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Personal and Professional Perceptions: Pre-University Pathway Programs, Pedagogy, and Praxis
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Author(s): Donna M. Velliaris (Eynesbury Institute of Business and Technology, Australia)and Janine M. Pierce (University of South Australia, Australia)
Copyright: 2017
Pages: 26
Source title:
Accelerated Opportunity Education Models and Practices
Source Author(s)/Editor(s): Rene Cintron (Louisiana Community & Technical College System, USA), Jeanne C. Samuel (Delgado Community College, USA)and Janice M. Hinson (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-5225-0528-0.ch004
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Abstract
This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diploma of Business pathway, as business-related programs are most common in the Australian pre-university Higher Education (HE) sector. EIBT's diplomas are deemed equivalent to the first-year of the corresponding Bachelor's degree at the partner university for ‘international' students who did not reach direct entry requirements due to their English language proficiency and/or previous academic results. While many sessional academic staff work cross-institutionally, there are few occasions for associating with fellow EIBT colleagues on a personal level and equally few to learn about the professional experiences that have contributed to their pathway teaching philosophy and/or pedagogical practice(s). The author-researchers decided to undertake a period of self-reflection and composed their own narratives to story the notable differences between teaching in a pathway school compared with mainstream university.
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