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Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and believed in separate but equal education for girls that included some domestic training. In this regard, New Zealand historians often cite him as an advocate for the cult of domesticity, a prescriptive ideology that came to be reflected in the government’s education policy during this period. But as Joanne Scott, Catherine Manathunga and Noeline Kyle have demonstrated with regard to technical education in Queensland, rhetoric does not always match institutional practice. Other factors, most notably student demand, but also more pragmatic concerns such as the availability of accommodation, staffing and specialist equipment, can shape the curriculum. Closer scrutiny of surviving institutional records such as prospectuses, enrolment data and the director’s reports to the Department of Education, allow us to explore more fully who was given access to particular kinds of knowledge and resources, how long a particular course might take, the choices students made, what was commonplace and what was unusual, and what students might expect once they completed their studies.

Explores motives for return to study amongst a sample of single and married mothers who had graduated from four Australian universities as mature students, using a modified version of Maslin′s Continuing Education Women′s Motive Questionnaire. Exploratory factor analysis yielded five motive factors which were somewhat different from those found in two American samples: self‐evaluation/autonomy and vocational/family advancement were the most strongly endorsed motives. Scales derived from the factors were tested for their relationship to entry‐to‐study variables. All variables related significantly to one or more scales with previous educational experience the best predictor of motivation.

Models of teacher satisfaction post‐Herzberg have generally presented two mutually exclusive domains of teacher satisfaction/dissatisfaction. However, use of a survey with 2,000 teachers and school executive in England, New Zealand and Australia has provided evidence for a third domain of teacher satisfaction/dissatisfaction grounded in the wider environment surrounding the school, a domain which has grown in importance and influence and which teachers and school executive find uniformly dissatisfying. This outer domain has acted to erode overall teacher satisfaction in contravention of the general principles of “two‐factor” theories of job satisfaction. It is argued that teachers, schools, and others with an interest in education, need to build bridges, forge partnerships and actively participate in educational discourse with members of this outer domain. Further, educational systems and governments need to look within the outer domain of teacher satisfaction for answers to the problems currently facing teachers, schools and society.

Interest in teacher “stress” and its relationship to teacher well‐being has a long and distinguished history. However, there has been criticism of this research endeavour for its conceptual narrowness and lack of psychometric rigour. An international project investigating teacher and school executive career satisfaction, motivation and mental health is initiated. This project sought to develop a model of teachers’ occupational well‐being that was wider than a focus on “stress”, and, as noted, included occupational motivation and satisfaction. This paper reports on a sub‐aspect of that research, the development of scales to measure teacher and school executive satisfaction with the work of teaching and its context carried out in Australia, England, New Zealand and the USA. Separate teams recruited participants in each of the four countries, giving a final sample of 3,000 teachers and school executive. Exploratory and confirmatory factor analyses of the Australian data resulted in a ten factor model, which was validated on the English and New Zealand data. Analyses of the US data resulted in a 16 factor model. As well as revealing relative satisfaction with various facets of the teaching role, these scales also prove useful in explaining how teachers and school executive view the construction of their respective educational and social contexts.

This paper presents a model of teacher and school executive satisfaction derived from a study involving 892 respondents in 71 government schools in Western Sydney, Australia. Factor analysis of survey items was utilised to develop an eight factor model of teacher satisfaction. The eight factors were named: school leadership, climate, decision making; merit promotion and local hiring; school infrastructure; school reputation; status and image of teachers; student achievement; workload and the impact of change; and professional self‐growth. Scores on the scales fell into three domains: “core business of teaching” factors (student achievement; professional self‐growth); school level factors (school leadership, climate, decision making; school infrastructure; school reputation); and system level/societal factors (workload and impact of change; status and image of teachers; merit promotion). Respondents were most satisfied with “core business” aspects and least satisfied with system level/societal factors, while school level factors showed the most variation, reflecting the influence of teachers’ specific and varying within‐school experiences. Leadership, communication and decision making styles were found to be important contributing factors to satisfaction with school based aspects of respondents’ roles. It is argued that within the important, school level domain, action to improve teacher satisfaction is most likely to be effective.

When introducing new health technologies, decision makers must integrate research evidence with local operational management information to guide decisions about whether and under what conditions the technology will be used. Multi‐criteria decision analysis can support the adoption or prioritization of health interventions by using criteria to explicitly articulate the health organization's needs, limitations, and values in addition to evaluating evidence for safety and effectiveness. This paper seeks to describe the development of a framework to create agreed‐upon criteria and decision tools to enhance a pre‐existing local health technology assessment (HTA) decision support program.

