Faces in tertiary places and spaces: experiences of ... · – faces who are therefore in a unique...

Australian Journal of Adult Learning Volume 48, Number 3, November 2008

Faces in tertiary places and spaces: experiences of learning in both higher education and VET

Roger HarrisCentre for Research in Education, Equity and Work

University of South Australia

The development in today’s society of knowledge workers for tomorrow is of critical importance. Worldwide, there is considerable interest in the respective roles of higher education (HE) and vocational education and training (VET) in building human capability. This paper is designed to provoke such questions as: what kinds of learning places and spaces are Australia’s HE and VET institutions? and how do individuals make sense of the learning and teaching in these sectors? The paper focuses on the experiences of those learners who have studied in both sectors – faces who are therefore in a unique position to analyse them as learning places and spaces.

A survey was undertaken of 556 learners who commenced study in technical and further education (TAFE) and universities in South Australia. Subsequent interviews with 69 of these students explored their educational histories in greater depth. The data reflected important differences in the learners’ experiences within the sectors.

Faces in tertiary places and spaces 523

The findings can provide policy-makers and institutional leaders with insights into how best to position these two sectors to the advantage of learners with changing needs, expectations and desired pathways. They suggest that greater recognition could be afforded to the different but increasingly complementary roles that HE and VET play.

Introduction

Thereisconsiderablenationalandinternationalinterestintherespectiverolesofhighereducation(HE)andvocationaleducationandtraining(VET)inbuildinghumancapability.Thisthemeisparticularlysignificantintoday’ssocietywheredevelopmentofknowledgeworkersfortomorrowisofincreasingimportance.Therelationshipbetweenthesesectors,forexample,wasapriorityoftheMaastrichtCommuniquein2004intheEuropeanUnion.Itwasthesubjectofthe25thAgorain2007oftheEuropeanCentrefortheDevelopmentofVocationalTraining(Cedefop),andhasformedakeythemeinseveralrecentjournaleditions.ItisalsoakeythemeintheAustralianGovernment’s(2008)Review of Australian higher educationthatiscurrentlytakingplace.

InAustralia,theHEandVETsectorsbothprovideopportunitiesfortertiaryeducation.Theyaredifferentinmissions,structuresandfundingregimes,aswellasinnumberofstudents,ageprofileofstudents,andcoverageoffieldsofeducationandequitygroups(Karmel&Nguyen2003).However,thoughdifferent,theyarenotdistinctandtheydisplayincreasingoverlap(AustralianGovernment2008:37).Thispaperaimstoprovokesuchquestionsas:whatkindsoflearningplacesandspacesareAustralia’sHEandVETinstitutions?andhowdoindividualsmakesenseofthelearningandteachinginthesesectors?ThepaperfocusesontheexperiencesofthoseSouthAustralianlearnerswhohavestudiedinbothsectors

524 Roger Harris

– faceswhoarethereforeinauniquepositiontoanalysethemaslearningplacesandspaces.

Thereisagrowing,thoughstillsmall,bodyofresearchonlearnertransitionswithinandbetweeneducationalsectors.Muchofitfocusesonthetransitionfromschooltopost-secondarysettings(Hillman2005)orwork(Muller&Gangi2003,OECD2000),andparticularlyonpolicyandstructuralmatterssuchasarticulationandcurriculum(Harreveld2005,Hall&Thomas2005,Keating2006),sectoralboundaries(Young2006,Grubb2006,Gallacher2006)andaccreditation(West2006).Thereisrelativelylittleempiricalattention paid to learners’experiences,especiallyrelatedtolearningandteaching,andwhatthereis,tendstoconcentratewithinonesector(e.g.Laanan2007,Lowe&Gayle2007,Auburn2007,Kraus et al.2005,Anderson2005).WhiletheAustralianGovernment’s(2008:39)recentdiscussionpaperreferstotheinterfacebetweenthesectorsbeingmanifestedin

credittransferandarticulationarrangements,dualsectoruniversities,multi-sectorcampuses,somelimitedsharingofinfrastructure,someresearchcollaborationandincreasingoverlapinqualificationsoffered…,littleisknownabouttheeffectoftheserelationshipsonthequalityofprovision,satisfactionofstudentsortheefficiencyofthesystem.

Hencethefocusinthispaperison(a)learners’experiences(ratherthanbureaucraticorliteraryopinions),(b)learningandteaching(ratherthanstructuresandpolicies)and(c)two-waytransitionsbetweenVETandHE(ratherthantransitionsfromschooltoworkorfurthereducation).Insodoing,itexploresissuesrelatedto‘boundary-crossing’,torelationshipsbetweenthesetwoeducationalsectors,tostructureandagency,andtoperceptionsofsectoralstatus.


Crossing boundaries

Crossingboundariesappliestoalmostallwalksoflife.Whetherconsideringnational,community,organisationalordisciplinaryborders,crossingaffectslanguage,relationships,culturalhabits,citizenshipandidentity.Potentialbenefitsarethatsuchcrossingcanleadtothecuttingedgeswherechange,innovation,discoveryaremorelikelytobegeneratedandwherethereisabreakingoutfromsilosorruts.Potentialdangersarethatcrossingcanleadtoculture/roleconflict,tensionandconfusion.Inthecaseoflearners,boundary-crossingmayoccurinmanyways – inthispaper,however,thefocusislimitedtoeducationalsectorsandstudyfields.

Koeglreiter,TorlinaandSmith(2008:170–1),inremindingusthatboundariesaremulti-dimensionalandthatculturaldifferencesmustbeappreciatedandaddressed,haveidentifiedfourtypesofboundarieswithregardtoorganisations:social,information,structuralandcommunication.Itisthestructuralcategory – thephysicalandgeographicaspects,organisationaldesign,andprocedures – thatisperhapsthemostapplicableofthesetypesintheinstanceoflearnersstudyinginVETandHEorganisations.Theseauthorsreferalsoto‘boundaryspanningactivities’(p.172)thatcanhelptominimiseproblemsofinformationflowanddecision-making.Thinkingofsuchactivitiesasoccurringatbothformalandinformallevels,itislikelythatlecturersandcareeradvisorscouldbeofassistanceintheformerandfellowlearnersandsocialnetworkinginthelatter.Similarly,Islam(2008)hashighlightedhowlearner-ledcommunitiesofpracticecanbeimportanttoolsforlearning,inthattheycanprovidethecontextinwhichtolearnprofessionalidentitiesthat,beyondtechnicalknowledge,facilitatethetransitionoflearnersfromonesettingtoanother.Theyactas‘intermediaryzones’(p.279),offeringopportunitiestolearnsocialandprofessionalnormsthatwouldbedifficulttoacquireintraditionalclassroomsettings.Theyprovideaspacebetweeninstitutionalisedfieldsthateasesthecrossingbetweensettings.

