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class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Dawn Bennett is an education consultant with over 30 years of experience in higher education leadership and research. Formerly Assistant Provost and Director of the Transformation CoLab with Bond University in Australia, Dawn's expertise is in career education and graduate employability, policy and governance, curricular reform, and change leadership. Dawn is a Senior Consultant with Outside Opinion and an Academic Board member with the Higher Education Leadership Institute and SAE Institute, where she is Deputy Chair. She is a National Senior Australian Learning and Teaching Fellow and Principal Fellow with the HEA. Dawn remains research active and continues to lead the Employ-ability Initiative.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="904879">View All (51)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="904879" href="https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement"><div id="js-react-on-rails-context" style="display:none" 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94289921/Ameliorating_disadvantage_Creating_accessible_effective_and_equitable_careers_and_study_information_for_low_socioeconomic_students"><img alt="Research paper thumbnail of Ameliorating disadvantage: Creating accessible, effective, and equitable careers and study information for low socioeconomic students" class="work-thumbnail" src="https://attachments.academia-assets.com/96788499/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94289921/Ameliorating_disadvantage_Creating_accessible_effective_and_equitable_careers_and_study_information_for_low_socioeconomic_students">Ameliorating disadvantage: Creating accessible, effective, and equitable careers and study information for low socioeconomic students</a></div><div class="wp-workCard_item"><span>Final report for the National Centre for Student Equity in Higher Education</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Equitable career advice equips disadvantaged students for long-term success Comprehensive advice ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Equitable career advice equips disadvantaged students for long-term success<br />Comprehensive advice on careers and study pathways, delivered across the student life cycle, is essential to overcome the long-term impacts of disadvantage, a new study has found.<br />The report, published by the National Centre for Student Equity in Higher Education (NCSEHE), recommends a national commitment to developing contemporary resources for students from low socioeconomic status (SES) backgrounds, as well as their careers influencers.<br />The research team, led by Dr Jane Coffey (Curtin University) and Professor Dawn Bennett (Bond University), developed evidence-based recommendations to effectively deliver information about higher education study options, pathways, and careers to low SES students.<br />“Given the changing nature of work, the impact of disadvantage is significant and long lasting, impacting opportunities for career sustainability in the long term,” Dr Coffey said.<br />“Engaging directly with career advisors and students from a diverse range of Australian schools and universities, we observed inequitable provision of career and study information throughout secondary education.”<br />While high SES students valued career information more in Year 12 and beyond, low SES students wanted guidance from Year 7 onward to allow for more informed subject selection and career-related advice.<br />Tertiary and secondary focus groups highlighted the impact of being assumptively streamed too early based solely on academic performance, citing a lack of quality information on the accessibility and availability of alternative post-school pathways.<br />“There were few ‘door openers’ but many ‘dream killers’, particularly for those from low SES, regional and remote schools,” Professor Bennett said.<br />“The dream killers communicated rigid and restrictive study pathways, with limited options which had a profound impact on students’ self-belief and future goals.”<br />The report recommends a national approach and commitment to the provision of equitable, contemporary resources for both students and career influencers, including a central information repository.<br />Findings also indicated qualified career practitioners be recognised as critical to the core business of schools, working in conjunction with trained educators.<br />Professor Bennett, noted the potential for meaningful careers advice, delivered in early high school, to positively impact long-term career outcomes.<br />“School students from low SES backgrounds may not have had the same exposure to careers and educational pathways as their more advantaged peers, although their aspirations are often equivalent,” Professor Bennett said.<br />“The recommendations from this report support the provision of timely, relevant information so all students can pursue their goals through the most appropriate pathway.”<br />The final report, Ameliorating disadvantage: Creating accessible, effective and equitable careers and study information for low SES students, will be available here on [date]: <a href="https://www.ncsehe.edu.au/publications/careers-study-information-low-ses-students/" rel="nofollow">https://www.ncsehe.edu.au/publications/careers-study-information-low-ses-students/</a><br />This research was funded by the Australian Government Department of Education under the Higher Education Participation and Partnerships Program (HEPPP) National Priorities Pool (NPP).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="88abd294ec078b5cfc88cbd2d93b49a9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96788499,"asset_id":94289921,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96788499/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94289921"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa 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(Bond University), developed evidence-based recommendations to effectively deliver information about higher education study options, pathways, and careers to low SES students.\n“Given the changing nature of work, the impact of disadvantage is significant and long lasting, impacting opportunities for career sustainability in the long term,” Dr Coffey said.\n“Engaging directly with career advisors and students from a diverse range of Australian schools and universities, we observed inequitable provision of career and study information throughout secondary education.”\nWhile high SES students valued career information more in Year 12 and beyond, low SES students wanted guidance from Year 7 onward to allow for more informed subject selection and career-related advice.\nTertiary and secondary focus groups highlighted the impact of being assumptively streamed too early based solely on academic performance, citing a lack of quality information on the accessibility and availability of 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peers, although their aspirations are often equivalent,” Professor Bennett said.\n“The recommendations from this report support the provision of timely, relevant information so all students can pursue their goals through the most appropriate pathway.”\nThe final report, Ameliorating disadvantage: Creating accessible, effective and equitable careers and study information for low SES students, will be available here on [date]: https://www.ncsehe.edu.au/publications/careers-study-information-low-ses-students/\nThis research was funded by the Australian Government Department of Education under the Higher Education Participation and Partnerships Program (HEPPP) National Priorities Pool (NPP).","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Final report for the National Centre for Student Equity in Higher Education"},"translated_abstract":"Equitable career advice equips disadvantaged students for long-term success\nComprehensive advice on careers and 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profile--work_container" data-work-id="37007322"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37007322/Employability_in_a_Global_Context_Evolving_Policy_and_Practice_in_Employability_Work_Integrated_Learning_and_Career_Development_Learning"><img alt="Research paper thumbnail of Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/56956702/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37007322/Employability_in_a_Global_Context_Evolving_Policy_and_Practice_in_Employability_Work_Integrated_Learning_and_Career_Development_Learning">Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MartinSmith125">Martin Smith</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The research involved 19 institutions from eight countries and four continents. These institution...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The research involved 19 institutions from eight countries and four continents. These institutional partners engaged in fact-finding and theory generation with the common aim of informing current and future<br />employability policies and practices. This work aligned with the diverse aspirations of all higher education stakeholders and fostered communication between colleagues through open dialogue. 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data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/35863917/Community_service_learning_with_first_peoples"><img alt="Research paper thumbnail of Community service learning with first peoples" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/35863917/Community_service_learning_with_first_peoples">Community service learning with first peoples</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/BrydieLeighBartleet">Brydie-Leigh Bartleet</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/AnnePower">Anne Power</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/NaomiSunderland">Naomi Sunderland</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Community music educators worldwide face the challenge of preparing their students for working in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music- making that are respectful of, and responsive to, the customs and traditions of that cultural setting. For many community musicians<br />this might mean engaging with forms of community music- making that sit outside their own cultural traditions, comfort zones, or commonly used facilitation techniques.<br />Engaging in these different cultural environments can also prompt these community musicians to critically reflect on, problematize, and deepen their understandings of the field of community music and its core principles.<br />The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students, and engage with communities in culturally appropriate ways.<br />This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35863917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35863917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35863917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35863917]").text(description); $(".js-view-count[data-work-id=35863917]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35863917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35863917']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35863917, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=35863917]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35863917,"title":"Community service learning with first peoples","translated_title":"","metadata":{"abstract":"Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. 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For many community musicians\nthis might mean engaging with forms of community music- making that sit outside their own cultural traditions, comfort zones, or commonly used facilitation techniques.\nEngaging in these different cultural environments can also prompt these community musicians to critically reflect on, problematize, and deepen their understandings of the field of community music and its core principles.\nThe challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students, and engage with communities in culturally appropriate ways.\nThis chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. 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The Aboriginal Community Engagement (ACE) initiative emerged from a national and multi-disciplinary service-learning program designed to foster mutually beneficial collaboration between Aboriginal people and creative production students. ACE was established to trial collaborative journalistic practices (Mason, 2012) in a field that valorises arms-length reporting (Thomson, et al, 2016). Bourdieu’s concept of field provided (Bourdieu & Wacquant, 1992, p. 96) our conceptual, analytical and explanatory tool, and we employed related concepts in Bourdieu’s theory of practice to examine, identify and describe the power relations, positions and other field contexts, structures, and dynamics enacted and made evident through ACE and the symbolic challenge it represented. These concepts included capital (cultural, economic, social and symbolic) and habitus, homology, orthodoxy and heterodoxy, misrecognition and symbolic violence (Bourdieu & Wacquant, 1992; Swartz, 1997). The task was in effect to “construct a double object” (Bourdieu, in Bourdieu & Wacquant, 1992, p. 67). The first object was field analysis: context, field logics and rules, positions, subjects and objects, all in relation to one other. The second was a “deeper object: the reflexive return entailed in objectivizing one’s own universe”, which includes institutions that “claim objectivity and universality for [their] … own objectivations” (p. 67). The second object applies to our objectivations of journalism, journalism education and the university, and of others within it, and to our own interests in such objectivations. This required us—as researchers, developers of and participants in ACE—to observe ourselves as the observers (Bourdieu & Wacquant, 1992, p. 68).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35658126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35658126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35658126; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35658126]").text(description); $(".js-view-count[data-work-id=35658126]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35658126; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35658126']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35658126, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=35658126]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35658126,"title":"Reshaping the Field from the Outside in: Aboriginal People and Student Journalists Working Together","translated_title":"","metadata":{"abstract":"This chapter uses field analysis to read, understand and explain a critically reflexive teaching and practice journey involving university students in Indigenous affairs journalism. 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Less is known as to whether patterns of disadvantage continue post-completion. In a context<br />in which graduate employability is becoming an important yardstick against which to measure institutional effectiveness, this questions is of fundamental importance to higher education<br />equity practitioners and policymakers. This study employed Commonwealth graduate outcome data to investigate relationships between disadvantage and graduate outcomes in Australia, with disadvantage defined as a graduate belonging to one or more of the following groups – low SES. Indigenous, regional, with a disability, from a non-English speaking background (NESB), born outside Australia and female in a technical area. The study provided critical insights into how access to higher education does – or does not – lead to improvements in post-graduation equity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0cca34fda750bfd46e917af8b8fa941f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45396624,"asset_id":25073887,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45396624/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="25073887"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="25073887"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25073887; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25073887]").text(description); $(".js-view-count[data-work-id=25073887]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25073887; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='25073887']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 25073887, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0cca34fda750bfd46e917af8b8fa941f" } } $('.js-work-strip[data-work-id=25073887]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":25073887,"title":"Investigating the Relationship between Equity and Graduate Outcomes in Australia","translated_title":"","metadata":{"abstract":"Australian higher education equity policy focusses mostly on access and participation with the implicit assumption that disadvantage will be ameliorated through educational achievement. 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href="https://www.academia.edu/23266018/Human_capital_career_creativities_for_creative_industries_work_Lessons_underpinned_by_Bourdieu_s_tools_for_thinking"><img alt="Research paper thumbnail of Human capital career creativities for creative industries work: Lessons underpinned by Bourdieu’s tools for thinking" class="work-thumbnail" src="https://attachments.academia-assets.com/43878551/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23266018/Human_capital_career_creativities_for_creative_industries_work_Lessons_underpinned_by_Bourdieu_s_tools_for_thinking">Human capital career creativities for creative industries work: Lessons underpinned by Bourdieu’s tools for thinking</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Graduates need to develop multiple human capital career creativities, if they are to create and s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Graduates need to develop multiple human capital career creativities, if they are to create and sustain careers in the creative industries. This is because creative work is characterised by multiple concurrent roles within portfolio careers that are commonly protean and boundaryless: the former, emphasising capital expansion as an output of human capital career creativities where the facilitative skills practices transcend those of a portfolio career; and the latter, emphasising work that transcends fields, digital boundaries, economic sector, and employment type.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="94cb8335488939adaa087f7866ade686" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43878551,"asset_id":23266018,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43878551/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23266018"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23266018"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23266018; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23266018]").text(description); $(".js-view-count[data-work-id=23266018]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23266018; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23266018']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 23266018, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "94cb8335488939adaa087f7866ade686" } } $('.js-work-strip[data-work-id=23266018]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23266018,"title":"Human capital career creativities for creative industries work: Lessons underpinned by Bourdieu’s tools for thinking","translated_title":"","metadata":{"abstract":"Graduates need to develop multiple human capital career creativities, if they are to create and sustain careers in the creative industries. 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19545380"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19545380/Engaging_first_peoples_in_arts_based_service_learning_Towards_respectful_and_mutually_beneficial_educational_practices"><img alt="Research paper thumbnail of Engaging first peoples in arts-based service learning: Towards respectful and mutually beneficial educational practices" class="work-thumbnail" src="https://attachments.academia-assets.com/40687911/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19545380/Engaging_first_peoples_in_arts_based_service_learning_Towards_respectful_and_mutually_beneficial_educational_practices">Engaging first peoples in arts-based service learning: Towards respectful and mutually beneficial educational practices</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/BrydieLeighBartleet">Brydie-Leigh Bartleet</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/AnnePower">Anne Power</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/NaomiSunderland">Naomi Sunderland</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume offers educators, higher education institutions, communities and organizations critic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples’ cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="946d4fb8a5b796c12bc26650755a0d80" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40687911,"asset_id":19545380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40687911/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19545380"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19545380"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19545380; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19545380]").text(description); $(".js-view-count[data-work-id=19545380]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19545380; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19545380']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19545380, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "946d4fb8a5b796c12bc26650755a0d80" } } $('.js-work-strip[data-work-id=19545380]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19545380,"title":"Engaging first peoples in arts-based service learning: Towards respectful and mutually beneficial educational practices","translated_title":"","metadata":{"abstract":"This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. 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arts curricula through service learning with Indigenous communities" class="work-thumbnail" src="https://attachments.academia-assets.com/40419018/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19079466/Enhancing_Indigenous_content_in_arts_curricula_through_service_learning_with_Indigenous_communities">Enhancing Indigenous content in arts curricula through service learning with Indigenous communities</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/BrydieLeighBartleet">Brydie-Leigh Bartleet</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/AnnePower">Anne Power</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/NaomiSunderland">Naomi Sunderland</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">At the heart of this project has been the desire to enhance the way in which Aboriginal and Torre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">At the heart of this project has been the desire to enhance the way in which Aboriginal and Torres Strait Islander cultural content is embedded in higher education arts curricula. It comes at a time when higher education institutions are facing growing pressure to make curriculum content more representative of and responsive to Aboriginal and Torres Strait Islander culture. In response, many Australian universities have established formal initiatives to embed Aboriginal and Torres Strait Islander culture and intercultural competency across the curriculum. This has taken the form of policies and reconciliation action plans, community engagement initiatives, networks and councils of Elders. Despite the proliferation of such initiatives, the incorporation of Aboriginal and Torres Strait Islander perspectives into higher education curricula and cultures remains a challenging political, social and practical task. This project has sought to address this challenging task by positioning arts based service learning (ABSL) as a strategy through which Australian higher education institutions can promote Aboriginal and Torres Strait Islander cultural content for students in ways that also directly support Aboriginal and Torres Strait Islander communities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6fc6f4cc534b93b891c37475bc004530" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40419018,"asset_id":19079466,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40419018/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19079466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19079466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19079466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19079466]").text(description); $(".js-view-count[data-work-id=19079466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19079466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19079466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19079466, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6fc6f4cc534b93b891c37475bc004530" } } $('.js-work-strip[data-work-id=19079466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19079466,"title":"Enhancing Indigenous content in arts curricula through service learning with Indigenous communities","translated_title":"","metadata":{"abstract":"At the heart of this project has been the desire to enhance the way in which Aboriginal and Torres Strait Islander cultural content is embedded in higher education arts curricula. 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profile--work_container" data-work-id="19073723"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19073723/Enacting_strategies_for_graduate_employability_How_universities_can_best_support_students_to_develop_generic_skills"><img alt="Research paper thumbnail of Enacting strategies for graduate employability: How universities can best support students to develop generic skills" class="work-thumbnail" src="https://attachments.academia-assets.com/40415768/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19073723/Enacting_strategies_for_graduate_employability_How_universities_can_best_support_students_to_develop_generic_skills">Enacting strategies for graduate employability: How universities can best support students to develop generic skills</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Executive Summary 1. Project context This project responded to growing social and economic deman...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Executive Summary<br /><br />1. Project context<br />This project responded to growing social and economic demands for higher education graduates who can negotiate rapidly transforming employment contexts. It was based on the premise that higher education institutions have responsibility for helping students gain the skills, knowledge and personal attributes required of them in the initial stages of their careers. The project emerged from the understanding that despite evidence on what is required by employers, the existence of graduate attributes statements, and a large body of scholarly literature, many graduates are not optimally work ready (Fullan & Scott, 2014).<br /><br />The project was implemented in parallel with two other commissioned projects on graduate employability. Recognising that the number of part-time, casual and/or multiple job-holding workers has never been higher and that traditional forms of employment are increasingly rare, this project focused on disciplines with ill-defined or difficult-to-enter graduate destinations. These included music and dance; biomedical sciences and biotechnology; professional and creative writing; and computer science. In contrast to the employer focus of the other projects, the team focused on students, graduates and academic leaders.<br /><br />2. Project aims<br />The project aims were twofold: to increase understanding of critical issues in enhancing graduate employability in higher education; and, to identify support for educators seeking to develop student employability. <br /><br />3. Project approach<br />The project adopted a multi-stage approach involving four overlapping core activities:<br /><br />• To synthesise through a scoping review existing research on employability, its development, and impediments to its adoption within higher education;<br />• To investigate employability through survey and case study research with students, graduates/practitioners, higher education leaders and careers advisors;<br />• To showcase good practice with higher education stakeholders through a series of workshops and presentations; and<br />• To develop a toolkit of employability resources for educators to use with their students.<br /><br />In Phase 1: Student survey and scoping review, the team designed an online student survey instrument that included items from extant data sets for comparison. The survey was distributed through academic networks and instrumentalised for delivery in English, Spanish and Portuguese. The team also prepared a comprehensive scoping review of extant literature and resources relating to students’ enhancement of employability skills, impediments to practice, and ways in which these impediments might be overcome. <br /><br />In Phase 2: Case study research and resource development, the findings of Phase 1 informed four distinct case study instruments. Case studies were undertaken with students, graduates/practitioners, leaders and careers advisors. An evidence-based discussion paper synthesised the findings and identified options for improved institutional capacity. This informed a “toolkit” for which team members synthesised resources to develop employability with higher education students. The toolkit is hosted by Curtin University.<br /> <br />4. Project outputs<br />Outputs from the project included:<br />• Survey data from 415 students and data summaries for four institutions;<br />• Case study data from 60 stakeholders and 10 vignettes for the targeted disciplines;<br />• A website and toolkit housing resources from this project and other sources;<br />• An open-access conference paper;<br />• Industry snapshots; and<br />• Guides for educators.<br />5. Project dissemination and engagement <br />The team implemented a dissemination and engagement strategy that leveraged the work of this and previous employability projects. Engagement activities included 32 conference presentations, 11 workshops and 6 related papers, including presentations at national events organised by the other commissioned project teams. Half-day workshops and an expert panel were presented at two national conferences and a national forum. The website includes employability toolkit resources organised around the five themes discussed below. <br /><br />6. Impact of the project (outcomes to date and projected future impact)<br />• More than 470 stakeholders have contributed to the project’s findings.<br />• To date, more than 1,500 academics, leaders and practitioners have attended presentations at university learning and teaching events and at conferences;<br />• 1,720 students and educators have attended in-class workshops.<br />• Resources trialled with 1,500 students in 2014 have been embedded into their courses.<br />• Four institutions have received data summaries to inform their employability initiatives.<br />• Industry organisations with an interest in career support and development have begun to link to and from the website and resources.<br />• Educators who ran the survey have adapted resources for use with their students.<br />• Post-project activities, including through the website, will encourage systemic adoption.<br /><br />7. Key findings and recommendations <br />This project has enhanced understanding of graduate employability in relation to the contrasting perspectives of different stakeholders. The research confirms that to identify and develop the skills and attributes needed to navigate post-graduation pathways, higher education students need timely and informed support. Graduates assert that the lack (or under development) of these skills and attributes is one of the most critical disadvantages encountered by graduates transitioning into work.