ORCID Profile
0000-0003-1105-9051
Current Organisation
Deakin University
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Publisher: National Academic Advising Association (NACADA)
Date: 07-2021
Abstract: Previous research has evidenced the importance of student and staff interactions as critical functions to support student success at university. Increasingly, academic advising units support these interactions. However, while common throughout North American contexts, little is known about the implementation of such units internationally. In this paper, we use a case study methodology to discuss the introduction of an academic advising team at an Australian university to explore how staff adjusted to these new roles and their reflections on how others perceived them. We use reflective diaries submitted by the advisors (n = 11) to analyze how their role identities formed over time and suggested recommendations for supporting teams in the future.
Publisher: Informa UK Limited
Date: 09-05-2023
Publisher: Informa UK Limited
Date: 06-01-2020
Publisher: Emerald Publishing Limited
Date: 11-04-2019
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 17-11-2022
Publisher: Informa UK Limited
Date: 07-06-2022
Publisher: Informa UK Limited
Date: 30-09-2021
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 02-10-2023
Publisher: Informa UK Limited
Date: 02-01-2018
Publisher: Springer Science and Business Media LLC
Date: 17-08-2019
Publisher: Informa UK Limited
Date: 10-2020
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 16-09-2019
DOI: 10.20343/TEACHLEARNINQU.7.2.5
Abstract: There has been an increase in research and practice exploring how students can gain agency to shape higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within the evolving literature to explore the differentiations between these metaphors and how underlying assumptions ultimately shape our practices and research. We thus unpack the above five metaphors frequently used to redefine students’ roles in higher education. We then engage in a dialogue across differences: highlighting how our own two distinct perspectives on the research area and practice – grounded in neoliberalism and social justice – align, overlap, differ, and provide constraints or affordances for student engagement. We offer a critical and reflective commentary questioning the drivers of students’ changing roles in higher education in the hope of inviting others into generative dialogue toward expanding the evolving field of student engagement.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 27-06-2021
DOI: 10.14742/AJET.6735
Abstract: Amid increasing calls for universities to transition to online learning, there is a need to explore how platforms and technology can provide positive student experiences and support learning. In this paper, we discuss the implementation of an online peer learning and recommender platform in a large, multi-c us, first-year health subject (n = 2095). The Recommendation in Personalised Peer Learning Environments (RiPPLE) platform supports student’s co-creation of learning resources and allows for students to provide feedback and rate their peers’ submissions. Our results indicated that both student engagement and academic performance were positively impacted for users by the introduction of the RiPPLE platform, but that academic preparedness, in the form of students’ ATAR scores, strongly influenced their engagement and the benefits received. Implications for practice or policy: We explored if students were willing to co-create learning resources online. Our study piloted an online platform known as Recommendation in Personalised Peer Learning Environments (RiPPLE). Critical analysis provides insights into fostering online engagement and peer learning. We further offer recommendations for future practice on how to embed online student co-creation of curriculum.
Publisher: Springer International Publishing
Date: 2019
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 2022
Abstract: Australian higher education participation continues to expand, yet in unequal ways. Regional, rural, and remote (RRR) student participation is stubbornly stalled, despite sustained research and policy initiatives to support these cohorts. To address this complex issue, we interviewed 10 RRR principals in Queensland and Victoria to explore specific challenges that face RRR communities, as well as collate strategies and solutions. Our findings highlighted the importance of leveraging and developing local knowledge and expertise to equip students with careers education, as well as the need to promote a positive narrative about RRR community life. A key theme that emerged from participants was the need to dispel the myth that students needed to leave their communities to achieve their goals or find career success. The findings from this paper point to a need for educational outreach programs to continue to develop context-specific, locally informed programs and support that align with RRR communities' values and ways of life.
