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This policy-interested South Australian public education case study problematises how the Chief Executive (CE) and members of the Education Department's Senior Executive Group (SEG) understood system and school improvement from 2018 to 2022. We applied Carol Bacchi's, "What's the Problem Represented to be?"(WPR) policy analysis framework to unearth the policy assumptions underlying the Department's overarching policy ensemble called "World Class," initiated across South Australia's public primary and secondary schools. WPR reveals heightened centralised technologies of command and control directed at teacher and leader work to achieve McKinsey defined World Class status by 2028. We find school improvement policy solutions were engineered through "managerially enforced complexity reduction" techniques within the paradigm of the Global Education Reform Movement (GERM). These techniques impacted policy prescriptions, performance management technologies, school improvement plans, curriculum materials for schools, and promoted NAPLAN as the ultimate measure of the good school, the good teacher, and the good principal. NAPLAN is the National Assessment Program-Literacy and Numeracy used in Australia and takes the form of an annual standardised assessment for students in Years 3, 5, 7 and 9. Most concerningly, we find the policy logics of World Class worked to incentivise inequality across public schools through diminishing the purposes of public education and the professionalism of educators. We conclude arguing for the democratisation of existing departmental structures within iterative inquiry-based approaches to policy formation and practice to better attend to public education purposes.

The role and significance of schooling in maintaining and renewing social disadvantage is particularly evident in upper secondary education, and especially so in the high-stakes final examination at the end of Year 12. This paper focusses on Senior English in this context, with specific regard to the Australian state of New South Wales. Building on a recent study of the outcomes of the Higher School Certificate (HSC) in 2017, it analyses what the data reveal about the relationship between Senior English and social inequality in this instance. It does so with reference to a brief account of the history of English teaching and senior secondary curriculum policy in New South Wales and also, comparatively, a now well-established comprehensive study of senior secondary schooling in Victoria. It concludes with some implications of this account for further investigations of Senior English and subject English more generally, as well as of the social meaning of senior secondary education in Australia, in particular with regard to the nexus between curriculum and assessment, knowledge, and power.

Distinctive cohorts of students revealing inherent problems in managing their learning are on-going concerns in all universities. Students identified as Generation 1.5 learners are an increasing phenomenon in Australian universities yet may be "invisible" or unknown to teaching staff. They are neither fully proficient in their first language nor in English which is typically their second language (L2). Characteristically possessing well-developed basic interpersonal communicative skills, they lack the cognitive academic learning proficiencies essential for tertiary success. This article reports on doctoral research into six Generation 1.5 undergraduates navigating one academic year in one Western Australian university. Key findings include their "invisibility" and how L2 learning "disconnections" marred their studies. Learning disconnections comprise discrepancies and disjunctions driven by the participants' immigration experiences, their academic needs, and their lack of connection with the teaching methods and the university-provided learning support services. Greater awareness of the distinctive features of these learners may improve their academic outcomes.

This paper employs critical policy historiography of South Australian public education as a contextual backdrop that speaks to a hermeneutic phenomenological study of the lived experiences of two former public-school principals, who describe how their ongoing social justice schooling agendas in public education met with considerable departmental resistance. Both resigned at the peak of their public education careers to pursue their schooling vision in the federally funded independent school system which traditionally catered for the wealthy, elite schools and forms the third tier of the complex funding arrangements of education in Australia that has festered for years under the label "the funding wars" (Ashenden, 2016). Changes to funding arrangements opened up the system and gave the opportunity for our two principals to pursue a public vision in the independent schooling sector, free from what they described as the "shackles" of bureaucratic command and control. The phenomenological essence of their journeyed leadership narratives reveals the courage to care, driving their narrative reflections. They perceived that increasing demands of departmental compliance took them away from being able to pursue a socially just vision with autonomy and freedom. Stepping into the uncertainty of their new independent schooling aspirations, the principals felt professional relief and found real autonomy. We conclude with an exploration of the phenomenological notion of "the courage to care."

