Advice from Indigenous early career researchers: Indigenous futurity in Australian universities

Research involving and impacting Indigenous Peoples is often of little or no benefit to the communities involved and, in many cases, causes harm. Ensuring that Indigenous research is not only ethical but also of benefit to the communities involved is a long-standing problem that requires fundamental changes in higher education. To address this necessity for change, the authors of this paper, with the help of graduate and Indigenous community research assistants, undertook community consultation across their university to identify the local and national ethical needs of Indigenous researchers, communities, and Elders. This paper provides an overview of the consultation process, the themes that emerged from the consultations, and a model of the Wholistic Indigenous Research Framework that emerged.

This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.

Higher education institutions in Norway have gone through policy level reforms associated to new ideas regarding how universities should be led. The debate about such reforms has been characterised by two contrary positions: one defending traditional collegial leadership while another emphasising a more modernising view claiming that old organisational aspects of universities are obsolete. The objective of this study is to contribute to this debate by employing complexity theory to understand current changes. Complexity theory is a relatively new perspective in the study of organisations that focuses on interrelations, self-organisation, emergence and non-linearity. The present study discusses the role of leadership in academic departments in the context of organisational changes in Norwegian higher education. The main research objective here is to understand how leadership and teaching are perceived in the context of a research-intensive academic department. Semi-structured interviews carried out in a dialogical manner aiming at grasping faculty perceptions of leadership were the main data gathering method. Findings suggest that changes in higher education cannot be understood as simple reactions to external demands but also in relation to complex interactions from which power relations and leadership emerge.

This paper presents a systematic literature review that focuses on the topics of change and leadership in Higher Education, in order to synthesis existing research in this key emerging area and provide some direction for future research. A review framework and method are outlined, in order to clarify the type and source of literature to be reviewed and the focus of this review process. Then, findings are analysed and presented, and thematic areas identified and analysed. Gaps in research are then explored followed by a conclusion and recommendations. Initially, 80 relevant articles were identified from Scopus and Academic Search Complete since 2010. Through abstract review, articles, which did not adequately relate to change and leadership were removed. The final number of papers reviewed and thematically analysed in detail were 23.
 This research confirms that there has been a steady output of peer-reviewed journal articles published that focused on both leadership and change in Higher Education. Through thematic analysis, several key themes emerged. These included an array of change drivers and the internal and external context associated with politics, culture and traditions and the developmental stage of the higher educational system. Staff utilisation, collaboration and development were additional themes identified that set the scene to determine effective leadership approaches and characteristics. The final theme identified was leadership recruitment and development. Many knowledge gaps from an instrumental, humanistic, critical, and philosophical perspective were identified. It is hoped that this literature review will aid further scholars in their research and develop new knowledge so that convergent views on this important topic will surface.

This paper seeks to facilitate research on the processes of innovation and change in higher education, an area of scholarly endeavor which is attracting much interest of late. To meet this goal, a conceptual distinction is first drawn between the broad process of organizational change and the more specific processes of purposive change and innovation. Then, a typology of four research frameworks relevant to innovation and change is presented and illustrated through exemplary studies in the field of higher education. Using techniques of causal modeling, a prototypic flowgraph is constructed to capture the major features of each framework. Flowgraphs are cast in terms of posited relationships between generic variables which can be operationalized to suit the particular needs and setting of a given study. The authors further suggest that the most productive research on change and innovation in higher education will be based on sound theoretical reasoning employing combinations of the four frameworks. They argue that the specificity inherent in causal modeling can clarify important conceptual issues and thereby promote more informative investigation.

The push to improve Indigenous student retention and completion rates in higher education programs is a strategic goal across Australian universities. Similarly, the notion of decolonizing education to allow for a more culturally relevant educational experience is being discussed in university curricula development. In this article, we highlight challenges within the current neoliberal political context influencing a decolonized approached to higher education. We will draw on experiences from a case study of a creative therapy course situated within a Social Work program at a regional university. A team of Indigenous and non-Indigenous researchers will propose a framework for navigating pedagogical and administrative challenges to design a course that serves as a powerful tool to advocate for changes in higher education and social work systems. We suggest that this framework can be used to build valuable connections across Indigenous and Western knowledge systems and promote truth-telling in the social work context. Finally, we argue that our framework for decolonising education is inter-disciplinary and a useful tool in helping staff and students take back their knowledge from colonial power structures.

The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries.
 During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma.
 The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees.
 The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics.
 Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.

