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This commentary explores the role that academic developers (ADs) play in universities. Three case studies illustrate the roles that ADs may enact as agents of change. They reflect an emergent shift from acting as the institutional teaching and learning ‘expert’ (i.e. agent of change) to a more adaptive, collaborative partnership model where the AD works in partnership with academic leaders to change educational practice. The influence of national external forces on institutional philosophy, policy, and practice, and the AD role is also examined, using Australian initiatives as an example. [ABSTRACT FROM PUBLISHER]

The inherent opportunities for communication, collaboration and experiential learning in an online and global network create the impetus for the new network paradigm in higher education. A strategic knowledge network in education was designed and developed to build 'Mode 2' knowledge capabilities; create new knowledge for innovative application; and help to shape, influence or create professional practice. This paper presents a case study of a masters program at a large university of technology in Australia, in which students undertook industry-based coursework as part of a strategic knowledge network. Complexity of projects increased throughout the program; and the real-world projects included working with local and international mentors, thus positioning coursework within the industry. In this flexible learning environment, graduates developed 'Mode 2' knowledge capabilities for the networked world of work. [ABSTRACT FROM AUTHOR]

Major higher education reforms in the 1980s generated increased numbers of Australian university research centres, accompanied by equivalent numbers of academics acting as centre directors. This qualitative investigation using seven in-depth case studies explored the relationship between a centre's location in the university structure and its director's success. Lack of role clarity meant that the university hierarchy sometimes expected directors to maintain demanding involvement in university life outside their centre, regardless of their primary obligation to achieve the centre's objectives. All directors experienced pressure to attract external research funds but those in centres situated outside departments enjoyed greater financial freedom and autonomy in their role. To offset the role's demands directors held implicit expectations of organisational support as positive encouragement that was not always forthcoming. A number of practical suggestions for university hierarchy are offered regarding appropriate ways to support their research directors. [ABSTRACT FROM AUTHOR]

The article presents the author's view concerning the management of a university like a business enterprise in Australia. It examines the changing nature of universities across the country as well as the changing approaches of business practices. It highlights the options of new approaches to which the concept of business could be applied in the management of higher education institutions. According to the author, the complete occurrence of the values of business in universities will not be good. He adds that any educational changes must be driven by academic strategies and not by the interest of public service bureaucrats.