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Plaza Redevelopment and Student Hub / Woods Bagot

Curated by María Francisca González
Architects: Woods Bagot
Year Completion year of this architecture project Year: 2016
Photographs Photographs: Peter E Barnes
Manufacturers Brands with products used in this architecture project Manufacturers: EQUITONE
Lead Architects: Thomas Masullo, Milos Milutinovic
Construction Manager : Lendlease
Builder : Lendlease
Structural Engineer : Wallbridge & Gilbert
Services Engineer : Lendlease
Landscape Architect : Oxigen
Quantity Surveyor : Rider Levett Bucknall
Design Team: Alex Gilmore-Johnstone, Alex Hall, Alice Sangster, Craig Rogers, Ernst Jury, Gavin Kain, Jack Saunders, Jo Dane, Keith Dougal, Melinda De Cianni, Michael Andrew, Milos Milutinovic, Nick Bendys, Pasquale Macri, Sarah Ball, Sarah Howden and Thomas Masullo
Clients: Flinders University
Construction Manager And Services Engineer: Lendlease
Planner: Connor Holmes
Fire, Audio Visual And Sustainability: WSP Parsons Brinkerhoff
City: Bedford Park
Country: Australia

Text description provided by the architects. As the new heart of Flinders University’s Bedford Park campus, the Student Hub and Plaza have reinvented campus life. Located in Adelaide, the design created a new entrance to the campus, providing a dynamic precinct for students, staff, and the wider community. Delivering a contemporary tertiary education environment for Flinders University, Woods Bagot designed a diversity of spaces designed for active learning. Significantly improving visual connections and pedestrian permeability through the plaza, the design activated the central core of the campus by drawing students in.

Plaza Redevelopment and Student Hub / Woods Bagot - Table, Chair

In the University’s biggest redevelopment in nearly 50 years, the project comprises over 11,000 sqm of enhanced facilities, including a new four-story administration building with a sustainable rooftop garden, a new three-story enclosed mall, and upgrades to one level of the library. Catering for up to 2,000 people, the reshaped plaza comprises a terraced amphitheater designed to host outdoor concerts and film nights. Driven by a desire to realize the potential of the campus within its surrounds, the design eliminated previously segregated areas by opening up and activating the area while encouraging a sense of flow from inside to outdoor zones. With views across Adelaide towards the coast, the project embraced a community-focused, environment that sits sensitively within its context.

Architecturally, the spatial arrangement and built form represent a blend of a rigid structure with a softened edge. New space types have been injected into the existing building grids, arranged to work with the existing structure without highlighting the formality. The result is an open, fluid and dynamic learning environment. By reshaping the plaza, some of the traditional boundaries between academic staff and students were blurred, integrating teaching, learning and staff zones to facilitate interaction and engagement. A diversity of gathering, social, retail and contemporary learning spaces were designed to attract large numbers of students and staff to linger on-site around class times.

The design of the interiors embodies a professional and innovative approach to learning. Signifying the beginning of a student’s professional life, as opposed to an extension of their secondary schooling, the design provides a range of interconnected learning environments with a sophisticated interiors palette, with a strong sense of identity to demarcate focused work and breakout spaces. Maintaining a focus on student interaction, engagement, and services, a mix of technology-enabled student spaces provides choice and autonomy, encouraging collaboration and peer collegiality. The project reignites the campus culture at Flinders University, offering a relevant and engaging precinct aligned to current and future student needs.

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Project location

Address: level 1, student hub, sturt road, bedford park sa 5042, australia.

Materials and Tags

Sustainability

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弗林德斯大学学生中心与广场再开发 / 伍兹贝格建筑事务所

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Flinders Research News Innovation Case Studies for all

Innovation has long been key for research and teaching at universities. The Innovative Research Universities (IRU) group, of which Flinders is a member, has been working to showcase innovative practices that support student and graduate success. In line with our current series around impact and engagement, which again features in this edition , innovation is an important contributor to ensuring research impact that goes beyond the academic to make a difference in society.

Flinders will host the unveiling of the IRU’s National Innovation Case Study Collection at the end of July. This collection showcases the valuable work of the Innovative Research Universities in Australia by putting the talents of our researchers on the national and global stage. Each of the case studies provides a detailed summary of the rationale for the innovation, description of the activity, and the impact this work has on students, institutional activities and on the community. The collection can be browsed via the IRU website and if you have a case study that could be added to the collection, there is an online submission template .

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The Flinders University/TAFE SA Bachelor of Creative Arts dual award model: a case study

College of Humanities, Arts and Social Sciences

Research output : Contribution to journal › Article › peer-review

creative arts
higher education
student satisfaction
student success
vocational education

Access to Document

10.53761/1.20.7.04 Licence: In Copyright

Fingerprint

Universities Social Sciences 100%
Awards Social Sciences 100%
Bachelor Social Sciences 100%
Employment Economics, Econometrics and Finance 100%
Students Social Sciences 66%
Student Experience Social Sciences 66%
Institution Economics, Econometrics and Finance 50%
Information Economics, Econometrics and Finance 50%

T1 - The Flinders University/TAFE SA Bachelor of Creative Arts dual award model:

T2 - a case study

AU - Gander, Michelle

AU - Bouvet, Eric

PY - 2023/11/7

Y1 - 2023/11/7

N2 - This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates already in the workforce to establish if the BCA provides the skills leading to successful employment. This study reveals a mixed picture of the BCA’s success. While degree completion and student satisfaction are high, alumni are not all convinced that having a university degree provides a significant advantage for the job market as opposed to only having a TAFE qualification. Finally, the study offers recommendations to address these issues and improve the overall student experience as well as enhance their employment prospects.

