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Monash University SDG Report 2024
Monash Report 2024 – Goal 4
Research

Research

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2024 Research Performance View

In 2024 Monash University researchers produced 358 publications related to SDG 4, with a mean Field-Weighted Citation Impact (FWCI) of 2.49.

What is Field-Weighted Citation Impact?

Field-Weighted Citation Impact (FWCI) refers to the ratio of the actual number of citations received by a research output and the total citations expected based on the average of the subject field. An FWCI value of 1 may be interpreted as having ‘world average impact’. Thus, a publication with an FWCI of more than 1 indicates higher than expected citations based on the global average for similar publications. As FWCI reflects citations received to date, a publication’s FWCI value may fluctuate over time.

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Creating rich and relevant learning contexts for problem-based learning in STEM View

Jennifer Mansfield from Monash University, in collaboration with Kathy Smith from RMIT University, led the research project "Exploring problem-based learning in school-based STEM education," which developed four key Principles of Practice for problem-based learning (PBL) in school-based STEM education. The project focused on creating rich and relevant learning contexts that connect students to real-world problems, encouraging interdisciplinary exploration and multiple solution pathways.

SDG4-Res1 STEM Education

By working with teacher co-researchers from various schools to implement these principles, the project demonstrates practical applications of educational research that improve teaching practices and learning outcomes, particularly in STEM fields.

Read the full article in Monash Education News

Related SDGs

Adapting GenAI for the next generation of learning View

SDG4-Res2 GenAI and learning

Monash University's Centre for Learning Analytics (CoLAM), led by Professor Dragan Gasevic, has conducted a study on the integration of generative AI (GenAI) in education. The research, published in Nature Human Behaviour, outlines key considerations for developing GenAI educational tools that enhance human learning while fostering critical thinking and self-reflection. The study emphasises the need for ethical guidelines, accountability, and inclusivity in GenAI tool development, and highlights the importance of improving AI literacy among students and teachers.

The research was a collaboration with the University of Luxembourg and Goethe-University Frankfurt, supported by various organisations including the Australian Research Council.

Read the full article in Monash News

Related SDGs

Studies on teacher wellbeing and retention View

Monash University's Faculty of Education has conducted multiple studies to address teacher wellbeing and retention in Australia, highlighting the importance of supportive work environments and social relationships:

A study published in Teaching and Teacher Education surveyed nearly 1000 teachers to identify key aspects of well-being, suggesting schools and policymakers focus on these to improve teacher retention.
Another study emphasised the need for increased support for teacher well-being, linking it to better educational outcomes and aligning with decent work and economic growth.
Dr Fiona Longmuir's research highlighted teacher dissatisfaction and the role of social media in expressing their desire to leave the profession, suggesting the need for systemic changes to increase retention.
A study supported by the Australian Research Council investigated the emotional labour of public school principals, emphasising the need for funding and support for emotional well-being.

Related SDGs

Crucial importance of what happens between 2 and 5 years of age View

1000 days of child development image

Professor Jane Fisher from Monash University, along with colleagues, contributed to a landmark series in The Lancet focusing on the importance of the 'next 1,000 days' in child development, from ages two to five. This period is critical for developing motor skills, cognitive, language, and social-emotional skills.

The series highlights the lack of access to nurturing care for children in low- and middle-income countries (LMICs), and advocates for increased investment in early childhood education. The research underscores the cost-effectiveness and long-term benefits of providing early education, particularly in LMICs.

Read the full article in Monash News

Related SDGs

Improving student well-being View

Monash University's Faculty of Education is leading initiatives to integrate movement and emotion regulation into Australian classrooms, enhancing educational outcomes and student well-being. This approach supports cognitive and emotional skill development and overall well-being.

Image of children playing

Additionally, a collaborative study involving Monash University and partner institutions highlights the importance of school belonging in protecting mental health from adolescence into adulthood, emphasising the role of education in promoting long-term well-being.

Related SDGs

International postgraduate students’ experiences of withdrawing from studies View

The Centre for Youth Policy and Education Practice (CYPEP) at Monash University, led by Dr Zihong Deng, conducted a project examining the experiences of Chinese international postgraduate students who have withdrawn or considered withdrawing from their studies. Through semi-structured interviews with 10 participants, the research identified factors contributing to withdrawal, such as study stress, financial pressure, and mental health issues.

The study also explored cultural perceptions and the impact of withdrawal on students' mental health and future plans. The findings aim to enhance understanding of these students' needs and promote their well-being and relationships with academic institutions.

International postgraduate students

Read the full article on the Centre for Youth Policy and Education Practice

Related SDGs

Impact of the Monash rural professional experience program in Bass Coast schools View

A study led by Monash University, involving the Hub for Educational Design and Innovation (HEDI), evaluated the Rural Professional Experience (RPE) program in Bass Coast schools. The program, part of the Bass Coast TAPP initiative, involved collaboration between local educators and pre-service teachers (PSTs) to assess the program's impact on PSTs' professional growth and school communities. The creation of 'nested professional learning communities' allowed PSTs to gain real-world experience and fostered deeper learning and collaboration.

The study found improved self-efficacy among PSTs and a greater inclination to work in rural settings, addressing teacher shortages and enhancing educational experiences in rural schools.

Read the full article on the Monash HEDI website

Related SDGs

Project insights at the Heads of Student Administration (HOSA) conference View

Michael Henderson, Director of the Hub for Educational Design and Innovation (HEDI), and Jayne Long from the Monash Online Assessment and Integrity Services team (OASIS) presented insights at the Heads of Student Administration (HOSA) conference. They discussed a large-scale assessment initiative at Monash University, which involved conducting all student exams via computer since 2021.

The initiative included a survey of 34,110 students to understand their experience, well-being, outcomes, and academic integrity. The findings revealed that most students had a positive experience with computer-based exams, though some issues were related to assessment design.

The research has led to improvements in platform functionality, user interface, and support services, enhancing the overall student experience.