EduResearch Matters

EduResearch Matters is a blog for educational researchers in Australia to get their work and opinions out to the general public. Please join us here. We would love to get your comments and feedback about our work.

One easy way to lead teachers to the pinnacle – HALT

October 2, 2023Highly Accomplished and Lead Teacher (HALT), teacher retentionAARE blog, ACER, HALT, Hilary Hollingsworth, Lawrence Ingvarson, lead teachers

Read our full paper on lead teachers here.

Australia needs to recruit, develop and retain high quality teachers – lead teachers. To make that happen, this country needs a more credible, economically affordable, administratively feasible and legally defensible professional certification system for leading teachers. That’s not all. It also needs better rewarded career pathways for the teachers that meet the standard in Australia.

The National Teacher Workforce Action Plan released by education ministers last December identified the pivotal role our national system for the certification of Highly Accomplished and Lead Teachers (HALT) could play in ‘elevating the profession’. The plan sets a target for the certification of 10,000 teachers as HALT by 2025.

But in the 10 years since HALT certification was introduced, only 1,200 teachers have so far gained certification – representing less than half of one per cent of all 307,000 full-time-equivalent teachers in Australia.

What’s putting teachers off?

Deficiencies in the certification process are a key reason for the low uptake. The process of providing evidence for each of the 37 indicators was cumbersome and inefficient, leading significant proportions of applicants to drop out. Assessing applications was also time consuming and therefore expensive.

The current approach is burdensome and costly. The plan calls for the streaminling of HALT certification processes. States and Territories are being asked to develop their own processes that are ‘less onerous, while being rigorous’, and guided by AITSL’s revised Framework for the Certification of Highly Accomplished and Lead Teachers.

Streamlining needed but not enough

Developing rigorous methods for standards-based assessment of teacher performance is a highly complex measurement exercise. Tough questions will inevitably arise about a certification process’s ability to reliably distinguish between teachers who have attained the HALT standards and those who have not.

International experience shows that certification systems live or die to the extent that stakeholders are confident about their validity and reliability. The revised AITSL Framework covers matters such as eligibility, portability and appeals processes but does not describe the methods Authorities are to use for assessing applications.

Streamlining the HALT certification process would be greatly helped by the development of an assessment framework that gives applicants a clear indication of the evidence they will need to prepare for certification and how it will be assessed.

What’s the solution?

In a pilot conducted from 2015 to 2018, the Australian Council for Educational Research (ACER) developed assessment frameworks for highly accomplished primary teaching and secondary science teaching.

These assessment frameworks are freely available. Each includes four portfolio tasks with detailed guidelines. Together, they enable applicants to provide evidence covering all 7 of the Australian Professional Standards for Teachers and a representative sample of teaching skills across the curriculum they teach.

To illustrate, most primary teachers are expected to teach English, Mathematics, Science, Humanities and Social Sciences. For English a primary teacher might choose to document a unit of work in which they planned to:

‘engage students in writing for a range of purposes and audiences, catering for the diverse learning needs of students in planning classroom activities and enabled all students to make progress in their knowledge and understanding of writing.’ (Australian Curriculum ACELY1694)

This statement from the Australian Curriculum provides a clear indication of what an applicant needs to demonstrate in a portfolio entry. It matches what accomplished teachers do in the normal course of their job. How a teacher does this is for the teacher to decide.

Evidence of impact

As with all the portfolio entries we developed, this task calls for evidence of impact on what students are doing and learning. As teachers prepare portfolio entries evidence prospectively once they decide to apply for certification, not retrospectively, these tasks also provide a valuable vehicle for professional learning. Similar assessment frameworks can be developed for other subjects and levels of teaching.

At the end of the pilot, between 81% and 100% of participating teachers positively rated the clarity, validity and fairness of the portfolio tasks. All agreed that preparing their application was a valuable professional learning experience that improved their teaching.

Importantly, we found that assessors took about one hour to judge each portfolio entry. Four entries would take no more than 4 hours. That’s significantly less than the time it now takes for assessments of each application.

Making certification mainstream

Under the current Plan, the goal is to increase the number of teachers certified as HALT from 1,200 to 10,000 by 2025. This is a modest but realistic goal in the short term. Long term, however, far more ambitious goals will be needed if the Plan is to have a significant impact on recruitment, retention and the quality of teaching.

Over the next 15 to 20 years, we should aim for a situation where most teachers and school leaders now progress through certification as a normal part of their career pathway to higher salaries and school leadership positions. Only then can certification hope to increase the recruitment of high-quality graduates and the retention of experienced and accomplished teachers in the profession.

Dr Lawrence Ingvarson, AM, FACE, is internationally recognised for his research on teacher education, professional development, teacher quality, teaching and leadership standards and assessment of teacher performance and has published widely in these areas. He is a Fellow of the Australian College of Educators. He joined ACER in 2001 and served as research director until 2006.

Dr Hilary Hollingsworth is a co-research director at the Australian Council for Educational Research and has worked both nationally and internationally, as a university lecturer, education consultant, teacher and as a researcher in the fields of teaching quality, teacher and leader professional learning and teacher standards. Her current work is strategically focused on enhancing and shaping teaching, learning, and school leadership policy and practice.

Why being a mentor is hard. Here’s how to help

September 28, 2023Teacher Education Expert Panel (TEEP), teacher mentors, teachers mentoring teachers, Teaching Academy of Professional Practice (TAPP)AARE blog, Allison Byth, mentoring teachers, RMIT

In my PhD research, I set out to understand how mentoring works within Initial Teacher Education (ITE) for pre-service teachers (PST). I found that qualified teachers who were appointed as mentors for trainee teachers (PSTs) must adapt their skills to mentor adults. It’s a very different set of skills. We use the term pedagogy to discuss teaching children. We also use the term andragogy when teaching adults. My research analyses a collaborative initiative implemented by a small team of school teachers and me to support and enhance mentoring practices across a school-university partnership (TAPP).

The government recently reported through the National Teacher Education Expert Panel (TEEP) a need for high quality professional experiences under the guidance of experienced and expert teachers.

Beyond five years

The report noted high quality experiences are essential to preparing, not only graduate teachers, but also teachers who will commit to the profession beyond the critical five year juncture. This report serves as a timely reminder to turn our attention to supporting and valuing mentor teachers’ practices, particularly as mentor teachers shoulder much responsibility for the professional experience component of ITE programs.

Without action, this report could potentially join the long list of Government funded expert reviews, reports and recommendations dating back to 1979, that share similar concerns about the quality of professional experience. Equally important, most reviews and reports acknowledge that the shared delivery of professional experience is both complex and resource intensive, requiring considerable effort and commitment from both schools and ITE providers.

A pressing challenge

A particularly pressing challenge at this juncture is the need to provide mentor teachers with additional time, structures, and support appropriate to the task of mentoring pre-service teachers. Interesting, across NSW and Victoria Government funded initiatives are resulting in collaborative efforts that are reaping rewards, particularly those that are engaging educators to work in hybrid ways to integrate university and school expertise and knowledge.

What successful strategies or structures can be implemented to support mentor teachers’ practices?

Working within a Teaching Academy of Professional Practice (TAPP) funded initiative, a small group of school teachers and I recently engaged in a participatory action research project to examine how we could support mentor teachers during the COVID-19 years. The study culminated with 119 mentor teachers leading the implementation of a systematic Gradual Release of Responsibility (GRR) instructional framework adapted from Pearson and Gallagher’s work. The mentors’ role was to gradually scaffold the pre-service teachers’ responsibility as they moved towards independent teaching. This occurred through a gradual progression from observation, to collaboration, to independence.

