Search

Examines the role of the government in the higher education sector in Australia. Importance of governmental support to the changes needed by the universities; Role of the government in research and teaching funding; Functionality in the development of industrial relations and other related policies; Responsibility in shaping the higher education system for national policy purposes.

The paper examines 2 recent Australian government issues papers on higher education and research policy, indicating areas both of concern and opportunity for Australian higher education providers in theology and their research efforts. The paper then offers suggestions as to how providers of theological education might position themselves as research institutions in the emerging higher education environment in Australia, and how educational policymakers might regard research in the theological sector of Australian higher education. This paper is directed, within the new research environment in Australia, to 2 groups of readers: those concerned with the administration of theological institutions, and those whose responsibility it is to draft policy with regard to research funding. To the theological institutions I want to say: (1) become more familiar with the emerging higher education culture, especially as it affects research, and pay attention to ensuring your institution's own quality assurance controls; (2) avoid being sidelined in the new environment, seek strategic partnerships with other institutions with a similar vision and mission to your own; and (3) attempt to state clearly the role and value of your own discipline in the Australia of the 21st Century. To the policymakers I say: recognise the value of research done, often in small private but not‐for‐profit institutions, in the theological and biblical disciplines. Recognise it as genuine research. Listen to the particular needs of these institutions, which may be quite different from larger institutions with more attention‐grabbing research profiles. [ABSTRACT FROM AUTHOR]

The higher education policy of the previous Australian government aimed to achieve an internationally competitive higher education sector while expanding access opportunities to all Australians. This policy agenda closely reflects global trends that focus on achieving both quality and equity objectives. In this paper, the formulation and implementation of the policy are examined according to the policy cycle approach, drawing on additional theories and analytic frameworks as applicable. The analysis explores why such an ambitious policy approach was taken, how it was implemented and factors affecting its achievability. Indicators suggest the policy was not delivered successfully within the term of the Labor administration. It also highlights an ongoing policy trend to unify the higher education sector, despite evident divisions within the sector and between levels of government administration. The paper concludes with recommendations to diversify the system so that the equity and quality policy agendas can be implemented concurrently. [ABSTRACT FROM AUTHOR]

It has become commonplace for scholars and education managers to talk of the globalisation of higher education. How to provide housing for the growing numbers of international students, however, remains contentious. This paper presents the situation in Australia by analysing the results of two large surveys and official reports published by student associations, housing authorities, the University of Sydney, and the Australian Government Department of Education, Employment and Workplace Relations. It shows that the authorities have not succeeded in providing an answer to the international student housing question. In turn, accommodation remains a difficult issue for most international students and threatens to undermine the quality of higher education. Understood only as an accommodation problem, it may be argued that the situation could be improved if more affordable student housing was provided. However, this paper argues that until the problem is framed in socio-economic terms and analysed from a broad perspective, a solution will remain elusive. [ABSTRACT FROM PUBLISHER]

Complaints made to external agencies about Australian universities are rising in both number and complexity. Recent debate has therefore focused upon how to improve grievance handling in the Australian higher education sector. One suggested 'solution' is the creation of a national Australian university ombudsman. The UK has recently introduced such a national student complaint body - the Office of the Independent Adjudicator for Higher Education (OIA), a 'world first'. This paper examines the structure and operation of the OIA and highlights the advantages and pitfalls of introducing an equivalent office into the Australian higher education sector. It argues that, on balance, there are advantages in a national university ombudsman. [ABSTRACT FROM AUTHOR]

For more than a decade professional doctorates in Australia have continued to grow and diversify across a broadening array of disciplines. An empirical study of “The Doctoral Education Experience” in Australian universities included an examination of doctoral experiences in departments offering both PhD and professional doctorates. This paper discusses professional doctorates in education, management, law and the creative arts, remarking on similarities and differences found between PhD and professional doctorate programs, providing an insight into practice. Three specific areas are discussed. The first is the recruitment and selection of students, student choice of professional doctorates and perceived career benefits. The second area is the structure and organisation of PhD and professional doctorate programs, including the identification of the research topic. The third area is the perceived status of professional doctorates vis-à-vis the PhD. The findings are discussed within the context of government policy on postgraduate education and the emerging literature on professional doctorates. The concluding section of the paper considers the issue of differentiation between the doctorates and possible future developments. Within the context of Australian higher education the main difference could become the capacity to pay: attempts to impose fees in advance for professional doctorates are reinforced by recent government policy on student financing. [ABSTRACT FROM AUTHOR]

