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Project #33 (now numbered #90) - Evaluation of the effectiveness of roofing work inspection using Remotely Piloted Aircraft Systems. (Holmesglen contact: Dr Henry Pook)

This project aims to:1) review best remote inspection practices, 2) evaluate digital technologies for remote building inspections,3) develop a guideline for the effective implementation of suitable technologies for remote building inspections.

Project # 48: Scoping study for building the future-circular economy-shared interest project (Holmesglen contact: Dr Henry Pook)

This scoping study forms a solid foundation on which to plan the necessary steps and actions to enable the transition to a circular economy. Study findings and the resulting roadmap will be widely disseminated to study participants, industry stakeholders and government to catalyse meaningful action.

Project #49: Implications of Industry 4.0 technologies on Work Practices (Holmesglen contact: Dr Henry Pook)

This project addresses the industry need to better understand the implications of emerging technologies on work practices and working conditions in the building and construction sectors. It aims to inform the design of work practices and appropriate technologies to create a desirable work environment. The project also addresses the challenges related to acquiring and retaining skilled workers arising from the introduction of new technologies.

This project will seek to understand the impact of new technologies on skills and training, and informing interventions to upskill the workforce, improve skills-based training and qualifications structures, manage the risks of deskilling and acquiring and retaining skilled workers.

Project #55 Financing the construction industry: Towards smart finance and smart contracts in construction. (Holmesglen contact: Dr Henry Pook)

This project will explore legal, technical and financial delays and blockages around supply chains in the construction industry in Australia. The project aims to address the payment and financing issues in the construction industry and explore the possibilities of smart contracts.

It is envisaged that this research will provide a current content, literature review, and issues analysis for subjects in the degree project and for our diploma courses.

Project #56: (The Cruxes Project Accelerating B4.0 Research Translation and Impact (project to facilitate the knowledge/technology transfer of B 4 research to partner organisations: (Holmesglen participants: Cedomir Gladovic, Dr Henry Pook)

This research project aims to support the CRC’s vision of developing a thriving Australian advanced manufacturing sector by enabling industry to direct and draw on Australian research through a scalable methodology that upskills researchers and industry professionals in collaboration, engagement and adoption of innovations. This multi-week coaching program gave researchers and industry project leaders a methodology to validate the pathways to adoption for research and development activities. 

Project #66: Future of construction Education (Holmesglen building degree project) (Dr Sam Duncan, Cedomir Gladovic, Dr Henry Pook)

This research will contribute to the body of knowledge on the future skills required for the building and construction industry and the role of technology and automation in meeting those skills demands. The research will provide valuable insights for higher education institutions in the development of contemporary, forward-looking industrialised construction degrees. It will also have broader implications for workforce development in the building and construction industry, highlighting the skills and training required to meet the industry’s changing landscape.

Project #80 – Insolvency in the Construction Industry (Holmesglen contact: Dr Henry Pook)

Governance strategies can better protect the consumer from builder insolvency mid-contract This research project aims to identify the key drivers and constraints that push such high insolvency rates in the residential and non-residential construction industry; research some of the key solutions to supply shortages in the residential and non-residential construction sectors; and examine how corporate. It is envisaged that this research will provide a current content, literature review, and issues analysis for subjects in the degree project and for our diploma courses.

# Research project proposal: pre-fabrication construction. (Holmesglen contact: Dr Henry Pook)

A research project investigating the need for a purpose driven VET qualification structure focussed on a ‘modernised’ construction industry (offsite/industrialised construction and onsite assembly).

B4.0 CRC is currently engaged in the development of a bachelor’s degree programme in future of construction at Holmesglen Institute (Project#66) and, although this is partly designed to accommodate learners in new technologies (including off-site construction), significant gaps would remain in training programmes for off-site construction at the trades and para-professional level: Holmesglen has submitted a proposal to B4.0CRC for a research project to investigate a purpose driven VET qualification structure focussed on industrialised/offsite construction (Certificates III, IV, and Diploma).  This might ultimately form part of a suite of education and training programmes (from certificate to degree level) needed to equip the building construction workforce of the future. 

FutureReady project (Health/nursing) – this project receives funding through a collaboration with the Victorian Skills Authority for the Care Economy skills lab

(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Kim Kenwell, Emma Parker) 

The Diploma of Nursing was recently evaluated in response to the Macklin Review of post-secondary education and training, and several opportunities to improve were identified. These included student engagement, teaching methods, development of transferrable skills, and more. The Diploma of Nursing curriculum was redesigned using integrative curriculum design, aligning learning horizontally (between units at the same stage) and vertically (between stages). A single slice of this curriculum was trialled, focusing on innovative teaching methods, active learning, and new assessment structures, this was called the FutureReady pilot medication safety unit. 