Beyond “I do, you do, we do”

The gradual release of responsibility framework is often over-simplified as a process of “I do, you do, we do” but in this context this process was not linear. It existed as a recursive and ongoing interaction. This included shifting perspectives based on the PSTs skills, knowledge and prior experiences.

Progression through “I do, you do, we do” process was also determined by key factors including the learning focus, the timing of the introduction of new skills or strategies and the pre-service teachers’ motivation and readiness to learn in consideration of their previous experiences.

While it was initially anticipated that mentor teachers would simply transfer the GRR framework from teaching children to teaching adult pre-service teachers, this was not the case. Instead, applying a GRR framework to mentoring adults required significant adaptations.

Implementation worked best when coupled with dedicated time release early in the professional experience to discuss, map and plan for the pre-service teacher’s involvement in the mentor teacher’s program.

How do you apply a Gradual Release of Responsibility Framework for Mentoring Pre-Service Teachers?

Seven key adaptors emerged as critical to the successful implementation of a GRR framework for mentoring adult pre-service teachers. These are briefly outlined here:

1. Andragogy was central to accommodate and adapt to each adults’ diverse needs and experiences. Andragogy existed on a spectrum ranging from dependence to self-direction and therefore progression through the GRR was negotiated to align with pre-service teachers’ experiences and readiness to adopt responsibility. As a pedagogical practice the teacher consistently determines the progress but with adult pre-service teachers it was a shared reflective practice.

2. Agency includes ownership of learning and the pre-service teachers’ professional identity grew with decision making, professional interactions, and with the application of initiative throughout the GRR process. Mentors scaffolded the PSTs to adapt their practices based on evidence and reflection. Collective agency was enhanced through collaboration and networking to broaden knowledge and perspectives, and this was evidenced through pre-service teachers being invited into professional learning communities.

3. Reciprocity included an active exchange of knowledge and support between two teachers, the mentor and the PST. Mutual beneficial knowledge exchanges involved mentors recognising the pre-service teachers’ developing insights, experiences, and perspectives. Mentors modelled metacognitive practices, shared expertise and skills and some saw potential for self growth and development as they navigated the complexities of mentoring.

4. Vertical alignment includes providing mentors with coherent content details including the how, what, and when of the professional experience. Providing these details allowed mentors to focus on teaching specific skills and content in a developmentally appropriate manner. Vertical alignment included both the sequence and scope of the professional experience. The sequence defined the focus of the professional experience and outlined specific skills and expectations. The scope, on the other hand, placed the learning sequence within the broader context of the pre-service teachers’ program. It included the identification of standards that pre-service teachers had previously covered and will address in subsequent professional experiences.

5. Feedback within the GRR framework is critical but challenging and recognising this challenge was an early action in the mentor and pre-service teacher relationship. The mentor led by example, demonstrating the purpose and relevance of self-reflection (as an “I do” action). Feedback was actionable, with the pre-service teacher planning their next steps through guided reflection, revisions, and repeated experiences to enhance their practices.

In this context a mentoring GRR approach addressed the contextual complexities inherent in the mentoring process and offered a generalisable approach to mentoring pre-service teachers following interdependent practices of participatory decision making, shared, and reflective practices. As such, the adapted mentoring GRR framework provided a researched informed approach to target mentoring practices through intentional guided interactions.

Not a magic bullet

The GRR did not provide a magic bullet approach to mentoring but when applied in conjunction with mentor expertise it provided a way to accommodate the complexities inherent in the mentoring process. Therefore, the mentoring GRR framework could potentially afford a structured and supportive solution to mentoring pre-service and early career teachers in a range of contexts.

Those reports and reviews outlined earlier have been implemented in various ways through add-on approaches. Findings from the participatory action research reported here demonstrates the centrality of schools and universities working together in genuine and hybrid ways and sharing a research journey together. The funding from the TAPP initiative allowed the building of a collective ITE provider and school engagement in research to find solutions – which built on existing PST support structures and developed authentic and collaborative approaches to distribute the complex responsibility of mentoring pre-service teachers.

Allison Byth is a lecturer in the School of Education, RMIT. She works extensively in school-university partnerships for professional experience. Allison is in the final stages of completing her doctoral research investigating how hybrid educators impact mentor teachers’ practices. Her research interests are focused on bridging the school-university divide in initial teacher education to foster collaborative and effective practices.

The Voice referendum: If you don’t know, I challenge you to find out

September 25, 2023Aboriginal and Torres Strait Islander Voice, civics and citizenship educationAARE blog, civics and citizenship education, Keith Heggart, University of Technology Sydney, Voice referendum

The claim by the ‘No’ campaign that if you ‘don’t know, then vote no’ in the Voice referendum is a troubling indictment on the state of democracy and civics and citizenship education in Australia. It privileges a passive and limited conception of citizenship that is at odds with what it means to be a citizen in Australia, and makes a mockery of Australia’s long history of civic action and engagement. It privileges wilful ignorance, and outsources the responsibility for informed democracy to politicians, rather than the citizens themselves, and in doing so, insults every Australian who has taken the time to explore the arguments for and against the Aboriginal and Torres Strait Islander Voice to Parliament. That such claims should flourish is hardly surprising; civics and citizenship education in Australia’s schools has, for too long, been overlooked by politicians and policy makers, despite the rhetoric to the contrary.

Young Australians should be active and informed

This shout-out to ignorance is a direct contradiction to the Alice Springs (Mparntwe) Education Declaration. This document sets out the fundamental principles for education in Australia, and is agreed upon by all ministers of education from the various jurisdictions. There are only two goals within the Declaration, and the second one states that all young Australians should become ‘active and informed members of the community’. It goes on to describe that this includes (amongst other things) having ‘an understanding of Australia’s system of government, its histories, religions and culture’, being committed to ‘to national values of democracy, equity and justice’, and ‘contributing to local and national conversations’. There is a clear emphasis upon the role of a citizen to be involved – but also to be informed. This finding out information and thinking carefully is central to the Declaration – and also to what it means to be a citizen in Australia.

Currently there is no greater national conversation than the upcoming Voice referendum. Yet it is a failing – of our media, of our politicians, and of our education system – that our young people are limited in their potential and their capacity to take part in that conversation because the education system is not providing them with the opportunity to develop the skills to become informed. Regardless of whether they are old enough to vote or not, the Voice referendum is a significant opportunity for young people to learn about civics and citizenship: about how democracy is done. And it is an opportunity that we are missing.

The system is failing our young people

There are lots of reasons for this state of affairs. Within the education system, there is confusion about the place of civics and citizenship education. While it is part of the Australian Curriculum, it is often taught in conjunction with other subjects, such as History and Geography. This leads to it being squeezed out in place of this other content. And of course there’s also the challenge that teachers face when trying to teach it: many teachers lack any specific subject expertise in topics like government, politics or civics and citizenship – which means that they are very conscious of their own ignorance in this area and are likely to avoid it.

Teachers are also at risk of being targeted for teaching about supposedly controversial issues in this subject area, such as topics like climate change, equality and race, which means they run the risk of raising the ire of parents or the more extremist elements of the media. Finally, when it is taught, it is often taught in such a way that it is distant from a students’ own experience.

Learning about the constitution is vital, and indeed, should be a right of every child – but it needs to be done in such a way that allows students to connect their own experiences with what they are learning, lest it become a dull and uninspiring recitation of facts and figures. None of this is particularly new: since the first assessments about civic literacy as part of the National Assessment Program, concerns have been raised about the place of civics and citizenship education in Australia’s schools, as many students were failing even to reach proficiency.

