Text analytics visualisation of Course Experience Questionnaire student comment data in science and technology

A version of the Course Experience Questionnaire (CEQ) has been included in the Graduate Careers Council of Australia national survey of university graduates from 1993 onward. In addition to the quantitative response items noted above, the CEQ also includes an invitation to respondents to write open-ended comments on the best aspects (BA) of their university course experience and those aspects most needing improvement (NI). <br /

Practically and productively analysing Course Experience Questionnaire student comment data

Australia national survey of graduates from 1993 onward. In addition to quantitative items, the CEQ also includes an invitation to respondents to write open-ended comments on the best aspects (BA) of their university course experience and those most needing improvement (NI). These responses provide a rich source additional information that can help in understanding what students had in mind when agreeing or disagreeing with the CEQ response items. Based on more than 160,000 comments from students graduating from 14 Australian universities over the period 2001-2004, Scott (2006) developed a five domain model (Outcomes, Staff, Course design, Assessment and Support) for the classification of CEQ comments, as well as a software package (CEQuery) to automate the analysis of CEQ BA and NI comment data. While computer automated comment analysis is convenient, there are a number of known limitations to this approach, and where the number of student comments is not large, manual coding/classification is a viable, and arguably superior, approach

Hidden Paths in Zygmunt Bauman’s Sociology: Editorial Introduction

In the immediate aftermath of his death, a number of excellent articles were written that each provide a different door into the vast room of Bauman’s sociology. In the past year or so, there have also been a number of books that have set about providing a more ‘critical analysis’ of his work whilst also considering how sociology might look anew and move creatively ‘beyond Bauman’ (Blackshaw 2016; Jacobsen ed. 2016; Rattansi 2017). In so doing, these welcome contributions clearly take Bauman’s sociological imagination very seriously and provide useful reference points for both scholars and students seeking a more robust examination of Bauman’s ideas. Each contribution deserves to be read and studied as they provide new and considered insights into Bauman’s legacy for the social sciences and humanities. Throughout the article that follows, we make our own contribution to the curious reader’s deliberations on these debates by shining a light on those aspects of Bauman’s work that may have become somewhat hidden and possibly overlooked in what we see as a growing tendency to focus primarily upon his later writings on ‘liquid modernity’. We argue that in order to grasp fully the meaning of Bauman’s writing in the more popular post-2000 phase, it is vital that one understands these earlier foundations of his thought. In this way, we hope that we may go some way to rebalancing the concerns of some contemporary critics

Good WIL hunting: Building capacity for curriculum re-design

In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A ‘WIL Leadership Framework’ underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were ‘hunted-out’ and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty

Exploring Digital Evidence with Graph Theory

The analysis phase of the digital forensic process is the most complex. The analysis phase remains very subjective to the views of the forensic practitioner. There are many tools dedicated to assisting the investigator during the analysis process. However, they do not address the challenges. Digital forensics is in need of a consistent approach to procure the most judicious conclusions from the digital evidence. The objective of this paper is to discuss the ability of graph theory, a study of related mathematical structures, to aid in the analysis phase of the digital forensic process. We develop a graph-based representation of digital evidence and evaluate the relations between pieces of evidence. We determine possible techniques investigators will be able to use to examine digital evidence, as well as, explore how graph theory can be used as a basis for further analysis. Lastly, we demonstrate the potential of the application of graph theory through its implementation in a case study

The relationship between engineering bachelor qualifications and occupational status in Australia

Internationally, the importance of science, technology, engineering and mathematics (STEM) for innovation and competition drives concerns about the adequacy of national STEM workforces. Data from the UK, USA and Australia suggest that, even immediately post-graduation, a significant proportion of engineering bachelor graduates do not work in engineering roles. Using the 2011 Australian census data, we present an investigation into the relationship between educational qualifications and occupational status of Australian engineering bachelor graduates, and how this status varies specifically with graduate age. We consider the implications of these findings and present recommendations for the recruitment and education of Australian engineering undergraduates. We conclude that engineering students would be better informed about, and equipped for, the world of post-graduation work if they were exposed to the likely options for their career trajectory. Likewise, secondary school students and others considering engineering undergraduate study would be more honestly advised if they were informed about the full range of career possibilities for engineering graduates and the probability that they are just as likely to work out of engineering as in it