Education Commons^™

Pedagogy Of Belonging: Pausing To Be Human In Higher Education, Narelle Lemon

Research outputs 2022 to 2026

Valuing care and self-care in higher education requires a conscious pause and rethinking of how we are together as educators and students. The pandemic caused various complexities, including changes in curriculum delivery, deadlines, and assessment modes, leading to feelings of overwhelm, anxiety, and change fatigue, which contributed to the emergence of panicgogy. This paper argues for the need to disrupt this way of being and experiencing the pandemic through valuing humanity and repositioning self-care and care by and for academics to inform their pedagogy. Presented is the narrative and the design story behind Pedagogy of Belonging (PoB), a systems informed …

Understanding The Identity Work And Aspirations Of Indigenous Males Navigating Elite Australian Higher Education, James A. Smith, Garth Stahl, Andrew Harvey, Braden Hill, Himanshu Gupta, Sam Moore, Jianing Wang

Research outputs 2022 to 2026

In Australia, there has been increased attention to attracting Indigenous peoples into higher education but, despite a recent growth in enrolment numbers, they remain severely underrepresented. This underrepresentation is particularly notable among Indigenous males, who are the least likely to attend. In this paper, we investigate the experiences of four Indigenous young men who attended an elite higher education institution. Aligned with other research on the experiences of Black and Minority Ethnic males in higher education, the article captures how their experience in privileged institutions compels them to reflect on their own positionality and the cultural interface between Indigenous and …

Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna

Australian Journal of Teacher Education

Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …

Exploring University Student Engagement And Sense Of Belonging During Work-Integrated Learning, Anna D. Rowe, Denise Jackson, Jenny Fleming

Research outputs 2014 to 2021

Work-integrated learning (WIL) is recognised as a valuable pedagogical strategy for developing graduate employability, increasing employment prospects and contributing to a range of other learning outcomes. The purpose of this exploratory study was to determine the degree to which WIL students in higher education, felt they fully engaged in workplace activities and experienced a sense of belonging to their workplace environment. Further aims were to identify factors that facilitated and inhibited their engagement and belonging. Data were collected using an online survey of 151 students undertaking WIL as part of a university degree, in the contexts of business, sociology and …

Higher Education As The Pathway To Personal And Community Success For Pakistani And Bangladeshi People: A Systematic Review, Shames Maskeen, Jacob Matthews, Debbie M. Smith, Helen J. Stain, Lisa A. D. Webster

Research outputs 2014 to 2021

The United Kingdom’s (UK) goal of a 20% increase in participation of Black, Asian and Minority Ethnic (BAME) groups in higher education (HE) by 2020 has not been met. Pakistani and Bangladeshi students are some of the most underrepresented BAME groups in UK HE institutions. This systematic review included 20 papers that identified barriers and facilitators towards participation in HE separately for Pakistani and Bangladeshi students in the UK. Using thematic analysis, two overarching themes were constructed: (i) the interplay of culturally expected roles on HE participation and (ii) belief that HE is vital for success. This review identified the …

A Public Health Perspective Of The Higher Education Experiences Of Women Studying Nursing: A Hermeneutic Inquiry Into Commencement And Progression, Lesley Jane Andrew

Theses: Doctorates and Masters

While student retention is a central goal across higher education, the projected shortage in the Australian health workforce has intensified its importance to undergraduate nursing.

Nursing degrees attract a higher proportion of mature-age women students than ever before. More are therefore beginning university at life stage characterised by marriage (or co-habitation) and traditional family structures. Nursing retention strategies require an understanding of the unique university experiences of these women, however, this is missing in the nursing literature. This study is the first to explore the experiences of these women students, doing so from the perspective of Bachelor of Science (Nursing) …

Motherhood First: An Interpretive Description Of The Experience Of Mature Age Female Students With Dependent Children At One Regional University Campus In Australia, Amanda Draper

Theses: Doctorates and Masters

This study explored the experience of mature age female students with dependent children at one regional university campus in Western Australia, Edith Cowan University South West (ECUSW). These students are one of many student groups whose experience differs to that of more traditional students such as young, unmarried, and well-supported school-leaver students. Although all students enter university with experiences that make them valuable to the university institution, mature age female students with dependent children enter university with unique knowledge, experiences and attitudes making them potentially valuable contributors to their own and others’ learning (Martins & Anthony, 2007). Whilst at university, …