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The article presents the discussion on 2023 ANZCA Annual Scientific Meeting (ASM) was held on 5–9 May 2023 in Sydney, Australia.

If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recently been devoted to student feedback literacy, less has been given to what is required of teaching staff in their various roles in feedback processes. This paper seeks to elucidate teacher feedback literacy through an analysis of the accounts of those who do feedback well. An inductive analysis was undertaken of conversations about feedback with 62 university teachers from five Australian universities using a dataset of transcripts of interviews and focus groups from two earlier research studies. Through an iterative process a teacher feedback literacy competency framework was developed which represents the competencies required of university teachers able to design and enact effective feedback processes. The paper discusses the different competencies required of those with different levels of responsibility, from overall course design to commenting on students' work. It concludes by considering implications for the professional development of university teachers in the area of feedback. [ABSTRACT FROM AUTHOR]

All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaboratively with education systems to co-design and deliver contextually relevant teacher professional learning, support teachers-as-researchers and support schools to become learning communities. This collaboration would advance the policy agenda inherent in the accreditation processes by developing the intended culture of professional learning among teachers, education systems and universities that goes beyond mandated professional learning hours. We review the Australian policy context from a systems-thinking perspective and argue that university Schools and Faculties of Education (called SOE throughout this paper) work across multiple levels in education systems and are thus uniquely positioned to co-design and deliver relevant and contextually significant learning opportunities that foster teacher professional learning and school improvement. [ABSTRACT FROM AUTHOR]

Despite the diversity of entry points into academia, little research exists examining the experiences and impact of precarious employment at different life stages. Drawing on interviews with 19 academics employed casually or on fixed-term contracts in Australian universities, this paper illustrates how precarious employment is experienced at different life and career stages. Using Foucauldian understandings of power and discourse alongside a life-course sociological approach, we explore how parenthood, relationships and life decisions are shaped by precarious employment in the academy. Discourses around academic 'pipelines' and 'early careers' obscure the experiences of those entering academia as a second-career; and those in long-term precarious employment. These employment structures have deep personal, professional and financial impacts. By identifying the intersection between precarious employment and life stages, we argue that an understanding of the effects of precarious employment requires further, urgent attention to support the diverse needs of academics. [ABSTRACT FROM AUTHOR]

The growth in student numbers from the Indian subcontinent countries has increased exponentially in the Australian higher education system over the past decade. Unfortunately, this growth has not been accompanied by initiatives to address the distinctive cross-cultural challenges faced by this cohort. This paper seeks to identify academic and professional staff perceptions of how they can help alleviate the social and academic challenges faced by subcontinent students. Thematic analysis of multiple focus group interviews established a range of simple initiatives that university staff and decision-makers could introduce to alleviate these challenges. Academic and professional staff should clearly and repeatedly articulate course, assessment and integrity expectations and make use of pre-arrival and orientation interactions. The pedagogic environment should be customised to subcontinent students in the classroom, and written teaching materials should be supplemented with engaging videos, ideally subtitled. The introduction of cross-cultural awareness training for academic and professional staff would improve the learning experience of subcontinent students. Adequate resourcing of academic skills and English language support and mental health support services also emerged as valuable initiatives. The cross-cultural awareness training for academic and professional staff should also be customised to their specific roles. [ABSTRACT FROM AUTHOR]

Universities might aspire to teaching excellence, but do they enable academic teachers to make good teaching decisions? Using a critical realist perspective, a qualitative interview study in England and Australia explored academics' experiences of teaching decisions and their responses to strategic, institutional and departmental teaching policy and planning. Complex and contradictory conditions that challenged academics' experiences of teaching and prevented effective decision-making were found. The paper identifies aspects of university functioning that act to prevent the achievement of teaching excellence. It argues that excellence in teaching requires coherent and integrated approaches and commitment right across the institution. For this to happen, universities need to consider how stated strategic learning and teaching ambitions are communicated, implemented, supported and, importantly, how they are understood and enacted throughout all levels and areas of the organisation, including many that hitherto do not consider they have a role in learning and teaching. [ABSTRACT FROM AUTHOR]

