This paper examined the factors which influence refugee migrants' adoption of digital technology and its relevance to their social inclusion in Australia. Design/methodology/approach: This research developed a conceptual framework keeping the 'use' of digital technology as the centre-piece of the digital divide. The empirical data was derived from a series of focus group discussions with refugee migrants in an Australian regional city, Toowoomba in Queensland. Findings: There is a digital divide among refugee migrant groups and it is based on inequalities in physical access to and use of digital technology, the skills necessary to use the different technologies effectively and the ability to pay for the services. The opportunities to use digital technology could support the social inclusion of refugee migrant groups in the broader Australian community. Research limitations/implications: Further research is required to examine whether this digital divide is unique in the regional context or common to Australian society and to confirm factors that might contribute significantly to refugee migrants' social inclusion. Originality/value: This article determined the role digital technology can play in building social capital and hence social inclusion among refugee migrant groups. Many of the factors identified as influencing refugee migrants' use of digital technology can inform the Australian government and the information and communication technology industry in devising supportive policies and plans to reduce the risk of social exclusion, alienation and marginalisation among refugee migrant groups.
While environmental and social research have generated a large amount of information and data on how values and environmental ethics relate to sustainable development, there are no studies that examine the missing links reflected in the terminology of the sustainable development definition that alienates it from its ecological ethos. This paper reviews the concept of sustainable development that continues to remain vague even two decades after the Brundtland Commission report. It then examines the limitations in the contemporary anthropocentric conceptualization of sustainable development with a utilitarian ethic and argues for a more ecocentric reinterpretation of its definition that is more inclusive and incorporates recognition of the socio-ecological values. The paper concludes with a call for a revised global resolution and a framework for sustainable development based on its reinterpretation that recognizes the interdependence of humans with the rest of the ecosphere.
PurposeTo explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research.Design/methodology/approachThe relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment.FindingsA dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented.Originality/valueThe pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.
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