy in higher education and the key role librarians play in information literacy development

Developing student information literacy to support project and problem-based learning

This chapter highlights the importance of information literacy to the successful implementation of project and Problem-based Learning. Students today are faced with a multiplicity of information resources and are continuously challenged in their efforts to effectively identify and access quality information in support of their studies. Too much information - "information overload" or "information anxiety" can present a significant challenge for students. Librarians, working together with their academic colleagues, play a key role in helping students develop the necessary skills to navigate an increasingly complex and diverse information environment. This involves creating the appropriate learning opportunities and contexts in which students can develop skills that allow them to effectively find, evaluate and use information. This chapter stresses the importance of information literacy and encourages academics to integrate information literacy skills into problem and project-based learning curricula

The Changing role of the Academic Library in Learning and Teaching

This chapter explores the emerging role of acad emic librarians in the learning and teaching process through their involvement with teaching staff in the development of student information literacy skills. Information literacy – that is, the ability to find, evaluate and use information effectively – is a key component of university students’ learning experience. It also equips students with skills for the workplace and lifelong learning: It could be argued that the skill of th e twenty first century graduate will be to articulate the right questions and to und erstand where and how they can search for knowledge, not remember the answers (Donnelly and Fitzmaurice, 2005, p. 96). The chapter provides a brief overview of the institutional and learning background against which contemporary information literacy deve lopment takes place. This background is characterised by a changing context for the operation of academic libraries; a changing higher education environment; a changing information environment; and a changing user. The chapter goes on to provide some formal de finitions of information literacy, developed by library-related bodies. These are followed by some working understandings of the term, derived from responses given by several academic developers and lecturers to the question, “What does information literacy mean to you? ” Finally, the chapter discusses the role of information literacy in higher education and the key role librarians play in information literacy development

Developing Student Information Literacy Skills to Support Project and Problem-based learning

This chapter highlights the importance of information literacy to the successful implementation of project and Problem-based Learning. Students today are faced with a multiplicity of information resources and are continuously challenged in their efforts to effectively identify and access quality information in support of their studies. Too much information - "information overload" or "information anxiety" can present a significant challenge for students. Librarians, working together with their academic colleagues, play a key role in helping students develop the necessary skills to navigate an increasingly complex and diverse information environment. This involves creating the appropriate learning opportunities and contexts in which students can develop skills that allow them to effectively find, evaluate and use information. This chapter stresses the importance of information literacy and encourages academics to integrate information literacy skills into problem and project-based learning curricula

Academic publishing: maximising library expertise, resources and services

Academic libraries offer expertise and a wide range of resources and services to support scholarly publishing. This article aims to highlight the key resources, tools and services offered by libraries to assist lecturers, researchers and postgraduate students in their scholarly publishing endeavours, with a particular focus on writing for academic journals. The article is structured in three sections. Section one provides an overview of a range of current book titles offering support on writing for publication. Section two covers the tools and resources available to help you decide where to publish. Section three explores increasing access to, and visibility of your research output

Academic Publishing: Maximising Library Expertise, Resources And Services

Academic libraries offer expertise and a wide range of resources and services to support scholarly publishing. This article aims to highlight the key resources, tools and services offered by libraries to assist lecturers, researchers and postgraduate students in their scholarly publishing endeavours, with a particular focus on writing for academic journals. The article is structured in three sections. Section one provides an overview of a range of current book titles offering support on writing for publication. Section two covers the tools and resources available to help you decide where to publish. Section three explores increasing access to, and visibility of your research output