Never before has it been so easy

What is new is the onslaught of misinformation and disinformation that young (and not-so-young) people are exposed to via both social and legacy media. Never before has it been so easy for people to share biased information so quickly to such large numbers of people – and it is already apparent that this is influencing the debate and having a detrimental effect on the ability of organisations with a vested interest in education about this topic in sharing their message and resources. Organisations like The Museum of Australian Democracy, or The Rule of Law Education Centre have largely been drowned out. This only highlights the importance of changing civics and citizenship education to address these concerns, so that citizens are better capable of engaging with national conversations, discerning facts from opinion, critically evaluating information and making their own informed decisions.

Beyond Mparntwe

In order to do this, we need to recognise the importance of civics and citizenship in Australian schools – in actions, and not just in the Alice Springs (Mparntwe) Education Declaration. Part of this means understanding – and preparing – teachers for the important role they play as democracy workers through more focus on civics and citizenship education in initial teacher education programs. Beyond the Voice referendum, we must also find space within the Australian Curriculum for more civics and citizenship education, and even consider whether it should be taught as a separate learning area, as is the case in England.

We also need to recognise that young people are at risk from mis- and disinformation campaigns, and they need to be taught, at school, about such campaigns and how they can deal with them. Most importantly, though, as adults, we need to remember that wilful ignorance is not a democratic virtue, and we should challenge any short-sighted and divisive campaign that argues otherwise.

Keith Heggart is an early career researcher with a focus on learning and instructional design, educational technology and civics and citizenship education. He is currently exploring the way that online learning platforms can assist in the formation of active citizenship amongst Australian youth. He is a former high school teacher, who worked as a school leader in Australia and overseas, in government and non-government sectors. He has also worked as an organiser for the Independent Education Union of Australia, and as an independent learning designer for a range of organisations. He tweets @keithheggart

How to stop racism in class: burn it off

September 21, 2023Aboriginal and Torres Strait Islander Voice, Indigenous Curriculum, Indigenous education, Indigenous learning, The Voice ReferendumAARE blog, Anne Martin, Brenna Bernardino, Bronwyn Fredericks, higher education, Jacinta Elston, Katelyn Barney, Kirsten Hausia, Tracey Bunda

“You’re like the token black kid in the class”: the continued need for Indigenisation of curriculum to support Indigenous student university completion rates and stop racism

It is our hope that in 2023 The Voice referendum will bring change. We hope change will include adopting the many recommendations of national reports to improve higher education access, participation and completions for Aboriginal and Torres Strait Islander people.

Many Indigenous scholars and their non-Indigenous allies feel enormous frustration. Their voices are not heard. They are rendered silent by inaction to implement national recommendations. For example, the Universities Australia Indigenous Strategy outlined what universities should do. They should commit to having “processes that ensure all students will encounter and engage with Aboriginal and Torres Strait Islander cultural content as integral parts of their course of study, by 2020”. Important work is occurring in universities to embed Indigenous content within university courses but it has yet to be implemented strongly across all universities.

RELATED EVENT

Indigenous Studies and Courageous Conversations

Symposium co-hosted by UQ and the Australia Academy of the Humanities. September 28 and 29, 2023.

What the Accord Interim Report says

The recent Accord Interim Report notes Indigenous students continue to be marginalised in universities and there is an urgent need to increase the numbers of Indigenous students undertaking university study. The Accord Interim Report also reported that Go8 universities were lagging behind in terms of Indigenous student enrolments. But high enrolment numbers of Indigenous students do not necessarily equate to completion of university studies. The national data indicates that, the nine-year completion rates for Indigenous students are 50 per cent — significantly below the 71 per cent for non-Indigenous students.

Stop racism in university classrooms

The impact of racism on Aboriginal and Torres Strait Islander student university experiences and completion rates can not be underestimated.

Our research has found that racism and the lack of Indigenous perspectives in the curriculum are key barriers to Aboriginal and Torres Strait Islander students completing their degrees.

Many of the Indigenous graduates from five universities interviewed in our study reflected on their experiences in classrooms and their experiences of being asked by academics to speak on behalf of Indigenous people:

“It was mostly experiences like being called out in class as to speak to a universal Indigenous experience or being called out to act as a representative of a cultural ideal” (Bachelor of Arts graduate)

Graduates also spoke about experiences of racism from peers and staff:

“There is racism in classes … I had students go, ‘Oh, you must have got scholarships for coming here’ when they worked out that I was Indigenous, or ‘Oh, did you take a bridging pathway?’ ‘No, I actually got here the same way that a lot of people in this room got here’…” (Bachelor of Science and Bachelor of Arts graduate)

“I guess the racism at a university like [this one] that is full of people with white fragility and white privilege, has always hung over my thinking around what I actually received from [this university]… People being blatantly racist and really showing their white fragility in the way they operated towards me” (Bachelor of International Relations graduate).

Why there is a need for further Indigenisation of curriculum to stop racism

Indigenisation of curriculum is one way to address racism. The Universities Australia Indigenous Strategy 2017–2020 acknowledged the inherent value of Aboriginal peoples’ unique knowledge systems. Important work has been undertaken by universities to develop frameworks and design principles to guide Indigenisation of curriculum (e.g., Al-Natour and Fredericks, 2016; Bunda, 2022; Howlett et al., 2013).

The process of Indigenising curriculum is complex, and numerous researchers have noted the institutional support required, the challenges of poorly taught curriculum that can reinforce stereotypes and resistance from students particularly from mandatory curriculum.

Many of the graduates we interviewed noted that much more work needs to be done within the universities they studied at to focus on Aboriginal and Torres Strait Islander content and knowledges and draw further on Indigenous perspectives within the curriculum and content.

Where to from here?

Universities are still not necessarily a safe places for Indigenous students. Danger and a lack of cultural safety can be found in classrooms when Indigenous students are called out as “experts”, when peers question their identity and ask culturally insensitive questions, and when lecturers do not include “meaningful, appropriately developed and appropriately resourced” Indigenous content in curricula so that Indigenous students can see themselves in the curriculum.

Universities must continue to focus efforts towards educating academic staff and students to be more culturally competent through the inclusion of Indigenous perspectives within curriculum. Indigenisation of curriculum requires institutional support, and it also requires critical self-reflection by non-Indigenous educators. This is the only way to stop racism

Recommendations

As part of our larger research project, recommendations were developed for universities and include:

University academic staff should ensure their classrooms are strongly anti-racist and address any issues of racism within the classroom.
University leadership needs to ensure more cultural competency training opportunities for academic staff, professional staff, and students.
University faculties and academics should work collaboratively with Indigenous centre/unit staff and Indigenous academics to ensure Indigenous perspectives are strongly embedded in course curricula.

It is important to note that these recommendations are not particularly new and they echo previous recommendations. There is enormous frustration felt by many Indigenous scholars and their non-Indigenous allies whose voices are not heard. They are rendered silent by this inaction to implement national recommendations.

Collins-Gearing and Smith use the metaphor of the need to “burn off” the disciplines to Indigenise curriculum in order to “clean up the landscape so that new, transformative possibilities may grow”. Burning off continues to need to occur in universities to stamp out racism and clear the smoke to allow Indigenous students to see themselves within the curriculum.