<br /><br />Educators are central to the process of change, but higher education leaders, graduates and students report many educators to be ill equipped for the task. Whilst the team acknowledges the expert and impactful employability work undertaken by many colleagues, one reference group member reminded the team of a “fundamental disconnect” between the development of employability within higher education and those academics who “would say that universities are not ‘responsible’ for anything, except perhaps the pursuit of truth and beauty”. As such, the resources for educators are likely to have three audiences. The first and second of these are most likely to be interested in sharing and accessing resources. These educators became the target audience for the online toolkit:<br />1. Educators who agree they have a role in the development of employability, and who have the skills and resources to undertake this task;<br />2. Educators who agree they have a role in the development of employability, but who need some assistance to engage students and others; and<br />3. Educators who do not agree they have a role in the development of employability and are unlikely to engage unless required to. <br />The concerns expressed by students, graduates, employers and leaders related largely to academics’ lack of knowledge about the contemporary workplace; however, the case studies also revealed challenges including over-crowded curricula, modularised delivery, research-focused key performance indicators and ranking systems, an increasingly casualised workforce, and graduate destinations metrics that are insufficient for the task. Educators who attended the project’s engagement activities repeated many of these concerns. Combined, these factors highlighted the potential for a systematic approach to the development of effective employability skills. The research concluded that employability development should focus on the five themes illustrated at Figure 1:<br /> <br />Figure 1: Five employability themes<br /><br />8. Recommendations <br />Employability is a critical concern for higher education and should be addressed as a matter of urgency. Recommendations are as follows: <br />1. That institutions embed and resource employability as a key institutional strategy, engaging the expertise of careers advisors and professionals at program and course level and developing an endorsed capacity building strategy for local leaders;<br />2. That all students explore and apply knowledge relating to self and career as foundational elements of their program. This should be achieved through authentic learning experiences that incorporate critical reflection and ensure that emerging capabilities are evidenced using a valid framework; <br />3. That program delivery reflects professional practice and that all educators be supported to become industry-aware and pedagogically proficient;<br />4. That higher education position itself to gather academic and learning analytics that track student behaviour and the development of employability capabilities and competencies;<br />5. That revisions of the Graduate Destination Survey be consultative and ensure the generation of data which is sufficiently nuanced to capture complex work arrangements, using a validated measure. In addition, that the Office for Learning and Teaching explore the ongoing collection of graduate data through agreement with the Australian Taxation Office and the Department of Education and Training;<br />6. That the successor to the Office for Learning and Teaching establish a “linkage” program to support industry partnerships that benefit both students and educators; and<br />7. That higher education institutions develop post-graduation support and professional learning initiatives as an extension of their core business.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58504cdbdd845003ff6c2754ce8e1c5a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40415768,"asset_id":19073723,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40415768/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19073723"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19073723"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19073723; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19073723]").text(description); $(".js-view-count[data-work-id=19073723]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19073723; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19073723']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19073723, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "58504cdbdd845003ff6c2754ce8e1c5a" } } $('.js-work-strip[data-work-id=19073723]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19073723,"title":"Enacting strategies for graduate employability: How universities can best support students to develop generic skills","translated_title":"","metadata":{"abstract":"Executive Summary\n\n1.\tProject context\nThis project responded to growing social and economic demands for higher education graduates who can negotiate rapidly transforming employment contexts. It was based on the premise that higher education institutions have responsibility for helping students gain the skills, knowledge and personal attributes required of them in the initial stages of their careers. The project emerged from the understanding that despite evidence on what is required by employers, the existence of graduate attributes statements, and a large body of scholarly literature, many graduates are not optimally work ready (Fullan \u0026 Scott, 2014).\n\nThe project was implemented in parallel with two other commissioned projects on graduate employability. Recognising that the number of part-time, casual and/or multiple job-holding workers has never been higher and that traditional forms of employment are increasingly rare, this project focused on disciplines with ill-defined or difficult-to-enter graduate destinations. These included music and dance; biomedical sciences and biotechnology; professional and creative writing; and computer science. In contrast to the employer focus of the other projects, the team focused on students, graduates and academic leaders.\n\n2.\tProject aims\nThe project aims were twofold: to increase understanding of critical issues in enhancing graduate employability in higher education; and, to identify support for educators seeking to develop student employability. \n\n3.\tProject approach\nThe project adopted a multi-stage approach involving four overlapping core activities:\n\n•\tTo synthesise through a scoping review existing research on employability, its development, and impediments to its adoption within higher education;\n•\tTo investigate employability through survey and case study research with students, graduates/practitioners, higher education leaders and careers advisors;\n•\tTo showcase good practice with higher education stakeholders through a series of workshops and presentations; and\n•\tTo develop a toolkit of employability resources for educators to use with their students.\n\nIn Phase 1: Student survey and scoping review, the team designed an online student survey instrument that included items from extant data sets for comparison. The survey was distributed through academic networks and instrumentalised for delivery in English, Spanish and Portuguese. The team also prepared a comprehensive scoping review of extant literature and resources relating to students’ enhancement of employability skills, impediments to practice, and ways in which these impediments might be overcome. \n\nIn Phase 2: Case study research and resource development, the findings of Phase 1 informed four distinct case study instruments. Case studies were undertaken with students, graduates/practitioners, leaders and careers advisors. An evidence-based discussion paper synthesised the findings and identified options for improved institutional capacity. This informed a “toolkit” for which team members synthesised resources to develop employability with higher education students. The toolkit is hosted by Curtin University.\n \n4.\tProject outputs\nOutputs from the project included:\n•\tSurvey data from 415 students and data summaries for four institutions;\n•\tCase study data from 60 stakeholders and 10 vignettes for the targeted disciplines;\n•\tA website and toolkit housing resources from this project and other sources;\n•\tAn open-access conference paper;\n•\tIndustry snapshots; and\n•\tGuides for educators.\n5.\tProject dissemination and engagement \nThe team implemented a dissemination and engagement strategy that leveraged the work of this and previous employability projects. Engagement activities included 32 conference presentations, 11 workshops and 6 related papers, including presentations at national events organised by the other commissioned project teams. Half-day workshops and an expert panel were presented at two national conferences and a national forum. The website includes employability toolkit resources organised around the five themes discussed below. \n\n6.\tImpact of the project (outcomes to date and projected future impact)\n•\tMore than 470 stakeholders have contributed to the project’s findings.\n•\tTo date, more than 1,500 academics, leaders and practitioners have attended presentations at university learning and teaching events and at conferences;\n•\t1,720 students and educators have attended in-class workshops.\n•\tResources trialled with 1,500 students in 2014 have been embedded into their courses.\n•\tFour institutions have received data summaries to inform their employability initiatives.\n•\tIndustry organisations with an interest in career support and development have begun to link to and from the website and resources.\n•\tEducators who ran the survey have adapted resources for use with their students.\n•\tPost-project activities, including through the website, will encourage systemic adoption.\n\n7.\tKey findings and recommendations \nThis project has enhanced understanding of graduate employability in relation to the contrasting perspectives of different stakeholders. The research confirms that to identify and develop the skills and attributes needed to navigate post-graduation pathways, higher education students need timely and informed support. Graduates assert that the lack (or under development) of these skills and attributes is one of the most critical disadvantages encountered by graduates transitioning into work.\n\nEducators are central to the process of change, but higher education leaders, graduates and students report many educators to be ill equipped for the task. Whilst the team acknowledges the expert and impactful employability work undertaken by many colleagues, one reference group member reminded the team of a “fundamental disconnect” between the development of employability within higher education and those academics who “would say that universities are not ‘responsible’ for anything, except perhaps the pursuit of truth and beauty”. As such, the resources for educators are likely to have three audiences. The first and second of these are most likely to be interested in sharing and accessing resources. These educators became the target audience for the online toolkit:\n1.\tEducators who agree they have a role in the development of employability, and who have the skills and resources to undertake this task;\n2.\tEducators who agree they have a role in the development of employability, but who need some assistance to engage students and others; and\n3.\tEducators who do not agree they have a role in the development of employability and are unlikely to engage unless required to. \nThe concerns expressed by students, graduates, employers and leaders related largely to academics’ lack of knowledge about the contemporary workplace; however, the case studies also revealed challenges including over-crowded curricula, modularised delivery, research-focused key performance indicators and ranking systems, an increasingly casualised workforce, and graduate destinations metrics that are insufficient for the task. Educators who attended the project’s engagement activities repeated many of these concerns. Combined, these factors highlighted the potential for a systematic approach to the development of effective employability skills. The research concluded that employability development should focus on the five themes illustrated at Figure 1:\n \nFigure 1: Five employability themes\n\n8.\tRecommendations \nEmployability is a critical concern for higher education and should be addressed as a matter of urgency. Recommendations are as follows: \n1.\tThat institutions embed and resource employability as a key institutional strategy, engaging the expertise of careers advisors and professionals at program and course level and developing an endorsed capacity building strategy for local leaders;\n2.\tThat all students explore and apply knowledge relating to self and career as foundational elements of their program. This should be achieved through authentic learning experiences that incorporate critical reflection and ensure that emerging capabilities are evidenced using a valid framework; \n3.\tThat program delivery reflects professional practice and that all educators be supported to become industry-aware and pedagogically proficient;\n4.\tThat higher education position itself to gather academic and learning analytics that track student behaviour and the development of employability capabilities and competencies;\n5.\tThat revisions of the Graduate Destination Survey be consultative and ensure the generation of data which is sufficiently nuanced to capture complex work arrangements, using a validated measure. In addition, that the Office for Learning and Teaching explore the ongoing collection of graduate data through agreement with the Australian Taxation Office and the Department of Education and Training;\n6.\tThat the successor to the Office for Learning and Teaching establish a “linkage” program to support industry partnerships that benefit both students and educators; and\n7.\tThat higher education institutions develop post-graduation support and professional learning initiatives as an extension of their core business."},"translated_abstract":"Executive Summary\n\n1.\tProject context\nThis project responded to growing social and economic demands for higher education graduates who can negotiate rapidly transforming employment contexts. It was based on the premise that higher education institutions have responsibility for helping students gain the skills, knowledge and personal attributes required of them in the initial stages of their careers. The project emerged from the understanding that despite evidence on what is required by employers, the existence of graduate attributes statements, and a large body of scholarly literature, many graduates are not optimally work ready (Fullan \u0026 Scott, 2014).\n\nThe project was implemented in parallel with two other commissioned projects on graduate employability. Recognising that the number of part-time, casual and/or multiple job-holding workers has never been higher and that traditional forms of employment are increasingly rare, this project focused on disciplines with ill-defined or difficult-to-enter graduate destinations. These included music and dance; biomedical sciences and biotechnology; professional and creative writing; and computer science. In contrast to the employer focus of the other projects, the team focused on students, graduates and academic leaders.\n\n2.\tProject aims\nThe project aims were twofold: to increase understanding of critical issues in enhancing graduate employability in higher education; and, to identify support for educators seeking to develop student employability. \n\n3.\tProject approach\nThe project adopted a multi-stage approach involving four overlapping core activities:\n\n•\tTo synthesise through a scoping review existing research on employability, its development, and impediments to its adoption within higher education;\n•\tTo investigate employability through survey and case study research with students, graduates/practitioners, higher education leaders and careers advisors;\n•\tTo showcase good practice with higher education stakeholders through a series of workshops and presentations; and\n•\tTo develop a toolkit of employability resources for educators to use with their students.\n\nIn Phase 1: Student survey and scoping review, the team designed an online student survey instrument that included items from extant data sets for comparison. The survey was distributed through academic networks and instrumentalised for delivery in English, Spanish and Portuguese. The team also prepared a comprehensive scoping review of extant literature and resources relating to students’ enhancement of employability skills, impediments to practice, and ways in which these impediments might be overcome. \n\nIn Phase 2: Case study research and resource development, the findings of Phase 1 informed four distinct case study instruments. Case studies were undertaken with students, graduates/practitioners, leaders and careers advisors. An evidence-based discussion paper synthesised the findings and identified options for improved institutional capacity. This informed a “toolkit” for which team members synthesised resources to develop employability with higher education students. The toolkit is hosted by Curtin University.\n \n4.\tProject outputs\nOutputs from the project included:\n•\tSurvey data from 415 students and data summaries for four institutions;\n•\tCase study data from 60 stakeholders and 10 vignettes for the targeted disciplines;\n•\tA website and toolkit housing resources from this project and other sources;\n•\tAn open-access conference paper;\n•\tIndustry snapshots; and\n•\tGuides for educators.\n5.\tProject dissemination and engagement \nThe team implemented a dissemination and engagement strategy that leveraged the work of this and previous employability projects. Engagement activities included 32 conference presentations, 11 workshops and 6 related papers, including presentations at national events organised by the other commissioned project teams. Half-day workshops and an expert panel were presented at two national conferences and a national forum. The website includes employability toolkit resources organised around the five themes discussed below. \n\n6.\tImpact of the project (outcomes to date and projected future impact)\n•\tMore than 470 stakeholders have contributed to the project’s findings.\n•\tTo date, more than 1,500 academics, leaders and practitioners have attended presentations at university learning and teaching events and at conferences;\n•\t1,720 students and educators have attended in-class workshops.\n•\tResources trialled with 1,500 students in 2014 have been embedded into their courses.\n•\tFour institutions have received data summaries to inform their employability initiatives.\n•\tIndustry organisations with an interest in career support and development have begun to link to and from the website and resources.\n•\tEducators who ran the survey have adapted resources for use with their students.\n•\tPost-project activities, including through the website, will encourage systemic adoption.\n\n7.\tKey findings and recommendations \nThis project has enhanced understanding of graduate employability in relation to the contrasting perspectives of different stakeholders. The research confirms that to identify and develop the skills and attributes needed to navigate post-graduation pathways, higher education students need timely and informed support. Graduates assert that the lack (or under development) of these skills and attributes is one of the most critical disadvantages encountered by graduates transitioning into work.\n\nEducators are central to the process of change, but higher education leaders, graduates and students report many educators to be ill equipped for the task. Whilst the team acknowledges the expert and impactful employability work undertaken by many colleagues, one reference group member reminded the team of a “fundamental disconnect” between the development of employability within higher education and those academics who “would say that universities are not ‘responsible’ for anything, except perhaps the pursuit of truth and beauty”. As such, the resources for educators are likely to have three audiences. The first and second of these are most likely to be interested in sharing and accessing resources. These educators became the target audience for the online toolkit:\n1.\tEducators who agree they have a role in the development of employability, and who have the skills and resources to undertake this task;\n2.\tEducators who agree they have a role in the development of employability, but who need some assistance to engage students and others; and\n3.\tEducators who do not agree they have a role in the development of employability and are unlikely to engage unless required to. \nThe concerns expressed by students, graduates, employers and leaders related largely to academics’ lack of knowledge about the contemporary workplace; however, the case studies also revealed challenges including over-crowded curricula, modularised delivery, research-focused key performance indicators and ranking systems, an increasingly casualised workforce, and graduate destinations metrics that are insufficient for the task. Educators who attended the project’s engagement activities repeated many of these concerns. Combined, these factors highlighted the potential for a systematic approach to the development of effective employability skills. The research concluded that employability development should focus on the five themes illustrated at Figure 1:\n \nFigure 1: Five employability themes\n\n8.\tRecommendations \nEmployability is a critical concern for higher education and should be addressed as a matter of urgency. Recommendations are as follows: \n1.\tThat institutions embed and resource employability as a key institutional strategy, engaging the expertise of careers advisors and professionals at program and course level and developing an endorsed capacity building strategy for local leaders;\n2.\tThat all students explore and apply knowledge relating to self and career as foundational elements of their program. This should be achieved through authentic learning experiences that incorporate critical reflection and ensure that emerging capabilities are evidenced using a valid framework; \n3.\tThat program delivery reflects professional practice and that all educators be supported to become industry-aware and pedagogically proficient;\n4.\tThat higher education position itself to gather academic and learning analytics that track student behaviour and the development of employability capabilities and competencies;\n5.\tThat revisions of the Graduate Destination Survey be consultative and ensure the generation of data which is sufficiently nuanced to capture complex work arrangements, using a validated measure. In addition, that the Office for Learning and Teaching explore the ongoing collection of graduate data through agreement with the Australian Taxation Office and the Department of Education and Training;\n6.\tThat the successor to the Office for Learning and Teaching establish a “linkage” program to support industry partnerships that benefit both students and educators; and\n7.\tThat higher education institutions develop post-graduation support and professional learning initiatives as an extension of their core 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data-work-id="19028349"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19028349/Creative_migration_A_Western_Australian_case_study_of_creative_artists"><img alt="Research paper thumbnail of Creative migration: A Western Australian case study of creative artists" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19028349/Creative_migration_A_Western_Australian_case_study_of_creative_artists">Creative migration: A Western Australian case study of creative artists</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It is well known that a pilgrimage overseas can be crucial to the career development of specialis...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It is well known that a pilgrimage overseas can be crucial to the career development of specialist creative artists. All too often, however, the pilgrimage becomes a permanent migration. Significantly, the loss of this creative talent is not limited to the national level. The dominance of cities as the centres of Australia’s knowledge-based economy leads also to migration of creative artists from regional centres and from smaller cities such as Perth, lessening the potential for those regions to attract and retain creative and innovative people. Given the globalised nature of the cultural industries and the emergence of new technologies, this study of Western Australian creative artists whether migration loss could be repositioned as cultural gain. Initial results suggest that spatial separation due to geographic isolation is particularly problematic for Western Australian creative artists both within the regions and the metropolitan area. Despite participants’ strong personal connections with Western Australia, artistic connections were tenuous and artistic involvement was negligible. Implications include the need to actively engage with creative migrants by fostering their continued involvement in the cultural life of cities and regions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19028349"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19028349"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19028349; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19028349]").text(description); $(".js-view-count[data-work-id=19028349]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19028349; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19028349']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19028349, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=19028349]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19028349,"title":"Creative migration: A Western Australian case study of creative artists","translated_title":"","metadata":{"abstract":"It is well known that a pilgrimage overseas can be crucial to the career development of specialist creative artists. All too often, however, the pilgrimage becomes a permanent migration. Significantly, the loss of this creative talent is not limited to the national level. The dominance of cities as the centres of Australia’s knowledge-based economy leads also to migration of creative artists from regional centres and from smaller cities such as Perth, lessening the potential for those regions to attract and retain creative and innovative people. Given the globalised nature of the cultural industries and the emergence of new technologies, this study of Western Australian creative artists whether migration loss could be repositioned as cultural gain. Initial results suggest that spatial separation due to geographic isolation is particularly problematic for Western Australian creative artists both within the regions and the metropolitan area. Despite participants’ strong personal connections with Western Australia, artistic connections were tenuous and artistic involvement was negligible. Implications include the need to actively engage with creative migrants by fostering their continued involvement in the cultural life of cities and regions."},"translated_abstract":"It is well known that a pilgrimage overseas can be crucial to the career development of specialist creative artists. All too often, however, the pilgrimage becomes a permanent migration. Significantly, the loss of this creative talent is not limited to the national level. The dominance of cities as the centres of Australia’s knowledge-based economy leads also to migration of creative artists from regional centres and from smaller cities such as Perth, lessening the potential for those regions to attract and retain creative and innovative people. Given the globalised nature of the cultural industries and the emergence of new technologies, this study of Western Australian creative artists whether migration loss could be repositioned as cultural gain. Initial results suggest that spatial separation due to geographic isolation is particularly problematic for Western Australian creative artists both within the regions and the metropolitan area. Despite participants’ strong personal connections with Western Australia, artistic connections were tenuous and artistic involvement was negligible. Implications include the need to actively engage with creative migrants by fostering their continued involvement in the cultural life of cities and regions.","internal_url":"https://www.academia.edu/19028349/Creative_migration_A_Western_Australian_case_study_of_creative_artists","translated_internal_url":"","created_at":"2015-11-26T00:05:42.838-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":904879,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Creative_migration_A_Western_Australian_case_study_of_creative_artists","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":11344,"name":"Creative Industries","url":"https://www.academia.edu/Documents/in/Creative_Industries"},{"id":15264,"name":"Work and Labour","url":"https://www.academia.edu/Documents/in/Work_and_Labour"},{"id":129862,"name":"Cultural and Creative Industries","url":"https://www.academia.edu/Documents/in/Cultural_and_Creative_Industries"},{"id":179530,"name":"Creative and Cultural Industries","url":"https://www.academia.edu/Documents/in/Creative_and_Cultural_Industries"},{"id":271756,"name":"Western Australia","url":"https://www.academia.edu/Documents/in/Western_Australia"}],"urls":[{"id":6082276,"url":"https://www.routledge.com/products/9780415696685"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="18628995"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/18628995/ePortfolios_for_creative_arts_music_and_arts_students_in_Australian_universities"><img alt="Research paper thumbnail of ePortfolios for creative arts, music and arts students in Australian universities" class="work-thumbnail" src="https://attachments.academia-assets.com/40189225/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18628995/ePortfolios_for_creative_arts_music_and_arts_students_in_Australian_universities">ePortfolios for creative arts, music and arts students in Australian universities</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://sydney.academia.edu/JenniferRowley">Jennifer Rowley</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/DianaBlom">Diana Blom</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Executive summary Executive summary This report presents the findings of a 30-month project at fo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Executive summary<br />Executive summary<br />This report presents the findings of a 30-month project at four Australian universities, where we documented the impact of student electronic portfolio use on teaching and learning in music and other creative and performing arts. From November 2011 to April 2014, the CAPA (creative and performing arts ePortfolio project) has refined and validated ePortfolio practices to support and enhance quality learning and teaching by university staff. Various terms are used for electronic portfolios, among them, ‘e‐folio’, e-portfolio’, i-folio’, ‘i-portfolio’, web-folio’. This report uses the term ‘ePortfolio’ to cover all these terms.<br />Researchers from Curtin University, Griffith University, the University of Sydney, the University of Western Sydney used and evaluated ePortfolios in their teaching of music and other creative and performing arts during the 30-month period. In addition to investigating the effects of ePortfolios on students, their identity, and the enhancement of learning in a technology environment, we report the impact on teachers and their responses to teaching through the use of ePortfolios. The ways in which students’ learning and academics’ teaching respond to the use of ePortfolios differ between the universities: each has different degrees in these disciplines and different policies and uses for ePortfolio-based work.