Threshold capabilities: threshold concepts and knowledge capability linked through variation theory

The Threshold Capability Integrated Theoretical Framework (TCITF) is presented as a framework for the design of university curricula, aimed at developing graduates’ capability to deal with previously unseen situations in their professional, social, and personal lives. The TCITF is a new theoretical framework derived from, and heavily dependent upon, the ideas of the Threshold Concepts Framework (Meyer and Land 2003a; Land et al. 2006) and Capability Theory (Bowden and Marton 1998; Bowden et al. 2000; Bowden 2004). Capability theory is firmly based in phenomenography and variation theory, is concerned with the development of knowledge capability, but has had limited application in practice. The threshold concepts framework has enjoyed greater acceptance by a large range of academics in many fields. This acceptance has initially focussed on analytic studies of what constitutes a threshold concept—and the location and distribution of such concepts—in a given domain. In many instances subsequent attention has focussed on issues of pedagogy and assessment, including the design of curricula. We propose a merging of capability theory and the threshold concepts framework and argue that capability and variation theories provide the ideal mechanism for developing a strong pedagogical approach based on newly emerging knowledge of the critical features of threshold concepts within different domains.     

Towards a more systematic approach to continuing professional development in vocational education and training

Vocational education and training (VET) teachers and trainers have a key role in ensuring that workers in business and industry are upskilled and up-to-date in a rapidly changing industrial, economic and technological environment. It follows that the VET practitioners should themselves keep up to date, not only with industry developments but also with the pedagogical skills needed to embrace technology and adapt to new sites for learning. However, in Australia and other Western nations, continuing professional development for VET practitioners has been spasmodic and not always well supported, in contrast to the ways it has been established and accepted in other professions. This paper examines the professional development approaches of some of those other professions and identifies the key features that might be adopted in any genuine attempt to develop a more purposeful and systematic provision of ongoing learning for teachers and trainers in VET. The paper concludes with a number of recommendations aimed at Australian VET practitioners in particular, but which might be applicable to VET in any developed country.     

The PHILSOM system--one user's experience.

The University of Texas Health Science Center at San Antonio joined the PHILSOM system, a comprehensive serials control network, in 1971. The experiences of the library in using the system are described. The major benefit of the system has been multiple copies of the holdings list which have made the serial records publicly accessible and significantly increased their value. Tallies of these lists' use indicate that more than half of serials-related questions are now answered directly by the users. The effects of PHILSOM on the procedures of the serials department--processing, claiming, bindery, and personnel are described. Costs to the network and the UTHSCSA Library are briefly summarized.     

Graduate Capabilities: a Framework for Assessing Course Quality 1

Three propositions about quality learning when linked to the concept of graduate capability provide a framework for examining the extent to which learning outcomes are embedded within the provision of authentic learning environments, a focus on global issues, and the development of skills to support life‐long learning. A case study in nursing at the Queensland University of Technology (QUT) is used to illustrate a student learning experience that addresses graduate capabilities, develops an authentic learning environment, addresses global issues, and fosters the development of skills to support life‐long learning.

     

A gossip or a good yack? Reconceptualizing parent support in New Zealand early childhood centre based programmes 1

Parental support has been an increasingly essential part of New Zealand early childhood (EC) education services over the last 20 years. This support has taken many shapes and forms over this time period, and has depended on the differing philosophies of the EC education services. What this support ‘looks like’ and how it is delivered is directly connected to the goals and aims of these services. This paper will discuss the results from a small qualitative study that looked at how three New Zealand EC centres—two kindergartens and one child care centre—supported family resilience; that is, the ability of an individual and family to ‘cope’ with and ‘recover’ from significant adversity or stress, in ways that are not only effective but may result in increased ability to ‘respond’ to and ‘protect’ their families from future adversity. From semi‐structured interviews with teachers, parents, and family support services associated with each of the three centres, the concept of planned parent education programmes, as meaningful support, is re‐examined in the light of the ideas of a ‘gossip’ or a ‘good yack’. This research was funded by the New Zealand Ministry of Social Development.     

Textbook treatments and students' understanding of acceleration

This paper has been accepted for publication in theJournal of Research in Science Teaching. Copies are available from Gloria Dall'Alba, ERADU, RMIT, GPO Box 2476V, Melbourne. Vic. 3001.     

How quality assurance codes change: beyond ‘bells and whistles’ and ‘code by catastrophe’?

Quality assurance codes and guidelines for systems of higher education change frequently and sometimes rapidly and dramatically. More often changes are gradual and incremental. This paper examines types of change to these codes and guidelines and uses strategic management theory to outline three modes of development and change. An example of gradual change, sometimes referred to as ‘logical incrementalism’ or ‘adding bells and whistles’ is outlined from Oman. A contrasting example of discontinuous change known as ‘emergent strategy’ or ‘code by catastrophe’ is used from Australia. Elements of a third ‘co-participative’ model incorporating stakeholder and community input alongside technical knowledge are becoming more frequent. An ideal model is proposed drawing from the best aspects of logical incrementalism and co-participative development. This model can be applied to changes in codes, guidelines and standards in multiple systems and sectors.