526 Roger Harris

Boundariescanbeproblematicinthattheycanbedifficultplaces,withconnotationsofmarginalityandperipherality,beingontheedge.Wenger(1998:254)warnsusthattheyareplaceswhere‘onecananticipateproblemsofcoordination,understandissuesofmiscommunication,andcometoexpecttransformationsaspeopleandobjectstravelacrossthesociallandscape’.However,forthatveryreasontheyareworthyofattentionasplacesoflearningwheremeaningcanbenegotiatedanew:

Boundariesarelikefaultlines:theyarethelocusofvolcanicactivity.Theyallowmovement,theyreleasetension;theycreatenewmountains;theyshakeexistingstructures…theyarethelikelylocusoftheproductionofradicallynewknowledge.Theyarewheretheunexpectedcanbeexpected,whereinnovativeorunorthodoxsolutionsarefound,whereserendipityislikely,andwhereoldideasfindnewlifeandnewideaspropagate(Wenger1998:254–5).

Inanalysesofsectoralboundary-crossingoflearners,theliteraturereflectsapre-occupationwithstructural factors.Commonly,suchinterestisrelatedtoresponsestogovernmentagendasonwideningparticipationintertiaryeducation,increasingopportunitiesforadultsto‘return-to-learn’(Warren&Webb2006:2)andpromotinglifelonglearning.Studiesfrequentlyfocusontheimportanceofarticulationandcurriculumissuesbetweenpost-compulsoryinstitutions(Knox2005,Harreveld2005,Keating2006),attemptsatblurringboundariesbetweensectors(Grubb2006,Gallacher2006)anddifferencesinaccreditationarrangements(West2006).Otherliteraturefocusesonbarrierstostudentmovement.Forexample,theAustraliangovernment(DEST2002:3)hasacknowledgedthat‘thechallengeistodevelopinAustraliaanationalsystemthatunderpinseducationalchoice’,yetconcedesthat‘significantbarriersremain…[including]fundamentaldifferencesinlearningandassessment’betweenthesectors.Australia’snationalstrategyforvocationaleducationandtraining2004–2010,Shaping our future,alsorecognisesthat,althoughpathwaysbetweeneducationsectorshaveimproved,barriersstillexist,particularlybetween


vocationaleducationandtraininganduniversities(ANTA2003).Gardener’s(2002:12)Queenslandreviewofpathwaysarticulationalsoconcludesthat:

Differencesintheapproachesofthe…educationsectorsmaketransitionbetweenthem – witheffectiverecognitionofthepriorknowledgeandskillsgained – complex,opaqueandinconsistent.Allthesebarriersmaketransitionsforyoungpeoplemoredifficultandtimeconsuming.

Otherresearch,withafocusmoreonindividual agencythaninstitutionalfactors,suggeststhatitisnotsimplyamatterofsmoothingcredittransferandadministrativeprocesses.McMillen,RothmanandWernert(2005:32),forexample,concludedthat‘interestsplayamajorrole’.Theyfoundtheirdataemphasisedtheimportanceofpreferencesandinterests,suchaswantingtogetajobornewapprenticeship,thecourseturningoutnottobewhattheywantedorlosinginterestascommonfactorsforwithdrawalordeferral,andthatthehighproportionsindicatingthesereasons‘suggestaneedforstudentstohavebetteraccesstocourseandcareerguidancepriortoentrytotertiarystudy’(p.36).Certainly,recentresearchhashighlightedtheprevalenceofstressamonguniversitystudents(Robotham&Julian2006),concernsoverthebalancingofstudywithothercommitments(Christieet al.2006;Harriset al.2005)andconsiderableanxietyatleavinghighlysupportedfurthereducationenvironments(Christieet al.2006).Moreover,theworkofBloomer&Hodkinson(2000a&b)onthe‘learningcareers’ofBritishyoungpeopleaged15to19yearsillustratesthattheyareerraticratherthanlinearorentirelypredictable,rarelytheproductsofrationallydeterminedchoice,inextricablylinkedwithotherlifeexperiences,andtightlyboundupwiththetransformingpersonalidentitiesofpeopleatthisage.

OnestudyoffactorsaffectingtransitionofbusinessstudentsfromVETtouniversitystudyinVictoria,Australiafoundthatitwas‘morecomplexthananticipated’(Pearce,Murphy&Conroy2000:1).Thedifficultiescentredonthesuddenchangesinthedepthanddetail

528 Roger Harris

ofsubjectknowledge,pedagogicalapproachandassessment,andthelevel,genreandindependentnatureofacademicresearchandwriting.Thissuggeststhatlearnerswithfewerpersonalresourcesandlowercompetencemaybeunlikelytobeabletoadjustsatisfactorily.Laanan(2007:37),too,speakingofcommunitycollegestudentsmovingtouniversitiesintheUSA,callsthetransferprocess‘complex’,andreferstotheconceptof‘transfershock’.AndSaunders(2006:17–18)hasreferredtothe‘complexsocialandcognitiveprocesses’thattakeplaceincrossingboundaries,withindividuals‘strugglingtomakesenseoftheircircumstancesastheymovefromonesetofpracticestoanother’.Thispaperisofferedasacontributiontothefurtherunveilingofthis‘complex’process.

Research approach

Thisstudyusedamixed-methodsapproach.First,extantnationaldatabaseswereminedforrelevantinformation.Second,anonlinequestionnairesurveywasundertakenof556learnerswhocommencedstudyinalleightVETinstitutesandthethreeuniversitiesinSouthAustralia;theseincludedVETstudentswithuniversityexperience(n=190,hereafterlabelled‘HEVET’)anduniversitystudentswithVETexperience(n=366,labelledVETHE).Third,interviewswereheldwith69oftheselearners(22HEVET,47VETHE)toprobetheireducationaljourneysingreaterdepth.Cautionshouldbeusedininterpretingthequantitativefindingsduetotherelativelylownumbersoflearners.