Australian universities offer diverse approaches to bachelor's (honours) degrees as a means of dealing with a range of contemporary demands. These demands include responding to (i) the Bologna Declaration, (ii) tensions between the conventional role for honours as a PhD pathway and an emerging role for honours as professional development, and (iii) the rigid Commonwealth funding model for honours. Benchmarking of honours across the Australian higher education sector remains problematic, much as it did in the 2009 Australian Learning and Teaching Council review of Australian honours programs. Little research into honours degrees has been done since that review. Nevertheless, while honours degrees continue as a pathway to higher degree research, other modes of honours and other programs (e.g. master's) vie for equivalent status in the Australian higher education sector, each seeking to adapt to professional development and accreditation education demands. These shifts raise questions about the role of honours in Australian higher education, hence our question, 'W(h)ither the honours degree in Australian universities?'

The main aims of this research paper are to identify, compare and contrast different perspectives of students from Serbia, Australia and Thailand regarding their perception of the case learning method. This research study investigates the student benefits, problems and most difficult tasks in defining marketing strategy at business undergraduate case competitions where students from the University of Belgrade, QUT and Thammasat University compete. The quantitative survey methodology has been applied in three different countries and all respondents were students who competed at undergraduate business case competitions all around the world. We used descriptive statistics for presenting results in the study. The findings have identified that the main benefits for using case learning for students in all countries are: learning experience, personal and professional improvement, improving managerial skills and being more attractive in the job market. Furthermore, the negative aspects of case learning have been explored. This research should provide a better direction for professors and students, which could help them with improving the learning process with case studies in the field of marketing.

Intrahepatic cholestasis of pregnancy (ICP) is the most common liver-specific disorder affecting pregnant women, with an Australian incidence of 0.6% pa and recurring in 70% of those affected. ICP causes mild to severe pruritus, often resulting in considerable skin excoriations, profound sleep disturbances, and severe anxiety, and yet the aetiology and optimal treatment or management of this condition remains unknown. In this review, we consider the role of viruses in causing or exacerbating ICP and discuss viruses that have been most closely implicated in the disease, including the role of Hepatitis B and Hepatitis C viruses in ICP. [ABSTRACT FROM AUTHOR]

The list of standard abbreviations for JDS is available at adsa.org/jds-abbreviations-24. Nonstandard abbreviations are available in the Notes. Bovine digital dermatitis (BDD) is an important cause of lameness in dairy cows worldwide. However, very little is known about this disease in Australian herds, which are predominantly managed on pasture. The primary objectives of this cross-sectional study were to describe the presence and prevalence of BDD in Australian dairy herds and to characterize the microbiota of healthy skin and M4 lesions of BDD-affected, pasture-managed cows. Cows from 71 dairy herds were examined at milking time to identify the presence of BDD lesions. True prevalence was estimated using Bayesian methods with informative priors for sensitivity and specificity. Biopsy samples (n = 60) were collected from cows with and without BDD lesions in 7 pasture-based herds. The microbiota in the superficial and deep strata of each tissue biopsy were characterized via sequencing of the V3–V4 region of the bacterial ribosomal RNA gene. Lesions were detected in 1,817 (11.5%) of 15,813 cows and in 68 of 71 (95.8%) herds. The median herd-level apparent and true prevalences of BDD were 8.5% and 18.1%, respectively, but prevalences varied considerably between farms. On farms with BDD, M4 lesions accounted for 70% to 100% of all lesions (interquartile range = 95.1%–100%, median = 100%); M2 lesions (i.e., large ulcerative lesions) were observed at low prevalence (<2.2%) in the few herds (7/71, 9.9%) where they were found. There was a significant difference in the composition of the microbiota between healthy skin and M4 lesions but not between superficial and deep tissue layers. Several gut- and effluent-associated bacterial taxa, including Lentimicrobium and Porphyromonas , which have previously been associated with BDD, were abundant in BDD lesions but not in control biopsies. Our study supports the idea that such taxa are involved in, although possibly not essential to, lesion development and persistence in pasture-managed cows in Australia. Our results also suggest that Dichelobacter may contribute to the disease process. We conclude that BDD is likely to occur in most Australian dairy farms, but that further studies are needed to identify its effect on cow welfare and productivity. Further investigation of the etiology of BDD in Australian dairy herds is also necessary to inform prevention and control strategies. [ABSTRACT FROM AUTHOR]

