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As quintessential knowledge organisations, universities need to constantly foster knowledge sharing between their students to enable their academic success and employability. This paper draws on a range of relevant literature to proposes the categorisation of the diverse knowledge-sharing activities undertaken by students in university environments along three dimensions: relatedness to curriculum, distance between students and degree of formality. Broader factors that feed into these dimensions such as the advent of online learning, the widespread integration of social media into learning, the effects of national culture and individual student characteristics on knowledge sharing and the move towards the formalisation of peer learning among students are explored in relation to each of these dimensions. Through the use of several practical examples, the paper demonstrates how these dimensions can act as a planning tool that can help university staff develop, revise and compare student-to-student knowledge-sharing activities.

Increasing demand for STEM graduates and a competitive higher education sector have highlighted a critical need to safeguard the learner experience through the provision of accessible and curriculum-aligned support for learning. The anticipated and actual demand for STEM skills is underscored by the requirement for universities to ensure a sustainable pipeline of skilled, confident and job-ready graduates. However, when the focus is on the end-product (graduate employability), what then is the place and value in the learner experience of the “hard” skills, that is mastery of the discipline? A competitive higher education market, in conjunction with the widening participation agenda, has seen an increase in the number of students embarking on degrees in traditional STEM areas, as well as those where STEM concepts underpin their confidence within the discipline (e.g., Nursing, Education). Simultaneously, the move from prerequisites to assumed knowledge requirements for university courses has resulted in students being frequently underprepared for these courses. On this basis, it is essential that universities provide integrated and accessible support for all learners. In this chapter we outline Queensland University of Technology’s response to this issue. We discuss relevant contextual factors that have informed the iterative design and implementation of an institution-wide approach to support learning in STEM disciplines. This approach is grounded in the provision of curriculum-aligned, scaffolded support for learning delivered by STEM discipline experts in the co-curricular space.

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), Griffith Law School, Arts, Education and Law, In 1985 the High Court of Australia delivered its judgment in Muschinski v Dodds (1985) 160 CLR 583 which awarded a constructive trust as a remedy. This case concerned a joint endeavour between two parties who were in a de facto relationship. The joint endeavour broke down without attributable blame in circumstances not contemplated by either party. A constructive trust was awarded to prevent one party from unconscionably asserting legal title to property obtained due to the joint endeavour without accounting to the other party for their equitable entitlements. The leading judgment by Deane J in this case was based on two principles. The first principle was that a constructive trust may be awarded as a remedy without a breach of fiduciary duty being necessary, but its use as a remedy must be principled, based on legitimate processes of legal reasoning. The second principle was in finding that principled basis by analogy to the general equitable principles that underpin partnership law which do not let property and rights simply lay where they fall if the parties’ arrangements end unexpectedly. Since 1985, courts across all levels and jurisdictions in Australia have applied the principles in Muschinski v Dodds. In that time, the case has found its principal use in de facto relationships. Some courts have sought to develop those principles in line with family law concepts, which has also drawn criticism from other courts. Eventually, the family law regime around 2009 finally included de facto relationships. However, the principles in Muschinski v Dodds still found use in other areas of law regarding families that family law does not address, such as the property rights of parents and children. Texts and commentators focus predominantly on these issues, claiming that the Muschinski v Dodds-style of constructive trust is purely remedial and applies to parties who cohabit. Further, in being treated as purely remedial, the principles in Muschinski v Dodds are often used t

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), Griffith Law School, Arts, Education and Law, Financial conglomerates—a group of financial institutions under common control—are the salient feature of the Indonesian financial system. Various issues stem from their complex organisational structures, cross-sectoral activities and internal governance mechanisms. Many of these issues arise from the inadequacy of the traditional regulatory and supervisory regimes that focus on a financial institution as a separate legal entity, with little or no contemplation of a financial conglomerate. To address the issues posed by financial conglomerates, Indonesian policymakers conducted a financial reform and, subsequently, enacted the Law No 21 of 2011 on the Financial Service Authority (Otoritas Jasa Keuangan’s [OJK’s] Law) to establish an integrated financial services authority (OJK) with the mandate to establish integrated regulation and supervision of financial conglomerates. However, the OJK’s Law maintained the traditional regulatory and supervisory regimes, providing the OJK with an unsound legal basis for addressing financial conglomerates. Nonetheless, the OJK strived to regulate and supervise financial conglomerates. It enacted a set of regulations concerning the integrated corporate governance of financial conglomerates (hereafter, the Integrated Regulations) and established an integrated supervisory framework to oversee financial conglomerates (hereafter, the Integrated Supervision). Since their inception, both have been contested on the grounds that they contravene traditional laws and regulations. Yet, despite the importance of the Integrated Regulations and Integrated Supervision, there has been very little research on either and little is known about them. This thesis seeks to examine the effectiveness of the Integrated Regulations and Integrated Supervision. It employs a qualitative research method involving a literature review, doctrinal legal analysis and empirical research (interviews). It discusses the evolving phenomenon of financial conglomerates, ide