AB - This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates already in the workforce to establish if the BCA provides the skills leading to successful employment. This study reveals a mixed picture of the BCA’s success. While degree completion and student satisfaction are high, alumni are not all convinced that having a university degree provides a significant advantage for the job market as opposed to only having a TAFE qualification. Finally, the study offers recommendations to address these issues and improve the overall student experience as well as enhance their employment prospects.

KW - case study

KW - creative arts

KW - higher education

KW - student satisfaction

KW - student success

KW - vocational education

UR - http://www.scopus.com/inward/record.url?scp=85177057261&partnerID=8YFLogxK

U2 - 10.53761/1.20.7.04

DO - 10.53761/1.20.7.04

M3 - Article

SN - 1449-9789

JO - Journal of University Teaching and Learning Practice

JF - Journal of University Teaching and Learning Practice

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Flinders University has joined a national program of innovation in university teaching.

The Federal Education Minister Simon Birmingham launched the National Innovation Case Study Collection at Flinders University in Adelaide today (21 September).

Senator Birmingham congratulated the Innovative Research Universities (IRU) initiative, saying the case study collection from the seven IRU members will add to the high quality of tertiary education in Australia.

“The beauty of something like the case studies is that they share the knowledge, experience, success and failure of others to inspire and help students, researchers and teachers to learn to follow,” he said.

“I would like to pay credit to the IRU for supporting this project which provides examples of innovation for others to build upon.

“It will help to strengthen our education system, to support students of today and the future, and to support new breakthroughs in the future.”

He said the case studies also will help students to excel and carry out outstanding research while giving graduates additional skills, such as work-integrated learning.

With this, Senator Birmingham visited several working research laboratories at Flinders at Tonsley, including a medical device and the 3D printing innovation lab.

Senator Birmingham and David Hobbs in the Rehabilitation and Motion Analysis Laboratory at Flinders at Tonsley.

The network of Australian Innovative Research Universities online collection shares the seven universities’ respective expertise in supporting student and graduate success with more than 110 digital case studies.

The resources, which will be publicly available, have been developed to encourage broader collaborations across the sector.

“The National Innovation Case Study Collection is the first digital repository of its kind,” says IRU Executive Director Conor King.

“It shows the extraordinary ingenuity and extremely hard work ongoing at our member universities to equip more than 200,000 current students – and many more graduates – with the skills and abilities to meet the challenges of life in the world of work in our time.”

The case studies, covering 20 high-level themes, enable best practice and cross-sector collaboration. They include Enhancing Employability (focusing on career action plans), Increasing Cultural Understanding (for basic understanding of Aboriginal and Torres Strait Islander cultural literacy) and a work-integrated learning program developed at Flinders University.

The National Innovation Case Study Collection was driven by the inaugural IRU Vice-Chancellor Fellow, Associate Professor Jessica Vanderlelie.

“The IRU National Innovation Case Study Collection create an open-source repository to share best practice across all Australian universities,” says Associate Professor Vanderlelie.

She says the Case Study Collection will help to improve student and graduate success from the day of enrolment through to finding the best graduate job.

Along with the launch, Senator Birmingham also celebrated the achievements of the Australian University Teacher of the Year, Flinders University Associate Professor Karen Burke da Silva.

Four of the past five Australian University Teachers of the Year hail from IRU member unis.

The Flinders case studies include:

Developing innovation skills through work integrated learning (developed by David Hobbs, Giselle Rampersad and Vlatka Zivotic-Kukolj)
Emotional Intelligence Module (Verity Kingsmill)
Flinders Legal Advice Clinic (Tania Leiman)
Flinders University Student Association (FUSA) Development Grants (Kate Walsh)
Flinders Law Practical Legal Training (Lucy Evans)
First Year Support Strategies Portal (Ann Luzeckyj and Andrea Rankin)
Australian Foreign Policy Subject (Maryanne Kelton and Verity Kingsmill)
Corporate Law – Connecting with the Legal Profession (Vivienne Brand and Sulette Lombard)
Early Intervention Clustering Algorithm (Richard Price)
Community Voices Program (Tom Young)

The 20 themes of the 115 case studies cover: Alumni, Career Development Learning, Co-Curricular, Community engagement, Curriculum, e-Portfolio, Employability, Entrepreneurship, Industry Engagement, Indigenous, International, Leadership, Learning analytics, Mentor, Post-Graduate, Professional Experience, Student Support, Technology, Volunteer and Work Integrated Learning.

Follow @IRUAustralia , @JessVanderlelie on Twitter using #InnovationCases

The IRU network includes Flinders University, Charles Darwin, Griffith University, James Cook, La Trobe, Murdoch and Western Sydney University.

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Case study 3

Graduate Qualities and Indigenous Education

Simone Tur and Faye Blanch from Yunggorendi First Nations Centre for Higher Education and Research consider Graduate Qualities and Indigenous education.

