Womens’ career progression in an Australian Regional University

This article examines the link between terms of employment (full time, part time and casual) at an Australian regional university and women’s career progression. The literature identifies lack of transparency in recruitment, promotion and retention; mobility and location; and management perceptions of women’s choice to work flexibly as factors impacting on career progression. However, the voices of women working in regional universities and particularly those of professional staff are often not present in current research. This study moves towards addressing this research deficit. Feminist institutionalism is used to analyse the relationship between national legislation, university policies and informal institutional practices in relation to women’s career progression In early 2020, twenty-one women provided written responses to questions on the link between terms of employment and career progression. The main findings tend to support other research about women working in universities; that is, carers need flexible work arrangements. But there are particular differences for women in regional universities who have to travel between dispersed campuses, which brings an added dimension of complexity to career progression. Their choices about terms of employment and fulfilling carer responsibilities resulted in insecure employment for some participants which had an impact on wellbeing and confidence. In addition, care/household responsibilities and the choice to work flexibly had a negative effect on career progression, and managers did not necessarily support flexible work options (despite national legislation that enables employees with child care responsibilities to negotiate flexible work arrangements with managers, and institutional gender equality policies). © Copyright © 2021 White and Goriss-Hunter

Teamwork and regional universities : the benefits for women of a third space (AUR 63 02)

This article reports on the findings of a study that explored the benefits and challenges for women of working at an Australian regional university in early 2020 before the COVID-19 pandemic. It examines whether living and working at a regional university with dispersed campuses presented particular challenges for women and whether it had an impact on their career progression. Twenty-one women supplied written responses to a list of questions provided by the researchers. The main finding was that women enjoyed working in teams and preferred flexibility, autonomy and positive teamwork environments. To address challenges identified in the study about working across dispersed campuses and the limitations of virtual communication, particularly in the current pandemic, the article investigates the feasibility of a blended approach to teamwork using the concept of a third space. © 2021 National Tertiary Education Union. All Rights Reserved

Forging a school-university learning partnership from a teacher education perspective

This paper describes an innovative cross-institutional learning partnership that was designed to foster the learning of both Pre-Service Teachers (PSTs) and students and teachers from a local regional Secondary College. Around 150 Grade Nine (13-14 year old) students took part in a purpose-designed activity day at the university that was organised and conducted by 34 second year PSTs as part of their teacher education program. This project was designed as an authentic teaching experience for PSTs that would enable them to translate theory from their teacher education course into teaching practice. At the same time the secondary students were offered a range of learning experiences informed by school-derived curriculum. These specifically focused activities contributed to the students’ school based learning programs whilst also encouraging them to think of university as a future option. In this paper reflections, utilizing a self-study methodology, are provided by the lecturers who developed and implemented the program. The lecturers describe and discuss what they observed about the learning of the PSTs. Many of the PSTs indicated strongly that they were able to engage in a scaffolded, authentic teaching experience as preparation for their initial school placements. Overall, the evidence suggests that the initiative offered a powerful learning experience that enabled PSTs to connect theory with teaching practice

Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy.

This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75

Are ERP Simulation Games Assisting Students to be Job-Ready? An Australian Universities’ Perspective

Deep and rapid changes in digital enterprise technology exceed the ability of traditional teaching methods to prepare students for challenges encountered in modern enterprises. Researchers proposed different pedagogical approaches to teach ERP (Enterprise Resource Planning) concepts such as ERPsim games to enhance students’ learning and job-readiness. Although the ERPsim studies verified the role of these games in enhancing students’ learning, whether these games contribute to student’s job readiness still needs to be explored. Using the mixed-method approach, this research-in-progress is designed to fill this gap by investigating the role of ERPsim game in increasing skills, learning levels, and job-readiness among university students in Australia. The findings from this study can contribute to the improvement of ERP pedagogical techniques. In addition, this research-in-progress will provide a concrete mapping to align learning outcomes/skills with ICT industry competencies standards as defined in SFIA (Skills framework for Information Age) and AQF (Australian Qualifications Framework)

A Systematic Literature Review on the Evaluation of Business Simulation Games Using PRISMA

In recent years, organisational software process education has seen a considerable uptick in interest in adopting business simulation games (BSGs) as a novel learning resource. However, the lack of reliable and valid instruments to evaluate simulation learning outcomes inhibits the adoption and progress of simulation in Information System education. To fill this need, we performed a systematic review of 33 empirical studies using the PRISMA declaration approach to identify the different evaluation methods used to analyse BSG learning outcomes. We created a concept matrix using a didactic framework that categorised these assessment methodologies into three game stages (pre-game, in-game and post-game). We established a comprehensive evaluation strategy using this concept matrix, which teachers and researchers may use to choose the best appropriate evaluation method to analyse a wide range of learning outcomes of business simulation games

Are ERP simulation games assisting students to be job-ready? An Australian universities’ perspective

Deep and rapid changes in digital enterprise technology exceed the ability of traditional teaching methods to prepare students for challenges encountered in modern enterprises. Researchers proposed different pedagogical approaches to teach ERP (Enterprise Resource Planning) concepts such as ERPsim games to enhance students’ learning and job-readiness. Although the ERPsim studies verified the role of these games in enhancing students’ learning, whether these games contribute to student’s job readiness still needs to be explored. Using the mixed-method approach, this research-in-progress is designed to fill this gap by investigating the role of ERPsim game in increasing skills, learning levels, and job-readiness among university students in Australia. The findings from this study can contribute to the improvement of ERP pedagogical techniques. In addition, this research-in-progress will provide a concrete mapping to align learning outcomes/skills with ICT industry competencies standards as defined in SFIA (Skills framework for Information Age) and AQF (Australian Qualifications Framework)

Instructors’ Perceptions of the Development of Work-readiness through Simulations

The global ERP software market is expected to reach $117.09 billion by 2030 (Biel, July 12, 2022). To boost graduate work-readiness, Australian institutions are adopting new pedagogical strategies by familiarising Information systems (IS) students with this highly sought-after software. One of these techniques is simulation games that provide students with a risk-free, real-world simulation of popular software to develop soft and hard skills needed by the IS industry. This exploratory study employed the Grounded Theory approach to evaluate instructors\u27 perceptions of the influence of simulation games on the work-readiness of information systems students. We conducted semi-structured interviews with ERPsim game laboratory instructors. The authors utilised Work Readiness Integrated Competency Model to map the three learning outcomes from the interviews’ analysis: abilities, knowledge, and attitudes. The mapping demonstrated that simulation games could support the development of specific skills and attitudes needed by the information systems sector

A fine romance? Developing a transformational school-university partnership

This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers

Developing pre-service teachers : The impact of an embedded framework in literacy and numeracy

This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75