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), Griffith Law School, Arts, Education and Law, For the past ten years, the world has been in the midst of a financial meltdown, one of the worsts in history. Vietnam is no exception and since 2010 has been facing a slew of economic problems. The property market crash, illiquid securities market, and the non-performing loan crisis illustrated the downturn in the financial industry. The cross-shareholding among banks and firms are among critical problems of Vietnam’s banking system. Thanks to sophisticated cross-shareholding networks developed since 2000s, bank owners could conceal their actual shareholding or controlling power in banks, avoid prudential regulations, and direct credits to their private or family companies that caused severe loss in banks’ capital and led to many bank failures recently. The Vietnamese government has been conducting projects of banking restructure and legal reform to supervise cross-shareholding violations in the banking industry, restrict its development, and unwind the existing sophisticated cross-shareholding networks more effectively. However, the results are still limited, and the government is planning new projects to continue the comprehensive reform of the banking and financial system. Policy-makers thus are in tremendous need of recommendations for the upcoming reform plans of Vietnam’s banking regulatory framework with focus on the regulation and supervision of cross-shareholding among banks and corporations. This thesis aims at contributing to an analysis of cross-shareholding in the Vietnamese banking industry from both theoretical and practical perspectives. This analysis draws on agency theory to explain the motives of controlling shareholders in establishing cross-shareholding networks among banks and corporations, and discusses the negative practice of cross-shareholding in Vietnam’s banking industry. Through the practices of cross-shareholding, the controlling shareholders of commercial banks in Vietnam have sidestepped prudential regulations including capital requi

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), Griffith Law School, Arts, Education and Law, People have the right to know. More than one hundred countries have adopted Freedom of Information (FOI) laws that provide legal guarantees for protecting the right of access to information (ATI). The passage and further implementation by Vietnam of an FOI law, namely the Law on Access to Information No.104/2016/QH13 (hereinafter referred to as “the LATI 2016”), adopted in April 2016, can possibly enhance the right of ATI in that country. The LATI 2016 was passed with the purpose of providing „for the exercise of the citizens' right of access to information‟1. As such the law is expected to be a turning point for accelerating the enforcement of the right of ATI in Vietnam when it takes effect on July 1, 2018. This study examines whether or not this expectation is justified and if the requisite conditions prevail in Vietnam for implementing a system that gives people access to information. There is a growing evidence of a consensus that access to certain kinds of information needs to be considered either as a human right or in the context of rights that citizens should have to prosper in their country. This study takes a rights-based approach, and argues that it provides a useful theoretical foundation for investigating the potential impact and implication of FOI laws. The sophistication and level of compliance with FOI laws in countries can vary depending on how aligned they are with human rights ambitions. The alternative instrumentalist approach as to why FOI legislation is enacted ties the regime to pragmatic values, revealing a lack of a consolidation of a theoretical and conceptual framework for understanding and implementing FOI law, and might not go far enough in the cause of protecting the right of ATI. This study draws on the wider historical, political and economic factors influencing the adoption of the LATI 2016 by Vietnam, which give context for the scope of public disclosure endorsed by the new law and the likely effect of its implementation. It argues

This poster paper presents an overview of the development of science, technology, engineering and mathematics (STEM) support at the Queensland University of Technology (QUT) and its relationship to two student engagement models. Over the past decade, the provision of STEM support has gone through stages of evolution and revolution to improve both the student experience and organisational efficiency and effectiveness. The changes reflect the stages described by Kift, Nelson, and Clarke (2010, pp. 10-11) as generational development. Capability maturity models (Nelson et al., 2015, pp. 353-365) show how STEM support has contributed to optimise student engagement, success and retention.

The establishment of Queensland University of Technology’s STIMulate program signifies an institutional response to provide integrated and accessible support for learning to enhance student success in maths, science and IT. Drawing on a social justice framework, the program incorporates strategies and experiences to enhance student engagement, access and participation, contributing to the normalisation of help-seeking behaviours. Delivery of the program is distinct in that it brings together peer support by a team of experienced student volunteers and academic support by discipline specialists, complemented by virtual spaces where students can access online learning resources and collaborate with peers. In addition to describing the STIMulate program and its evaluation, this good practice report contextualises the importance of program alignment with institutional goals and collaboration with academic and professional staff across divisional boundaries to enhance visibility and value for all students. The contribution of STIMulate to the learning and success of thousands of QUT students has received national and international acclaim.