This research aims to investigate whether multi/inter-disciplinary research activities are related to research impact and publication counts of scholars. Since researchers with very high levels of multi/inter-disciplinarity might be able to target complex problems, we would expect them to receive more credits than their colleagues with a stronger disciplinary orientation. We analysed Web of Science (WoS) indexed publications of all associate and full professors from a random sample of Australian universities in physics, chemistry and biology (1980–2014). Australian Fields of Research (FoR) codes assigned to journals were used to calculate the diversification of authors' publications. The number of citations in the first 3 years, number of 10% most frequently cited papers, and citation impact percentile were used for impact assessment. A few indicators were used to measure the diversity including 'extent of diversification (ED)' (number of distinct FoR codes divided by the number of publications) and 'diversification ratio (DR)' (ratio of the publications falling outside the dominant code to the total number of publications). A total of 47.76% of biologists' publications, 35.23% of physicists' publications and 20.36% of chemists' publications were published in journals assigned to fields other than the Australian associate and full professors' fields. Publications from biologists had the largest values of diversification. Women (compared with men) and associate professors (compared with full professors) in chemistry, biology and overall were more probably to publish diversely. ED was negatively correlated with output and citation impact. DR also had a negative but weak correlation with the number of publications and 10% most frequently cited paper. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to present approaches effectively used by a large multi-campus Australian university to improve the research student experience as a direct result of their feedback. These approaches include: identifying trends in the research student experience and areas needing improvement through the Research Student Satisfaction Survey conducted by the University in 2009, 2011 and 2013; prioritising and implementing improvement solutions; and monitoring the improvement actions to measure their efficiency based on student feedback, and to identify areas warranting further improvement attention.Design/methodology/approach Quantitative study was undertaken with research students.Findings The study outlines the need for universities to have a systematic approach in measuring and enhancing the experience of research students. Systematic approach enables the university to take timely action to enhance student experience.Research limitations/implications Undertaking analysis of the survey at faculty or school level. Increased accountability on Associate Deans (Research) to implement improvements at faculty level.Originality/value The paper is based on ten years of study in a large multi-campus university. [ABSTRACT FROM AUTHOR]

Objective: Completion rates in vocational education are typically poor for Aboriginal students (<30%). A scholarship program was designed for Australian Aboriginal students using five enablers of success previously identified for Aboriginal preregistration tertiary nursing students. The purpose of this study was to evaluate whether the five enablers contributed to the success of Aboriginal students in vocational education and whether there were any other enablers. Methods: Semistructured interviews were conducted with two groups of Aboriginal students in Certificate III and IV Dental Assisting and Certificate IV in Allied Health Assistance, and their teaching and support staff. The data were initially coded inductively. Initial codes were then categorised according to the five enablers identified to contribute to the success of Bachelor of Nursing students. New categories were created for data not assigned to the enablers. Results: Twenty students (64.5% of the cohort) and six staff (75%) consented to participate. The five enablers were perceived to have contributed to the success of the scholarship recipients and two additional enablers were identified. A completion rate of 96.8% was achieved by the scholarship recipients (30 completions of 31 enrolments). Conclusions: In contrast with the state average, a completion rate of 96.8% was achieved using seven enablers in this study. To improve completion rates for Aboriginal students, vocational education programs need to be customised to cultural, family and community context. The seven enablers in this study should be subject to a larger study to inform policy, funding, design and delivery of vocational training for Aboriginal students. What is known about the topic?: It is well established in the literature that Aboriginal students have poorer educational outcomes than other students. What does this paper add?: This paper validates five previously identified enablers to improve outcomes for Aboriginal students and an additional two for vocational education. These enablers may also be applicable to other types of education. What are the implications for practitioners?: Practitioners can use the enablers in this study to design and implement vocational education programs and improve educational outcomes for Aboriginal students. [ABSTRACT FROM AUTHOR]

Australia's National Disability Insurance Scheme (NDIS) is associated with disability sector growth. A skilled and competent disability professional workforce is needed. Developmental Educators (DEs) are university qualified disability specialists; however, the profession (est.1983) has been under recognised. Due to the multi-skilled nature and broad scope of this profession, there is little evidence associated with the exact roles of DEs once they complete their degree and enter the disability workforce. This paper presents a mixed methods self-assessment investigation of DEs' current job roles and responsibilities, and DEs' perceptions of the understanding of their profession. Data were gathered from DEs (N = 121) using an online survey. Data were analysed using descriptive statistics and thematic analysis. DEs reported working with people with disabilities across the lifespan in various settings including: employment, accommodation, recreation, education, positive behaviour support, and skill development. Though there were widespread perceptions from DEs that their profession was under recognised, many DEs reported being employed prior to or immediately after graduation from their degree. The next step for this research is to investigate the views and perceptions of people with disabilities and their family members who receive service and support from DEs. [ABSTRACT FROM AUTHOR]

The article discusses papers published within the issue including one on outlook of the changing teacher education scenario in Australia, one on the important professional relationships which are key to pre-service teacher learning and one presenting in-depth analysis of an Intern pre-service teacher case study.

This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an Australian regional university. Their responses added complexity and nuance, suggesting a heterogeneity of entry pathways and experiences, as well as avenues for further inquiry. Consideration of the resulting issues leads to wider questions about the place of teacher education in the academy. In turn, this leads to question if the challenges faced by newly appointed teacher educators are distinctive from those experienced by all new academics. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators. The paper concludes with two further recommendations. First, large-scale research is required to inform us about the contemporary teacher education workforce. Little is currently known about entry and career pathways, nor of the impact of recent policy and funding changes such as research performativity measures and increasing employment of sessional staff. Second, induction must be seen as an organisational and professional responsibility shared by many, including new and experienced academics, faculties, departments, institutions and professional associations. [ABSTRACT FROM AUTHOR]