This paper reports issues arising from a longitudinal study of 1991 to 2002 Australian higher education equity data. The national equity framework uses an empirical performance indicator system to monitor access, participation, success and retention of six designated equity groups. The paper examines three possible approaches for defining new groups. It finds no support for an exploratory empirical approach, or for an approach based on definitions of multiple disadvantage, but supports an approach which takes account of secondary school attendance. A case is made for a more sophisticated and contextualised approach to national reporting, to increase the responsiveness and productivity of the policy framework. While the benefits of a national equity policy framework are acknowledged, the paper proposes possibilities for new approaches to monitoring and measuring disadvantage in higher education. [ABSTRACT FROM AUTHOR]

The objective of this paper is to identify the impact of current national policies and emerging curricular practices on master’s by coursework students in Australia. It is argued that the rate of top-down policy change, together with bottom-up innovation, is resulting in a high level of complexity that is challenging providers, staff and student alike. Findings from a national study that elicited the views of key stakeholders on aspects of the master’s by coursework degree including its adequacy as a preparation for doctoral study are discussed. [ABSTRACT FROM AUTHOR]

Current implementation of Australia's Learning and Teaching Performance Fund rewards universities that demonstrate outstanding performance. This paper critically evaluates the capacity of the fund to promote improvement in learning and teaching. Analysis of past data describing institutional performance clearly shows that the rank order of universities has varied little over time. It is argued that this stability implies that incentive for investment in improved teaching and learning will be restricted to those universities that tend to score close to the funding threshold. An alternative approach to funding is advocated, involving graphical communication of trends in performance using control charts. The approach seeks to broaden incentives for better teaching and learning by explicitly, (a) acknowledging excellence in any one funding round, and (b) rewarding improvement in performance over time. [ABSTRACT FROM AUTHOR]

Involvement of employees and unions in workplace decision-making has a long history in Australian industrial relations. The mechanism for employee involvement in workplace change was originally set out in the Termination Change and Redundancy (TCR) clause in Australian awards in 1984. It continues to operate under Enterprise Bargaining Agreements (EBAs), along with other negotiated terms and conditions. EBAs thus represent a source of organizational policy and provide a starting-point to examine institutional processes for employee involvement in workplace change. The higher education sector has undergone significant change over the past two decades, and some have claimed that collegiality has been replaced by an increasing managerialist focus on productivity and efficiency. This paper reports on a longitudinal analysis examining the extent to which the TCR clause has evolved in Australian universities and its implications for change management policy for the sector. [ABSTRACT FROM AUTHOR]

This paper clusters and ranks the research performance of 36 Australian universities according to their research performance over the period of 1998–2002. Research performance is measured according to audited numbers of Ph.D. completions and publications, and research grants income (in accordance with rules established by the Department of Education, Science and Training), and analysed in both total and per academic staff terms. Hierarchical cluster analysis supports a binary division between 15 higher‐performing and 22 lower‐performing universities, with the specification in per academic staff terms identifying the self‐designated research intensive Group of Seven universities, plus several others in the better‐performing group. The higher‐performing group includes the 7 research‐intensive Group of Eight universities examined. Factor analysis indicates that the top three research performers in terms of total research performance are the Universities of Melbourne, Sydney, and Queensland, while the top 3 in terms of per capita academic staff are the Universities of Melbourne, Adelaide, and Western Australia. [ABSTRACT FROM AUTHOR]

This paper critically examines a recent book about the University of Melbourne. It uses this as a case study to explore traditional conceptions of the university in the Western tradition, and aspects of the Australian debate about government policies and institutional strategies. [ABSTRACT FROM AUTHOR]

Australian universities, like their counterparts in most Western countries, have suffered a dramatic reduction in the level of public funding in recent years. One issue on the horizon that is of relevance to students and universities is the latter's exposure to National Competition Policy and, more specifically, the Trade Practices Act. Recent changes to universities, the student experience and the law present new legal options for student redress and new liabilities for universities and individual staff. In this paper, I ask whether appealing to the Trade Practices Act is an appropriate strategy for responding to "deregulation" of universities, funding cuts and the associated decline in the capacity of universities to deliver quality education. [ABSTRACT FROM AUTHOR]

Over the last decade higher education institutions in Australia have moved towards a model of 'managerialism' due predominantly to changes in government funding policies. As a consequence of the need to compete with other universities for students, university managers have increasingly focused upon marketing techniques used in for-profit organisations to attract and retain students. This paper focuses on the question of whether, and in what ways, the marketing technique of segment profiling can be effectively employed to measure the potential of new market segments and the viability of strategic planning goals in the higher education sector. Geo-demographic data from the student database of a regional Australian university were cross-matched with segment profiling data from a nearby regional centre to ascertain the viability of the region for the establishment of an undergraduate 'satellite' campus. The results of the study show that the technique is useful in reducing the risk of specific strategic planning goals by identifying the potential of new market segments and streamlining target marketing practices. The implications of these findings are discussed with reference to the future success of strategic planning goals achieved by managers in higher education. [ABSTRACT FROM AUTHOR]