The FutureReady project demonstrates the application of innovative teaching methods and active learning to the Diploma of Nursing, driving increased engagement. Students were developed as self-motivated learners with digital learning skills, empowered to find information independently. This project illustrates the importance of simulation learning and highlights its importance within the scope of healthcare and the care economy. This report provides guidance on the methods that worked best, and which may still be optimised for adoption by other VET providers.

This report provides a roadmap for other VET providers to adapt to their own course, not just the Diploma of Nursing, emphasising key learning and teaching experiences that may be able to be applied across the board. This will build the foundation for modernising and ensuring the currency of VET qualifications.

IntraProfessional Learning (Health/nursing)

(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Dr Kamaree Houlis-Berry)

With a long history in healthcare education, interprofessional learning (IPL) has become an essential feature of undergraduate nursing programs. Interprofessional learning in this context, is defined as when two or more healthcare students learn with, from and about each other. In nursing education, the intent of IPL is for nurses to learn how to work with multiple health workers from different professional backgrounds to deliver the highest quality of care to patients, carers, families and communities. Intraprofessional learning (IaPL) is the learning that occurs when individuals of two or more disciplines within the same profession collaborate. Interprofessional learning and its positive effects are widely described in the literature, however there is a dearth of literature investigating IaPL.

The few existing studies that report the effect of IaPL in pre-registration health care courses are mostly from the USA  and Canada, but none are from Australia. Further, there is no published validated instrument to assess the intraprofessional experience to date. The adaptation of instruments that measure attitudes towards interprofessional learning within the IaPL context is virtually non-existent. Further the factors that support and facilitate the implementation of IaPL in tertiary settings, (i.e. Universities or vocational training institutions) have not been comprehensively assessed. The effects of intraprofessonal learning on in nursing education and the views and experiences of students, nursing faculty and industry clinical educators, are yet to be examined. This research study aims to investigate the role of intrapraprofessional education in the Diploma and Bachelor of Nursing programs at Holmesglen Institute through a longitudinal study.

Expansion of Integrated Practical Placement Program (disability/education/employment) – this project receives funding from an Information, Linkages and Capacity Building (ILC), Economic Participation grant

(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Alyssa Forbes-Nicholson, James Hull)

An Integrated Practical Placement Program is a structured study program for students with intellectual disability. Students are placed with an employer in partnership with a learning institution to be given the opportunity to develop the required work-related skills with the desired outcome of transitioning students into paid employment at the end of the program. Internationally these schemes have been shown to be an effective, evidence-based model that lead to measurably greater employment outcomes when compared to alternative service approaches. Graduates of these programs also have the potential to raise the profile of disability inclusive work practices through advocacy and policy-making.

A pioneering IPP Program in a TAFE was piloted in 2018 in a partnership between Holmesglen Institute and the Royal Children’s Hospital in Melbourne, Victoria. It was an innovative model that combined industry, education, and disability employment services. Participating students performed roles that fulfilled a business need and contributed to the organisation’s daily operations. Results showed that 80% of graduating students gained employment (60%) or pursued further studies (20%). It serves as an exemplary and innovative model that combines industry, education, and employment services.

It is anticipated that expansion of the program will result in increased numbers of young adults with disability reaching meaningful long-term employment.

The aim of the project is to expand the IPP program in Melbourne and regional Victoria to increase the employment opportunities for young adults (over 18 years of age) with disability. It will also create a framework and operational model for training providers and partner organisations inclusive of a student led/informed disability awareness training program. The aim of the research is to conduct a program evaluation to gain evidence of the program’s ability to produce employment outcomes for young adults (over 18 years of age) with disability and to explore stakeholder perceptions of the program’s implementation in expanded settings. This research will also assess the key features that enable the success of an IPP program, and provide a roadmap to overcome obstacles encountered during an IPP program.

Building Employer Confidence and Expanding Horizons (disability/education/employment)- this project receives funding from an Information, Linkages and Capacity Building (ILC) Building Employer Confidence grant

(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Alyssa Forbes-Nicholson)

Disability affects approximately 1 in 6 people in Australia with 34% of people with disability reporting that a lack of skills and education is one of the major reasons for their unemployment. Research suggests that employer training programs and the provision of ongoing assistance can substantially improve employment outcomes. Major obstacles to improving employment outcomes include long entrenched negative perceptions of people with disability, with a study showing that the perception of higher costs, lower productivity and increased support needed were associated with lower hiring rates in individuals with disability. While support for employers to overcome this perception is available, there is limited engagement.