Publisher: Emerald Publishing Limited
Date: 11-04-2019
Publisher: Informa UK Limited
Date: 14-09-2023
Publisher: Routledge
Date: 24-10-2023
Publisher: Springer Science and Business Media LLC
Date: 03-01-2023
Publisher: Informa UK Limited
Date: 18-10-2022
Publisher: Queensland University of Technology
Date: 09-08-2019
Abstract: Despite increased attention placed both in and outside Australia on student participation in university governance, there remains a gap in practices and programs that help support students to contribute across various governance groups, councils, and representative roles. This practice report explores two aspects of developing student partnership in governance at a research-intensive university in Australia. We will showcase a set of rationales co-created between students and staff on why partnership should be a critical aspect of higher education policy and governance. Secondly, we will provide an overview of a specialised training program that aims to provide students with foundational working knowledge of university governance practice, policies and language to bolster engagement within their roles. We will further discuss anticipated impacts and advance research and future practice in this area by highlighting key areas that require further exploration to further student engagement in governance structures.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 08-05-2023
Abstract: A persistent issue in Australia, and globally, is how to improve participation rates in higher education for students from regional and rural areas. In this paper, we tackle this challenge by exploring the idea of a Community Embedded University (CEU). We draw on empirical data from three participatory co-design workshops with university students (n = 15) and staff (n = 6), to provoke discussion on what a CEU model might look like, the activities it might engage in, and how it would collaborate with local communities to create stronger partnerships and support student engagement. Through our study, we identify key value propositions to a CEU, including fostering students’ sense of belongingness and opportunities to engage in relationship-rich pedagogy through community-university collaborative teaching. However, we also identify several challenges to enacting a CEU, such as complexities relating to distributed power-sharing and decision-making, and how to situate learning experiences in place while maintaining flexible learning spaces. We propose that, while the idea of a CEU may remain an idealised model, our outlined principles to creating a CEU may be a useful framework for universities to reflect upon and consider how they engage with their local communities.
Publisher: Informa UK Limited
Date: 16-07-2021
Publisher: Informa UK Limited
Date: 06-12-2020
Publisher: Emerald Publishing Limited
Date: 11-04-2019
Publisher: Elsevier BV
Date: 04-2020
Publisher: Informa UK Limited
Date: 06-07-2020
Publisher: Springer Science and Business Media LLC
Date: 20-11-2021
Publisher: Informa UK Limited
Date: 03-07-2019
Publisher: Ubiquity Press, Ltd.
Date: 2020
DOI: 10.5334/JIME.555
Publisher: Informa UK Limited
Date: 14-05-2019
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: As highlighted through the COVID-19 pandemic, technology plays a key role towards the goal of equitable higher education. In this paper, we focus on the role of technology in supporting inclusive work-integrated learning (WIL) placements for students with a disability. We present three student vignettes, generated from survey data of the perceptions and experiences of students with a disability in WIL (n=132). We used these vignettes in follow-up focus groups (6 focus groups, n=27) which explored students’ ideas on how technology could better support students. From our data, we discuss students’ conceptualisations of how potential technological solutions could improve WIL, across both the mode of WIL offered (e.g., online), but also towards supporting deeper relationships and improving the personalisation of WIL. We conclude by recommending greater collaboration between WIL practitioners and learning technologists to explore the role of technology in creating inclusive WIL experiences.
Publisher: Society for Learning Analytics Research
Date: 22-07-2019
Abstract: The value of technology lies not only with the service or functionality of the tool, but also with its subsequent value to the people who use it. New learning analytics (LA) software and platforms for capturing data and improving student learning are frequently introduced however, they suffer from issues of adoption and continued usage by stakeholders. Scholars have previously suggested that it is not enough to introduce stakeholders (e.g., teachers and students) to LA technologies they must also be a part of the LA creation and design process. In this paper, we will continue the ongoing work to clarify and compare different approaches of human-centred design through an overview of participatory frameworks in LA (co-design, co-creation). We will also present a case study using an LA tool used and developed within several Australian universities that was utilized over six years as an ex le of how LA designers can co-create dynamic platforms with teachers. Implications of participatory design frameworks in LA will also be presented through a discussion of the costs, challenges, and benefits of adopting human-centred design.