Governments in Australia play an important role in the provision of education at all levels. This paper reviews the assistance provided by governments to students in Australian universities. It first provides some background information on the history and structure of the Australian higher education sector and then discusses the two major forms of government financial assistance: assistance with fees and assistance through income support. [ABSTRACT FROM AUTHOR]

Just over a decade ago, the Australian Government introduced funding mechanisms which aimed at reducing doctoral candidates' attrition rate and completion times, and increasing reported student satisfaction. This study looks for any evidence of the impact on Australian universities' research education programmes as a result of the introduction of these mechanisms. [ABSTRACT FROM AUTHOR]

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 interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students' capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made. [ABSTRACT FROM AUTHOR]

A public university was established in 2014 as a cornerstone of Ecuador’s sweeping higher education reforms. Four years later, Universidad Regional Amazónica Ikiam had developed internationally benchmarked teaching, research and community service missions within the Ecuadorian Amazon. The creation of Ikiam occurred during a period of broad international discourse on the importance to universities of academic excellence, innovation system impact, and regional relevance. This case study tests whether a top-down state-driven development model can establish a university on principles of excellence, impact and relevance. The creation of Ikiam is analysed qualitatively and the results are discussed in context with national and international policy settings for higher education and innovation. This study provides insights for low and middle-income countries to strengthen higher education and innovation systems through university creation. Internationally it provides practical insights for university master planning taskforces to build organisational strength and distinctiveness through excellence, impact and relevance. [ABSTRACT FROM AUTHOR]

This article draws on stories of success in higher education by mature-age students of diverse backgrounds to highlight some key implications for institutional support. We begin by reviewing the post-World War II background of mature-age study in Australian higher education to provide a context for presenting some major findings from a small, in-depth research project. We examine these findings to focus on the role of institutional support in the success of mature-age students, particularly given recent sectoral factors affecting their access and support. The study findings show students’ primary supports were families and friends. Participants all belonged to equity categories as designated by the Australian government, but many did not use institutional supports. Some lacked the confidence to approach staff; others were unaware support services existed or lacked the time to access them. The participants’ stories demonstrate the complex disadvantages experienced by mature-age students. They highlight universities’ need to ensure support services are ‘student-centred’ in order to ensure improved educational and equity outcomes for their mature-age student populations. [ABSTRACT FROM PUBLISHER]

Findings from a study on academic integrity at Australian universities challenge the presumption that postgraduate research students have prior knowledge of academic integrity. A review of online academic integrity policy in 39 Australian universities found that one in five policies had no mention of higher degree by research (HDR) students. Despite each of the six universities in our study having an academic integrity policy for HDR students, one in five HDR student survey respondents said they had never heard of academic integrity, two in five said they did not know whether their university has an academic integrity policy, and among the student groups they were the least satisfied with the information they had received about how to avoid an academic integrity breach. We argue for support and training in academic integrity for HDR students and draw insights from the interviews with senior stakeholders on how this could be realised. [ABSTRACT FROM AUTHOR]

In building capacity in research commercialisation and science-based entrepreneurship, Australia has adopted neither the Swedish top-down approach depending on government initiative, nor the American bottom-up approach depending on incentive systems related to university ownership of intellectual property and a highly competitive and entrepreneurial university environment. Instead, Australia has used a combination of government and university initiatives and support mechanisms. While significant progress has been made, there is some measure of disagreement about how Australia's performance compares with that of other industrialised countries, and certainly in many cases income generation for commercialisation to date is less than anticipated. While both Commonwealth and state governments have well-funded programmes to support innovation and commercialisation, there is reason for concern about the multiplicity of programmes and departments involved, about overall policy coherence, and whether business firms rather than universities are the main beneficiaries. University efforts generally have been assisted by their ownership of intellectual property and pressures towards increased entrepreneurial activities. But, with declining Commonwealth operating grants, many universities find difficulty in funding strong research commercialisation capacity without substantial cash flow from licensing or spinout companies. [ABSTRACT FROM AUTHOR]

The Australian government radically altered its methodology for funding research training, starting from the 2002 academic year. Despite the altruistic objectives of the new Research Training Scheme, analysis reveals that a major component of the scheme is flawed, and can produce unintended results. [ABSTRACT FROM AUTHOR]

Focuses on the influence of the Colombo Plan on the formation of international education in Australia. Role of Colombo Plan in sponsoring education of Asian students; Reason for Australia's involvement in the scheme; Importance of international education policy for cultural diversity and government economic objectives.