UNITED STATES • Adelphi University • American Collegiate (DC/LA
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Chisholm Institute of Tafe
2011 ANNUAL REPORT Annual Report 2011 1 OUR VISION Leading the way in education and training to inspire success and transform lives. OUR PURPOSE Chisholm Institute excels in education and training and is respected and valued for enhancing the social and economic futures of individuals, industry and communities. OUR VALUES • Making a difference through learning • Integrity and respect • Excellence • Service and relevance • Diversity • Sustainable practices. Welcome About this Report 4 About Chisholm 5 Board President Welcome 6 CEO Report 8 2011 Highlights 10 Our Organisation Statistical Overview 21 Board 23 Chisholm Directors Group 29 Governance Report 34 Social Responsibility 41 Financial and Compliance Information Financial Overview 44 Chisholm Institute Financial Reports and Performance 50 Statements Caroline Chisholm Education Foundation Report 100 Caroline Chisholm Education Foundation Financial 107 Reports Compulsory Non-Academic Student Fees 118 Activity Table 119 Financial Performance against Budget 121 Chisholm 2011 – 2014 Targets 122 Disclosures Index and Additional Compliance Reports 123 Acronyms 142 Annual Report 2011 3 About this Report In the preparation of this report Chisholm has followed the reporting guidelines issued by Skills Victoria, Department of Education and Early Childhood Development. This report is based on the model annual report issued with these guidelines, in accordance with the Financial Management Act 1994, Australian Accounting Standards, Statement of Accounting concepts, authoritative pronouncements of the Australian Accounting Standards Board and other legislative requirements. This report also includes details of the operations of the Caroline Chisholm Education Foundation and an audited financial report for the foundation. The Caroline Chisholm Education Foundation is a controlled entity of the Chisholm Board. -
The Leadership of Entrepreneurialism in Technical and Further Education Colleges
Graduate School of Business The Leadership of Entrepreneurialism in Technical and Further Education Colleges Peter J Whitley This thesis is presented for the Degree of Doctor of Business Administration of Curtin University of Technology September 2004 Declaration This thesis contains no material, which has been accepted for the award of any other degree or diploma in any university. To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made. Signature: …………………………………………………………….. Date: …………………………………. Acknowledgement Like many others before me I have found that undertaking extensive research to develop a major thesis requires considerable time and effort and the support of significant other persons. I would like to acknowledge and express my sincere gratitude to my supervisor Dr Rick Ladyshewsky whose guidance, coaching and support enabled the development of this thesis. Rick’s endeavours ensured that a focus was maintained throughout the research and provided opportunities to discuss and debate characteristics and issues as the research progressed. Similarly my gratitude goes to Dr Colleen Liston, my co-supervisor, for her assistance through this process. In every endeavour of this nature family support is both essential and critical and I am extremely grateful for the patience, support and encouragement provided by Alison, Clint and Michael who as a result of demands on my time missed many family weekends during the progress of this work. Finally I am thankful to all my colleagues who work and operate within the TAFE system throughout Australia because it was through their commitment to openly discuss entrepreneurial changes and the processes by which they are achieved within the TAFE environment that culminated in this thesis. -
Using Research to Inform Business and Strategic Decisions. PUB DATE 2001-03-00 NOTE 14P.; In: Research to Reality: Putting VET Research to Work
DOCUMENT RESUME ED 456 330 CE 082 311 AUTHOR Young, Graeme TITLE Using Research To Inform Business and Strategic Decisions. PUB DATE 2001-03-00 NOTE 14p.; In: Research to Reality: Putting VET Research To Work. Proceedings of the Australian Vocational Education and Training Research Association (AVETRA) Conference (4th, Adelaide, Australia, March 28-30, 2001); see CE 082 232. AVAILABLE FROM For full text: http://www.avetra.org.au/PAPERSW202001/G*20Young.pdf. PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *College Planning; Data Analysis; *Decision Making; Developed Nations; Environmental Scanning; Foreign Countries; Investigations; Postsecondary Education; Program Evaluation; *Research Methodology; *Research Problems; School Business Relationship; *Strategic Planning; *Technical Institutes IDENTIFIERS Market Research; TAFE (Australia) ABSTRACT This paper examines and reviews research techniques used to support business and strategic planning at a large metropolitan technical and further education (TAFE) college. Section 1 is an outline of the structure of Chisholm Institute's planning and research processes. It discusses the management structure, strategic plan, and departments within the strategy. Section 2 describes these four areas of research undertaken by staff in the Quality and Planning Department: analysis of internal and external databases, evaluation of program and services, market research/investigative activities, and trend monitoring and environmental scanning. -
