Literacy in the early years: a follow‐up study

In one Australian state, a concerted effort has been made to impact the literacy achievement of students during the early years of schooling, especially those students attending primary schools in identified least‐advantaged areas. While these initiatives have been successful, their impact has been enhanced by the development of print‐enriched play environments during the pre‐school years. Data are reported here from the Preschool Literacy Project (PLP) that followed approximately 1000 students, in treatment and control groups, through into their first two years in school. The analysis of residual gain scores identifies the reciprocal relationship between spoken and written language, also the increasing Text Level achievement for students who entered school with enhanced conceptual development in relation to literacy.     

Students’ engagement in first‐year university

This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience.     

Co-creation in higher education: towards a conceptual model

Students have begun to show interest in adopting active and participatory roles that allow them to interact and work collaboratively with educators. One important aspect of students as partners is a process known as value co-creation. Value co-creation is the process of students’ feedback, opinions, and other resources such as their intellectual capabilities and personalities, integrated alongside institutional resources, which can offer mutual value to both students and institutions. This paper presents the first conceptual model of value co-creation in higher education using a lens of co-creation cultivated through business and marketing literature. The model includes key components of value co-creation, co-production, and value-in-use as well as links to the anticipated benefits of value co-creation. The model can be used to inform and guide practice for the faculty and administration within higher education as well as to broaden the foundation of value co-creation literature.     

澳大利亚博士生教育质量评价框架的构建与启示

随着内外部环境的不断变化,澳大利亚的博士生教育面临诸多现实挑战.为对博士生教育质量进行系统科学的评价,澳大利亚政府支持的研究团队构建了包含入学准备、学习经历、学习成功3个维度以及认知、基础、个人等9项指标的博士生教育质量评价框架,涵盖了从博士生入学前、在学过程到毕业后的人才培养全周期,满足了多重主体的应用需求.该框架对我国完善博士生教育质量评价体系具有一定启示:将学生发展作为评价的核心质量观;综合多元利益相关者视角,探索评价具体要素;促进评价应用主体从宏观向微观"下移",形成多重应用方式.