Education

Permanent URI for this collectionhttps://research.avondale.edu.au/handle/123456789/454

Browse

Filters

Settings

Search Results

  • Item
    Function and Focus of Material Elements in Vampire Narrative
    (Palgrave Macmillan, Cham, 2023-11-11) Fitzsimmons, Phil
    This chapter unpacks a qualitative research agenda that explores how a group of 22 young adults, aged 18–30 years of age understand the representational aspects of the materiality often associated with vampire narratives. Through a series of semi-structured interviews and the use of co-operative schematic drawing, this cohort revealed that materiality could only be understood as one component of a web of elements that framed the vampire’s representation and narrative metaphor. However, given the explicit starting point they explained materiality as it relates to the vampire character in terms of a hollowness and an exterior façade that conceals the vampire’s identity crisis, inner fears, and a conduit that reveals the two foci of the vampire’s aggression towards humanity. In essence they understood the vampire figure to represent an overall cathected presence that sought to understand the human condition.
  • Item
    Sister-matic Cannibalism in the Dying Breed
    (Routledge, 2024-04-09) Fitzsimmons, Phil
  • Item
    Interconnectivity Amongst and Between Disciples
    (Springer, 2024) Walter, O.; Fitzsimmons, P.; Jonathan, K.; Routrey, S.
  • Item
    Function and Focus of Material Elements in Vampire Narrative
    (Springer, 2024) Fitzsimmons, Phil
    This chapter unpacks a qualitative research agenda that explores how a group of 22 young adults, aged 18–30 years of age understand the representational aspects of the materiality often associated with vampire narratives. Through a series of semi-structured interviews and the use of co-operative schematic drawing, this cohort revealed that materiality could only be understood as one component of a web of elements that framed the vampire’s representation and narrative metaphor. However, given the explicit starting point they explained materiality as it relates to the vampire character in terms of a hollowness and an exterior façade that conceals the vampire’s identity crisis, inner fears, and a conduit that reveals the two foci of the vampire’s aggression towards humanity. In essence they understood the vampire figure to represent an overall cathected presence that sought to understand the human condition.
  • Item
    Understanding the Relational Web of Adolescent Spirituality: The Outcomes of a National Inquiry in One Christian School System
    (Springer, 2024) Fitzsimmons, Phil; Hill, Barry
    This chapter unpacks a national qualitative investigation using Australian adolescent students in the largest international Protestant educational schooling system as respondents. The aim of this study was to understand students’ perspectives on spirituality, in an effort to work towards developing an overall grounded theory of spirituality. Using the tools of grounded theory, the analysis of the interviews revealed these students had a high degree of self-awareness of what constituted spirituality, set within a social emotional framework. More importantly, this understanding constituted dimensions of positive psychology, social engagement, and deep reflection with peers.
  • Item
    Introducing PebblePad from the Ground up: It’s a Bumpy Road to the top
    (Pebble Learning, 2024) Kilgour, Peter; Petrie, Kevin; Hunter, Carole
    This study traces the introduction of PebblePad to the learning and teaching practices of a small university. Originating from a single academic’s vision for its potential use, PebblePad has been slowly adopted across other disciplines through localised participatory leadership. The way this process developed presents an opportunity to explore participants’ perspectives on ground up change management in the development of PebblePad into the learning and teaching pedagogy of a small university. Being introduced by a single academic in the teacher education discipline and slowly adopted across other faculties, ideas of change management from both management and pedagogical perspectives are presented as a unique case where change does not emanate from the management level. Five staff members were interviewed about their introduction and experiences with PebblePad. The results demonstrated that the participants appreciated the training from PebblePad and the collegial support of their peer academics. While mentioning the issue of time management and technology fatigue in learning another innovation, it was accepted that the ground up approach was appropriate because of the demonstrated effectiveness of the new application and the low-pressure mode of adoption.
  • Item
    Extending Higher Education Recognition Programs Through a Dedicated Post-Award Reflective Practice Tool
    (Taylor & Francis, 2024) Swiatek, Lucas; Ducasse, Ana Maria; Coburn, Jennifer; Northcote, Maria; Samarawickrema, Nirma
    Higher education professional recognition programs, which lead to the awarding of such accolades as teaching and learning fellowships, offer participants opportunities to reflect carefully on their practice. However, few resources exist to help participants engage in reflection after the award-receiving stage. This reflection is important in helping participants not rest on their laurels and, instead, build on the practices for which they received recognition. Through a process of collaborative reflection, a group of fellowship-recipients, from different disciplines and higher education institutions, addressed this gap as stakeholder-participant-researchers by developing a transdisciplinary approach to undertaking post-award reflective practice. From this collaboration, a novel two-stage tool was developed using an iterative design methodology. The tool presented in this paper as the result of this research can be understood as a means of supporting self-paced, continued post-award reflective practice; the tool’s first stage guides users through retrospective reflection, looking back on previous achievements, while the second stage leads users through anticipatory planning, looking towards the future, to achieve fresh goals. The tool thus deepens the reflective practice of recognition program awardees and supports their ongoing professional development. This paper reports on the development of this bespoke tool, which may be enacted in varied settings.
  • Item
    Staff Awareness of the Sustainable Development Goals at Australia’s Newest University: Professional Learning Implications
    (Higher Education Research and Development Society of Australasia, 2023) Kilgour, Peter; Northcote, Maria; Morton, Jason; Lynn, Jenna-Lee; Faull, Adele
  • Item
    Using the Grassroots Approach: Incorporating Recent Graduate Researcher Voices in the Design and Delivery of Research Supervisor Training
    (Quality in Postgraduate Research, 2024) Browning, Carie; Elisha, Judy; Haihavu, Lavarah; Kilgour, Peter; Lounsbury, Lynnette; Napasu, Alice; Rickett, Carolyn; Sailo, David; Tasker, Carol
  • Item
    Ten-day Holy Land Tour: Long-Lasting Effects on Protestant Travellers
    (Technological University Dublin, 2024) Hattingh, Sherene J.
    This qualitative study investigated the long-lasting effects of an average tour to the Holy Land on travellers of the same faith. Data were collected using written interviews, diary entries, observations and communications at least one year after Protestant travellers returned from their planned trip. Thematic analysis was used to analyse the data through the three phases of noting, encoding and then interpreting important aspects. The findings show these faith travellers invested themselves into the trip before, during and after, as part of their committed faith formation. Any faith-based reader would be interested in the results that evidence long-lasting effects for the participants through their actions and behaviours. All participants stated that this trip was a highlight, enhancing their personal connection with God and increasing their involvement in various faith events and activities. Since their return from the trip participants have initiated or contributed to multiple activities such as personal Bible study, storytelling, giving a particular book to others, starting Bible study groups and other personal faith formation behaviours within their work, home and community contexts.