2E -
Tracks
Track 5
| Tuesday, July 9, 2024 |
| 1:30 PM - 3:25 PM |
| Room E3 |
Speaker
Dr Karen Sutherland
University of the Sunshine Coast
1:30pm - 1:55pm Cultivating digital professions: Graduate perceptions of social media education's value and gaps
1:30 PM - 1:55 PMFinal abstract
Focus
Presentation of research outcomes from 100 interviews with university graduates who studied social media at a regional university.
Background/context
Social media education is a relatively new discipline area with a scarcity of research within Australia devoted to its delivery (Childers, 2022; Freberg & Kim, 2018). Our study, underpinned by human capital theory, addresses this gap by providing an insight into the perceptions of 100 university graduates who studied social media at a regional university (Tan, 2014).
Description
This study focused on identifying strengths and gaps in university social media education in preparing graduates for the workplace.
Method
With ethics clearance, purposive sampling was used to recruit 100 graduates via LinkedIn and the regional university’s student Facebook groups. Semi-structured interviews were conducted using live, multi-streaming social media video for a program called, ‘Like, Share, Follow’ that both recorded and broadcasted the interviews in real-time across Facebook, LinkedIn and Twitter (Weerakkody, 2008). Interview transcripts were analysed using Grounded Theory via Leximancer thematic text analysis (Birks & Mills, 2015).
Evidence
The study identified time-management and teamwork through group assessments as the most beneficial skills graduates learned at university in their current roles. Skills such as digital advertising (Meta and Google), and networking were the most prominent themes in skills and knowledge they wished they had learned as part of the degree. An additional theme was graduates highlighting the importance of gaining practical experience while at university.
Contribution
This study provides an insight into the perspectives of 100 university graduates regarding the skills and knowledge gained from their degree that they found most beneficial in their current careers and the those they wished they had learned before graduating.
Engagement
Ask attendees how many have had graduates express a mismatch between university learning and workplace demands? Ask to share examples and/or solutions.
Presentation of research outcomes from 100 interviews with university graduates who studied social media at a regional university.
Background/context
Social media education is a relatively new discipline area with a scarcity of research within Australia devoted to its delivery (Childers, 2022; Freberg & Kim, 2018). Our study, underpinned by human capital theory, addresses this gap by providing an insight into the perceptions of 100 university graduates who studied social media at a regional university (Tan, 2014).
Description
This study focused on identifying strengths and gaps in university social media education in preparing graduates for the workplace.
Method
With ethics clearance, purposive sampling was used to recruit 100 graduates via LinkedIn and the regional university’s student Facebook groups. Semi-structured interviews were conducted using live, multi-streaming social media video for a program called, ‘Like, Share, Follow’ that both recorded and broadcasted the interviews in real-time across Facebook, LinkedIn and Twitter (Weerakkody, 2008). Interview transcripts were analysed using Grounded Theory via Leximancer thematic text analysis (Birks & Mills, 2015).
Evidence
The study identified time-management and teamwork through group assessments as the most beneficial skills graduates learned at university in their current roles. Skills such as digital advertising (Meta and Google), and networking were the most prominent themes in skills and knowledge they wished they had learned as part of the degree. An additional theme was graduates highlighting the importance of gaining practical experience while at university.
Contribution
This study provides an insight into the perspectives of 100 university graduates regarding the skills and knowledge gained from their degree that they found most beneficial in their current careers and the those they wished they had learned before graduating.
Engagement
Ask attendees how many have had graduates express a mismatch between university learning and workplace demands? Ask to share examples and/or solutions.
Biography
Dr Karen Sutherland is a Senior Lecturer in Public Relations at the University of the Sunshine Coast, Australia. Her research focuses on social media practice and pedagogy. A Senior Fellow of the Higher Education Academy, Dr Sutherland is also the author of the award-winning text, Strategic Social Media Management – Theory and Practice by Palgrave Macmillan, co-author of Public Relations and Strategic Communication by Oxford University Press, and Transmedia Brand Storytelling - Immersive Experiences From Theory to Practice as well as being the Co-Founder, AI and Social Media Specialist at Dharana Digital. Dr Sutherland's research has appeared in journals such as Public Relations Review and Media International Australia and presented at conferences and industry events in Australia, New Zealand, Portugal, India, the UK and the USA. Dr Sutherland regularly delivers social media workshops and coaching sessions to clients from a range of industries within Australia and around the world.