Indigenous research and methodologies challenge the assumptions and practices that Western research has on Indigenous communities. However, criminology continues to be a fraught space. Disparities across justice system outcomes continue and widen between Indigenous and non-Indigenous populations around the world; these outcomes are reinforced and justified with Western criminological research—perpetuating a lack of data justice for Indigenous peoples. In this article, I draw forth these tensions, focusing on the role of administrative data in justice research—articulating the issues but also considering pathways forward through centring principles of Indigenous research. Firstly, I outline how justice research using administrative data has significant methodological, ethical, and practical limitations that subjugate Indigenous knowledges and experiences and perpetuate deficit discourses. However, Indigenous research principles and practices—that are grounded in Indigenous values—can provide a framework to weave administrative data into Indigenous justice research. In this vein, I outline six key principles, with Australian and international examples, that address many of the underlying challenges with using administrative data in research. These include (i) reframing data collection; (ii) community-led research; (iii) strengths-based statistical analyses; (iv) strengths-based theorising; (v) Indigenous governance and nation building; and (vi) Indigenous data sovereignty. This framework exemplifies how, in prioritising Indigenous methodologies and research principles, administrative data can support impactful, culturally grounded, and evidence-informed Indigenous justice research.

The Union of Soviet Socialist Republics (USSR) higher education system has undergone radical change since the perestroika period—the Gorbachev period (1985–1991). Perestroika means restructuring in Russian. In this period, the institutional context of higher education was fundamentally transformed by the major upheavals of the political and socioeconomic institutions of the USSR. The changes in the USSR higher education had a major impact on the higher education of Kazakhstan—a former Republic of the USSR. Thus, to understand the changes in higher education in Kazakhstan, it is important to locate them in the stages of the collapse of the USSR. It could be argued that the “institutional dis/continuities” theory would allow a careful examination of the educational changes in the postsocialist context. The “institutional dis/continuities” of the perestroika period draw on path-dependency and critical juncture concepts within historical institutionalism theory. Perestroika period can be seen as a critical juncture in the historical development of higher education. Also, the policy choices which were made during the perestroika period could establish further path-dependencies in policy-making.

This study analyses the challenges of recent changes in Sri Lankan higher education concerning social sciences and how those challenges can best be tackled. There is a strong sentiment that universities in Sri Lanka is in a state of constant crisis, as rising demand for higher education is not being met, despite its growing importance on the sustainable development agenda. This criticism focuses on higher education concerning social sciences and humanities, in terms of their relevance in the market economy. The mismatch between the needs of society and courses offered by universities has contributed to a high level of graduate unemployment. A mixed research method was employed in this research and the analyzed data were supported providing some secondary data. The paper discusses that challenges stemming from recent changes in higher education in social sciences are often related to transformed and reinterpreted expectations of university education and about approaches to university education. Maintaining and improving education quality, improving the relevance of curricula at a time of rapid changes in the market economy, accommodating societal needs, and going along with dynamic nature of global higher education are some of the challenges lead to an unstable situation in the social science education unless appropriately dealt with.

CONTENTS: Adrian Bromage:Recent developments in the philosophy of change management: An interdisciplinary perspective; Gavin Moodie:No Money; No Change: The Impact of National Policies to Improve Learning and Teaching; Lesley Parker: National Initiatives to Enhance Learning and Teaching in Higher Education: A Case Study of the Planning of the Carrick Institute in Australia; Craig McInnes: Assessment and Change in Higher Education; Alison Thair, Patrick Garnett and Susan King: Quality Assurance and Change in Higher Education; Lynne Hunt: A Community Development Model of Change: The Role of Teaching and Learning Centres; Craig Nelson and Jennifer Meta Robinson: The Scholarship of Teaching and Learning and Change in Higher Education; Milton Cox: Phases in the Development of a Change Model: Communities of Practice as Change Agents in Higher Education; Wim H. Gijselaers and Sigrid Harendza:Dynamics of Planned Change: When Participants Talk Back; Conor Vibert and Craig Place: Technology and Change in Higher Education; Mark Atlay Cats, Change and Complexity Science; Frank Lyons and Mike Bement: Angels in Concrete: Work-based Learning and Change in Higher Education; Charles Engel and Bland Tomkinson:The Ultimate Challenge: Is it Sustainable?