Background: Microvascular scarring compromises the functionality of the endometrium, and vascular flow at the junctional zone (JZ) may be the key to understanding poor reproductive outcomes in women with Asherman syndrome (AS). Aims: To investigate whether vascular perfusion of the uterus, measured by dynamic contrast‐enhanced magnetic resonance imaging (DCE‐MRI) is impaired in women with intrauterine adhesions (IUA) and AS. Materials and Methods: A prospective observational cohort pilot study of 23 women with IUA treated with hysteroscopic synecholysis and a control group of two patients with cervix cancer were subject to DCE‐MRI with gadolinium to assess uterine vascularity. Twelve regions of interest (ROIs) were allocated on the DCE‐MRI image incorporating the JZ, with control ROI placed at the psoas muscle. Individual ROIs were compared to the mean total perfusion (TP) in the same uterus. Pre‐ and post‐operative perfusion analyses were performed on five women. Receiver operator curves (ROC) were used to analyse MRI as a predictor of IUA. Results: There was no significant difference in perfusion; a trend toward reduced perfusion was observed in women with IUA compared to the controls. The ROC was predictive of higher‐grade and inoperable IUA. Conclusions: Reduced perfusion on DCE‐MRI as assessed by ROC predicted higher‐stage AS. The results of this study support further investigation of DCE‐MRI as a prognostic tool for AS prior to surgical intervention to assist in providing prognostic guidance for women suffering from AS. [ABSTRACT FROM AUTHOR]

Increasing urbanization is driving rapid growth in residential multi-owned properties (RMOPs) worldwide. Concerns about the quality of these buildings are also growing in many countries. Yet research into the quality of RMOPs (particularly apartments) remains scant and under-theorized. Addressing this knowledge gap, this paper reports the results of research which employed information asymmetry theory to provide new insights into the prevalence and risks of building defects in the Australian RMOP construction market. Using data about defects in 635 RMOPs built in Sydney between 2008 and 2017 and semi-structured interviews with sixty-six experienced practitioners, the results highlight the severity of the defects crisis. The research identified two types of information asymmetries which exacerbate the risk of buying into a defective building for RMOP customers: data fragmentation and data robustness. From a policy and practical perspective, this highlights the challenges faced by consumers in undertaking 'due diligence' and the need for reforms that address these information asymmetries. [ABSTRACT FROM AUTHOR]

The aims of this research were threefold: (1) explore the perceptions of paramedic educators regarding information literacy education (ILE); (2) reveal the information literacy (IL) abilities of paramedic science students; and (3) develop an integrated IL framework for paramedicine. Two key findings arose from this research. First, paramedic educators need to include higher functions of synthesis and creative thinking in ILE. Second, ILE needs to be mapped and scaffolded to incrementally develop these skills across each year of the program. The results informed the development of a programwide ILE framework implemented in 2019 and to be evaluated in 2021.

In this article, we investigate a major, long-running policy intervention to combat educational exclusion in South Australia (SA): the Interagency Community Action Networks (ICAN)-Flexible Learning Options (FLO) policy and program agenda (ICAN-FLO). SA is unique for having the only bureaucratically systematised 'social inclusion' schooling approach to the problem of early school leaving in Australia. We frame ICAN-FLO using the concept of wicked problems in policy and specify how some problematic features of ICAN-FLO since its inception in 2007 are predicted by this concept. Problems with ICAN-FLO include a lack of public accountability; shortcomings in transparency about attainment of students enrolled in ICAN-FLO; and the consequent danger that public confidence in ICAN-FLO will be undermined. Constructive suggestions to address these weaknesses are offered, including, more conceptual policy work in partnership with collective and independent stakeholder inquiry and research. We conclude that one ever-present danger with bureaucratically scaled-up social inclusion initiatives like ICAN-FLO is that such initiatives become a parallel 'safety-net' education system for the disadvantaged and thereby corrode the principle of an inclusive mainstream education system meeting the needs of all children and young people in SA or elsewhere.

Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and implementation decisions. It is widely acknowledged that LA development requires input from various stakeholders. This conceptual article explores the LA literature to determine how student perspectives are positioned as dashboards and visualisations are developed. While the sector acknowledges the central role of students, as demonstrated here, much of the literature reflects an academic, "teacher-centric" or institutional view. This view reflects some of the key ethical concerns related to informed consent and the role of power translating to a somewhat paternalistic approach to students. We suggest that as students are the primary stakeholders -- they should be consulted in the development and application of LA. An ethical approach to LA requires that we engage with our students in their learning and the systems and information that support that process rather than assuming we know we know what students want, what their concerns are or how they would like data presented.

