Growth in online higher education offerings has been significant in recent years, with many Australian Universities launching programs to extend into new markets and meet the student demand for greater flexibility in delivery modes. Further, it is well understood that good support is an essential component to student success, satisfaction and retention. Despite this, orientation, including non-academic support, is often overlooked in online education systems. Therefore, the current study aimed to develop an orientation program to increase student preparedness and facilitate ongoing support, in addition to developing evidence-based best-practice strategies to support academic’s when developing new online courses.
Higher education is under pressure to advance from a singular focus on assessment of outputs (measurements) to encompass the impact (influence) of initiatives across all aspects of academic endeavour (research, learning and teaching and leadership). This paper focuses on the implications of this shift for leadership in higher education. Demonstrating the impact of leadership in higher education requires taking a step beyond measuring the skills, behaviours and achievements of individual leaders to demonstrating how universities can evaluate the impact of actions taken to build leadership capacity across the institution. The authors extend the outcome of empirical research into how a distributed leadership approach can be enabled and evaluated in Australian higher education-to analyse the effectiveness of these processes for both measuring output and assessing the impact and influence of practice.
In applied behavior analysis, the use of function-based treatments to reduce problem behavior is well-supported. However, in some cases, function-based treatments alone may not be as effective as nonfunction-based treatments or function-based treatments with additional, nonfunction-based components. In this case study, we compared the delivery of preferred edible items (a nonfunction-based treatment), a break from a task (a function-based treatment), and an enhanced break, which consisted of a break plus access to a preferred tangible item (combination of a nonfunction-based and function-based treatment), to treat escape-maintained aggression exhibited by a young child with attention deficit hyperactivity disorder. Across all three treatments, reinforcement (i.e., edible, break, or enhanced break) was delivered contingent upon compliance with instructions and problem behavior resulted in escape. The nonfunction-based treatment and the combination treatment reduced aggression to zero levels; the function-based treatment did not. Finally, we allowed the participant to choose which of the three treatments he preferred to experience; he selected the combination treatment most often.
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