The aim of the project is to create a scalable and comprehensive model of enterprise engagement and social inclusion, through partnering with a large Local Council – Monash City Council, with possible further expansion to other Councils. This project will deliver an impactful Transition to Employment Program, termed “Expanding Horizons”, which has been co-designed with people with disability, and aims to build employer confidence in employing people with disability. This program will deliver short courses to support employers in preparing to employ a person with disability. We will research the impact of these short courses on building employer confidence and explore the impact of a co-designed program on improving employment outcomes for its participants.

Mindfulness in Diploma of Nursing (health/nursing)

(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Tammy Casselson)

Mindfulness practices can be beneficial to many, with commonly reported benefits of mindfulness including reduced stress and improved resilience. Within the Diploma of Nursing, previous reviews have suggested that there is an opportunity to improve the resilience, stress management and mental wellbeing of students, particularly given the impact of the pandemic on these students. Previous studies have shown that mindfulness training can benefit students in similar

demographics, however most studies have been conducted in universities and are run as extra-curricular activities.

This study will aim to explore the impact of implementing mindfulness training into Vocational Education and Training (VET), embedded the training into a unit of Stage 2 of the Diploma of Nursing. This study will explore the impacts of this embedded training on the students’ stress management, mental wellbeing and resilience, and will aim to further explore best practice of mindfulness training within VET.

Australian Research Council Linkage Project: VET Curriculum and Holmesglen 

Holmesglen is partnering with other research organisations seeking a grant to conduct research into how ‘…VET providers create curriculum that balances adherence to industry standards with responsiveness to local and emerging employer and student needs’ and how an innovative and flexible approach to curriculum is translated into teaching, learning and assessment practices: the focus of the project would be how standards (whether competency standards or a new kind of standard) are translated to VET curriculum by providers/teachers/trainers. 

The grant for this project, if successful, will include a VET teacher research capacity building programme for provider staff working on the project: the Centre for Applied Research and Innovation is seen by the project team as being able to contribute to the project by helping to design and conduct that programme.

‘The International Specialised Skills Institute exists to encourage investment in specialised trades to address a skills shortage in Australia’. 

Each year the ISSI offers a range of fellowships, including

VSA International Practitioner Fellowships; the George Alexander Foundation Fellowship; and the Mason Family Trust Fellowship.

 For information on these fellowships and closing dates for applications, please consult the ISSI website: www.issinstitute.org.au.

Staff interested in applying for a Fellowship, should consult with their department head/co-ordinator prior to submission.

May Newsletter:  ISS Institute May Newsletter

June Newsletter: www.issinstitute.org.au/so/ceO-SPWxt?languageTag=en&cid=4cf258d6-2558-41f4-9e12-14666862bfba

In the May newsletter there is a published report from Holmesglen’s VET International Practitioner Fellow, Tammy Casselson: Embedding Mindfulness & Wellbeing in VET & Dual Sector Education for Improved Mental Health, Resilience & Performance.

Ross Digby: VSA Vocational Education & Training Fellowship

The purpose of Ross's project is to gain a deep understanding of how education and training organisations collaborate with infrastructure mega projects.  On these projects there may be one or more companies who have entered a joint venture who have a wide range of education and training demands.  To gain this understanding it is intended to visit tunnelling education & training organisations to gain an understanding of how they collaborate for mega projects. It is also intended to present how the Victorian Tunnelling Centre has collaborated on Victoria’s Big Build Projects, to gain feedback and input on developing a collaborative model that works within Australia’s education and training frameworks.

AVETRA

Share your research with your colleagues and peers through AVETRA’s Research Today magazine.

AVETRA is Australasia's only national, independent association of researchers in vocational education and training (VET). Amongst the range of services AVETRA offers, we produce VET research publications including Research Today – an electronic magazine that shares and celebrates VET practitioner research. This may be research about VET or research and innovation with and for VET’s industry and community partners.

Previous editions of Research Today are on the AVETRA website: https://www.avetra.org.au/Research-Today 

If you or your colleagues would like to contribute to the magazine, then please contact Andrew Williamson (Editor) via email awilliamson467@gmail.com or phone 0400 403 755 for more information.