From left to right: Bronwyn Fredericks is a professor and DVC Indigenous Engagement, University of Queensland. She tweets at @bronfredericks. Katelyn Barney, PhD, is a senior lecturer in the Aboriginal and Torres Strait Islander Studies Unit and the School of Music, University of Queensland. She tweets at @drkatelynbarney. Tracey Bunda is Professor of Indigenous Education, University of Queensland. Kirsten Hausia is Strategic Project and Engagement Coordinator, Murrup Barak, Melbourne Institute for Indigenous Development, University of Melbourne. Anne Martin is Director of Tjabal Centre, Australian National University. She tweets at @MartinAnne139. Jacinta Elston is affiliated with Monash University. She tweets at @JacintaElston. Brenna Bernardino is a research associate at LPC Consulting Associates and was a Research Assistant on the project. She tweets at @brennabernardino.

Patience, persistence and persuasion: the how-to of Indigenous curriculum practice by Susan Page

Be brave: how to Indigenise the curriculum by Alanna Kamp

child engaged in digital learning through virtual reality handset

Digital learning: how to manage a very tricky balance

September 18, 2023digital learningAARE blog, Catherine Smith, digital learning, Mark Selkrig, Matthew Harrison, Nicky Dulfer, University of Melbourne

The way we navigate the fast-changing digital landscape is crucial for the academic and social experiences for students of all ages. The digital age presents opportunities and challenges for all learners, whether it be a student in an early childhood setting or an adult engaging in vocational education. We know that for all students to be successful, we need to think carefully about what we are doing with technology and why we are doing it. While understandable given the nature of the crisis, the rapid shift to remote learning during the COVID-19 pandemic exposed many unintended consequences of engaging with digital pedagogies in a haphazard way.

The ‘remoteness’ of remote learning also revealed how crucial connection is in education. Everyone loses when digital education – digital learning – fails to meet the needs and interests of learners, educators, and other human beings in educational contexts. So how do we make sure that online teaching prioritises the human?

Our new industry report delves into human-centred digital design in online learning, emphasising the crucial role of learners, educators, and stakeholders in shaping the educational experience. Learners are placed at the core of the learning experience in a human-centred digital design model. By offering flexibility and personalization, educators create a real-world learning environment that empowers students to take control of their learning journey.

No quick fix

However, this is not a quick fix. While human-centred digital design offers numerous benefits, it also presents challenges. Transitioning to online learning can be isolating for some, and educators may struggle with new tools and methods. This approach demands significant resources, collaboration, time, and dedication. But these challenges can be overcome by adopting thoughtful strategies that prioritize the needs of learners. These strategies focus on creating a dynamic and inclusive learning environment that empowers students and fosters meaningful engagement. In our report we focus on a range of dimensions. These intersections intersect to make digital learning and teaching structured and flexible, active and engaging, and inclusive.

Striking the right balance between structure and flexibility is essential in catering to the diverse needs and interests of learners. By offering a well-organized curriculum that outlines clear learning objectives and milestones, educators provide a roadmap for students to follow. Allowing room for individual exploration and personalization enables learners to engage with the material at their pace. This makes the learning experience more meaningful and relevant. Understanding the ecology in which digital learning and teaching takes place is essential to good and holistic practice.

Where to give priority

Priority can be given to universal accessibility to ensure all learners, regardless of abilities, can fully participate in learning processes. These include ranging from multimedia formats for curriculum sharing and opportunities to demonstrate learning through different forms of media. Valuing diverse perspectives, strengths and forms of communication, educators can foster an enriching and inclusive learning community. Effective digital learning and teaching—like any learning and teaching—is differentiated to learners’ needs, preferences and contexts.

Encouraging active learning and inquiry-based approaches empowers learners to take an active role in their education. Rather than passively consuming information, students become engaged participants in the learning process. Through hands-on activities, problem-solving exercises, and group discussions, students develop critical thinking skills. They also gain a deeper understanding of the subject matter.

A sense of community and connection

In the online learning environment, fostering a sense of community and connection is crucial. Ensuring both teachers and students have a visible presence in virtual learning spaces through real-time interactions enhances engagement and support. Virtual office hours, online discussions, and video conferences provide opportunities for students to seek assistance and collaborate with their peers. This fostering a strong sense of belonging. Community and belonging in digital teaching and learning are supported by practice that prioritises accessibility, diversity, and inclusion. Building social connections through play is also important for all students. Digital spaces can help facilitate these connections as illustrated through the below footage of YellowCraft, an online Minecraft server established for autistic girls and women that first began in 2020.

Collaboration enriches online learning. Group discussions, teamwork, and project-based learning allow students to share perspectives, exchange ideas, and construct knowledge collectively.
Through collaborative online activities, learners can share their unique perspectives, exchange ideas, and collectively construct knowledge. This leads to a deeper understanding of the subject matter and each other, developing higher level communication skills in multiple mediums. Effective digital learning is student-centred, fosters collaboration, and enables communication and connection.

What happens when you take a wrong turn

When it comes to online learning, assessment and feedback play a crucial role in helping students succeed. Assessment tasks guide educators and learners towards their educational destination and should guide the learning journey. Just as Navigation apps (such as Google maps) provide us with a choice from multiple routes leading to the same destination, offering a choice of assessments gives students the flexibility to showcase their understanding in ways that suit them best. Whether it’s through a quiz, a project, or a presentation, diverse assessment options make learning more engaging and personalized. Formative assessments act as pit stops along the way. This helps learners gauge their understanding and providing valuable insights that can guide adjustments in learning strategies. And just like when the app recalibrates when you take a wrong turn, assessments should be responsive, guiding educators and students when learning needs adjustment.

In our report we explore some of the challenges involved in digital design through six dimensions of practice which we believe will help us as we consider new challenges, new technologies, and changing contexts. By embracing new technology, flexibility, inclusion, and active learning strategies, educators create engaging and meaningful online learning environments. For this to be possible and successful, educational institutions need to be contexts where teachers can experiment and take risks with innovative practices. Resourcing teaching and learning informed by human-centred design involves the risk-taking, time, collaboration, resourcing and the reciprocal identification of needs and goals, with agency and control in the hands of the student and educator.

Nicky Dulfer is a Senior Lecturer at the Faculty of Education, University of Melbourne. Her research agenda is driven by a social justice imperative and seeks to make a significant change to the ways in which marginalised people access and experience education. Catherine Smith is lecturer in education at the Faculty of Education at the University of Melbourne with specialisation in technology, wellbeing, equity, policy and community development. Matthew Harrison is a Senior Lecturer based at the University of Melbourne, Faculty of Education His research is interested in digital inclusion for children with disabilities and neurological differences, and he is the co-founder of Next Level Collaboration. Mark Selkrig is an Associate Professor in Education. His research and scholarly work focus on the changing nature of educators’ work and how they navigate the ecologies of their respective learning environments.

How universities have become big business

September 15, 2023Changes to higher education, higher education, higher education funding, higher education policyAARE blog, Ann Sardesai, corporate education reform, corporatisation, corporatization of universities, higher education, James Guthrie, Lee Parker, Macquarie University

Australian public universities have undergone extensive policy reforms since the 1980s, driven by neoliberal ideologies that emphasise free markets, competition, efficiency, and reduced state intervention. These reforms have redefined universities’ identity as corporatised organisations with commercial agendas, prioritising revenue generation over knowledge generation (Parker et al., 2023). Traditional values of inclusivity, social cohesion, and social mobility have been challenged, with excellence redefined in terms of research output, innovative teaching approaches, world rankings, business partnerships, and attracting fee-paying students.

