http://hdl.handle.net/10453/247 2013-05-26T01:39:01Z http://hdl.handle.net/10453/12881 Approaches To The Academic Preparation And Support Of Australian Indigenous Students For Tertiary Studies Nakata Nicholas; Nakata Victoria; Chin Michael MARTIN NAKATA 2008-01-01T00:00:00Z http://hdl.handle.net/10453/12880 Changing the Landscape? Women in academic leadership in Australia. Ross-Smith Anne; Chesterman Colleen; Peters Margaret This paper analyses interviews with 41 men and women in senior academic leadership roles in five Australian universities. It explores whether management cultures change when women hold power. It contrasts interviewees' conceptions of the role gender has played in career success with notions which posit a gender-neutral organization. It probes the impact of the differentially constructed careers of men and women for appointment to senior positions. It identifies factors that sustain women, specifically collegiality, support from senior colleague and a critical mass of other women in power. Finally, in considering the unwillingness of some women to apply for further promotions, it suggests women are still positioned as outsiders to university management, although there is evidence that this is changing. 2005-01-01T00:00:00Z http://hdl.handle.net/10453/12584 Integrating Graduate Attributes with Assessment Criteria in Business Education Using an Online Assessment System Thompson Darrall; Treleaven Lesley; Kamvounias Patty; Beem Betsi; Hill Elizabeth This paper describes a study of the integration of graduate attributes into Business education using an online system to facilitate the process. 'ReView' is a system that provides students with criteria-based tutor feedback on assessment tasks and also provides opportunities for online student self-assessment. Setup incorporates a process of 'review' whereby assessment criteria are grouped into graduate attribute categories and reworded to make explicit the qualities, knowledge and skills that are valued in student performance. Through this process, academics clarify and make explicit the alignment of assessment tasks to learning objectives and graduate attribute development across units and levels of a program of study. Its application in three undergraduate Business units was undertaken as a collaborative action research project to improve alignment of graduate attributes with assessment, identification of assessment criteria and feedback to students. This paper describes the use of Review and presents an analysis of post-ReView data that has institutional implications for improving assessment and self-assessment practices. 2008-01-01T00:00:00Z http://hdl.handle.net/10453/12581 Student satisfaction with cooperative learning in an Accounting curriculum Farrell Brian; Farrell Helen Cooperative learning has been introduced into International Accounting, a second year subject at a major Australian university. The purpose was to provide students with a satisfying experience of learning within a social context and to develop their interpersonal, professional and written communication skills. The main data were collected during the Spring Semester 2005. In the penultimate lecture, a questionnaire was distributed to each of the students present. Findings suggest that despite some difficulties, the majority of students reported that cooperative learning created supportive team experiences that assisted them to develop discussion skills and better engage with the content of International Accounting. 2008-01-01T00:00:00Z