The document is an annual report submitted by the Workplace Learning and Organisational Development Designated Research Group (DRG) at the University of Western Sydney for the year 1998. It summarizes the DRG's research activities and outcomes for the year. Key points include:
- The DRG shifted its focus to educational innovation and changes to work organization, with a focus on partnerships, work-based learning, and sustainable educational models.
- Major projects included research on staff retention in community organizations and the development of Australia's first work-based degree in the social sciences through an industry partnership.
- The DRG also engaged in other projects related to school-to-work transition pathways, skills development, and
Proposal to establish_center_for_excellence_in_curricular_Kassu Jilcha (PhD)
This document proposes establishing the Center for Excellence in Curricular Engagement at NC State University. The Center would expand and deepen service-learning and related academic initiatives to take curricular engagement to scale across campus. It would also position NC State as a national leader in the field. Over the past year, stakeholders across campus and external experts provided input into the vision for the Center. It would be housed in the Office of the Provost and work closely with other relevant units. The Provost has committed initial funding and office space to support the Center's goals of building capacity for excellence in curricular engagement at NC State and beyond.
The document describes the National Networking Initiative (NNI), which aims to improve engagement and practice in higher education through network leadership. The NNI brings together several higher education associations as collaborative partners. Its vision is to facilitate a sustainable collaborative network to foster best practices in engaging members with learning and teaching. The mission is to improve engagement and practice through network leadership. Objectives include improving communication, encouraging collaboration, reviewing technologies, and promoting outcomes of the Australian Learning and Teaching Council. The described principles for the NNI focus on collaborative advantage, strategic alignment, integrity, and sustainability.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.
The document discusses the school transformation model intervention for low-achieving schools receiving School Improvement Grants. The transformation model requires replacing the principal, implementing a new teacher evaluation system, and selecting and implementing an instructional model. It emphasizes the role of the district in providing flexibility, resources, and support to transformation schools. Key strategies include recruiting a transformation leader, developing early wins, using data to inform decisions, and aligning systems to support rapid change. Common pitfalls to avoid are failing to cultivate strong leaders and allowing policies to inhibit dramatic change.
NTLT 2012 Peter Coolbear Keynote Presentation to ConferenceNTLT Conference
The document discusses the need for evidence-based strategies to improve organizational performance in teaching and learning. It notes there is significant variation in learner outcomes across organizations. Developing practices supported by robust evidence is important for achieving synergies between individual practice improvement and organizational change that benefits learners. The document advocates establishing projects focused on collecting evidence of learner benefit to drive sustainable changes in practice.
Regional engagement of universities and colleges in theJohn Tibbitt
PASCAL is an international organization that studies place, social capital and learning regions. It conducted a project called PURE that examined the contributions of higher education institutions to regional development in 17 regions worldwide including the Glasgow region. The project involved benchmarking the engagement of universities and colleges in areas like human capital development, business support, cultural development and more. It found variation in engagement between institutions and across domains, with strengths in human capital development and room for
Proposal to establish_center_for_excellence_in_curricular_Kassu Jilcha (PhD)
This document proposes establishing the Center for Excellence in Curricular Engagement at NC State University. The Center would expand and deepen service-learning and related academic initiatives to take curricular engagement to scale across campus. It would also position NC State as a national leader in the field. Over the past year, stakeholders across campus and external experts provided input into the vision for the Center. It would be housed in the Office of the Provost and work closely with other relevant units. The Provost has committed initial funding and office space to support the Center's goals of building capacity for excellence in curricular engagement at NC State and beyond.
The document describes the National Networking Initiative (NNI), which aims to improve engagement and practice in higher education through network leadership. The NNI brings together several higher education associations as collaborative partners. Its vision is to facilitate a sustainable collaborative network to foster best practices in engaging members with learning and teaching. The mission is to improve engagement and practice through network leadership. Objectives include improving communication, encouraging collaboration, reviewing technologies, and promoting outcomes of the Australian Learning and Teaching Council. The described principles for the NNI focus on collaborative advantage, strategic alignment, integrity, and sustainability.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.
The document discusses the school transformation model intervention for low-achieving schools receiving School Improvement Grants. The transformation model requires replacing the principal, implementing a new teacher evaluation system, and selecting and implementing an instructional model. It emphasizes the role of the district in providing flexibility, resources, and support to transformation schools. Key strategies include recruiting a transformation leader, developing early wins, using data to inform decisions, and aligning systems to support rapid change. Common pitfalls to avoid are failing to cultivate strong leaders and allowing policies to inhibit dramatic change.
NTLT 2012 Peter Coolbear Keynote Presentation to ConferenceNTLT Conference
The document discusses the need for evidence-based strategies to improve organizational performance in teaching and learning. It notes there is significant variation in learner outcomes across organizations. Developing practices supported by robust evidence is important for achieving synergies between individual practice improvement and organizational change that benefits learners. The document advocates establishing projects focused on collecting evidence of learner benefit to drive sustainable changes in practice.
Regional engagement of universities and colleges in theJohn Tibbitt
PASCAL is an international organization that studies place, social capital and learning regions. It conducted a project called PURE that examined the contributions of higher education institutions to regional development in 17 regions worldwide including the Glasgow region. The project involved benchmarking the engagement of universities and colleges in areas like human capital development, business support, cultural development and more. It found variation in engagement between institutions and across domains, with strengths in human capital development and room for
The National Innovation Network (NIN) is a national network of university-based researchers and innovators created by the National Science Foundation (NSF) to help turn scientific discoveries into successful commercial products and new ventures. It connects over 900 research teams across 58 university sites and 8 regional nodes. By teaching customer discovery and lean startup methodology, the NIN has helped launch over 324 new companies. It provides a national community for collaboration, mentorship, and resources to support innovators in commercializing their research.
The document summarizes TAFE Queensland's approach to applied research through its RedSpace program. It discusses 3 phases of a research project exploring skills development: case studies of current applied research experiences, identifying overlaps between these experiences and future skills, and developing frameworks to improve collaborations. It provides examples of "pracademics" conducting applied research projects addressing real problems, such as using community construction projects to integrate job training. The goal is for TAFE educators to engage in scholarly practice through streamlined ethics approval and research guidance.
