Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria

2006 ◽  
Vol 35 ◽  
pp. 1-10 ◽  
Author(s):  
Sandra Kippen ◽  
Bernadette Ward ◽  
Lyn Warren
Keyword(s):  
Rural Communities ◽  
Tertiary Education ◽  
Community Support ◽  
Indigenous Communities ◽  
Well Being ◽  
University Environment ◽  
Key Issues ◽  
Past Experiences ◽  
Participation In Higher Education ◽  
The University

AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

scholarly journals Curriculum creation: Reflection as a tool for enhancement

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Cameron J. Harris ◽  
Jackie D. Brown
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
University Environment ◽  
Curriculum Creation ◽  
Course Outcomes ◽  
Past Experiences ◽  
The University ◽  
Required Courses

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

Using Trigger That Instant Messaging to Improve Stakeholder Communications

2010 ◽  
Vol 12 (4) ◽  
pp. 1-17
Author(s):  
Joan Richardson ◽  
Brian Corbitt
Keyword(s):  
Focus Groups ◽  
Information Transfer ◽  
Instant Messaging ◽  
Comprehensive Description ◽  
University Environment ◽  
Sms Reminders ◽  
Key Issues ◽  
The University ◽  
University Setting ◽  
Technology Review

This case describes the key issues when an instant messaging prototype called TriggerThat was piloted and reviewed in a university environment. Short Messaging Service (SMS) was a popular technology amongst students and had previously been used in the university sector to push information to students (McCrindle 2006). This prototype and pilot conducted provided a more flexible use of SMS technology, enabling two-way push-pull SMS information transfer between academics and students. The push facility was used by academics to send assessment reminders, marks and alerts to their classes. Students were given the option of registering into TriggerThat to enable receipt of SMS reminders for information available on the university intranet. Surveys and focus groups were used to provide a comprehensive description of student uptake and usage of the technology. Review data and project documentation was used to create models to predict uptake and usage costs. Through the use of role plays in focus groups, which included all stakeholders, upgrades to system features, such as trigger words, were recommended. This case describes the experience of piloting SMS in the university setting and includes the functionality and tested trigger words used.

scholarly journals AGE-FRIENDLY COMMUNITIES: ENHANCING COMMUNITY CONNECTIONS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S254-S254
Author(s):  
Patricia A Oh
Keyword(s):  
Rural Communities ◽  
Social Inclusion ◽  
Social Connectedness ◽  
Community Support ◽  
Mission Statements ◽  
Well Being ◽  
Social Connections ◽  
Outdoor Spaces ◽  
Community Volunteers ◽  
Health And Well Being

Abstract Age-friendly communities promote active, healthy, socially connected aging. Opportunities for social connections are key for older residents to enjoy the best possible health and well-being. Communities that join the AARP Network of Age-Friendly States and Communities (AARP NAFSC) include an aging lens in eight areas of community life—social participation, respect and social inclusion, civic participation and employment, communication and information, housing, transportation, community support and health services, and outdoor spaces and buildings. By addressing factors in these eight areas, communities encourage residents to enjoy formal participation in activities and groups and informal contacts with friends, neighbors and other residents. The purpose of this exploratory study was to find out if communities that join the AARP NAFSC plan and implement changes to enhance social connectedness. A review of 62 AARP-approved action plans nationwide, showed that social connectedness was included in 74% of the mission statements and was a goal in 92% of the plans. The lack of resources in rural communities creates special challenges; many age-friendly initiatives depend on community volunteers to implement changes on a shoe-string budget. To learn how rural age-friendly communities promote social connections, an email survey was distributed to 46 AARP NAFSC communities in rural Maine. All the communities responded. Fostering social connectedness was an explicit goal for 88% of the communities. Areas of implementation included services and activities (83%), communication (61%), transportation (30%), programming to include isolated residents (26%), accessible public spaces (22%), and intergenerational volunteering (17%). Implications will be discussed.