<br /><br />The ePortfolio project was driven by the learning process rather than the technological tool and it is expected that the findings of this study can inform future curriculum, policy and practice for creative and performing arts students in Australian tertiary institutions. The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies that students acquire for selecting authentic evidence to document achievements and skills as graduates. ePortfolio development involves problem solving, decision-making, reflection, organisation, and critical thinking by students developing a learning ‘story’ that accurately represents skills learnt and competencies developed. This report documents the pedagogic and technological undertaking of ePortfolio development for creative and performing arts students and explores how student-‐artists perceive themselves, and their choice of evidence selected to showcase development; this highlights aspects of artistic identity versus professional career identity, and the ways in which these different identities are engaged during ePortfolio construction and, subsequently, when an ePortfolio is used to represent a student’s profile.<br /><br />The most significant outcomes are: a community website for exchanging information about ePortfolios among the wider public (http:/<a href="http://www.capaeportfolios.ning" rel="nofollow">www.capaeportfolios.ning</a>.; an open-‐source website to provide practical assistance for university students and staff in designing and using ePortfolio (http:/<a href="http://www.eportfolioassist.com.au" rel="nofollow">www.eportfolioassist.com.au</a>); national and international refereed conference presentations, refereed journal papers, and book chapters (see Appendix A); two student encounter days focusing on student-‐led presentations of their own ePortfolios and including staff professional learning sessions.<br /><br />This report summarises data from the experiences of academics and students where an ePortfolio has been implemented into curriculum for creative and performing arts degree programs from November 2011 to March 2014 (Table 1). The results show that ePortfolios allow students to demonstrate their artistic capabilities, and increased their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to performing arts careers. Students developed greater competencies in their educational beliefs, pedagogical skills, university generic attributes, technological expertise, and ability to address the parameters commonly used by employer groups and professional bodies.<br /><br />Through exploring each institution’s experience, we found that ePortfolio creation allows students to achieve a demonstration of artistic capabilities in performance, music technology, musicology, composition and writing. We showed that students increase their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to a career. An ePortfolio is a valuable tool to document students’ learning and to use this for future employment as a graduate. The literature published from the project and the case studies demonstrate an overall agreed intention to implement ePortfolio with students of music and the creative arts. ePortfolios are beneficial to students in many ways, although the approach differs at each institution. In individual subjects, ePortfolios are a tool for assessment, for encouraging student interactions, and for the collation of small, discrete tasks through which achieving the objectives of a subject can be seen from a student perspective.<br /><br />The role of an ePortfolio and its use in music and other creative and performing arts areas in each of the universities is explained in chapter 1, the background, aims and methodology.<br />Chapter 2 sets out the approach and provides a selection of significant literature that framed the project. In chapter 3, significance and innovation, we document the data and results from both students and staff members using ePortfolios in their teaching and learning, and reveal changes to teaching and learning as a result of ePortfolio. Comments derived from semi-‐structured interviews with both students and staff members are  included. The results of the project indicate how teaching in music and other creative and performing arts can benefit from the incorporation of ePortfolios into tertiary teaching and learning. The conclusory chapter 4 describes how the use of ePortfolios relates to changes in assessment procedures by staff, of how it demonstrates the longitudinal nature of study in music and other creative and performing arts, the ability of ePortfolios to provide holistic views of university learning, and the significance to staff and students of ePortfolios as representations of the multiple identities that music students develop during their studies.<br /><br />Our recommendations are that successful implementation of ePortfolios involve:<br />1. Investigating and selecting appropriate platforms for specific discipline areas, rather than adopting generic platforms.<br />2. Training both students and staff.<br />3. Modelling their use by staff so that students see their uses, relevance and potential.<br />4. Integrating then into the curriculum, taking into consideration their ability to change styles of learning and teaching.<br />5. Using them appropriately as an assessment tool.<br />6. Developing and communicating clear justifications for their use and explanations of their application.<br />7. Support by universities at policy and implementation levels.<br />8. The potential for ongoing access to and use after students have graduated.<br />The outcomes are listed at the end of the final chapter and can also be found on the project website at <a href="http://capaeportfolios.ning.com/" rel="nofollow">http://capaeportfolios.ning.com/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64375c922951e3ed1643b8a70b4d972e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40189225,"asset_id":18628995,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40189225/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18628995"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18628995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18628995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18628995]").text(description); $(".js-view-count[data-work-id=18628995]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18628995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18628995']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18628995, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64375c922951e3ed1643b8a70b4d972e" } } $('.js-work-strip[data-work-id=18628995]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18628995,"title":"ePortfolios for creative arts, music and arts students in Australian universities","translated_title":"","metadata":{"abstract":"Executive summary\nExecutive summary\nThis report presents the findings of a 30-month project at four Australian universities, where we documented the impact of student electronic portfolio use on teaching and learning in music and other creative and performing arts. From November 2011 to April 2014, the CAPA (creative and performing arts ePortfolio project) has refined and validated ePortfolio practices to support and enhance quality learning and teaching by university staff. Various terms are used for electronic portfolios, among them, ‘e‐folio’, e-portfolio’, i-folio’, ‘i-portfolio’, web-folio’. This report uses the term ‘ePortfolio’ to cover all these terms.\nResearchers from Curtin University, Griffith University, the University of Sydney, the University of Western Sydney used and evaluated ePortfolios in their teaching of music and other creative and performing arts during the 30-month period. In addition to investigating the effects of ePortfolios on students, their identity, and the enhancement of learning in a technology environment, we report the impact on teachers and their responses to teaching through the use of ePortfolios. The ways in which students’ learning and academics’ teaching respond to the use of ePortfolios differ between the universities: each has different degrees in these disciplines and different policies and uses for ePortfolio-based work.\n\nThe ePortfolio project was driven by the learning process rather than the technological tool and it is expected that the findings of this study can inform future curriculum, policy and practice for creative and performing arts students in Australian tertiary institutions. The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies that students acquire for selecting authentic evidence to document achievements and skills as graduates. ePortfolio development involves problem solving, decision-making, reflection, organisation, and critical thinking by students developing a learning ‘story’ that accurately represents skills learnt and competencies developed. This report documents the pedagogic and technological undertaking of ePortfolio development for creative and performing arts students and explores how student-‐artists perceive themselves, and their choice of evidence selected to showcase development; this highlights aspects of artistic identity versus professional career identity, and the ways in which these different identities are engaged during ePortfolio construction and, subsequently, when an ePortfolio is used to represent a student’s profile.\n\nThe most significant outcomes are: a community website for exchanging information about ePortfolios among the wider public (http:/www.capaeportfolios.ning.; an open-‐source website to provide practical assistance for university students and staff in designing and using ePortfolio (http:/www.eportfolioassist.com.au); national and international refereed conference presentations, refereed journal papers, and book chapters (see Appendix A); two student encounter days focusing on student-‐led presentations of their own ePortfolios and including staff professional learning sessions.\n\nThis report summarises data from the experiences of academics and students where an ePortfolio has been implemented into curriculum for creative and performing arts degree programs from November 2011 to March 2014 (Table 1). The results show that ePortfolios allow students to demonstrate their artistic capabilities, and increased their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to performing arts careers. Students developed greater competencies in their educational beliefs, pedagogical skills, university generic attributes, technological expertise, and ability to address the parameters commonly used by employer groups and professional bodies.\n\nThrough exploring each institution’s experience, we found that ePortfolio creation allows students to achieve a demonstration of artistic capabilities in performance, music technology, musicology, composition and writing. We showed that students increase their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to a career. An ePortfolio is a valuable tool to document students’ learning and to use this for future employment as a graduate. The literature published from the project and the case studies demonstrate an overall agreed intention to implement ePortfolio with students of music and the creative arts. ePortfolios are beneficial to students in many ways, although the approach differs at each institution. In individual subjects, ePortfolios are a tool for assessment, for encouraging student interactions, and for the collation of small, discrete tasks through which achieving the objectives of a subject can be seen from a student perspective.\n\nThe role of an ePortfolio and its use in music and other creative and performing arts areas in each of the universities is explained in chapter 1, the background, aims and methodology.\nChapter 2 sets out the approach and provides a selection of significant literature that framed the project. In chapter 3, significance and innovation, we document the data and results from both students and staff members using ePortfolios in their teaching and learning, and reveal changes to teaching and learning as a result of ePortfolio. Comments derived from semi-‐structured interviews with both students and staff members are included. The results of the project indicate how teaching in music and other creative and performing arts can benefit from the incorporation of ePortfolios into tertiary teaching and learning. The conclusory chapter 4 describes how the use of ePortfolios relates to changes in assessment procedures by staff, of how it demonstrates the longitudinal nature of study in music and other creative and performing arts, the ability of ePortfolios to provide holistic views of university learning, and the significance to staff and students of ePortfolios as representations of the multiple identities that music students develop during their studies.\n\nOur recommendations are that successful implementation of ePortfolios involve:\n1.\tInvestigating and selecting appropriate platforms for specific discipline areas, rather than adopting generic platforms.\n2.\tTraining both students and staff.\n3.\tModelling their use by staff so that students see their uses, relevance and potential.\n4.\tIntegrating then into the curriculum, taking into consideration their ability to change styles of learning and teaching.\n5.\tUsing them appropriately as an assessment tool.\n6.\tDeveloping and communicating clear justifications for their use and explanations of their application.\n7.\tSupport by universities at policy and implementation levels.\n8.\tThe potential for ongoing access to and use after students have graduated.\nThe outcomes are listed at the end of the final chapter and can also be found on the project website at http://capaeportfolios.ning.com/"},"translated_abstract":"Executive summary\nExecutive summary\nThis report presents the findings of a 30-month project at four Australian universities, where we documented the impact of student electronic portfolio use on teaching and learning in music and other creative and performing arts. From November 2011 to April 2014, the CAPA (creative and performing arts ePortfolio project) has refined and validated ePortfolio practices to support and enhance quality learning and teaching by university staff. Various terms are used for electronic portfolios, among them, ‘e‐folio’, e-portfolio’, i-folio’, ‘i-portfolio’, web-folio’. This report uses the term ‘ePortfolio’ to cover all these terms.\nResearchers from Curtin University, Griffith University, the University of Sydney, the University of Western Sydney used and evaluated ePortfolios in their teaching of music and other creative and performing arts during the 30-month period. In addition to investigating the effects of ePortfolios on students, their identity, and the enhancement of learning in a technology environment, we report the impact on teachers and their responses to teaching through the use of ePortfolios. The ways in which students’ learning and academics’ teaching respond to the use of ePortfolios differ between the universities: each has different degrees in these disciplines and different policies and uses for ePortfolio-based work.\n\nThe ePortfolio project was driven by the learning process rather than the technological tool and it is expected that the findings of this study can inform future curriculum, policy and practice for creative and performing arts students in Australian tertiary institutions. The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies that students acquire for selecting authentic evidence to document achievements and skills as graduates. ePortfolio development involves problem solving, decision-making, reflection, organisation, and critical thinking by students developing a learning ‘story’ that accurately represents skills learnt and competencies developed. This report documents the pedagogic and technological undertaking of ePortfolio development for creative and performing arts students and explores how student-‐artists perceive themselves, and their choice of evidence selected to showcase development; this highlights aspects of artistic identity versus professional career identity, and the ways in which these different identities are engaged during ePortfolio construction and, subsequently, when an ePortfolio is used to represent a student’s profile.\n\nThe most significant outcomes are: a community website for exchanging information about ePortfolios among the wider public (http:/www.capaeportfolios.ning.; an open-‐source website to provide practical assistance for university students and staff in designing and using ePortfolio (http:/www.eportfolioassist.com.au); national and international refereed conference presentations, refereed journal papers, and book chapters (see Appendix A); two student encounter days focusing on student-‐led presentations of their own ePortfolios and including staff professional learning sessions.\n\nThis report summarises data from the experiences of academics and students where an ePortfolio has been implemented into curriculum for creative and performing arts degree programs from November 2011 to March 2014 (Table 1). The results show that ePortfolios allow students to demonstrate their artistic capabilities, and increased their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to performing arts careers. Students developed greater competencies in their educational beliefs, pedagogical skills, university generic attributes, technological expertise, and ability to address the parameters commonly used by employer groups and professional bodies.\n\nThrough exploring each institution’s experience, we found that ePortfolio creation allows students to achieve a demonstration of artistic capabilities in performance, music technology, musicology, composition and writing. We showed that students increase their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to a career. An ePortfolio is a valuable tool to document students’ learning and to use this for future employment as a graduate. The literature published from the project and the case studies demonstrate an overall agreed intention to implement ePortfolio with students of music and the creative arts. ePortfolios are beneficial to students in many ways, although the approach differs at each institution. In individual subjects, ePortfolios are a tool for assessment, for encouraging student interactions, and for the collation of small, discrete tasks through which achieving the objectives of a subject can be seen from a student perspective.\n\nThe role of an ePortfolio and its use in music and other creative and performing arts areas in each of the universities is explained in chapter 1, the background, aims and methodology.\nChapter 2 sets out the approach and provides a selection of significant literature that framed the project. In chapter 3, significance and innovation, we document the data and results from both students and staff members using ePortfolios in their teaching and learning, and reveal changes to teaching and learning as a result of ePortfolio. Comments derived from semi-‐structured interviews with both students and staff members are included. The results of the project indicate how teaching in music and other creative and performing arts can benefit from the incorporation of ePortfolios into tertiary teaching and learning. The conclusory chapter 4 describes how the use of ePortfolios relates to changes in assessment procedures by staff, of how it demonstrates the longitudinal nature of study in music and other creative and performing arts, the ability of ePortfolios to provide holistic views of university learning, and the significance to staff and students of ePortfolios as representations of the multiple identities that music students develop during their studies.\n\nOur recommendations are that successful implementation of ePortfolios involve:\n1.\tInvestigating and selecting appropriate platforms for specific discipline areas, rather than adopting generic platforms.\n2.\tTraining both students and staff.\n3.\tModelling their use by staff so that students see their uses, relevance and potential.\n4.\tIntegrating then into the curriculum, taking into consideration their ability to change styles of learning and teaching.\n5.\tUsing them appropriately as an assessment tool.\n6.\tDeveloping and communicating clear justifications for their use and explanations of their application.\n7.\tSupport by universities at policy and implementation levels.\n8.\tThe potential for ongoing access to and use after students have graduated.\nThe outcomes are listed at the end of the final chapter and can also be found on the project website at 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Proceedings of the 16th International Seminar of the Commission for the Education of the Professional Musician" class="work-thumbnail" src="https://attachments.academia-assets.com/40769918/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18139626/New_models_for_educating_professional_musicians_in_the_twenty_first_century_Proceedings_of_the_16th_International_Seminar_of_the_Commission_for_the_Education_of_the_Professional_Musician">New models for educating professional musicians in the twenty-first century. 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Perspectives on Australian cultural identity" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1621195/Who_am_I_Perspectives_on_Australian_cultural_identity">Who am I? Perspectives on Australian cultural identity</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For more than 200 years Australian identity has been continuously and creatively mutating. Charac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For more than 200 years Australian identity has been continuously and creatively mutating. Characterised by Hudson and Bolton as a 'fabulous beast' and described by White as 'entirely mythical', it is intangible, impossible to capture and wide open to interpretation. JAS 90 draws together an eclectic range of papers on Australian culture</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1621195"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1621195"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1621195; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1621195]").text(description); $(".js-view-count[data-work-id=1621195]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1621195; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1621195']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1621195, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1621195]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1621195,"title":"Who am I? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1621187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/1621187/People_place_and_power_Australia_and_the_Asia_Pacific"><img alt="Research paper thumbnail of People, place and power: Australia and the Asia Pacific" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1621187/People_place_and_power_Australia_and_the_Asia_Pacific">People, place and power: Australia and the Asia Pacific</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://anu-au.academia.edu/MiyumeTanji">Miyume Tanji</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1621187"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1621187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1621187; 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Pacific"}],"downloadable_attachments":[],"slug":"People_place_and_power_Australia_and_the_Asia_Pacific","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[],"research_interests":[],"urls":[{"id":285711,"url":"http://research.humanities.curtin.edu.au/blackswan/orders.cfm"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="216311" id="books"><div class="js-work-strip profile--work_container" data-work-id="94289921"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94289921/Ameliorating_disadvantage_Creating_accessible_effective_and_equitable_careers_and_study_information_for_low_socioeconomic_students"><img alt="Research paper thumbnail of Ameliorating disadvantage: Creating accessible, effective, and equitable careers and study information for low socioeconomic students" class="work-thumbnail" src="https://attachments.academia-assets.com/96788499/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94289921/Ameliorating_disadvantage_Creating_accessible_effective_and_equitable_careers_and_study_information_for_low_socioeconomic_students">Ameliorating disadvantage: Creating accessible, effective, and equitable careers and study information for low socioeconomic students</a></div><div class="wp-workCard_item"><span>Final report for the National Centre for Student Equity in Higher Education</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Equitable career advice equips disadvantaged students for long-term success Comprehensive advice ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Equitable career advice equips disadvantaged students for long-term success<br />Comprehensive advice on careers and study pathways, delivered across the student life cycle, is essential to overcome the long-term impacts of disadvantage, a new study has found.<br />The report, published by the National Centre for Student Equity in Higher Education (NCSEHE), recommends a national commitment to developing contemporary resources for students from low socioeconomic status (SES) backgrounds, as well as their careers influencers.<br />The research team, led by Dr Jane Coffey (Curtin University) and Professor Dawn Bennett (Bond University), developed evidence-based recommendations to effectively deliver information about higher education study options, pathways, and careers to low SES students.<br />“Given the changing nature of work, the impact of disadvantage is significant and long lasting, impacting opportunities for career sustainability in the long term,” Dr Coffey said.<br />“Engaging directly with career advisors and students from a diverse range of Australian schools and universities, we observed inequitable provision of career and study information throughout secondary education.”<br />While high SES students valued career information more in Year 12 and beyond, low SES students wanted guidance from Year 7 onward to allow for more informed subject selection and career-related advice.<br />Tertiary and secondary focus groups highlighted the impact of being assumptively streamed too early based solely on academic performance, citing a lack of quality information on the accessibility and availability of alternative post-school pathways.<br />“There were few ‘door openers’ but many ‘dream killers’, particularly for those from low SES, regional and remote schools,” Professor Bennett said.<br />“The dream killers communicated rigid and restrictive study pathways, with limited options which had a profound impact on students’ self-belief and future goals.”<br />The report recommends a national approach and commitment to the provision of equitable, contemporary resources for both students and career influencers, including a central information repository.<br />Findings also indicated qualified career practitioners be recognised as critical to the core business of schools, working in conjunction with trained educators.<br />Professor Bennett, noted the potential for meaningful careers advice, delivered in early high school, to positively impact long-term career outcomes.<br />“School students from low SES backgrounds may not have had the same exposure to careers and educational pathways as their more advantaged peers, although their aspirations are often equivalent,” Professor Bennett said.<br />“The recommendations from this report support the provision of timely, relevant information so all students can pursue their goals through the most appropriate pathway.”<br />The final report, Ameliorating disadvantage: Creating accessible, effective and equitable careers and study information for low SES students, will be available here on [date]: <a href="https://www.ncsehe.edu.au/publications/careers-study-information-low-ses-students/" rel="nofollow">https://www.ncsehe.edu.au/publications/careers-study-information-low-ses-students/</a><br />This research was funded by the Australian Government Department of Education under the Higher Education Participation and Partnerships Program (HEPPP) National Priorities Pool (NPP).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="88abd294ec078b5cfc88cbd2d93b49a9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96788499,"asset_id":94289921,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96788499/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94289921"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa 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profile--work_container" data-work-id="37007322"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37007322/Employability_in_a_Global_Context_Evolving_Policy_and_Practice_in_Employability_Work_Integrated_Learning_and_Career_Development_Learning"><img alt="Research paper thumbnail of Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/56956702/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37007322/Employability_in_a_Global_Context_Evolving_Policy_and_Practice_in_Employability_Work_Integrated_Learning_and_Career_Development_Learning">Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MartinSmith125">Martin Smith</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The research involved 19 institutions from eight countries and four continents. These institution...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The research involved 19 institutions from eight countries and four continents. These institutional partners engaged in fact-finding and theory generation with the common aim of informing current and future<br />employability policies and practices. This work aligned with the diverse aspirations of all higher education stakeholders and fostered communication between colleagues through open dialogue. The core research question was: How is employability termed, driven, and<br />communicated by universities internationally?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="60289bf035537c2c96073c3350382ae6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56956702,"asset_id":37007322,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56956702/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37007322"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37007322"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37007322; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37007322]").text(description); $(".js-view-count[data-work-id=37007322]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37007322; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37007322']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37007322, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "60289bf035537c2c96073c3350382ae6" } } $('.js-work-strip[data-work-id=37007322]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37007322,"title":"Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning","translated_title":"","metadata":{"abstract":"The research involved 19 institutions from eight countries and four continents. 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data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/35863917/Community_service_learning_with_first_peoples"><img alt="Research paper thumbnail of Community service learning with first peoples" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/35863917/Community_service_learning_with_first_peoples">Community service learning with first peoples</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/BrydieLeighBartleet">Brydie-Leigh Bartleet</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/AnnePower">Anne Power</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/NaomiSunderland">Naomi Sunderland</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Community music educators worldwide face the challenge of preparing their students for working in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music- making that are respectful of, and responsive to, the customs and traditions of that cultural setting. For many community musicians<br />this might mean engaging with forms of community music- making that sit outside their own cultural traditions, comfort zones, or commonly used facilitation techniques.