A Formative Evaluation of the Stronger Smarter Learning Communities Project. ...Cynthia Velynne
This report provides a formative evaluation of the Stronger Smarter Learning Communities (SSLC) project from 2009 to 2011. It includes qualitative case studies of three SSLC Hub schools, examining how the Stronger Smarter messages have been implemented. It also includes quantitative analysis of surveys of SSLC and non-SSLC school leaders and teachers. Key findings are that SSLC schools are reporting progress in changing school ethos around Indigenous identity and leadership. However, there are no major differences found between SSLC and non-SSLC schools in reported curriculum and pedagogy practices or student attendance and achievement outcomes. The success of SSLC will depend on whether it can systematically generate changes in teaching practices that improve Indigenous student
Applying Experimental Designs To Large-Scale Program Evaluation. Research Pap...Sheila Sinclair
This document discusses the application of an experimental design to evaluate five National Science Foundation comprehensive projects. It describes how the evaluation team made decisions around sampling and data collection for the evaluation, including defining the school as the experimental unit, using a factorial design stratified by subject matter and rural/urban variables, selecting similar geographic control regions, and determining sample sizes despite uncertainty around dependent variables. The goal was to apply an experimental framework to assess the success of the projects in achieving their goal of helping schools improve science and math education, while addressing real-world challenges in implementing such a large-scale evaluation.
(2018) Exploring the service needs of youth experiencing early psychosis in N...Dr. Chiachen Cheng
2018 International Early Psychosis Association (IEPA) 11th Biennial Conference: Boston, MA. October 7-10, 2018.
Poster Presentation
CHENG C, NADIN S, LEM C, KATT M, DEWA CS
Acknowledgements: The NorthBEAT Project was funded by the Sick Kids Foundation in partnership with CIHR (2012-2015). The NorthBEAT Collaborative is supported by St. Joseph's Care Group and funded by the Ontario Trillium Foundation Youth Opportunities Fund (2017-2021).
This document summarizes a presentation on strengthening engagement at North Carolina State University. It discusses the history of the engagement movement and initiatives at NC State. It outlines the agenda for the presentation, which includes studying the institution's history and culture, using democratic methods to include stakeholders, and implementing recommendations. The presentation discusses logic models for evaluating engagement programs and expanding indicators to include non-monetary quality of life impacts. It also summarizes the task force charges around engagement criteria for faculty evaluation and developing institutional performance indicators. The presentation emphasizes integrating learning, discovery, and engagement and developing shared values and measures of engagement.
Academic Recruitment Best Practices -Project Report-Final 7.8.15Brian Groeschel, MA
The document provides a summary of a project conducted by GLW Consultants for the UC Davis Academic Affairs department to develop best practices for academic recruitment. It includes:
1. An introduction describing the objectives of identifying common practices and inconsistencies across UC Davis schools to develop recruitment best practices.
2. A description of the challenges faced, including limiting participation in focus groups and the decentralized structure of academic recruiting at UC Davis.
3. The outcomes of best practices charts, tip sheets for the UC Recruit system, and a draft online toolkit.
4. Recommendations to conduct additional focus groups to develop a more comprehensive best practices list, and to organize resources into an online toolkit to increase accessibility.
The document summarizes an IT department strategic planning meeting. It discusses the institution's priorities of increasing enrollment, creating an attractive environment, and integrating services. It outlines the department's roadmap to develop a vision and mission, build a team, and become more responsive, accountable, and consultative. The nature of planning, benchmarking, and financial resources are also covered. Plans should align with the institution's mission and goals and affect budgeting.
The document describes the TIDES program, which uses challenge-based learning to connect students to real-world problems. Students work collaboratively in interdisciplinary teams to understand issues, ideate solutions, and develop prototypes guided by human-centered design principles. The program aims to give students agency, develop 21st century skills, and connect their learning to potential future pathways and industries. Initial impacts of the program have included strengthened student skills, knowledge, and awareness of future opportunities.
Presentation by Paul Manners at Engage 2009, University of Bristol. The presentation introduces the National Coordinating Centre for Public Engagement and the Beacons for Public Engagement.
Data-Driven STEM Curriculum Adoption through Inter-Campus Faculty GroupsChristoph Winkler
The document discusses a peer-led STEM adoption model used by the CUNY Institute for Virtual Enterprise. The model is an 8-step process that uses labor market and educational data to identify workforce needs, recommend existing NSF STEM curricula to address gaps, and facilitate faculty-led adoption of curricula through seminars, pairing with content experts, and ongoing support from a project team. The goal is to efficiently match community college STEM programs with modern curricula to meet regional workforce demands.
Symposium 2015 : NASA and Talent Management: Close Encounters of the Three KindsPMI-Montréal
Through its flexible model of knowledge and learning services, NASA meets the development needs of practitioners, project teams, and the organization. By linking business strategy to knowledge and learning approaches, NASA provides an integrated and systematic approach to address critical skillsets for technical, leadership, and business capabilities. This approach optimizes individual competence, project team performance, and organizational learning in a way that enables NASA to meet the changing needs of its workforce.
SPEAKER BIOGRAPHY
Dr. Jon Boyle has served in several capacities in public and private sector organizations, from industrial production lines and overseas military combat units to multinational corporations, NASA flight facilities, and academia. He possesses expertise in Cognitive Neurosciences, Industrial/Organizational Psychology, Knowledge Management, Group Processes, Human Resources and Workforce Development, Business Strategy, Technology-Enabled Learning, Research and Development, and Process Improvement.
Jon currently serves as the NASA Agency Deputy Chief Knowledge Officer (InuTeq), where he contributes to the development of the overall NASA Technical Workforce through Knowledge Services. He earned a B.A. in Psychology and Biology from the University of Southern Maine; a M.Ed. from Boston University; a M.A in Industrial and Organizational Psychology from George Mason University; and a Ph.D. in Human Development from Virginia Tech, as well as participating in diverse training and certifications in technology, project management, quality-related topics, acquisition and procurement, leadership, and coaching. He currently teaches several undergraduate and graduate programs and maintains an active research and publication agenda. Jon lives in the DC Metro area with his wife Allyson, son Zachary, and twin daughters Bevin and Riley. His son Christopher recently returned from Afghanistan where he serves as a Blackhawk Crew Chief in the U.S. Army and is now stationed at Fort Belvoir, VA.