This paper examines the changing landscape of higher education from the perspective of teaching academics. Critical thinking has been seen as one of the central facets of the academic identity and so this paper uses the notion of critical thinking as a lens through which to explore this changing identity. It argues that the professional identity of the academic is in a state of flux, which has caused uncertainty regarding the academic role, its freedoms and responsibilities. The particular focus here is on teaching and the changes occurring in this arena. The paper reports the findings of a qualitative study based on in-depth interviews with academic staff across five disciplines from two Australian universities. In the modern university, the pressures of accountability to a range of stakeholders, both internal and external, are changing the face of university teaching. [ABSTRACT FROM AUTHOR]

This paper examines aspects of the 'binary divide' in Australian higher education staffing, looking at the role of general staff in tertiary education administration and management in the 1990s, and the antipathy many members of academic community appear to have toward general staff. There are brief comparisons with the situation in three other countries, the United Kingdom, the Netherlands and Finland which provide a point of comparison with the Australian situation. This report was prepared as an outcome both of research into the Australian situation and an overseas visit funded by an ATEM International Travel Grant in 1998. [ABSTRACT FROM AUTHOR]

A large-scale investigation was conducted at an Australian University to document and analyze authentic work-related assessment types for a university-wide major course review (Kaider, F., and R. Hains-Wesson. 2016. Enhancing Courses for Employability. Melbourne: Australian Collaborative Education Network. Report.). This study provides further insights into Science, Engineering, Technology and Mathematics (STEM) teachers' experiences in undertaking authentic assessment-led reform. STEM teachers participated in an online survey and a recorded interview to elicit their perceptions of authentic assessment-led activities. A mixed methods approach was used with two key themes emerging: (1) purpose and approach, which highlighted the importance of introducing a shared understanding for effective authentic assessment-led reform and (2) working with industry, which illustrated the requirement to provide teachers with additional support options when working with industry. In this paper, we discuss the implications of the findings along with the presentation of a set of key recommendations for supporting teachers when renewing STEM education. [ABSTRACT FROM AUTHOR]

The ‘neoliberal turn’ in the higher education sector has received significant intellectual scrutiny in recent times. This scrutiny, led by many established academics working within the sector, has highlighted the negative repercussions for teaching and research staff, often referred to as the ‘academic precariat’ due to their tenuous employment prospects within an increasingly market-driven system. This critique of the modern university can also inadvertently position academics as either resisting or complying with neoliberal governance. This does not adequately account for the nuanced and poetic ways in which professional, personal and gendered subjectivities are formulated, intertwined and negotiated. In this paper we draw on the six overlapping yet distinct narratives of the six female authors, all early-career academics from Australia. We capture and analyse these narratives through collective biography, a qualitative methodology underpinned by the work of Davies and Gannon and others, that helps us to move beyond the ‘good vs. bad’, ‘resistance vs. compliance’ debates about academic life. We identify aspects of our lived subjectivities that offer rupture through poetic and hopeful ways of understanding how academics construct and negotiate their lives. [ABSTRACT FROM PUBLISHER]

Elizabeth A. Stuart is a Professor in the Departments of Mental Health, Biostatistics, and Health Policy and Management at the Johns Hopkins Bloomberg School of Public Health, and Associate Dean for Education at the school. She is a renowned expert in the area of causal inference, including propensity score methods for observational data and the generalizability of randomized trial results, and is also a Fellow of the American Statistical Association. Prior to her appointment to the faculty at Johns Hopkins, Professor Stuart received her Ph.D. in statistics from Harvard University and a bachelor's degree in mathematics from Smith College. In 2015, Professor Stuart was recognized at the International Conference on Health Policy Statistics with the Mid-Career Award from the Health Policy Statistics Section of the American Statistical Association. [ABSTRACT FROM AUTHOR]

For many years universities around the world have sought to articulate the nature of the education they offer to their students through a description of the generic qualities and skills their graduates possess. Despite the lengthy history of the rhetoric of such policy claims, universities' endeavours to describe generic attributes of graduates continue to lack a clear theoretical or conceptual base and are characterized by a plurality of view-points. Furthermore, despite extensive funding in some quarters, overall, efforts to foster the development of generic attributes appear to have met with limited success. Recent research has shed some light on this apparent variability in policy and practice. It is apparent that Australian university teachers charged with responsibility for developing students' generic graduate attributes do not share a common understanding of either the nature of these outcomes, or the teaching and learning processes that might facilitate the development of these outcomes. Instead academics hold qualitatively different conceptions of the phenomenon of graduate attributes. This paper considers how the qualitatively different conceptions of graduate attributes identified in this research have been applied to the challenge of revising a university's policy statement specifying the generic attributes of its graduates. The paper outlines the key findings of the research and then describes how the university's revision of its policy statement has built upon this research, adopting a research-led approach to academic development. The resultant two-tiered policy is presented and the key academic development processes associated with the disciplinary contextualization of this framework are considered. The discussion explores some of the implications of this novel approach to structuring a university's policy, in particular, the variation in the relationship between discipline knowledge and generic attributes which was a key feature of the qualitative variation in understandings identified in the research. [ABSTRACT FROM AUTHOR]

