ORCID Profile
0000-0001-6596-6525
Current Organisations
Department of Employment and Workplace Relations
,
Victoria University
,
James Cook University
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Publisher: Wiley
Date: 15-04-2020
DOI: 10.1111/BJET.12931
Abstract: Graduate employment rates and self‐reported employability are increasingly a feature of higher education funding measures. However, graduate outcomes do not denote the whole learning experience of the student nor is the student experience reducible to a single statistic. This paper discusses a design‐centric approach to employability development which was enacted within a hybrid learning space . The study engaged 52 final‐year speech pathology students, their lecturer, the lead researcher and a career practitioner (advisor) at an Australian university. Students first created personalized employability profiles using an established online self‐reflection tool. The online tool produced a personalized report and enabled students to access developmental resources relating to employability and student success. The project team used anonymized student data to transform a previously generic “careers” workshop into a targeted workshop in which students explored in idual and cohort findings and participated in developmental activities informed by the data. The initiative’s contribution to learning space research is in its composition as a hybrid learning space in which educators and students engaged as learners and developers of their online learning spaces, and educators collaborated to analyze student data and inform learning and teaching enhancements within the same study period. It is anticipated that the data from subsequent years will inform the curricular review, particularly if subsequent student cohorts express similar concerns. Implications for higher education policy and practice are discussed.
Publisher: Informa UK Limited
Date: 02-01-2023
Publisher: Elsevier BV
Date: 09-2018
Publisher: Informa UK Limited
Date: 03-05-2020
Publisher: Informa UK Limited
Date: 02-11-2022
Publisher: Elsevier BV
Date: 08-2018
Publisher: MDPI AG
Date: 12-03-2018
DOI: 10.3390/MET8030176
Publisher: Elsevier BV
Date: 08-2018
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 26-11-2021
Abstract: Geographically unequal distribution of opportunities for participation in post-school education particularly affects young people in rural and regional areas of Australia. This study contends that the perception of opportunities by young people from low socio-economic status backgrounds should be considered alongside the distribution of opportunities, in order to understand how place and social mobility are intertwined in the reproduction of inequality. Drawing on data about post-school transitions in peri-urban and rural areas of Australia, our study shows that understandings of a sense of belonging to a rural place of origin and the attraction of nature and the outdoors are intrinsic to understanding young people's educational mobilities. Despite a growing interest in the more emotional aspects of mobility, including the concept of 'emotional topographies' and issues of dislocation and belonging, the spatial contingency of student identities and their effects on participation are only just beginning to be manifested in an ontological shift in scholarship. Educational mobilities and the sense of place have been tested by the impact of the 2020 global pandemic. By deepening understanding of how students from rural areas frame their educational choices, this study offers a progression in thinking about dislocation and belonging in the interactions of post-school transitions. Arguably, a broader emotional geographical sense of belonging is needed to understand the experiences of rural students and their mobility or immobility. This broader conceptualisation may indicate new research directions for urban research.
Publisher: Informa UK Limited
Date: 07-2019
Publisher: MDPI AG
Date: 30-10-2019
Abstract: Since the mid-1970s, the higher education system in the UK has massified. Over this period, the government policy drivers for higher education have shifted towards a homogenised rationale, linking higher education to the economic well-being of the country. The massification of higher education has involved a widening of participation from traditional students to new and erse student cohorts with differing information needs. The increased positioning of students as consumers by higher education means the student choice process has become complex. Drawing on a recently conferred doctorate, this article asks whether the messages sent by institutions about the motivation for undertaking a degree have changed during the recent period of massification of UK higher education. It asks how such changes are reflected, overtly or in coded form, in the institutional pre-entry ‘prospectus’ documents aimed at students. Taking a discourse-historical approach, the work identifies six periods of discourse change between 1976 and 2013, analysing prospectuses from four case-study institutions of different perceived status. The research finds that the materials homogenise gradually over the period and there is a concordant concealment of the differential status, purpose and offer of the institutions, alongside an increase in the functional importance of the coded signalling power of the differential prestige of undergraduate degrees within the UK. This research’s finding that the documents produced by institutions have become increasingly difficult to differentiate highlights equity issues in provision of marketing in terms of widening participation and fair access aims.