For support in enhancing the quality of learning and teaching.

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International Postgraduate Students’ Perceived Impacts of Their Cognitive Academic Language Proficiency on Academic Achievement: Multiple Case Studies at Flinders University in South Australia

Author: Van Dat Phan

Thesis download: PhanThesis2023.pdf [ 2.2 MB ]

Phan, Van Dat, 2024 International Postgraduate Students’ Perceived Impacts of Their Cognitive Academic Language Proficiency on Academic Achievement: Multiple Case Studies at Flinders University in South Australia , Flinders University, College of Humanities, Arts and Social Sciences

Terms of Use: This electronic version is (or will be) made publicly available by Flinders University in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. You may use this material for uses permitted under the Copyright Act 1968. If you are the owner of any included third party copyright material and/or you believe that any material has been made available without permission of the copyright owner please contact [email protected] with the details.

Australian universities have attracted an increasing number of international students, including postgraduate ones from all corners of the world to their campuses to study. International postgraduate students from diverse cultural backgrounds are often confronted with many obstacles in a new learning environment that could have impacts on their own academic achievement. This can be attributed, among others, to their limited Cognitive Academic Language Proficiency (CALP). Despite the extensive literature on the impacts of CALP on academic achievement, little is known about international postgraduate students' voices over their perceived impacts of CALP on their academic achievement in the context of an Australian university. Therefore, to narrow this gap, this research aims to investigate international postgraduate students' perceived impacts of their CALP on academic achievement through four student case studies, who are four participating international postgraduate students in the College of Humanities, Arts, and Social Sciences at Flinders University in South Australia. Semi-structured interview data collected from four student case studies provides insights into their perceived CALP, perceived academic achievement, and perceived impacts of CALP on their academic achievement. The findings reveal that all participating students perceived the positive impacts of CALP on their academic achievement. Based on its findings, this study attempts to provide recommendations for four relevant groups of key stakeholders, namely, (i) Flinders University, (ii) the College of HASS (iii) University lecturers and topic coordinators, and (iv) international postgraduate students. The findings underscore the significance of refining academic support services, fostering students’ peer collaborations, and promoting positive lecturer-student relationships.

Subject: English as a Second Language thesis

Thesis type: Masters Completed: 2024 School: College of Humanities, Arts and Social Sciences Supervisor: Mai Tuyet Ngo

Award: Doctor of Philosophy -->

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AV Case Study: Flinders University City Campus

Av case study: flinders university city campus — av.technology, flinders university city campus takes up eight floors of a brand new high-rise in adelaide’s cbd. flinders’ leigh hoppenbrouwers and diversified’s oliver taylor talk us through the av design..

By AV.technology

Interview:/ Christopher Holder

Paradigm shifts are by nature disruptive. It’s always nice to be on, or ahead of, the curve. The nightmare is to be left with comparatively new systems that are stuck in an outdated generation of working or technology.

Surely, this is every university AV architect’s worst nightmare. Not only do you have to ride the wave of technology shifts but pedagogical shifts as well.

Flinders University has a new city campus in Adelaide. This is its first ‘vertical’ campus, taking up eight floors of a new skyscraper near the railway station.

Prior to the design and fitout, the Flinders University AV team standardised on a number of platforms that would best dovetail with the prevailing teaching pedagogy. First up: lecture theatres are dead. Every space is flat floor. The rooms are flexible, with almost nothing nailed down. The lecturer has a station to plug in their laptop – HDMI for BYOD connectivity and USB/HDMI for the Room PC for conferencing capabilities. Sennheiser SpeechLine wireless mics for sound reinforcement – if the room is large enough to need it. Sennheiser TeamConnect Ceiling 2 microphone arrays to capture audio for Teams and for the lecture capture system. A PTZ camera trained on the lecturer. A Panasonic fixed camera for the far end when Teams is activated. Biamp DSP, Dante for network audio, Crestron NVX for network video and Crestron VC4-Room as the control platform.

These are familiar names/faces and represents a solid combination. Getting there has been a journey; one every university has been on, especially once covid hit.

We sat down with Flinders University’s Senior IDS Technical Lead, Leigh Hoppenbrouwers and Oliver Taylor, the Service Delivery Manager from Diversified which won the tender as installer and systems integrator on the project. Here they discuss the main design decisions and how it’s all working out.

An example of one of the flexible teaching spaces.

VIRTUALISED CONTROL

Leigh Hoppenbrouwers: It’s the first time we’ve deployed Crestron’s VC4. It offers virtual control, based in our data centres rather than having a processor in every teaching space. All the programming is done by our integrator, Diversified, off site. We don’t have a programmer in the room anymore, instead we have what’s more like a commissioning technician who’s going through those programmatic updates. It means that when we make a change we can roll that out to the entire fleet of rooms, rather than a one-by-one test and commissioning.

All our rooms are designed to be collaborative and flexible, and we have one code base. Speciality rooms, such as the moot court or the boardroom, share the same code, only with aspects added or subtracted. The moot court, for example, has 12 extra channels of wireless and extra displays to simulate a courtroom experience. It means that teaching can happen in any location, and the lecturer will be confident of their ability to work within those spaces.