The changed dynamic between tertiary students and universities has resulted in much discussion about consumer rights and obligations. Whilst some consider the change from students to clients to be simply an accurate reflection of changing times, others believe the trend to be a covert blueprint for radical change imposed by forces external to the academy. In either case, the discussion is more concerned with rights, responsibilities and obligations rather than pedagogic issues. With the shift in focus comes the possibility of consumer-based litigation based upon contractual obligations. To some extent, the success of such litigation will be based upon legalistic interpretations of the marketing rhetoric universities use to describe their product. As public statements, such rhetoric is part of the contract into which students enter with universities. This paper considers one of the ways in which universities have responded to the potential of being sued by unsatisfied customers: a tempering of hyperbole in their advertising. But how does the implication of such a strategy impact upon the perceived or actual standards of teaching? The paper begins with a brief overview of how universities have responded to students recasting themselves as customers, with the concomitant demands for satisfaction. It follows with a consideration of how these trends have become manifest in Australia. The focus narrows to consider how one university has responded to the changing environment, and then uses the example of one faculty within that university to exemplify the change in strategy. Finally, the paper considers the potential future relevance of that response. [ABSTRACT FROM AUTHOR]

Introduction: This paper reports the key findings of the Faculty of Radiation Oncology 2018 workforce census and compares results with previous studies.Methods: The census was conducted in mid-2018 with distribution to all radiation oncologists and trainees listed on the college database in Australia, New Zealand, Singapore and overseas. There were new questions about hours spent on multidisciplinary meetings (MDTS), leadership positions held, management of inpatients, hypofractionation, stereotactic body radiation therapy (SBRT), income type and gynae-oncology work for radiation oncologists. Trainees were asked about time spent on planning and contouring.Results: The overall response rate was 69.9% with 67.7% of radiation oncologists and 77.9% of trainees responding. There were 514 radiation oncologists with 60% male and a mean age of 49 years (median = 46 years, range 31-91). The majority of respondents were Caucasian (57.7%) and from New South Wales (29.4%). Sixty-one per cent were subspecialists with breast, SBRT and urological cancers, the most popular areas of interest, and 56% held leadership positions. The majority worked in the public sector (55.7%), but 31.7% worked solely in the private sector with an average working week of 43.4 hours (h) (median = 44, range 2-110). Radiation oncologists spent an average of 3.6 h on MDTS (median = 4 h), 2.2h (median = 2 h) on simulation and 8 h (median = 5 h) on contouring per week. They averaged 245 new patients (median = 250, range 30-695) and 25 inpatients (median = 20) per year. Hypofractionation was used for radical treatment of breast (75%) and prostate cancer (49%). Radiation oncologists were mainly remunerated with a fixed income (53%) with 40% having some incentive-based income. There were 140 trainees with an equal male and female distribution. The large majority (88%) were satisfied with their career and network (83%). Most trainees worked between 36 and 55h per week with 15% having no protected time. Most trainees spent less than 5 hours on planning each week and job availability remained a major concern (90%).Conclusions: The radiation oncologist numbers have increased significantly, but unemployment remains low. Many parameters remain similar to the 2014 census, but new information has been obtained on special interest areas, leadership positions, gynae-oncology, inpatients, hypofractionation use, remuneration and contouring. Trainee numbers remain stable with an increased percentage satisfied with their career with much less concern about oversupply. Protected time remains an issue with contouring time and teaching emerging as a potential issue. [ABSTRACT FROM AUTHOR]

Deciding whether to release tutorial solutions to students is quite often a dilemma for instructors. This paper provides empirical evidence on the effect of releasing tutorial solutions in a management accounting course at a large Australian university. For this purpose, this paper develops a base model for predicting performance in the course and expands the model to incorporate a variable capturing the release of tutorial solutions. Consistent with previous research (e.g. Doran et al., 1991; Danko-McGhee and Duke, 1992; Kavanagh and Rohde, 1996), in the base model, although performances in an introductory accounting course and the mid-semester test were found to be good predictors of performance in the final examination, evidence on the role of gender and age was weak. In the expanded model, there was no evidence that releasing tutorial solutions improved performance in the final examination. The findings of this paper have policy implications for educators and administrators in education in deciding whether to release tutorial solutions to students. [ABSTRACT FROM AUTHOR]

This paper examines the impact of the application of performance indicators on the teaching and research activities of 152 university academics from four representative Australian universities. Most of the participants reported an increase in pressure to focus on the activities measured by the teaching and research performance indicators. A majority of the participants also indicated that their approach to teaching and research have changed. In research, this essentially meant focusing on external research grants applications and publications, and maximising the quantity produced from these activities. Some staff did use various strategies to increase their scores such as writing shorter papers in order to increase the quantity of publications. Moreover, a sizeable proportion of the participants indicated a shift in their work priorities towards research at the expense of teaching. One possible reason could be the lack of special incentives to increase their emphasis on teaching. [ABSTRACT FROM AUTHOR]