The authors compiled a list of published criteria from the literature, consulted with experts to refine the criteria list, and used a modified Delphi process with a group of key stakeholders to review, modify, and validate each criterion. In a workshop setting, the criteria were used to create decision tools.

A set of user‐validated criteria for new health technology evaluation and adoption was developed and integrated into the local HTA decision support program. Technology evaluation and decision guideline tools were created using these criteria to ensure that the decision process is systematic, consistent, and transparent.

This framework can be used by others to develop decision‐making criteria and tools to enhance similar technology adoption programs.

The development of clear, user‐validated criteria for evaluating new technologies adds a critical element to improve decision‐making on technology adoption, and the decision tools ensure consistency, transparency, and real‐world relevance.

The purpose of this paper is to enhance students’ mastery of course material in a second semester calculus course and assess the effectiveness of a traditional “lecture-based” instructional model compared to a modified “flipped classroom” model using a mixed method research design.

Evaluation of effectiveness was measured by having students in all four courses take the same pre-post exams and participate in a survey to assess their opinion of each instructional model. Undergraduate students covered the same content using two different modes of instruction.

Within a comparable group of students, participants in the flipped course had similar content knowledge gains as the lecture-based course. Based on responses obtained in blinded student surveys, the authors found that the use of an online homework system (WebAssign) and in-class quizzes were critical motivating factors that likely contributed to the increase in student performance. The flipped classroom instruction was more effective at increasing interest in the subject and promoting student discourse around problem solving. Taken together, the findings support the flipped classroom model as an equally effective means in which to disseminate key calculus concepts to undergraduate students.

Findings from this study are limited to content knowledge gains in calculus over a 14-week time period, and student attitudes toward the mode of instruction they received. More research is needed to study the depth of learning that occurs in small group problem solving and interactions between faculty-and-student and student-to-student.

While many course redesigns focus on incorporating more project-based or laboratory-based learning opportunities, the redesign used in this study was focussed on different ways to deliver the same content. Results from this study suggest that a blended type of learning would be optimal for learning calculus concepts with a strategic use of video content concepts.

Knowledge mobilization (KMb) offers an approach to conducting impactful research. In this chapter, we describe ways to remove barriers to understanding and implementing a KMb approach. We do this by examining the broad scope of KMb, thinking about how it has evolved over time, and focusing on core intent rather than terminology debates. Our goal is to offer a pragmatic series of stepping stones that form a KMb pathway. These steps include: (1) asking good questions; (2) aligning your work with what has already been done; (3) acquiring new and diverse knowledge; (4) adapting knowledge to a specific context; (5) applying knowledge in the real world; and (6) assessing what works and what doesn't throughout your journey. We argue that this process will identify and support successful implementation of nuanced, novel, and meaningful solutions to real-world problems. Following the KMb pathway will guide you toward becoming an impactful academic who creates a lasting research legacy and a positive mark on the world.

Begins by considering whether the economic theory of the supply, nature and demand for biographies developed by James M. Buchanan and Robert Tollison might apply to this autobiography. Outlines Tisdell’s experiences in his pre‐school years (1939‐1945), at school (1946‐1956) and as a university student (1957‐1963). Covers the period of his first appointment as a temporary lecturer at the Australian National University (1964) and of his postdoctoral travelling scholarship (1965) which took him to Princeton and Stanford and the period of his employment from 1966 onwards. His family and its history are given particular attention.

The purpose of the paper is to provide recommendations for medium- and large-sized workplaces on how to support HIV-positive employees. Supporting HIV-positive workers is an issue of social responsibility and an economic necessity for employers. HIV-positive workers can remain productive and healthy for many years if able to access appropriate HIV management support.

Recent (2000-2010) academic and grey literature on HIV workplace management was reviewed and a qualitative study of nine workers receiving antiretroviral treatment (ART) in Zimbabwe was conducted by the authors. Results from both the literature review and qualitative study were used to develop recommendations.

Carefully considered organizational support is of primary importance in the following areas: workplace HIV policy, voluntary testing and counselling, HIV management, HIV treatment uptake and adherence, day-to-day assistance, peer education, nutrition support, opportunistic infection (OI) monitoring and support to temporary/contract workers. Confidentiality is a key element in achieving positive outcomes in all areas of organizational support for HIV-positive workers.

The paper provides a source of information and concrete advice for workplaces seeking to implement or augment HIV management and support services for their employees. The paper offers vital insight into workplace intervention strategies shown work best for workplaces and employees.

The paper fills a need for comprehensive documentation of strategies for effective HIV management at medium- and large-sized workplaces.