Olie Taylor: On the commissioning side: if the university wants to add capabilities – let’s say a document camera to every room or extra inputs – Crestron’s VC4 makes it easy to roll that change out across the whole building. It’s also very easy to test it in advance, then just merge the changes and it populates through the whole network. VC4 allows us to add some smart time-saving features. For example, you no longer need to add individual room names, it’s all pulled directly from the hostname of the device from DHCP. So the code reads the hostname of the room and goes ‘okay, we’ll change everything to, say, Room ABC123’, self propagating from there. It makes commissioning very fast.

With decentralised control, the in-room racks are now far simpler – in-room AV hardware is greatly reduced. Now that we’re using Crestron NVX for video transport, there’s no longer a switcher in the room. All we really have is an amplifier for the room, a couple of NVX encoders, and a Biamp TesiraForte. That’s it. It’s very clean, very simple, now that it’s all virtualised.

Leigh Hoppenbrouwers: If we had our time again, we may have considered the Tesira Server-IO in our comms rooms and really decreased the footprint of the equipment in those racks.

Olie Taylor: There are pros and cons of decentralising. The benefit of having in-room DSP is that if one room goes down, it’s not a whole floor that goes down.

Leigh Hoppenbrouwers: True. And the current approach allows us to individually take a room off line, play with it, experiment, update firmware… A centralised approach gives you fewer options on that front.

VIRTUALISED MONITORING

Olie Taylor: Virtualised control makes our lives so much easier when it comes to monitoring and fault-finding. Thanks to VC4, our guys can remotely access the touchpanel and, first of all, check the room is switched on. We have AV cameras in the room, so we can get a visual on what’s happening in the space – if there’s nothing on the room display, it’s easy to see if the wrong input’s been selected, for example. That’s the front line of fault finding. If it’s an audio problem then we’ve got Dante Controller – ‘has something been accidentally unpatched?’. Sennheiser Cockpit gives us an overview of the status of the microphones in the space – ‘am I seeing level from the mic receiver?’. If those monitoring platforms don’t provide the answers then we’ll revert to the Biamp Tesira software. Between VC4, Dante Controller, Sennheiser Cockpit and the Tesira software most issues can be rectified without leaving the desk.

“Control Cockpit is the ecosystem that comes behind SpeechLine and TCC2,” explains Paul Raphael , Sales Manager at Sennheiser. “This was a fairly big rollout and for Flinders University to be able to manage everything from a central location was key.”

Leigh Hoppenbrouwers: We’ve got staff with an IT background and they’re actually finding those remote monitoring platforms really easy to use. Sure, it’s not all in the one place, but they’re finding it easy to open up, say, Cockpit, see a signal, then move to Dante Controller – ‘yep okay, there’s a clock; we’ve got routing’, then open up the Tesira software. It’s quite a streamlined process to use those online tools.

On ensuring Sennheiser products seamlessly integrate into large scale deployments, Daniel Rowe , Business Development Manager at Sennheiser comments, “We try to ensure our systems are as intuitive to use and deploy as possible. While there’s a lot going on under the hood and we can really maximise on monitoring and managing vast deployments of technology in very demanding scenarios such as universities, for faculty or for students we want to make sure that interface is seamless and, in many instances, touch-less too.”

USING TEAMCONNECT

Leigh Hoppenbrouwers: We’re using Sennheiser’s TeamConnect Ceiling 2 microphones as uplift for our lecture capture and for the far-end participants on our web conferencing. Previously we had a little gooseneck microphone poking out the ceiling, or we were reliant on the lapel mic or handing around a handheld. The TCC2 units mean our lecturers can walk the room and retain crystal clear audio on the web conference or lecture capture.

TCC2 really improves the students’ experience as well. For Q&As or Teams sessions where students are talking to an external audience or an external audience is talking to them over web conferencing, the difference is night and day. We’re really empowering students to be involved when a handheld microphone can be really daunting – TCC2 makes for a more natural interaction , and there are fewer nerves. It’s really empowering them to speak their mind and say what’s on their mind.

The experience for those on the far end is also great. The feedback we’re getting is tremendous. The other day we held a Teams session with a single TCC2 in the space and no microphones and the participants on the far end thought it sounded clearer than sitting in the room. And that’s a room with glass walls and a whiteboard at the front.

We’re not using the TCC2s for voicelift just yet. I think that’s probably our next step, having a teaching space with no microphones other than what’s in the ceiling. Currently, as a standard in our rooms, we’ve got four channels of Sennheiser SpeechLine – two handheld and two lapels. For smaller rooms, lecturers are choosing not to use any sound reinforcement because the acoustics are so good, with the TCC2 activated for lecture capture and our web conferencing.

Olie Taylor: TCC2 was amazingly simple to install. And configuration is easy. After we installed all of the TCC2s and performed the initial setup, we jumped onto Cockpit, selected them all, and put in our global settings (the gain and EQ settings have all largely been identical), and one click later it was all done.

Leigh Hoppenbrouwers: It probably took longer to add all the TCC2s into our DHCP server and enable the ports than it it did to commission them.

Olie Taylor: Similar story for SpeechLine. We grabbed all the handhelds in Cockpit, bang, sent them all to the same settings and off they went – very simple commissioning.