Dr Nicole Reinke
University of the Sunshine Coast
2:00pm - 2:25pm Do you have ‘Time for a Yarn’? Health profession educators’ preparedness to Indigenise health curricula
2:00 PM - 2:25 PMFinal abstract
Focus: We present progress on a research study ascertaining School of Health educators' preparedness to embed Aboriginal and Torres Strait Islander knowledges, perspectives, and experiences into health curricula.
Background/context: To support health professionals’ culturally safe practice, health profession programs must embed and teach Aboriginal and Torres Strait Islander knowledges, perspectives, and experiences throughout their curricula (Universities Australia, 2022). However, many non-Indigenous educators lack confidence about their preparedness to undertake this work and to teach Cultural Safety practice (Wolfe et al., 2018). In 2023, the School of Health prioritised a whole of school approach to Indigenising the curricula across nine health profession disciplines.
Description: Our project explores health educators' perceived preparedness to develop their Cultural Safety practices, along with the capabilities needed to embed Aboriginal and Torres Strait Islander knowledges, perspectives, and experiences into curricula. Developing capacity in this area first requires an understanding of non-Indigenous academic staff’s skills and confidence (Flavell et al., 2013), to then develop effective ways to build on those skills.
Method: An online cross-sectional survey of health educators captured their self-identified knowledge, experiences, and confidence to embed cultural knowledges and perspectives in the courses and programs they deliver. Descriptive quantitative statistics and thematic qualitative analyses were used to analyse the data.
Evidence: Preliminary findings indicate that two thirds of staff had previous embedding experience, yet only 8% felt confident to move forward with the process. Respondents identified a requirement for increased education, resources, and guidance from Indigenous staff. Concerns about respect and authenticity were expressed.
Contribution: Research findings emphasise educators' calls for support and collaboration with Indigenous staff and communities to advance this work.
Engagement: Engagement will be enhanced by prompting the audience to reflect on their own preparedness, using a selection of the survey questions used in the study.
Background/context: To support health professionals’ culturally safe practice, health profession programs must embed and teach Aboriginal and Torres Strait Islander knowledges, perspectives, and experiences throughout their curricula (Universities Australia, 2022). However, many non-Indigenous educators lack confidence about their preparedness to undertake this work and to teach Cultural Safety practice (Wolfe et al., 2018). In 2023, the School of Health prioritised a whole of school approach to Indigenising the curricula across nine health profession disciplines.
Description: Our project explores health educators' perceived preparedness to develop their Cultural Safety practices, along with the capabilities needed to embed Aboriginal and Torres Strait Islander knowledges, perspectives, and experiences into curricula. Developing capacity in this area first requires an understanding of non-Indigenous academic staff’s skills and confidence (Flavell et al., 2013), to then develop effective ways to build on those skills.
Method: An online cross-sectional survey of health educators captured their self-identified knowledge, experiences, and confidence to embed cultural knowledges and perspectives in the courses and programs they deliver. Descriptive quantitative statistics and thematic qualitative analyses were used to analyse the data.
Evidence: Preliminary findings indicate that two thirds of staff had previous embedding experience, yet only 8% felt confident to move forward with the process. Respondents identified a requirement for increased education, resources, and guidance from Indigenous staff. Concerns about respect and authenticity were expressed.
Contribution: Research findings emphasise educators' calls for support and collaboration with Indigenous staff and communities to advance this work.
Engagement: Engagement will be enhanced by prompting the audience to reflect on their own preparedness, using a selection of the survey questions used in the study.