Brother Joseph Mcnally P
1 Design Education in Asia 2000- 2010 Exploring the impact of institutional ‘twinning’ on graphic design education in Singapore Simon Richards Z3437992 2 3 Although Singapore recently celebrated 50 years of graphic design, relatively little documentation exists about the history of graphic design in the island state. This research explores Singaporean design education institutes that adopted ‘twinning’ strategies with international design schools over the last 20 years and compares them with institutions that have retained a more individual and local profile. Seeking to explore this little-studied field, the research contributes to an emergent conversation about Singapore’s design history and how it has influenced the current state of the design industry in Singapore. The research documents and describes the growth resulting from a decade of investment in the creative fields in Singapore. It also establishes a pattern articulated via interviews and applied research involving local designers and design educators who were invited to take part in the research. The content of the interviews demonstrates strong views that reflect the growing importance of creativity and design in the local society. In considering the deliberate practice of Singaporean graphic design schools adopting twinning strategies with western universities, the research posits questions about whether Singapore is now able to confirm that such relationships have been beneficial as viable long-term strategies for the future of the local design industry. If so, the ramifications may have a significant impact not only in Singapore but also in major new education markets throughout Asia, such as the well-supported creative sectors within China and India. -
Russian Tour and Cruise St. Petersburg, Moscow and Tula
Russian Tour and Cruise St. Petersburg, Moscow and Tula Albany-Tula Alliance 20th Anniversary June 16-July 4, 20ll Sponsored by The Albany-Tula Alliance with Grand Circle Travel Arrangements by Charlotte S. Buchanan Russian Tour and Cruise St. Petersburg, Moscow and Tula Albany-Tula Alliance 20th Anniversary Join the Grand Central Tours (GCT) for its cruise and tours from St. Petersburg to Moscow. Experience the personal relationships developed over 20 years with the people of Tula and visit the estate of Tolstoy. Please visit the website of the Albany-Tula Alliance--www.albanytula.org for detailed itineraries, photos, prices, and other information and reservation forms. The GCT portion of the tour includes the following: Round trip coach transport from Albany to JFK and round trip transatlantic air transportation—from New York JFK to St. Petersburg Airport welcome by a GCT representative at your destination Accommodations—14 nights on a Grand Circle river ship in an outside cabin 40 meals— 14 breakfasts, 12 lunches, and 14 dinners (including complimentary wine with dinner) 11 exclusive, guided sightseeing tours—Moscow City & Subway tour, Novodevichy (New Maiden) Cemetery, Moscow Circus, The Kremlin & the Armory Museum, Uglich, Kizhi Island, Petrozavodsk, Peter & Paul Fortress, St. Petersburg city tour, Hermitage Museum, Catherine’s Palace & Park Exclusive Discovery Series events—Meeting with Russian World War II veterans, Russian handcrafts presentation, Russian language lesson, Vodka tasting, Blini party, Home-Hosted Visit, Candid -
Australia Helps Next Generation of Thai Students to Excel Export Case Study | December 2018
AUSTRALIA HELPS NEXT GENERATION OF THAI STUDENTS TO EXCEL EXPORT CASE STUDY | DECEMBER 2018 Countries around the world are looking for ways to help more students excel in science, technology, engineering and mathematics (STEM) subjects. In Thailand, Australian institutions are helping train the next generation of STEM teachers and instilling greater passion in the fields of study. A professional development workshop on robotics for teachers It is widely recognised that industries of the future as part of the Chevron Enjoy Science project in Thailand. will require different skill-sets to succeed. This includes a new generation of workers with ‘Australian education institutions have had a capabilities in STEM subjects. These skills are long and successful of history of engaging particularly important for manufacturing and with Thai universities and government services, areas the Thai Government has a strong agencies to educate its citizens, share commitment to modernising as part of its Thailand expertise and collaborate on major initiatives. 4.0 ambitions. Institutions like Chisholm Institute and Curtin University are just two examples of how Australia sharing its expertise Australia has successfully partnered with Thailand to help the country achieve its Fostering greater interest and capabilities in STEM education ambitions.’ subjects starts in schools, with highly trained and capable teachers, the right curricula and learning Gavin Slattery, Project Coordinator, International Projects, Chisholm Institute programs. To advance its STEM training capabilities, Thailand has benefited from the experience of a number of Australian education US$30 million program aims to provide quality institutions, including Curtin University and Chisholm STEM education on a large scale. -