In Australia, boarding schools and residential facilities for remote Aboriginal and Torres Strait Islander (First Nations) students have long been part of the educational landscape. Policy settings are paying considerable attention to boarding schools and residential colleges as secondary schooling options for First Nations students, particularly for those from remote areas. Further, First Nations education is seeing increased investment in scholarship programmes, transition support services and establishment of national boarding standards. There is an emerging body of qualitative evidence about the experiences and outcomes of boarding for remote First Nations students. However, in Australia there are no publicly available evaluations showing quantitative impacts of boarding. In this paper, the authors critically examine boarding using three capital theory lenses: social/cultural capital (based on Bourdieu), human capital (based on Becker), and identity capital (based on Erikson). Using these lenses we intend to go beyond an understanding of impact on individuals towards a more nuanced consideration of the social, cultural, health and well-being consequences of pursuing boarding as strategic policy for First Nations students in Australia.

This article reports on a study exploring student perspectives on the collection and use of student data for learning analytics. With data collected via a mixed methods approach from 2,051 students across six Australian universities, it provides critical insights from students as a key stakeholder group. Findings indicate that while students are generally comfortable with the use of data to support their learning, they do have concerns particularly in relation to the use of demographic data, location data and data collected from wireless networks, social media and mobile applications. Two key themes emerged related to the need for transparency to support informed consent and personal-professional boundary being critical. This supports findings from other research, which reflects the need for a nuanced approach when providing information to students about the data we collect, including what we are collecting, why and how this is being used.

The purpose of this article is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary 'second chance' school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became 'radical pragmatic' educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling. Through pursuing the research within community, engendering partnerships with young people and youth stakeholders, engaging in teacher activism and seeking methodological and tactical support from a university-led professional learning community, we made a small contribution to the lives of young people who without our work, would have continued to be disconnected from the educational project.

Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges associated with the transition. The principle findings were that all but one of the participants had considered secondary teaching as a career option for an extended period that, for some, had predated their PhD study. Those participants who had engaged in postdoctoral study reported substantial professional identity challenges associated with the change in career. Financial security considerations figured strongly in the decisions to initiate the transition to secondary teaching. The opportunities for further research identified by the pilot study are discussed.

Background: Authorities recommend that youth undertake at least 60 minutes of daily moderate-to-vigorous physical activity (MVPA), with young people having the opportunity to undertake at least half of this MVPA during school hours. Methods: In this study, we examined the influence of school-level socioeconomic status (SES) on children's PA, fitness and fundamental movement skill (FMS) levels, and the barriers and enablers of children's PA in 86 Australian schools (41 primary, 45 secondary). School-level SES was based on an Index of Community Socio-Educational Advantage (ICSEA). School representatives reported potential barriers and enablers for children's PA. We used subjective and objectives measures of PA, fitness, and FMS levels. Multiple logistic regression examined the associations of ICSEA category (low or high) with barriers and enablers, and PA outcomes, adjusting for children's language background and residence. Results: Children from high SES schools were more likely to achieve the healthy fitness zone for cardiorespiratory fitness; those from low SES schools consistently reported more barriers and fewer enablers than their high SES counterparts. Conclusions: Extra efforts may be required to address school-level barriers and enablers to enhance PA, fitness, and FMS levels for schools in disadvantaged areas.

This paper examines the 'state of play' with regard to accounting education reform, which has been advocated for decades but is notable for having failed to produce significant change. We build on prior calls to 'liberalise' accounting education, recommending a move to a more relevant curriculum that considers accounting in its social context. Based on an analysis of the accounting curriculum in 31 Australian and 8 New Zealand universities, we find that, despite widespread and continuing calls for a broader educational approach, there are very few examples of systemic curricular-wide change to the traditional technical and vocational focus of accounting education. As a way forward, a sociologically-informed accounting curriculum is proposed to overcome the widely-recognised limitations of current approaches and the apparent failure of efforts to liberalise the curriculum. We argue that our approach would facilitate the broadening of the curriculum, and the development of better-educated, well-rounded, and socially-aware graduates.

