The right to own : internationalization of perspectives of plagiarism and the internet

Cultural diversity in tertiary classrooms is integral to the current university scene. Teachers must incorporate different methods of delivery andassessment to cater for an increasingly international student population. This paper explores the notion of plagiarism from two perspectives: the lawand English as a Second Language (ESL) writing theory.<br /

In search of the ethical university

Information societies and global knowledge economy policies have brought about unprecedented levels of organisational and cultural change in universities worldwide. Critics argue that the reconfiguration of universities as engines of economic growth has dealt critical blows to ethical principles and conduct in institutions now driven by corporate interest, competitive individualism, and the intensification of audit and surveillance regimes

Minding the P\u27s for implementing online education : purpose, peadagogy, and practicalities

Online education has a presence in most Australian universities, and its uptake has been broadly understood as being driven by external imperatives associated with intensive competition within the global knowledge economy. However, the implementation of online education does not take place uniformly, and tensions can arise as a consequence of the considerable variation in approaches taken by institutions, faculties, departments and individual educators. In this paper, we analyse interview data from five Australian universities to consider how senior administrators, teacher educators and educational designers interpret the drivers of and barriers to online education. Our findings indicate that there are considerable tensions between the economic considerations driving online delivery, the pedagogical approaches embraced by many teaching academics, and the practicalities associated with financial and human resource costs, technological supports and succession planning. We argue that minding the ‘P’s of purpose, pedagogy and practicalities can be a valuable and productive way forward for addressing ongoing issues of quality and sustainability in online education

Neoliberalising learning : generating alternate futures consciousness

Both educators and education policies have long claimed a role in preparing students for &lsquo;the future&rsquo;. This has been referred to as the rhetoric of futures in education, as the notion of a future is assumed, abstract and not articulated (Bateman 2010). Recent research indicates that teachers give little attention to futures thinking in interpreting and enacting curriculum documents. Only when their &lsquo;futures consciousness&rsquo; was increased were they able to generate explicit alternate futures scenarios and make connections with learners (Bateman 2012). In light of international education policy agendas pressing countries to adopt economic competitiveness in national curriculum policies, the &lsquo;future&rsquo; vision looks narrow and constrained. We argue that current educational reforms in Australia provide little scope to address the concept of multiple futures,&nbsp;which are significant in enabling citizens to shape and contribute in personal, local and global contexts

Web-text : perceptions of digital reading skills in the ESL classroom

New strategies required in Web reading and digital writing cause previous notions of literacy to be reshaped and compel teachers to rethink classroom reading practice. The aim of this paper is to compare student perceptions of reading skills needed in the traditional print- text mode with the skills needed to read and gather information on the Web. Do students perceive reading as different on the Web? Are there implications for reading classroom teachers? This research was conducted in a medium-sized suburban government primary school of 580 students from 72 different countries. The participants were 48 students in two grade-six classes, with a focus on 12 English as second language (ESL) students\u27 responses. These students came from Taiwan, China, India, Malaysia, Poland and Bhutan. The study was replicated in an adult ELICOS language centre environment with the authors own class of 18 students from China, Indonesia, Korea, Taiwan, Thailand and Japan. Different student expectations of Web-text compared to paper-text were evident. This research adds to our constantly evolving notions of literacy embracing technology and can be applied to primary, secondary and tertiary levels of ESL teaching practice. <br /