ORCID Profile
0000-0001-8833-2760
Current Organisation
University of South Australia
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Publisher: Informa UK Limited
Date: 04-05-2201
Publisher: Project MUSE
Date: 2017
Publisher: Society for Research and Knowledge Management
Date: 30-04-2023
Abstract: Australian universities have received an increasing number of students from refugee backgrounds (SfRBs) over the last few decades. However, programs adapted for the successful transition of this cohort remain relatively scarce. Therefore, there is a critical need for programs and strategies supporting SfRBs meaningful participation and success in their studies. This empirical paper reports on a project conducted at UniSA College. The research explores cultural and learning experiences of SfRBs in a university pathway program. This paper utilises data from a student survey, focus group, and interviews conducted with Peer Support Officers to explore students' aspirations, challenges they face and recommendations for the university and the enabling pathway program. The findings highlight that despite aspiring to obtain university qualifications, SfRBs encounter serious barriers including challenges associated with English language proficiency, as well as with navigating university and academic culture, managing family and work commitments whilst facing social exclusion and racism. For successful engagement of SfRBs education institutions need an all-encompassing approach consisting of culturally responsive efforts and peer-led support systems for students.
Publisher: Springer Science and Business Media LLC
Date: 03-2022
DOI: 10.1007/S40979-021-00099-1
Abstract: Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.
Publisher: SAGE Publications
Date: 21-06-2021
DOI: 10.1177/14733250211025086
Abstract: This study draws on Carol Bacchi’s What’s the problem represented to be? (WPR) framework, to deconstruct policy discourses of women’s alcohol consumption. It examines Australian policies such as in the National Alcohol Strategy (2019–2028) and Australian Guidelines to Reduce Health Risks from Drinking Alcohol ( NHMRC, 2009, 2020 ). It found that policy discourses particularly focus on the effects of women’s alcohol consumption as ‘harms’ to unborn children, by emphasising women’s assumed reproductive roles, such in pregnancy and when breastfeeding. Social policy tends to reproduce medicalising and normative gendered discourses about women’s alcohol consumption, with disempowering effects on women. This discourse analysis of drug and alcohol policies can contribute to broadening how social workers understand policy representations and the effects of policy discourses on women. The disciplinary power of the medicalisation and acceptable/unacceptable categorisation of women’s alcohol consumption means that women can internalise shame and stigma, which is often an obstacle for women attempting to seek assistance. More research is needed about how social workers can co-design policies and research projects with women of erse sexualities and cultural backgrounds who have been subjugated by these policy discourses.
No related grants have been discovered for Snjezana Bilic.