Author: Ajal

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Moving towards a model of professional identity formation in midwifery through conversations and positioning theory

Author/s: Diane J. Phillips and Barbara Hayes

Edition: Volume 46, Number 2, April 2006

Summary: The disciplines of nursing and midwifery both uphold a powerful oral tradition that can impact upon student learning. Students enrolled in a Graduate Diploma of Midwifery are supervised and assessed by midwives during their placements in midwifery practice settings by a program of ‘preceptorship’ support and where conversations are innate. Positioning theory, developed by Harré and others, is a metaphorical concept in which an individual ‘positions’ herself/himself within entities of encompassing people, institutions and societies where conversations are conducted either privately or publicly. As construction sites of professional learning, conversations are underpinned by reflective practices. In unravelling conversations, positioning may be applied as an analytical tool by educators to interpret the emerging meanings and themes in their discussions with students, reflective journals by students and in meetings with preceptors/midwives.

Keywords: nursing, midwifery, oral tradition, student learning, preceptorship support, conversation

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An evaluation of a formal professional examination in adult continuing education

Author/s: James A. Athanasou

Edition: Volume 46, Number 2, April 2006

Summary: This study provides a framework for the evaluation of assessments that may be used in adult continuing education. It provides an example of the analysis of an examination for 33 solicitors seeking specialist accreditation. Resampling was used to generate a group of 1000 results, and responses were analysed using a Rasch model. Results indicated a select and capable group of candidates for whom many items in the assessment were redundant. A fi ve-step general model for evaluating formal assessments in adult education is outlined.

Keywords: adult education, continuing, specialist accreditation, formal assessment

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Challenges in understanding and assisting mature-age students who participate in alternative entry programs

Author/s: Marguerite Cullity

Edition: Volume 46, Number 2, April 2006

Summary: Mature-age students are a significant group within the Australian sub-degree and undergraduate commencing cohort. Nevertheless, little is known about mature-age student backgrounds or factors that affect their participation at university. This paper draws on a case study that examined the nature and outcomes of Australian alternative entry programs for mature-age students. Specifically, the paper explores the demographic characteristics of mature-age students who participate in these programs. Australian research indicates that mature-age student circumstances influence their university aspirations and awareness of academic study. An understanding of mature-age student characteristics assists program organisers in designing effective alternative entry courses for unmatriculated, return-to-study and equity group mature learners. It is through a shared knowledge of mature learner circumstances and appropriate pedagogy that alternative entry program personnel can monitor and advance student participation at university.

Keywords: mature-age students, return to study, shared knowledge, appropriate pedagogy

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Adult, community and public education as primary sites for the development of social capital

Author/s: Rob Townsend

Edition: Volume 46, Number 2, April 2006

Summary: This article reviews current literature and discussion about the policies and sites of Australian adult education and training and their potential impact on the development of social capital in a regional context. The review stems from a current research project examining the impact of participation in adult education by people from diverse cultural backgrounds in a regional town in northern Victoria. There is evidence that adult education can transform individuals via access to new knowledge and skills, but can it impact on the social cohesiveness of groups, communities and regions in Australian society? Access and equity policies and strategies form the centre of adult, community and public education in Australia and it is time for these to be significantly reviewed in the context of a culturally diverse twenty first century society.

Keywords: adult education, social capital, diverse cultural backgrounds, northern Victoria, social cohesiveness

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Organisational learning about depression in the workplace: a community of practice of silence and avoidance

Author/s: Lisa Davies

Edition: Volume 46, Number 1, April 2006

Summary: The economic and social impact of depression on the Australian workforce (Hickie 2002; Hawthorne, Cheok, Goldney and Fisher 2003) is only recently being acknowledged. In 2004 I undertook semi-structured interviews with people with human resource responsibilities in the deregulated sector of information technology in South Australia. The interviews focused on their accessibility to work-based education about depression and asked their opinions regarding the merit of such education.

Keywords: depression, Australian workforce, human resources, work-based education

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An examination of the social systems of engineering projects

Author/s: Errol Lawson

Edition: Volume 46, Number 1, April 2006

Summary: The thesis drew together threads of the representation of real-world entities as systems, the life-cycle of groups of people, the nature of problem-solving and related issues associated the learning processes in the development and application of new knowledge in a group. These threads were consolidated in a Social Systems Evaluation Framework (SSEF) that was based on the forms of capital concepts of Bourdieu, namely embodied, social, institutionalised, economic and objectified capital. The Social Systems Evaluation Framework can facilitate the evaluation of the social system of an engineering project at any stage from initiation to disbandment and provides guidance on the encouragement of high performing teams or on the need for early intervention in a dysfunctional team by management.

Keywords: social systems evaluation framework, SSEF, management, dysfunctional teams

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Situated researcher reflections and professional learning journeys

Author/s: Susanne Owen

Edition: Volume 46, Number 1, April 2006

Summary: Some key theoretical aspects of my recently completed Doctor of Education thesis regarding teacher professional development were situativity theory, communities of practice and being a situated reflective practitioner. With the hard work now over, it is interesting to comment on these aspects and their continuing relevance.

Keywords: teacher professional development, situativity theory, communities of practice, situated reflective practitioner

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Empowerment of women through literacy education: some issues for Nigeria’s consideration

Author/s: A. Okediran and M.G. Olujide

Edition: Volume 46, Number 1, April 2006

Summary: This paper examines the status of women in the pre- and post-independent era in Nigeria and in contemporary society. It explores the introduction of western general forms of dichotomies, discriminations and apathy that general education has caused in their life, and brought about patriarchal knowledge and man’s domination and control of all spheres of knowledge, work, religion, laws, processes and which have engendered societal disempowerment of women. The paper thus advances adult and non-formal education and counselling programs as tools for empowering women. It also reviews the problems faced by women in society and proffers adult and non-formal education and counselling education strategies as solutions capable of propelling them to contribute their quota to the socio-economic and political development of the nation.

Keywords: women, Nigeria, literacy, general education, non-formal education

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Low female literacy: factors and strategies

Author/s: B.S. Vasudeva Rao and P. Viswanadha Gupta

Edition: Volume 46, Number 1, April 2006

Summary: Literacy is a process which dispels and promotes rational thinking and moulds human beings into becoming responsible citizens. The absence of literacy directly and indirectly retards the development of individuals, society, community and the country. For the success of any program, people should be motivated by providing necessary congenial environments, socio-economic conditions and committed efforts on the part of implementing bodies. In spite of the number of efforts made by central and state governments in India, still illiterates remain. This paper identifies factors responsible for people remaining illiterate and suggests strategies to adopt for achieving better results in the district which has the lowest literacy rate in the state and country.

Keywords: Iiteracy, factors responsible, better outcomes, India

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Learning in the knowledge age, where the individual is at the centre of learning strategy and organisational success

Author/s: Carmel Kostos

Edition: Volume 46, Number 1, April 2006

Summary: Adult learning practitioners are being challenged to prepare for a revolution in the way workplace learning outcomes will be delivered. Recent thinking on the future of work by a number of leading business authorities from around the world reports that changes in the way students are being educated for work and the demands on workers in the knowledge age will force a major shift towards learner-centred organisational development strategies. These changes will require broad, strategic solutions, including a re-think on the capabilities and qualifications of those involved in  developing people and the formulation of new policies and practices that enable and support learners as they re-focus their careers into the new world of work.

Keywords: adult learning, workplace learning outcomes, knowledge age

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