scholarly journals Estilo de vida en adultos jóvenes universitarios de Barranquilla, Colombia. Diferencias según sexo y estatus socioeconómico (Lifestyle of university students from Barranquilla, Colombia. Differences according sex and socioeconomic status)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 979-987
Author(s):  
Yisel Pinillos Patiño ◽  
Enny Oviedo Argumedo ◽  
Roberto Rebolledo Cobos ◽  
Yaneth Herazo Beltrán ◽  
Patricia Valencia Fontalvo ◽  
...  
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
University Students ◽  
Fruits And Vegetables ◽  
Healthy Lifestyle ◽  
Well Being ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
University Environment ◽  
The University

  El estilo de vida es concebido como un comportamiento cotidiano y que permanece en el tiempo, el cual evidencia los patrones individuales de conducta de una persona; además, y está determinado por factores sociales, culturales y personales. La etapa universitaria se constituye en este sentido, en una oportunidad para promover la modificación de hábitos por conductas saludables. El objetivo del estudio fue determinar los estilos de vida en estudiantes universitarios y las diferencias según el sexo y el estatus socioeconómico. Se realizó un estudio cuantitativo, descriptivo de corte transversal con 508 universitarios a quienes se les aplicó una encuesta auto administrada sobre sus condiciones sociodemográficas, mientras que los estilos de vida fueron evaluados mediante el cuestionario de Perfil del Estilo de Vida de Pender II (PEVP-II). Se observó que solo el 24,02% (n=122) de la muestra controla frecuentemente los niveles de azúcares y de grasas el 21,85% (n=111), en su alimentación; más del 20% (n=102) no realiza actividad física, entre el 20 (n=102) y 30% (n=152) no regulan los azúcares o incluyen frutas y vegetales en sus dietas; los promedios inferiores al 60%(n=305) en los factores asociados contemplados en el estudio, infieren que los encuestados no mantienen un estilo de vida saludable. En el período de la vida universitaria, el estilo de vida está influenciado por cambios de comportamientos asociados a la formación personal, al entorno familiar y al contexto cultural y social en que desarrolla cada individuo. Los bajos niveles de práctica de actividad física y la presencia de hábitos considerados riesgosos en la dimensión nutricional, pueden estar relacionados con los estilos de vida, y propiciar el desarrollo de enfermedades no transmisibles que conllevan a incrementar la morbilidad y mortalidad en las etapas del curso de la vida del ser humano.  Abstract. Lifestyles are everyday behaviors that show an individual's way of life and are usually maintained over time. The university stage is an important period to establish healthy habits for the rest of life. The objective of the study was to determine the lifestyles of university students and the differences according to sex and socioeconomic status. A cross-sectional study was carried out in 508 university students to whom a self-administered survey was applied on their sociodemographic conditions, while their lifestyles were evaluated using the PEVP-II questionnaire. It was observed that only 24.02% of the sample frequently controlled the levels of sugars and fats, 21.85%, in their diet; more than 20% do not perform physical activity, between 20 and 30% do not regulate sugars or include fruits and vegetables in their diets; the averages lower than 60% in the associated factors contemplated in the study, infer that the respondents do not maintain a healthy lifestyle. Finally, it is concluded that low levels of physical activity practice and the presence of habits considered risky in the nutritional dimension, may be related to lifestyles, making this identification in the university environment can help decision-making for design of intervention strategies supported in the well-being of students.

scholarly journals Technology Governance: Minding and Closing the Gaps in Africa

2021 ◽  
Vol 10 (2) ◽  
pp. 375-389
Author(s):  
SOKFA FRANCIS JOHN ◽  
Keyword(s):  
Rural Communities ◽  
Well Being ◽  
Future Research ◽  
Potential Harm ◽  
Global Trends ◽  
Technology Governance ◽  
Current State ◽  
African Populations ◽  
Closing The Gaps ◽  
Key Issues

Technological innovation is at the heart of human evolution and progress. It is a catalyst for human well-being and socio-economic development. The rapid advancement the world is currently witnessing in this regard also birth concerns and ambiguities around the tension between benefits of today’s innovations and technologies and their actual and potential harm or risks. This paper outlines some key challenges to the global governance of emerging technologies to maximise benefits while preventing harm. The paper also identified some gaps in technology governance in Africa, their implications, and some key issues that need to be considered in closing these gaps. It argues that African governments, the corporate sector, academic institutions and other stakeholders need to begin to engage the current state of innovations and technologies and their possible futures and implications for the continent more critically and innovatively. This will require approaches informed by current needs and future thinking, are in sync with global trends, and prioritise Africa’s interests and needs. The current decolonisation debates in Africa should specifically inform such approaches. That will address the emerging patterns of coloniality observed in the current technological landscape and prevent the future occurrence of such practices. Additionally, considering rural African populations and their importance to the continent’s sustainable development, approaches to technological governance should also aim to centralise rather than marginalise rural communities. The paper concludes by highlighting some key areas of future research, such as investigating ways to achieve inclusive, just and equitable technological governance.

