Virtual 3.3
Tracks
Track 3
| Tuesday, July 9, 2024 |
| 3:35 PM - 5:00 PM |
| Virtual platform |
Speaker
Dr Helen Yang
La Trobe University
Teaching culturally and linguistically diverse postgraduate accounting students: An intercultural learning perspective
3:35 PM - 4:00 PMFinal abstract
Focus
Embedding an intercultural dimension into postgraduate accounting education to better accommodate the educational needs and cultural diversity of international students, particularly from developing countries.
Context
The surge of international students in Australian university accounting courses contribute to the university's revenue and cultural and linguistic diversity. However, it also presents significant challenge due to international students’ diverse cultural and linguistic backgrounds and the Western-centric traditional accounting curriculum. Many international students look to their overseas education to support their future careers in their home country.
Description
Before the redesign in 2019, an Australian university’s accounting program faced criticism for its dated and disconnected curriculum. This issue was most problematic in an advanced specialist subject (AAI), where complex Western-centric theories greatly challenged many students.
Method
Drawing on her interdisciplinary expertise and international experiences, the author developed an effective intercultural comparative approach for AAI’s curriculum redesign, grounded in student-centered and constructivist principles. Her method empowers students to use their existing knowledge to critically reflect on accounting practices in their home countries versus those in Western countries. Her approach fosters an appreciation of diverse perspectives on global accounting practice.
Evidence
The overall satisfaction of students improved from 3.77 (on a scale of 5) to a range between 4.6-4.7 after the revision. Student feedback from surveys and student reflections on learning indicated enhanced student development in technical and professional skills, and an improved ability to critically connect theories with practice in the context of changing global accounting practices.
Contribution
This study bridges the gap between intercultural learning and inclusive education in the context of internationalizing the accounting curriculum.
Engagement
Live Slido questions aim to engage the audience by reflecting on their experiences in foreign countries, leading to a discussion on the intercultural learning approach to address the challenges faced by international students in Australian universities.
Embedding an intercultural dimension into postgraduate accounting education to better accommodate the educational needs and cultural diversity of international students, particularly from developing countries.
Context
The surge of international students in Australian university accounting courses contribute to the university's revenue and cultural and linguistic diversity. However, it also presents significant challenge due to international students’ diverse cultural and linguistic backgrounds and the Western-centric traditional accounting curriculum. Many international students look to their overseas education to support their future careers in their home country.
Description
Before the redesign in 2019, an Australian university’s accounting program faced criticism for its dated and disconnected curriculum. This issue was most problematic in an advanced specialist subject (AAI), where complex Western-centric theories greatly challenged many students.
Method
Drawing on her interdisciplinary expertise and international experiences, the author developed an effective intercultural comparative approach for AAI’s curriculum redesign, grounded in student-centered and constructivist principles. Her method empowers students to use their existing knowledge to critically reflect on accounting practices in their home countries versus those in Western countries. Her approach fosters an appreciation of diverse perspectives on global accounting practice.
Evidence
The overall satisfaction of students improved from 3.77 (on a scale of 5) to a range between 4.6-4.7 after the revision. Student feedback from surveys and student reflections on learning indicated enhanced student development in technical and professional skills, and an improved ability to critically connect theories with practice in the context of changing global accounting practices.
Contribution
This study bridges the gap between intercultural learning and inclusive education in the context of internationalizing the accounting curriculum.
Engagement
Live Slido questions aim to engage the audience by reflecting on their experiences in foreign countries, leading to a discussion on the intercultural learning approach to address the challenges faced by international students in Australian universities.
Biography
Dr. Helen Yang is a Senior Lecturer of Accounting at La Trobe University, and a member of CPA Australia and CA ANZ. Helen has held leadership roles at several universities in Australia and China, including Transnational Program Coordinator and Discipline Head of Accounting and Information Systems before joining La Trobe in 2019, and Accounting Program Director at La Trobe University, a role she held until recently. Helen is passionate about research-informed quality teaching practice in the context of globalised accounting profession. Helen has been honoured with multiple teaching awards, including the prestigious Australian Awards for University Teaching Citation award for her outstanding leadership and scholarship in transnational education. She is one of the few educators worldwide to have been awarded the honorable Advance Higher Education Global Impact Grant in 2022. Helen is an elected member of the Research Committee of IEAA, a leading national organisation in international education in Australia.
Dr Jing Ye
Learning Designer
RMIT University
Transformative learning experiences: Storytelling assessment, digital sources, and gamification in nutritional education
4:05 PM - 4:30 PMFinal abstract
Focus
This presentation highlights the transformation of heavy factual content and written essay assignments into engaging learning experiences through the integration of storytelling, educational technologies and a gamified methodology. It explores the practical application in group assessment, timely feedback and active learning in nutritional education to improve students' satisfaction.