Introduction to the Higher Education AcademyJISC infoNet
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on teaching innovations, and helps institutions address challenges like student satisfaction, employability, and internationalization. The HEA supports individuals throughout their careers, provides resources and events, and works with institutions through partnership managers and subject experts to encourage teaching excellence and facilitate change.
This document provides an agenda and overview for a 2012 client consultation meeting. It includes introductions of clients, consultants, and coaches. A calendar of key events is presented, including a mid-term progress review and final presentation. Brief descriptions are given of the projects for 12 nonprofit clients, focusing on strategic planning, growth, sustainability, and assessing impact. The document outlines the agenda for team work sessions and expectations for client involvement throughout the project cycle.
Taking Learning Beyond the School GateKim Flintoff
The TIDES program aims to support students' collaborative problem solving of real-world challenges through industry, government, and community partnerships. It uses challenge-based learning where students identify issues, gain knowledge, and develop solutions. Students have worked on challenges in areas like agriculture, health, and sustainability. The program focuses on developing students' 21st century skills like collaboration, creativity, and critical thinking through personalized, hands-on learning experiences.
Quality Education & Skills Training (QUEST) Alliance is a social venture that works to create learning experiences for marginalized children and youth through research, partnerships, and skills training. It focuses on innovative teaching methods, collaborates with organizations to implement and scale solutions, and facilitates knowledge sharing. Through research, piloting programs, and disseminating findings, it aims to enhance education, vocational training, and youth employability.
The webinar discussed building a statewide coalition in Washington to improve STEM teacher preparation programs aligned with the Next Generation Science Standards. A survey found that while courses adequately cover disciplinary core ideas, they are weak in crosscutting concepts. The coalition plans to develop new programs through collaboration between universities, schools, and industry over four years. This will help meet Washington's needs for more diverse and endorsed STEM teachers prepared to teach integrated subjects like computer science and engineering.
This document provides an introduction, executive summary, and scope for research on identifying support needed by the UK's further education sector to implement shared services models. The research objectives are to describe possible shared services models and current activities in both further and higher education. It will also review previous shared services projects funded by the Learning and Skills Council and provide recommendations on short and long-term support needed for implementation. The research methodology includes interviews with key stakeholders and a review of documentation, with a particular focus on collaboration fund projects and case studies of colleges working together.
This report summarizes the activities and outcomes of the Utah State Energy Sector Partnership grant program. The program provided job training to over 1,400 individuals in green construction, alternative fuels, energy efficiency/management, and renewable energy fields. Key outcomes included over 1,200 participants entering employment, over 700 obtaining WorkKeys credentials, and over 450 receiving industry certifications. The program partnered with multiple technical colleges and universities across Utah to deliver statewide training programs and leverage additional resources to expand training opportunities.
Creating A Sustainable Adult Recruitment Pool At The University Of Wisconsin ...WCET
The University of Wisconsin System developed a process to create a sustainable adult student recruitment pool. They built a database of over 14,000 potential adult students by compiling records from various sources. UW then implemented an integrated marketing approach including direct mailings, an improved website, and personalized outreach to recruit from this pool. Over 2,700 new applications and over 900 new enrollments resulted from these efforts. Moving forward, UW plans to explore additional innovative recruitment strategies using new technologies.
Twitter user @MerilynChilds discussed issues related to high-density residential supervision on August 29, 2016. Their tweets referenced the hashtag #HDRSupervision and likely shared opinions or information about policies, challenges, or debates surrounding high-density residential development and oversight. The Twitter activity from that date from the specified user was focused on or connected to topics within high-density residential supervision.
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The National Innovation Network (NIN) is a national network of university-based researchers and innovators created by the National Science Foundation (NSF) to help turn scientific discoveries into successful commercial products and new ventures. It connects over 900 research teams across 58 university sites and 8 regional nodes. By teaching customer discovery and lean startup methodology, the NIN has helped launch over 324 new companies. It provides a national community for collaboration, mentorship, and resources to support innovators in commercializing their research.
The document summarizes TAFE Queensland's approach to applied research through its RedSpace program. It discusses 3 phases of a research project exploring skills development: case studies of current applied research experiences, identifying overlaps between these experiences and future skills, and developing frameworks to improve collaborations. It provides examples of "pracademics" conducting applied research projects addressing real problems, such as using community construction projects to integrate job training. The goal is for TAFE educators to engage in scholarly practice through streamlined ethics approval and research guidance.
A Formative Evaluation of the Stronger Smarter Learning Communities Project. ...Cynthia Velynne
This report provides a formative evaluation of the Stronger Smarter Learning Communities (SSLC) project from 2009 to 2011. It includes qualitative case studies of three SSLC Hub schools, examining how the Stronger Smarter messages have been implemented. It also includes quantitative analysis of surveys of SSLC and non-SSLC school leaders and teachers. Key findings are that SSLC schools are reporting progress in changing school ethos around Indigenous identity and leadership. However, there are no major differences found between SSLC and non-SSLC schools in reported curriculum and pedagogy practices or student attendance and achievement outcomes. The success of SSLC will depend on whether it can systematically generate changes in teaching practices that improve Indigenous student
Applying Experimental Designs To Large-Scale Program Evaluation. Research Pap...Sheila Sinclair
This document discusses the application of an experimental design to evaluate five National Science Foundation comprehensive projects. It describes how the evaluation team made decisions around sampling and data collection for the evaluation, including defining the school as the experimental unit, using a factorial design stratified by subject matter and rural/urban variables, selecting similar geographic control regions, and determining sample sizes despite uncertainty around dependent variables. The goal was to apply an experimental framework to assess the success of the projects in achieving their goal of helping schools improve science and math education, while addressing real-world challenges in implementing such a large-scale evaluation.
