International Journal of Training Research最新文献

{"title":"White spaces for innovation in tertiary education: Australian public provider perspectives","authors":"G. Mosely, C. Wrigley, Tom Key","doi":"10.1080/14480220.2020.1860303","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860303","url":null,"abstract":"ABSTRACT Over the last twenty years, tertiary education in Australia has radically changed. Major growth in the sector and federal government policy and funding changes have resulted in an increase of providers and a diversification of the quality of education available on the market, particularly in vocational education. Although change presents insecurity and ambiguity for education providers, it also presents an opportunity for proactive and adaptable providers to transform and disrupt the sector by designing an innovative value creation strategy to diversify or target their offering. To understand the current landscape, this paper explores the business models of 50 Australian tertiary education providers and groups these into seven business model typologies. Focusing on public vocational education providers, the paper identifies the ability of their current business model to meet skills-based gaps in the future, including their future customers, and states potential ‘white space’ opportunities for innovation.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"191 - 210"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47191523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing for skill transfer: a decision tree tool for curriculum design and assessment of virtual offshore emergency egress training","authors":"Jennifer Smith, Mashrura Musharraf, Allison Blundon, B. Veitch","doi":"10.1080/14480220.2020.1860304","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860304","url":null,"abstract":"ABSTRACT To prepare personnel for offshore emergencies, safety training should focus on transferability. Virtual environment (VE) training is designed to support the transfer of acquired egress skills to novel offshore emergencies. Decision trees (DT) are useful tools to evaluate training transfer. DTs use performance data collected during VE training to model participants’ behavioural patterns. A DT that reflects ideal behaviour is used as a benchmark to compare the compliance of the participants’ data-informed behavioural patterns. Employing the diagnostic and predictive capabilities of DTs can indicate whether a person is capable of responding to a wide variety of emergencies using inference. This paper demonstrates the use of DTs as a curriculum design and assessment tool to determine if the VE training adequately prepared participants to transfer their egress skills to new emergencies in the same virtual setting.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"267 - 284"},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49561391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic identity in a changing Australian higher education space: the higher education in vocational institution perspective","authors":"Alice Sinclair, S. Webb","doi":"10.1080/14480220.2020.1824874","DOIUrl":"https://doi.org/10.1080/14480220.2020.1824874","url":null,"abstract":"ABSTRACT This article explores the academic identities of college educators of higher education in vocational institutions. Qualitative semi-structured interviews generated data from eleven educators in five vocational education institutions. Discourse analysis revealed that educators distinguished their vocational institutions’ contributions to HE as different, but equal or superior to those of universities. Educators presented their culture and practices in advantageous ways, contrasted against imagined stereotypes of university experiences, which are perceived to be deficient for supporting the types of students they teach. In adopting academic identities that distinguish their cultures and practices from those presumed prevalent in universities, these educators seek parity of esteem with universities through distinctiveness, and reject research-focused academic identities and academic drift. In embracing teacherly identities supporting students rather than the research-teaching nexus, educators may be contributing to the ‘therapeutic turn’, diminishing opportunities for students, and furthering the vertical stratification of institutions within the Australian HE space.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"121 - 140"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1824874","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘A degree is a degree’: understanding vocational institution’s bachelor degrees in Australia’s high participation system","authors":"Susan Webb, E. Knight, S. Hodge","doi":"10.1080/14480220.2021.1883839","DOIUrl":"https://doi.org/10.1080/14480220.2021.1883839","url":null,"abstract":"The tertiary sector in Australia is undergoing profound change especially at the intersection between higher education and vocational education, with the role and contribution of vocational education subject to intense debate in this high participation system (Monash Commission, 2018). In this turbulent environment, traditional providers of higher education, such as universities, and vocational education and training colleges are working in new ways to increase access and participation to high skills by developing provision that spans the vocational and higher education divide (Webb et al., 2017). New providers, such as TAFES, are entering and innovating in the field of higher education. However, there is little research that looks at vocational institution provision of bachelor’s degrees and explores what it means for higher education, for vocational education, for equity for students and for preparing people for changing labour markets. In this Special Issue of the International Journal of Training Research, the papers’ authors have all been connected in some way with the Australian Research Council funded Discovery Project (DP170101885) ‘Vocational Institutions, Undergraduate Degrees: Distinction or Inequality’, a three-year national case study investigating every TAFE institution across Australia that had received approval to offer its own bachelor degrees. The project created a space for academics and practitioners to reflect on the nature of vocational and higher education when they came together to explore the practices of a novel form of the long-standing and esteemed bachelor’s degree qualification (Huggins et al., 2003). In Australia, following the ending of the National Centre for Vocational Education Research (NCVER) competitive grants scheme and the National VET Equity Advisory Council (NVEAC) grants system, the last ten years have seen a dearth of original, competitive, uncontracted research in Australia about vocational education. To our knowledge, the research discussed in this special issue has been derived from one of a very small number of ARC Discovery Projects which has had a vocational education focus and, it was only the second Australian Research Council funded project focusing explicitly on vocational education provision and institutions after Professor Erica Smith’s Linkage project (ARC – LP140100044) alongside this Journal’s editor Roger Harris and other colleagues. The wider context for this issue is that the education field in Australia has had a longstanding minor position in terms of the award of research funding (Graham & Buckley, 2014). Moreover, in recent years there have been further falls in the success of education as a broader discipline in the competitive Australian Research Council funding schemes (Sullivan & Tippett, 2020). Over the last decade there has been a 5% success rate for projects with the field of research 13 (Education) compared to the average for all FoR INTERNATIONAL JOURNAL OF TRAINING RESEAR","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"93 - 100"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1883839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45248502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New Frontiers for College Education: International perspectives","authors":"R. Shreeve","doi":"10.1080/14480220.2020.1884395","DOIUrl":"https://doi.org/10.1080/14480220.2020.1884395","url":null,"abstract":"","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"174 - 178"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1884395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47789488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Epilogue: the elusive pursuit of distinctiveness and equity through higher vocational education","authors":"A. Bathmaker, K. Orr","doi":"10.1080/14480220.2021.1905045","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905045","url":null,"abstract":"ABSTRACT .The issues addressed in the articles in this special issue indicate the many ways in which vocational forms of higher education (HiVE) are understood and interpreted. While most articles focus on Australia, the students and institutional providers differ considerably. What unifies the forms of provision considered here are claims that they provide alternative insights into opportunities and inequalities within higher education (HE) and society. They suggest that HiVE is distinctive from dominant forms of HE in universities, and may therefore contribute to addressing inequity. As this suggests, while HiVE is often positioned in relation to what it is not, a more positive reading highlights HiVE’s capacity to address social and economic inequalities, particularly through providing access to skilled work. Claims to distinctiveness, however, which focus primarily on access to skilled work may lead to a reductive understanding both of HiVE and the aspirations of those who choose HiVE courses.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"179 - 183"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59818371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bachelor degree participation in vocational institutions: examining the determinants of participation","authors":"Paul Koshy, S. Webb, A. Dockery, E. Knight","doi":"10.1080/14480220.2020.1830838","DOIUrl":"https://doi.org/10.1080/14480220.2020.1830838","url":null,"abstract":"ABSTRACT Recent studies in Australia have found that bachelor's degree participation in vocational institutions in Australia tends to skew towards students from high and middle socioeconomic status (SES) backgrounds. This outcome runs counter to overall vocational participation which is dominated by students from low and middle SES backgrounds. This paper uses data from the Longitudinal Surveys of Australian Youth (LSAY) to confirm findings from a mixed-methods study on bachelor courses in vocational institutions by school leaver-aged students. It characterises the student population in such courses and examines evidence on the influence of determinants of bachelor participation in vocational institutions, in relation to measures of family background, wealth and cultural status and school type. It is found that students entering bachelor programs in vocational education have higher household levels of cultural possession, are more likely to plan to enter university, and have higher self-assessments of academic ability than those undertaking traditional vocational qualification pathways, but lower than those who undertook bachelor qualifications at university.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"106 - 120"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1830838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A degree is a degree? The impact of elite universities on colleges offering degrees","authors":"Leesa Wheelahan, Gavin Moodie","doi":"10.1080/14480220.2020.1830837","DOIUrl":"https://doi.org/10.1080/14480220.2020.1830837","url":null,"abstract":"The provision of bachelor degrees in technical and further education (TAFE) institutes in Australia, further education (FE) colleges in England, and community colleges (CCs) in Canada and the United States is caught in a contradiction. On the one hand, this provision offers opportunities to groups of students who are not having their needs met in universities (Floyd & Falconetti, 2013; Moodie et al., 2019; Webb et al., 2017; Wheelahan et al., 2009). On the other hand, the emergence of this provision over the last twenty years is part of the further stratification and hierarchical structuring of higher education in those countries (Bathmaker, 2016; Wheelahan, 2016). This prologue argues that TAFE, FE and CCs are kept firmly in their place at the bottom of the higher education hierarchy in their respective countries. While the provision of degrees in colleges seems to offer ‘college for all’ and to reflect and support democratic impulses and social justice objectives in liberal democracies, its location in the sectoral hierarchy means that this provision helps to reproduce social inequality. This contradiction reflects the ‘messiness and complexity’ of HE in FE (or TAFE or CCs) identified by Avis and Orr (2016, p. 61) because while it cannot alter existing structures of disadvantage, it can and does transform lives of individual students by providing them with access to the kind of knowledge they need to be citizens in their occupations and in society.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"101 - 105"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1830837","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44469166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influencers: the importance of discussions with parents, teachers and friends to support vocational and university pathways","authors":"Lynette Vernon, Catherine F. Drane","doi":"10.1080/14480220.2020.1864442","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864442","url":null,"abstract":"ABSTRACT Educational and career aspirations can be shaped by the expectations of significant others, including parents, teachers and peers. This study examined career discussions with significant others and how discussions about university or vocational education supported post-high school pathways. A mediation model examined the role of gender, year level, and first-in-family status to the links between pathway discussions and career expectations. The main findings suggested that students who discussed university more frequently with others were more likely to expect to attend university post high school. Students who discussed vocational and educational training pathways reported they were more likely to pursue vocational education. Students from low socioeconomic status backgrounds reported high expectations of attending vocational education and low expectations of attending university. Students discussed career and academic pathways with parents and peers more than with teachers and counsellors. This research informs influencers as to the importance of timely career pathway discussions.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"155 - 173"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42060440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mature students’ experiences of undertaking higher education in English vocational institutions: employability and academic capital","authors":"K. Lavender","doi":"10.1080/14480220.2020.1830836","DOIUrl":"https://doi.org/10.1080/14480220.2020.1830836","url":null,"abstract":"ABSTRACT Understanding the role of higher education in a system of high participation is becoming more important to providers and policymakers internationally. In this system, whereby increasingly higher education is taking place in vocational institutions, there has been renewed focus on the distinct nature of this provision, and the benefits it may hold for participants. This paper explores the experiences of mature students participating in higher education in a vocational institution in England. Using data from a multiple case study, four narratives are presented to illustrate the conceptualisation of employability by those students and the notion of academic capital and graduate identities is used to frame them. Reconsidering employability in this way challenges a competency-based model of employability reflected in skills-centred policy discourses. In doing so, the paper argues that HIVE is distinct and holds benefits for its participants, but for in different ways than those purported by policymakers.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"141 - 154"},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1830836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44892655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}