APPLIED RESEARCH and INNOVATION: a call to researchers, both old and new

What is applied research?  Where do I start with a research project?  How do I define a research project: topic, question, problem? What sources are needed?  Where do I find them?

The Holmesglen Centre for Applied Research and Innovation is on hand to provide some preliminary advice with your research and assist with an exploration of the issues surrounding questions such as these.

If you are keen to know more, please contact: The Centre for Applied Research and Innovation

E: appliedresearch@holmesglen.edu.au

CONFERENCES

Note: Staff should consult with their department head/coordinator before registering for conferences. Please note that the Centre for Applied Research and Innovation does not fund registrations.

2024 AVETRA CONFERENCE

• ‘Impetus and Impact: Research that Challenges and Shapes VET Policy and Practice - A Journey from Kangan to the Future.’
• 3-4 October 2024
• Aerial UTC Function Centre Broadway, NSW
• Call for abstracts for papers and presentations

(ARC, please note that this information was circulated previously and in Holmesglen Weekly Update.)

Abstracts are required for all forms of presentations papers and interactive sessions and must be lodged via the website https://avetra.org.au/conference2024   All presenters must register as delegates for the conference and present in person. 

For further information and to lodge an abstract go to the link on the website. 

The following are dates relating to abstracts and papers:

• Last date for submissions of abstracts: Monday 24 June 2024 (closed)
• Notification of abstracts accepted: Friday 9 August 2024
• Last date for submission of papers:  Friday 23 August 2024 (for refereed papers only)  
• Last date for submission of presentations and papers for web publication:  Monday 30 September 2024

33RD NATIONAL VET RESEARCH CONFERENCE ‘NO FRILLS’  

• 'VET partnerships powering a dynamic workforce'
• 10-12 July 2024
• North Metropolitan TAFE, Perth
• More information

VET NATIONAL TEACHING & LEARNING CONFERENCE 2024

• ‘From Competence to Excellence – Strive to Inspire’
• 15-16 August 2024
• Melbourne Convention & Exhibition Centre
• Save the date

WORLD FEDERATION OF COLLEGES AND POLYTECHNICS (WFCP) World Congress 2024 

• ‘Empower, Equip, Excel.’ 22-27 September 2024, l St James, Jamaica, West Indies
• More Information

HERDSA 2024

• HERDSA invites higher education scholars and practitioners to join them on Kaurna Land in Adelaide, Australia, from 8-11 July 2024.
• The conference serves as an international gathering for individuals dedicated to higher education research, promoting student success, and exchanging evidence-based knowledge on higher education policy and practice.
• It offers a valuable opportunity for colleagues to connect, share ideas, and engage with HERDSA communities of practice. For those unable to attend in person, a separate virtual program will also be available: General Information - HERDSA 2024
• VELG TRAINING: 2024 National Conference, 31 October-1 November 2024, Brisbane Exhibition Centre
• This year’s theme is: ‘Training the Nation: Transforming lives’
• Find out more: https://www.velgtraining.com/nvc/call-for-presenters-3j40h5y

ASCILITE 2024

• The 2024 ASCILITE Conference will take place from December 1-4, 2024, hosted by The University of Melbourne, Australia.  For further information: 2024conference – 2024 ASCILITE Conference
• The conference theme is: Navigating the Terrain: Emerging Frontiers in Learning Spaces, Pedagogies, and Technologies
• Learning Spaces: XR/AR/VR/Blended…
• New Pedagogies: Enabling learner agency and capability building.
• New Technologies: X, Grok, Threads, ChatGPT – what’s next?

The Building 4.0 CRC Annual Showcase profiled some current and completed projects. Profiling of topics such as:

•  Using augmented and virtual reality technologies for vocational education and training
•  Developing new integrated wall systems
•  Designing prefabricated housing solutions for areas affected by bushfires and other natural disasters.

Dr Ross Digby delivered a partner presentation: ‘Holmesglen – Strategy for Skills & Training’ World Federation of Colleges and Polytechnics: ARRIVET Magazine: Applied Research Results in Vocational Education & Training

ARRIVET is an international, interdisciplinary publication dedicated to the documentation and dissemination of applied research results. Its focus is on the application of research to the solution of business and industry problems, and the use of applied research in vocational learning and teaching. Its audience includes those who are interested in solving practical research problems of business and industry, with particular focus on those committed to the dialogue between production and instruction, the professional and the vocational.