(2018) Exploring the service needs of youth experiencing early psychosis in N...Dr. Chiachen Cheng
2018 International Early Psychosis Association (IEPA) 11th Biennial Conference: Boston, MA. October 7-10, 2018.
Poster Presentation
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Acknowledgements: The NorthBEAT Project was funded by the Sick Kids Foundation in partnership with CIHR (2012-2015). The NorthBEAT Collaborative is supported by St. Joseph's Care Group and funded by the Ontario Trillium Foundation Youth Opportunities Fund (2017-2021).
This document summarizes a presentation on strengthening engagement at North Carolina State University. It discusses the history of the engagement movement and initiatives at NC State. It outlines the agenda for the presentation, which includes studying the institution's history and culture, using democratic methods to include stakeholders, and implementing recommendations. The presentation discusses logic models for evaluating engagement programs and expanding indicators to include non-monetary quality of life impacts. It also summarizes the task force charges around engagement criteria for faculty evaluation and developing institutional performance indicators. The presentation emphasizes integrating learning, discovery, and engagement and developing shared values and measures of engagement.
Academic Recruitment Best Practices -Project Report-Final 7.8.15Brian Groeschel, MA
The document provides a summary of a project conducted by GLW Consultants for the UC Davis Academic Affairs department to develop best practices for academic recruitment. It includes:
1. An introduction describing the objectives of identifying common practices and inconsistencies across UC Davis schools to develop recruitment best practices.
2. A description of the challenges faced, including limiting participation in focus groups and the decentralized structure of academic recruiting at UC Davis.
3. The outcomes of best practices charts, tip sheets for the UC Recruit system, and a draft online toolkit.
4. Recommendations to conduct additional focus groups to develop a more comprehensive best practices list, and to organize resources into an online toolkit to increase accessibility.
The document summarizes an IT department strategic planning meeting. It discusses the institution's priorities of increasing enrollment, creating an attractive environment, and integrating services. It outlines the department's roadmap to develop a vision and mission, build a team, and become more responsive, accountable, and consultative. The nature of planning, benchmarking, and financial resources are also covered. Plans should align with the institution's mission and goals and affect budgeting.
The document describes the TIDES program, which uses challenge-based learning to connect students to real-world problems. Students work collaboratively in interdisciplinary teams to understand issues, ideate solutions, and develop prototypes guided by human-centered design principles. The program aims to give students agency, develop 21st century skills, and connect their learning to potential future pathways and industries. Initial impacts of the program have included strengthened student skills, knowledge, and awareness of future opportunities.
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The document discusses a peer-led STEM adoption model used by the CUNY Institute for Virtual Enterprise. The model is an 8-step process that uses labor market and educational data to identify workforce needs, recommend existing NSF STEM curricula to address gaps, and facilitate faculty-led adoption of curricula through seminars, pairing with content experts, and ongoing support from a project team. The goal is to efficiently match community college STEM programs with modern curricula to meet regional workforce demands.
Symposium 2015 : NASA and Talent Management: Close Encounters of the Three KindsPMI-Montréal
Through its flexible model of knowledge and learning services, NASA meets the development needs of practitioners, project teams, and the organization. By linking business strategy to knowledge and learning approaches, NASA provides an integrated and systematic approach to address critical skillsets for technical, leadership, and business capabilities. This approach optimizes individual competence, project team performance, and organizational learning in a way that enables NASA to meet the changing needs of its workforce.
SPEAKER BIOGRAPHY
Dr. Jon Boyle has served in several capacities in public and private sector organizations, from industrial production lines and overseas military combat units to multinational corporations, NASA flight facilities, and academia. He possesses expertise in Cognitive Neurosciences, Industrial/Organizational Psychology, Knowledge Management, Group Processes, Human Resources and Workforce Development, Business Strategy, Technology-Enabled Learning, Research and Development, and Process Improvement.
Jon currently serves as the NASA Agency Deputy Chief Knowledge Officer (InuTeq), where he contributes to the development of the overall NASA Technical Workforce through Knowledge Services. He earned a B.A. in Psychology and Biology from the University of Southern Maine; a M.Ed. from Boston University; a M.A in Industrial and Organizational Psychology from George Mason University; and a Ph.D. in Human Development from Virginia Tech, as well as participating in diverse training and certifications in technology, project management, quality-related topics, acquisition and procurement, leadership, and coaching. He currently teaches several undergraduate and graduate programs and maintains an active research and publication agenda. Jon lives in the DC Metro area with his wife Allyson, son Zachary, and twin daughters Bevin and Riley. His son Christopher recently returned from Afghanistan where he serves as a Blackhawk Crew Chief in the U.S. Army and is now stationed at Fort Belvoir, VA.
Introduction to the Higher Education AcademyJISC infoNet
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on teaching innovations, and helps institutions address challenges like student satisfaction, employability, and internationalization. The HEA supports individuals throughout their careers, provides resources and events, and works with institutions through partnership managers and subject experts to encourage teaching excellence and facilitate change.
This document provides an agenda and overview for a 2012 client consultation meeting. It includes introductions of clients, consultants, and coaches. A calendar of key events is presented, including a mid-term progress review and final presentation. Brief descriptions are given of the projects for 12 nonprofit clients, focusing on strategic planning, growth, sustainability, and assessing impact. The document outlines the agenda for team work sessions and expectations for client involvement throughout the project cycle.
Taking Learning Beyond the School GateKim Flintoff
The TIDES program aims to support students' collaborative problem solving of real-world challenges through industry, government, and community partnerships. It uses challenge-based learning where students identify issues, gain knowledge, and develop solutions. Students have worked on challenges in areas like agriculture, health, and sustainability. The program focuses on developing students' 21st century skills like collaboration, creativity, and critical thinking through personalized, hands-on learning experiences.
Quality Education & Skills Training (QUEST) Alliance is a social venture that works to create learning experiences for marginalized children and youth through research, partnerships, and skills training. It focuses on innovative teaching methods, collaborates with organizations to implement and scale solutions, and facilitates knowledge sharing. Through research, piloting programs, and disseminating findings, it aims to enhance education, vocational training, and youth employability.