<br />Engaging in these different cultural environments can also prompt these community musicians to critically reflect on, problematize, and deepen their understandings of the field of community music and its core principles.<br />The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students, and engage with communities in culturally appropriate ways.<br />This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35863917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35863917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35863917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35863917]").text(description); $(".js-view-count[data-work-id=35863917]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35863917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35863917']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35863917, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=35863917]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35863917,"title":"Community service learning with first peoples","translated_title":"","metadata":{"abstract":"Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. 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For many community musicians\nthis might mean engaging with forms of community music- making that sit outside their own cultural traditions, comfort zones, or commonly used facilitation techniques.\nEngaging in these different cultural environments can also prompt these community musicians to critically reflect on, problematize, and deepen their understandings of the field of community music and its core principles.\nThe challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students, and engage with communities in culturally appropriate ways.\nThis chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. 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For many community musicians\nthis might mean engaging with forms of community music- making that sit outside their own cultural traditions, comfort zones, or commonly used facilitation techniques.\nEngaging in these different cultural environments can also prompt these community musicians to critically reflect on, problematize, and deepen their understandings of the field of community music and its core principles.\nThe challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students, and engage with communities in culturally appropriate ways.\nThis chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field.","internal_url":"https://www.academia.edu/35863917/Community_service_learning_with_first_peoples","translated_internal_url":"","created_at":"2018-02-07T16:56:01.465-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":904879,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":31029938,"work_id":35863917,"tagging_user_id":904879,"tagged_user_id":37941364,"co_author_invite_id":null,"email":"b***t@griffith.edu.au","affiliation":"Griffith University","display_order":0,"name":"Brydie-Leigh Bartleet","title":"Community service learning with first peoples"},{"id":31029939,"work_id":35863917,"tagging_user_id":904879,"tagged_user_id":320011,"co_author_invite_id":null,"email":"a***r@uws.edu.au","affiliation":"Western Sydney University","display_order":4194304,"name":"Anne Power","title":"Community service learning with first peoples"},{"id":31029940,"work_id":35863917,"tagging_user_id":904879,"tagged_user_id":269854,"co_author_invite_id":null,"email":"n***d@griffith.edu.au","affiliation":"Griffith University","display_order":6291456,"name":"Naomi Sunderland","title":"Community service learning with first peoples"}],"downloadable_attachments":[],"slug":"Community_service_learning_with_first_peoples","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[],"research_interests":[{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation"},{"id":4901,"name":"Service Learning","url":"https://www.academia.edu/Documents/in/Service_Learning"},{"id":8331,"name":"Indigenous Knowledge","url":"https://www.academia.edu/Documents/in/Indigenous_Knowledge"},{"id":19495,"name":"Indigenous Peoples","url":"https://www.academia.edu/Documents/in/Indigenous_Peoples"},{"id":32560,"name":"Service Learning in Higher Education","url":"https://www.academia.edu/Documents/in/Service_Learning_in_Higher_Education"}],"urls":[{"id":8426411,"url":"http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.3"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35658126"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35658126/Reshaping_the_Field_from_the_Outside_in_Aboriginal_People_and_Student_Journalists_Working_Together"><img alt="Research paper thumbnail of Reshaping the Field from the Outside in: Aboriginal People and Student Journalists Working Together" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35658126/Reshaping_the_Field_from_the_Outside_in_Aboriginal_People_and_Student_Journalists_Working_Together">Reshaping the Field from the Outside in: Aboriginal People and Student Journalists Working Together</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://curtinedu.academia.edu/BonitaMason">Bonita Mason</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter uses field analysis to read, understand and explain a critically reflexive teaching ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter uses field analysis to read, understand and explain a critically reflexive teaching and practice journey involving university students in Indigenous affairs journalism. The Aboriginal Community Engagement (ACE) initiative emerged from a national and multi-disciplinary service-learning program designed to foster mutually beneficial collaboration between Aboriginal people and creative production students. ACE was established to trial collaborative journalistic practices (Mason, 2012) in a field that valorises arms-length reporting (Thomson, et al, 2016). Bourdieu’s concept of field provided (Bourdieu & Wacquant, 1992, p. 96) our conceptual, analytical and explanatory tool, and we employed related concepts in Bourdieu’s theory of practice to examine, identify and describe the power relations, positions and other field contexts, structures, and dynamics enacted and made evident through ACE and the symbolic challenge it represented. These concepts included capital (cultural, economic, social and symbolic) and habitus, homology, orthodoxy and heterodoxy, misrecognition and symbolic violence (Bourdieu & Wacquant, 1992; Swartz, 1997). The task was in effect to “construct a double object” (Bourdieu, in Bourdieu & Wacquant, 1992, p. 67). The first object was field analysis: context, field logics and rules, positions, subjects and objects, all in relation to one other. The second was a “deeper object: the reflexive return entailed in objectivizing one’s own universe”, which includes institutions that “claim objectivity and universality for [their] … own objectivations” (p. 67). The second object applies to our objectivations of journalism, journalism education and the university, and of others within it, and to our own interests in such objectivations. This required us—as researchers, developers of and participants in ACE—to observe ourselves as the observers (Bourdieu & Wacquant, 1992, p. 68).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35658126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35658126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35658126; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35658126]").text(description); $(".js-view-count[data-work-id=35658126]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35658126; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35658126']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35658126, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=35658126]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35658126,"title":"Reshaping the Field from the Outside in: Aboriginal People and Student Journalists Working Together","translated_title":"","metadata":{"abstract":"This chapter uses field analysis to read, understand and explain a critically reflexive teaching and practice journey involving university students in Indigenous affairs journalism. 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The Aboriginal Community Engagement (ACE) initiative emerged from a national and multi-disciplinary service-learning program designed to foster mutually beneficial collaboration between Aboriginal people and creative production students. ACE was established to trial collaborative journalistic practices (Mason, 2012) in a field that valorises arms-length reporting (Thomson, et al, 2016). Bourdieu’s concept of field provided (Bourdieu \u0026 Wacquant, 1992, p. 96) our conceptual, analytical and explanatory tool, and we employed related concepts in Bourdieu’s theory of practice to examine, identify and describe the power relations, positions and other field contexts, structures, and dynamics enacted and made evident through ACE and the symbolic challenge it represented. These concepts included capital (cultural, economic, social and symbolic) and habitus, homology, orthodoxy and heterodoxy, misrecognition and symbolic violence (Bourdieu \u0026 Wacquant, 1992; Swartz, 1997). The task was in effect to “construct a double object” (Bourdieu, in Bourdieu \u0026 Wacquant, 1992, p. 67). The first object was field analysis: context, field logics and rules, positions, subjects and objects, all in relation to one other. The second was a “deeper object: the reflexive return entailed in objectivizing one’s own universe”, which includes institutions that “claim objectivity and universality for [their] … own objectivations” (p. 67). The second object applies to our objectivations of journalism, journalism education and the university, and of others within it, and to our own interests in such objectivations. 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Less is known as to whether patterns of disadvantage continue post-completion. In a context<br />in which graduate employability is becoming an important yardstick against which to measure institutional effectiveness, this questions is of fundamental importance to higher education<br />equity practitioners and policymakers. This study employed Commonwealth graduate outcome data to investigate relationships between disadvantage and graduate outcomes in Australia, with disadvantage defined as a graduate belonging to one or more of the following groups – low SES. Indigenous, regional, with a disability, from a non-English speaking background (NESB), born outside Australia and female in a technical area. The study provided critical insights into how access to higher education does – or does not – lead to improvements in post-graduation equity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0cca34fda750bfd46e917af8b8fa941f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45396624,"asset_id":25073887,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45396624/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="25073887"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="25073887"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25073887; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25073887]").text(description); $(".js-view-count[data-work-id=25073887]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25073887; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='25073887']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 25073887, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0cca34fda750bfd46e917af8b8fa941f" } } $('.js-work-strip[data-work-id=25073887]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":25073887,"title":"Investigating the Relationship between Equity and Graduate Outcomes in Australia","translated_title":"","metadata":{"abstract":"Australian higher education equity policy focusses mostly on access and participation with the implicit assumption that disadvantage will be ameliorated through educational achievement. 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href="https://www.academia.edu/23266018/Human_capital_career_creativities_for_creative_industries_work_Lessons_underpinned_by_Bourdieu_s_tools_for_thinking"><img alt="Research paper thumbnail of Human capital career creativities for creative industries work: Lessons underpinned by Bourdieu’s tools for thinking" class="work-thumbnail" src="https://attachments.academia-assets.com/43878551/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23266018/Human_capital_career_creativities_for_creative_industries_work_Lessons_underpinned_by_Bourdieu_s_tools_for_thinking">Human capital career creativities for creative industries work: Lessons underpinned by Bourdieu’s tools for thinking</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Graduates need to develop multiple human capital career creativities, if they are to create and s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Graduates need to develop multiple human capital career creativities, if they are to create and sustain careers in the creative industries. This is because creative work is characterised by multiple concurrent roles within portfolio careers that are commonly protean and boundaryless: the former, emphasising capital expansion as an output of human capital career creativities where the facilitative skills practices transcend those of a portfolio career; and the latter, emphasising work that transcends fields, digital boundaries, economic sector, and employment type.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="94cb8335488939adaa087f7866ade686" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43878551,"asset_id":23266018,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43878551/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23266018"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23266018"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23266018; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23266018]").text(description); $(".js-view-count[data-work-id=23266018]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23266018; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23266018']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 23266018, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "94cb8335488939adaa087f7866ade686" } } $('.js-work-strip[data-work-id=23266018]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23266018,"title":"Human capital career creativities for creative industries work: Lessons underpinned by Bourdieu’s tools for thinking","translated_title":"","metadata":{"abstract":"Graduates need to develop multiple human capital career creativities, if they are to create and sustain careers in the creative industries. 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19545380"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19545380/Engaging_first_peoples_in_arts_based_service_learning_Towards_respectful_and_mutually_beneficial_educational_practices"><img alt="Research paper thumbnail of Engaging first peoples in arts-based service learning: Towards respectful and mutually beneficial educational practices" class="work-thumbnail" src="https://attachments.academia-assets.com/40687911/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19545380/Engaging_first_peoples_in_arts_based_service_learning_Towards_respectful_and_mutually_beneficial_educational_practices">Engaging first peoples in arts-based service learning: Towards respectful and mutually beneficial educational practices</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/BrydieLeighBartleet">Brydie-Leigh Bartleet</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/AnnePower">Anne Power</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/NaomiSunderland">Naomi Sunderland</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume offers educators, higher education institutions, communities and organizations critic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. With a focus on service learning, each chapter provides concrete examples of how arts-based, community-led projects can enhance and support the quality and sustainability of First Peoples’ cultural content in higher education. In partnership with communities across Australia, Aotearoa New Zealand, Canada and the United States, contributors reflect on diverse projects and activities, offer rich and engaging first-hand accounts of student, community and staff experiences, share recommendations for arts-based service learning projects and outline future directions in the field.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="946d4fb8a5b796c12bc26650755a0d80" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40687911,"asset_id":19545380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40687911/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19545380"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19545380"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19545380; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19545380]").text(description); $(".js-view-count[data-work-id=19545380]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19545380; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19545380']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19545380, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "946d4fb8a5b796c12bc26650755a0d80" } } $('.js-work-strip[data-work-id=19545380]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19545380,"title":"Engaging first peoples in arts-based service learning: Towards respectful and mutually beneficial educational practices","translated_title":"","metadata":{"abstract":"This volume offers educators, higher education institutions, communities and organizations critical understandings and resources that can underpin respectful, reciprocal and transformative educative relationships with First Peoples internationally. 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arts curricula through service learning with Indigenous communities" class="work-thumbnail" src="https://attachments.academia-assets.com/40419018/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19079466/Enhancing_Indigenous_content_in_arts_curricula_through_service_learning_with_Indigenous_communities">Enhancing Indigenous content in arts curricula through service learning with Indigenous communities</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/BrydieLeighBartleet">Brydie-Leigh Bartleet</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/AnnePower">Anne Power</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://griffith.academia.edu/NaomiSunderland">Naomi Sunderland</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">At the heart of this project has been the desire to enhance the way in which Aboriginal and Torre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">At the heart of this project has been the desire to enhance the way in which Aboriginal and Torres Strait Islander cultural content is embedded in higher education arts curricula. It comes at a time when higher education institutions are facing growing pressure to make curriculum content more representative of and responsive to Aboriginal and Torres Strait Islander culture. In response, many Australian universities have established formal initiatives to embed Aboriginal and Torres Strait Islander culture and intercultural competency across the curriculum. This has taken the form of policies and reconciliation action plans, community engagement initiatives, networks and councils of Elders. Despite the proliferation of such initiatives, the incorporation of Aboriginal and Torres Strait Islander perspectives into higher education curricula and cultures remains a challenging political, social and practical task. This project has sought to address this challenging task by positioning arts based service learning (ABSL) as a strategy through which Australian higher education institutions can promote Aboriginal and Torres Strait Islander cultural content for students in ways that also directly support Aboriginal and Torres Strait Islander communities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6fc6f4cc534b93b891c37475bc004530" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40419018,"asset_id":19079466,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40419018/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19079466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19079466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19079466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19079466]").text(description); $(".js-view-count[data-work-id=19079466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19079466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19079466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19079466, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6fc6f4cc534b93b891c37475bc004530" } } $('.js-work-strip[data-work-id=19079466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19079466,"title":"Enhancing Indigenous content in arts curricula through service learning with Indigenous communities","translated_title":"","metadata":{"abstract":"At the heart of this project has been the desire to enhance the way in which Aboriginal and Torres Strait Islander cultural content is embedded in higher education arts curricula. 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profile--work_container" data-work-id="19073723"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19073723/Enacting_strategies_for_graduate_employability_How_universities_can_best_support_students_to_develop_generic_skills"><img alt="Research paper thumbnail of Enacting strategies for graduate employability: How universities can best support students to develop generic skills" class="work-thumbnail" src="https://attachments.academia-assets.com/40415768/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19073723/Enacting_strategies_for_graduate_employability_How_universities_can_best_support_students_to_develop_generic_skills">Enacting strategies for graduate employability: How universities can best support students to develop generic skills</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Executive Summary 1. Project context This project responded to growing social and economic deman...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Executive Summary<br /><br />1. Project context<br />This project responded to growing social and economic demands for higher education graduates who can negotiate rapidly transforming employment contexts. It was based on the premise that higher education institutions have responsibility for helping students gain the skills, knowledge and personal attributes required of them in the initial stages of their careers. The project emerged from the understanding that despite evidence on what is required by employers, the existence of graduate attributes statements, and a large body of scholarly literature, many graduates are not optimally work ready (Fullan & Scott, 2014).<br /><br />The project was implemented in parallel with two other commissioned projects on graduate employability. Recognising that the number of part-time, casual and/or multiple job-holding workers has never been higher and that traditional forms of employment are increasingly rare, this project focused on disciplines with ill-defined or difficult-to-enter graduate destinations. These included music and dance; biomedical sciences and biotechnology; professional and creative writing; and computer science. In contrast to the employer focus of the other projects, the team focused on students, graduates and academic leaders.<br /><br />2. Project aims<br />The project aims were twofold: to increase understanding of critical issues in enhancing graduate employability in higher education; and, to identify support for educators seeking to develop student employability. <br /><br />3. Project approach<br />The project adopted a multi-stage approach involving four overlapping core activities:<br /><br />• To synthesise through a scoping review existing research on employability, its development, and impediments to its adoption within higher education;<br />• To investigate employability through survey and case study research with students, graduates/practitioners, higher education leaders and careers advisors;<br />• To showcase good practice with higher education stakeholders through a series of workshops and presentations; and<br />• To develop a toolkit of employability resources for educators to use with their students.<br /><br />In Phase 1: Student survey and scoping review, the team designed an online student survey instrument that included items from extant data sets for comparison. The survey was distributed through academic networks and instrumentalised for delivery in English, Spanish and Portuguese. The team also prepared a comprehensive scoping review of extant literature and resources relating to students’ enhancement of employability skills, impediments to practice, and ways in which these impediments might be overcome. <br /><br />In Phase 2: Case study research and resource development, the findings of Phase 1 informed four distinct case study instruments. Case studies were undertaken with students, graduates/practitioners, leaders and careers advisors. An evidence-based discussion paper synthesised the findings and identified options for improved institutional capacity. This informed a “toolkit” for which team members synthesised resources to develop employability with higher education students. The toolkit is hosted by Curtin University.<br /> <br />4. Project outputs<br />Outputs from the project included:<br />• Survey data from 415 students and data summaries for four institutions;<br />• Case study data from 60 stakeholders and 10 vignettes for the targeted disciplines;<br />• A website and toolkit housing resources from this project and other sources;<br />• An open-access conference paper;<br />• Industry snapshots; and<br />• Guides for educators.<br />5. Project dissemination and engagement <br />The team implemented a dissemination and engagement strategy that leveraged the work of this and previous employability projects. Engagement activities included 32 conference presentations, 11 workshops and 6 related papers, including presentations at national events organised by the other commissioned project teams. Half-day workshops and an expert panel were presented at two national conferences and a national forum. The website includes employability toolkit resources organised around the five themes discussed below. <br /><br />6. Impact of the project (outcomes to date and projected future impact)<br />• More than 470 stakeholders have contributed to the project’s findings.<br />• To date, more than 1,500 academics, leaders and practitioners have attended presentations at university learning and teaching events and at conferences;<br />• 1,720 students and educators have attended in-class workshops.<br />• Resources trialled with 1,500 students in 2014 have been embedded into their courses.<br />• Four institutions have received data summaries to inform their employability initiatives.<br />• Industry organisations with an interest in career support and development have begun to link to and from the website and resources.<br />• Educators who ran the survey have adapted resources for use with their students.<br />• Post-project activities, including through the website, will encourage systemic adoption.<br /><br />7. Key findings and recommendations <br />This project has enhanced understanding of graduate employability in relation to the contrasting perspectives of different stakeholders. The research confirms that to identify and develop the skills and attributes needed to navigate post-graduation pathways, higher education students need timely and informed support. Graduates assert that the lack (or under development) of these skills and attributes is one of the most critical disadvantages encountered by graduates transitioning into work.<br /><br />Educators are central to the process of change, but higher education leaders, graduates and students report many educators to be ill equipped for the task. Whilst the team acknowledges the expert and impactful employability work undertaken by many colleagues, one reference group member reminded the team of a “fundamental disconnect” between the development of employability within higher education and those academics who “would say that universities are not ‘responsible’ for anything, except perhaps the pursuit of truth and beauty”. As such, the resources for educators are likely to have three audiences. The first and second of these are most likely to be interested in sharing and accessing resources. These educators became the target audience for the online toolkit:<br />1. Educators who agree they have a role in the development of employability, and who have the skills and resources to undertake this task;<br />2. Educators who agree they have a role in the development of employability, but who need some assistance to engage students and others; and<br />3. Educators who do not agree they have a role in the development of employability and are unlikely to engage unless required to. <br />The concerns expressed by students, graduates, employers and leaders related largely to academics’ lack of knowledge about the contemporary workplace; however, the case studies also revealed challenges including over-crowded curricula, modularised delivery, research-focused key performance indicators and ranking systems, an increasingly casualised workforce, and graduate destinations metrics that are insufficient for the task. Educators who attended the project’s engagement activities repeated many of these concerns. Combined, these factors highlighted the potential for a systematic approach to the development of effective employability skills. The research concluded that employability development should focus on the five themes illustrated at Figure 1:<br /> <br />Figure 1: Five employability themes<br /><br />8. Recommendations <br />Employability is a critical concern for higher education and should be addressed as a matter of urgency. Recommendations are as follows: <br />1. That institutions embed and resource employability as a key institutional strategy, engaging the expertise of careers advisors and professionals at program and course level and developing an endorsed capacity building strategy for local leaders;<br />2. That all students explore and apply knowledge relating to self and career as foundational elements of their program. This should be achieved through authentic learning experiences that incorporate critical reflection and ensure that emerging capabilities are evidenced using a valid framework; <br />3. That program delivery reflects professional practice and that all educators be supported to become industry-aware and pedagogically proficient;<br />4. That higher education position itself to gather academic and learning analytics that track student behaviour and the development of employability capabilities and competencies;<br />5. That revisions of the Graduate Destination Survey be consultative and ensure the generation of data which is sufficiently nuanced to capture complex work arrangements, using a validated measure. In addition, that the Office for Learning and Teaching explore the ongoing collection of graduate data through agreement with the Australian Taxation Office and the Department of Education and Training;<br />6. That the successor to the Office for Learning and Teaching establish a “linkage” program to support industry partnerships that benefit both students and educators; and<br />7. That higher education institutions develop post-graduation support and professional learning initiatives as an extension of their core business.