In this paper, we draw on the interdisciplinary literature on higher education, knowledge management and organisational behaviour to review some of the key approaches for student-to-student sharing of knowledge in modern universities. In the current higher education landscape, fostering knowledge sharing between students is vital for the development of graduate attributes and employability and is instrumental for improving students’ engagement with the academic and social aspects of university life. We present a framework for the classification of arrangements for student-to-student sharing of knowledge as a spectrum that ranges between formal and informal approaches. Group assessments and activities that formally incorporate knowledge sharing into the curriculum, peer learning activities that are located towards the middle of the proposed spectrum and a number of informal arrangements instigated by students for exchanging knowledge are explored at length. The benefits and challenges associated with these different arrangements and the obstacles to knowledge sharing that students may face are noted and some recommendations for harnessing knowledge sharing practices to improve students’ success and satisfaction are offered.

There is an acknowledged need for strategies to enhance participation, learning and graduate capabilities for students engaged in STEM disciplines given the central importance of these skills to the future economy. The STIMulate program provides support for learning across maths, science and IT to all QUT coursework students regardless of course of study or campus. Central to the success of the program is the provision of face-to-face peer support by a team of high-achieving, experienced student volunteers; the Peer Learning Facilitators (PLFs). Understanding the motivations and expectations of the diverse team of STIMulate student volunteers is necessary to appropriately manage the program. A survey instrument was adapted from the Volunteer Functions Inventory (Clary, Snyder, Ridge, Copeland, Stukas, Haugen & Meine, 1998) to assess three drivers of participation - autonomy, mastery and purpose, and provided to all commencing PLFs at the initial 2016 training session. Principal Component Analysis (PCA) identified three classifications of motivators for beginning PLFs: relationships and experiences (most important criteria), intrinsic motivators and extrinsic motivators (least important criteria). The findings of this work represent an important first step towards enhancing evidence-based practice for the management, reward and recognition of student volunteers engaged in academic support programs.

CONTEXT Students enter undergraduate engineering degree programs with a wide range of mathematical knowledge, skills, aptitudes and abilities. A significant proportion of engineering undergraduates struggle with course mathematics requirements. Student pass / fail rates in engineering maths show that QUT’s BEng students are no exception. QUT provides out-of-class support to students needing extra assistance with their maths (at point-of-need) via our STIMulate program. Difficulty dealing with the mathematics requirement of engineering courses is known both anecdotally and via a body of published research, to be a major contributor to students failing to complete their degree. PURPOSE QUT’s STIMulate program philosophy of support-for-learning embraces a social justice framework, student leadership, student-academic partnerships, peer assistance and facilitated learning. The STIMulate program has developed a series of complementary approaches to support academic success. The success of the program can be attributed in part to this combination of approaches and to a deliberate move away from the deficit model so often associated with learning support. The program has proven to be of value to large numbers of students with a range of mathematical knowledge, skills, aptitudes and abilities. APPROACH Since 2013 STIMulate has supported student learning in maths, science and IT at QUT. It is a service founded on sound pedagogical practice. QUT’s STIMulate program offers a multi-faceted approach of support to all coursework students (both undergraduate and postgraduate). It aims to enhance student learning, to increase capabilities and confidence in mathematical and scientific concepts, as well as to expand information technology skills and competencies. A well-developed consultation framework enables our STIMulate service to integrate with, complement and support QUT’s curriculum. STIMulate uses sophisticated planning techniques that accurately predict levels

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), Griffith Law School, Arts, Education and Law, A significant number of Queenslanders reside in community titles schemes, and this figure is increasing annually as a result of population growth, changes in planning policies and economic opportunities. Many buildings constructed since the introduction of community titles legislation in the 1960s are now reaching or have exceeded their economic lifespan. Despite this, termination and redevelopment of schemes has received little attention until recently. Section 78(1) of the Body Corporate and Community Management Act 1997 (Qld) requires the passage of a resolution without dissent – unanimous approval by lot owners – to terminate a scheme, a necessary prerequisite to redevelopment of the scheme land. The requirement for unanimity prevents the termination of a scheme where a single dissenting owner exists. This inability to overcome what may be a single owner’s dissent, when the vast majority of other owners support the termination, is problematic. This is particularly the case in circumstances where a dissenting owner is engaging in strategic holdout behaviour with a view to extracting the best financial and non-financial terms for a sale. Self-interested holdout behaviour, together with the economic and social impact discontinuation of a redevelopment proposal may have on the wider community, is a justification for reforming the termination provisions of the Body Corporate and Community Management Act to better balance the rights and interests of stakeholders.