Thelearnersinthisstudywerepurposivelysampledpreciselybecausetheyhadexperiencedstudyinbothsectorsandthereforecouldberegardedasdistinctiveandcrediblecommentatorsonsimilaritiesanddifferences(Harriset al.2006,Harris,et al.2005).Theywerealsocloseenoughtotheirentryintotheircurrentcoursetoreflectbackontheirtransitionsandmotivations,andfarenoughthroughthecoursetobeabletospeakwithexperienceandknowledgeonbothsectors(cf.Warren&Webb2006:3).


Main findings

1. What was the nature of their boundary-crossing?

Inthisstudy,boundary-crossingcanbedepictedintermsofbothmovingbetweenandwithinsectorsandchangingstudyfields.Inthedetailedanalysisofthe69interviewees,forexample,Table1reveals186boundary-crossingsbetween(n=91)andwithin(n=95)thetwosectors.Oftheinter-sectoralmoves,60%werefromVETtoHEand40%fromHEtoVET;inthecaseofintra-sectoralmoves,58%werewithinVETand42%withinHE(forfurtherdetail,seeHarriset al.2005).

Fortypercentofallsectoralcrossingsweretothesamestudyfieldand60%toadifferentstudyfield.Forthosewhomadeonlyoneinter-sectoraltransition,mostwereintoadifferentstudyfield.ThosemovingfromHEtoVETweremoreinclinedtoenteradifferentstudyfieldthanthosemovingtheotherway.TherewasverylittlemovementfromHEintothesamestudyfieldinVET.Ontheotherhand,theintra-sectoraltransitionsindicatethatthereismoremovementwithinVET,bothforthesameandfordifferentstudyfields,thanthereiswithintheHEsector.

Table 1: Transitions within and between tertiary sectors

Same field of educationDifferent field of education

Inter-sectoraltransitions (91)

19 VETHE 36 VETHE

9 HEVET 27 HEVET

Intra-sectoraltransitions (95)

22 VETVET 33 VETVET

25 HEHE 15 HEHE

Totaltransitions 75 111

Note:‘Fieldofeducation’istheofficialclassificationusedinAustraliatodescribetertiaryeducationcourses,specialisationsandunitsofstudy,inorderthatallthosewiththesameorsimilarvocationalemphasisarereliablyclassifiedtothesame‘fieldofeducation’.Thereare12broadfieldsofeducation.

530 Roger Harris

2. What were their reasons for boundary-crossing?

Therewereimportantdifferencesinthenatureoftheirmotivationsforcrossingsectors.Firstistheirperceptionsoftheeducationalexperiencetheywouldbereceiving:gettinga‘broadeducation’(VETHE69%;HEVET38%),a‘prestigiousqualification’(VETHE65%;HEVET28%)andanupdateoftheirpreviousqualification(VETHE51%;HEVET30%).Thecrossingtouniversitywasclearlyperceivedasabroaderandhigherstatuseducation.Secondistheiroccupationalmotivation:‘retrainingforadifferentcareer’(VETHE63%;HEVET41%)and‘improvingtheiremploymentprospects’(VETHE94%;HEVET81%).WhilethemajorityoftheVETHElearnersreportedthattheywerecrossingto retrain for a differentcareer(63%),themajorityoftheHEVETlearnerswerecrossingtoimprovetheircareerprospectsintheircurrentfield(65%).Third,moreVETHElearners(83%)agreedthattheywerestudyingfor‘personalinterest,developmentorrecreation’reasonsthandidHEVETlearners(70%).

Thedatathereforeclearlyrevealthatthelearnersperceivedtheirboundary-crossingtotheothersectortoundertakefurtherstudywasdrivenbyacombinationofoccupationalandpersonalinterests.Thepictureofthislearnermovementistheoutcomeofaprocesswhichstartsataverypersonallevel – aprocessofcareerplanningundertakenbyeachindividualthatstartswithagoalorvision.

3. Did they experience barriers in boundary-crossing?

Aroundhalfofthelearnersconsideredthattheydidnotencounteranybarriers.ThosewhodidreportbarriersexpressedthemintermsofdifficultieswiththetransfertouniversitystudiessuchastheadjustmenttoadifferentlevelandlearningenvironmentfromVET,personalissuessuchasbeingunsurewhethertheywouldbeabletocopewiththedemandsofthecourse,andthecoursebeingacademicallylessrigorousthanpreviousstudiesandcausingissueswithadjustment.


Thetransitionfrom[VET]touniversity – thatwashardformebecauseitwasvery,verydifferent.WhenIwasin[VET]thelearningwasjustbusiness-likeandyoudoreports,andwhenIwenttouniitwasashift – wedoessays – adifferentstyle…Thehardestpartwasthetransitionfrom[VET]touniversitybecauseIwasverybusyandprobablybecauseuniversityisjustaverybigoverwhelmingthingandIwasaloneatthetime.(VETHE,interviewee#216)

Ithinkuniwasverydifferentto[VET],completelydifferent…Ijustdidn’thowbigitactuallywasatthatpoint.Itopenedmyeyesquiteabit – adifferentworldassuch.UniversityisverymuchtheorybasedwhereVETisverymuchhands-onandIthinkthebenefitformeisIgotbothofthoseandalotofpeopledon’t – theyjustcomestraighttouniandIwouldcertainlyrecommendtoanyonetodobothbecausetheygetbothsidesofit,ratherthanjustthetheoryside.Certainlyinthatfield[IT]thatwasahugebonusandIamjustgladIdiditthatway,becausewhenIfirstcametouni,hadInotbeentoVET,itwouldhavebeenmuchhardertounderstandthewholeprocess.(VETHE,interviewee#174)

4. Were expectations met in crossing boundaries?

Despiteanydifficultiestheyexperiencedincrossingboundaries,mostofthosesurveyedwereconfidentthattheirexpectationsinchoosingtheirprogramwouldbemet(VETHE79%;HEVET73%).Andthemajorityofthoseinterviewedfeltthattheirexpectationsateachmoveweremet,particularlythecaseforthosecrossingfromVETtoHE.Whereexpectationshadnotbeenmet,participantsmostcommonlyreportedthatthiswasbecauseofcurricularreasons,suchas:thecoursechanged,somemoduleswerebelowexpectations,concernoverlackofintellectualrigour,thecoursefoundtobeunhelpfulasitwasatabaselevel,notlearninganddevelopingskillasmuchashadbeenanticipated,inabilitytoobtainthedesiredlevelofemploymentwiththiscoursewhichhadbeenthemotivatingfactorforinitiallyundertakingthemove,andperceptionsthatemployersdesiredemployeeswhohadhigherqualifications.OneintervieweespokeofHElecturerattitudes:

532 Roger Harris

Yes,inmostways.Iwouldsaytheresponseyougetfromsomelecturersisalittledisappointingandtheirattitudeispoor – thatcouldjustbeapersonalitythingthatispartoflifeandpeople.Thatisprobablythebiggestdisappointment,thedisconnectthatthelecturersseemtohavewiththestudents.(VETHE,interviewee#253)

ThiscommentsupportsthefindingsofKrauset al.(2005),whofoundthatHEstudentsreportedlessaccesstostaff,asubstantialnumberoffirst-yearstudentsperceivedstaffasnotaccessibleandlessthanone-thirdbelievedthatstafftookaninterestintheirprogressandgavehelpfulfeedback.AnotherintervieweeinthecurrentstudyreferredtothelackofdepthintheVETcourse:

Sortof.Itwasn’treallythatin-depth.Itcouldhaveprobablybeenalotbetterinanumberofways.Ihavedonesomeprojectcoursesbeforethat – justshortindustrycoursesthattendedtorepeatedinsomesectionsofitandothersectionsdidn’tprovidethebackgroundthatworkingintheareadid.Youcameoutofitnotreallyunderstandinggovernmentfinanceswhichshouldhavebeenthemainstayofitallandseeinghowitwenttogether.Itwasamickeymousecourse.(HEVET,interviewee#2988)

5. What was their experience of boundary-crossing?

(1) Boundary crossing between sectors was not particularly difficult

Themajorityofsurveyedstudentsinbothsectorsfoundtheircrossingofsectorsrelativelyeasy.Theexceptionwas‘makingchangesinyourlifesothatyouhadenoughtimetostudy’which62%ofVETHEstudentsand53%ofHEVETstudentsfounddifficult.(cf.Christieet al.2006alsofoundthisinherstudyofScottishstudents).

Furthermore,thecrossingofboundariesdidnotappeartohavecausedmuchconsternationforthesestudents.Almostthree-quartersinbothsectorsreportedfeeling‘very’(VETHE31%,HEVET43%)or‘fairly’(VETHE42%,HEVET31%)comfortablecrossingfromonesectortotheother.


(2) Boundary-crossing VETHE was more difficult than HEVET

LearnerscrossingfromHEintoVETfound,onaverageofallthefactors,themoveeasierthanstudentsmovingintoHE(VETHE51%;HEVET62%).Thereweremajordifferencesbetweenthetwogroupsofstudentswithrespecttofinancialissues:66%ofVETHEstudentsfound‘havingsufficientincometostudy’muchmoredifficultcomparedwith37%ofHEVETstudents;and57%ofVETHEstudentsfound‘payingthefees’difficultcomparedwith30%ofHEVETstudents.

Therewerealsosignificantstatisticaldifferencesintheirlevelofresponseinotherareas.HEVETlearnersfoundtheprocesseasier,particularly(atthe.01levelofsignificance)inrespectto‘meetingtheentryrequirementsforthecourse’,‘havingtheconfidencetoundertakefurtherstudy’,‘gettingadvicefromstaffatthecurrentinstitution’and‘goingthroughtheapplicationprocess’andtoalesserextent(atthe.05levelofsignificance)to‘gettingcareersguidancetohelpyoumakeadecision’,‘gettingyouremployer’ssupporttostudy’and‘doingsomethingdifferentfromyourfriends’.

Confirmingthefindingabove,itisintheboundarycrossingfromVETtoHEwherethegreatestdisjunctureoccurs,withtwiceasmanyofthosecommencingHEthancommencingVETreportingfeelingsofdiscomfort(significantatthe.01level).

(3) Boundary-crossing between sectors was a different educational experience

Transitionbetweeneducationalsectorsnecessarilyinvolvesadjustmentstodifferentsystemsoftertiaryeducation.Whiletheselearnersmaynothavefoundboundary-crossingbetweensectorsparticularlydifficult,itwasneverthelessperceivedasquitedifferent.TwofeaturesareprominentinTable2.Thefirstisthatthree-quartersofthelearners,irrespectiveofdirectionofmovement,foundtheirboundary-crossingadifferentexperience.Thedatahighlightparticularareasthathavethepotentialtobestumblingblocksand

534 Roger Harris

couldleadtoattritionifnotcarefullyhandledornegotiated.Thesecondistheconsistencyinthefiguresofthetwogroupsoflearners.Notonlyarethevariousitemsinasimilarsequence(forexample,studycost,teachingstyleandassessmentprocessesareinthetopfourinbothlists),buttheproportionsfromeachsectoraresimilaroneachitem(forexample,onassessmentprocesses,80%ofVETHEand82%ofHEVETlearnersreportedtheseweredifferent).

Table 2: Learners’ judgements on how similar or different aspects of their current educational experience are from those in the other sector

Aspectsofeducationalexperience

VETHE(HEcommencerswithVET

experience)

HEVET(VETcommencerswithHE

experience)

Howsimilarordifferentareeachofthefollowingaspectsofyourcurrenteducationalexperiencecomparedwiththatintheinstitutionatwhichyoustudiedmostrecently?

Similar(%)

Different(%)

Total(N,%)

Similar(%)

Different(%)

Total(N,%)

costofstudying** 7.6 92.4 100 (353)

18.5 81.5 100 (162)

teachingstyle 16.5 83.5 100 (351)

20.5 79.5 100 (176)

levelofworkincourse** 17.6 82.4 100 (347)

29.0 71.0 100 (176)

assessmentprocesses 20.3 79.7 100 (355)

18.2 81.8 100 (181)

amountofworkincourse 22.2 77.8 100 (351)

29.9 70.1 100 (177)

structureofcourse 22.8 77.2 100 (347)

18.3 81.7 100 (175)

practicalcontent 24.1 75.9 100 (344)

24.3 75.7 100 (173)

theoreticalcontent 25.8 74.2 100 (349)

28.5 71.5 100 (179)

classsize* 26.5 73.5 100 (328)

37.7 62.3 100 (138)

institutionalclimate 31.6 68.4 100 (335)

25.5 74.5 100 (153)

provision of support servicesandfacilities

46.5 53.5 100 (342)

46.8 53.2 100 (158)

**levelofsignificance<.01*levelofsignificance<.05


Itisclearthataspectsmentionedintheliteratureearlierconcerningdifferentpedagogicalapproachesinthetwosectorsareindeedthosereportedbythelearnersinthisstudyasdifferentfromwhattheyhadpreviouslyexperiencedintheothersector.Apartfromstudycosts,theleadingfactorsareallconcernedwithcurriculum.ForthosecrossingtheboundaryfromVETtoHE,teachingstyles(84%),levelofcoursework(82%),andassessmentprocesses(80%)showthegreatestdifference;whileforthosecrossingfromHEtoVET,thetoponesareassessmentprocesses(82%),coursestructure(82%)andteachingstyle(80%).Thesekeyaspectsareillustratedqualitativelythroughthispaper.