scholarly journals Building capabilities for higher education prior to entry

2019 ◽  
Vol 21 (3) ◽  
pp. 5-31
Author(s):  
Karen MacFarlane
Keyword(s):  
Higher Education ◽  
First Generation ◽  
The Body ◽  
Widening Participation ◽  
University Environment ◽  
Body Of Knowledge ◽  
Participation In Higher Education ◽  
The University ◽  
University Setting ◽  
The Capability Approach

Inequality of participation in higher education persists despite a wealth of research and interventions. This has led to calls to rethink what it means to be university ready , especially for learners from disadvantaged backgrounds, many of whom are first-generation students. This paper explores the efficacy of a unique widening participation model based on immersing learners in the university environment prior to entry to HE in Scotland. Data from interviews with 30 students who participated in the programme are mapped to Wilson-Equitable Transitions to University (2016) which is based on the Capability Approach. Capability theorists contend that an appropriate approach to widening participation would address what students need to be able to do and to be (their capabilities) to successfully make the transition to HE. Evidence from this study suggests that the experience of studying HE level qualifications within a university setting whilst still at school provides learners from disadvantaged backgrounds with the capabilities for an equitable transition to university. A key finding is that when capabilities for equitable transitions are fostered prior to entry, learners identify as university students. The paper contributes to the body of knowledge at the nexus of widening participation, transition and capabilities.

The Politics and Culture of Medicine and Disease in Central America

2019 ◽  
Author(s):  
David Carey Jr.
Keyword(s):  
Public Health ◽  
Rural Communities ◽  
Central America ◽  
Indigenous People ◽  
Social Relations ◽  
Social Power ◽  
Indigenous Communities ◽  
Well Being ◽  
Health Campaigns ◽  
Public Health Campaigns

With its diverse ecological zones and varied public health threats that ranged from lowland epidemic to highland endemic diseases, Central America is a challenging place to practice healthcare. In addition to topography and geography, social relations have also influenced the dynamic, contested, and negotiated process of healthcare in developing countries. Adversarial relations among indigenous people, African immigrants and slaves, and the state marked the region’s pasts. After the Spanish conquest established racist structures that favored Hispanic citizens by instituting forced labor mechanisms and limiting access to political, economic, and social power, colonists extracted land and labor from indigenous communities. Although most countries assumed that adopting Hispanic customs would improve the lives of indigenous and Afro-Central Americans, many elites felt such workers’ health was important only insofar as it did not impede their ability to labor. Characterized by holistic approaches to health that took into account psychological, emotional, and physical well-being, indigenous and other traditional healing practices flourished even after states embraced the fields of bacteriology and parasitology in the late 19th and early 20th centuries. Primarily served by curanderos, midwives, bonesetters, and other traditional healers for generations, some remote rural communities were isolated from schooled medicine and its practitioners. In other rural communities and cities, hybrid healthcare offered patients palatable and efficacious healing options. As doctors became politicians and states embraced science to modernize their nations, politics and public health became inextricably linked. Often with the assistance of multinational companies and nongovernmental organizations, governments deployed scientific medicine and public health campaigns to undergird assimilationist projects. Based on assumptions that traditional medicine was impotent and indigenous people and African descendants were vectors of disease, public health campaigns often discounted, rejected, or persecuted the healing practices of such peoples. When authorities embraced rather than problematized the confluences of race and health, they enjoyed some success. Yet neither authoritarian nor democratic governments could establish a medical monopoly.

