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The complex effects of the global financial crisis (GFC) have affected countries differently. The concept of stimulus packages to enable economies to withstand its full effects was widespread, as were decisions by several countries to invest in higher education as a means of stimulating the economy while placing workforce development and research on a firmer footing. While the GFC increased awareness of the need to invest in the knowledge economy, governments adopted approaches reflecting their different fundamental priorities. Arguably Ireland was left with little leeway, whereas Australia's far better economic position might have provided an opportunity to invest in higher education through its stimulus packages. This paper examines the policy choices that Australian and Irish governments made both before, and in response to, the GFC to assess how these decisions have prepared higher education for the future. (Contains 3 notes and 3 figures.)

External quality assurance of universities exists to assure society that higher education standards are adequate and, in an increasingly global market, that they are comparable internationally. Although society has accepted an implicit compact in giving autonomy to universities in return for their dispassionate service to it, there has been an increasing demand for accountability. The introduction of quality assurance systems is a measure of accountability, but it can succeed only if it is acknowledged to measure what is important to society in a manner that it can understand. This paper argues that evaluation and quality assurance must measure standards and outcomes against international thresholds and report in a way that is comprehensible to a lay audience.

This paper argues that in the last decade, Australian higher education has moved from a relatively regulated to a largely unregulated model, resulting in reduction of institutional diversity. The advent of external quality assurance processes that reward the traditional notion of universities has further homogenized the system and diluted diversity. Quality assurance processes that might help encourage diversity are suggested. (Author/MSE)

The quality assessment process for Australian universities is examined, including its impact on quality improvement, whether judging quality at the institutional level is too coarse a measure to give accurate results, some alternatives, and whether the whole institution approach may lead to greater external interference in institutional affairs. (Author/MSE)

Two separate but related issues in Australia are discussed: the need for good management and planning in higher education and the urgent need for the system to take control of the national policy agenda. It is proposed that creative, imaginative, and intelligent managers can influence Australian higher education's development. (MSE)

An obituary for David Muffet, editor of the journal who died in May 2013 in Melbourne is presented.