Miliszewska, I. & Sztendur, E.M. 2011, 'Critical success attributes of transnational IT education programmes: The client perspective', Journal of Information Technology Education:Research, vol. 10, no. 1, pp. 123-137.View/Download from: UTS OPUS
How can transnational education (TNE) programs be made more effective? According to the literature, no one is in a better position to comment on this question than the students themselves. At the same time, there is a recognized scarcity in the literature of student input into the issue of transnational program effectiveness. In consideration of this need, a research study was conducted to examine the effectiveness of TNE programs from the student perspective. To this end, transnational students' views on the various dimensions of the TNE context were used as a key indicator of the effectiveness of transnational programs. The evaluated dimensions included student, instructor, curriculum and instruction design, interaction, evaluation and assessment, technology, and program management, and organisational support. Data for the study was collected from approximately five hundred transnational students participating in eight transnational undergraduate computing programs offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam. Overall, students from the eight different programs considered in this study were in agreement as to the factors they perceived as most important to the effectiveness of transnational programs. As anticipated and confirmed by the literature, students were of the view that their own motivation, self-discipline, and the ability to work independently, as well as in a team, was a pre-condition of an effective program. With respect to instructors, students attached the greatest importance to the instructors' ability to understand program requirements and student needs, use communication skills effectively, and be well prepared and organized. They were also in agreement regarding the importance of instructors' experience with technology-based programs and their ability to provide well-designed syllabus and presentation outlines. The relevance of the curriculum to job and career was perceived as the most important aspect ...
Miliszewska, I. & Sztendur, E.M. 2010, 'Interest in ICT studies and careers: Perspectives of secondary school female students from low socioeconomic backgrounds', Interdisciplinary Journal of Information, Knowledge, and Management, vol. 5, pp. 237-260.
The under-representation of females in information and communication technology (ICT) fields of study and careers continues to attract considerable attention. This article discusses findings of a research study that investigated interest in ICT studies and careers among female secondary school students. The investigation focused on girls from schools in the Western suburbs of Melbourne, Australia, home to families with low socio-economic status and students exposed to "educational disadvantage." The article outlines the demographic background of the participating girls, their experiences with ICT, self-efficacy of ICT skills, and their preferences for future studies and careers in ICT. It also analyzes factors that might have influenced the girls' attitudes towards ICT studies and careers, including their ethnic background, exposure to ICT at school and home, and perceptions of ICT. The article concludes with suggestions for future research.
Miliszewska, I. & Horwood, J. 2005, 'An architecture for a federated education system', International Journal of Distance Education Technologies, vol. 3, no. 1, pp. 97-106.View/Download from: Publisher's site
This article presents the development and software architecture of a conceptual and operational collaborative distance education model. Promotion of educational expertise, especially through expansion of specialization, is of increasing importance. Within the educational sphere, big universities tend to dominate the market at the expense of smaller ones. For small universities, the key to their survival could also be specialization within disciplines, coupled with collaboration among universities. Intra-discipline specialization would promote development of quality services, and interuniversity collaboration would enable a wide offering of these services. The proposed paradigm would require the development of a suitable model to support it. The model proposed in this article is a federation of independent universities that are loosely coupled to facilitate collaboration and the sharing and exchanging of information. The federated model, supported by agent-based communication over the Internet, can operate across geographical, cultural and organizational boundaries while promoting integration within those boundaries. Copyright © 2005, Idea Group Inc.
Alwast, T., Miliszewska, I. & Leung, C. 1996, 'A decision support system architecture using agents and data warehousing', International Journal of Information and Management Sciences, vol. 7, no. 4, pp. 26-41.
A generic architecture incorporating agent based and data warehousing technologies for the design of decision support systems (DSS) is presented. The architecture consists of an interface agent, control and service agents, and a warehouse agent organized in a hierarchical structure which supports cooperative problem solving. The architecture has been designed to support DSS type query processing and to provide a framework for integrating both intelligent and conventional heterogeneous software components. A data warehouse is specifically used to support efficient DSS type query processing and at the same time facilitate the integration of distributed databases. The architecture provides a platform for cooperative problem solving in a complex environment. Implementation issues relating to such an architecture are also addressed.