Publisher: Springer Science and Business Media LLC
Date: 20-04-2022
DOI: 10.1007/S10734-022-00851-7
Abstract: Student representation and student partnership differ and the difference matters. To further scholarly understanding of, and appreciation for, the important difference between the two, we examine these two commonly evoked conceptions for student voice in higher education. We draw on two points of difference—responsibility and access—to illuminate conceptualisations and discourses of each in the current literature. In doing so, we clarify the unique contributions of each, shaped by differing contexts of interaction, and articulate issues arising by confounding and conflating partnership and representation in the name of student voice. Advancing an argument for an ecosystem of student participation grounded in student voice, we warn of the harm in positioning student partners as speaking for other students and the risk of diminishing the importance of elected student representation systems in favour of staff selected student partner models of student representation.
Publisher: Oxford University Press
Date: 27-10-2016
DOI: 10.1093/OBO/9780199756810-0173
Abstract: The student experience and engagement field is a rare mix of scholars and research on both the psychological theories that enhance student engagement and the everyday institutional and school policies that promote student engagement. It is an undeniably popular field, with practitioners, experts, university and school leaders, policymakers, and students all hoping to understand what they can do to foster engagement practices. This article provides a wide breadth of the historical and current research that has shaped student engagement today. First, it includes general overviews, books, and journals that contribute basic dimensions and theories for understanding the evolution of student engagement. Next is an examination of student engagement assessment practices and multiple perspectives on the ongoing discourse of how researchers and scholars should evaluate student engagement. Following are five key areas for improving student engagement: institutional efforts, the role of teachers, student self-efficacy and self-motivation, pedagogy developments, and finally, the impact of technology on the field of student engagement. Also discussed are the outcomes of student engagement, with sections devoted to academic outcomes, emotional and behavioral outcomes, and the relationship between student engagement and extracurricular activities. Student engagement through the perspectives of those outside the majority—minority students and international students—is then examined. The final section covers the best practices discovered so far within student engagement. An active attempt was made to include scholars from the international community. Although this article focuses on higher education, research on primary and secondary education is also referenced. A rich theoretical literature exists however, student engagement is invariably an applied phenomenon, and many key studies are policy oriented.
Publisher: Routledge
Date: 26-04-2023
Publisher: Deakin University
Date: 03-05-2019
DOI: 10.21153/JTLGE2019VOL10NO1ART780
Abstract: Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to erge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff.
Publisher: Springer Science and Business Media LLC
Date: 28-11-2022
Publisher: Informa UK Limited
Date: 05-09-2020
Publisher: Informa UK Limited
Date: 02-10-2023
Publisher: ACM
Date: 07-03-2018
Publisher: Informa UK Limited
Date: 19-10-2023
Publisher: Informa UK Limited
Date: 27-04-2018
Publisher: Deakin University
Date: 09-10-2023
Publisher: Informa UK Limited
Date: 10-11-2022
Publisher: Informing Science Institute
Date: 2019
DOI: 10.28945/4383
Abstract: Aim/Purpose: The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background: There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. Methodology: Our s le includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences. Contribution: There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities. Findings: Our findings show that a) at both the in idual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding) and c) conferences support doctoral students’ learning and confidence in future networking. Recommendations for Practitioners: Our recommendations to doctoral education training programs and/or supervisors are to explicitly discuss and promote networking and/or conference attendance, and to find ways to support students to engage in networking outside their immediate study environment. Recommendation for Researchers: Our recommendation to researchers is to further investigate the importance of networking behaviors and experiences on doctoral student training and/or career outcomes. Impact on Society: This research highlights the importance of recognizing the learning needs of doctoral students who are expected to work in a complex, globally connected society as part of the reality of higher education in the 21st century. Future Research: Results from the study could help inform a larger study on the trends and motivations of doctoral students’ networking across all disciplines.
Publisher: Informa UK Limited
Date: 30-05-2020
No related grants have been discovered for Mollie Dollinger.