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58504cdbdd845003ff6c2754ce8e1c5a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40415768,"asset_id":19073723,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40415768/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19073723"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19073723"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19073723; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19073723]").text(description); $(".js-view-count[data-work-id=19073723]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19073723; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19073723']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19073723, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "58504cdbdd845003ff6c2754ce8e1c5a" } } $('.js-work-strip[data-work-id=19073723]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19073723,"title":"Enacting strategies for graduate employability: How universities can best support students to develop generic skills","translated_title":"","metadata":{"abstract":"Executive Summary\n\n1.\tProject context\nThis project responded to growing social and economic demands for higher education graduates who can negotiate rapidly transforming employment contexts. It was based on the premise that higher education institutions have responsibility for helping students gain the skills, knowledge and personal attributes required of them in the initial stages of their careers. The project emerged from the understanding that despite evidence on what is required by employers, the existence of graduate attributes statements, and a large body of scholarly literature, many graduates are not optimally work ready (Fullan \u0026 Scott, 2014).\n\nThe project was implemented in parallel with two other commissioned projects on graduate employability. Recognising that the number of part-time, casual and/or multiple job-holding workers has never been higher and that traditional forms of employment are increasingly rare, this project focused on disciplines with ill-defined or difficult-to-enter graduate destinations. These included music and dance; biomedical sciences and biotechnology; professional and creative writing; and computer science. In contrast to the employer focus of the other projects, the team focused on students, graduates and academic leaders.\n\n2.\tProject aims\nThe project aims were twofold: to increase understanding of critical issues in enhancing graduate employability in higher education; and, to identify support for educators seeking to develop student employability. \n\n3.\tProject approach\nThe project adopted a multi-stage approach involving four overlapping core activities:\n\n•\tTo synthesise through a scoping review existing research on employability, its development, and impediments to its adoption within higher education;\n•\tTo investigate employability through survey and case study research with students, graduates/practitioners, higher education leaders and careers advisors;\n•\tTo showcase good practice with higher education stakeholders through a series of workshops and presentations; and\n•\tTo develop a toolkit of employability resources for educators to use with their students.\n\nIn Phase 1: Student survey and scoping review, the team designed an online student survey instrument that included items from extant data sets for comparison. The survey was distributed through academic networks and instrumentalised for delivery in English, Spanish and Portuguese. The team also prepared a comprehensive scoping review of extant literature and resources relating to students’ enhancement of employability skills, impediments to practice, and ways in which these impediments might be overcome. \n\nIn Phase 2: Case study research and resource development, the findings of Phase 1 informed four distinct case study instruments. Case studies were undertaken with students, graduates/practitioners, leaders and careers advisors. An evidence-based discussion paper synthesised the findings and identified options for improved institutional capacity. This informed a “toolkit” for which team members synthesised resources to develop employability with higher education students. The toolkit is hosted by Curtin University.\n \n4.\tProject outputs\nOutputs from the project included:\n•\tSurvey data from 415 students and data summaries for four institutions;\n•\tCase study data from 60 stakeholders and 10 vignettes for the targeted disciplines;\n•\tA website and toolkit housing resources from this project and other sources;\n•\tAn open-access conference paper;\n•\tIndustry snapshots; and\n•\tGuides for educators.\n5.\tProject dissemination and engagement \nThe team implemented a dissemination and engagement strategy that leveraged the work of this and previous employability projects. Engagement activities included 32 conference presentations, 11 workshops and 6 related papers, including presentations at national events organised by the other commissioned project teams. Half-day workshops and an expert panel were presented at two national conferences and a national forum. The website includes employability toolkit resources organised around the five themes discussed below. \n\n6.\tImpact of the project (outcomes to date and projected future impact)\n•\tMore than 470 stakeholders have contributed to the project’s findings.\n•\tTo date, more than 1,500 academics, leaders and practitioners have attended presentations at university learning and teaching events and at conferences;\n•\t1,720 students and educators have attended in-class workshops.\n•\tResources trialled with 1,500 students in 2014 have been embedded into their courses.\n•\tFour institutions have received data summaries to inform their employability initiatives.\n•\tIndustry organisations with an interest in career support and development have begun to link to and from the website and resources.\n•\tEducators who ran the survey have adapted resources for use with their students.\n•\tPost-project activities, including through the website, will encourage systemic adoption.\n\n7.\tKey findings and recommendations \nThis project has enhanced understanding of graduate employability in relation to the contrasting perspectives of different stakeholders. The research confirms that to identify and develop the skills and attributes needed to navigate post-graduation pathways, higher education students need timely and informed support. Graduates assert that the lack (or under development) of these skills and attributes is one of the most critical disadvantages encountered by graduates transitioning into work.\n\nEducators are central to the process of change, but higher education leaders, graduates and students report many educators to be ill equipped for the task. Whilst the team acknowledges the expert and impactful employability work undertaken by many colleagues, one reference group member reminded the team of a “fundamental disconnect” between the development of employability within higher education and those academics who “would say that universities are not ‘responsible’ for anything, except perhaps the pursuit of truth and beauty”. As such, the resources for educators are likely to have three audiences. The first and second of these are most likely to be interested in sharing and accessing resources. These educators became the target audience for the online toolkit:\n1.\tEducators who agree they have a role in the development of employability, and who have the skills and resources to undertake this task;\n2.\tEducators who agree they have a role in the development of employability, but who need some assistance to engage students and others; and\n3.\tEducators who do not agree they have a role in the development of employability and are unlikely to engage unless required to. \nThe concerns expressed by students, graduates, employers and leaders related largely to academics’ lack of knowledge about the contemporary workplace; however, the case studies also revealed challenges including over-crowded curricula, modularised delivery, research-focused key performance indicators and ranking systems, an increasingly casualised workforce, and graduate destinations metrics that are insufficient for the task. Educators who attended the project’s engagement activities repeated many of these concerns. Combined, these factors highlighted the potential for a systematic approach to the development of effective employability skills. The research concluded that employability development should focus on the five themes illustrated at Figure 1:\n \nFigure 1: Five employability themes\n\n8.\tRecommendations \nEmployability is a critical concern for higher education and should be addressed as a matter of urgency. Recommendations are as follows: \n1.\tThat institutions embed and resource employability as a key institutional strategy, engaging the expertise of careers advisors and professionals at program and course level and developing an endorsed capacity building strategy for local leaders;\n2.\tThat all students explore and apply knowledge relating to self and career as foundational elements of their program. This should be achieved through authentic learning experiences that incorporate critical reflection and ensure that emerging capabilities are evidenced using a valid framework; \n3.\tThat program delivery reflects professional practice and that all educators be supported to become industry-aware and pedagogically proficient;\n4.\tThat higher education position itself to gather academic and learning analytics that track student behaviour and the development of employability capabilities and competencies;\n5.\tThat revisions of the Graduate Destination Survey be consultative and ensure the generation of data which is sufficiently nuanced to capture complex work arrangements, using a validated measure. In addition, that the Office for Learning and Teaching explore the ongoing collection of graduate data through agreement with the Australian Taxation Office and the Department of Education and Training;\n6.\tThat the successor to the Office for Learning and Teaching establish a “linkage” program to support industry partnerships that benefit both students and educators; and\n7.\tThat higher education institutions develop post-graduation support and professional learning initiatives as an extension of their core business."},"translated_abstract":"Executive Summary\n\n1.\tProject context\nThis project responded to growing social and economic demands for higher education graduates who can negotiate rapidly transforming employment contexts. It was based on the premise that higher education institutions have responsibility for helping students gain the skills, knowledge and personal attributes required of them in the initial stages of their careers. The project emerged from the understanding that despite evidence on what is required by employers, the existence of graduate attributes statements, and a large body of scholarly literature, many graduates are not optimally work ready (Fullan \u0026 Scott, 2014).\n\nThe project was implemented in parallel with two other commissioned projects on graduate employability. Recognising that the number of part-time, casual and/or multiple job-holding workers has never been higher and that traditional forms of employment are increasingly rare, this project focused on disciplines with ill-defined or difficult-to-enter graduate destinations. These included music and dance; biomedical sciences and biotechnology; professional and creative writing; and computer science. In contrast to the employer focus of the other projects, the team focused on students, graduates and academic leaders.\n\n2.\tProject aims\nThe project aims were twofold: to increase understanding of critical issues in enhancing graduate employability in higher education; and, to identify support for educators seeking to develop student employability. \n\n3.\tProject approach\nThe project adopted a multi-stage approach involving four overlapping core activities:\n\n•\tTo synthesise through a scoping review existing research on employability, its development, and impediments to its adoption within higher education;\n•\tTo investigate employability through survey and case study research with students, graduates/practitioners, higher education leaders and careers advisors;\n•\tTo showcase good practice with higher education stakeholders through a series of workshops and presentations; and\n•\tTo develop a toolkit of employability resources for educators to use with their students.\n\nIn Phase 1: Student survey and scoping review, the team designed an online student survey instrument that included items from extant data sets for comparison. The survey was distributed through academic networks and instrumentalised for delivery in English, Spanish and Portuguese. The team also prepared a comprehensive scoping review of extant literature and resources relating to students’ enhancement of employability skills, impediments to practice, and ways in which these impediments might be overcome. \n\nIn Phase 2: Case study research and resource development, the findings of Phase 1 informed four distinct case study instruments. Case studies were undertaken with students, graduates/practitioners, leaders and careers advisors. An evidence-based discussion paper synthesised the findings and identified options for improved institutional capacity. This informed a “toolkit” for which team members synthesised resources to develop employability with higher education students. The toolkit is hosted by Curtin University.\n \n4.\tProject outputs\nOutputs from the project included:\n•\tSurvey data from 415 students and data summaries for four institutions;\n•\tCase study data from 60 stakeholders and 10 vignettes for the targeted disciplines;\n•\tA website and toolkit housing resources from this project and other sources;\n•\tAn open-access conference paper;\n•\tIndustry snapshots; and\n•\tGuides for educators.\n5.\tProject dissemination and engagement \nThe team implemented a dissemination and engagement strategy that leveraged the work of this and previous employability projects. Engagement activities included 32 conference presentations, 11 workshops and 6 related papers, including presentations at national events organised by the other commissioned project teams. Half-day workshops and an expert panel were presented at two national conferences and a national forum. The website includes employability toolkit resources organised around the five themes discussed below. \n\n6.\tImpact of the project (outcomes to date and projected future impact)\n•\tMore than 470 stakeholders have contributed to the project’s findings.\n•\tTo date, more than 1,500 academics, leaders and practitioners have attended presentations at university learning and teaching events and at conferences;\n•\t1,720 students and educators have attended in-class workshops.\n•\tResources trialled with 1,500 students in 2014 have been embedded into their courses.\n•\tFour institutions have received data summaries to inform their employability initiatives.\n•\tIndustry organisations with an interest in career support and development have begun to link to and from the website and resources.\n•\tEducators who ran the survey have adapted resources for use with their students.\n•\tPost-project activities, including through the website, will encourage systemic adoption.\n\n7.\tKey findings and recommendations \nThis project has enhanced understanding of graduate employability in relation to the contrasting perspectives of different stakeholders. The research confirms that to identify and develop the skills and attributes needed to navigate post-graduation pathways, higher education students need timely and informed support. Graduates assert that the lack (or under development) of these skills and attributes is one of the most critical disadvantages encountered by graduates transitioning into work.\n\nEducators are central to the process of change, but higher education leaders, graduates and students report many educators to be ill equipped for the task. Whilst the team acknowledges the expert and impactful employability work undertaken by many colleagues, one reference group member reminded the team of a “fundamental disconnect” between the development of employability within higher education and those academics who “would say that universities are not ‘responsible’ for anything, except perhaps the pursuit of truth and beauty”. As such, the resources for educators are likely to have three audiences. The first and second of these are most likely to be interested in sharing and accessing resources. These educators became the target audience for the online toolkit:\n1.\tEducators who agree they have a role in the development of employability, and who have the skills and resources to undertake this task;\n2.\tEducators who agree they have a role in the development of employability, but who need some assistance to engage students and others; and\n3.\tEducators who do not agree they have a role in the development of employability and are unlikely to engage unless required to. \nThe concerns expressed by students, graduates, employers and leaders related largely to academics’ lack of knowledge about the contemporary workplace; however, the case studies also revealed challenges including over-crowded curricula, modularised delivery, research-focused key performance indicators and ranking systems, an increasingly casualised workforce, and graduate destinations metrics that are insufficient for the task. Educators who attended the project’s engagement activities repeated many of these concerns. Combined, these factors highlighted the potential for a systematic approach to the development of effective employability skills. The research concluded that employability development should focus on the five themes illustrated at Figure 1:\n \nFigure 1: Five employability themes\n\n8.\tRecommendations \nEmployability is a critical concern for higher education and should be addressed as a matter of urgency. Recommendations are as follows: \n1.\tThat institutions embed and resource employability as a key institutional strategy, engaging the expertise of careers advisors and professionals at program and course level and developing an endorsed capacity building strategy for local leaders;\n2.\tThat all students explore and apply knowledge relating to self and career as foundational elements of their program. This should be achieved through authentic learning experiences that incorporate critical reflection and ensure that emerging capabilities are evidenced using a valid framework; \n3.\tThat program delivery reflects professional practice and that all educators be supported to become industry-aware and pedagogically proficient;\n4.\tThat higher education position itself to gather academic and learning analytics that track student behaviour and the development of employability capabilities and competencies;\n5.\tThat revisions of the Graduate Destination Survey be consultative and ensure the generation of data which is sufficiently nuanced to capture complex work arrangements, using a validated measure. In addition, that the Office for Learning and Teaching explore the ongoing collection of graduate data through agreement with the Australian Taxation Office and the Department of Education and Training;\n6.\tThat the successor to the Office for Learning and Teaching establish a “linkage” program to support industry partnerships that benefit both students and educators; and\n7.\tThat higher education institutions develop post-graduation support and professional learning initiatives as an extension of their core 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data-work-id="19028349"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19028349/Creative_migration_A_Western_Australian_case_study_of_creative_artists"><img alt="Research paper thumbnail of Creative migration: A Western Australian case study of creative artists" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19028349/Creative_migration_A_Western_Australian_case_study_of_creative_artists">Creative migration: A Western Australian case study of creative artists</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It is well known that a pilgrimage overseas can be crucial to the career development of specialis...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It is well known that a pilgrimage overseas can be crucial to the career development of specialist creative artists. All too often, however, the pilgrimage becomes a permanent migration. Significantly, the loss of this creative talent is not limited to the national level. The dominance of cities as the centres of Australia’s knowledge-based economy leads also to migration of creative artists from regional centres and from smaller cities such as Perth, lessening the potential for those regions to attract and retain creative and innovative people. Given the globalised nature of the cultural industries and the emergence of new technologies, this study of Western Australian creative artists whether migration loss could be repositioned as cultural gain. Initial results suggest that spatial separation due to geographic isolation is particularly problematic for Western Australian creative artists both within the regions and the metropolitan area. Despite participants’ strong personal connections with Western Australia, artistic connections were tenuous and artistic involvement was negligible. Implications include the need to actively engage with creative migrants by fostering their continued involvement in the cultural life of cities and regions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19028349"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19028349"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19028349; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19028349]").text(description); $(".js-view-count[data-work-id=19028349]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19028349; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19028349']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19028349, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=19028349]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19028349,"title":"Creative migration: A Western Australian case study of creative artists","translated_title":"","metadata":{"abstract":"It is well known that a pilgrimage overseas can be crucial to the career development of specialist creative artists. All too often, however, the pilgrimage becomes a permanent migration. Significantly, the loss of this creative talent is not limited to the national level. The dominance of cities as the centres of Australia’s knowledge-based economy leads also to migration of creative artists from regional centres and from smaller cities such as Perth, lessening the potential for those regions to attract and retain creative and innovative people. Given the globalised nature of the cultural industries and the emergence of new technologies, this study of Western Australian creative artists whether migration loss could be repositioned as cultural gain. Initial results suggest that spatial separation due to geographic isolation is particularly problematic for Western Australian creative artists both within the regions and the metropolitan area. Despite participants’ strong personal connections with Western Australia, artistic connections were tenuous and artistic involvement was negligible. Implications include the need to actively engage with creative migrants by fostering their continued involvement in the cultural life of cities and regions."},"translated_abstract":"It is well known that a pilgrimage overseas can be crucial to the career development of specialist creative artists. All too often, however, the pilgrimage becomes a permanent migration. Significantly, the loss of this creative talent is not limited to the national level. The dominance of cities as the centres of Australia’s knowledge-based economy leads also to migration of creative artists from regional centres and from smaller cities such as Perth, lessening the potential for those regions to attract and retain creative and innovative people. Given the globalised nature of the cultural industries and the emergence of new technologies, this study of Western Australian creative artists whether migration loss could be repositioned as cultural gain. Initial results suggest that spatial separation due to geographic isolation is particularly problematic for Western Australian creative artists both within the regions and the metropolitan area. Despite participants’ strong personal connections with Western Australia, artistic connections were tenuous and artistic involvement was negligible. Implications include the need to actively engage with creative migrants by fostering their continued involvement in the cultural life of cities and regions.","internal_url":"https://www.academia.edu/19028349/Creative_migration_A_Western_Australian_case_study_of_creative_artists","translated_internal_url":"","created_at":"2015-11-26T00:05:42.838-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":904879,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Creative_migration_A_Western_Australian_case_study_of_creative_artists","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":11344,"name":"Creative Industries","url":"https://www.academia.edu/Documents/in/Creative_Industries"},{"id":15264,"name":"Work and Labour","url":"https://www.academia.edu/Documents/in/Work_and_Labour"},{"id":129862,"name":"Cultural and Creative Industries","url":"https://www.academia.edu/Documents/in/Cultural_and_Creative_Industries"},{"id":179530,"name":"Creative and Cultural Industries","url":"https://www.academia.edu/Documents/in/Creative_and_Cultural_Industries"},{"id":271756,"name":"Western Australia","url":"https://www.academia.edu/Documents/in/Western_Australia"}],"urls":[{"id":6082276,"url":"https://www.routledge.com/products/9780415696685"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="18628995"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/18628995/ePortfolios_for_creative_arts_music_and_arts_students_in_Australian_universities"><img alt="Research paper thumbnail of ePortfolios for creative arts, music and arts students in Australian universities" class="work-thumbnail" src="https://attachments.academia-assets.com/40189225/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18628995/ePortfolios_for_creative_arts_music_and_arts_students_in_Australian_universities">ePortfolios for creative arts, music and arts students in Australian universities</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://sydney.academia.edu/JenniferRowley">Jennifer Rowley</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/DianaBlom">Diana Blom</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Executive summary Executive summary This report presents the findings of a 30-month project at fo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Executive summary<br />Executive summary<br />This report presents the findings of a 30-month project at four Australian universities, where we documented the impact of student electronic portfolio use on teaching and learning in music and other creative and performing arts. From November 2011 to April 2014, the CAPA (creative and performing arts ePortfolio project) has refined and validated ePortfolio practices to support and enhance quality learning and teaching by university staff. Various terms are used for electronic portfolios, among them, ‘e‐folio’, e-portfolio’, i-folio’, ‘i-portfolio’, web-folio’. This report uses the term ‘ePortfolio’ to cover all these terms.<br />Researchers from Curtin University, Griffith University, the University of Sydney, the University of Western Sydney used and evaluated ePortfolios in their teaching of music and other creative and performing arts during the 30-month period. In addition to investigating the effects of ePortfolios on students, their identity, and the enhancement of learning in a technology environment, we report the impact on teachers and their responses to teaching through the use of ePortfolios. The ways in which students’ learning and academics’ teaching respond to the use of ePortfolios differ between the universities: each has different degrees in these disciplines and different policies and uses for ePortfolio-based work.<br /><br />The ePortfolio project was driven by the learning process rather than the technological tool and it is expected that the findings of this study can inform future curriculum, policy and practice for creative and performing arts students in Australian tertiary institutions. The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies that students acquire for selecting authentic evidence to document achievements and skills as graduates. ePortfolio development involves problem solving, decision-making, reflection, organisation, and critical thinking by students developing a learning ‘story’ that accurately represents skills learnt and competencies developed. This report documents the pedagogic and technological undertaking of ePortfolio development for creative and performing arts students and explores how student-‐artists perceive themselves, and their choice of evidence selected to showcase development; this highlights aspects of artistic identity versus professional career identity, and the ways in which these different identities are engaged during ePortfolio construction and, subsequently, when an ePortfolio is used to represent a student’s profile.<br /><br />The most significant outcomes are: a community website for exchanging information about ePortfolios among the wider public (http:/<a href="http://www.capaeportfolios.ning" rel="nofollow">www.capaeportfolios.ning</a>.; an open-‐source website to provide practical assistance for university students and staff in designing and using ePortfolio (http:/<a href="http://www.eportfolioassist.com.au" rel="nofollow">www.eportfolioassist.com.au</a>); national and international refereed conference presentations, refereed journal papers, and book chapters (see Appendix A); two student encounter days focusing on student-‐led presentations of their own ePortfolios and including staff professional learning sessions.<br /><br />This report summarises data from the experiences of academics and students where an ePortfolio has been implemented into curriculum for creative and performing arts degree programs from November 2011 to March 2014 (Table 1). The results show that ePortfolios allow students to demonstrate their artistic capabilities, and increased their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to performing arts careers. Students developed greater competencies in their educational beliefs, pedagogical skills, university generic attributes, technological expertise, and ability to address the parameters commonly used by employer groups and professional bodies.<br /><br />Through exploring each institution’s experience, we found that ePortfolio creation allows students to achieve a demonstration of artistic capabilities in performance, music technology, musicology, composition and writing. We showed that students increase their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to a career. An ePortfolio is a valuable tool to document students’ learning and to use this for future employment as a graduate. The literature published from the project and the case studies demonstrate an overall agreed intention to implement ePortfolio with students of music and the creative arts. ePortfolios are beneficial to students in many ways, although the approach differs at each institution. In individual subjects, ePortfolios are a tool for assessment, for encouraging student interactions, and for the collation of small, discrete tasks through which achieving the objectives of a subject can be seen from a student perspective.