Student research projects involving human intervention are being utilised in more and more business subjects. It therefore is essential that students understand the various ethical issues and implications related to undertaking such projects. As such academics need to integrate an ethical evaluation of student projects. While there are many attempts to "teach" ethics, the literature does not address the issue of including ethics in student research projects. A process by which this can be applied is suggested, which is based on a formal ethics approval process used at one Australian university. While the focus of this paper is student based research projects, the process described could be applied to staff research with minimal modifications, which are identified throughout the paper. [ABSTRACT FROM AUTHOR]

Mathematical modelling is increasingly becoming an integral component of mathematical curricular in primary and secondary schools throughout the world. However, in Australia modelling skills are currently rarely found in university teacher preparation courses. Limited experience with modelling processes, as well as a lack of confidence and personal efficacy in the field of mathematics, limits the ability for prospective teachers of mathematics to develop into effective high school educators and thus concomitantly adversely affects student learning outcomes. To address the problems related to the lack of experience that prospective teachers have with mathematical modelling and the associated lack of confidence and personal efficacy that can result, this paper presents a case study of a strategy—the enhancement, learning, reflection (ELR) process—designed to improve prospective teachers' confidence and personal efficacy in teaching mathematics, with a focus on the modelling process as a teaching strategy. [ABSTRACT FROM AUTHOR]

There is a rapidly growing industry of online learning and distance education programs at the Master of Social Work and Bachelor of Social Work levels both within Australia and globally. A number of best practices have emerged from the literature that warrant consideration when delivering social work programs in online learning and distance education modes. Given the significant advancements in technology that are likely to continue into the next decades, social work academic leaders and accrediting bodies must be prepared to address the changing landscape of higher education, including limited financial resources. Social work academics need to become aware and implement best practices in online learning and distance education e-teaching environments to ensure positive student outcomes, student retention, and student engagement to meet the flexibility needs of students in higher education settings. The purpose of this paper is to identify and discuss the challenges and benefits of distance education and online learning for consideration when providing a social work program in these delivery models. IMPLICATIONS Given the significant advancements in technology that are likely to continue into the next decades, social work academic leaders and accrediting bodies must be prepared to address the changing landscape of higher education. Social work academics need to become aware and implement best practices in the distance education and online teaching environment to ensure positive student outcomes, student retention, and student engagement to meet the flexibility needs of students in higher education settings. [ABSTRACT FROM AUTHOR]

This paper summarizes the views, obtained via a survey instrument created by the authors and reported in studies by Stout and Wygal, of 22 accounting educator teaching exemplars from Australia. Each of these individuals has been cited for teaching excellence through receipt of one or more formal teaching awards. The paper responds to calls in Australia for increased attention to the dimensions of teaching effectiveness and to initiatives in the United States calling for a broader sharing of information among members of the academy regarding the characteristics of teaching effectiveness. Little direct evidence from the field of accounting education is available to date regarding such characteristics or antecedents of teaching effectiveness in the student learning environment. Our research therefore extends in a fundamental way the work of Stice and Stocks and Stout and Wygal. Specifically, perceptions from a sample of award-winning non-US faculties regarding the ‘drivers of teaching effectiveness’ in accounting education are recorded and analyzed. In decreasing order of perceived importance, drivers of teachingeffectivenessare: having a student focus; commitment to teaching (as a profession); high levels of preparation/organization; the ability to link subject matter to the practice environment; and, instructor skills and attributes. This paper adds to our understanding of the drivers of teaching effectiveness and begins the process of creating a worldwide knowledge base in accounting education. The paper should be of interest to accounting faculty members interested in improving their teaching effectiveness and/or mentoring junior faculty members. [ABSTRACT FROM PUBLISHER]

This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives:job satisfaction,role model behaviourandperceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was ‘improving student satisfaction ratings for teaching’, an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened. [ABSTRACT FROM PUBLISHER]

Professor James Henry ('Jim') Michael 1920-2001 was elected to the Australian Academy of Science in 1973. Born in Port Augusta, Jim saw active service during the Second World War. Returning to Adelaide, he completed a PhD in pure mathematics and began a distinguished career as an international expert in mathematical analysis. As well as being a mathematician, Jim was a keen golfer and shooter. Jim is remembered as a quiet, gentle man of few words but great integrity. A devoted family man, he is survived by his wife Pat, his daughter Mary Jane, his son Philip and his two grandchildren Ian and Tim Michael. [ABSTRACT FROM AUTHOR]