The impact was felt when the COVID-19 pandemic exposed these risks to public universities, as they experienced a drop in international student enrollments and funding challenges. Staffing was significantly affected, with limited government support (Guthrie et al., 2022). This has prompted questions about the future strategies of university managements. We highlight the vulnerability of Australian universities to crises and emphasise the need for reimagining them as democratic and purposeful institutions (Martin-Sardesai et al., 2021). We call for a reevaluation of the relationship between a university’s mission, its stakeholders, and those responsible for its administration, emphasising the importance of public consultation and engagement in shaping the future of higher education (Guthrie et al., 2022).

A shift in culture

Governments around the world have implemented policies aligned with New Public Management (NPM) in public service delivery, such as privatisation, contracting out, selling public assets, and reducing income taxes. They argue that these policies align with market principles and improve efficiency. This has led to a shift in university culture towards accounting, economising, and marketisation, prioritising skills over theoretical knowledge. NPM has also influenced the organisational structure of universities, with corporate practices and entities being favored.

In Australia, public universities have adopted a user-pays philosophy, market-driven pricing, and cost minimisation. The Australian higher education system (AHES) follows a centralised policy, with public universities receiving funding from the Federal Government. The Minister of Education and Training regulates the number of universities and controls the number of students in each undergraduate course. Local students pay a higher education contribution fee, while universities can set fees for international students. International student fees play a crucial role in the funding strategy of Australian public universities, subsidising operations, teaching, and research expenses.

Financial gains over resilience

Funding for higher education as a percentage of GDP has been declining, and the government grants only a portion of the sector’s total expenditures. Despite financial challenges, the number of students studying in Australia has been increasing, particularly international students from countries like China and India. Australia has a high proportion of international students compared to other countries. The management of Australian public universities has focused on short-term profit optimisation, prioritising financial gains over long-term adaptability and resilience. This has left the sector vulnerable to external shocks, such as the COVID-19 pandemic and strained relations with China. The COVID-19 pandemic had a significant impact on Australia’s higher education system (AHES). The government implemented border closures and universities transitioned to online teaching, leading to the postponement or cancellation of campus events. The Federal Government did not provide additional financial support to universities during the pandemic.

The literature suggests that universities have willingly embraced the commodification of education and the adoption of accounting practices to align with government policies and VC’s business ambitions (Martin-Sardesai et al., 2017; Martin-Sardesai, 2016). The proliferation of quantified metrics has become an end in itself, overshadowing broader societal values and objectives (Martin-Sardesai et al., 2021). Overall, numbers and quantified metrics have become influential in shaping university processes and outcomes, emphasising commercialisation and performance over broader societal goals. In investigating the mechanisms behind this shift, identify that Australian public universities have undergone extensive policy reforms since the 1980s, driven by neoliberal ideologies that emphasise free markets, competition, efficiency, and reduced state intervention.

The emphasis is on the numbers

These reforms aim to transform universities into autonomous and entrepreneurial knowledge organisations, aligning them with the global knowledge economy. The implementation of these policies is supported by accountingisation, which emphasises performance measures and accountability.

These reforms have led to the privatisation, marketisation, and internationalisation of universities, following the principles of neoliberal economics. Traditional values of inclusivity, social cohesion, and social mobility have been challenged, with excellence redefined in terms of research output, innovative teaching approaches, world rankings, business partnerships, and attracting fee-paying students. The neoliberal agenda prioritises skills, applied knowledge, and productivity, dismissing humanistic, critical, and theoretical knowledge as irrelevant. Universities are seen as tools for training productive workers to support the knowledge economy and generate research impacts.

Traditional values challenged

While universities are public institutions, they are increasingly required to adopt accounting practices and performance measures, influenced by New Public Management (NPM) principles. NPM has shifted power relations within universities and introduced numerical forms of power, leading to changes in academics’ practices and thinking. However, these reforms pose risks to the higher education sector, potentially eroding its critical voice, legitimacy, and transparency. The focus on improvement, efficiency, and standards needs to be balanced with a language of education rooted in ethics, moral obligations, and values. Overall, the reforms in Australian public universities reflect a larger global trend towards corporatisation and commercialisation, impacting the core values and purpose of higher education (Parker et al., 2023).

We are a warning to others

Our research has examined the changes in the higher education system of a country over four decades, focusing on its commercialisation and internationalisation. It discussed the influence of neoliberal philosophies and New Public Management (NPM) practices on universities. We identify the central role of accountingisation and marketisation in this transformation, suggesting it has occurred gradually and covertly. Governments have implemented policies to position higher education as a source of intellectual property and skills to enhance global competitiveness. We highlight the impact of external pressures on universities, including government regulations, professional norms, and market mechanisms. Universities have redefined their identity as corporatised organisations with commercial agendas, prioritising revenue generation over knowledge generation.

While acknowledging the risk associated with the commercialisation of universities, particularly in light of the COVID-19 pandemic, we criticise the reliance on international student revenues and call for a reconsideration of university strategies and government support. The Australian case serves as a warning for other countries facing similar challenges. We also suggest the need for a shift away from performance-based metrics and a focus on ethics, values, and societal impact in education. We raise questions about alternative strategies, the role of stakeholders, and the responsibility for university reform. Ultimately, we call for a reevaluation of the relationship between a university’s mission, its stakeholders, and those responsible for its administration, emphasising the importance of public consultation and engagement in shaping the future of higher education.

Ann Sardesai has recently taken up the position of an associate professor of accounting at Prince Sultan University, Riyadh, Saudi Arabia. Lee D. Parker is a research professor in accounting, the University of Glasgow, Scotland, UK. James Guthrie, AM, FCPA, is an emeritus professor in the Accounting and Corporate Governance Department at Macquarie University, Sydney, Australia.

What private school boys risk when they hit university

September 12, 2023Education of boys, higher education, private schools in AustraliaAARE blog, Cameron Meiklejohn, Private schools, University of Southern Queensland (USQ)

Through a combination of wealth, influence, and polished marketing campaigns, elite schools project an image of superiority, which can instil a sense of confidence that these are the best possible environments for cultivating future success. But studies reveal educational background is not always a reliable predictor of academic achievement, with government school students often performing just as well, if not better, than their non-government counterparts.

Despite this evidence, elite schools continue to produce a disproportionate number of university-bound students.

My research investigated the life trajectories of former elite boys’ school students in Australia and has shed some light on how their educational background shaped emotions and feelings surrounding the transition to university.

Elite schools have long been associated with cultural, economic, and social privilege, paving the way for prestigious university admissions and esteemed careers. While the predictable pathway from elite school to top university, and eventually lucrative professions is well-known, little attention has been given to how elite school alumni might perceive and navigate the transition to university.

Access to higher education and future employment opportunities are heavily influenced by factors such as parental income, place of residence, and secondary schooling. The significant resources available to elite schools provide academic advantages and opportunities to a selective and exclusive group who can afford the high tuition fees.

So, what happens when graduates of these schools hit university?

Extensive research has been conducted on the transition to university, delving into the processes of adaptation, navigation, and transformation. While studies have focussed on the narratives of graduates, other research explores the complex and contradictory nature of transitioning into university, framing it as a process of self-development.

Emotions can play a significant role in university transition as students construct new identities in response to the unfamiliar learning environment. For example, the process of becoming an undergraduate student can be particularly complex for students from low socioeconomic backgrounds or culturally and linguistically diverse communities. However, there is a scarcity of research on the emotions and feelings of students from privileged backgrounds. In listening to the stories of university transition, as told to me by men who attended elite boys’ schools, it became clear that the narratives and transitions of these students were less coherent and confident than expected. Specifically, these transitions were marked by experiences that challenged their beliefs about academic excellence and privilege.

