Expectations and experiences of off-campus PhD students in Australia

This study describes research examining the expectations and experiences of PhD students undertaking a PhD in off-campus research institutes and hospitals that are affiliated with an Australian research-intensive university. Much of our knowledge of the expectations and experiences of PhD students in Australia stem from those that undertake research training in the classical university structure and that progress towards research training directly from their undergraduate studies. However, increasing numbers of research higher degree students are based in off-campus research institutions, which are becoming increasingly fertile training grounds for research higher degree students in the sector. While participants’ experiences and expectations were largely consistent with our current understanding of the Australian PhD experience, many reported a perceived lack of support programmes. Workload and time commitments, pressure to produce results and their off-campus location potentially conspire to reduce access to on-campus support services offered by the university. Opportunities therefore exist for student advisors, service providers and university leaders to increase accessibility to academic development programmes and pastoral care, including both online and off-campus provision as appropriate, to enhance the PhD experience for this growing cohort of students.     

Murakami Haruki and the historical memory of East Asia

Abstract

In this article, I would like to focus on an analysis of internal logic of the ‘Haruki phenomenon’ as a symptom in current East Asian public culture. In particular, I will discuss how Haruki searches for the healing method for the ‘60s complex’ among Japan’s ‘Sixties’ Kids,’ including Haruki himself, through an analysis of his novels Norwegian Wood (2000[1987]) and Kafka on the Shore (2005[2002]). In the process of analysis, we can witness that Haruki abandoned his task of ‘reconciliation with the 1960s’ through faith, rather than facing it directly, and fiznally stripped the 1960s of historicity and reality. He regarded the ‘reconciliation with the 1960s’ as something beyond an individual’s ability. Transforming the 1960s from a history of postwar Japan into an object of abstract and universal nostalgia, which is closed to the present, Haruki effectively met the latent desire of the East Asian people, who were experiencing the dissolution of their ideologies, at the right time. This is the essence of the Haruki phenomenon that emerged in East Asia over the last decade. I use the phrase ‘nostalgia that lost its nationality’ to describe the uncanny cultural phenomenon of East Asian readers longing for the 1960s pictured in Haruki’s novels as if this were their own past, despite their very different national memories. Nostalgia, a cultural symptom of the postmodern society, where remembering the nation’s past totally is impossible, is a blank imitation deprived of its original source. In short, the substance of the Haruki phenomenon is nostalgia that developed from a desire to forget the traumatic memories of the national histories in individual East Asian countries.     

Identifying attrition risk based on the first year experience

Using data collected from a recent national survey of Australian first-year students, this paper defines and validates four scales – belonging, feeling supported, intellectual engagement and workload stress – to measure the student experience of university. These scales provide insights into the university experience for both groups and individual students, to assist institutions in supporting and managing successful outcomes for their students. These data highlight the particular importance of a sense of belonging and mitigating workload stress to addressing attrition risk. Many traditional equity groups were found to only differ significantly from ‘traditional’ students on the stress scale. However, these groups potentially contain enormous individual variation, and even the average experiences of these groups reveal that complexity in the engagement, motivation and sense of belonging of students from equity backgrounds. Importantly, the scales presented in this paper can easily be used by practitioners, researchers and institutions to identify risk of attrition at an individual level based on attitudinal factors rather than background or behavioural factors. This may inform university strategy and practice to enhance the student experience and increase retention across the sector.     

Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs

This article examines the impact of an adjunct English language tutorial program on the academic performance of first‐year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline‐specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed‐method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline‐specific approach to language and academic skills support and that regular participation in a content‐based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer‐term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline‐based programs for ESL students.