Background/context
There are strategies and pedagogical techniques (e.g. for scripting and recording effective micro-lectures, ways to integrate quiz items within micro-lectures) to ensure strong course alignment and effective student learning for blended and fully online modes of instruction (Nilson & Goodson, 2021). Gamification has emerged as an effective teaching method in nutritional education, fostering motivation and enhancing interactivity among students (Guerrero et al., 2022). Existing literature supports the positive impact of online interactive approaches on student engagement for nutrition courses (Livingstone et al., 2022).
Description
Using a nutrition course, this presentation provides practical strategies that not only enhance active learning formats for groups but also significantly improve student satisfaction.
Method
The transition from third-person essays in 2021 to first-person team storytelling and digital resources, promoting peer collaboration, was implemented for 93 undergraduate and 39 postgraduate students in 2022 and 2023. The effectiveness of this communication-focused approach in nutritional education was evaluated across 40 student cohorts.
Evidence
Practical examples, like incorporating storytelling to share technical information, have enhanced engagement, improving student satisfaction. The presentation will highlight the successful implementation of these approaches across various educational settings.
Contribution
This showcase demonstrates a successful integration of interactive content in nutritional education. It offers insights into creating engaging and effective learning experiences that can be adapted in diverse educational contexts.
Engagement
Mentimeter will facilitate our interactive presentation, which will include group discussions on designing activities and assessments to enhance student engagement, along with a case study reflecting our current practice in our nutrition course cohort.
This presentation highlights the transformation of heavy factual content and written essay assignments into engaging learning experiences through the integration of storytelling, educational technologies and a gamified methodology. It explores the practical application in group assessment, timely feedback and active learning in nutritional education to improve students' satisfaction.
Background/context
There are strategies and pedagogical techniques (e.g. for scripting and recording effective micro-lectures, ways to integrate quiz items within micro-lectures) to ensure strong course alignment and effective student learning for blended and fully online modes of instruction (Nilson & Goodson, 2021). Gamification has emerged as an effective teaching method in nutritional education, fostering motivation and enhancing interactivity among students (Guerrero et al., 2022). Existing literature supports the positive impact of online interactive approaches on student engagement for nutrition courses (Livingstone et al., 2022).
Description
Using a nutrition course, this presentation provides practical strategies that not only enhance active learning formats for groups but also significantly improve student satisfaction.
Method
The transition from third-person essays in 2021 to first-person team storytelling and digital resources, promoting peer collaboration, was implemented for 93 undergraduate and 39 postgraduate students in 2022 and 2023. The effectiveness of this communication-focused approach in nutritional education was evaluated across 40 student cohorts.
Evidence
Practical examples, like incorporating storytelling to share technical information, have enhanced engagement, improving student satisfaction. The presentation will highlight the successful implementation of these approaches across various educational settings.
Contribution
This showcase demonstrates a successful integration of interactive content in nutritional education. It offers insights into creating engaging and effective learning experiences that can be adapted in diverse educational contexts.
Engagement
Mentimeter will facilitate our interactive presentation, which will include group discussions on designing activities and assessments to enhance student engagement, along with a case study reflecting our current practice in our nutrition course cohort.
Biography
Dr Jing Ye is a Learning Designer at RMIT STEM College. Jing is currently working on a college-wide curriculum architecture project to support and empower academic teaching staff in strengthening the ways they teach. She is responsible for the design and delivery of blended learning to foster more engaging learning experiences. She holds a PhD in strategy management from Deakin University and a Master of Education from Monash University. She has worked in various teaching and research roles in Higher Education. She has been proud of working as the Project Coordinator for the Australian National Teaching Awards Program (from 2019 to 2021). Through this role, Jing has developed a broad knowledge base of best teaching practices across the nation. This capacity has equipped her to grasp current trends in designing assessments, adapting educational technologies and creating innovative solutions for educational challenges.
Dr Julia Low
Co-presenter
Biography
Dr Julia Low, an Early Career Development fellow at RMIT since 2021, is a sensory and nutrition scientist specialising in taste psychophysics, with a background in psychology and nutrition. She obtained her PhD from Deakin University in 2017, where her research focused on individual variations in human perceptions of sweeteners and their dietary implications. Her research interests encompass multisensory eating experiences, emotional responses to food, digital technologies in sensory and consumer science, and food choice methodologies throughout life. At RMIT, Julia is the course coordinator for Nutrition Principles/Nutritional Physiology, having recently updated the course curriculum. She has been recognised with teaching awards and commendations for her contributions to STEM education. Julia has received competitive awards in international, Australian, and university research and teaching, including a commendation for the 2023 STEM Digital Innovator of the Year award.
Dr Melanie Barlow
Academic Lead Specialised Learning Environments And Simulation
Australian Catholic University
Quality Simulation Assurance Framework (QSAFe) for the enhancement of simulation-based curriculum.