Daniel Rowe: “Sennheiser has been at the forefront of transducer manufacture for approaching 80 years now, so we have a vast amount of experience capturing and reproducing the human voice, whether that be in the recording studio right through to a boardroom or lectern.”

Some 37 Sennheiser TCC2 microphone ceiling arrays were deployed for the audio for Teams calls and for the lecture capture system.

DECT THE HALLS

Olie Taylor: This area is a very noisy environment from an RF perspective. The Adelaide Festival Centre next door has 80 channels of radio microphones in its inventory. The nearby casino can also have quite a number of channels, while just across the river is the Adelaide Oval, which on certain nights can have hundreds of channels of UHF radio microphones active. So we decided to go with Sennheiser SpeechLine, which is in the 1.9GHz DECT band. There’s very little competition in the DECT band in this area so it gave us a solid foundation of reliability with limited interference. If we went with UHF we’d be constantly needing to reset to find clean spectrum.

Running hundreds of channels of DECT can create its own problems so we’ve set power levels of our SpeechLine transmitters to the bare minimum. That way we get great pickup within the room but no chance of cross-floor or inter-room contamination.

The SpeechLine receivers are mounted in the ceiling as well, and make for a well resolved look.

Leigh Hoppenbrouwers: TesiraForte is receiving all of our audio inputs, taking care of the AEC and other audio DSP for the space, then pushing audio to the outputs. We’re not using any physical inputs on the DSP in this building, it’s all coming in via Dante. We’ve got five outputs – left and right to an amplifier, left and right to our lecture capture recorder and then one channel to our hearing augmentation.

Leigh Hoppenbrouwers: We’ve got a Panasonic PTZ camera at the back of the classroom. The lecturer can decide via a touchpanel preset what they want. Normally they just use it for a wide preset, but they can use it to preset on a whiteboard. We also have a front-facing fixed camera, Panasonic AW50, as well in most of their teaching spaces. So if we are having a far-end lecturer deliver something, I could change the camera on on Teams so they can see their audience rather than the back of their heads.

Every teaching space gets four channels of Sennheiser Speechline wireless. Being in the DECT range spared the uni from heavy UHF competition in the area.

ROOM BOOKING

Leigh Hoppenbrouwers: Our university timetabling is through Syllabus. And, that is being used with Resource Booker to book all of the spaces in this building. We’ve also paired that with Concierge room booking panels. We have a panel outside every bookable space – meeting rooms with teaching spaces – which displays the activity within the space for the day. If the room is free, people can use it as an informal learning space. We’ve already seen students using rooms that are available for an afternoon, working in the space. It removes that anxiety of whether they’re going to be ‘evicted’ anytime soon. For meeting rooms, we do have ‘book now’ functionality, allows for ad hoc use of the space.

HANDOVER & OWNING THE SYSTEM

Leigh Hoppenbrouwers: Design and constructs are becoming more prevalent in Uni AV projects. Some universities are pushing for SLAs, managed by companies like Diversified. But to get the most out of the technology and have the best experience in a university environment, 100%, we need ownership of not only the design of what’s going on there, but also the implementation. It was great to have that relationship with Diversified as we delivered this project. We got the outcome because of Diversified and Flinders University working closely together, but also having open minds and sharing the common goal, which was to deliver a fantastic AV experience that help achieve the university’s educational outcomes.

FLINDERS UNIVERSITY BOARDROOM

Leigh Hoppenbrouwers: It’s a 25-person boardroom and based on the Crestron Automate VX auto-tracking system. We have a 98-inch NEC C series display at the end then an 86-inch NEC C series display either side of the table, with a pair of One Beyond PTZ cameras. It mean that no matter where you’re looking you’re seeing content and a camera has you covered. It’s a more natural setup than craning your neck to look to the end of the room, and is more in tune with the natural flow of a meeting.

We have three Sennheiser TeamConnect Ceiling 2 microphones over the space. From a microphone pickup perspective, we could easily have managed with two, or perhaps even one TCC2, but Crestron recommended three to ensure we achieved the best resolution for the positional tracking provided by the mic arrays.

For control, we’ve got three touchpanels with the usual array of parameters such as lighting, microphone mutes and more. It’s effectively the same UI as every other space, just customised for this room. There are six HDMI inputs around the table as well as a room PC.

In-ceiling loudspeakers allow for the room to hear audio from a presentation. The vice chancellor gets his own foldback display as well.

Olie Taylor: The ability to look directly across the table and still see your in-room colleagues, but also your far-end colleagues makes a big difference, helping to ensure everyone gets the same experience.

You can program priority settings into Automate VX. In our case the vice chancellor gets a priority camera setting.

The autotracking provided by the TCC2 positional data via its API is very impressive. But we also have a manual mode which allows the moderator to select pre-configured camera settings. In this case, we’ve programmed the cameras to frame groups of three chairs/board members, along with a tight Vice Chancellor shot.

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Case study: flinders university & synergy iq, charting a course for cultural change..

The Problem

Flinders University faced cultural stagnation amidst significant organisational change, including a major digital transformation and recent strategy, vision, and values overhaul. With over 2500 employees, the university was determined to address inefficiencies and improve the 'Your Voice' feedback results.

The Approach

The interventions led to a deeper grasp of the university's culture and a strategic plan for ongoing improvement. Engaged senior leadership, guided by expert advice, fostered a more open and participative culture, using staff curiosity to drive cultural progress.