(4) In crossing boundaries, significantly more VETHE learners found difference with level of coursework than HEVET learners

Thestatisticallysignificantdifferencesbetweenthetwogroupswerelevelofwork,costofstudyingandclasssizewhere,inallthree,moreVETHEthanHEVETlearnersreporteddifferences.Intermsofthefocusofthispaper,itisthelevelofcourseworkthatistheimportantfactortonotehere – learnersreportedhigherlevelsofworkatuniversitythanattheVETinstitutions.

…thedifferenceinworkloadandthelevelofdifficulty.WhenIgottouniversity,Ifoundouttheworkloadwasabout40%heavier.Ialsofoundoutthatthesubjectsthemselveswereabout25%harderwhichmadeitverydifficultforeachsemesterbecauseIhadgonefromdoing2–3subjectsaweekto4subjectsatuni.AtVETyoumightput2–3hoursintoasubjectoutsideoflecturetime,anduniyouputabout10hourstodoitproperly…[For]someonefromVETwhowantstodoaunidegree,itisarealcultureshock.(HEVET,interviewee#260)

…themainbarriersarethetotallydifferentlearningstyleandtheworkloadthatisplacedonyouatuni.TheywereunexpectedformeandIfoundthatreallytough.Itbasicallytookme12monthstosettleintothattotallydifferentlearningstyleandthecommitmentandthetimemanagementthatisrequired

536 Roger Harris

tochurnouttheassignmentsandbereadyforexamsandeverythingthatisrequired…Idon’tthinkanythingwillprepareyoufortheactualexperienceofdoinguniotherthandoingit.Ithinkitisacaseof‘headdown,bumup’anditistheonlywayyouaregoingtolearn.(HEVET,interviewee#253)

Iwouldsaythatatuni…thelevelofcommitmentrequiredisalittlebitgreaterthanatTAFE.Thelevelthatistaughtatuniismorein-depthwhereyoudon’tseemtogetthatsamein-depthteachingatTAFE.NodisrespecttoTAFE,but…theleveloflearningwasalittlebithigheratuni. (HEVET,interviewee#145)

Inanopen-endedsurveyquestionondifferencesbetweenthesectors,learners’commentsconcentratedheavilyondifferencesininteractionwithandaccessibilityofstaff,thoughothercommentsrelatedtolevelofwork,assessmentapproaches,natureofthestudy,coursestructure,degreeofself-managementandself-direction,availablemodesofstudy,timetablingissuesandlearningclimate.

ManycommentsbyVETcommencerswereaboutteachers.TeachersinVETweregenerallyseenas‘morecaringandapproachable’,‘veryhelpful’,life-experienced,‘alotmorepersonal’and‘muchnicerandkinder’.However,somerespondentsconsideredthem‘lessprofessionalandacademic’,‘inexperiencedinteaching’,‘mostlyHPIs[hourly-paidinstructors]andyoucan’tspeakwiththem’,‘[needing]tobemoreintunewithadultlearningprinciples,wearenotchildren’,and‘tobeverypatronisingandnotasprofessional…morelikeschool-teachers’.

VETcoursesweretypicallyseentobe‘alotmoreflexible’and‘farmoreapplicabletogettingajob,lesstheoreticalandacademic,morerelevant’.RegardingtheVETclimate,respondentsstatedthat‘wehaveschoolstudentsstudyingatTAFE.Thismakestheplacehaveaverydifferentatmosphere – itmakesitfeelmorelikeschoolinsteadofTAFE.Ididnotlikethis.Itwasverydifferenttouniversity’;whileothersthoughtthatthe‘VETexperiencehasamorefriendlyatmosphere’.


Someothertypicalcommentsfromthesurveyrespondentsincluded:

HomeworkrequirementsatVET,whichhavetobehandedupandcheckedbythelecturer,unlikeHE,whichwasbasedonadultlearningtheory – self-directedstudywithassistanceavailable,aslongasoutcomesweremet.

[Adifferenceisthe]amountoffeedbackonassignments.HEassignmentsweregradedHD,D,C,PorF,withcomments.VET,sofar,afterfourtopics,Ihavereceivedticks,andonequestionreceived‘good’,andgradingissimplypassorfail.

TheHEinstitutionprovidesamuchbetterstudyingenvironmentandthelecturerstreatyouwithalotmorerespect.ThroughmyVETexperience,everyoneistreatedliketheyarebackatschool.Itistoomuchlikeschoolandnotliketherealworld…

Thesupport,helpandassistanceofferedatTAFEismuchhigherandyou’renotjustanothernumber,thelecturersactuallydotheirbesttohelpyouout.

CommentsbyHEcommencersonthenatureandlevelofworkatuniversityandthewaystheywereexpectedtostudywereverycommon,suchas‘studyismuchmoreimpersonal’,‘allmysubjectsaremainlytheory’,‘HEismuchharderthanVETandinvolvesalotmorework’,‘subjects[are]moretheoretical’,‘onusisonmeatunitoorganisemytimehowIseefit – TAFEwasmorelikeschool!’,‘theworkloadishugecomparedtoanythingIhaveexperiencedbefore’,‘thiscourseismuchmoreconceptual,abstractandtheoretical’,‘myVETcoursewaslikeaproductionline!’,‘uniissomuchharderthanTAFE’,‘materialforcourseissomuchmoredifficultatunilevel.TAFEdidnotpreparemeatall’,and‘workloadismuchmoreatHElevel.ClasssizesaresubstantiallylargerthanatTAFE’.PositivecommentsaboutVETcoursesnormallyhighlighteditsrelevancetotheworldofwork:‘theoryandcontentweremoreappliedtotheworkplaceintheTAFEcourse;‘usedmorework-basedexamplesandcoursecoordinatorshadpracticalexperienceinthearea’and‘VET

538 Roger Harris

wascompetency-based’.Twostudentsbluntlycontrastedthelevelofworkinthetwosectors:

…theintensityofstudyisverydifferent;uniisahardslog,longhours,amindbogglingamountofreading,buttogetagoodgraspofthetopic,youneedtodoit.