<br /><br />The role of an ePortfolio and its use in music and other creative and performing arts areas in each of the universities is explained in chapter 1, the background, aims and methodology.<br />Chapter 2 sets out the approach and provides a selection of significant literature that framed the project. In chapter 3, significance and innovation, we document the data and results from both students and staff members using ePortfolios in their teaching and learning, and reveal changes to teaching and learning as a result of ePortfolio. Comments derived from semi-‐structured interviews with both students and staff members are  included. The results of the project indicate how teaching in music and other creative and performing arts can benefit from the incorporation of ePortfolios into tertiary teaching and learning. The conclusory chapter 4 describes how the use of ePortfolios relates to changes in assessment procedures by staff, of how it demonstrates the longitudinal nature of study in music and other creative and performing arts, the ability of ePortfolios to provide holistic views of university learning, and the significance to staff and students of ePortfolios as representations of the multiple identities that music students develop during their studies.<br /><br />Our recommendations are that successful implementation of ePortfolios involve:<br />1. Investigating and selecting appropriate platforms for specific discipline areas, rather than adopting generic platforms.<br />2. Training both students and staff.<br />3. Modelling their use by staff so that students see their uses, relevance and potential.<br />4. Integrating then into the curriculum, taking into consideration their ability to change styles of learning and teaching.<br />5. Using them appropriately as an assessment tool.<br />6. Developing and communicating clear justifications for their use and explanations of their application.<br />7. Support by universities at policy and implementation levels.<br />8. The potential for ongoing access to and use after students have graduated.<br />The outcomes are listed at the end of the final chapter and can also be found on the project website at <a href="http://capaeportfolios.ning.com/" rel="nofollow">http://capaeportfolios.ning.com/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64375c922951e3ed1643b8a70b4d972e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40189225,"asset_id":18628995,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40189225/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18628995"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18628995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18628995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18628995]").text(description); $(".js-view-count[data-work-id=18628995]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18628995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18628995']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18628995, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64375c922951e3ed1643b8a70b4d972e" } } $('.js-work-strip[data-work-id=18628995]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18628995,"title":"ePortfolios for creative arts, music and arts students in Australian universities","translated_title":"","metadata":{"abstract":"Executive summary\nExecutive summary\nThis report presents the findings of a 30-month project at four Australian universities, where we documented the impact of student electronic portfolio use on teaching and learning in music and other creative and performing arts. From November 2011 to April 2014, the CAPA (creative and performing arts ePortfolio project) has refined and validated ePortfolio practices to support and enhance quality learning and teaching by university staff. Various terms are used for electronic portfolios, among them, ‘e‐folio’, e-portfolio’, i-folio’, ‘i-portfolio’, web-folio’. This report uses the term ‘ePortfolio’ to cover all these terms.\nResearchers from Curtin University, Griffith University, the University of Sydney, the University of Western Sydney used and evaluated ePortfolios in their teaching of music and other creative and performing arts during the 30-month period. In addition to investigating the effects of ePortfolios on students, their identity, and the enhancement of learning in a technology environment, we report the impact on teachers and their responses to teaching through the use of ePortfolios. The ways in which students’ learning and academics’ teaching respond to the use of ePortfolios differ between the universities: each has different degrees in these disciplines and different policies and uses for ePortfolio-based work.\n\nThe ePortfolio project was driven by the learning process rather than the technological tool and it is expected that the findings of this study can inform future curriculum, policy and practice for creative and performing arts students in Australian tertiary institutions. The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies that students acquire for selecting authentic evidence to document achievements and skills as graduates. ePortfolio development involves problem solving, decision-making, reflection, organisation, and critical thinking by students developing a learning ‘story’ that accurately represents skills learnt and competencies developed. This report documents the pedagogic and technological undertaking of ePortfolio development for creative and performing arts students and explores how student-‐artists perceive themselves, and their choice of evidence selected to showcase development; this highlights aspects of artistic identity versus professional career identity, and the ways in which these different identities are engaged during ePortfolio construction and, subsequently, when an ePortfolio is used to represent a student’s profile.\n\nThe most significant outcomes are: a community website for exchanging information about ePortfolios among the wider public (http:/www.capaeportfolios.ning.; an open-‐source website to provide practical assistance for university students and staff in designing and using ePortfolio (http:/www.eportfolioassist.com.au); national and international refereed conference presentations, refereed journal papers, and book chapters (see Appendix A); two student encounter days focusing on student-‐led presentations of their own ePortfolios and including staff professional learning sessions.\n\nThis report summarises data from the experiences of academics and students where an ePortfolio has been implemented into curriculum for creative and performing arts degree programs from November 2011 to March 2014 (Table 1). The results show that ePortfolios allow students to demonstrate their artistic capabilities, and increased their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to performing arts careers. Students developed greater competencies in their educational beliefs, pedagogical skills, university generic attributes, technological expertise, and ability to address the parameters commonly used by employer groups and professional bodies.\n\nThrough exploring each institution’s experience, we found that ePortfolio creation allows students to achieve a demonstration of artistic capabilities in performance, music technology, musicology, composition and writing. We showed that students increase their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to a career. An ePortfolio is a valuable tool to document students’ learning and to use this for future employment as a graduate. The literature published from the project and the case studies demonstrate an overall agreed intention to implement ePortfolio with students of music and the creative arts. ePortfolios are beneficial to students in many ways, although the approach differs at each institution. In individual subjects, ePortfolios are a tool for assessment, for encouraging student interactions, and for the collation of small, discrete tasks through which achieving the objectives of a subject can be seen from a student perspective.\n\nThe role of an ePortfolio and its use in music and other creative and performing arts areas in each of the universities is explained in chapter 1, the background, aims and methodology.\nChapter 2 sets out the approach and provides a selection of significant literature that framed the project. In chapter 3, significance and innovation, we document the data and results from both students and staff members using ePortfolios in their teaching and learning, and reveal changes to teaching and learning as a result of ePortfolio. Comments derived from semi-‐structured interviews with both students and staff members are included. The results of the project indicate how teaching in music and other creative and performing arts can benefit from the incorporation of ePortfolios into tertiary teaching and learning. The conclusory chapter 4 describes how the use of ePortfolios relates to changes in assessment procedures by staff, of how it demonstrates the longitudinal nature of study in music and other creative and performing arts, the ability of ePortfolios to provide holistic views of university learning, and the significance to staff and students of ePortfolios as representations of the multiple identities that music students develop during their studies.\n\nOur recommendations are that successful implementation of ePortfolios involve:\n1.\tInvestigating and selecting appropriate platforms for specific discipline areas, rather than adopting generic platforms.\n2.\tTraining both students and staff.\n3.\tModelling their use by staff so that students see their uses, relevance and potential.\n4.\tIntegrating then into the curriculum, taking into consideration their ability to change styles of learning and teaching.\n5.\tUsing them appropriately as an assessment tool.\n6.\tDeveloping and communicating clear justifications for their use and explanations of their application.\n7.\tSupport by universities at policy and implementation levels.\n8.\tThe potential for ongoing access to and use after students have graduated.\nThe outcomes are listed at the end of the final chapter and can also be found on the project website at http://capaeportfolios.ning.com/"},"translated_abstract":"Executive summary\nExecutive summary\nThis report presents the findings of a 30-month project at four Australian universities, where we documented the impact of student electronic portfolio use on teaching and learning in music and other creative and performing arts. From November 2011 to April 2014, the CAPA (creative and performing arts ePortfolio project) has refined and validated ePortfolio practices to support and enhance quality learning and teaching by university staff. Various terms are used for electronic portfolios, among them, ‘e‐folio’, e-portfolio’, i-folio’, ‘i-portfolio’, web-folio’. This report uses the term ‘ePortfolio’ to cover all these terms.\nResearchers from Curtin University, Griffith University, the University of Sydney, the University of Western Sydney used and evaluated ePortfolios in their teaching of music and other creative and performing arts during the 30-month period. In addition to investigating the effects of ePortfolios on students, their identity, and the enhancement of learning in a technology environment, we report the impact on teachers and their responses to teaching through the use of ePortfolios. The ways in which students’ learning and academics’ teaching respond to the use of ePortfolios differ between the universities: each has different degrees in these disciplines and different policies and uses for ePortfolio-based work.\n\nThe ePortfolio project was driven by the learning process rather than the technological tool and it is expected that the findings of this study can inform future curriculum, policy and practice for creative and performing arts students in Australian tertiary institutions. The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies that students acquire for selecting authentic evidence to document achievements and skills as graduates. ePortfolio development involves problem solving, decision-making, reflection, organisation, and critical thinking by students developing a learning ‘story’ that accurately represents skills learnt and competencies developed. This report documents the pedagogic and technological undertaking of ePortfolio development for creative and performing arts students and explores how student-‐artists perceive themselves, and their choice of evidence selected to showcase development; this highlights aspects of artistic identity versus professional career identity, and the ways in which these different identities are engaged during ePortfolio construction and, subsequently, when an ePortfolio is used to represent a student’s profile.\n\nThe most significant outcomes are: a community website for exchanging information about ePortfolios among the wider public (http:/www.capaeportfolios.ning.; an open-‐source website to provide practical assistance for university students and staff in designing and using ePortfolio (http:/www.eportfolioassist.com.au); national and international refereed conference presentations, refereed journal papers, and book chapters (see Appendix A); two student encounter days focusing on student-‐led presentations of their own ePortfolios and including staff professional learning sessions.\n\nThis report summarises data from the experiences of academics and students where an ePortfolio has been implemented into curriculum for creative and performing arts degree programs from November 2011 to March 2014 (Table 1). The results show that ePortfolios allow students to demonstrate their artistic capabilities, and increased their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to performing arts careers. Students developed greater competencies in their educational beliefs, pedagogical skills, university generic attributes, technological expertise, and ability to address the parameters commonly used by employer groups and professional bodies.\n\nThrough exploring each institution’s experience, we found that ePortfolio creation allows students to achieve a demonstration of artistic capabilities in performance, music technology, musicology, composition and writing. We showed that students increase their ability to plan, implement and assess their learning reflectively and to understand documentation relevant to a career. An ePortfolio is a valuable tool to document students’ learning and to use this for future employment as a graduate. The literature published from the project and the case studies demonstrate an overall agreed intention to implement ePortfolio with students of music and the creative arts. ePortfolios are beneficial to students in many ways, although the approach differs at each institution. In individual subjects, ePortfolios are a tool for assessment, for encouraging student interactions, and for the collation of small, discrete tasks through which achieving the objectives of a subject can be seen from a student perspective.\n\nThe role of an ePortfolio and its use in music and other creative and performing arts areas in each of the universities is explained in chapter 1, the background, aims and methodology.\nChapter 2 sets out the approach and provides a selection of significant literature that framed the project. In chapter 3, significance and innovation, we document the data and results from both students and staff members using ePortfolios in their teaching and learning, and reveal changes to teaching and learning as a result of ePortfolio. Comments derived from semi-‐structured interviews with both students and staff members are included. The results of the project indicate how teaching in music and other creative and performing arts can benefit from the incorporation of ePortfolios into tertiary teaching and learning. The conclusory chapter 4 describes how the use of ePortfolios relates to changes in assessment procedures by staff, of how it demonstrates the longitudinal nature of study in music and other creative and performing arts, the ability of ePortfolios to provide holistic views of university learning, and the significance to staff and students of ePortfolios as representations of the multiple identities that music students develop during their studies.\n\nOur recommendations are that successful implementation of ePortfolios involve:\n1.\tInvestigating and selecting appropriate platforms for specific discipline areas, rather than adopting generic platforms.\n2.\tTraining both students and staff.\n3.\tModelling their use by staff so that students see their uses, relevance and potential.\n4.\tIntegrating then into the curriculum, taking into consideration their ability to change styles of learning and teaching.\n5.\tUsing them appropriately as an assessment tool.\n6.\tDeveloping and communicating clear justifications for their use and explanations of their application.\n7.\tSupport by universities at policy and implementation levels.\n8.\tThe potential for ongoing access to and use after students have graduated.\nThe outcomes are listed at the end of the final chapter and can also be found on the project website at 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Proceedings of the 16th International Seminar of the Commission for the Education of the Professional Musician" class="work-thumbnail" src="https://attachments.academia-assets.com/40769918/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18139626/New_models_for_educating_professional_musicians_in_the_twenty_first_century_Proceedings_of_the_16th_International_Seminar_of_the_Commission_for_the_Education_of_the_Professional_Musician">New models for educating professional musicians in the twenty-first century. 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Perspectives on Australian cultural identity" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1621195/Who_am_I_Perspectives_on_Australian_cultural_identity">Who am I? Perspectives on Australian cultural identity</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For more than 200 years Australian identity has been continuously and creatively mutating. Charac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For more than 200 years Australian identity has been continuously and creatively mutating. Characterised by Hudson and Bolton as a 'fabulous beast' and described by White as 'entirely mythical', it is intangible, impossible to capture and wide open to interpretation. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125201086/Exploring_the_Interplay_Between_Equity_Groups_Mental_Health_and_Perceived_Employability_Amongst_Students_at_a_Public_Australian_University"><img alt="Research paper thumbnail of Exploring the Interplay Between Equity Groups, Mental Health and Perceived Employability Amongst Students at a Public Australian University" class="work-thumbnail" src="https://attachments.academia-assets.com/119286333/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125201086/Exploring_the_Interplay_Between_Equity_Groups_Mental_Health_and_Perceived_Employability_Amongst_Students_at_a_Public_Australian_University">Exploring the Interplay Between Equity Groups, Mental Health and Perceived Employability Amongst Students at a Public Australian University</a></div><div class="wp-workCard_item"><span>Research in higher education</span><span>, Mar 16, 2024</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="68c2022f794439117fb570101fffd902" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119286333,"asset_id":125201086,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119286333/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125201086"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa 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href="https://www.academia.edu/125201073/The_program_note_as_creative_knowledge_and_skills_shaping_a_collaborative_interpretation_of_newly_composed_music"><img alt="Research paper thumbnail of The program note as creative knowledge and skills: shaping a collaborative interpretation of newly composed music" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125201073/The_program_note_as_creative_knowledge_and_skills_shaping_a_collaborative_interpretation_of_newly_composed_music">The program note as creative knowledge and skills: shaping a collaborative interpretation of newly composed music</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Success in marketing classical music depends largely on three key factors: the size and ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Success in marketing classical music depends largely on three key factors: the size and status of the CD release label; the status and image of the performers and composers; and the repertoire. This paper reports from a project that involved a small, independent Australian label, performers little-known beyond their academic work, and newly written music by Australian composers. The researchers expected it to be difficult to get airplay, recognition and sales, and they responded by turning to the idea of the concept album. The project looked at the concept album as a way of offering classical composers and performers new ways of programming works, ordering CD tracks, and placing their music into the listening community. We begin with discussion of the concept album in popular music and similar shapes in classical music and then introduce four recent projects of newly composed classical music: Australia East and West – new music for viola and piano (forthcoming 2015); Childhood in Music – new music for solo piano (2011); Shadows and Silhouettes: New piano compositions celebrating a Chinese-Western confluence (2012); and Antarctica – new music for piano and/or toy piano (2014). We follow this with discussion of the similarities with, and differences from, recognised popular concept albums types. In doing so, we raise new concept album possibilities and argue for and against some of the points raised in Ryan Hibbett’s (2005) pairing of indie rock and classical music and how they might impact on marketing. Against this background, we end the paper with consideration of the relevance of creative marketing for performers and composers of contemporary classical music whether within or outside tertiary institutions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125201073"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125201073"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125201073; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125201073]").text(description); $(".js-view-count[data-work-id=125201073]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125201073; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125201073']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125201073, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125201073]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125201073,"title":"The program note as creative knowledge and skills: shaping a collaborative interpretation of newly composed music","translated_title":"","metadata":{"abstract":"ABSTRACT Success in marketing classical music depends largely on three key factors: the size and status of the CD release label; the status and image of the performers and composers; and the repertoire. This paper reports from a project that involved a small, independent Australian label, performers little-known beyond their academic work, and newly written music by Australian composers. The researchers expected it to be difficult to get airplay, recognition and sales, and they responded by turning to the idea of the concept album. The project looked at the concept album as a way of offering classical composers and performers new ways of programming works, ordering CD tracks, and placing their music into the listening community. 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The project looked at the concept album as a way of offering classical composers and performers new ways of programming works, ordering CD tracks, and placing their music into the listening community. We begin with discussion of the concept album in popular music and similar shapes in classical music and then introduce four recent projects of newly composed classical music: Australia East and West – new music for viola and piano (forthcoming 2015); Childhood in Music – new music for solo piano (2011); Shadows and Silhouettes: New piano compositions celebrating a Chinese-Western confluence (2012); and Antarctica – new music for piano and/or toy piano (2014). We follow this with discussion of the similarities with, and differences from, recognised popular concept albums types. In doing so, we raise new concept album possibilities and argue for and against some of the points raised in Ryan Hibbett’s (2005) pairing of indie rock and classical music and how they might impact on marketing. 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Drawing findings from recent research, this paper considers arts practice in relation to the migration of creative artists from smaller cities and regions. The first phase of research gathered data from Western Australian creative artists living in Europe, the US and other Australian states. As expected, the dominance of major cities as centres of economic and cultural activity emerged as an obvious migration factor. More surprising was the strong link between local opportunities and the demise of small venues, which was most apparent in relation to live music. Smaller live music venues became, thus, the focus of the second research phase. The study found that creative artists most commonly migrate because of insufficient local opportunities and a desire to make new artistic connections. The results suggest that in order to fill large venues into the future, we must recognise the unique role played by small venues in developing audiences and artists, and fostering creativity and uniqueness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125201072"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125201072"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125201072; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125201072]").text(description); $(".js-view-count[data-work-id=125201072]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125201072; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125201072']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125201072, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125201072]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125201072,"title":"The city: Creative migration and the demise of small music venues","translated_title":"","metadata":{"abstract":"ABSTRACT The centrality of the arts to liveability and community wellbeing is clear, yet opacity surrounding the practice and conditions of creative artists presents a major impediment to effective policy and planning. 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The results suggest that in order to fill large venues into the future, we must recognise the unique role played by small venues in developing audiences and artists, and fostering creativity and uniqueness.","publication_date":{"day":null,"month":null,"year":2009,"errors":{}}},"translated_abstract":"ABSTRACT The centrality of the arts to liveability and community wellbeing is clear, yet opacity surrounding the practice and conditions of creative artists presents a major impediment to effective policy and planning. Drawing findings from recent research, this paper considers arts practice in relation to the migration of creative artists from smaller cities and regions. The first phase of research gathered data from Western Australian creative artists living in Europe, the US and other Australian states. As expected, the dominance of major cities as centres of economic and cultural activity emerged as an obvious migration factor. More surprising was the strong link between local opportunities and the demise of small venues, which was most apparent in relation to live music. Smaller live music venues became, thus, the focus of the second research phase. The study found that creative artists most commonly migrate because of insufficient local opportunities and a desire to make new artistic connections. 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class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125201068/The_relationship_between_higher_education_students_perceived_employability_academic_engagement_and_stress_among_students_in_China">The relationship between higher education students' perceived employability, academic engagement and stress among students in China</a></div><div class="wp-workCard_item"><span>Education + Training</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PurposeWith a focus on Chinese higher education students, the purpose of this study was to explor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PurposeWith a focus on Chinese higher education students, the purpose of this study was to explore the relationship between students&#39; perceived employability and their levels of academic engagement and stress.Design/methodology/approachThe study engaged 1,155 students from three universities in China. Students responded to an online survey, reporting their confidence in relation to their perceived employability, academic engagement and stress in life. The authors employed structural equation modelling to explore students&#39; confidence in each employability attribute and to assess perceived employability relation to academic engagement and perceived stress.FindingsThe results suggest that self-perceptions of employability are positively associated with students&#39; academic engagement and negatively associated with perceived stress. Perceived employability mediated the majority paths.Originality/valueThis is one of the few studies to examine perceived employability in line wit...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125201068"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125201068"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125201068; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125201068]").text(description); $(".js-view-count[data-work-id=125201068]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125201068; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125201068']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125201068, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125201068]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125201068,"title":"The relationship between higher education students' perceived employability, academic engagement and stress among students in China","translated_title":"","metadata":{"abstract":"PurposeWith a focus on Chinese higher education students, the purpose of this study was to explore the relationship between students\u0026#39; perceived employability and their levels of academic engagement and stress.Design/methodology/approachThe study engaged 1,155 students from three universities in China. Students responded to an online survey, reporting their confidence in relation to their perceived employability, academic engagement and stress in life. The authors employed structural equation modelling to explore students\u0026#39; confidence in each employability attribute and to assess perceived employability relation to academic engagement and perceived stress.FindingsThe results suggest that self-perceptions of employability are positively associated with students\u0026#39; academic engagement and negatively associated with perceived stress. 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Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment—a teaching bond or contract—to work as teachers in schools. An overview of pre-service teacher education and the challenges of attraction and retention in Singapore is followed by discussion of the literature relating to identity formation, with a focus on music teacher and musician identities. Next, analysis and discussion of the findings highlight that participants’ teacher identities did not align with their level of performance proficiency. Teacher identity did, however, align with participants’ intentions to remain in teaching; participants who defined themselves first and foremost as music teachers were more likely than their peers to plan long-term teaching careers. The article considers the influence of teaching bonds, or contracts, signed by students i...