Ethical considerations to carry out social research in rural communities of the municipality of Amealco de Bonfil

2021 ◽  
Vol 8 (1) ◽  
pp. 278-288
Author(s):  
Jorge Arturo Velázquez Hernández ◽  
Rosalía Alonso Chombo ◽  
Jorge Adán Romero Zepeda
Keyword(s):  
Informed Consent ◽  
Rural Communities ◽  
Indigenous Population ◽  
Social Research ◽  
Indigenous Communities ◽  
Field Work ◽  
Scientific Activity ◽  
Community Members ◽  
Social Scientific ◽  
The University

The objective of this research is to collect culturally timely information to develop research protocols in the university context for the indigenous population. Theoretically, it starts from the assertion that in social disciplines informed consent is essential to carry out ethical scientific activity; and therefore, institutional mechanisms must be developed to safeguard this informed consent. As a strategy of approaching the community, a training course for entrepreneurship was given, where eight surveys were carried out. In field work, there is an enthusiasm of the population for the development of social scientific activities in indigenous communities; especially if community members are involved in all phases of the investigation. From the above, it is concluded that an institutional mechanism for the academy to act ethically with the indigenous population is that the members of the community participate in all phases of the investigation.

Collegiality in business schools

2015 ◽  
Vol 29 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Morgan P. Miles ◽  
C. David Shepherd ◽  
Jacob M. Rose ◽  
Mark Dibben
Keyword(s):  
Performance Evaluation ◽  
Business School ◽  
Business Schools ◽  
School Context ◽  
Work Satisfaction ◽  
Reliability And Validity ◽  
Well Being ◽  
Content Type ◽  
University Environment ◽  
The University

Purpose – While collegiality is often discussed and touted as a critical aspect of academia, there is little research that empirically examines collegiality in university business schools. One cause of the paucity of research is the lack of a reliable scale to measure collegiality (Sabharwal, 2011). The purpose of this paper is to develop a scale that measures collegiality at the departmental level for university faculty, and then uses it to understand the implications of collegiality within an academic department within a business school. Design/methodology/approach – The present study uses a scale development process consisting of: defining the domain of the construct; item generation; and psychometric assessment of the scale’s reliability and validity. Items were adapted for a university business school context from Shah (2011) and Seigel and Miner-Rubino (2009). The scale was administrated using a convenience non-random sample design drawn from active marketing and entrepreneurship academics who subscribe to the American Marketing Association’s ELMAR and the Academy of Management’s ENTRE list-serves. Findings – The faculty collegiality scale (FCS) was found to exhibit sound psychometric properties in this study. The study found that assessments of department-level collegiality are associated with budgets, performance evaluation processes, and workload allocations. In addition, factors from the FCS mediate the relationships between institutional variables and work satisfaction, which indicate that collegiality is an important determinant of work satisfaction in a contemporary university environment. Originality/value – The FCS developed in the present study offers business school academics and administrators a glimpse into the dimensions of what the marketing and entrepreneurship academics perceive makes a good colleague – one that provides professional and social support and is trustworthy; does not engage in politics, positioning, or rent-seeking to advantage their own situation; and that contributes to the well-being of the students, the department, the discipline and the university. In addition, the present study found that the FCS was related to budgets, performance evaluation processes, and faculty workloads.

What do business school academics want? Reflections from the national survey on workplace climate and well-being: Australia and New Zealand

2018 ◽  
Vol 24 (4) ◽  
pp. 492-499
Author(s):  
Tse Leng Tham ◽  
Peter Holland
Keyword(s):  
New Zealand ◽  
Business School ◽  
Tertiary Education ◽  
Well Being ◽  
Workplace Climate ◽  
Life Balance ◽  
Critical Issues ◽  
Work Intensification ◽  
Key Issues ◽  
Skilled Workforce

AbstractThis research discusses the findings from a study undertaken for an exploration of the critical issues around the working conditions, workplace climate, and well-being of business school (predominantly management) academics in Australia and New Zealand. With an ageing workforce, and almost half of the Australian and New Zealand workforce intending to retire, move overseas, or leave the sector within this decade, amidst rising demand in the tertiary education sector, the effective retention of this key skilled workforce is pertinent. With data from a survey conducted in 2017 involving 451 business school academics in Australia and New Zealand, this research note highlights several key issues around the areas of workplace climate and well-being which importantly, are within the control of management. Specifically, these salient workforce issues include work intensification, burnout, and poor work–life balance.

Sign in / Sign up

Export Citation Format

Share Document