Ittookmeabout5–10hoursaweektocompleteafull-timeloadatTAFEanddoverywell.Ittakesme50–60hoursaweektocompleteafull-timeloadatunianddoverywell.

Onceagainthereweremanycommentsalsoaboutdifferencesinteaching.PositivecommentsaboutHEteachingwerethat‘wearetreatedlikeadults.At[VETinstitution],weweretreatedlikechildren’,‘currentteachingstaffaremuchmoreprofessional’,‘unihasamuchbetterlearningandhelpfulatmosphere – therearemoreopportunitiesforself-improvement’,and‘uniismuchmorerelaxedandcasual.TAFE’sattitudeandstructureareverysimilartohighschool’.Twoothertypicalcommentsthatmadedirectcontrastsbetweenthesectorswere:

Universityhasmorestudentsupport,informedlecturerswhoengagemorereadilyinindustry,theoreticaldiscourse,andinternationalpractice.TAFEneedsinjectionsofinternationalspeakers,guestlecturersandmoretheorytocreateaninformedstudent.

Universityhasrequiredamuchdeeperlevelofresearch,theoryand analysis – muchmoreacademic.VETismorepracticalinrelationtotheworkforce,morerelevantskillsaretaught.However,togetadecentjob,youneedadegreefromuni.

However,againtherewerefarmorepositivecommentsaboutapproachabilityofVETstaff,suchas‘TAFEismoreaboutpeople,andhowyouarecopingandmorehelpful’,‘TAFEwasmoreorganisedintermsofstudentsknowingwhatwasgoingon,…whereserviceswereandwhatdepartmentyouwenttoforanyissuesyouhad’,‘theavailabilityoflecturersandtheirwillingnesstohelpandsupport


studentswasmuchgreateratVETinstitution’,‘thelecturers/tutorsarelessaccessibleatunithanatTAFE’,and‘moreindividualteacherassistanceatmyVETinstitute’.SomeotherfeaturesofVETteachingwere:

…at[VET],thereismoreinteractionbetweenstudentsandlecturer.[VET]lecturersappearmoreinterestedintheirstudentsthanatUni.

Levelofpersonalinterestinstudentswasgreaterat[VET]andmoreflexibleapproachtoworkandmoreflexible,down-to-earthstaff.

Mucheasiertocommunicatewithstaff/institutionat[VET].Morepracticalfocusandlessemphasisonexamperformanceat[VET].

TAFEisalotmorepersonalinregardstoteacher/studentcontact,aswellasinteractionwithintheclasses,makingitalotmorecomfortable.

ManyoftheHEcommencers’responseshintedatthestructuralproblemsfacinghighereducationinparticular.Costscameinforsomestrongcriticism;forexample,‘Unicostsanarmandaleg,andIneedatleastoneofthem’,and‘thecostofHEismassiveincomparisontoTAFE’.Othercommentswere:

Classsizesforhighereducationaremassive,costisextremeandtimespentstudyingathomeisfargreater.Thishasalargeimpactonthesocialandpsychologicalwell-beingofstudents.

Duetosmallerclasses,highcontacthoursandthenatureofthecourses,thestaffatTAFEaremorelikefriends,aremoreapproachableandit’seasiertogethelp.

Thiscoursetendstolackthehumancontactandone-on-oneattention.Muchhigherclassnumbersforexternalandinternallecturers,Ifeellikeanumberintheline…

…unihasmuchmoreworkandnopersonalcontactwithteachers;teachersdon’tknowwhoyouareduetonotimetofindoutandtobigclassroom.

540 Roger Harris

Conclusions

Thepaperillustratesthatthereisvalueinanalysing‘morefullyandsystematicallystudentaccountsoftheirexperience’,asitescapestheconstraintsofa‘factors-and-outcomes’model(Auburn2007:131).Thishelpsindevelopingunderstandingofhowphenomenaareexperiencedbytheactorsthemselves,therebyaddingavaluableperspectivetoanyofficialinterpretationthatcanoftenbetheonlyvoiceheard.Italsoaddstotheliteratureon‘subjectivecareer’,wherethereis,asWaltonandMallon(2004:92)inNewZealandhaveobserved,‘adearthofstudieswhichgiveprimacytoindividualsense-makingincareer’,especiallygivencareerwillincreasinglybeseenasasubjectivephenomenon(seeSimonset al.2007).

Thetranscriptsreflectedimportantdifferencesinthelearners’experiencesofteachingandlearninginthetwosectors.Commentsfocusedheavilyondifferencesininteractionwithandaccessibilityofstaff,whileothersrelatedtolevelofwork,assessmentapproaches,natureofthestudy,coursestructure,degreeofself-managementandself-direction,availablemodesofstudy,timetablingissuesandlearningclimate.

AlthoughmuchoftheliteratureonlearnersmovingbetweenhighereducationandVETfocusesonstructureandpolicy,thelearnervoicesinthisstudyrarelymentionedsuchissues.Rather,theyreferredtorelationalissuesasbeingkeyfactorsintheirreasonsforstudyingacrosssectors,incopingwithbarriersinboundary-crossing,inwhethertheirexpectationsweremetandintheirexperiencesofstudyinginbothsectors.Theyspokelessoftenandwithlesspassionaboutreceivingcoursecredit,articulationarrangementsbetweencoursesorbeingofferedprogramandcareerguidance,andmoreabout(a)receivingassistanceandempathyfromlecturersand(b)beingupliftedbythesupportfromlearnercolleagues.


Withregardto(a),thiswasexpressedmorecommonlyintheVETcases,whichmayhavebeenbecauseVETlearnersweremoreinneedofassistance,orbecausetheywerestudyinginsmallerinstitutionswithsmallerclasses.Mostlikely,however,itwasbecausethelecturersweremoreunderstandingandwillingtoprovidesuchsupportasaresultofhavingtravelledthatlearningjourneythemselves.InthewordsofKoeglreiteret al.(2008:172),theywereinapositiontobeabletoengagein‘boundaryspanningactivities’,helpingtoovercomedifficultiesininformationflowanddecision-making.CertainlymanyofthelearnersmadepositivecommentsaboutthecaringnatureoftheirVETteachers.Theywereperceivedas‘nurturing’,‘veryhelpful’,‘moreapproachable’and‘moreintouchwithstudents’.Onelearnersaid,‘atuniyoudon’thaveanyonetoguideyouinasensewhereasat[VET]youdid’,whileanotherspokehighlyoftherelationshipswithstaff:‘[inVET],IhadamuchcloserrelationshipwithmylecturersinthatIfeltIcouldconfide,askadvice,getsupportandevengainemploymentopportunitiesthroughtheirconnections’.WiththeirlikelyexperienceofstudyinuniversityandworkinVET,theyservedas‘brokers’,being‘abletomakenewconnectionsacrosscommunitiesofpractice,enablecoordinationandopennewpossibilitiesformeaning’(Wenger1998:109).