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fd8db7aaf191a1653024053c8d1ae4c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119286349,"asset_id":125201067,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119286349/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125201067"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125201067"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125201067; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125201067]").text(description); $(".js-view-count[data-work-id=125201067]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125201067; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125201067']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125201067, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fd8db7aaf191a1653024053c8d1ae4c" } } $('.js-work-strip[data-work-id=125201067]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125201067,"title":"Singaporean pre-service music teachers’ identities, motivations and career intentions","translated_title":"","metadata":{"abstract":"This article explores pre-service music teachers’ professional identities during pre-service training. 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The article considers the influence of teaching bonds, or contracts, signed by students i...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"International Journal of Music Education"},"translated_abstract":"This article explores pre-service music teachers’ professional identities during pre-service training. Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment—a teaching bond or contract—to work as teachers in schools. An overview of pre-service teacher education and the challenges of attraction and retention in Singapore is followed by discussion of the literature relating to identity formation, with a focus on music teacher and musician identities. Next, analysis and discussion of the findings highlight that participants’ teacher identities did not align with their level of performance proficiency. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="125201066"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125201066/Employability_for_music_graduates_Malaysian_educational_reform_and_the_focus_on_generic_skills"><img alt="Research paper thumbnail of Employability for music graduates: Malaysian educational reform and the focus on generic skills" class="work-thumbnail" src="https://attachments.academia-assets.com/119286350/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125201066/Employability_for_music_graduates_Malaysian_educational_reform_and_the_focus_on_generic_skills">Employability for music graduates: Malaysian educational reform and the focus on generic skills</a></div><div class="wp-workCard_item"><span>International Journal of Music Education</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Malaysia, the demand for employable higher education graduates has resulted in a national stra...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In Malaysia, the demand for employable higher education graduates has resulted in a national strategy that outlines desirable graduate attributes including “hard,” discipline-specific skills and “soft,” generic skills. As a result, music programs are under pressure to become more relevant to the conditions and characteristics of the industry. This article presents an overview of the whole-of-education trends in Malaysia and then reports empirical data from eight Malaysian music professionals, all higher education music graduates, who described their pre-sage, transitional and career experiences. Participants emphasized that hard and soft skills are equally important dimensions of graduate employability, which supports the heightened national focus on generic skills. However, participants’ focus was not on the skills per se; rather, they stressed the need for students to apply and reflect upon their development of skills during their studies. The article aligns this thinking with the...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7fe9dfed51ab3143790606bae3d2e1b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119286350,"asset_id":125201066,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119286350/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125201066"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125201066"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125201066; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125201066]").text(description); $(".js-view-count[data-work-id=125201066]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125201066; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125201066']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 125201066, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7fe9dfed51ab3143790606bae3d2e1b5" } } $('.js-work-strip[data-work-id=125201066]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125201066,"title":"Employability for music graduates: Malaysian educational reform and the focus on generic skills","translated_title":"","metadata":{"abstract":"In Malaysia, the demand for employable higher education graduates has resulted in a national strategy that outlines desirable graduate attributes including “hard,” discipline-specific skills and “soft,” generic skills. 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Participants emphasized that hard and soft skills are equally important dimensions of graduate employability, which supports the heightened national focus on generic skills. However, participants’ focus was not on the skills per se; rather, they stressed the need for students to apply and reflect upon their development of skills during their studies. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4809984" id="talks"><div class="js-work-strip profile--work_container" data-work-id="42182080"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42182080/Developing_a_Framework_for_the_Analysis_of_Program_Notes_Written_for_Contemporary_Classical_Music_Concerts"><img alt="Research paper thumbnail of Developing a Framework for the Analysis of Program Notes Written for Contemporary Classical Music Concerts" class="work-thumbnail" src="https://attachments.academia-assets.com/62324105/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42182080/Developing_a_Framework_for_the_Analysis_of_Program_Notes_Written_for_Contemporary_Classical_Music_Concerts">Developing a Framework for the Analysis of Program Notes Written for Contemporary Classical Music Concerts</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/DianaBlom">Diana Blom</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a></span></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">At classical music concerts, a program note is the usual medium for communicating information abo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">At classical music concerts, a program note is the usual medium for communicating information about the music to be heard and performed. Although there may be crossover of information, the program note is distinct from the CD cover note, from notes contained within a musical score note, and from a composer's directions for performers. With a focus on contemporary classical works in the Australian context, the researchers' aim in this study was to develop and test an analytical frame of informational categories with which to examine program note content. Three extant studies-one scientific, one phenomenological and one semiotic-informed the development of an initial theoretical framework for program note analysis. This was tested through the analysis of program notes (n = 30) from each of three writer cohorts: composers, professional writers, and higher education students. The analytical frame revealed different emphases of information categories among the three program note writer groups, with a more sophisticated combination of categories used by the professional writers and composers. This has implications for the teaching of program note writing in tertiary performance institutions, encouraging diversity of student content without extinguishing personal insights.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="734a59ce6c8e0e1336472b39e9b5d48d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62324105,"asset_id":42182080,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62324105/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42182080"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42182080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42182080; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42182080]").text(description); $(".js-view-count[data-work-id=42182080]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42182080; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42182080']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 42182080, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "734a59ce6c8e0e1336472b39e9b5d48d" } } $('.js-work-strip[data-work-id=42182080]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42182080,"title":"Developing a Framework for the Analysis of Program Notes Written for Contemporary Classical Music Concerts","translated_title":"","metadata":{"doi":"10.3389/fpsyg.2020.00376","abstract":"At classical music concerts, a program note is the usual medium for communicating information about the music to be heard and performed. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/35577190/Understanding_music_performance_careers">Understanding music performance careers</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Join in the new Twitter conversation on performance careers in music! Karen Burland and I have ju...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Join in the new Twitter conversation on performance careers in music!<br />Karen Burland and I have just started a Twitter conversation about performance careers. Please respond by using #PerformanceCareer, or message us directly.<br />Our questions are:<br />What does a performance career look like?<br />How is it sustained?<br />What else does it involve?<br />We would love your help!</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35577190"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35577190"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35577190; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35577190]").text(description); $(".js-view-count[data-work-id=35577190]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35577190; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35577190']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35577190, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=35577190]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35577190,"title":"Understanding music performance careers","translated_title":"","metadata":{"abstract":"Join in the new Twitter conversation on performance careers in music!\nKaren Burland and I have just started a Twitter conversation about performance careers. 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Employability is not a “status” achieved (or even me...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">First, there  is the matter  of definition. Employability is not a “status” achieved (or even  measureable) at graduation; rather, it concerns the reflexive practitioner who engages in learning across the career lifespan in order  to remain relevant to the market  and  able to meet  his or her personal and  professional needs.<br /><br />It follows that the employability rhetoric has to shift from “getting a job” (preferably within four months of graduation) to having the<br />requisite skills to obtain or create work over time. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7803644" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="122059033"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/122059033/Workplace_Learning_and_Adaptation_A_Perception_Response_Model"><img alt="Research paper thumbnail of Workplace Learning and Adaptation: A Perception-Response Model" class="work-thumbnail" src="https://attachments.academia-assets.com/117146597/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122059033/Workplace_Learning_and_Adaptation_A_Perception_Response_Model">Workplace Learning and Adaptation: A Perception-Response Model</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://deakin.academia.edu/ThaiVuPhD">Thai Vu, PhD</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The presentation discusses findings from an empirical study that reveals how international studen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The presentation discusses findings from an empirical study that reveals how international students strategically engage in a cyclical perception–response process to ‘personalize the social’ and ‘socialize the personal’ during self-sourced, unstructured work placements. These insights were synthesized into a Perception–Response Model of Organizational Socialization, which can inform institutional strategies to empower (international) students to enhance placement experiences and outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2cd4038aa7f2c13e76d1ec6772ebf001" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117146597,"asset_id":122059033,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117146597/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122059033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122059033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122059033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122059033]").text(description); $(".js-view-count[data-work-id=122059033]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122059033; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122059033']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122059033, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2cd4038aa7f2c13e76d1ec6772ebf001" } } $('.js-work-strip[data-work-id=122059033]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122059033,"title":"Workplace Learning and Adaptation: A Perception-Response Model","translated_title":"","metadata":{"doi":"10.13140/RG.2.2.21163.66083","abstract":"The presentation discusses findings from an empirical study that reveals how international students strategically engage in a cyclical perception–response process to ‘personalize the social’ and ‘socialize the personal’ during self-sourced, unstructured work placements. 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Work-Integrated Learning (WIL) Research and Practice" class="work-thumbnail" src="https://attachments.academia-assets.com/113335392/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/117492982/5_S_Model_for_Work_Integrated_Learning_WIL_Research_and_Practice">5-S Model for Work-Integrated Learning (WIL) Research and Practice</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://deakin.academia.edu/ThaiVuPhD">Thai Vu, PhD</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a></span></div><div class="wp-workCard_item"><span>Work-Integrated Learning International Conference 2024</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This presentation introduces a 5-S Model of Agentic Sensemaking (Vu, 2023) and discusses its appl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This presentation introduces a 5-S Model of Agentic Sensemaking (Vu, 2023) and discusses its applicability in work-integrated learning (WIL) research and practice, particularly in equipping and empowering students to exercise agency to enhance employability building and lifelong learning. 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href="https://www.academia.edu/36826676/Collaborative_understandings_in_the_preparation_of_a_new_work_for_viola_and_piano"><img alt="Research paper thumbnail of Collaborative understandings in the preparation of a new work for viola and piano" class="work-thumbnail" src="https://attachments.academia-assets.com/56778487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36826676/Collaborative_understandings_in_the_preparation_of_a_new_work_for_viola_and_piano">Collaborative understandings in the preparation of a new work for viola and piano</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/DianaBlom">Diana Blom</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The interpretation of a musical work can draw on multiple sources, including aural experiences, m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The interpretation of a musical work can draw on multiple sources, including aural experiences, metaphors, written texts, and other works by and interactions with the composer. These " experiential anchors " resonate with previous musical experiences to inform an " interpretive platform " from which a performer's practice and performing process develops. As such, the first stage of learning a new work is vastly different for canonic repertoire than it is for a piece that is newly composed. This paper reports findings from a project of commissioned works that were received without explanatory program notes from the composers. This enabled a unique interrogation of the process through which an interpreta-tive platform is built and negotiated. Focusing on a work for viola and piano composed by one of the authors, the collaborators share their individual interpretive frames with each other for the first time as part of the paper-writing process. The subsequent response and rethinking of the work, when underlying compositional thinking is given, is described as dialogue. The paper uncovers some of the differences and intersections that may lead to a collaborative interpretive platform. They also reveal insights into the hierarchical relationship between creator and interpreter. Collaborative understandings within a chamber music duo are concerned with seeking an interpretation of the work that is satisfying to both performers. This paper investigates the collaborative understandings that developed while learning a new viola and piano work titled Into the Sun (Blom in press). One of several works commissioned for a project titled Australia East and</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="298c4b1d387b3a64ab16ba19dc399b1e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56778487,"asset_id":36826676,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56778487/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36826676"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36826676"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36826676; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36826676]").text(description); $(".js-view-count[data-work-id=36826676]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36826676; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36826676']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36826676, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "298c4b1d387b3a64ab16ba19dc399b1e" } } $('.js-work-strip[data-work-id=36826676]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36826676,"title":"Collaborative understandings in the preparation of a new work for viola and piano","translated_title":"","metadata":{"abstract":"The interpretation of a musical work can draw on multiple sources, including aural experiences, metaphors, written texts, and other works by and interactions with the composer. These \" experiential anchors \" resonate with previous musical experiences to inform an \" interpretive platform \" from which a performer's practice and performing process develops. As such, the first stage of learning a new work is vastly different for canonic repertoire than it is for a piece that is newly composed. This paper reports findings from a project of commissioned works that were received without explanatory program notes from the composers. This enabled a unique interrogation of the process through which an interpreta-tive platform is built and negotiated. Focusing on a work for viola and piano composed by one of the authors, the collaborators share their individual interpretive frames with each other for the first time as part of the paper-writing process. The subsequent response and rethinking of the work, when underlying compositional thinking is given, is described as dialogue. The paper uncovers some of the differences and intersections that may lead to a collaborative interpretive platform. They also reveal insights into the hierarchical relationship between creator and interpreter. Collaborative understandings within a chamber music duo are concerned with seeking an interpretation of the work that is satisfying to both performers. This paper investigates the collaborative understandings that developed while learning a new viola and piano work titled Into the Sun (Blom in press). One of several works commissioned for a project titled Australia East and"},"translated_abstract":"The interpretation of a musical work can draw on multiple sources, including aural experiences, metaphors, written texts, and other works by and interactions with the composer. These \" experiential anchors \" resonate with previous musical experiences to inform an \" interpretive platform \" from which a performer's practice and performing process develops. As such, the first stage of learning a new work is vastly different for canonic repertoire than it is for a piece that is newly composed. This paper reports findings from a project of commissioned works that were received without explanatory program notes from the composers. This enabled a unique interrogation of the process through which an interpreta-tive platform is built and negotiated. Focusing on a work for viola and piano composed by one of the authors, the collaborators share their individual interpretive frames with each other for the first time as part of the paper-writing process. The subsequent response and rethinking of the work, when underlying compositional thinking is given, is described as dialogue. The paper uncovers some of the differences and intersections that may lead to a collaborative interpretive platform. They also reveal insights into the hierarchical relationship between creator and interpreter. Collaborative understandings within a chamber music duo are concerned with seeking an interpretation of the work that is satisfying to both performers. This paper investigates the collaborative understandings that developed while learning a new viola and piano work titled Into the Sun (Blom in press). One of several works commissioned for a project titled Australia East and","internal_url":"https://www.academia.edu/36826676/Collaborative_understandings_in_the_preparation_of_a_new_work_for_viola_and_piano","translated_internal_url":"","created_at":"2018-06-12T00:26:09.017-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":904879,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":31523393,"work_id":36826676,"tagging_user_id":904879,"tagged_user_id":39309844,"co_author_invite_id":null,"email":"d***m@westernsydney.edu.au","affiliation":"Western Sydney University","display_order":-1,"name":"Diana Blom","title":"Collaborative understandings in the preparation of a new work for viola and piano"}],"downloadable_attachments":[{"id":56778487,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56778487/thumbnails/1.jpg","file_name":"ISPS_Paper_Bennett_Blom.pdf","download_url":"https://www.academia.edu/attachments/56778487/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Collaborative_understandings_in_the_prep.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56778487/ISPS_Paper_Bennett_Blom-libre.pdf?1528788584=\u0026response-content-disposition=attachment%3B+filename%3DCollaborative_understandings_in_the_prep.pdf\u0026Expires=1732177760\u0026Signature=gtYVrfO7SZ4pkfZdNyD4QqUfWWm1BkQU-3AGgvW2HBI3ygGUvUNvdAytMxUpMJRYIIisv-~oBs6wRljyqAcIw0abIafpuMjKV5tLUJO2D~3pn4al0ltxdpC4ghO~oJuUEhlSImxmlK6VkLuHCT1hGSw3RJFCvkN9X-gm4kSs5e5YM78Cx4uWal3ttDACagoFUDQ7XdYKEyMgQpvKgCb05uU6MZmhS0teo5e1fKarbCyIMtTPVQ4KQsUcrLLyb5pOaVs68uyMNdFAr9n506MRtjoIv9GFkNhFiwkBuAgwSOw0DX6yRjHWU4D~~dHP6OMXZdO2E7xFVsDO6zdjLAoMeA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Collaborative_understandings_in_the_preparation_of_a_new_work_for_viola_and_piano","translated_slug":"","page_count":6,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[{"id":56778487,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56778487/thumbnails/1.jpg","file_name":"ISPS_Paper_Bennett_Blom.pdf","download_url":"https://www.academia.edu/attachments/56778487/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Collaborative_understandings_in_the_prep.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56778487/ISPS_Paper_Bennett_Blom-libre.pdf?1528788584=\u0026response-content-disposition=attachment%3B+filename%3DCollaborative_understandings_in_the_prep.pdf\u0026Expires=1732177760\u0026Signature=gtYVrfO7SZ4pkfZdNyD4QqUfWWm1BkQU-3AGgvW2HBI3ygGUvUNvdAytMxUpMJRYIIisv-~oBs6wRljyqAcIw0abIafpuMjKV5tLUJO2D~3pn4al0ltxdpC4ghO~oJuUEhlSImxmlK6VkLuHCT1hGSw3RJFCvkN9X-gm4kSs5e5YM78Cx4uWal3ttDACagoFUDQ7XdYKEyMgQpvKgCb05uU6MZmhS0teo5e1fKarbCyIMtTPVQ4KQsUcrLLyb5pOaVs68uyMNdFAr9n506MRtjoIv9GFkNhFiwkBuAgwSOw0DX6yRjHWU4D~~dHP6OMXZdO2E7xFVsDO6zdjLAoMeA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":687,"name":"Musicology","url":"https://www.academia.edu/Documents/in/Musicology"},{"id":20168,"name":"Artistic Research","url":"https://www.academia.edu/Documents/in/Artistic_Research"},{"id":129959,"name":"Methodologies for Artistic Research","url":"https://www.academia.edu/Documents/in/Methodologies_for_Artistic_Research"},{"id":275168,"name":"Practice-led research in creative arts","url":"https://www.academia.edu/Documents/in/Practice-led_research_in_creative_arts"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35418724"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35418724/Metacognition_as_a_graduate_attribute_Developing_engineering_employability_with_self_and_career_literacy"><img alt="Research paper thumbnail of Metacognition as a graduate attribute: Developing engineering employability with self and career literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/55279539/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35418724/Metacognition_as_a_graduate_attribute_Developing_engineering_employability_with_self_and_career_literacy">Metacognition as a graduate attribute: Developing engineering employability with self and career literacy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">CONTEXT Although engineering employability receives significant attention both nationally and int...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">CONTEXT<br />Although engineering employability receives significant attention both nationally and internationally, there is little agreement about how employability should be defined or how it might be developed through an integrated approach. Definitions aside, student engineers need to prepare for careers that are increasingly unstable, mobile and self-directed. In the<br />current climate, employability in engineering can no longer be defined as a job: it does not come with the graduation certificate or with accreditation and it requires constant work throughout the career lifecycle.<br /><br />PURPOSE<br />This study positioned employability development as the cognitive and social development of student engineers as capable and informed individuals, professionals and social citizens. The study located employability development within the existing curriculum and sought to<br />engage students as partners in their developmental journeys by creating a better understanding of students’ thinking as student engineers.<br /><br />APPROACH<br />The study employed a new measure of self and career literacy to develop personalised engineering profiles with 255 first-year engineering students. Students self-assessed their employability development using an online tool. Using the same process, educators will draw on students’ self-assessments to rethink the design and delivery of initial engineering<br />education, including composite forms of work-integrated-learning.<br /><br />RESULTS<br />Early results indicate the value of a metacognitive approach to employability development. The measure revealed students’ perceptions of their development as engineers. The inclusion of ‘self’ alongside ‘career’ revealed new insights on ‘basic’ career literacy, with students emphasising the need for high-level communication skills and a desire for work that<br />has meaning and impact.<br /><br />CONCLUSIONS<br />Employability development is a career-long concern in which higher education plays an intensive early role. Involving students in this process from the first year of studies has the potential for students to realise their individual roles as partners in the developmental process. The findings illustrate that the successful integration of engineering theory and<br />practice requires students to become agentic partners in their personal development. For this to occur, educators need to understand students’ perceived weaknesses and strengths, and areas in which they might be over-confident. The study reaffirms that it is insufficient for students to know how to think; they need a critical awareness and understanding of their thinking and learning processes. It is imperative, then, that metacognition forms the basis of an integrated engineering education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc259670473a3f0bdd2315e25ed760c4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55279539,"asset_id":35418724,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55279539/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35418724"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35418724"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35418724; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35418724]").text(description); $(".js-view-count[data-work-id=35418724]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35418724; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35418724']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35418724, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dc259670473a3f0bdd2315e25ed760c4" } } $('.js-work-strip[data-work-id=35418724]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35418724,"title":"Metacognition as a graduate attribute: Developing engineering employability with self and career literacy","translated_title":"","metadata":{"abstract":"CONTEXT\nAlthough engineering employability receives significant attention both nationally and internationally, there is little agreement about how employability should be defined or how it might be developed through an integrated approach. Definitions aside, student engineers need to prepare for careers that are increasingly unstable, mobile and self-directed. In the\ncurrent climate, employability in engineering can no longer be defined as a job: it does not come with the graduation certificate or with accreditation and it requires constant work throughout the career lifecycle.\n\nPURPOSE\nThis study positioned employability development as the cognitive and social development of student engineers as capable and informed individuals, professionals and social citizens. The study located employability development within the existing curriculum and sought to\nengage students as partners in their developmental journeys by creating a better understanding of students’ thinking as student engineers.\n\nAPPROACH\nThe study employed a new measure of self and career literacy to develop personalised engineering profiles with 255 first-year engineering students. Students self-assessed their employability development using an online tool. Using the same process, educators will draw on students’ self-assessments to rethink the design and delivery of initial engineering\neducation, including composite forms of work-integrated-learning.