The webinar discussed building a statewide coalition in Washington to improve STEM teacher preparation programs aligned with the Next Generation Science Standards. A survey found that while courses adequately cover disciplinary core ideas, they are weak in crosscutting concepts. The coalition plans to develop new programs through collaboration between universities, schools, and industry over four years. This will help meet Washington's needs for more diverse and endorsed STEM teachers prepared to teach integrated subjects like computer science and engineering.
This document provides an introduction, executive summary, and scope for research on identifying support needed by the UK's further education sector to implement shared services models. The research objectives are to describe possible shared services models and current activities in both further and higher education. It will also review previous shared services projects funded by the Learning and Skills Council and provide recommendations on short and long-term support needed for implementation. The research methodology includes interviews with key stakeholders and a review of documentation, with a particular focus on collaboration fund projects and case studies of colleges working together.
This report summarizes the activities and outcomes of the Utah State Energy Sector Partnership grant program. The program provided job training to over 1,400 individuals in green construction, alternative fuels, energy efficiency/management, and renewable energy fields. Key outcomes included over 1,200 participants entering employment, over 700 obtaining WorkKeys credentials, and over 450 receiving industry certifications. The program partnered with multiple technical colleges and universities across Utah to deliver statewide training programs and leverage additional resources to expand training opportunities.
Creating A Sustainable Adult Recruitment Pool At The University Of Wisconsin ...WCET
The University of Wisconsin System developed a process to create a sustainable adult student recruitment pool. They built a database of over 14,000 potential adult students by compiling records from various sources. UW then implemented an integrated marketing approach including direct mailings, an improved website, and personalized outreach to recruit from this pool. Over 2,700 new applications and over 900 new enrollments resulted from these efforts. Moving forward, UW plans to explore additional innovative recruitment strategies using new technologies.
Similar to DRG Workplace Learning and Organisational Development DRG- archival document (20)
Twitter user @MerilynChilds discussed issues related to high-density residential supervision on August 29, 2016. Their tweets referenced the hashtag #HDRSupervision and likely shared opinions or information about policies, challenges, or debates surrounding high-density residential development and oversight. The Twitter activity from that date from the specified user was focused on or connected to topics within high-density residential supervision.
From “training” to “learning in a digital age” in an HDR Supervision Enhance...Merilyn Childs
This document summarizes a presentation given by Dr. Merilyn Childs about redesigning a Higher Degree Research (HDR) Supervision Enhancement Program from a training model to a model focused on lifelong learning. The presentation discusses limitations of the traditional training approach and proposes a more balanced approach incorporating self-directed, interest-driven learning and redesigning learning policies and practices. The goal is to better connect strategies for HDR supervisor development to theories of institutional change and digital literacies needed in today's academic environment. Feedback so far on initial stages of redesign has been positive.
A workshop I facilitated for the subject MGMT 202: Leading Others: Managing Teams and Relationships, offered by the Department of marketing & Management at Macquarie University. The subject is facilitated by Dr Senia Kalfa,
Lecturer Department of Marketing and Management.
7/7/2016
Research Integrity - Supervision Enhancement Program, Feb 2016Merilyn Childs
The document provides guidance for supervisors of Higher Degree Research (HDR) candidates on research integrity and ethics. It discusses policies regarding authorship, plagiarism, contract cheating and managing conflicts of interest. It also describes resources available through the university's Research Integrity Office, such as training and advice on handling allegations of misconduct. The document emphasizes supervisors' responsibility for ensuring candidates conduct ethical research and comply with relevant codes of conduct.
Continuity and creativity in a digitial ageMerilyn Childs
Breakfast address, Box Hill TAFE, Melbourne, November 2013. In this presentation I argued that the 4 problems I faced in 1979, when I first became an educator, are continuous - if differently resolved in a digital age.
This slide was used for a "Being Digital" workshop I facilitated at an LTC Showcase at the University of Wollongong. I set up a #hackbeingdigital hashtag a week prior, and encouraged participation. The workshop offers participants, who are in 2044, an opportunity to enter a Holodeck in 2014 to see what "being digital meant" at that time. The lived experience of the workshop is not on the ppt, as I switched to twitter, and participants did discovery activities that were then posted at #hackbeingdigital
Managing institutional change in Higher EducationMerilyn Childs
In 2011, Dehub funded Charles Sturt University (NSW Australia) and Massey University (NZ) to conduct a partnership research project to explore the following research question:What do the strategies and activities designed to foster change in blended and flexible learning and distance education developed at CSU and MU help us to understand about learning leadership?
This presentation provides an overview of the study and it's findings.
I gave this presentation as part of a PechuKucha-style colloquy held with colleagues at the Australian Digital Futures Institute on Wed 17th July, 2013. I aimed to give a few hints as to why I began using visual studies method, and some approaches. There is no voice over, so I have added some explanatory thought bubbles.
Childs, M., Brown, M, Keppell, M. & Hard, N. (2013). Wicked issues: higher education research, and institutional innovation for learning and teaching – a reflection on ‘emic research’. A showcase presentation at the HERDA 2013, The Place for Learning and Teaching, Research and Policy Strand, 1-4th July 2013, AUT University, Auckland, New Zealand.
This document summarizes information about the Women's Fire Auxiliary (WFA) in New South Wales, Australia that was established in the 1940s. It notes that 748 women were enrolled in the WFA prior to its disbandment in 1945. The women received training and could be promoted. After the WFA was disbanded in 1945, women were banned from fire services employment until anti-discrimination laws changed this in the late 1970s and early 1980s.
Recreating female fire fighter’s uniforms, nsw australiaMerilyn Childs
This presentation memorializes w wonderful project undertaken by Dr Merilyn Childs and a team lead by costumier Gracie Matthews to reproduce previously lost historic female fire fighters uniforms in NSW Australia.