The Outcomes

This strategic partnership led to a vibrant, discussion-rich culture at the executive level, the birth of a Director Organisational Development role, and a more engaged University Council, marking a new era of cultural commitment at Flinders University.

Organisational change that drives you forward

Charting a course for cultural change

Capability Building

Building organisational capacity to lead sector reform.

Values in higher education

Processes, Systems, and People together to service customers more effectively

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Tutoring Service: Responding to a Case Study

What is Academic Writing?
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Responding to a Case Study
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Purpose of a Case Study Response

Case study assignments usually require you to identify problems and issues in a scenario, in order for you to demonstrate your developing knowledge of theories and professional policies (Flinders University, 2012, p. 1). For example, you may be asked to identify issues in a healthcare case study and demonstrate your knowledge of holistic care in relation to NMBA standards.

Structure of a Case Study Response

Introduction

Think of the introduction as a brief guide to your paper. The introduction of your case study response should tell the reader:

What the context or focus of the case study is—in other words, what is it about?
What key areas will be covered, and in what order.
What conclusion has been reached—this is generally, the thesis statement.

Sample Introduction

This paper looks at the process that was followed when Jack, an elderly homeless man was brought into a public hospital with chest pains and difficulty in breathing. It critically examines this process with reference to the five dimensions of health and makes recommendations for improving the medical admissions process (Flinders University, 2012, p.2).

This is the main part of your response and will be made up of a number of paragraphs that work through the issues in your case study. You will need to decide on how many paragraphs are required to respond to each of the questions or issues raised in the case study. Some issues may require more than one paragraph in response. In the body of your case study response you should:

Refer back to the headings you created in the Plan Your Response step to keep your writing on track.
Ensure each paragraph focuses on only one main idea.
Build the points you are making in a logical order.

Clearly link the end of one paragraph to the beginning of the next paragraph.

Your conclusion should draw together the main points you have made in the body of your case study, without introducing any new ideas. You should also restate your thesis statement. Do not rush your conclusion as it is the last part of your paper to be read before it is marked. Instead, look at your conclusion as an opportunity to make final, good impression.

Steps in Responding to a Case Study

There are a number of steps you should follow when writing a response to a case study:

Read the case study and question carefully.
Identify the main issues.
Link theory to practice.
Plan your response.
Write your response.

Step 1: Read the Case Study and Question Carefully

In this step, you should highlight any points that you think are important. While it might seem like an obvious step it is often skipped or rushed. Spend real time carefully reading the case study and question to ensure you have understood what you are being tasked to do.

Step 2: Identify the Main Issues

In this step you are required to identify the key issues arising from the facts in the case study.

Step 3: Link Theory to Practice

In this step use you should link your knowledge about a topic—such as theory, codes of practice, policy and practices—to the facts in the case study. In other words, in this step you are applying your knowledge in practice by using this knowledge to identify and resolve issues and solve problems.

Step 4: Plan Your Response

In this step, outline or mud-map your response. You can use the set questions as headings when you plan your written response. It will help you organise your thoughts and stay on track. It will also ensure you do not miss any material you need to cover. If your lecturer does not want you to use headings, you can always take them out before submitting your written response. However, most lecturers are happy with headings in a case study response.

Step 5: Write Your Response

A written response to a case study requires an introduction, a body, and a conclusion.

Need to contact a tutor?

This resource page has been developed to help you respond to a case study , however, your lecturer may have specific ideas of what should and shouldn't be included in your assignment. Always ask your lecturer if unsure .

Sample Case Study Introduction

Resource references.

Flinders University. 2012. Case studies. https://students.flinders.edu.au/content/dam/student/slc/case-studies.pdf

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Pathways to Medicine at Flinders University.

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Explore our pathways to Medicine.

Looking to become a doctor? Take advantage of the many graduate entry pathways we offer.

At Flinders, we offer various graduate entry pathways to Medicine (MD) , simplifying the process for aspiring doctors. Whether you're a recent high school graduate, already hold an undergraduate degree, a Flinders alumnus, or eligible for the Indigenous Entry Stream , Northern Territory (NT) Medical program , or the South Australian (SA) Rural Medical Program , we have options tailored to your needs.

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Information for High School leavers

Got the required atar.

In preparation that you receive a high ATAR, consider sitting the University Clinical Aptitude Test (UCAT ®) during year 12. Your ATAR and UCAT ® scores are combined in order to calculate your final selection rank when applying for the Flinders Bachelor of Clinical Science/Doctor of Medicine double degree.

Don't forget...getting an offer to study medicine through this pathway is a super competitive process.

Looking for an accelerated pathway?

A Bachelor of Clinical Science/Doctor of Medicine allows school leavers to complete the double degree in 6-years. The first 2-years will provide foundational knowledge in biology, chemistry and the human body and subject to meeting the progression requirements* students will then continue to a guaranteed place in the Doctor of Medicine (MD).

*students must meet a minimum GPA of 5.0 to progress to the MD.

Didn’t get the required ATAR?

If you’re a school leaver and you’re not successful in being offered a place in the Bachelor of Clinical Science/Doctor of Medicine , you can apply to study a pathway course which will provide you with the skills and content knowledge that will give you the best chance of entering and succeeding in the MD.