The study

My research was informed by three case studies from a larger project, which investigated how old boys negotiated their masculine identities in relation to elitism and privilege, with a particular emphasis on examining how they have reconciled outdated attitudes and values that were endorsed by their schooling. The wider study included nine men who were primarily recruited through a combination of my pre-existing relationships and insider status as an old boy. Most participants identified as heterosexual, cisgender, able-bodied, middle-class, and White. In listening to their stories of schooling, higher education, and trajectories into adulthood, the importance of narrative in conceptualising their schooling experience, and its impact on self-reflection and re-evaluation, became a key focus.

Old boys on campus

The findings revealed three themes that shed light on how the participants experienced the transition from an elite boys’ school to university. I elaborate on these themes below to illuminate the emotions and feelings that were entangled with this experience.

Preparing for university

Theme one highlights the challenges and constraints that were imposed on the participants by their schools, and how this was implicated in feelings of uncertainty and indifference towards their preparations for enrolling in a university program. All participants felt an inherent expectation to attend prestigious universities, considering it a natural step in their educational trajectory. While all but one enrolled at a Group of Eight university, their journeys were far from straightforward. Within these environments, there was a tension between prioritising personal values and pursuing expected trajectories, as well as feelings of doubt and indecision surrounding program and course selection.

The feeling of uncertainty not only affected decision-making but also shaped undergraduate identities. The pressure to conform to an expected trajectory limited opportunities for imagining alternative pathways. As such, there was a distinct lack of any plan for their university education.

As John explained to me, ‘I walked out of the school gates with no plan for what I was going to be doing, but just the expectation it was going to be great.’

This casual and indifferent approach to university preparation has been recognised elsewhere. As Musa Okwonga noted of his time at Eton College, elite boys’ schools are a safe environment, reassuring students that even if they have trouble in life, ‘everything will be okay’ and ultimately, ‘everybody makes it in the end.’ Despite emerging from this environment, the participants revealed that the lack of preparation for university compounded feelings of doubt and unease, while also presenting a sense of disappointment about unexplored study possibilities and careers.

Restricting pathways

Theme two focuses on the experience of arriving at university and the bias and entitlement that was carried by the participants from their elite boys’ school. All discussed the pressure they had experienced surrounding enrolment at a prestigious university, regardless of its alignment to desired study options and imagined futures. This resulted in a snobbish attitude towards those universities that were perceived as having lower academic standards and expectations. Such biases were also directed towards students from government schools who were met at university. In particular, the participants revealed dominant assumptions that students from government schools would not perform as well academically and should be avoided to keep a social network of the best and brightest. As such, the participants recognised how the bias transported from their schooling influenced their beliefs and interactions with students at university who were outside the elite school network.

Bursting bubbles

The final theme examined how university became a site where preconceived notions of excellence and intelligence were challenged through what the participants referred to as ‘bubble burst’ moments. The participants shared stories of encountering students from government schools who excelled academically, challenging their beliefs about their own educational background, and preconceived notions of its superiority. This rupture in their understanding led to a reconfiguration of their identities and a realisation of the sheltered environment from which they had emerged.

Understanding old boys

While students who attend elite boys’ schools continue to enter prestigious universities, and pursue pathways into esteemed and financially rewarding industries, the accounts about transitioning to university, as provided to me, suggest that this process may not always be straight forward, planned, nor easy.

Despite an often emotionless and rational exterior, some old boys might arrive at university with a sensitive and troubled set of feelings that are implicated in their identity formation as undergraduates.

It is also possible that the expectation to attend prestigious institutions, combined with biases embodied while secondary school students, can hinder the exploration of alternative pathways and limit interactions with a diverse student body. However, the ‘bubble burst’ moments shared with me suggest that university can constructively challenge preconceived notions of excellence and intelligence, forcing elite school alumni to reassess their values and beliefs.

By delving into the complex experiences of these students, this research serves as a small contribution to understanding the impact of elite schooling on university transitions and the durability of privilege.

Cameron Meiklejohn is a PhD Graduate from the School of Education at the University of Southern Queensland. His research interest focuses on the feelings and life trajectories of men who attended elite boys’ schools in Australia and the meanings they attach to their schooling experience.

What happens when we cut corners: Suffer the little children

September 8, 2023Early Childhood, Early childhood education and careAARE blog, early childhood education, Olivia Karaolis, University of Sydney

Jack Swindells is why regulations for early childhood care matter.

The early childhood sector is regulated by standards and laws for a reason. One of those reasons is to ensure the quality of care for children: a quality of care that provides children with the opportunity to develop in an environment that is safe.

These regulations protect children from harm, harm such as the shocking incident concerning Jack Swindells, reported by the ABC this week in their investigation into the number of early childhood centres that do not meet national standards (17 per cent). This investigation speaks to the crisis in the sector and one that our research at the University of Sydney has been hearing about from educators.

Their greatest concerns included the child to teacher ratios and the lack of supervision:

Educator to child ratios – we do not have enough time in the day to support each child to their full potential and respond to challenges in adequate and effective ways. This makes it difficult to assist the development of children and to spend equal time with each child.

Educators are underpaid, badly treated by some centres and families, deal with the very best and worst of caring for large groups of children, put themselves at risk of illness, injury and mental illness, and still many maintain such a love of being an educator. I can’t think of a better word than resilient.

Leadership at my service is in crisis due to the demands of the job; I work with a minimum ratio of 1:11 in my preschool, making it very difficult to cater for all children and do anything “extra”; we have no or very little time out of the classroom to plan, reflect and do admin.

An article in the Australian Financial Review in July suggested “Staffing and education rules at childcare centres contribute to costs that make it harder for mothers to return to the workforce”.

Would loosening the regulations in the early childhood sector make childcare more affordable? Is this the answer to the crisis in the field?

We asked educators what they thought about their profession. Remember these aren’t the people who own the childcare centres, they are the glue holding these centres together. They are already one of the lowest paid professions in the country. These propositions are hardly new – the idea to reduce the ratios has been raised in the media in the UK and the US .

And why haven’t these ideas been warmly embraced? There is overwhelming evidence which supports the benefits of quality early childhood education and care for children. The professional knowledge and experience of educators is essential for this quality.

The article lacks awareness of the physical, relational work, not to mention the professional knowledge required for “quality” education and care of infants and young children.

It is this lack of appreciation that impacts the profession and resonates with how educators see themselves portrayed in the media and viewed by society overall. Early childhood education is not just a place for children that allows their mothers to go to work.

The educators I work with are highly effective and always have the best interests at heart. They are paid a pittance and their work as professionals is constantly undermined by policy, media etc. As a degree qualified ECT, I am not paid equal pay for the same work my government employed teachers are paid.

We are STILL seen as babysitters no matter how much the sector wants to push that we aren’t.

After listening to the educators in our research, of their resilience and dedication to the care of young children, the suggestion to reduce ratios is one guaranteed to add further pressure to one of the lowest paid professions in the country. It will only contribute to the number of staff departing the workforce, and the loss of significant experience and knowledge. Lowering the numbers of educators diminishes the quality and quantity of time adults have with children.

One participant in the research wrote: “I believe that we can shape the lives of young people and their families. We can help to shape their views about children’s lifelong education and influence their Iives and the way they grow into young people.”

