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Article
Publication date: 1 July 2006

Kerri‐Lee Krause

252

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Quality Assurance in Education, vol. 14 no. 3
Type: Research Article
ISSN: 0968-4883

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Book part
Publication date: 28 June 2011

Kerri-Lee D. Krause

This chapter explores strategies for engaging students in the first year of university study. It draws on a national study of the first year experience in Australia and proposes a…

Abstract

This chapter explores strategies for engaging students in the first year of university study. It draws on a national study of the first year experience in Australia and proposes a model of student engagement, highlighting the multi-faceted nature of the construct. A holistic student life cycle approach to student engagement is proposed as the basis for transforming learning experiences in the first year of university study. This approach includes consideration of the role played by pre-arrival engagement opportunities, the importance of engagement with institutional cultures, practices and communities, along with engagement with disciplinary contexts and cultures. A whole-of-institution approach to student engagement is argued, along with the importance of focussing on shared responsibilities for learning.

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Book part
Publication date: 28 October 2005

Kerri-Lee Krause, Hamish Coates and Richard James

Our objective in this chapter is to examine the issues associated with measuring and evaluating the internationalisation of universities. To this end, we propose and critically…

Abstract

Our objective in this chapter is to examine the issues associated with measuring and evaluating the internationalisation of universities. To this end, we propose and critically examine a preliminary framework for categorising potential indicators for monitoring the nature and extent of institutional internationalisation. Our work draws from the Australian situation and the observation that, despite the explicit goal of internationalisation for many universities, there have been few reports of efforts to develop performance indicators in this area.

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International Relations
Type: Book
ISBN: 978-0-76231-244-3

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Book part
Publication date: 28 October 2005

Christine Asmar works in the Institute for Teaching and Learning at the University of Sydney, Australia. Her current research considers questions of difference…

Abstract

Christine Asmar works in the Institute for Teaching and Learning at the University of Sydney, Australia. Her current research considers questions of difference, internationalisation and globalisation in higher education, with particular reference to Muslim and Indigenous issues.

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

Available. Content available
Book part
Publication date: 28 October 2005

Abstract

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

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Book part
Publication date: 28 October 2005

Abstract

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

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Book part
Publication date: 28 October 2005

Malcolm Tight

Welcome to the third volume of International Perspectives on Higher Education Research, a series which aims to feature something of the variety of research being undertaken into…

Abstract

Welcome to the third volume of International Perspectives on Higher Education Research, a series which aims to feature something of the variety of research being undertaken into higher education systems and issues outside of North America. The theme of this volume is International Relations, or, in other words, how students, academics, universities and colleges, and higher education systems relate to each other across international borders.

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

Available. Content available
Article
Publication date: 1 July 2006

John Dalrymple

292

Abstract

Details

Quality Assurance in Education, vol. 14 no. 3
Type: Research Article
ISSN: 0968-4883

Available. Content available
Book part
Publication date: 28 June 2011

Abstract

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Institutional Transformation to Engage a Diverse Student Body
Type: Book
ISBN: 978-0-85724-904-3

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Book part
Publication date: 28 June 2011

Liz Thomas

Purpose – This chapter provides an overview of the book and discusses student diversity and institutional responses.Methodology/approach – The chapter draws together literature…

Abstract

Purpose – This chapter provides an overview of the book and discusses student diversity and institutional responses.

Methodology/approach – The chapter draws together literature and conceptual thinking about what student diversity is. It then analyses the drivers for increased diversity within higher education in the case studies in this book. Alternative approaches to diversity are presented, drawing on a synthesis of approaches identified in the literature. Finally, the chapter provides a summary of the other chapters and the associated case studies.

Findings – The chapter finds that diversity incorporates difference across a number of dimensions: education, personal disposition, current circumstances and cultural heritage. There are a wide range of reasons prompting institutions to recruit a diverse student population: a commitment to social justice, expansion and access to new markets, tapping the pool of talent, enhancing the student experience, national and/or regional policy, funding incentives, conforming with equality legislation, institutional research and personal commitment of staff. Institutions can respond to diversity in different ways. The idealised types are: altruistic (no institutional change), academic (little or no change), utilitarian (special access and additional support mechanisms) and transformative (positive view of diversity resulting in institutional development).

Research limitations – This chapter draws largely on the author's work in England and the United Kingdom and the case studies presented in this book.

Practical implications – This chapter is important as an introduction to the book, and providing frameworks to think about diversity.

Social implications – The framework for institutional change assists institutions to critically consider the response they make to a more diverse student population.

Originality/value – The paper provides original perspectives to conceptualising and responding to diversity.

Details

Institutional Transformation to Engage a Diverse Student Body
Type: Book
ISBN: 978-0-85724-904-3

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