ARRIVET is launching in 2023 and will publish papers from applied research practitioners around the world. Initially there will be one publication annually, in an electronic format, online, and open source.

ARRiVET is inviting researchers, academics, professionals, practitioners, and postgraduate students to submit original articles in the broad area of applied research for vocational education and training. We welcome articles in the following categories:

•  Research Results – applied research findings from projects undertaken by VETs, five to ten pages.
•  Research Practices – applied research approaches leading to results and principles, three to five pages.
•  Research in Context – geographies of applied research and their results, five to ten pages.
•  Training for Research – activities in preparation for applied research and its results, three to five pages.
•  Training for Vocations – the “applied research/training for vocation nexus” including applied research in pedagogy, building teacher capacity, learning development, and building student capacity, five to ten pages.
  
  Submission must be online through the ARRiVET webpage.

For the latest edition of AVETRA’s Research Today magazine.

AVETRA Research Today November 2022.pdf

Research Today is published twice a year. If you or one of your colleagues are interested in contributing to the next edition, please contact the Research Today editor, Andrew Williamson at Andrew.Williamson@holmesglen.edu.au

Holmesglen staff have completed original research in fulfilment of the requirements of the degree of Doctor of Philosophy or the Doctor of Education. Guest, W. (2022). Apprenticeship training curriculum: examining its negotiated design and the ensuing effects on learner engagement. [Unpublished PhD Thesis]. LaTrobe University.

•  Digby, R., (2021) Entrepreneurial Leadership in the Mixed Sector Provider, Unpublished EdD, thesis]. University of Canberra.
•  Farnes, T., (2020) An exploration of workplace tension: perspectives of VET and Higher Education teaching staff in a mixed sector TAFE Institute in Australia. [Unpublished EdD thesis]. University of Canberra.
•  Koutoukidis, G., (2020) The role of interprofessional education in vocational and higher education, [Unpublished EdD thesis]. University of Canberra.

Fellowships are offered across a number of Fellowship Rounds each year. The Fellowships available each year differ according to the skills focus area, the industry area and criteria established by the ISS Institute and the Fellowship Sponsor.
Information about each Fellowship is provided on the ISSI web page-https://issinstitute.org.au-to assist you to determine if your research / skills enhancement area fits the Fellowship criteria.

More detailed information is provided in the Fellowship Application Guidelines and Fellowship Application Form provided for each Fellowship.

For more details about Fellowships please email info@issinstitute.org.au

Recent ISSI Fellows

Dr Mary Hughes*
Dr Hughes’ fellowship focused on methods and approaches to teaching and learning in early childhood settings. These approaches include the Montessori and Reggio Emilia models, both being child-centred and based on a constructivist model. *ISSI Italian Australian Foundation Fellowship.

Dr Joe Pagnoccolo*
Dr Pagnoccolo is a senior electrical teacher. His fellowship researched social and emotional learning in VET for the Australian context. Its findings will provide a greater understanding of how social and emotional learning can provide the skills needed to assist industry with an economy requiring collaboration.

Research Workshops, 2023

We also conduct seminars and workshops throughout the year to help applied researchers work with industry and undertake projects. These workshops explore ways in which researchers can design and undertake applied research, understand the importance of ethics and research integrity, and develop strategies to communicate their research findings at conferences, in journals, or through professional publications. Our programme for 2023 will be selected from the following:

•  Applied research and innovation explained.
•  Developing a research question and a research proposal
•  Literature review and scoping exercises
•  Responsible Conduct of Research
•  Applying for ethics approval
•  Using survey management tools to conduct and manage research surveys
•  Research methods
•  Action research in teaching
•  Applied research and industry collaborations-a practical approach to developing applied research projects with industry
•  Funding research
•  Publicising research and presenting at a conference

This virtual conference drew upon the theme of applied research in TAFE during a time of pandemic and reinforced the importance of industry partnerships. Speakers emphasised the view that TAFE has the capacity to play a significant role in the development of industry supported innovation and meeting future skills needs: rather than seeing the pandemic as an impediment to change, TAFEs could embrace these new challenges and opportunities by capitalising upon the possibilities presented by new technologies and increased digitalisation across many industry sectors.

The conference showcased a range of research projects and applied research partnerships between TAFE and organisations such as EastLink and the Royal Children’s Hospital; research snapshots from leading applied researchers, demonstrations of new technologies such as virtual reality and their application to education and training demonstrated the TAFE’s potential contribution to the development of industry and ‘cutting edge’ training programmes.