Publisher: Routledge
Date: 26-04-2023
Publisher: Elsevier BV
Date: 2021
Publisher: Informa UK Limited
Date: 10-07-2023
Publisher: Cambridge University Press
Date: 23-06-2022
Publisher: Informa UK Limited
Date: 06-07-2020
Publisher: Springer Science and Business Media LLC
Date: 18-11-2022
DOI: 10.1007/S10734-022-00957-Y
Abstract: This article explores the rationalities advanced by 18 higher education institutions, located across eight countries, for developing and delivering employability provision. The article uses Sultana’s Habermasian-derived framework to categorise rationalities as either technocratic, humanistic or emancipatory. Based on a series of semi-structured dialogic interviews, the article explores how key strategic and operational personnel within higher education institutions articulate their rationality for engaging with employability. It finds that the rationalities advanced to support employability within different institutions vary through a conversation between institutional culture and priorities and the demands of different stakeholders who the institution seeks to engage. The technocratic and humanistic rationalities dominate, with the emancipatory rationality weakly represented in the data. However, in many cases, the different rationalities are woven together, often for tactical reasons, to create bespoke institutional rationalities.
Publisher: Elsevier BV
Date: 12-1970
Publisher: Informa UK Limited
Date: 11-10-2022
Publisher: Springer International Publishing
Date: 2022
Publisher: Elsevier BV
Date: 03-2018
Publisher: Informa UK Limited
Date: 12-10-2022
Publisher: SAGE Publications
Date: 07-2017
Abstract: Employability development is a strategic priority for universities across advanced western economies. Despite this, there is no systematic study of employability development approaches internationally. In this study, we considered how universities portray employability on the public pages of their websites. We undertook website content analysis of 107 research-intensive universities in Australia, Canada, the United Kingdom and the United States. Following Farenga and Quinlan, we classified these strategies as Portfolio, Hands-off, Award and Non-embedded. Portfolio or Award strategies were the most common across all four locations Hands-off and Non-embedded strategies were more common to US universities and Award was more common in the United Kingdom. Universities focused on either possessional or positional approaches to employability. We advocate for a pedagogical shift towards processual approaches in which responsibility for employability development is shared.
Publisher: Informa UK Limited
Date: 04-03-2023
Publisher: Informa UK Limited
Date: 24-05-2020
Publisher: Informa UK Limited
Date: 04-07-2023
Publisher: Springer International Publishing
Date: 2022
Publisher: Informa UK Limited
Date: 06-2020
Publisher: Informa UK Limited
Date: 18-11-2022
Publisher: Informa UK Limited
Date: 02-11-2022
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Informa UK Limited
Date: 03-09-2023
Publisher: Informa UK Limited
Date: 11-2020
Publisher: Springer International Publishing
Date: 2022
Publisher: SAGE Publications
Date: 07-2021
Abstract: This study investigated why university students choose to major in Science, Technology, Engineering, Mathematics, and Medicine/health (STEM(M)) disciplines, and how their study and career-related confidence compares with that of their peers. The study engaged 12,576 students enrolled at Australian universities. The findings suggest that STEM(M) students’ career decision making is guided by their interest in the subject and their intentions to help people. Within the STEM(M) cohort, students in medicine and health were more confident in their career decision making than either their STEM or non-STEM(M) peers. Of interest, they were less aware of alternative career pathways and less prepared to reorient their careers should this be necessary. Female students reported greater confidence than male students in their career decision making, career identity, and career commitment. Implications include the need for career narratives beyond the STEM industries and for career development initiatives that are mindful of disciplinary and gendered differences.
Publisher: Informa UK Limited
Date: 2020
Publisher: Informa UK Limited
Date: 03-09-2022
Publisher: Elsevier BV
Date: 08-2018
Publisher: Informa UK Limited
Date: 09-08-2019
Publisher: Springer International Publishing
Date: 2018
Publisher: MDPI AG
Date: 26-07-2018
DOI: 10.3390/MET8080580
Abstract: Understanding the effect of high strain rate deformation on microstructure and mechanical property of metal is important for addressing its performance as high strength material. Strongly motivated by the vast industrial application potential of metals having excellent hardness, we explored the phase stability, microstructure and mechanical performance of an industrial grade high carbon steel under different compressive strain rates. Although low alloyed high carbon steel is well known for their high hardness, unfortunately, their deformation behavior, performance and microstructural evolution under different compressive strain rates are not well understood. For the first time, our investigation revealed that different strain rates transform the metastable austenite into martensite at different volume, simultaneously activate multiple micromechanisms, i.e., dislocation defects, nanotwining, etc. that enhanced the phase stability and refined the microstructure, which is the key for the observed leap in hardness. The combination of phase transformation, grain refinement, increased dislocation density, formation of nanotwin and strain hardening led to an increase in the hardness of high carbon steel.
Publisher: Informa UK Limited
Date: 04-05-2023
No related grants have been discovered for Elizabeth Knight.