Visual representations of female fire fighters, and women in relationship to ...Merilyn Childs
This presentation was designed to share visual representations of females in relationship to fire and fire fighting with female fire fighters attending WAFA 2012. The formal stuff: Dr Merilyn Childs, A/Prof of Higher Education, Charles Sturt University. Presentation to the WAFA Conference 2012 - 'Achieving Success: Courage and Confidence Under Fire’ 26 - 28 July 2012, Hotel Grand Chancellor , Adelaide. The "NSWFB" referred to on slide 2, is the New South Wales Fire Brigades, Australia.
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
Earning formal academic credit. Also see http://slidesha.re/WdsKqb: Merilyn Childs
See http://slidesha.re/WdsKqb for 2 page Ideas Paper that goes with the ppt. presentation.
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning?
Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
This archival document is the progress report of the Research Centre for Learning and Social Transformation for the period 2002-2005 as part of our submission for recognition as Designated Research Group in the College of Social and Health Sciences, University of Western Sydney, 2005.
DRG Workplace Learning and Organisational Development DRG- archival document
1. UNIVERSITY OF WESTERN SYDNEY
Nepean
Research Office
DESIGNATED RESEARCH GROUP
Annual Report for
Activity in 1998
• As you are aware, one of the conditions of a UWS Nepean Designated Research Group is the submission of an annual
report.
• When completed, this report should be sent to: The Administration Officer
Research Office
UWS Nepean
Kingswood Campus
• All entries on this form should be typed. This form is also available electronically on the Research Office Home Page.
SECTION A - IDENTIFICATION
Year of Designation Cost Centre Funding Received
1996 02640 7226 Central Host Academic Unit
10,000 $
Name of Group:
Workplace Learning and Organisational Development
Co–ordinator: Host Academic Unit
R.Wagner/M.Childs SCOS
Members of the Group: Academic Unit
Dr. Regine Wagner SCOS
Merilyn Childs SCOS
Peter Turner SCOS (Now LLL)
Paul van Reyk Research Assistant
Nigel Spence Association of Children’s Welfare Agencies (ACWA)
Eric Scott ACWA
Mick Houlbrook Centre for Community Welfare Training (CCWT)
Summarise the focus of the DRG and its achievement in the report year in not more than seven (7) lines in a form suitable for
publicity purposes, and understandable to the intelligent layperson. Comment, where relevant, on the benefits arising from
the work.
UWS Nepean Designated Resarch Group - 1 of 6 - DRG Annual Report 1998
2. During 1998 the DRG sharpened its focus. It shifted from its interest during 1995-1997 when it focussed on workplace
learning and organisational development, reviewing the training reform agenda and small business learning. During 1998
it concentrated on two main areas:
investigation of concepts and models of educational innovation. This innovation recognised the dynamic nature of
relationships and interactions of peoples, organisations, communities and regions.
changes to work organisation. This innovation recognised that the above changes are occurring during a period of
transition for industrial to post-industrial forms of work The key words that guided this development were ‘partnerships’,
‘workbased learning’, ‘recognition of prior learning’, and ‘sustainable and defensible educational modelling’.
The shift in focus oriented the DRG towards two significant developments:
1. An involvement in corporate activities at UWSN, through unfunded research and development projects and committee
activities
2. The development of the first workbased degree in Australia in the social sciences, through an industry-university
partnership. with the Association of Children’s Welfare Agencies (ACWA) and the Centre for Community Welfare
Training (CCWT).
SECTION B - RESEARCH OVERVIEW
Please detail the research outcomes and activities of the DRG. Please comment on the major objectives of the work and on
how they were achieved. Please provide a more extended statement if necessary (maximum 2 pages).
A) ACWA Partnership
The DRG’s partnership with the Association of Children’s Welfare Agencies (ACWA) and the Centre for Community
Welfare Training (CCWT) has led to the development of a long term research plan. This plan links the investigation
workplace issues in community service organisations with improvement of service delivery and the development of
appropriate qualifications and qualification processes.
Three projects are currently in progress.
1. Significant Factors in Staff Retention, Job Satisfaction and Morale in Community Organisations (Total grant $ 8500, jointly
funded by ACWA, DRG, UWS Nepean and SCOS)
This pilot project investigates relevant individual, organisational and political factors contributing to job satisfaction, retention
and morale in three organisations in the Penrith region. They are: a government department, a large charitable organisation,
and a small community based organisation. The research will combine a set of research tools capable of accessing data on all
three levels and with a view to translate the information into intervention strategies enhancing the job satisfaction, retention
and morale of workers in the sector. As a pilot this project is meant to feed into a statewide project investigating the same
issues with a larger sample of organisations, including those in rural and remote areas. The statewide project was subject of an
unsuccessful SPIRT submission. This project is approaching its conclusion.
2. Managerial and leadership responsibilities in community organisations.
Database of existing levels and types of qualifications, training and experience of managers in community service
organisations and the development of a current capability model able to represent the required skills, knowledge, and
experience for management positions in this sector. (Total grant $24,500, jointly funded by UWS Nepean and ACWA)
This project responds to the changing requirements of community services managers who are increasingly called upon to
manage non-profit organisations as for profit enterprises. The inherent difficulties and contradictions as well as the demands
of managerial approaches to organisational development have created a ‘capability’ gap. This project aims to identify the
actual skills and knowledge requirements and to develop a relevant capability model. In this process, a database on current
levels and types of qualifications, training and experience will be established. Data entry is currently under way.
3. The development of a workbased qualification for workers in community services. (Secondment)
Hand in hand with the projects mentioned above goes the development of accessible qualifications for the community services
sector. The sector is known to be under-resourced and underqualified and the development of appropriate and accessible
learning processes is of high priority. The DRG together with ACWA is conducting a consultation and curriculum
development project resulting in the development of a workbased degree to be jointly delivered by SCOS and CCWT. ($8500,
funded by ACWA). Two workbased degrees have commenced in February March 1999, in Alice Springs and New South
Wales.
