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Full-Text Articles in Education
Paramedicine And Social Work: Case Studies In Authentic Student Recruitment, Nathalie Collins, Lynelle Watts, Renee Strauss, David Hodgson
Paramedicine And Social Work: Case Studies In Authentic Student Recruitment, Nathalie Collins, Lynelle Watts, Renee Strauss, David Hodgson
eCULTURE
Selling the course experience to future students has been corporatised across the Higher Education sector. At many universities marketing and sales specialists, such as ECU’s Student Recruitment Team, rather than academic staff, field prospective student enquiries. Representing courses authentically is crucial to matching future students with an appropriate course experience and career, as well is managing future students’ expectations. A challenge for academics is communicating the course/career experience to university sales agents (recruiters). A challenge for recruiters is conveying an authentic course experience to future students when they have not taken a course themselves. This paper selects two ECU courses, …
Engaging Indigenous Content Within Teaching Of Qualitative Research In Psychology, Andrew Guilfoyle
Engaging Indigenous Content Within Teaching Of Qualitative Research In Psychology, Andrew Guilfoyle
eCULTURE
"Australian universities recognise cultural competency as an essential attribute for graduates. Within this context, The Australian Psychology Accreditation Committee (APAC) has enforced requirements for students within psychology programmes to have access to Indigenous content. Though Indigenous participation rates are low, the inclusion of Indigenous content or what is often labeled ‘Indigenous psychology’ acts at least as a symbolic gesture and important step forward in reconciling the massively disadvantaged position of Indigenous Australians. However there is little to date in the way of guides to help develop appropriate teaching methods to include such content more substantially in programmes. This paper reflects …
Outcomes Versus Incomes: Teaching Students What They Need To Get A Job, Joanna Mcmanus, Ruth Callaghan
Outcomes Versus Incomes: Teaching Students What They Need To Get A Job, Joanna Mcmanus, Ruth Callaghan
eCULTURE
It’s an age-old question for university educators: is it our role to provide students with specific skills as well as education? Should learning outcomes be more attuned to what employers want? And which employers? As print and broadcast journalism practitioners, as well as educators, we are involved in research to answer some of these questions. As part of this, we questioned major WA news employers about what they wanted from journalism and broadcasting graduates, both in skills and personal attributes, and what they believed was missing from university journalism courses. We found strong agreement about the importance of ‘traditional’ journalism …
A New Initiative: Student Journalists Learn About Aboriginal Communities And Culture In Western Australia, Trevor Cullen
A New Initiative: Student Journalists Learn About Aboriginal Communities And Culture In Western Australia, Trevor Cullen
eCULTURE
This paper reports on a new initiative between the Combined Universities Centre for Rural Health (CUCRH) and the journalism program at Edith Cowan University (ECU). The main aim is to help journalism students achieve a better understanding of Aboriginal communities and culture in Western Australia, and that this new knowledge and experience will inform student news stories and feature articles on Aboriginal issues. Currently, non-Aboriginal journalists seldom get to meet and talk with Aboriginal people about their life and beliefs, and this often results in narrow and misinformed reporting. So in July 2008, eight final-year ECU journalism students were offered …
Teacher As 'Learner': A Case Study Of Teaching International Economics And Finance, Margaret Giles
Teacher As 'Learner': A Case Study Of Teaching International Economics And Finance, Margaret Giles
eCULTURE
How lucky are we to be teaching economics at this time? Discussions enrich our honours and postgraduate teaching programmes which have always been delivered beyond the textbook. But what about our undergraduate programmes in economics? Can we break away from the prescribed text and engage more fully with contemporary debate? Can our undergraduates also be encouraged to think like economists? In 2009 we have an ideal opportunity to eschew the standard textbook based approach to undergraduate economics teaching. This paper highlights a case study in which a third year unit in international economics and finance fed into School, Faculty and …