The Organization of Scientific Research Work of Students in The
The Organization of Scientific Research Work of Students in the Conditions of the Digital Environment in the Modern Universities Yulia Bogatyreva Alexander Privalov Tula State Pedagogical University Tula State Pedagogical University L.N. Tolstoy, L.N. Tolstoy, Tula, Russia, 300026 Tula, Russia, 300026 [email protected] [email protected] Vladimir Romanov Ekaterina Konopko Tula State Pedagogical University North Caucasus Federal University, L.N. Tolstoy, Stavropol, Russia, 355000 Tula, Russia, 300026 [email protected] [email protected] Abstract Relevance. One of the tendencies of modern higher education is the digitization of all spheres of vital activity of modern Russian society. The process of inevitable “digitalization” changes the forms, means and types of education in the system of higher education. One of the inno- vative areas can be the organization of research work of students in the digital educational environment of students of IT training areas. The purpose of the article is a pedagogical understanding and develop- ment of recommendations on the use of a system-activity approach to the organization of research work of students in the digital educational environment of an educational organization. The digital environment of educational organizations, created on the basis of means of informa- tization and digitalization, acts not only as a condition, but also as a means of organizing training and education, as well as the implemen- tation of research work of students. Methodology and methods. The system-activity approach has be- come the leading approach to the study of the problem under discus- sion. The work used the methods of socio-historical and theoretical- methodological analysis, modeling, synthesis of effective teaching expe- rience of educational organizations. -
Built Pedagogy Education Design Is a Specialised Field with Different
University of Melbourne New Building for the Faculty of Architecture, Building and Planning Expression of Interest Built Pedagogy Education design is a specialised field with different characteristics and benchmarks from other building types Paul Morgan Architects specializes in the design of university and TAFE buildings. A feature of the buildings is the idea of permeability: the activities of students and staff are revealed to passers-by. This animates the internal spaces and advertises the functions that occur within. It is about the ‘theatre’ of architecture, and can be seen in the Box Hill Institute Trade Facility and CGIT Learning Centre on this page. Advanced structural and servicing techniques are demonstrated in the proposed 6 Star Green Star Vicurban Chisholm project. Above top to bottom: VicUrban Chisholm, Completion TBC; CGIT Learning Centre, Leongatha, 2009; RMIT University, Hamilton, 2001 Above right top to bottom:Trades facility, Box Hill Institute of TAFE, 2006; CGIT Learning Centre, Warragul, 2007; Chisholm Institute Automotive and Logisitcs Centre, 2008 Far right: NMIT, Stage 1 Development, Epping, 2009 Right: Lecture Theatre, Victoria University of Technology, Werribee, 1997 PMA Education Clients Box Hill Institute Central Gippsland Institute of TAFE Chisholm Institute of TAFE Danang University Department of Education & Training Hue University Monash University Newman College Northern Melbourne Institute of TAFE RMIT TAFE RMIT University RMIT International University Vietnam Victoria University of Technology www.paulmorganarchitects.com -
Engineers Australia Accredited Programs
ENGINEERS AUSTRALIA ACCREDITED PROGRAMS CONTENTS AUSTRALIAN COLLEGE OF KUWAIT (NEXT GENERAL REVIEW 2018) ...............................................................2 AUSTRALIAN MARITIME COLLEGE (NEXT GENERAL REVIEW 2020) ............................................................... 3 AUSTRALIAN NATIONAL UNIVERSITY (NEXT GENERAL REVIEW 2020) ........................................................... 5 CENTRAL QUEENSLAND UNIVERSITY (NEXT GENERAL REVIEW 2021) ...........................................................8 CHARLES DARWIN UNIVERSITY (NEXT GENERAL REVIEW 2022) .................................................................. 14 CHISHOLM INSTITUTE OF TAFE (NEXT GENERAL REVIEW 2020) ................................................................... 16 CURTIN UNIVERSITY OF TECHNOLOGY (NEXT GENERAL REVIEW 2020) ....................................................... 17 DEAKIN UNIVERSITY (NEXT GENERAL REVIEW 2018) ..................................................................................... 21 EDITH COWAN UNIVERSITY (NEXT GENERAL REVIEW 2017) .......................................................................... 24 ENGINEERING INSTITUTE OF TECHNOLOGY (NEXT REVIEW 2019) ................................................................26 FEDERATION UNIVERSITY (NEXT GENERAL REVIEW 2022) - Formerly University of Ballarat ........................... 27 FLINDERS UNIVERSITY (NEXT GENERAL REVIEW 2021).................................................................................. 28 GRIFFITH UNIVERSITY (NEXT GENERAL REVIEW -