UWS Nepean Designated Resarch Group - 2 of 6 - DRG Annual Report 1998
3. B. School to Work Transition
The development of (seamless) pathways between employment and education is at the basis of the DRG’s overall concepts of
partnership developments, the integration of social, learning and work that occurs in workbased learning models. In this area,
a postgraduate scholarship has been established to develop this research focus in the area of school to work transition. The
NCVER funded scholarship was taken up by Peter Turner who subsequently developed and/or participated in three funded
research projects in the area of school to work transition research. a). School-to-work Pathways – This project is funded
by the Western Sydney Research Institute to map the existing pathways in the Western Sydney Region $ (Ongoing) Regine
Wagner, Merilyn Childs and Peter Turner
b) Fairfield Community Learning Networks and Skills Development – this project is funded by Fairfield Council and is
jointly managed by Steve Wilson, Lyn Bayn and Peter Turner. $(Ongoing)
c) Education and Industry in Partnership project, ‘Young People and the Renewal of Rural Communities’ $ (Completed)
This project investigated models for participation and renewal of regional and rural communities through the involvement of
young people in regional development and jobs renewal. Merilyn Childs and Peter Turner
D. Other Industry and Cross-Institutional Partnerships, and Corporate Programs
1. NSW Fire Brigades
The DRG continued to develop its partnership with NSW Fire Brigades through the Inspector’s Promotion Program (IPP) and
consultation and negotiation for the Station Officers Promotion Program (SOPP) tied to a proposed Bachelor of Arts and
post-graduate degrees in SCOS. ($8,000) These developments reflect an overall partnership with Linkwest in the development
of concepts and models for industry-UWSN partnerships
2. Hardies Building Products
The DRG provided RPL services to Hardies to assist on-line managers access post-graduate programs at UWSN ($800)
3. Canberra Institute of Technology
The DRG is working in partnership with SCOS to develop a cross-institutional post-graduate program with CIT in social
sciences to be offered jointly in 2000.
E. Unfunded Research and Development for UWSN.
1. APL Research Project
A research project investigating Accredited Prior Learning and Recognition of Prior Learning for UWSN. (1998-99)
2. Modelling Partnerships
A research project that differentiated models of partnerships, drawing on international and Australian literature, for UWSN
Future Directions Committee. (1998)
3. Collocation Projects
The DRG has initiated and provided project management for the first industry collocation projects for the Innovations
Precinct, Werrington North. (1998-99)
4. Centralian College
The DRG and SCOS have established an office at Centralian College in Alice Springs for a Workbased Learning Coordinator
managing the Graduate Diploma of Social Sciences (Community Studies). Negotiations are currently underway to develop
future collaborations, including research, development and post-graduate opportunities (1998-99)
SECTION C - TRAINING OUTCOMES, PERSONNEL EMPLOYED
a) Please list postgraduate students, research assistants or senior research fellows associated with the group:
Research Students: Research assistants:
Peter Turner Paul van Reyk
Merilyn Childs Dionne McDonald
Jack Frawley Rosemary Thompson (CADFL)
b) Please detail postgraduate research study possibilities created and links with other similar national and
international research groups or centres that may have been established:
Post-graduate research possibilities established:
UWS Nepean Designated Resarch Group - 3 of 6 - DRG Annual Report 1998
4. The DRG has developed two research projects for potential post-graduate study in 1999-2000:
1. A project that investigates the implications and management of multi-job careers. Funding is being sought for this project
through NCVER VET Training Research Projects Category 2: Open Category, in 1999.
2. A project that investigates models of workbased learning, and the implications for course development, professional
educator skills, management and funding. The first two phases of this project- a literature review and a ‘tool kit’- will
form a platform for post-graduate research and has been seeded by the DRG for $4,000
SECTION D - RESEARCH FUNDING
1. Please list all projects showing a project title, project summary, source of funding, DRG researchers, and amount of
funding received (additional pages may be inserted).
Any externally funded or UWS Nepean funded projects should be submitting a final report (and progress report where
applicable) to the Research Office. For those unfunded projects researchers are required to submit a DECLARATION OF
DATA RETENTION AND STORAGE form to the Research Office. This can be down loaded from the Research Office
website at <http://www.nepean.uws.edu.au/research/ROforms>
1. Project Title:
Significant Factors in Job Satisfaction, Staff Morale and Staff Retention in Child Welfare
Agencies
Project Summary:
A pilot project investigating significant factors contributing to job satisfaction and staff
morale in community service organisations. Penrith region, government and non-government
service providers.
Source of Funding: UWS Nepean/SCOS/ACWA/DRG (8,500)
Researcher/s: Wagner/Spence/Scott/van Reyk
Funding in Calender Year: 1998
2. Project Title:
Management and Leadership Responsibilities
Project Summary: Questionnaire based Research on existing and required skills/knowledge/qualifications of
managers and leaders in community organisations. Development of a capability model and
appropriate workbased learning strategies and models.
Source of Funding: UWS Nepean/ACWA (UWSN Partnership Program) (24,000)
Researcher/s: Wagner/Childs/Spence/Houlbrook/van Reyk
Funding in Calender Year: 1998
3. Project Title: Workbased Degrees as Flexible Learning strategy
Project Summary: Action research. Documentation and modelling of a workbased degree. Development of staff
training programs.
Source of Funding: CADFL ($24,000)
Researcher/s: Childs/Wagner
Funding in Calender Year: 1998
4. Project Title:
School to Work Pathways
Project Summary: Mapping existing school to work pathways in the Western Sydney Region. Modelling
additional pathways.
Source of Funding: WSRI (25,000)
Researcher/s: Peter Turner
Funding in Calender Year: 1998
5. Project Title: Fairfield Community Learning Networks and Skills Development
UWS Nepean Designated Resarch Group - 4 of 6 - DRG Annual Report 1998
5. Project Summary:
Source of Funding: Fairfield Council/ UWS Nepean ( UWSN Partnerships Program )
Researcher/s: Lyn Bayn - Employment Relations
Steve Wilson - Lifelong Learning
Peter Turner - WLOD
Funding in Calender Year: 1998/99
6. Project Title: School to Work Transition – Postgraduate Scholarship
Project Summary: Transferring, analysing and modelling school to work pathways developed in South Australia
to greater Western Sydney.
