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Universities worldwide are developing peer mentoring programmes to assist first-year students' transition into university life. Awareness of the mentees' experiences in the mentoring programme - the successes and challenges - contributes to ongoing planning for successful transition for first-year students. Also, understanding the mentors' experiences can contribute to the success of the programme and, more importantly, can lead to strong self efficacy for the mentors. This qualitative study appraises a mentoring programme for first-year undergraduate students from the mentors' perspective. The mentors' experiences, both positive and negative, are discussed and a relational model of mentoring is presented. The results of this inquiry have implications for the development of future mentoring programmes, particularly in terms of mentor recruitment and preparation, if first-year students are to be effectively oriented and supported in their transition to university study. [ABSTRACT FROM AUTHOR]

To investigate young people's conceptions of Australian national identity, 242 school students were invited to write a small essay about what they think it means to be Australian. Multiple constructions of national identity were evident, including both traditional understandings relating to lifestyle and personality characteristics as well as more expanded views. Expanded views were characterised by plurality, and 'voices of care and justice'. Despite recent terrorist world events (including September 11, but excluding the Bali bombing), a dominant view concerned national well-being and the notion that to be Australian meant that one lived in a safe and prosperous environment. In accordance with social identity theory, students' understandings of conditions and sentiments existing in other countries were often used as points of reference, leading at times to somewhat rose-coloured views. There was no reference to an identity that encompassed intellectual, economic, scientific or cultural pursuits or achievements. [ABSTRACT FROM AUTHOR]

Conceptions of learning and strategies used by 15 indigenous students in three Australian universities were studied longitudinally over three years. Their academic achievements were good, but at a high cost in terms of time and effort. In spite of the fact that almost half of the students expressed higher-order (qualitative) conceptions of learning in the first year and more in the second and third years, all of the students reported using highly repetitive strategies to learn. That is, they did not vary their way of learning, reading or writing in the beginning of their studies and less than half of them did so at the end of the three years. It is argued that encountering variation in ways of learning is a prerequisite for the development of powerful ways of learning and studying. [ABSTRACT FROM AUTHOR]

Thirty-nine participants aged over 40 and 16 participants aged under 40, from a medical organization and a transport organization, were interviewed to obtain data regarding their conceptions of work and learning at work amid changing workplace practices. A phenomenographic approach was adopted to analyse the data. Frequency distributions of conceptions and a comparative analysis between the two age groups were also carried out. In addition, an analysis of the implications of these conceptions was conducted to understand workers' behaviours in light of current changes in work practices and to assess the potential implications for knowledge creation and use. The results indicated that there were four and five hierarchical conceptions for work and learning at work respectively and that these were spread across Australian Qualifications Framework (AQF) levels and workplaces. There were also differences between the two age groups and their distribution across the conceptions. [ABSTRACT FROM AUTHOR]

There is substantial literature on new work practices and the associated skills required of workers in the "new capitalism", but very few consider workers' perspectives on these issues. The study reported here involved 39 participants aged 40 3who were interviewed to obtain data in relation to their conceptions of work and learning at work. This was conducted with consideration given to the changing work practices occurring around them. The participants were from a medical service and an engineering organisation. The data were analysed qualitatively and results indicated four and five hierarchical conceptions of work, and learning at work, respectively. It became apparent that a significantly large number of older workers conceived of work and learning at work in quantitative terms and as separate entities. The data were further analysed to ascertain how the conceptions mapped with the participants' Australian Qualification Framework (AQF) levels. This analysis indicated some dissonance between AQF levels and conceptions. The findings provide preliminary data to understand older workers' behaviours in light of the current changes in work practices. [ABSTRACT FROM AUTHOR]

Investigates the dissonance between conceptions of learning for Indigenous Australian university students of three year degree courses. Analysis of the ways in which students went about learning; Relationship between conception of learning and ways of learning of individual student; Difference in methods of learning of some students with other universities.

Background. Conceptions of learning have been investigated for students in higher education in different countries. Some studies found that students' conceptions change and develop over time while others have found no changes. Investigating conceptions of learning for Australian Aboriginal and Torres Strait Islander university students is a relatively new area of research. Aims. This study set out to investigate conceptions of learning for Aboriginal and Torres Strait Islander university students during the first two years of their undergraduate degree courses in three Australian universities. Conceptions for each year were compared. Knowing more about learning as conceived by this cultural group may facilitate more productive higher educational experiences. Sample. The sample comprised 17 students studying various degrees; 11 were male and 6 were female. Ages ranged from 18 to 48 years; mean age was 26 years. Method. This was a phenomenographic; longitudinal study. Individual semistructured interviews were conducted each year to ascertain students' conceptions of learning. Conceptions for second year were derived independently of those from first year. A comparative analysis then took place to determine any changes. Results. These students held conceptions of learning that were similar to those of other university students; however there were some intrinsic differences. On a group level, conceptions changed somewhat over the two years as did core conceptions reported by some individual students. Some students also exhibited a greater awareness of learning during their second year that resulted in three dimensions of changed awareness. Conclusions. We believe the changed conceptions and awareness resulted from learning at university where... [ABSTRACT FROM AUTHOR]

This paper describes an investigation of conceptions of learning held by 22 Aboriginal and Torres Strait Islander students from three universities in Queensland, Australia. Other areas investigated were students' experiences of informal learning, their reasons for studying and the strategies they used to learn. Research into conceptions of learning is gaining impetus and current beliefs include the premise that approaches to learning adopted by university students, and hence learning outcomes, are closely related to their conceptions of learning. There is substantial research focused on Aboriginal learning styles in early childhood and primary school which indicates that Aboriginal children prefer to learn in a practical way as well as through observation and imitation and trial and error. Very little research has focused specifically on Aboriginal university students' conceptions of learning. Results of this study found that these students view and approach formal university learning in much the same way as other university students and most hold quantitative conceptions of learning. The most interesting result was the difference between students' conceptions of formal learning and their experiences of informal learning. Many students' experiences of informal learning were grounded in practical activities or exhibited a cultural focus, however, most formal learning is not dependent upon practical or cultural knowledge. It is proposed that formal learning for Indigenous students recognise and include an Indigenous perspective such as integrating, where appropriate, practical strategies for learning. We also suggest that Indigenous students be helped to develop conceptions that will enable them to learn formal, theoretical material successfully. [ABSTRACT FROM AUTHOR]

Describes the structural organization, conceptions and knowledge of 40 teachers ranging in age from 23 to 53 years, studying as adult learners in an inservice course on adult learning. Presentation of the levels of structural organization of knowledge of learning; Description of levels of the structure of observed learning outcomes (SOLO) Taxonomy.