Personal and Professional Perceptions

Author:

Velliaris Donna M.1,Pierce Janine M.2

Affiliation:

1. Eynesbury Institute of Business and Technology, Australia

2. University of South Australia, Australia

Abstract

This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diploma of Business pathway, as business-related programs are most common in the Australian pre-university Higher Education (HE) sector. EIBT's diplomas are deemed equivalent to the first-year of the corresponding Bachelor's degree at the partner university for ‘international' students who did not reach direct entry requirements due to their English language proficiency and/or previous academic results. While many sessional academic staff work cross-institutionally, there are few occasions for associating with fellow EIBT colleagues on a personal level and equally few to learn about the professional experiences that have contributed to their pathway teaching philosophy and/or pedagogical practice(s). The author-researchers decided to undertake a period of self-reflection and composed their own narratives to story the notable differences between teaching in a pathway school compared with mainstream university.

Publisher

IGI Global

Reference39 articles.

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2. Australian Government Department of Education. (2015). ESOS legislative framework. Retrieved 1 August 2015, from https://internationaleducation.gov.au/Regulatory-Information/Pages/Regulatoryinformation.aspx

3. Benchmarking as an administrative tool for institutional leaders

4. Stories as data, data as stories: making sense of narrative inquiry in clinical education*

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1. Diploma Pathway Programs;Global Adaptations of Community College Infrastructure;2019

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