Miliszewska, I. 2008, 'Federated agent-based architecture for collaborative education model' in Strategic Applications of Distance Learning Technologies, pp. 84-95.View/Download from: Publisher's site
This chapter presents the development of a conceptual, operational, and software architecture of a collaborative education model. The purpose of the model is to provide efficient communication services and an open scalable architecture for the uniform publication, management, and dissemination of distributed educational material developed by geographically dispersed educational providers, while maintaining the autonomy of the participating providers. Promotion of educational expertise, especially through expansion of specialisation, is of increasing importance. Within the educational arena, big providers tend to dominate the market, at the expense of smaller ones. For small providers, specialization within disciplines, coupled with collaboration among other providers might be the key to their survival. Intra-discipline specialization would promote development of quality services, and inter-provider collaboration would enable wide offering of these services. The proposed paradigm would require the development of a suitable model to support it. The model proposed in this chapter is a federation of independent providers that are loosely coupled to facilitate collaboration, and sharing and exchanging of information. The federated model, supported by agent-based communication over the Internet, can operate across geographical, cultural and organisational boundaries while promoting integration within those boundaries. Because of its potential ability to cross the various boundaries, the proposed model seems particularly applicable to distance education environments. © 2009, IGI Global.
Miliszewska, I. & Sztendur, E.M. 2009, 'Girls from low socio-economic backgrounds: Factors influencing their interest in ICT study and career', 15th Americas Conference on Information Systems 2009, AMCIS 2009, pp. 3335-3347.
The under-representation of women in information and communication technology (ICT) fields of study and occupations has attracted considerable attention of researchers in higher education. This paper discusses findings of a preliminary investigation aimed to investigate further study and career preferences of female students in one of Melbourne's all-female secondary schools and determine factors that might influence their decisions. The investigation focused on female students from schools in the Western suburbs of Melbourne, Australia, home to families with low socio-economic status and students exposed to "educational disadvantage". © (2009) by the AIS/ICIS Administrative Office All rights reserved.
Miliszewska, I. 2008, 'Transnational education programs: Student reflections on a fully-online versus a hybrid model', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), pp. 79-90.View/Download from: Publisher's site
With rapid expansion of the transnational education market, more and more universities join the ranks of transnational education providers, or expand their transnational education offerings. Many of those providers regard online provision of their programs as an economic alternative to face-to-face teaching. Do the transnational students support this view? This paper discusses student responses to the fully-online provision of education programs in several important transnational markets: Hong Kong, Malaysia, Singapore, and Vietnam. The paper reports on a study of the perceptions of transnational students in those locales of the importance of the hybrid learning environment with an emphasis on face-to-face interaction in their courses, and discusses the importance of cultural sensitivities on those perceptions. The paper concludes by considering the future of the hybrid education model in the transnational context. © 2008 Springer-Verlag Berlin Heidelberg.
Miliszewska, I., Venables, A. & Tan, G. 2008, 'Reflections on a mentoring experience in an undergraduate computing course at Victoria University', Proceedings of the 2008 International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS 2008, pp. 47-52.
The problems encountered by students in first-year computer programming units are a common concern in many universities, including Victoria University. Despite various initiatives introduced over the years to alleviate the problems, commencing students continue to struggle with programming; this struggle results in high failure rates in introductory programming units and contributes significantly to the high attrition in computing degree programs. This paper reports on a mentoring program introduced as part of a strategy to improve the learning outcomes of novice programming students. The paper describes the mentoring initiative, discusses its various dimensions, explores the roles of its participants, and reflects on the benefits gained from the experience.
Miliszewska, I. & Horwood, J. 2007, 'Engagement theory: A universal paradigm?', Proceedings of the Thirty-Seventh SIGCSE Technical Symposium on Computer Science Education, pp. 158-162.View/Download from: Publisher's site
A Computer Science degree is offered by Victoria University bothlocally in Australia and transnationally in Hong Kong. The degreeincludes a compulsory final year Project subject. The Project, ateam effort, involves the design and implementation of a real-lifecomputer application for an external client. Academics responsiblefor the degree consider Project and its three components of groupcontext, project-based problems, and outside focus essential totransforming computing students into competent graduates. DoProject students support this view? This paper reports on acomparative study of the students' perceptions of the projectexperience and the relative importance of its three components. Thepaper discusses the results of the study with respect to thedifferent locales, Melbourne and Hong Kong, and concludes byconsidering the implications of the study on the Project model. Copyright 2006 ACM.
Northcott, B., Miliszewska, I. & Dakich, E. 2007, 'ICT for (I)nspiring (C)reative (T)hinking', ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 761-768.
The capacity for creative thinking in the workplace is a generic skill that employers value highly in their employees. Although creativity is regarded as an important employability skill, it is a quality in which tertiary graduates are often lacking. Thus, the development of creative thought should be promoted as an integral part of tertiary education; Information and Communication Technology (ICT) can assist in accomplishing this task. Research suggests that ICT has the potential to encourage and support creative thinking throughout the learning process. This paper investigates the links between the theories of encouraging creative thinking in an educational context, and the practice of incorporating ICT in the implementation of learning strategies. The paper reviews the constraints and challenges associated with the deployment of ICT as a tool for encouraging creative thinking, and concludes with suggestions for effective implementation. © 2007 Ben Northcott, Iwona Miliszewska and Eva Dakich.