Executive Summary Stimulated by experiences associated with the Kellogg Foundation's for Institutional (LINC) initiative, the authors argue for expanding the conventional notion of leadership required for higher education change. In addition to competently envisioning, organizing, and enacting change, we believe that change agents must become more familiar with the philosophical and scholarly traditions associated with the substance of intended change. We our case by considering two contemporary change platforms in American higher education: the shift from teaching to learning in undergraduate education, and the quest to colleges and universities more (with society) Understanding the Academy as a tapestry of scholarly traditions--with distinct philosophical roots and conceptual frames of reference--night stimulate more academic change agents to reframe leadership and change in postmodern terms. Doing that will offer change platforms that are more embracing than declarative, more inviting than directive, and more connecting than restrictive. ********** The W.K. Kellogg Foundation (WKKF) invests significantly in developing the leadership qualities necessary for reforming and transforming higher education. There are numerous examples of how the Foundation--in practical and compelling ways--is working diligently to enhance higher education's understanding of change, the change process, and the leadership required to make a difference. (i) This commitment is certainly reflected in WKKF's Leadership for Institutional Change (LINC) program. LINC is associated with the Foundation's multifaceted Food and Society initiative. (ii) LINC fosters innovative forms of leadership development and supports institutional change efforts in public higher education across the United States. LINC's distinguishing feature is the quest for discovering and developing context-relevant, inspiring, and connected models of leadership and change in public higher education. Special emphasis is placed on efforts that, in theory and practice, result in collaborative leadership and encourage the development of engaged institutions. Toward those ends, all LINC projects nurture the capacity of faculty, students, staff, and administrators to discover new ways of working together and working collaboratively with external partners for the good of society. (iii) LINC project directors come together regularly, sharing what they are learning and delving more deeply into the nuances, complexities, and paradox associated with their work as higher education change agents. Conducted as conversations, the atmosphere resembles an ecology of thought (Isaacs, 1999, p. 35)--always involving reflective dialogue, sometimes giving way to generative dialogue. Reflective dialogue explores underlying causes, rules, and assumptions to get to deeper questions and framing of problems. (Isaccs, 1999, p. 41) Narratives offer a frame of reference for reflective dialogue. Stories of inspiration are conceived, written, and shared about people--on campus and off--who have been `touched' by LINC. Generative dialogue invents possibilities as participants re-frame and consider issues in fresh ways. Recently, discussion of a LINC narrative revealed that a project director faced a particularly thorny set of issues. As the conversation ensued, the issues were reenvisioned--not as problems, but as outcomes typically associated with the creation of settings. (iv) Generative dialogue revealed a literature heretofore unknown to a LINC colleague--a potential vista of understanding, offering a vocabulary and potential solutions to the challenges this change agent faces in context. For example, research on alternative settings can inform this campus change agent about the factors associated with sustaining these delicate organizational forms, including how to artfully nurture connections between the alternative setting and the broader institutional environment. …

Educational change is a complex process which is only just beginning to be understood. As a result, there is yet to be developed a model of educational change that is sufficiently general to allow transfer to a range of environments but specific enough to be able to be translated into action. However, there is a large body of research based knowledge which, coupled with experience gained in the field, can be used to generate strategies for effecting change in higher education. This paper describes the implementation of one such strategy and the outcomes. Most attempts at collective change in education seem to fail, and failure means frustration, wasted time, feelings of incompetence and lack of support, and disillusionment. (Fullan, 1982, p. 63) Most of those involved in educational development know and understand the sentiments expressed by Fullan above. Yet, if we are “to assist in improving the quality of education provided by the institution˚d, which has been suggested by Lonsdale as the purpose of educational development (Cannon & Lonsdale, 1988, p. 28), then we must be able to help bring about collective change in our host institutions. That is, change that impacts on the organisation as a whole and not just on isolated individuals. This paper describes the implementation of an intervention strategy proposed by Alschuler (1987) for bringing about collective change in an educational organisation. It also reports on the outcomes of the intervention strategy and the relative importance of its associated staff development programme as assessed by the faculty members.

The National Development Plan (NDP) advocates for the elimination of poverty, and the reduction of inequality by 2030. These goals can only be achieved if we harness the energies of the people, build an inclusive economy, develop skills, improve the capacity of the state and promote leadership and partnerships across society. This is to be achieved through transforming society more equitably and at the same time making the country more competitive in the global economic system. The article seeks to explore how institutions of higher learning can be transformed through the production of future professors with a developmental agenda. Therefore, the NDP advocates continuous professional development, lifelong learning and knowledge production, and innovation as a focus for building the capacity of individuals and society. The article employed the modernisation theory as a vehicle to drive social change and transformation in higher education. The article employed a systematic review of the literature on transformation and social change in higher education as advocated in the NDP. The findings of the article show that universal human development can be achieved by respecting human rights, promoting equality and empowering people to exercise the opportunities and choices they value in higher education. The article recommends that a structured interaction between lecturers and students within the context of transformative change and social justice should be prioritised in higher education. This can only be achieved through preparing the future professor with a developmental agenda to assist in shaping higher education by designing a curriculum that responds to the needs of the current cohort of students. Keywords: developmental agenda, future professoriate, modernisation theory, social change, transformation

The main objective of the Bologna Process is to create a “European space” for higher education that allows for comparability, compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other European countries into European higher education more generally entails these challenges. In order for necessary changes in faculty development and training to take place, university managers and policy makers must account for designing training plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA, the investigators sought to understand the importance that faculty members place upon professional development and how current approaches to professional development at the university level could be improved. The results indicate a degree of ignorance regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies into their work in higher education.