The role of our educators is far beyond the actions involved with babysitting and includes every breathing moment that professionals are with young children, from the moment the infant is transferred from their primary caregivers’ arms into their own, for every diaper change, feeding time, in soothing, singing, playing and response to the child. It requires a complete physical and social investment by adults.

This is what quality care looks like. The difference between holding a baby and holding a baby in the position that is comfortable to them, the difference between singing a song to them and singing the song they are sung to at home, in the language they hear at home. It is this difference that explains why infants indicate a preference for one educator at a preschool over another. I was reminded of this when visiting Lily * (a second-year student on her professional experience). She was attempting to console a 9-month-old infant, tears running down her cheeks. As I approached them, sitting on the floor in a large play area, I asked if I was the cause, as sometimes children will be afraid of unfamiliar people. No, Lily shook her head, this baby was crying for her favorite caregiver, she could see her in the toddler room next door as she had been moved to cover staff shortages, an unavoidable change in the daily routine that is upsetting to children, families and staff and limits the opportunities for:

Enjoying simple everyday pleasures together such as engaging in and admiring nature and weather, sharing stories and ideas.

The simple pleasures that build the relationships essential for infants to transition from being dependent to independent and to become trusting in their own ability and to trust in others. This happens when educators create play-based learning experiences that evolve from the children’s curiosity and expand their abilities. To do this, educators need to know the children.

The suggestion to reduce ratios also ignores the views of educators, as does the idea of reducing qualifications. In both phases of our study, educators described the value of professional knowledge for the children and themselves, of their desire to further their professional learning and the learning of colleagues. One teacher highlighted the need for more:

Time to adequately support and mentor other educators and feeling like they need more education to lift standards.

Another teacher taking her master’s degree in special education said:

I believe that the best educators are the ones who invest themselves physically and emotionally in their work. We can’t teach children to establish strong relationships without modelling/feeling strong relationships.

Reducing ratios means educators, like so many in our study are constantly doing two things at once, cleaning or changing nappies and supervising:

Managing the room safely during times when staff are still “in ratio” but not actively caring for most of the children in the room (think nappy changes, doing journals/charts, managing children who need one-on-one care etc), transitioning the under 2s up and down stairs during family grouping, and being out of ratio in the mornings.

It is scenarios like this that lead to children like Jack getting hurt.

Educators know what is needed to support their work and their working environment. Policy is needed that creates time and space for professionals to be with children. We will not arrive at that by reducing the qualifications or the staff. Our professionals are telling us what they need. We should listen.

Olivia Karaolis teaches across the School of Education and Social Work at Sydney University. She completed her research at USYD after working in the United States in the field of Early Childhood Education and Special Education. Her focus has been on creating inclusive communities through the framework of the creative arts.

The seven crucial ways university students think about getting a job

September 5, 2023Employability, higher education, National Skills CommissionBond University, careers, Curtin University, Dawn Bennett, employability, higher education, Ian Li, Lizzie Knight, National Centre for Student Equity in Higher Education, Paul Koshy, Victoria University

Now more than ever, success in the Australian labour market requires a post-compulsory education – either at university or TAFE – with the National Skills Commission estimating that nine in ten jobs created over the five years to 2026 will require a post-compulsory qualification. Increasingly, this entry level qualification is a bachelor degree, with 50 per cent of women and 39 per cent of men aged 25 to 44 years holding a qualification at this level or above in 2022.

For this reason, the focus in higher education equity policy has shifted from widening participation, student retention and academic success, and towards student employability and eventual employment outcomes. However, while Australia collects official data on learning and student progress via the Student Experience Survey (SES) and employment outcomes via the Graduate Outcomes Survey (GOS), very little data is collected on “employability thinking” among students, that amalgam of aspiration and expectation that shapes university student perceptions and decision-making in relation to their studies and thinking about future employment.

Getting inside the black box of student employability thinking is important, both in addressing issues across the general student population and in specific discipline and vocational areas, but also in identifying differences between students in similar learning contexts and specifically in relation to equity status and academic background.

What this study did

Our study examined data on employability thinking among first-year domestic students at an Australian university. It used data collected using the online employ-ability measure (Bennett and Ananthram, 2022), a self-assessment tool grounded in social cognitive careers theory with which students self-assess their career- and study- confidence. Seven employability dimensions were analysed:

Self-awareness and programme awareness: Self-awareness is a metacognitive aspect of employability and impacts the extent to which students understand the relationship between their studies and their future careers.
Career identity and commitment: Career identity and commitment in the pre-professional context relates to students’ identification with their discipline relative to career.
Reconsideration with commitment: Reconsideration of commitment in the preprofessional context relates to the extent to which students would change their study choices if they could do so.
Self-esteem: Self-esteem is an inner-value capital and reflects a ratio of realisations to expectations. A realistic assessment of self-esteem is known to influence perseverance and resilience.
Academic self-efficacy: Academic self-efficacy refers to students’ perception of how well they expect to perform academic tasks and understand their subjects and whether they expect to succeed in their studies.
Career exploration: Career exploration relates to decisional self-efficacy and encapsulates exploration and awareness of career.
Occupational mobility: In the pre-professional context, occupational mobility relates to students’ ability to manage disappointment and generate alternative career pathways.

These dimensions are measured using a Likert scale (1 to 5 or 1 to 7), with higher rankings associated with more positive outcomes in relation to employability.

In addition to the collection of student responses on the employability dimensions, the study also linked student response sets to individual university records, including information on gender, age, field of study, mode of study (on-campus or online), enrolment (full- or part-time) and weighted average marks. Official measures of equity status were included, including low socioeconomic status (low SES), regional or remote location, disability status, and non-English speaking background (NESB) status. The study also used an identifier for first-in-family (to attend university) students. Although data for Indigenous status were available, the relatively small group of Indigenous students precluded an analysis of Indigeneity.

A sample of 5,909 first-year students at a single Australian university was obtained and separated into sub-samples for school leavers (n=4,465) and non-school leavers (n=1,444). Data were largely collected in the years immediately leading up to the COVID pandemic year of 2020. The analysis used these three samples to explain student responses in relation to the seven employability dimensions, with a specific focus on the influence of equity group status

How did equity status affect employability thinking?

The broad findings of the study indicated quite consistent age and gender effects, with more confident responses across the employability dimensions seen among older respondents, with female respondents also tending to be more confident except in relation to Self-esteem and Occupational mobility, where negative effects were observed. Positive effects associated with better academic outcomes, as measured by weighted average marks, were observed, but these tended to be of lower magnitude and were overshadowed by specific effects associated with field of study. Other effects were intuitively explainable. For instance, part-time status was associated with strong negative effects on Programme awareness and Reconsideration of commitment, reflecting the impact of study and life responsibilities on part-time students’ immediate connectedness to study.

In relation to equity group effects, the most striking finding of the study was the lack of any distinctive influence – positive or negative – of low SES or regional and remote status on responses across all employability dimensions. In contrast, disability status was associated with a statistically significant negative influence in relation to four dimensions – Self-awareness, Self-esteem, Academic self-efficacy and Occupational mobility (with disability affecting the last in the most pronounced way anywhere in the study). NESB status was associated with negative effects across six dimensions – Self-awareness, Identification with commitment, Reconsideration of commitment, Self-esteem, Academic self-efficacy, and Career exploration. In addition, first-in-family status was associated with negative effects across Self-esteem, Academic self-efficacy and Occupational mobility.

The sub-sample analysis demonstrated that the NESB and first-in-family effects were largely confined to the school leaver sub-sample, while the effects associated with disability status were strongest in the non-school leaver sub-sample.