Biography
Nicole completed a PhD in Physiology at the University of New England, Australia (2006), a Graduate Certificate in Education (2011) and a Master of Education (2013) at James Cook University, Australia. Nicole has taught biology and physiology for over 20 years at universities in Australia and Canada, and is currently located at the University of the Sunshine Coast, Australia. Nicole received an Award for Advancing the Blended Learning Environment in 2017 and was recognised as a Senior Fellow of the Higher Education Academy (SFHEA) in 2019. Her research interests include the development, implementation, and evaluation of learning technologies such as 3D immersive animation, academic integrity, and physiology projects focussed on cellular metabolism.
Mr Paul Kane
University of Otago
2:30pm - 2:55pm Exploring competence in a health professional education programme.
2:30 PM - 2:55 PMFinal abstract
Focus:
We discuss selected results from a PhD project examining the curriculum of a health professional degree.
Background:
The Bachelor of Radiation Therapy is the sole programme for pre-registration education of Radiation Therapists (RTs) in New Zealand. It has been offered in various iterations over several decades. The curriculum has largely developed in response to regulatory and workforce needs but historically has lacked underpinning educational principles or theory.
Description:
The research investigated historical, present and future drivers behind the BRT curriculum. Current and legacy documentation was used to identify stakeholders influencing curriculum design. Perspectives were explored with those stakeholders and consideration was given to parallel phenomena in other disciplines. Key principles were created from data to inform future curriculum design and development.
Method(s):
We used semi-structured interviews and focus groups with academic and clinical practitioners in a variety of roles and disciplines. Analysis was informed by Constructivist Grounded Theory (Charmaz, 2006).
Evidence:
Like existing literature, this study highlighted multiple challenges concerning competence. Our participants postulated variations in definition and elements which comprise competence. (Fernandez et al., 2012) Assessing competence is challenging, for example aligning academic and clinical requirements. (Whitehead et al., 2015) Newly graduated RTs experience variance in expectations from clinical employers regarding competence. (Ellis et al., 2020) Additionally, radiation therapy wrestles with changes in technology and practice, which often outpace revisions and updates to the curriculum.
Contribution:
Identification of this challenge underlines the usefulness of a theoretical underpinning for professional education. This specific issue serves as a model for taking an evidence based, scholarly approach to addressing professional education issues.
Engagement:
This project identified an issue within a specific discipline but not one which is unique to it. Using prompting questions, reflections on the complexity of competence and feedback on how other disciplines tackle this challenge will be invited.
We discuss selected results from a PhD project examining the curriculum of a health professional degree.
Background:
The Bachelor of Radiation Therapy is the sole programme for pre-registration education of Radiation Therapists (RTs) in New Zealand. It has been offered in various iterations over several decades. The curriculum has largely developed in response to regulatory and workforce needs but historically has lacked underpinning educational principles or theory.
Description:
The research investigated historical, present and future drivers behind the BRT curriculum. Current and legacy documentation was used to identify stakeholders influencing curriculum design. Perspectives were explored with those stakeholders and consideration was given to parallel phenomena in other disciplines. Key principles were created from data to inform future curriculum design and development.
Method(s):
We used semi-structured interviews and focus groups with academic and clinical practitioners in a variety of roles and disciplines. Analysis was informed by Constructivist Grounded Theory (Charmaz, 2006).
Evidence:
Like existing literature, this study highlighted multiple challenges concerning competence. Our participants postulated variations in definition and elements which comprise competence. (Fernandez et al., 2012) Assessing competence is challenging, for example aligning academic and clinical requirements. (Whitehead et al., 2015) Newly graduated RTs experience variance in expectations from clinical employers regarding competence. (Ellis et al., 2020) Additionally, radiation therapy wrestles with changes in technology and practice, which often outpace revisions and updates to the curriculum.
Contribution:
Identification of this challenge underlines the usefulness of a theoretical underpinning for professional education. This specific issue serves as a model for taking an evidence based, scholarly approach to addressing professional education issues.
Engagement:
This project identified an issue within a specific discipline but not one which is unique to it. Using prompting questions, reflections on the complexity of competence and feedback on how other disciplines tackle this challenge will be invited.