\n\nRESULTS\nEarly results indicate the value of a metacognitive approach to employability development. The measure revealed students’ perceptions of their development as engineers. The inclusion of ‘self’ alongside ‘career’ revealed new insights on ‘basic’ career literacy, with students emphasising the need for high-level communication skills and a desire for work that\nhas meaning and impact.\n\nCONCLUSIONS\nEmployability development is a career-long concern in which higher education plays an intensive early role. Involving students in this process from the first year of studies has the potential for students to realise their individual roles as partners in the developmental process. The findings illustrate that the successful integration of engineering theory and\npractice requires students to become agentic partners in their personal development. For this to occur, educators need to understand students’ perceived weaknesses and strengths, and areas in which they might be over-confident. The study reaffirms that it is insufficient for students to know how to think; they need a critical awareness and understanding of their thinking and learning processes. It is imperative, then, that metacognition forms the basis of an integrated engineering education."},"translated_abstract":"CONTEXT\nAlthough engineering employability receives significant attention both nationally and internationally, there is little agreement about how employability should be defined or how it might be developed through an integrated approach. Definitions aside, student engineers need to prepare for careers that are increasingly unstable, mobile and self-directed. In the\ncurrent climate, employability in engineering can no longer be defined as a job: it does not come with the graduation certificate or with accreditation and it requires constant work throughout the career lifecycle.\n\nPURPOSE\nThis study positioned employability development as the cognitive and social development of student engineers as capable and informed individuals, professionals and social citizens. The study located employability development within the existing curriculum and sought to\nengage students as partners in their developmental journeys by creating a better understanding of students’ thinking as student engineers.\n\nAPPROACH\nThe study employed a new measure of self and career literacy to develop personalised engineering profiles with 255 first-year engineering students. Students self-assessed their employability development using an online tool. Using the same process, educators will draw on students’ self-assessments to rethink the design and delivery of initial engineering\neducation, including composite forms of work-integrated-learning.\n\nRESULTS\nEarly results indicate the value of a metacognitive approach to employability development. The measure revealed students’ perceptions of their development as engineers. The inclusion of ‘self’ alongside ‘career’ revealed new insights on ‘basic’ career literacy, with students emphasising the need for high-level communication skills and a desire for work that\nhas meaning and impact.\n\nCONCLUSIONS\nEmployability development is a career-long concern in which higher education plays an intensive early role. Involving students in this process from the first year of studies has the potential for students to realise their individual roles as partners in the developmental process. The findings illustrate that the successful integration of engineering theory and\npractice requires students to become agentic partners in their personal development. For this to occur, educators need to understand students’ perceived weaknesses and strengths, and areas in which they might be over-confident. The study reaffirms that it is insufficient for students to know how to think; they need a critical awareness and understanding of their thinking and learning processes. It is imperative, then, that metacognition forms the basis of an integrated engineering education.","internal_url":"https://www.academia.edu/35418724/Metacognition_as_a_graduate_attribute_Developing_engineering_employability_with_self_and_career_literacy","translated_internal_url":"","created_at":"2017-12-13T04:23:28.334-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":904879,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[{"id":55279539,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55279539/thumbnails/1.jpg","file_name":"Bennett_Full_Proceedings_AAEE2017.pdf","download_url":"https://www.academia.edu/attachments/55279539/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Metacognition_as_a_graduate_attribute_De.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55279539/Bennett_Full_Proceedings_AAEE2017.pdf?1513167786=\u0026response-content-disposition=attachment%3B+filename%3DMetacognition_as_a_graduate_attribute_De.pdf\u0026Expires=1731467591\u0026Signature=fQWOEVwDuxj6gM~-nFjBTQ~BYJlSsguDMaU~K7FnSofzaiiGTWji-nGL7P2aizksSYj69EJRHWOIRpTiC0cKQL2fEQb3iaxvGbobx7jS5B~WZv0j6IE~R6AjFHWg75UIelh5mT2Cnz7r4zDRsc7MpI37qG574LT~~3BEPRzc9lUbMORuvOfCW3t1MIiLtChZ-u5kCOELqYJ272oH7eGl~uDeQKUbhdpRKoGdymuYZCZy5GpT1PiIlakrIZqw8HhtH7Rh8ppewZbrW6r-o61AMpbUgLrAQOUAx1VUKJ0pUKrHYIjtl4ATXcLlFPI5g37c4k9IWnh9ZkxrnuRqzIwT3w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Metacognition_as_a_graduate_attribute_Developing_engineering_employability_with_self_and_career_literacy","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[{"id":55279539,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55279539/thumbnails/1.jpg","file_name":"Bennett_Full_Proceedings_AAEE2017.pdf","download_url":"https://www.academia.edu/attachments/55279539/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Metacognition_as_a_graduate_attribute_De.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55279539/Bennett_Full_Proceedings_AAEE2017.pdf?1513167786=\u0026response-content-disposition=attachment%3B+filename%3DMetacognition_as_a_graduate_attribute_De.pdf\u0026Expires=1731467591\u0026Signature=fQWOEVwDuxj6gM~-nFjBTQ~BYJlSsguDMaU~K7FnSofzaiiGTWji-nGL7P2aizksSYj69EJRHWOIRpTiC0cKQL2fEQb3iaxvGbobx7jS5B~WZv0j6IE~R6AjFHWg75UIelh5mT2Cnz7r4zDRsc7MpI37qG574LT~~3BEPRzc9lUbMORuvOfCW3t1MIiLtChZ-u5kCOELqYJ272oH7eGl~uDeQKUbhdpRKoGdymuYZCZy5GpT1PiIlakrIZqw8HhtH7Rh8ppewZbrW6r-o61AMpbUgLrAQOUAx1VUKJ0pUKrHYIjtl4ATXcLlFPI5g37c4k9IWnh9ZkxrnuRqzIwT3w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2023,"name":"Engineering Education","url":"https://www.academia.edu/Documents/in/Engineering_Education"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition"},{"id":9967,"name":"Software Engineering education","url":"https://www.academia.edu/Documents/in/Software_Engineering_education"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education"},{"id":30290,"name":"Graduate Attributes (Generic/Professional Skills)","url":"https://www.academia.edu/Documents/in/Graduate_Attributes_Generic_Professional_Skills_"},{"id":195015,"name":"Engineering \u0026 Built Environment Education","url":"https://www.academia.edu/Documents/in/Engineering_and_Built_Environment_Education"},{"id":383996,"name":"Engineering Employability Skills","url":"https://www.academia.edu/Documents/in/Engineering_Employability_Skills"},{"id":772997,"name":"Electrical Engineering Education","url":"https://www.academia.edu/Documents/in/Electrical_Engineering_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8425610" id="teachingdocuments"><div class="js-work-strip profile--work_container" data-work-id="37052898"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37052898/Developing_employABILITY_Career_story_Adapting_to_change_EDUCATOR_GUIDE"><img alt="Research paper thumbnail of Developing employABILITY Career story -Adapting to change EDUCATOR GUIDE" class="work-thumbnail" src="https://attachments.academia-assets.com/57003786/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37052898/Developing_employABILITY_Career_story_Adapting_to_change_EDUCATOR_GUIDE">Developing employABILITY Career story -Adapting to change EDUCATOR GUIDE</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unimelb.academia.edu/MMahat">Marian Mahat</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This week’s featured EmployABILITY Thinking resource is a career story titled Adapting to change,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This week’s featured EmployABILITY Thinking resource is a career story titled Adapting to change, from our Career Story series. It was developed by Marian Mahat, Lisa Schmidt, Sarah Richardson and Philip MacKinnon.<br />This career story comes from a computer science graduate who completed an Honours degree in artificial intelligence. The account is a great resource for understanding uneasiness about future work. When reading the career story, students should reflect on what they have learned in their degree programs and how they might use employABILITY thinking to adapt this to new working environments.<br />At the back of the resource, you will find more information as well as sample questions on learning from biographies and career stories.<br />We have also developed an educator guide on how to use career stories with students. <a href="https://developingemployability.edu.au/wp-content/uploads/2018/03/Career-story_Educator.pdf" rel="nofollow">https://developingemployability.edu.au/wp-content/uploads/2018/03/Career-story_Educator.pdf</a><br />If you have other career stories to share, please let us know.<br />Career story – Adapting to change is most effective if students have first created a personalised employability profile as part of the Developing EmployABILITY process. EmployABILITY resources are free and all members of the Developing Emplo… Read more<br />Career-story-Adapting-to-change_S<br />tudent.pdf</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f331e82d3fd2feb4b88dd9a2d19c1fe8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57003786,"asset_id":37052898,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57003786/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37052898"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37052898"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37052898; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37052898]").text(description); $(".js-view-count[data-work-id=37052898]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37052898; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37052898']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37052898, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f331e82d3fd2feb4b88dd9a2d19c1fe8" } } $('.js-work-strip[data-work-id=37052898]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37052898,"title":"Developing employABILITY Career story -Adapting to change EDUCATOR GUIDE","translated_title":"","metadata":{"abstract":"This week’s featured EmployABILITY Thinking resource is a career story titled Adapting to change, from our Career Story series. It was developed by Marian Mahat, Lisa Schmidt, Sarah Richardson and Philip MacKinnon.\nThis career story comes from a computer science graduate who completed an Honours degree in artificial intelligence. The account is a great resource for understanding uneasiness about future work. When reading the career story, students should reflect on what they have learned in their degree programs and how they might use employABILITY thinking to adapt this to new working environments.\nAt the back of the resource, you will find more information as well as sample questions on learning from biographies and career stories.\nWe have also developed an educator guide on how to use career stories with students. https://developingemployability.edu.au/wp-content/uploads/2018/03/Career-story_Educator.pdf\nIf you have other career stories to share, please let us know.\nCareer story – Adapting to change is most effective if students have first created a personalised employability profile as part of the Developing EmployABILITY process. EmployABILITY resources are free and all members of the Developing Emplo… Read more\nCareer-story-Adapting-to-change_S\ntudent.pdf\n"},"translated_abstract":"This week’s featured EmployABILITY Thinking resource is a career story titled Adapting to change, from our Career Story series. It was developed by Marian Mahat, Lisa Schmidt, Sarah Richardson and Philip MacKinnon.\nThis career story comes from a computer science graduate who completed an Honours degree in artificial intelligence. The account is a great resource for understanding uneasiness about future work. When reading the career story, students should reflect on what they have learned in their degree programs and how they might use employABILITY thinking to adapt this to new working environments.\nAt the back of the resource, you will find more information as well as sample questions on learning from biographies and career stories.\nWe have also developed an educator guide on how to use career stories with students. https://developingemployability.edu.au/wp-content/uploads/2018/03/Career-story_Educator.pdf\nIf you have other career stories to share, please let us know.\nCareer story – Adapting to change is most effective if students have first created a personalised employability profile as part of the Developing EmployABILITY process. EmployABILITY resources are free and all members of the Developing Emplo… Read more\nCareer-story-Adapting-to-change_S\ntudent.pdf\n","internal_url":"https://www.academia.edu/37052898/Developing_employABILITY_Career_story_Adapting_to_change_EDUCATOR_GUIDE","translated_internal_url":"","created_at":"2018-07-16T00:05:32.972-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":904879,"coauthors_can_edit":true,"document_type":"teaching_document","co_author_tags":[{"id":31687952,"work_id":37052898,"tagging_user_id":904879,"tagged_user_id":38744229,"co_author_invite_id":null,"email":"m***t@unimelb.edu.au","affiliation":"University of Melbourne","display_order":1,"name":"Marian Mahat","title":"Developing employABILITY Career story -Adapting to change EDUCATOR GUIDE"},{"id":31687953,"work_id":37052898,"tagging_user_id":904879,"tagged_user_id":null,"co_author_invite_id":2577503,"email":"p***n@acer.edu.au","display_order":2,"name":"Philip Mackinnon","title":"Developing employABILITY Career story -Adapting to change EDUCATOR GUIDE"}],"downloadable_attachments":[{"id":57003786,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57003786/thumbnails/1.jpg","file_name":"Career-story-Adapting-to-change_Student.pdf","download_url":"https://www.academia.edu/attachments/57003786/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_employABILITY_Career_story_Ad.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57003786/Career-story-Adapting-to-change_Student-libre.pdf?1531725239=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_employABILITY_Career_story_Ad.pdf\u0026Expires=1732408769\u0026Signature=O9q2uAvTZwgtleKFKa3r0YglIdfKkLu1vFMp6-3Iqeng0gvRLrBREXr-CsKVtVHNePFqPwGnV~Q7pDyJPBPPn5g7opRQaPp7ecbLN9KeohXBc6INTuX-T~f1O5rqV2rFIDVtJqw7hk5H-e2t~SKh~2~sBBzV4UgIGU5VH7y20pEJhdvtsOmU3tJkCEUYZkNSBC~9t5RXWGrrgU8VS6tSSbz6mlm6OWkvnKEn71hsIUC-29bX-chGv7jhQDprpqp6wrrmkBtgIPTc6-TihKsCp4Ff~-h5bKX2p9CA-3vwR6~c-fBvR~QFaFs1-~aKiWkeXqc68dD6ilX~Qh~X5GSP6A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Developing_employABILITY_Career_story_Adapting_to_change_EDUCATOR_GUIDE","translated_slug":"","page_count":6,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[{"id":57003786,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57003786/thumbnails/1.jpg","file_name":"Career-story-Adapting-to-change_Student.pdf","download_url":"https://www.academia.edu/attachments/57003786/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_employABILITY_Career_story_Ad.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57003786/Career-story-Adapting-to-change_Student-libre.pdf?1531725239=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_employABILITY_Career_story_Ad.pdf\u0026Expires=1732408769\u0026Signature=O9q2uAvTZwgtleKFKa3r0YglIdfKkLu1vFMp6-3Iqeng0gvRLrBREXr-CsKVtVHNePFqPwGnV~Q7pDyJPBPPn5g7opRQaPp7ecbLN9KeohXBc6INTuX-T~f1O5rqV2rFIDVtJqw7hk5H-e2t~SKh~2~sBBzV4UgIGU5VH7y20pEJhdvtsOmU3tJkCEUYZkNSBC~9t5RXWGrrgU8VS6tSSbz6mlm6OWkvnKEn71hsIUC-29bX-chGv7jhQDprpqp6wrrmkBtgIPTc6-TihKsCp4Ff~-h5bKX2p9CA-3vwR6~c-fBvR~QFaFs1-~aKiWkeXqc68dD6ilX~Qh~X5GSP6A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education"},{"id":29769,"name":"Employability Skills","url":"https://www.academia.edu/Documents/in/Employability_Skills"},{"id":66911,"name":"Career Development","url":"https://www.academia.edu/Documents/in/Career_Development"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36980653"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36980653/STUDENT_RESOURCE_Developing_employABILITY_How_much_do_you_know_already"><img alt="Research paper thumbnail of STUDENT RESOURCE Developing employABILITY How much do you know already" class="work-thumbnail" src="https://attachments.academia-assets.com/56930062/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36980653/STUDENT_RESOURCE_Developing_employABILITY_How_much_do_you_know_already">STUDENT RESOURCE Developing employABILITY How much do you know already</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://bond.academia.edu/DawnBennett">Dawn Bennett</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DevelopingEmployability">Developing Employability</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is one of two resources which prompt students to position their volunteering work and hobbie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is one of two resources which prompt students to position their volunteering work and hobbies as experience that is highly valued by recruiters. We challenge students to develop crucial employability strengths through active engagement in leadership, teamwork and other opportunities.<br />          The resources work well as a reflection on strengths at the start of a new semester. They can generate the initial content of a profile, ePortfolio or website, motivating students to drive their development through new opportunities on or off campus. <br />          My motivation to feature the resources came from a workshop with final-year students at which one mature student remarked she had been a "stay-at-home" mum and had nothing to put on her CV. It took other students to point out the employability strengths in raising 3 children whilst studying full time, not to mention volunteering at everything from netball to school committees. We were reminded of the need to gently and persistently encourage students to articulate their strengths and areas of need. <br />          If you have similar resources or examples, please let us know!<br /><br />Dawn <br /><br />Volunteer challenge: <a href="https://developingemployability.edu.au/featured-resource-volunteer-challenge/" rel="nofollow">https://developingemployability.edu.au/featured-resource-volunteer-challenge/</a><br />How much do you know already? <a href="https://developingemployability.edu.au/tools/skills-audit-much-know-already/" rel="nofollow">https://developingemployability.edu.au/tools/skills-audit-much-know-already/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="37bbe07e862f12e80b6d8955bb2bbb81" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56930062,"asset_id":36980653,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56930062/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36980653"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36980653"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36980653; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36980653]").text(description); $(".js-view-count[data-work-id=36980653]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36980653; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36980653']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36980653, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "37bbe07e862f12e80b6d8955bb2bbb81" } } $('.js-work-strip[data-work-id=36980653]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36980653,"title":"STUDENT RESOURCE Developing employABILITY How much do you know already","translated_title":"","metadata":{"abstract":"This is one of two resources which prompt students to position their volunteering work and hobbies as experience that is highly valued by recruiters. 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We were reminded of the need to gently and persistently encourage students to articulate their strengths and areas of need. \n If you have similar resources or examples, please let us know!\n\nDawn \n\nVolunteer challenge: https://developingemployability.edu.au/featured-resource-volunteer-challenge/\nHow much do you know already? https://developingemployability.edu.au/tools/skills-audit-much-know-already/"},"translated_abstract":"This is one of two resources which prompt students to position their volunteering work and hobbies as experience that is highly valued by recruiters. We challenge students to develop crucial employability strengths through active engagement in leadership, teamwork and other opportunities.\n The resources work well as a reflection on strengths at the start of a new semester. 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The career story features an internationally renowned novelist who pursued her passion for writing stories that people would enjoy reading. The account is a great resource to develop students’ understanding of the importance of doing what they love, and finding ways to accomplish their goals. We have also developed an educator guide on how to use career stories with students.<br /><br />If you have other career stories to share, please let us know! Accomplishing your goals is most effective if students have first created a personalised employability profile as part of the 10-step Developing EmployABILITY process.<br />There is no charge for any employABILITY resources and all members of the Developing EmployABILITY community have access to them.To become a member please register here. To learn more about the Developing EmployABILITY process, join the conversation at our Community of Practice on LinkedIn or visit the site at <a href="https://developingemployability.edu.au/" rel="nofollow">https://developingemployability.edu.au/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae30e0c4bf30b5097ea2116b54d5812e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56875258,"asset_id":36925110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56875258/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36925110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36925110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36925110; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36925110]").text(description); $(".js-view-count[data-work-id=36925110]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36925110; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36925110']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36925110, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ae30e0c4bf30b5097ea2116b54d5812e" } } $('.js-work-strip[data-work-id=36925110]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36925110,"title":"STUDENT RESOURCE on accomplishing your goals","translated_title":"","metadata":{"abstract":"This Developing EmployABILITY resource, 'Accomplishing your goals', is from our Career Story series. 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This encompasses m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Graduates need to be lifelong learners in order to adapt to continuous change. This encompasses more than just taking courses in the framework<br />of continuing professional development. It is important to establish how new graduates can strengthen their identities as entrepreneurial and reflective professionals. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10135977" id="drafts"><div class="js-work-strip profile--work_container" data-work-id="42011628"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42011628/Developing_inclusive_practices_in_higher_music_education_A_study_of_women_in_composition"><img alt="Research paper thumbnail of Developing inclusive practices in higher music education: A study of women in composition" class="work-thumbnail" src="https://attachments.academia-assets.com/62136225/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42011628/Developing_inclusive_practices_in_higher_music_education_A_study_of_women_in_composition">Developing inclusive practices in higher music education: A study of women in composition</a></div><div class="wp-workCard_item"><span>23rd Commission on the Education of the Professional Musician</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The development of inclusive practices in higher music education remains a key challenge for musi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The development of inclusive practices in higher music education remains a key challenge for music education in the post-secondary (higher) education context. This article draws on an international survey of 225 women composers to suggest possible solutions. The women composers came from multiple countries and reported their income, work and learning, relationships and networks, and the impact of gender on their practice. The data highlighted the persistent marginalisation of female composers, as a result of which the female gender was experienced as a career disadvantage. Of particular relevance to higher music education, numerous composers reported that they had been unprepared for their career in music and were insufficiently aware of how to manage gender inequity (Hennekam et al., 2019a). They also noted the under-representation of music composed by women in their higher education curricula. We explore these dominant themes and use them to suggest possible actions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a499dafdc757b424a80ee66d90913213" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62136225,"asset_id":42011628,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62136225/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42011628"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42011628"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42011628; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42011628]").text(description); $(".js-view-count[data-work-id=42011628]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42011628; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42011628']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 42011628, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a499dafdc757b424a80ee66d90913213" } } $('.js-work-strip[data-work-id=42011628]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42011628,"title":"Developing inclusive practices in higher music education: A study of women in composition","translated_title":"","metadata":{"abstract":"The development of inclusive practices in higher music education remains a key challenge for music education in the post-secondary (higher) education context. 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We explore these dominant themes and use them to suggest possible actions.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"23rd Commission on the Education of the Professional Musician"},"translated_abstract":"The development of inclusive practices in higher music education remains a key challenge for music education in the post-secondary (higher) education context. This article draws on an international survey of 225 women composers to suggest possible solutions. The women composers came from multiple countries and reported their income, work and learning, relationships and networks, and the impact of gender on their practice. The data highlighted the persistent marginalisation of female composers, as a result of which the female gender was experienced as a career disadvantage. 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We explore these dominant themes and use them to suggest possible actions.","internal_url":"https://www.academia.edu/42011628/Developing_inclusive_practices_in_higher_music_education_A_study_of_women_in_composition","translated_internal_url":"","created_at":"2020-02-18T19:17:31.351-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":904879,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":33724785,"work_id":42011628,"tagging_user_id":904879,"tagged_user_id":9151678,"co_author_invite_id":null,"email":"s***r@westernsydney.edu.au","affiliation":"Western Sydney University","display_order":1,"name":"Sally Macarthur","title":"Developing inclusive practices in higher music education: A study of women in composition"},{"id":33724786,"work_id":42011628,"tagging_user_id":904879,"tagged_user_id":null,"co_author_invite_id":6982396,"email":"s***m@audencia.com","display_order":2,"name":"Sophie Hennekam","title":"Developing inclusive practices in higher music education: A study of women in composition"}],"downloadable_attachments":[{"id":62136225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/62136225/thumbnails/1.jpg","file_name":"Women_composers_CEPROM_final_author_draft20200218-51896-bhse53.pdf","download_url":"https://www.academia.edu/attachments/62136225/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_inclusive_practices_in_higher.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/62136225/Women_composers_CEPROM_final_author_draft20200218-51896-bhse53-libre.pdf?1582082905=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_inclusive_practices_in_higher.pdf\u0026Expires=1731952580\u0026Signature=Jfz0DtD-w6NovfNggs307-G5R9sVLNCgTT96xHR6y4U7i-sihHSgCW~abne8p8Uw-RLrzt51ferIMawbDz~piaQOXEjXpKAi6rCj2B2d9LQcv~NsnSc35neLHoBzOjaiDbEB2u~ivrDrG2SGGq~SectpB8DIjTCvlV3yHzHL11k7QYZOSC5WtxNDKYVUL-TZMPBbW-Cjhg15A51vN7op5HHcUEluxv8DAnMxKvFQI4Yp-K4WkIgyab0KD3WrGB09PFIhHk-UzVgYj3PuepZrtX~IQp2wdJVSLXCkDT7U0asuVi1Tem9~rEuKo3CVOywtCp0OAcg8tORuz0e6JZYw1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Developing_inclusive_practices_in_higher_music_education_A_study_of_women_in_composition","translated_slug":"","page_count":12,"language":"en","content_type":"Work","owner":{"id":904879,"first_name":"Dawn","middle_initials":null,"last_name":"Bennett","page_name":"DawnBennett","domain_name":"bond","created_at":"2011-11-02T16:12:21.807-07:00","display_name":"Dawn Bennett","url":"https://bond.academia.edu/DawnBennett"},"attachments":[{"id":62136225,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/62136225/thumbnails/1.jpg","file_name":"Women_composers_CEPROM_final_author_draft20200218-51896-bhse53.pdf","download_url":"https://www.academia.edu/attachments/62136225/download_file?st=MTczMjQyNDU3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_inclusive_practices_in_higher.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/62136225/Women_composers_CEPROM_final_author_draft20200218-51896-bhse53-libre.pdf?1582082905=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_inclusive_practices_in_higher.pdf\u0026Expires=1731952580\u0026Signature=Jfz0DtD-w6NovfNggs307-G5R9sVLNCgTT96xHR6y4U7i-sihHSgCW~abne8p8Uw-RLrzt51ferIMawbDz~piaQOXEjXpKAi6rCj2B2d9LQcv~NsnSc35neLHoBzOjaiDbEB2u~ivrDrG2SGGq~SectpB8DIjTCvlV3yHzHL11k7QYZOSC5WtxNDKYVUL-TZMPBbW-Cjhg15A51vN7op5HHcUEluxv8DAnMxKvFQI4Yp-K4WkIgyab0KD3WrGB09PFIhHk-UzVgYj3PuepZrtX~IQp2wdJVSLXCkDT7U0asuVi1Tem9~rEuKo3CVOywtCp0OAcg8tORuz0e6JZYw1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":7490,"name":"Gender Equality","url":"https://www.academia.edu/Documents/in/Gender_Equality"},{"id":9604,"name":"Equality and Diversity","url":"https://www.academia.edu/Documents/in/Equality_and_Diversity"},{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education"},{"id":29769,"name":"Employability Skills","url":"https://www.academia.edu/Documents/in/Employability_Skills"},{"id":30290,"name":"Graduate Attributes (Generic/Professional Skills)","url":"https://www.academia.edu/Documents/in/Graduate_Attributes_Generic_Professional_Skills_"},{"id":131387,"name":"Music Curriculum","url":"https://www.academia.edu/Documents/in/Music_Curriculum"}],"urls":[]}, dispatcherData: dispatcherData }); 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