Withregardto(b),thiswasarticulatedmorefrequentlyintheuniversitysector,whereoftenseverallearnersmovedontoHEhavingstudiedtogetherinaVETcourseandbecomefriends,encouragingandinstillingconfidenceinoneanother.Inthissensetheyformeda‘communityofpractice’(Wenger1998),especiallyincaseswhereasmature-agedlearnerstheybandedtogetherinthefaceofaseaofyounger,lessexperiencedschool-leaversenteringtertiaryeducationforthefirsttime.ThisphenomenonsupportsthefindingsofIslam(2008:279)onlearner-ledcommunitiesofpracticebeingimportanttoolsforlearninginthattheyactas‘intermediaryzones’,offeringopportunitiestolearnsocialandprofessionalnormsthataredifficult

542 Roger Harris

toacquireinformalclassroomsandprovidingthespacethateasestheboundary-crossingbetweensettings.

ThesefindingsthusconfirmMcMillen,RothmanandWernert(2005)intheirassertionthatfacilitatingtransitionismorethansimplysmoothingcredittransferandadministrativeprocesses.

Thelearnercommentsclearlyclusterinthedomainofteaching and learning – theinterpersonalconcerns – ratherthaninstitutionalorpolicymatters.And,giventhatthelearnersspokeoften,too,abouttheirownagencyintakingriskstocrosssectoralanddisciplinary(Dillon2008)boundaries,abouttheirpersistence,theirmotivationandtheirdesiretofindthelearningexperiencethatwas‘right’forthematthatparticularstageoftheirlives,theemphasisherewasfirmlyonthelearningratherthantheteachingendoftheeducationalseesaw.Itmightnotbeeventoofar-fetchedtocontendthat,inpastyears,studentsmayhavebeenmoreconcernedwithissuespertainingtotheirlecturersandtheirteachingthanwiththeirownlearning,whileinthisresearch,thereisaglimpseofthenatureoftheirpersonallearning,studyingintheappropriatecourseandthecamaraderieoffellowlearnersascriticalfactorsintheireducationaljourneys.Iftheselattermatterswerenotperceivedtobe‘right’,thelearnerswerenotaverseto‘jumpingship’andcrossingboundariestoanothercourse,disciplineandevensector.Whileitneedstobeacknowledgedthattheselearnersweretransientlearnersbyvirtueofthesampling,neverthelessthisstudydoesrevealandreinforcethesignificanceoffactorsrelatedtolearningindecisionsbyadultswhoreturn-to-learntocrossboundariesintheireducationaljourneysandastheyincreasinglyconstructtheir‘portfoliocareers’(Anderson2005:8).

Inadditiontoempatheticstaffactingasbrokers,itmaybethatthereisneedforotherformsofboundary-spanningactivities.Hultberget al.(2008),forexample,argueforawell-plannedandstimulatingintroductiontohighereducationthatcouldbeanaturalcomponent


ofanytransitionprocess,assistinglearnerstodevelopbetterprerequisitestomanagetheirstudiesatuniversitylevel.Similarly,Abbott-Chapman(2006)advocatesinductionprogramsandstudysupporttoassistthefirst-yeartransition,giventhatitisinthefirstyearthatVET-backgroundlearnersexperiencemorestudyproblemsandlesssatisfactionthanotherlearners.Saunders(2006:18)alsobelievesthattheremaybeaneedforawiderangeofwhathecalls‘bridgingtools’tohelplearnersandthosesupportingthemtonavigatethetransitions.

Thefindingsofthisstudyprovidepolicy-makersandinstitutionalleaderswithinsightsintohowbesttopositionthetwosectorstotheadvantageoflearnerswithsuchchangingneeds,expectationsanddesiredpathways.Strategiestopromotelifelonglearning,asAnderson(2005:5)hasobserved,requiredeeperunderstandingofthefactorsthatmotivateindividualstoengageinfurthereducation.Whilecurrentpolicytendstoaffordprecedencetoincreasingemployability,ontheassumptionthatindividualsaresolelyorlargelymotivatedtoenrolincoursesforextrinsic,work-relatedreasons,thisstudysupportsotherstudies(forexample,Anderson2005)thatidentifytheintrinsicvalueoffurthereducationasastrongmotivatingfactor.ThefindingsfurthersuggestthatgreaterrecognitioncouldbeaffordedtothedifferentbutincreasinglycomplementaryrolesthatHEandVETplay.TheVETsectorcouldbemoreclearlyandstronglypositionedasaviableoptionforpost-schooleducation.

References

Abbott-Chapman,J.(2006).‘Movingfromtechnicalandfurthereducationtouniversity:anAustralianstudyofmaturestudents’,Journal of Vocational Education and Training,58(1):1–17.

Anderson,D.(2005).‘Workingonlearningcareers:reworkingvocationaleducationandtrainingforlifelonglearners’,papertothe4thInternationalConferenceonResearchingWorkandLearning,UniversityofTechnology,Sydney,December.

544 Roger Harris

Auburn,T.(2007).‘Identityandplacementlearning:studentaccountsofthetransitionbacktouniversityfollowingaplacementyear’,Studies in Higher Education,32(1):117–133.

AustralianGovernment(2008).‘ReviewofAustralianhighereducation:discussionpaper’,Canberra,DepartmentofEducation,EmploymentandWorkplaceRelations,June.

Christie,H.,Cree,V.,Hounsell,J.,McCune,V.&Tett,L.(2006).‘Fromcollegetouniversity:lookingbackwards,lookingforwards’,Research in Post-Compulsory Education,11(3):351–365.

Dillon,P.(2008).‘Apedagogyofconnectionandboundarycrossings:methodologicalandepistemologicaltransactionsinworkingacrossandbetweendisciplines’,Innovations in Education and teaching International,45(3):255–262.

