Sally A Male
Biographic Data
| ID | 1707486 |
|---|---|
| NAME | Sally A Male |
| GIVEN NAMES | Sally A |
| FAMILY NAME | Male |
| SIGNATURE | MALE S A |
| AFFILIATIONS | The University of Western Australia |
| ORCID | 0000-0001-9852-3077 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From classroom to career: Identity transformation as a key to graduate employability
This study examines the impact of a subject designed to facilitate professional identity transformation on both job-ready skill development and employability. It examines the direct and indirect impact of components of professional identity and skills taught in the subject on three key employability outcomes: clarity about career, the ability to secure a preferred job and performance in job. One-hundred alumni (71% male, 90% engineering) of an Au…
Measuring Motivation for Mathematics Course Choice in Secondary School Students: Interrelationships Between Cost and Other Situated Expectancy-Value Theory Components
Higher-level mathematics courses in upper secondary school serve as a critical filter to future educational courses and careers in Science, Technology, Engineering and Mathematics (STEM). However, the percentage of senior school students in Australia undertaking higher-level mathematics courses is decreasing. Given that these courses provide students with skills and knowledge integral to STEM disciplines, it is important to discover factors that …
Towards praxis: A practice architecture analysis of the work-integrated learning placement experiences of three Australian engineering students
Australian universities have a remit to produce work-ready graduates and engage students from equity groups. In engineering education, accredited Australian programs commonly respond to Engineers Australia’s required engagement with professional practice by mandating completion of a specified number of hours in work-integrated learning (WIL) placements as a graduation requirement. Placements are frequently self-sourced, under/unpaid, full-time an…
Using head mounted display virtual reality simulations in large engineering classes: Operating vs observing
A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students’ learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment. Postgraduate engineering students (N = 117) completed a safety hazard identification exercise in a wo…
Engineering work integrated learning placements: The Influence of Capitals on Students' Access
Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured intervie…
Engineering work integrated learning placements: The Influence of Capitals on Students' Access
Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured intervie…
Engineering work integrated learning placements: The Influence of Capitals on Students' Access
Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured intervie…
Towards praxis: A practice architecture analysis of the work-integrated learning placement experiences of three Australian engineering students
Australian universities have a remit to produce work-ready graduates and engage students from equity groups. In engineering education, accredited Australian programs commonly respond to Engineers Australia’s required engagement with professional practice by mandating completion of a specified number of hours in work-integrated learning (WIL) placements as a graduation requirement. Placements are frequently self-sourced, under/unpaid, full-time an…
Using head mounted display virtual reality simulations in large engineering classes: Operating vs observing
A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students’ learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment. Postgraduate engineering students (N = 117) completed a safety hazard identification exercise in a wo…
Measuring Motivation for Mathematics Course Choice in Secondary School Students: Interrelationships Between Cost and Other Situated Expectancy-Value Theory Components
Higher-level mathematics courses in upper secondary school serve as a critical filter to future educational courses and careers in Science, Technology, Engineering and Mathematics (STEM). However, the percentage of senior school students in Australia undertaking higher-level mathematics courses is decreasing. Given that these courses provide students with skills and knowledge integral to STEM disciplines, it is important to discover factors that …
From classroom to career: Identity transformation as a key to graduate employability
This study examines the impact of a subject designed to facilitate professional identity transformation on both job-ready skill development and employability. It examines the direct and indirect impact of components of professional identity and skills taught in the subject on three key employability outcomes: clarity about career, the ability to secure a preferred job and performance in job. One-hundred alumni (71% male, 90% engineering) of an Au…
Higher Education and Employability (3 works) · Accreditation (2 works) · Computer Science (2 works) · Engineering (2 works) · Higher education (2 works) · Higher Education Learning Practices (2 works) · Innovative Education and Learning Practices (2 works) · Medical education (2 works) · Pedagogy (2 works) · Political science (2 works)