Curriculum development and student feedback strategies in higher education contexts are entwined in multiple ways. The belief that curriculum development and student feedback are intricately linked as strong catalysts in the enhancement of learning has been exhaustively researched and promoted in the literature (Gravestock and Gregor-Greenleaf, 2008; Hubball and Burt, 2004). Few institutions have addressed the need to connect the two portfolios in a meaningful way. However, one institution in Canada combined both components (curriculum design and student feedback) of higher education practice into a dynamic academic portfolio that engaged senior administrators, teaching staff, and students in dialogue. This innovative model of embedding an evaluation culture was both an exhausting and exhilarating experience. It brought to the fore many critical issues that require further consideration of the impact of the model on all stakeholders. This paper presents a constructive critique of that model with recommendations for advancing higher education practice in embedding an internal evaluation culture. Based on the application of the Canadian model, it was found that inherent in an embedded evaluation model are the following imperatives, among others: * Equity, diversity and inclusivity * Commitment from stakeholders (teaching staff, administrators and students). * Respectful and transparent communication * Proactive and future oriented goals [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide a first-hand experience of deploying latest technology allowing the submission of assignments by students electronically, and providing them with feedback on these assignments. In this Australian case study, the lecturers used 'Audacity' and 'echo360' software to communicate with students by providing them with feedback on their assessments. This included general feedback for the benefit of the whole class, directed to all campuses, and weekly lectures' summaries. The findings suggest that the use of such technology develops a range of skills that would enhance students' interest in the unit, and their life-long learning. This paper provides an account derived from the examination of data collected from lecturers and students of undergraduate units. [ABSTRACT FROM AUTHOR]

The achievement of greater gender equity within Australian universities is a significant issue for both the quality and the strength of Australian higher education. This paper contributes to our knowledge of academic workloads, observing individual workloads in business faculties. A multiple case study method was employed to observe individual academic workloads. Two regional universities were selected for this research on the basis of their senior staff profiles. Multiple sources of evidence were used to gather teaching and research workload data for all faculty members. Differences in workloads were not always evident between genders. Our results suggest that universities that are over-represented with females in senior academic positions when compared to the national average achieve equity in workload. Universities that are underrepresented with females in senior academic positions do not achieve workload equity with male academics producing more research and coordinating more teaching. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present the results of a study into how student attributes influence their experience of problem-based learning (PBL) in virtual space. Some engineering faculties in Australia are turning to the PBL paradigm to engender necessary skills and competence in their graduates. At the same time, due to economic and other factors, some faculties are moving towards distance education. Logically, questions are being asked about the effectiveness of PBL for technical fields such as engineering and surveying when delivered in virtual space. This paper outlines an investigation of how student attributes such as final course grade, age, academic study major and interaction with their team facilitator affect the student learning experience in PBL courses offered in virtual space. A phenomenographical study was carried out on a suitable PBL course. A frequency distribution was then superimposed on the outcome space to assist analysis and to aid interpretation of results. This frequency distribution was then used to analyse the effect of different student attributes on the learning experience. It was discovered that the quality, quantity and style of facilitator interaction had the greatest impact on the student learning experience. This highlighted the need to establish consistent student interaction plans, and to set and ensure compliance with minimum standards with respect to facilitation and student interactions. The findings also have ramifications for future staff professional development activities before starting as facilitators in these courses. [ABSTRACT FROM AUTHOR]

Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This paper outlines the use of CAAM as an educational tool within an Economics and Commerce Faculty in a major Australian research university. Evaluation results are provided from students from a CAAM pilot within an upper-level Economics subject. Results indicate promising support for the use of CAAM and its potential for transferability within the disciplines. If shown to be valuable with further studies, CAAM could be included in capstone subjects, allowing computer technology to be utilised in the service of generic skill development. [ABSTRACT FROM AUTHOR]

One of the most significant challenges facing universities today is developing effective, efficient and equitable approaches to support diverse student cohorts, resulting from the market mechanisms now driving the tertiary education sector. Traditional mechanistic structures using specialisation of skills meant that the responsibility for the integration of this cohort was given to specialist language and study support advisers and counsellors who sat on the periphery of the educational experience. This created ineffective, inefficient and inequitable deficit and compensatory models of student support. At La Trobe University (Australia), two Language and Academic Skills advisers proposed working collaboratively with an academic to consider a business approach which embedded support into a mainstream subject with the aim of developing greater efficiency, effectiveness and equity in the management and delivery of this support. This was done by adopting the principles of strategic management and organic, team based structures in order to address many of the issues faced by students and staff in the current business driven tertiary education environment. This paper explores the application of these business principles to the re-structuring of a core second year subject (with an extremely diverse cohort) and outlines the positive impacts on students and staff. [ABSTRACT FROM AUTHOR]

Papers appearing in the journal 'Clinical and Experimental Pharmacology and Physiology' are based on presentations at a symposium entitled Muscle Mechanics and Energetics: A Comparative View. The symposium was held in Melbourne, Australia, to celebrate the retirement of college teacher Colin Gibbs from Monash University in Gippsland, Victoria. Gibbs is a graduate of the Sydney, New South Wales-based University of Sydney in pharmacology and biochemistry, completing a PhD in 1964 in the area of cardiac electrophysiology. Colin was awarded one of the first Overseas Research Fellowships by the National Heart Foundation of Australia and this supported his post-doctoral training at the Heart Research Laboratory at the University of California at Los Angeles. Although Colin's primary focus has been on the energetics of mammalian cardiac muscle and extending the knowledge gained through research in this area to understanding the physiology and pathophysiology of the human heart, his interests span all muscle types. During his career, Colin has also published several important papers on aspects of the energetics of both skeletal and smooth muscle.

Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions.Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26).Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam.Research limitations/implications This study is limited to one group of international students and to one Australian university.Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential.Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian. [ABSTRACT FROM AUTHOR]

Interest in how to support the design work of university teachers has led to research and development initiatives that include technology-based design-support tools, online repositories, and technical specifications. Despite these initiatives, remarkably little is known about the design work that university teachers actually do. This paper presents findings from a qualitative study that investigated the design processes of 30 teachers from 16 Australian universities. The results show design as a top-down iterative process, beginning with a broad framework to which detail is added through cycles of elaboration. Design extends over the period before, while, and after a unit is taught, demonstrating the dynamic nature of design and highlighting the importance of reflection in teachers' design practice. We present a descriptive model of the design process, which we relate to conceptualizations of higher education teaching and learning, and compare with the characteristics of general design and instructional design. We also suggest directions for future research and development. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to investigate the overall perceptions of accounting academics from Japan and Australia about global convergence of accounting education; and their beliefs about the contextual factors affecting the goal of global convergence.Design/methodology/approach The sample of this research was collected via a questionnaire-based survey of accounting academics who were teaching at the undergraduate and postgraduate level in tertiary institutes in Japan and Australia. This study adapted the questionnaire originally used by Sugahara (2013) to extend the survey of accounting academics in Japan, to accounting academics in Australia. The questionnaire administered in this research asked their overall perceptions regarding the convergence of accounting education and associated contextual factors.Findings Findings reveal some similarities and differences across contextual factors that influence academic perceptions about global convergence. Further the authors identify a link between academic position and respondent views of global convergence.Originality/value The findings of this cross-country study provide insights for the International Accounting Education Standards Boards (IAESB) about the views of a key stakeholder group, accounting academics. Further the authors recommend the development of a communications strategy that targets accounting academics, and better explains the work of the IAESB and the intended value of global convergence using IES. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine some issues in professional development and the accountability of academic staff particularly in regard to newly appointed staff. It examines ways in which universities can assist new staff develop their skills in the various aspects of their academic role and identifies the responsibilities of the university and heads of departments in this task. It illustrates these issues by reference to a case study of a major Australian university which has recently adopted a department-based scheme for the professional development of academic staff. This scheme, amongst other things, involves new staff in planning sessions with the head of their department and the keeping of records of responsibilities, achievements, needs for professional development and the resources which will be provided to assist staff. The introduction of any scheme for accountability of staff or of professional development is likely to encounter some resistance in the prevailing academic ethos. The paper will examine ways in which the genuine fears of some groups can be addressed and how such schemes may be developed and introduced in a sensitive fashion. [ABSTRACT FROM AUTHOR]

Background. Previous research has established substantial relations between students' approaches to study in higher education and their perceptions of the learning environment. More recently, there has been a growing body of research into teachers' approaches to teaching and conceptions of teaching. There has, however, been little research into their perceptions of the teaching context. Aims. This study aimed to develop an inventory of university teachers' perceptions of their teaching environment (PTE) and how those perceptions related to their approaches to teaching. Samples. The interview sample comprised 13 teachers of first year university physics and chemistry courses in two Australian universities, and the survey sample comprised 46 teachers from several Australian universities. Methods. In the qualitative study teachers were interviewed about the things they thought affected their teaching. The interviews were content analysed, and an inventory was produced. In the quantitative study, the results of the administration of the Approaches to Teaching Inventory and the PTE were analysed by correlational, factor and cluster analyses. Results. This exploratory study found systematic relations between the perceptions and approaches. The relations observed suggest that the adoption of a conceptual change and student focused approach to teaching is associated with perceptions that the teacher has control over what is taught and how it is taught, as well as perceptions that the department values teaching and that class size is not too large. Conclusions. The paper concludes by arguing that if we are to improve the quality of teaching and learning in higher education we will need to take account of the perceptions teachers have of their teaching context. [ABSTRACT FROM AUTHOR]

Dr. Raymond Bunker, a prominent figure in planning education, research, and practice, has passed away. He began his career in the British Midlands before moving to Australia in 1959 to work as a lecturer at Sydney University. He later held positions in the federal Department of Urban and Regional Development and the South Australian Institute of Technology, where he headed the planning program. Throughout his career, Dr. Bunker was involved in international engagements, contributed to the planning profession in various capacities, and published extensively on urban planning issues. He will be remembered for his significant contributions to planning policy, research, and education. [Extracted from the article]

Universities throughout Australia are increasingly investing significant amounts of time and money in efforts to improve the quality of first year students' experiences and, by extension, increase retention, performance and student satisfaction. This paper reports upon a pilot research project conducted at a Queensland university that investigates student understandings of, and reactions to, a range of initiatives put in place to enhance their "first year experience". The research showed that students had mixed reactions to the initiatives put in place to support them and that staff played a vital role in terms of how students responded to various forms of institutional support. In analysing the results the paper demonstrates the need for ongoing research into how a diverse cohort of students make sense of the first year experience they are offered. [ABSTRACT FROM AUTHOR]