Source of Funding: NCVER (20,000)
Researcher/s: Peter Turner
Funding in Calender Year: 1998
7. Project Title: Education and Industry Partnerships- ‘Young People and the Renewal of Rural
Communities’
Project Summary: Developing models for the participation of young people in rural and remote communities in
regional and jobs renewal
Source of Funding: Premier’s Department, Victoria ($7,086)
Researcher/s: Merilyn Childs,Peter Turner
Funding in Calender Year: 1998
8. Project Title: Accredited Prior Learning Research Project
Project Summary: This project has two stages:
1. Various APL and RPL models existing in Australia and internationally will be
investigated and synthesised. Appropriate policy and procedures for UWSN will be
developed. Findings to be implemented from 2000.
2. The development of a user-friendly APL handbook for students, and self-paced
professional development for staff at UWSN.
Source of Funding: Unfunded.
Researcher/s: Merilyn Childs and Rosemary Thompson (CADFL)
Funding in Calender Year: 1999
9. Project Title:
Project Summary: Partnership Modelling
The development of a position paper on strategic partnership development for UWSN Future
Directions Committee
Source of Funding: Unfunded
Researcher/s: Merilyn Childs, Judith Field(Linkwest), Regine Wagner
Funding in Calender Year: 1998
UWS Nepean Designated Resarch Group - 5 of 6 - DRG Annual Report 1998
6. 2. Please list all applications submitted for funding, the source of funding, DRG researchers, amount of funding requested,
and the anticipated project timeframe.
1. ARC SPIRT, Significant factors in Job Satisfaction, Staff Morale and Staff Retention in Child Welfare Agencies.
Regine Wagner, Merilyn Childs $ 92,000 (1999- 2000) unsuccessful
3. DETYA, Support Models to assist New Apprenticeship Completions. Merilyn Childs, Regine Wagner, with James Cook
University and Tropical Nth Queensland TAFE Institute. $677,698 (Feb 1999 – June 2000) unsuccessful
3. NCVER The impact of the casualisation of the VET labour market on educational futures, Merilyn Childs, $50,000 (April,
1999- April 2000) unsuccessful
SECTION E - RESEARCH OUTPUT
1. SUMMARY: Indicate any outputs to date. (Where relevant, write the number in each box).
Books Computer Programs
Chapters in Books Videos
Refereed Journal Papers 4 Unpublished Conference Papers
Journal Article Public Broadcasts, Recordings,
1 Papers in Conference Proceedings Performances or Exhibitions
Patents Articles Submitted
Reports to Government 3 Other: Book Review, internal
paper,published internet discussion
2. Please list all DRG outputs with full references grouped in the above categories (additional pages may be inserted).
During the 1998-99 period the WLOD focussed attention on the redevelopment of its activities, and publications did not form
a strong part of this development. In recognition of this uneven development, the WLOD has targeted publications as its
key priority for 2000-2002. The workbased learning seed project, funded by the DRG in 1999, is the first step in this
development, and will form the basis of a number of journal articles to be written in 1999-2000.
In addition, the WLOD intends to
develop a ‘how to’ book in 2000 for the management of multi-job careers
host a scholarly debate about changes to work organisation and implications, and publish proceedings in partnership with
the NSW Labor Council (under negotiation)
host a scholarly conversation between Peter Jarvis (a leading UK adult educator), Chris Duke and adult educators in
western Sydney about the changing nature of adult education as social action, and publish proceedings (May, 1999)
publish an internal research report for the Flexible Learning Grant
develop a research partnership with NSW Fire Brigades
publish the findings of current research projects with ACWA (see above)
Childs,M.Wagner,R.: A failure of the imagination-towards a critical review of VET sector orthodoxy. VET Research,
Influencing policy and practice. Proceedings of the first national conference of the Australian Vocational Education and
Training Research Association. 1998, pp 229-234.
Childs,M.,Wagner,R.: A town like Alice, workbased degrees as social, community and organisational research. AVETRA
Annual Conference Melbourne, February 11-12, 1999
Wagner,R., Childs,M., Sefton, R., Waterhouse,and P.: Methods in VET Research, AVETRA Annual Conference Melbourne,
February 11-12 ,1999
Wagner,R.: The future of voluntary work: answers to 3 questions. Internet Conference Section. Opening new perspectives to
enhance volunteer work in Germany, Berlin, 4-5 December 1998
Wagner, R., Spence, N. Significant Factors in Staff Retention, Job Satisfaction and Morale in Children’s Welfare Agencies. A
research report. Improving Services for Children, Youth and Families, ACWA Bi-annual International Conference:
Sydney, 24-27 August 1998
Wagner, R. Opening doors for workplace learning, book review, Australian Training Review, 1999, no 29. P.31
Wagner, R.: Not a one-day wonder. racism, popularism and the politics of the New Right in Australia. Junge Welt, 24th
September 1998, Vol.223, p10-11 (in German)
UWS Nepean Designated Resarch Group - 6 of 6 - DRG Annual Report 1998
7. Childs, M.Field, J., Wagner, R.: Partnerships and Workbased Learning, a discussion paper for the ‘Future Directions’ -
Committee, UWS Nepean, June 1998
Wagner,R. The changing relationship between employment, unemployment and Volunteerism, Summary of Internet
Discussion, Jahrbuch 1999 der Akademie fuer Ehrenamtlichkeit in der Jugenhilfe. p.30, Foerderverein fuer Jugend und
Sozialarbeit e.V. Berlin (in German)
UWS Nepean Designated Resarch Group - 7 of 6 - DRG Annual Report 1998
8. 3. Please list all submitted DRG outputs with full reference grouped in the above publications categories (additional pages
may be inserted).
SECTION F - BUDGET
1. Please detail the actual expenditure, and comment on the relationship between anticipated expenditure as outlined in your
submission, and actual expenditure.
The budget was expended as per submission. All funds went to pay for administrative and clerical support.
.............................................. ...........................………..................... .........................
Co–ordinator’s Signature Head, Host Academic Unit Signature Date
UWS Nepean Designated Resarch Group - 8 of 6 - DRG Annual Report 1998
9. NB Have you attached the Declaration of Data Retention and Storage for any unfunded projects (refer to Section D)?
UWS Nepean Designated Resarch Group - 9 of 6 - DRG Annual Report 1998