This position paper sets out to examine value creation in the engineering enterprise, a process that has mostly been associated with innovation and entrepreneurs. An analysis of the literature on engineering value creation in business studies, engineering and engineering education publications shows that there has been surprisingly little empirical study and thus the means by which most engineers contribute value is unclear in the literature. Analysis of published data and data from studies by the authors in engineering workplaces in Australia, South East Asia and Portugal suggests that the work performed by most engineers has little to do with innovation. Based on these data the authors identify 14 ways in which engineers create value. An important finding is that routine engineering performances by a majority of engineers, not associated with innovation or entrepreneurial activities, not only can be shown to create value, but also to protect accumulated value from inadvertent destruction. The paper outlines the educational implications of these findings and proposes measures that engineering educators can adopt to improve the understanding of engineering graduates about engineering value creation.

Introduction: Social needs such as housing, employment, food, income and social isolation are having a significant impact on individuals, families and communities. Individuals are increasingly presenting to health settings with social needs, which are ill‐equipped to address nonmedical needs. Social prescribing is a systematic approach connecting the health, social and community sectors to better address social needs and improve health and wellbeing. Social prescribing interventions are being implemented world‐wide. With variability in health and social care systems internationally, it is important that social prescribing interventions are co‐designed with key stakeholders to ensure they can be implemented and sustained within local systems. Methods: This Australian case study provides a detailed description of the process undertaken to co‐design a social prescribing service model in a regional area. Four co‐design workshops were undertaken, two with health and social care professionals and two with community members. The project followed an iterative process of resourcing, planning, recruiting, sensitising, facilitation, reflection and building for change across the workshops. Results: Through this process, key stakeholders were able to successfully co‐design a social prescribing model of care for the region. Conclusion: By demonstrating the process and materials used in our project, we aim to open the 'black box' of co‐design for social prescribing and provide ideas and resources for others to adapt and utilise. Patient or Public Contribution: The project was designed and undertaken by a steering committee comprising university‐based researchers (authors C. O. and S. B.), local government (author D. A.) and health, social and community services (authors B. G., M. W., J. O. and S. R.). Members of the steering committee participated in project design, participant recruitment, workshop facilitation, data analysis and interpretation. [ABSTRACT FROM AUTHOR]

Background: The demand for mental health services in Australia is substantial and has grown beyond the capacity of the current workforce. As a result, it is currently difficult for many to access secondary healthcare providers. Within the secondary healthcare sector, however, peer workers who have lived experience of managing mental health conditions have been increasingly employed to intentionally use their journey of recovery in supporting others living with mental health conditions and their communities. Currently, the presence of peer workers in primary care has been limited, despite the potential benefits of providing supports in conjunction with GPs and secondary healthcare providers. Methods: This stepped-wedge cluster randomised controlled trial (RCT) aims to evaluate a lived experience peer support intervention for accessing mental health care in primary care (PS-PC). Four medical practices across Australia will be randomly allocated to switch from control to intervention, until all practices are delivering the PS-PC intervention. The study will enrol 66 patients at each practice (total sample size of 264). Over a period of 3–4 months, 12 h of practical and emotional support provided by lived experience peer workers will be available to participants. Scale-based questionnaires will inform intervention efficacy in terms of mental health outcomes (e.g., self-efficacy) and other health outcomes (e.g., healthcare-related costs) over four time points. Other perspectives will be explored through scales completed by approximately 150 family members or carers (carer burden) and 16 peer workers (self-efficacy) pre- and post-intervention, and 20 medical practice staff members (attitudes toward peer workers) at the end of each study site's involvement in the intervention. Interviews (n = 60) and six focus groups held toward the end of each study site's involvement will further explore the views of participants, family members or carers, peer workers, and practice staff to better understand the efficacy and acceptability of the intervention. Discussion: This mixed-methods, multi-centre, stepped-wedge controlled study will be the first to evaluate the implementation of peer workers in the primary care mental health care sector. Trial registration: Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12623001189617. Registered on 17 November 2023, https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=386715 [ABSTRACT FROM AUTHOR]