Welcome to Griffith Open

Griffith Open collects, preserves and makes freely available research publications by Griffith College staff and learners. These can include, but are not limited to, theses, peer-reviewed articles, book chapters, working papers and conference papers, professional presentations, exhibitions and teaching resources. Where material has already been published it is made available subject to the open-access policies of the original publishers. This service is maintained by Griffith College Library.

Recent Submissions

How We Care? An exploration of tutors’ experiences of developing caring relationship with mature students in an online learning environment
(Griffith College, 2023) Fox, Iryna
The study addresses the dilemmas of building and maintaining caring relationships between academic staff and mature students who transitioned from further education studies to a higher education programme delivered online. Teacher care is considered as an important factor in students’ outcomes, experiences, and well-being (Tang, et al., 2022) while the role of care for students who find studying challenging, and who are affected by lack of confidence or personal and societal issues is even more significant (Barrow, 2015). The purpose of this study was to conduct a phenomenological inquiry into academic staff’s perceptions and lived experiences of caring relationships with their students. To gather data, narrative methods were employed. Seven participants wrote reflective texts which were analysed, and the preliminary findings were discussed in a focus group with three participants. The data from the reflective texts and the focus group discussion was converged and led to identification of four themes which describe the phenomenon of caring relations as situated, individualised, reciprocal and vulnerable. These themes inform recommendations to provide support at the organisational level to the academic staff and students which would lead to more effective relationships and improve the learning environment for all.
Towards a Training Intervention To Assist Recruiters to Level The Playing Field In Their Interview Process When Dealing With Neurodiverse Candidates
(Griffith College, 2023) Buckley, Alan; Childs, Alice
The purpose of this project is to develop an intervention to assist recruiters to make the interview process easier for neurodiverse candidates. The idea for this topic has its roots in the Innovation for Learning Module of the Postgraduate Diploma. An article, where Dominic Cummings (the former adviser to British Prime Minister Boris Johnson) called for more “gifted weirdos” to be recruited to the civil service, triggered an interest in neurodiversity (Sayal, R., 2020). This led to further research on the topic and to a piece which stated that in order to facilitate this diverse thinking, business leaders needed to alter their culture to accommodate such individuals (Reynolds and Lewis, 2017). However businesses are often echo-chambers who recruit in their own image, and thus, how to break this cycle? The chosen format for this research was Dissertation by Practice, which would enable the development of something that would be of practical benefit to recruiters and neurodiverse applicants. The researcher works in employment enablement programmes, delivering material in the job-skills and performance-enhancement fields and therefore the development of a tool that would add to the body of work already developed by key support organisations such as AHEAD, the National Learning Network and Ability@Work, was a strong motivator for choosing Dissertation by Practice. The information-gathering phase of the project consisted of Secondary Research of articles, journals, interviews and reports from industry and neurodiverse support organisations; and Primary Interviews with Recruiters, Neurodiverse Support Officers and Learning Designers (to seek input on designing the Artefact). The research phase sought to answer three key questions: To what extent might the current recruitment methodologies discriminate against neurodiverse people? Why / How? (bias? prejudice? unwillingness? lack of awareness?) What can be done about it? What emerged from the research was that the interview process was indeed generally more difficult for neurodiverse applicants, because the key things recruiters assess (and which the process is designed to uncover) are often (though not always), areas where neurodiverse applicants may struggle (communication skills, interpersonal connection, etc.). The reason this imbalanced system is used, is generally because it is an established, easy to use, mainstream approach; however it does not easily facilitate people who do not fit the norm. As such, neurodiverse individuals are not really considered and are something of a blind spot. The solution is a training day (presented in the Artefact) designed to open recruiters’ eyes’ to the potential of neurodiverse talent and trigger the desire for recruiters to reconfigure their own recruitment processes. Guided by Adult Learning Theory, the training day takes a Guided Discovery/Problem Based Learning approach, scaffolding the interactive exercises over the day, to trigger the motivation of recruiters to change their interview process, and thus benefiting all.
Work Integrated Learning in Teachers’ Education in Early Years Education in Ireland
(Griffith College, 2023) Lee, Hyunjung; Gillis, Peter
