Gusheh, M, Firth, V, Netherton, C & Pettigrew, C 2019, 'The creation of the UTS Social Impact Framework: A collaborative approach for transformational change', Gateways: International Journal of Community Research and Engagement, vol. 12, no. 2, pp. 1-22.View/Download from: Publisher's site
The relationship between education and public purpose has been historical and remains fundamental to the core mission of the higher education sector. Alongside the growth of engaged scholarship and practice, increasing and, at times, competing forces work to influence institutional focus and direction. Key amongst these are global university ranking systems, which have begun to shift their gaze beyond traditional notions of academic excellence to also consider impact and engagement. The tension between external and internal drivers for social engagement can fragment institutional focus and undermine community impact. In the face of this challenge, holistic institutional frameworks that systemically and culturally underpin, enable and make inherent engaged scholarship remain scarce. Their absence risks marginalising engaged university practice, teaching and research, thereby limiting the potential impact of universities.
This article aims to address this gap in the literature by examining the question of how universities can create a whole-of-institution approach to their public purpose agenda. Using the University of Technology Sydney as a case, the development of the UTS Social Impact Framework is shared here. We detail the use of Appreciative Inquiry and Theory of Change as underpinning participatory methodologies that have resulted in a systems approach to change, based on institutional strengths. The resulting framework articulates a shared vision and outlines a guiding roadmap encompassing six domains of change, expressed as outcomes, and an additional three preconditions. Woven together, these create a robust image of the systemic and cultural dynamics needed to realise the shared vision of the university, ensuring that contribution to social outcomes remains a core mission of this higher education institution. The adopted approach used in this study can inform the development of contextually relevant frameworks across the sector, with potential to reposi...
Barber, T & Netherton, C 2018, 'Transitioning between vocational and university education in Australia: the impact of the vocational education experience on becoming a university student', Journal of Vocational Education and Training, vol. 70, no. 4, pp. 600-618.View/Download from: Publisher's site
Research was undertaken to understand the experiences of students entering the University of Technology Sydney through vocational education pathways, with the aim of improving transition support for these students. A theme which emerged was the pivotal role played by the students' vocational education teachers in facilitating their students' self-belief that they had the capacity to succeed in their studies. This, together with increased academic skills and knowledge, provide students with the confidence and capabilities to continue on to university. The theoretical framework of institutional habitus and Gale and Parker's conceptualisation of transition are utilised to analyse findings about the impact of the vocational educational learning environment upon students' transition to university, and how the students experience and manage the transition between the different education sectors.
The Bridges to Higher Education (Bridges) consortium was a federal government $21.2 million funded program, delivered between 2012 and 2014, with the objective of improving the participation rate of students from communities under-represented in higher education. A large initiative within the over 90 projects was the building of pathways and support processes for students studying in TAFEs and colleges to undergraduate places in higher education. The University of Western Sydney and University of Technology Sydney collaborated with TAFE NSW to develop several hundred articulated pathways, build students' aspirations for and knowledge of university study, and provide support processes for them to make the transition. This paper describes the inception, implementation, operations, outputs and outcomes of the Pathways/VET initiative. The project was externally evaluated by management consultants KPMG, and the quantitative data and qualitative data expressed by students and teachers identified that there were significant outcome
Barber, T, Netherton, C, Bettles, A & Moors-Mailei, A 2015, 'Navigating VET to university: Students' perceptions of their transition to university study', Student Success, vol. 6, no. 2, pp. 33-41.View/Download from: Publisher's site
This paper examines preliminary findings from research into the transition experiences of students
entering university through a VET pathway. Participants' responses obtained in an online survey are
analysed to explore their perceptions of how their VET background influenced their transition, including
their expectations and adjustment to university. Findings indicate that participants are largely
experiencing transition as a positive experience, but in particular those who perceived their VET
background as very influential on their transition have significantly higher levels of adjustment and
fulfilled expectations. The survey is part of a larger research project including focus groups and interviews
that will allow a deeper analysis of students' experiences. The research also aims to contribute to a deeper
conceptual understanding of the transition process.
Bye, AME, Connolly, AM, Netherton, C, Looker, P, Burgess, A & Lonergan, A 2007, 'A triangulated approach to the assessment of teaching in childhood epilepsy', MEDICAL TEACHER, vol. 29, no. 2-3, pp. 255-257.View/Download from: Publisher's site
Netherton, C, Goodyer, I, Tamplin, A & Herbert, J 2004, 'Salivary cortisol and dehydroepiandrosterone in relation to puberty and gender', PSYCHONEUROENDOCRINOLOGY, vol. 29, no. 2, pp. 125-140.View/Download from: Publisher's site
GOODYER, IM, Park, RJ, Netherton, CM & Herbert, J 2001, 'Possible role of cortisol and dehydroepiandrosterone in human development and psychopathology', The British Journal of Psychiatry, vol. 179, no. 3, pp. 243-249.View/Download from: Publisher's site
Gubba, E, Netherton, C & Herbert, J 2000, 'Endangerment of the brain by glucocorticoids: experimental and clinical evidence', Journal of Neurocytology, vol. 29, pp. 439-449.
Beckley, A, Netherton, C & Singh, S 2015, 'Closing the gap through Bridges to Higher Education', Research and Development in Higher Education: Learning for Life and Work in a Complex World, HERDSA, Melbourne, Australia, pp. 416-435.
Beckley, A, Netherton, C, Singh, S & Stoddart, J 2015, 'Greater than the sum of its parts? A collaborative approach to widening participation in Higher Education', The National Association of Enabling Educators of Australia Conference, Sydney, Australia.
Bye, AME, Connolly, AM, Netherton, C, Looker, P, Burgess, A & Lonergan, A 2006, 'Learner perceptions of interest, clinical confidence and usefulness in teaching childhood epilepsy', EPILEPSIA, 60th Annual Meeting of the American-Epilepsy-Society, BLACKWELL PUBLISHING, San Diego, CA, pp. 128-128.
Reidsema, C, Netherton, C & Wilson, S 2004, 'Impromptu design as a vehicle for developing team work and problem solving skills in design engineering', Global Excellence in Engineering Education, Proceedings of the International Conference on Engineering Education 2004, International Conference on Engineering Education.
Netherton, C, Goodyer, I, Tamplin, A & Herbert, J 1999, 'Biological aspects of depression. Post pubertal sex differences in salivary cortisol and emotionality', European Child and Adolescent Psychiatry, 8(Supplement 2):109, 11th International Congress of the European Society for Child and Adolescent Psychiatry, Hamburg, Germany.
Final evaluation report for phase 2 of a pilot project funded through the Association of Independent Schools of NSW, aimed at improving outcomes for Indigenous students in 16 project schools across NSW and the ACT