Pathway courses to the MD are the Bachelor of Medical Science , Bachelor of Paramedic ine and Bachelor of Public Health . These degrees not only offer the best preparation for success in the MD, but also give you the advantage of being considered under the Flinders Graduates Reserved sub quota, further increasing your chances of successfully gaining a place in the MD.

Pathways for degree holders

Information for flinders university degree holders.

Flinders students can apply through graduate entry to Medicine, with up to 75% of places available for them:

a maximum of 30% of Flinders graduate places are normally reserved for students who complete the Bachelor of Medical Science , Bachelor of Paramedic ine or the Bachelor of Public Health .
a maximum of 45% of places are normally available for graduates of any other Flinders Bachelor degree.

Information for degree holders

You can apply directly into MD if you already hold a Bachelor degree or are about to complete your most recent Bachelor degree. The 4-year MD enables you to graduate with a medical doctor qualification.

Indigenous Entry to Medicine

Flinders offers pathway entry to the MD offered in the Northern Territory or South Australian to Aboriginal and/or Torres Strait Islander people via the Indigenous Entry Stream (IES) .

An annual Indigenous subquota is also offered in the Bachelor of Clinical Science/Doctor of Medicine double degree.

Explore the Indigenous Entry Stream

Study Medicine in Rural South Australia

We are addressing the health work force gap in rural and remote South Australia, by offering students the opportunity to live and study the MD in a rural location as part of the South Australian Rural Medical (SARM) program.

Study Medicine in the Northern Territory

The Northern Territory Medical Program (NTMP) provides opportunities for local NT residents to study close to home and prioritises selection of residents, and Aboriginal and Torres Strait Islander applicants from inside and outside the NT.

Frequently asked questions...

To maximise chances of gaining entry to the Doctor of Medicine you need to:

meet the application eligibility criteria;
understand and adhere to the application procedures and meet relevant deadlines;
provide all the information and supporting documentation requested by Flinders University by the relevant deadlines;
read and understand the application terms and conditions;
follow all the instructions given carefully whilst applying and in any subsequent communications;
pay any fees by the required date; and
keep personal contact details up-to-date.

Eligible applicants must have successfully completed the GAMSAT in the last two years, and hold a bachelor’s degree or equivalent.

This course is competitive and therefore the minimum Selection Rank is subject to change each year. A decision is made based on your ATAR and UCAT ®.

https://www.flinders.edu.au/study/pathways/year-12-entry/required-atar

Be a Flinders student
Be a graduate of one of the subquota courses – B Public Health , B Medical Science or B Paramedicine
Check your eligibility for other subquotas.

Download the MD Admission Guide

This Guide will help applicants determine their eligibility to apply and understand the application process.

Download guide

We’re here to help you every step of the way.

If you would like to talk to one of our friendly advisors about applying to university or to discuss your study options and pathways, please contact us.