Gallacher,J.(2006).‘Blurringtheboundariesorcreatingdiversity?ThecontributionofthefurthereducationcollegestohighereducationinScotland’,Journal of Further and Higher Education,30(1):43–58.

Grubb,W.(2006).‘Vocationalismandthedifferentiationoftertiaryeducation:lessonsfromUScommunitycolleges’,Journal of Further and Higher Education,30(1):27–42.

Hall,D.&Thomas,H.(2005).‘Collaborativeactivitybetweenschoolandcollegesixthformsandhighereducationinstitutions’,Research in Post-Compulsory Education,10(2):183–198.

Harreveld,R.E.(2005).‘ArticulationatworkamongAustralia’spost-compulsoryeducationsectors:anexaminationofcross-sectoralpathwaysinitiatives’,Research in Post-Compulsory Education,10(1):105–120.

Harris,R.,Rainey,L.&Sumner,R.(2006). Crazy paving or stepping stones? Learning pathways within and between vocational education and training and higher education,Adelaide:NationalCentreforVocationalEducationResearch.

Harris,R.,Sumner,R.&Rainey,L.(2005).Student traffic: two-way movement between vocational education and training and higher education,Adelaide:NationalCentreforVocationalEducationResearch.

Hillman,K.(2005).The first year experience: the transition from secondary school to university and TAFE in Australia,researchreportno.40,Melbourne:AustralianCouncilforEducationalResearch.

Hultberg,J.,Plos,K.,Hendry,G.D.&Kjellgren,K.I.(2008).‘Scaffoldingstudents’transitiontohighereducation:parallelintroductorycoursesforstudentsandteachers’,Journal of Further and Higher Education,32(1):47–57.


Islam,G.(2008).‘Bridgingtwoworlds:identitytransitioninauniversity – consultingcommunityofpractice’,inKimble,C.&Hildreth,P.(eds.),Communities of practice: creating learning environments for educators,Volume1,InformationAgePublishing:279–292.

Karmel,T.&Nguyen,N.(2003).‘Australia’stertiaryeducationsector’,papertoSeventhNationalConferenceoftheCentrefortheEconomicsofEducationandTraining,Strategic directions for VET,AscotHouse,Melbourne,15September.

Keating,J.(2006).‘Post-schoolarticulationinAustralia:acaseofunresolvedtensions’,Journal of Further and Higher Education,30(1):59–74.

Koeglreiter,G.,Torlina,L.&Smith,R.(2008).‘Reachingbeyondtheboundaries:communitiesofpracticeandboundariesintertiaryeducation’,inKimble,C.&Hildreth,P.(eds.),Communities of practice: creating learning environments for educators,Volume1,InformationAgePublishing:163–189.

Krause,K.L.,Hartley,R.,James,R.&McInnis,C.(2005).The first year experience in Australian universities: findings from a decade of national studies,CentrefortheStudyofHigherEducation,UniversityofMelbourne,Melbourne,www.cshe.unimelb.edu.au/pdfs/FYEReport05KLK.pdf[accessed30/9/08].

Laanan,F.S.(2007).‘Studyingtransferstudents:part2:dimensionsoftransferstudents’adjustment’,Community College Journal of Research and Practice,31(1):37–59.

Lowe,J.&Gayle,V.(2007).‘Exploringthework/life/studybalance:theexperienceofhighereducationstudentsinaScottishfurthereducationcollege,Journal of Further and Higher Education,31(3):225–238.

Muller,W.&Gangi,M.(2003).‘Thetransitionfromschooltowork:aEuropeanperspective’,inMuller,W.&Gangi,M.(eds.),Transitions from education to work in Europe: the integration of youth into EU labour markets,NewYork:OxfordUniversityPress.

OrganisationforEconomicCooperationandDevelopment(OECD)(2000).From initial education to working life: making transitions work, Paris: OECD.

Pearce,A.,Murphy,H.&Conroy,P.(2000).‘SmootherpathwaysfromTAFEtohighereducation’,www.latrobe.edu.au/lasu/confernce/conroy.doc[accessed14/8/08]

Saunders,M.(2006).‘From“organisms”to“boundaries”:theunevendevelopmentoftheorynarrativesineducation,learningandworkconnections’,Journal of Education and Work,19(1):1–27.

546 Roger Harris

Simons,M.,Harris,R.,Clayton,B.,Palmieri,P.,Pudney,V.&Gelade,S.(2007).‘“NoonegrowsupsayingtheywanttoworkinVET,dothey?”AstudyofcareerpathwaysinVET’,www.consortiumresearchprogram.net.au/__data/page/5846/RA2_Literature_Review_30Nov07.pdf[accessed30/6/08]

Walton,S.&Mallon,M.(2004).‘Redefiningtheboundaries?MakingsenseofcareerincontemporaryNewZealand’,Asia Pacific Journal of Human Resources,42(1):75–95.

Warren,S.&Webb,S.(2006).‘Researchingpost-compulsoryeducationandtraining:socialnarratives,habitusandrecursivemethodology’,papertotheESREAAccess,LearningCareersandIdentitiesNetworkConference,UniversityofLouvain,Belgium,6–9December,www2.warwick.ac.uk/study/cll/esrea/researching_pcet.doc[accessed2/10/07].

Wenger,E.(1998).Communities of practice: learning, meaning, and identity,Cambridge,UK:CambridgeUniversityPress.

West,J.(2006).‘Patrollingtheborders:accreditationinfurtherandhighereducationinEngland’,Journal of Further and Higher Education,30(1):11–26.

Young,M.(2006).‘Furtherandhighereducation:aseamlessordifferentiatedfuture?’,Journal of Further and Higher Education,30(1):1–10.

About the author

Dr Roger Harris is a Professor of Adult and Vocational Education at the University of South Australia. He has had extensive experience in adult teacher education and VET research, focusing particularly on many aspects of national training reform. He has been an executive member and Vice-President of the Australian VET Research Association, and has recently been Director of the National VET Research Consortium, Supporting VET providers in building capability for the future.

Contact details

Centre for Research in Education, Equity and Work, University of South Australia, Mawson Lakes Boulevard, Mawson Lakes, SA 5095 Tel: (08) 8302 6246 Fax: (08) 8302 6832 Email: [email protected]

Faces in tertiary places and spaces: experiences of ... · – faces who are therefore in a unique...

Documents

Transcript of Faces in tertiary places and spaces: experiences of ... · – faces who are therefore in a unique...