Work Integrated Learning (WIL) has been adopted in academia because of its potential benefits to WIL participants - students, academic institutes and industries (Dorasamy and Rampersad, 2018). With the awareness of WIL benefits, Professional Practice Placement as a form of WIL has long been embraced in Teachers’ Education where students apply knowledge of educational theories and develop teaching skills through practice in an authentic work environment. However, the placement in Teachers’ Education in the Early Childhood Education and Care (ECEC) programme has only recently become compulsory and there has been little research on students’ experience in the placement in Early Learning and Care sector (ELC) in Ireland. This study aimed to gain insight into a broader understanding of students' and mentor teachers' experiences and perceptions toward placement in the ELC in Ireland. Ultimately, it intended to find effective ways of enhancing the WIL experience for both WIL participants so that the placement experience optimistically influences students’ learning outcomes and developing professional dispositions as well as in-service teachers’ continuous professional development. To find the answer to the research questions, quantitative research methods were employed in two cohorts. Students’ survey measured Overall Satisfaction with placement (Bolliger and Halupa, 2012) and Cliffe et al. (2014)’s Short version of Supervisory Relationship Questionnaire (S-SRQ) was used to measure satisfaction with their mentor teachers. Plus, Rigg (2000)’s Mentor Self-Efficacy Scale (MES) was utilised to measure in-service teachers’ mentoring efficacy along with five variables. Students presented a positive satisfaction rate overall on their placement experience. However, discrepancies among students’ responses and experiences were observed. Although most students expressed an optimistic supervisory relationship with their mentor teachers, a wide range of satisfaction degrees was revealed with undesirable experiences and unsupportive relationships. Students expressed a high rate of Safe Base aspect in the Supervisory Relationship satisfaction but the Structure aspect was relatively low. A strong correlation between students’ placement satisfaction and supervisory relationship was reported. The participants from a teacher cohort in this study showed a high level of mentoring efficacy in general. Similar to the findings from the students’ survey, teachers displayed higher efficacy in the psychologically safe base aspect. Conversely, teachers showed less confidence in having mentoring relevant skills and managing time to mentor students. A significant correlation between MES and teachers’ qualifications was found. Teachers who had more structured mentor training presented a strong relationship with several aspects of MES. To enhance the WIL experience of students, the findings suggested more structured mentoring sessions for students with mentor teachers who have equipped relevant theoretical knowledge and mentoring skills. Provision of structured mentoring training in cooperation with Higher Education Institutes to in-service teachers is suggested not only to improve students' positive WIL experience in a quality setting but also to support in-service teachers' ongoing professional and personal development.
To Investigate the Attitudes, Motivations, and Barriers of Early Learning and Care (ELC) Professionals Towards Engaging in Regular Continuous Professional Development (CPD
(Griffith College, 2023) Dowdall, Marie; Butler, Orla
This research project investigates the attitudes, motivations, and barriers of Early Learning and Carecpds towards engaging in regular Continuous Professional Development (CPD). The study includes a literature review and data collected from a questionnaire and an online focus group. Results show that there is generally a positive attitude towards CPD amongst ELC Professionals. Managers and supervisors engage more in CPD than those who work directly with the children. Qualifications and experience impact CPD engagement. Barriers include lack of time, workload, financial constraints, and burnout. Supports include release from work, payment for CPD, and cost reimbursement. Overall, the research findings enhance understanding of attitudes, motivations, and barriers to CPD among ELC Professionals. Factors such as position, experience, and qualifications influence CPD engagement. Support and resources, autonomy in CPD choices, and a supportive community are important to ELC Professionals. The findings contribute to improving Professional practice and strengthening quality and Professionalism within the ELC sector
An inquiry into the learning environment preferences of undergraduate design students: What spaces encourage their motivation and engagement?
(Griffith College, 2023) MacManus, Oisin
The literature indicates that the physical design and built environment which students spend their time within has a direct influence on their wellbeing and subsequent engagement with their studies. Furthermore, a major shift in contemporary pedagogical approaches from traditional teaching methods to more active learning has also had implications on the physical design of space. In contemporary higher education institutions, new pedagogic approaches may not necessarily match room layouts and design. This research draws upon the personal experience of the researcher, who has worked within the construction industry as an interior designer for over twenty years, been a part time lecturer in higher education for five years, and engaged in substantial professional development as an educator. The researcher’s combined perspective as a designer, lecturer, and lifelong learner revealed a possible conflict between pedagogical approaches and the physical environment of the classroom. This qualitative, interview-based study aims to discover student preferences and to explore their personal rationale for these, as well as their perceptions of how the physical environment impacts their engagement and wellbeing while on campus. In addition, data collected on classroom layouts indicated the participants had diverse opinions on how they viewed the design of a learning environment. Analysis of the data indicates an association between student preferences and internal scripts (Kollar et al., 2014), which relate to our previous experiences, which in turn, can influence how we perceive a new environment. Physical attributes associated with indoor lighting/views, acoustics, and temperature were also found to be concerns with the participants. Moreover, access to college facilities and being able to navigate the campus easily was expressed as a dissatisfaction. This study provides insight into the implications of the built environment on student wellbeing and their sense of belonging. An implication of this study is: students could contribute to and inform the design of learning spaces which would enhance their on-campus experience.