Biography
Paul Kane is a Radiation Therapist by background and is part of the team delivering the Bachelor of Radiation Therapy (BRT) at the University of Otago Wellington. This is the national education programme for Radiation Therapists in New Zealand. He is in the final year of a PhD he has been completing part time which is exploring the BRT curriculum with a view to building key theoretical principles for its future design and development.
Ms Caroline Aspden
Professional teaching fellow
University of Auckland
3:00pm - 3:25pm The role of student conceptions of feedback and marker comments on student performance
3:00 PM - 3:25 PMFinal abstract
Focus: This research examined how students use the feedback they received within a science course that concurrently taught first year university students about the role feedback can play in their learning.
Background: Feedback is essential to learning and an embedded feature of education practice, but the variability of its impact is problematic (Hattie & Timperley, 2007). How students conceive of the purpose and sources of feedback moderates how they interpret and use feedback, but mechanisms are not well understood (Brown et al., 2016).
Description: Student conceptions of feedback were studied in parallel with specific feedback and assessment events.
Methods: Using self-reported survey responses student conceptions of feedback (SCoF) were mapped to marker comments, observed uses of feedback, and subsequent performance, constrained by prior academic performance.
Evidence: Within a well-fitting structural equation model, the conception 'Feedback tells me if I am meeting expectations' loaded on improved performance (β = .21) but did not relate to self-reported use of feedback, which was somewhat explained by the conception 'I enjoy getting feedback' (β = .17). Greater academic performance prior to the course reduced enjoyment of feedback (β = -.14) and created fewer marker comments on work (β = -.49). Overall course performance was weakly explained by three conceptions of feedback ('Feedback tells me if I am meeting expectations', β = .15; 'Feedback is tutor comments', β = .11; 'Peer feedback helps', β = -.13) and strongly by prior educational performance (β = .29).
Contribution: Results show conceptions of feedback weakly contribute to feedback usage and better performance but highlight the challenge of providing usable feedback to academically able students. Insights into previously undocumented interactions between moderators of feedback processes are revealed.
Engagement: "Have you given feedback and been frustrated that students don’t appear to be making improvements expected if they used the feedback?"
Background: Feedback is essential to learning and an embedded feature of education practice, but the variability of its impact is problematic (Hattie & Timperley, 2007). How students conceive of the purpose and sources of feedback moderates how they interpret and use feedback, but mechanisms are not well understood (Brown et al., 2016).
Description: Student conceptions of feedback were studied in parallel with specific feedback and assessment events.
Methods: Using self-reported survey responses student conceptions of feedback (SCoF) were mapped to marker comments, observed uses of feedback, and subsequent performance, constrained by prior academic performance.
Evidence: Within a well-fitting structural equation model, the conception 'Feedback tells me if I am meeting expectations' loaded on improved performance (β = .21) but did not relate to self-reported use of feedback, which was somewhat explained by the conception 'I enjoy getting feedback' (β = .17). Greater academic performance prior to the course reduced enjoyment of feedback (β = -.14) and created fewer marker comments on work (β = -.49). Overall course performance was weakly explained by three conceptions of feedback ('Feedback tells me if I am meeting expectations', β = .15; 'Feedback is tutor comments', β = .11; 'Peer feedback helps', β = -.13) and strongly by prior educational performance (β = .29).
Contribution: Results show conceptions of feedback weakly contribute to feedback usage and better performance but highlight the challenge of providing usable feedback to academically able students. Insights into previously undocumented interactions between moderators of feedback processes are revealed.
Engagement: "Have you given feedback and been frustrated that students don’t appear to be making improvements expected if they used the feedback?"
Biography
Caroline Aspden is a Professional Teaching Fellow at the University of Auckland in the School of Biological Sciences. Caroline coordinates and teaches into courses at Stage 1 and foundation levels. She is particularly interested in the first-year transition experience and the mechanisms through which course design, assessment and feedback facilitate learning and support students to become self-regulated learners. When she is not teaching, she will usually be outdoors exploring New Zealand's natural wonders.
Chair
Jill Lawrence
University of Southern Queensland