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COMMENTS

PDF Case study guide
[email protected] students.flinders.edu.au/slss . A case study is a scenario in a particular professional context which students are expected to analyse and respond to, guided by specific questions posed concerning the situation. In many cases, the scenario or case study involves a number of issues or pro blems that must be dealt with in a ...
Plaza Redevelopment and Student Hub / Woods Bagot
Completed in 2016 in Bedford Park, Australia. Images by Peter E Barnes. As the new heart of Flinders University's Bedford Park campus, the Student Hub and Plaza have reinvented campus life.
Introduction to graduate qualities case studies
The objective is to share examples of good, creative thinking and practice about the role to be played by graduate qualities in curriculum renewal. The case studies draw on extensive reserves of well-researched practice by staff and students across the University about the integration of ideas on qualities, attributes and skills.
Flinders Research News Innovation Case Studies for all
Each of the case studies provides a detailed summary of the rationale for the innovation, description of the activity, and the impact this work has on students, institutional activities and on the community. ... (03 Apr 2020) Flinders University Institutional Biosafety Committee extraordinary meeting - 21 April 2020 (03 Apr 2020) ...
Case study 2
All students are required to attend 6 sessions named 'Tools to think by...' which includes: understanding academic integrity. thinking critically. finding and appraising high quality research resources. understanding the nature of evidence including reading and writing an annotated bibliography. concept mapping and building an argument.
Perceptions of optimal conditions for teaching and learning: a case
The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices.
The Flinders University/TAFE SA Bachelor of Creative Arts dual award
T1 - The Flinders University/TAFE SA Bachelor of Creative Arts dual award model: T2 - a case study. AU - Gander, Michelle. AU - Bouvet, Eric. PY - 2023/11/7. Y1 - 2023/11/7. N2 - This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA.
Case studies in university excellence
Flinders University has joined a national program of innovation in university teaching. The Federal Education Minister Simon Birmingham launched the National Innovation Case Study Collection at Flinders University in Adelaide today (21 September).. Senator Birmingham congratulated the Innovative Research Universities (IRU) initiative, saying the case study collection from the seven IRU members ...
Graduate qualities: case studies
The primary focus of this case study is on developing the Graduate Qualities across the curriculum within a number of degrees in one faculty. It discusses how to ensure a mapping exercise may be effective in ensuring all of the Graduate Qualities are addressed across the core topics of the programs. Lorna Hallahan from the School of Social Work ...
Case study 3
flinders.edu.au; Staff; Students; Library; Employee resources Benefits and pay. Benefits and pay overview; ... Case study 3. Learning and teaching Graduate qualities Graduate qualities: case studies Case study 3. ... PRV12097 TEQSA category: Australian University. Last Updated: 13 Jan 2022 FOREVER FEARLESS ...
Flinders University
Therefore, to narrow this gap, this research aims to investigate international postgraduate students' perceived impacts of their CALP on academic achievement through four student case studies, who are four participating international postgraduate students in the College of Humanities, Arts, and Social Sciences at Flinders University in South ...
Sample case study 1
case study on clinical reasoning cycle case introduction clinical reasoning plays pivotal part in health professional education and effective practice. Skip to document. University; ... Flinders University. 36 Documents. Go to course. 4. Principles OF Disaster Management. Nursing 87% (31) 3. ROLE OF Nurse Manager IN Group Dynamics. Nursing 100% ...
Online resources and guides
The Student Learning Support Service (SLSS) provide a range of study guides designed to help you with the necessary skills and work for your University studies. There are guides covering: Writing resources - Academic writing, referencing, editing and proofreading, introductions, conclusions and more. English language skills - Abbreviations ...
Study Law at Flinders University
Flinders offers an all-in-one under graduate legal education: Graduate with a Bachelor of Laws and seamlessly transition to the Graduate Diploma in Legal Practice, delivered in collaboration with the Leo Cussen Centre for Law in the Adelaide CBD. You'll experience a future-ready curriculum with a focus on technology, health and social impact.
Flinders University Case Study
With Australian borders shut for most of 2020 and no clear direction for re-opening in 2021, we saw a serious ripple effect for international students trying to pursue their studies in Australia. In 2021, Flinders University engaged Student Garden to deliver a recruitment campaign to drive new enrolments for their updated suite of postgraduate ...
Perceptions of Optimal Conditions for Teaching and Learning: A Case
The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices.
Flinders University
ServiceNow solutions have transformed how Flinders University works. Employee satisfaction has vastly improved, with improved visibility and reliable data empowering staff to complete tasks quickly and on schedule. Support teams can now focus on more complex and interesting parts of their work rather than copying and pasting information between ...
AV Case Study: Flinders University City Campus
Case Studies / Education / AV Case Study: Flinders University City Campus; AV Case Study: Flinders University City Campus Flinders University City Campus takes up eight floors of a brand new high-rise in Adelaide's CBD. Flinders' Leigh Hoppenbrouwers and Diversified's Oliver Taylor talk us through the AV design.
Flinders University Case Study
Case Study: Flinders University & Synergy IQ Charting a course for cultural change. The Problem. Flinders University faced cultural stagnation amidst significant organisational change, including a major digital transformation and recent strategy, vision, and values overhaul. With over 2500 employees, the university was determined to address ...
Responding to a Case Study
Case study assignments usually require you to identify problems and issues in a scenario, in order for you to demonstrate your developing knowledge of theories and professional policies (Flinders University, 2012, p. 1). For example, you may be asked to identify issues in a healthcare case study and demonstrate your knowledge of holistic care ...
Pathways to Medicine at Flinders University.
In preparation that you receive a high ATAR, consider sitting the University Clinical Aptitude Test (UCAT ®) during year 12. Your ATAR and UCAT ® scores are combined in order to calculate your final selection rank when applying for the Flinders Bachelor of Clinical Science/Doctor of Medicine double degree.. Don't forget...getting an offer to study medicine through this pathway is a super ...
Writing resources
Flinders University Museum of Art (FUMA) Student news. Ping! all student newsletter; Empire Times Magazine; ... Case studies; Conclusions; Critiquing literature; Discussing results; ... 00114A TEQSA Provider ID: PRV12097 TEQSA category: Australian University. Last Updated: 10 Apr 2024 FOREVER FEARLESS ...

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Flinders Research News Innovation Case Studies for all

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International Postgraduate Students’ Perceived Impacts of Their Cognitive Academic Language Proficiency on Academic Achievement: Multiple Case Studies at Flinders University in South Australia

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Organisational change that drives you forward

Charting a course for cultural change

Building organisational capacity to lead sector reform.

Values in higher education

Processes, Systems, and People together to service customers more effectively

Creating an internationally competitive workforce

From compliance to customer centricity

Planning for excellence in local government

Daring leadership at all levels

From Good to Great Customer Experience

Working behind the scenes to deliver a stellar performance

Bringing change to the bush

Planning the workforce of the future

Tutoring Service: Responding to a Case Study

PRINTABLE PDF FILE

TACTILE LEARNING TIPS

Sample Case Study Introduction

Pathways to Medicine at Flinders University.

Explore our pathways to Medicine.

Information for High School leavers

Looking for an accelerated pathway?

Didn’t get the required ATAR?

Pathways for degree holders

Information for degree holders

Indigenous Entry to Medicine

Study Medicine in Rural South Australia

Study Medicine in the Northern Territory

Frequently asked questions...

Download the MD Admission Guide

Enquire now

Information for

Directories

Follow Flinders

FOREVER FEARLESS

Writing resources

English language skills

Follow Flinders