Towards an inclusive research culture in upcoming Health and Education Precincts in New South Wales, Australia: implications for policy and practice

2021 ◽  
Author(s):  
Madhan Balasubramanian ◽  
Victoria Flood
Keyword(s):  
New South ◽  
New South Wales ◽  
Political Commitment ◽  
Research Culture ◽  
Policy And Practice ◽  
Innovation Ecosystem ◽  
South Wales ◽  
Continued Education ◽  
Innovative Environment ◽  
Future Policy

Abstract An inclusive research culture is vital towards the maturity of Health and Education Precincts into an active innovation ecosystem. To date, substantial investments have been made in 13 upcoming Health and Education Precincts in varying stages of development in the Greater Sydney region, New South Wales. The political commitment to create an innovative environment for teaching and a vibrant research culture is noticeable. However, it is unclear to what extent government policy engages the breadth of clinical personnel in teaching and research-related activities and contributes towards improving research culture. Based on a study conducted at the central river district of the Greater Sydney region, we argue that better engagement of clinical personnel in teaching/research-related activities and inclusion of research-related roles within the job description of clinical personnel can substantially drive a positive research culture and thereby contribute towards the overall development of Health and Education Precincts. Opportunities for continued education and training of clinical personnel and involvement in graduate research programs also substantially drives research culture. We argue that future policy and practice solutions for upcoming Health and Education Precincts need to foster an inclusive research culture and should be tailored to meet the needs of an innovative ecosystem. Future solutions will need to contribute towards improving research culture as well as the health and wellbeing of people in the region.

Support Provided by LGBTI Police Liaison Services: An Analysis of a Survey of LGBTIQ People in Australia

2021 ◽  
pp. 109861112110380
Author(s):  
Angela Dwyer ◽  
Christine E. W. Bond ◽  
Matthew Ball ◽  
Murray Lee ◽  
Thomas Crofts
Keyword(s):  
New South ◽  
New South Wales ◽  
Past Research ◽  
Community Services ◽  
Specialized Training ◽  
Community Members ◽  
Policy And Practice ◽  
Online Questionnaire ◽  
South Wales ◽  
Practice Development

Lesbian, gay, bisexual, transgender, and intersex (LGBTI) police liaison programs were established around Australia from the late 1980s onwards to ameliorate discriminatory relationships between LGBTIQ people and police. With specialized training to better understand LGBTIQ issues, police liaison officers can provide support to LGBTIQ people as victims, offenders, or witnesses. Interestingly, very few LGBTIQ people seek support from these officers, even though many know they exist. This paper reports the results of a survey of a sample of LGBTIQ community members across two Australian states (Queensland and New South Wales) that explored why LGBTIQ people seek support from LGBTI police liaison officers. An online questionnaire asked LGBTIQ people about their perceptions of, and experiences with, police generally, and LGBTI police liaison officers specifically. Similar to past research, our analysis primarily found high levels of awareness of liaison officers, but very few participants accessed them. Further, and concerningly, the participants were generally reluctant to seek them out for support. Key implications of our findings for policy and practice development in police and LGBTIQ community services are discussed.

“I had been given the space to grow”

2015 ◽  
Vol 14 (2) ◽  
pp. 100-120 ◽  
Author(s):  
Jackie Manuel ◽  
Don Carter
Keyword(s):  
New South ◽  
New South Wales ◽  
Primary Source ◽  
Social Constructionist ◽  
Assessment Model ◽  
Policy And Practice ◽  
High Stakes ◽  
Content Type ◽  
South Wales ◽  
Senior Secondary

Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.

Sign in / Sign up

Export Citation Format

Share Document