What issues does this work raise?

The use of the employ-ability instrument enables academic teachers, administrators and researchers to gauge student thinking across important employability dimensions and key predictors of post-study success, but also provide measures for assessing the extent to which educational disadvantage impacts on study and eventual employment performance.

Although this study was confined to one Australian institution, it has findings that are broadly applicable to the entire Australian higher education sector and which accord with other study findings. It confirms that support for students with disability is critical in ensuring they are able to study in a supportive and responsive environment. It also provides further evidence on the reduced post-study outcomes for students with disability and NESB students, and that these in part need to be addressed by specific interventions for these groups.

Finally, the study points to the potential benefits of a nationwide use of the employ-ability measure and associated resources to generate more evidence on the role of disadvantage in relation to employability thinking, the link between employability thinking and graduate outcomes, the identification of field of study and institution effects, and the impact of initiatives to ameliorate disadvantage.

Dawn Bennett is a professor and assistant provost with Bond University and is an expert on developing graduate employability. Paul Koshy is a research fellow at the National Centre for Student Equity in Higher Education (NCSEHE), based at Curtin University. Ian Li is a professor and director of research at the National Centre for Student Equity in Higher Education, Curtin University. Lizzie Knight is honorary senior research fellow at the Mitchell Institute, Victoria University.

What is the moral work of teachers?

September 1, 2023educational ethics, EthicsAARE blog, Daniella Forster, educational ethics, University of Newcastle

Ethics is a luxury good, in the public imagination. But some researchers project that by 2050, educational ethicists will be as common in schools as bioethicists are in healthcare.

Ethics in the classroom are time sensitive. Teachers may not have time for thoughtful decision-making on the spot and there are many missed opportunities to pause. Perhaps during policy making and report card writing there is time for thoughtful decision-making. Ethical decision-making requires us to slow down, consider stakeholder feedback, school goals, important relationships and the foundations on which we rest our educational purposes.

It asks us to think about: what are our values, as a school? And how should we live these values? When we make a line in the sand about serving the most vulnerable students, it can inform the other 5000 micro decisions made later in the classroom. But values can be ‘fuzzy’- think of the value of ‘inclusion’, ‘equity’ or ‘meritocracy’. These values remain obstinately ambiguous unless time is taken in conversation and thoughtful dialogue, to create a sense of mutual intelligibility. And if some shared understanding is possible, we next need to ask – where does the responsibility for collective, values-driven action sit. How should the plan of action, aligned with core values, be established and sustained in a schooling environment?

Educational ethics offers us ways of guiding the ethical core of teaching and education. As a field, educational ethics seeks to build collectivity across foundational disciplines including sociology, policy, history, philosophy, psychology, pedagogy, curriculum and technologies, and views as essential practitioner insights into the ethical dimensions of schooling and child care. It is not only the domain of philosophers, each discipline brings important perspectives to the table. But we cannot underestimate philosophy’s influence, given its long history and tradition.One could be mistaken for thinking that educational ethics is a new field. There are established areas of educational research and practice in the ‘moral work of teachers and teaching’ , new work in ‘professional ethics and the law’ as well as in ‘moral education’ , the humanising practice of philosophy with teachers and a multi-faceted approach of the normative case study. Many may not be aware that there is an arm of UNESCO called the International Institute of Educational Planning (IIEP)whose substantive work has been to stamp out corruption in educational systems all over the world. IIEP provides support for the grounded development, establishment and sustenance of teacher codes of ethics and conduct. It has shone a light on cheating in Australian education.

So what is educational ethics, if not in the “moral work of teaching”, “professional ethics and the law” and “moral education”? Some have proposed that educational ethics can be a canopy under which these and other areas of inquiry about the ethical dimensions of schools, as well as child care, tertiary and educational policy more broadly – not just the work of teachers- can be housed. Despite the fact that teaching is ‘all over the map’, there are some ethical issues which bring educators closer to one another than to other professions, and real concern to address the demoralisation in the profession. Attention to these shared, but complex and multidimensional ethical features of teaching and ‘dilemmatic spaces’ can be raised more systematically and collectively if the field itself comes together, recognising that there have been specialised sub-fields already with histories and learning to share. This shared interest doesn’t presume homogeneity or natural agreement, except, perhaps, that education in all its forms, is inescapably, normatively loaded.

The immediate challenge is that educational ethics has a big backyard to grow in across Australia. Growing educational ethics could allow us to explore moral issues and dilemmas specifically within the Australian education field such as researchers found in assessment practices, those critical ethical tensions which emerged during the pandemic and the lack of perceived respect for the profession of teaching. Some have recognised how Australian teachers are doing principled ethical work in the form of ‘counter conduct’ to resist demoralising pressures placed upon them. What is needed are high quality resources that enable our teachers, educational policy makers and school leaders to engage productively with these and other issues. We have broad ranging ethical concerns which need new theoretical and pedagogical tools for clarifying values, supporting ethical dialogue and leadership, as well as recognised challenges in our pre-service teacher programs for ethics education and the cultivation of morality, ‘ethical noticing’ and the ‘moral imagination‘. Proposed ethical decision-making models, the thoughtful use of our teacher codes of ethics in teacher education and normative case studies drawn from Australian researchers may be particularly useful to augment professional learning in the field here.

The normative case study is different from other versions of short dilemmas and case studies used in introductory texts. Using normative case studies creates opportunities for thoughtful dialogue about polarising issues and dilemmas. It brings diverse viewpoints into contact and facilitates civil disagreement about what matters, what ought to be done and why whilst building understanding between differing viewpoints. Examples of Australian-based normative case studies deal with dilemmas about teaching climate change and the influence of fossil fuel sponsorship in underfunded public schools, and the role of religion and ethics in Australian public schools. There are many issues needing attention of educational ethics, like rethinking the idea of teacher responsibility or how to get the educational benefits of ‘controversy’ in the curriculum without causing moral panic. Other urgent issues have special resonance in Australian education such as how to ethically honour our First Nations and tell difficult truths; how to navigate our cultural diversity alongside nationalism in Australian democracy; how to triage diverse needs in our classrooms; and other big questions of the role of education in Australian society.

Educational ethics offers opportunities for us to engage with different value-laden perspectives that challenge our biases and preferences. There are better and worse options to step forward, as ethical relativism is not a viable option for making pragmatic change. We need to better distinguish between acceptable and unacceptable ethical compromises and build understanding about how to act on shared values once we find the grounding of a reflective equilibrium. We have codes of conduct in public and independent schools as well as the early childhood sector, standards, curriculum mandates, and school cultures with questionable policies. What is the ‘norm’ in one setting might look quite different in another, even if commonalities, like the curriculum or uniform policy remain. This post hasn’t been able to point comprehensively to Australian research which could be included under the canopy of educational ethics, but it is important that we continue to develop new research in educational ethics to draw attention to both emerging and perennial normative dimensions of our educational practices and policies. For the educational ethicist it is to consult and open dialogue for professional learning in education communities that inches towards a more just system and its practices. This builds understanding of educators’ legal, social and ethical responsibilities, and provides insight into how to establish more ethical policies in education.

Daniella Forster is a senior lecturer in the School of Education, University of Newcastle and was a visiting scholar at Harvard Graduate School of Education in May this year. She is an educational ethicist, researcher and teacher educator with qualifications in philosophy and as a secondary teacher. Daniella is interested in dialogic pedagogies, ethics and epistemology, educational policy and the normative case study methodology.