Many of Ralph Tate's achievements as the University of Adelaide's foundation Professor of Natural Science are well known. The focus here is on the quite remarkable, but almost forgotten, natural history museum that he built at the University and that after his death was named the Tate Museum. The paper outlines and explains the difficulties that Tate encountered in establishing the museum, the strictly geological focus of his successors and the gradual dispersal of Tate's main collections. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to investigate the talent development antecedents in Malaysian Government Linked Companies (GLCs) Universities. Four key constructs were identified and analysed from the literature including talent identification, talent culture, competencies and talent development. Design/methodology/approach - The data required for this research were collected using a survey and online surveys sent to the three universities who participated in the study. A questionnaire was developed with 26 items adapted from previously validated scales. A non-probabilistic sampling procedure, i.e. convenience sampling, was utilised owing to the unavailability of a satisfactory sampling frame. Questionnaires were distributed to academics from three GLCs-- Universiti Tenaga Malaysia (UNITEN), Universiti Teknologi Petronas (UTP) and Multimedia University of Malaysia (MMU). A total of 300 questionnaires were submitted to the GLC universities, of which 168 surveys were completed and deemed useable for data processing. Findings - The research findings revealed that talent culture plays a significant mediating role in talent identification and competencies towards talent development in retaining competent academics in Malaysian GLCs universities. The findings also suggest that in order to attract and retain competent academics, GLC universities should institute formal career development opportunities and career orientated strategic plans. Finally, public policy makers should utilise key indicators of talent identification and talent culture such as equitable performance rating systems and rewarding of exemplary contributions in order to stimulate overall talent development. Research limitations/implications - GLC universities should cultivate a Talent Management culture to enhance their talent culture and thereby increase the skills of academics and retain quality academic staff. This research highlights the potential benefits of cultivating a Talent Management culture. The results of this study will benefit the GLC universities specifically, and other educational institutions in general by assisting them to identify, develop and retain competent academics. Originality/value - This is one of the few studies that uses partial least squares to address a multifaceted problem associated with the talent management competency in Malaysian Government Linked Companies universities. [ABSTRACT FROM AUTHOR]

The authors focus on nurse education. The authors note that universities and colleges are facing financial difficulties, which will have an impact on student experience. They identify challenges facing nursing students and say that nursing students in Australia's Technical and Further Education Sector (TAFE) will not receive an adequate liberal arts education compared to universities. They introduce papers in the issue, which focus on issues facing nurse educators and academics.

Purpose: Health and social care professionals are ideally placed to identify and address gender-based violence (GBV), yet research continues to demonstrate that the subject is being poorly covered at undergraduate level. This qualitative study explored health and social care students' and educators' views on GBV education, with a view to identifying 'best practice'. We aimed to capture students' and educators' experiences and perceptions of GBV education across participating countries; how participants thought GBV should be taught/learned within their curricula; and their views on how GBV education might be 'optimized'. Methods: We conducted nine focus group discussions and one semi-structured interview with 23 students and 21 academic staff across the UK, Australia and Chile. Results: Thematic analysis yielded three themes: (1) GBV addressed in all but name, (2) Introduce sooner, explore later and (3) A qualitative approach to learning. Educators and students indicated that GBV is largely being overlooked or incompletely addressed within curricula. Many participants expressed a wish for the subject to be introduced early and revisited throughout their study, with content evolving as cohorts mature. Lastly, our findings indicate that GBV education could benefit from adopting a 'qualitative' approach, prioritizing survivor narratives and incorporating dialogue to facilitate student engagement. Conclusion: Though time constraints and competing demands within undergraduate curricula are frequently cited as barriers to moving away from traditional didactic methods, our findings suggest that teacher-centered strategies are insufficient and, in some regards, inappropriate for GBV education. The need for a paradigm shift in GBV education is discussed. [ABSTRACT FROM AUTHOR]

Discussions of the quality of learning in university education often focus on curricula. Less attention is paid to the role of student–staff interactions. In a context in which a host of factors place pressure on the opportunities for students and staff to interact, it is important to use empirical insights to inform decisions about how to optimise learning. This paper uses data from a large survey of students and teaching staff in Australia to suggest that students and staff should be regarded as allies in learning. It investigates student reports to suggest that frequent interactions with those who teach them lead to higher levels of student engagement and satisfaction and lower attrition rates. The advantages do not only flow in one direction. Teaching staff gain insights into students' learning experiences, providing them with clues to better target their teaching. [ABSTRACT FROM AUTHOR]

University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are explored and roles that are essentially academic in nature – and those that are not – are identified. Upon investigation, the current staffing balance in Australian central units appears appropriate, but a further move to increase the proportion of professional appointments in central Australian academic development units would be counter-productive. [ABSTRACT FROM PUBLISHER]