The CDIO Approach Kristina Edström
2017-10-25 The CDIO approach for engineering education development Kristina Edström and Jakob Kuttenkeuler KTH Royal Institute of Technology, Stockholm, Sweden Kristina Edström! Engineer & Educational developer! § M. Sc. in Engineering, Chalmers! § Associate Professor in Engineering Education Development at KTH Royal Institute of Technology, Stockholm, Sweden" §! 700 participants in the course Teaching and Learning in Higher Education, 7.5 ECTS, customized for KTH faculty, 2004-2012" §! Director of Educational Development at Skolkovo Institute of Science and Technology, Moscow, 2012-2013 " " Strategic educational development, " national and international! §! CDIO Initiative for reform of engineering education since 2001" §! SEFI Administrative Council, 2010-2013" " Research! §! PhD defense December 13, 2017" §! Editor-in-Chief of the European Journal of Engineering Education from 2018" §! Crawley, E.F., Malmqvist, J., Östlund, S., Brodeur, D.R., and Edström, K. (2014) Rethinking Engineering Education: The CDIO Approach, 2nd ed., Springer Verlag " §! Edström, K., & Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, 39(5), 539-555" §! Edström, K. (2008) Doing course evaluation as if learning matters most, Higher Education Research & Development, 27:2, 95 – 106 " 1 2017-10-25 “If you want to learn about a system, try to change it” " " "(attributed to Kurt Lewin)" " CDIO – the community! The CDIO Iniave 2 2017-10-25 CDIO as a community – the CDIO Ini2a2ve -
Skolkovotech-KTH. Kristina Edstrom
Integrating project-led and discipline-led learning – the CDIO approach Kristina Edström, Skolkovo Tech and KTH 18 October 2012 Who is Krisna Edström? § Engineer & Educaonal developer – M. Sc. in Engineering, Chalmers – Lecturer in Engineering Educaon Development at KTH – Director of Educaonal Development at Skolkovo Tech § Strategic educaonal development at KTH, in Sweden and internaonally – CDIO Ini7ave for reform of engineering educaon since 2001 – SEFI Administrave Council since 2010 § Faculty development at KTH – During 2004-2012, more than 600 par7cipants have taken Teaching and Learning in Higher Educa0on (7.5 ECTS credits) customized for faculty at KTH 1 ”Educa0on of engineers had become disassociated from the pracce of engineering” (Crawley 2001) Stakeholder input on what engineers should be able to do: – Industry feedback on requirements for engineers (Gordon 1984; Boeing 1996; Augusne 1996) – Learning outcomes in accreditaon standards (ABET EC 2000) Two central quesons Who should have a say in this matter? 1. What knowledge, skills and atudes should students possess as they graduate from our programs? 2. How can we do be^er at ensuring that students learn these skills? Massachusetts Institute of Technology 2 Stakeholder perspec)ves External Internal stakeholders Employers Students stakeholders - main interest - addi0onal interest is in results in processes (outcomes) Society Faculty Engineering Educaon Work life perspec)ve I Disciplinary theory Theory and judgement applied to applied to real problems “Problem-solving” ¢ Real -
Universities & Institutions We Represent in UK
Universities & Institutions we represent in UK Sr No. Name Website 1 University of Bristol, Bristol www.bristol.ac.uk 2 University of Glasgow, Glasgow www.gla.ac.uk 3 University of Birmingham, Birmingham www.birmingham.ac.uk 4 Cranfield University, Cranfield (Pathway and Direct Entry) www.cranfield.ac.uk 5 Queen Mary University of London, London www.qmul.ac.uk 6 University of York www.york.ac.uk/ 7 University of Liverpool, Liverpool and London www.liv.ac.uk 8 Newcastle University, Newcastle upon Tyne www.ncl.ac.uk 9 Queen`s University Belfast, Belfast www.qub.ac.uk University of Aberdeen- ISC (undergraduate pathway 10 programmes) www.abdn.ac.uk/ 11 University of Leicester, Leicester www.le.ac.uk 12 University of Surrey, Guildford, Surrey www.surrey.ac.uk 13 University of Dundee, Dundee www.dundee.ac.uk 14 University of Strathclyde, Glasgow www.strath.ac.uk 15 City University London ( INTO ) www.intohigher.com/city 16 Heriot Watt University, Edinburgh www.hw.ac.uk 17 Brunel University London www.brunel.ac.uk/ 18 University of Essex, Colchester www.essex.ac.uk/about/colchester/ 19 Oxford Brookes University, Oxford www.brookes.ac.uk 20 University of the West of Scotland, Paisley, Scotland www.uws.ac.uk 21 University of the West of England, Bristol www.uwe.ac.uk 22 University of Stirling, Stirling & London www.stir.ac.uk 23 Bangor University, Bangor www.bangor.ac.uk 24 Nottingham Trent University, Nottingham www.ntu.ac.uk 25 Aberystwyth University, Aberystwyth www.aber.ac.uk/en/ 26 University of Bradford, Bradford www.bradford.ac.uk 27 Middlesex