4:35 PM - 5:00 PMFinal abstract
Focus: Presentation of research outcomes
Background/context: Australian and New Zealand (ANZ) nursing curricula requires simulation to provide learning opportunities that supports, engages, and enhances skill development and culturally safe practice, to prepare students for clinical placement and future practice. Whilst robust simulation standards exist, nursing education providers report challenges aligning these standards to their everyday simulation practice that meet accreditation requirements. Currently there are no assessment tools or quality frameworks supporting simulation educators in this alignment, nor how to safely include First Nations perspectives to enhance cultural capability. Preparation of students for practice via simulation pedagogy can be strengthened through clear alignment to standards.
Description: This presentation will report on the development and pilot of the Quality Simulation Assurance Framework (QSAFe), comprising of an audit tool aligning elements of nursing simulation to international simulation standards, nursing professional and accreditation standards (ANZ) and First Nations perspectives. This international multi-phase, multisite project is being undertaken by simulation educators working at Higher Education and industry.
Method(s): QSAFe development has occurred through robust literature analysis and a modified nominal group technique with in-depth qualitative analysis. QSAFe will be piloted in early 2024 across multiple nursing programs in Australian metropolitan and regional areas.
Evidence: Results of the pilot will be presented. The pilot aims to understand the usability of the tool and academic experiences on benchmarking their curriculum.
Contribution:
QSAFe will ensure health professional simulation activities are culturally appropriate and aligned to recognised professional and simulation standards, addressing program accreditor’s concerns regarding inconsistent simulation quality. This will assist simulation facilitators of differing levels of expertise to design and implement quality simulation-based experiences. It is anticipated that QSAFe and its alignment to existing standards and frameworks will be transferable and applicable to all healthcare professions.
Engagement: Presentation of findings, prompting questions of audience to share experiences.
Background/context: Australian and New Zealand (ANZ) nursing curricula requires simulation to provide learning opportunities that supports, engages, and enhances skill development and culturally safe practice, to prepare students for clinical placement and future practice. Whilst robust simulation standards exist, nursing education providers report challenges aligning these standards to their everyday simulation practice that meet accreditation requirements. Currently there are no assessment tools or quality frameworks supporting simulation educators in this alignment, nor how to safely include First Nations perspectives to enhance cultural capability. Preparation of students for practice via simulation pedagogy can be strengthened through clear alignment to standards.
Description: This presentation will report on the development and pilot of the Quality Simulation Assurance Framework (QSAFe), comprising of an audit tool aligning elements of nursing simulation to international simulation standards, nursing professional and accreditation standards (ANZ) and First Nations perspectives. This international multi-phase, multisite project is being undertaken by simulation educators working at Higher Education and industry.
Method(s): QSAFe development has occurred through robust literature analysis and a modified nominal group technique with in-depth qualitative analysis. QSAFe will be piloted in early 2024 across multiple nursing programs in Australian metropolitan and regional areas.
Evidence: Results of the pilot will be presented. The pilot aims to understand the usability of the tool and academic experiences on benchmarking their curriculum.
Contribution:
QSAFe will ensure health professional simulation activities are culturally appropriate and aligned to recognised professional and simulation standards, addressing program accreditor’s concerns regarding inconsistent simulation quality. This will assist simulation facilitators of differing levels of expertise to design and implement quality simulation-based experiences. It is anticipated that QSAFe and its alignment to existing standards and frameworks will be transferable and applicable to all healthcare professions.
Engagement: Presentation of findings, prompting questions of audience to share experiences.
Biography
Dr Melanie Barlow is a registered nurse. Her current role is senior lecturer and the national academic lead for specialised learning environments and simulation at Australian Catholic University. In this role she supports and mentors academics to embed experiential learning methodologies into curricula.
Melanie has a passion is improving healthcare communication, undertaking her PhD in the field, which used simulation as a test bed for studying behaviour. Her research explored how healthcare professionals receive messages in the speaking up context.
Dr Jessica Russ-Smith
Australian Catholic University
Co-presenter
Biography
Dr Jessica Russ-Smith (she/her) is a Wiradyuri Wambuul woman, Senior Lecturer and Academic Developer of First Peoples Curriculum at ACU, non-executive Director for the Australian Association of Social Workers (AASW), and a Social Worker. Jess’ research and curriculum development relates to Indigenous sovereignty, embodying sovereignty, decolonisation, decolonising health and education, critical Indigenous and critical Whiteness studies, Indigenous social work, ethics, activism, working with Aboriginal children and young people, Positive Behaviour Support Plans, artificial intelligence and Indigenous data and intellectual sovereignty, and experiences of Indigenous researchers. Her passion and focus is on creating decolonising and critical learning spaces for students, staff and practitioners which honour and are guided by Indigenous knowledges and support critical practice in the academy and field.
Chair
Marina Thomas
University of Southern Queensland
