Silencing university workers’ voices: the use of non-union ballots in enterprise bargaining at Australian universities, 2022–2023

Collective bargaining is the foundation for democracy in the workplace, and a mechanism for ensuring workers in Australia have improved working conditions whilst striving to reduce inequality. Collective bargaining offers potential to improve democratic workplace participation and socio-economic status of Aboriginal and Torres Strait Islander peoples, however, if done ineffectively can further entrench inequality. Aboriginal and Torres Strait Islander workplace issues need to be at the forefront of bargaining. In the Higher Education sector, collective agreements with universities cover the majority of employees and are negotiated by the National Tertiary Education Union (NTEU). The NTEU uses its bargaining power within the university sector to establish Aboriginal and Torres Strait Islander employment targets and other targeted provisions within enterprise agreements. These targets and other provisions aim to increase Aboriginal and Torres Strait Islander representation on campus, ensure fair and equitable working conditions and challenge entrenched inequality for Aboriginal and Torres Strait Islander workers within their universities. The NTEU has for over 20 years advocated for and won Aboriginal and Torres Strait Islander employment clauses in enterprise agreements. The National Aboriginal and Torres Strait Islander Policy Committee, under the direction of the Aboriginal and Torres Strait Islander members has pushed for these for the benefit of all Aboriginal and Torres Strait Islander peoples employed or yet to be employed in the higher education sector. The increase in Aboriginal and Torres Strait Islander employment in universities has and continues to be driven by NTEU.

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.

Redefining social licence for coral reef protection and management

Leadership is increasingly becoming a major research focus in both the corporate and higher education sector (HES). Previous studies have shown that different leadership styles play a significant role in promoting both employee wellbeing and organizational outcomes. However, at present there is a lack of clear understanding of how leadership style, employee wellbeing and organizational outcomes such as job satisfaction, organizational commitment and turnover intention concurrently interact in the HES context, particularly within Australian regional university settings. A review of leadership studies literature also suggests that researchers have either focused on the relationship between a specific leadership style and wellbeing; leadership styles and organizational outcomes, or the relationship between wellbeing and organizational outcomes. However, rarely do empirical studies examine all three concurrently. More expansive and pluralist research approaches are needed if we are to better understand the contextual complexities of leadership in the current HES. For a complex organization such as a university, an effective way of examining leadership may be by applying leadership theories that examine a diverse range of leadership styles that may have both positive and negative outcomes. The Full Range of Leadership Theory (FRLT) examines transformational, transactional and laissez-faire leadership styles within a single continuum that may provide a way to concurrently examine how these differing leadership styles may impact on leadership effectiveness in the HES context. In this review paper, drawn from a current PhD study, contexts for leadership practice in HES today will be explored, then leadership studies literature more generally will be reviewed to locate amenable leadership approaches for this work. Lastly, possibilities for leadership approaches that concurrently address issues of wellbeing and outcomes will be discussed. Specifically, the FRLT will be used as a frame to examine transformational, transactional and laissez-faire leadership approaches within a single continuum as to identify how FRLT may differ from or concur with leadership theories and approaches understood more generally to fit within post-heroic leadership studies standpoints.

This thesis examines the changing academic work environment in Australian universities and the impact of this change on academics. In particular, this thesis explores the lived experience and perceptions of university academics working in public universities in Australia. Across the globe, universities are facing complex issues that can lead to transformational change. The main drivers of change are globalisation, burgeoning knowledge-based economies, the rapidity of new technology adoption, and global competition. The impact of these drivers and the subsequent reforms are ultimately reflected in the changing nature of academics’ work and in their analysis. Over the past four decades since the Australian government reforms in the 1980s, public universities in Australia have been experiencing change, mainly influenced by new political and economic ideologies, including neoliberalism, corporatisation, managerialism, marketisation, and commodification of education. The consequences of these influences are reportedly having detrimental effects on academics, whereby academics’ esteem value, academic identity, academic freedom, and academic autonomy are all undermined. Academics report experiencing intimidation, bullying, mistrust, and harassment. As such there is a need and urgency for a research study, giving voice to Australian academics themselves, to investigate this problem to better understand it. The public university system in Australia is a vast industry with a large workforce, and the services it provides to the country and economy are many. University academics who play a main role in this industry need to be happy, effective, and efficient in order to be productive. It is therefore important to provide academics with a work environment that enables them to exercise academic freedom, academic autonomy, and an academic professional identity esteemed by their peers. Given the scale of the public university system and the impact of its services on, and economic contribution to the country, this study is relevant and significant. This study emphasises the importance of prioritising attention to academics to ensure that the changing nature of academic work does not result in detrimental effects on academics and that they can effectively operate in a conducive work environment. To date, there is little research that has focused on Australian academics’ lived experience and perceptions relating to their changing academic work environment. Hence this thesis is unique and significant because it explores the lived experience and perceptions of academics in Australian public universities. The study adopts a qualitative research approach, employing an interpretative phenomenological analysis (IPA) to explore and analyse the lived experience of the participants. To support inductive research and commence a generation of “new” thinking, the data collection method consists of 16 in-depth, one-on-one, and face-to-face interviews with academics working in eight Australian public universities who are experiencing change. The study takes the approach of standpoint theory. The thesis points to two findings. The first is the formulation of the academic predicament model (APM), which explains the erosion of academic professionalism and how the change de-professionalises academia in Australia. The second is an understanding of the conflicting forces impacting on academics. On the one hand, in the changing learning environments, academics are expected by management to be innovative, collegial and collaborative, and involved in excellent research activities. On the other hand, with changing university governance, academics’ autonomy and academic freedom are challenged. Academics’ esteemed identity is devalued and undermined. Some academics feel a sense of obligation to conform to Senior Management directives and adhere to the introduced mechanisms of accountability. They report being pressured and stressed by what they regard as undue compliance, competition, and university managements’ high expectations of innovative creativity. The key recommendations of the study call for strategies for enhancing respectfulness and collegiality, strategies to resist constraining ideologies, strategies for resolving work intensification, and strategies for improving existing processes and procedures relating to academics.

This study situates student attrition within the strategic framework of Australian public universities. It draws on organisational theory to describe higher education within a bureaucratic framework. The study uses a quantitative approach to undertake a content analysis of attrition and retention policy statements from all Australian universities. This reveals that Australian universities, and the higher education sector as a whole, are attempting to address attrition within their existing bureaucracies. Attrition however is a wicked problem that includes many variables outside the influence of universities, which limits the potential of strategic approaches to problem solving. The practical implications of these findings are that current approaches to attrition are likely to fail. The wicked nature of the attrition problem needs to be taken into account when developing strategies or policies within higher education.

There are several common trends and challenges in the higher education (HE) system around the world, like expansion and diversification of HE, fiscal pressure and orientation to markets, demand for greater accountability and great quality and efficiency (e.g. The financing and management of higher education: a status report on worldwide reforms, 1998; Internationalisation of higher education and global mobility 43-58, 2014; Global policy and policy-making in education, 2014; Higher Education Policy 21:5-27, 2008). These trends and changes have reshaped university governance as well. Public universities are the main institutions to carry out HE in Australia and China. The engagement between Australia and China in HE sector has become closer and closer in recent years. To conduct better and further cooperation and collaboration between Australian and Chinese universities, it is critical to understand and acknowledge the differences in two nations’ university governance. Moreover, by conducting this comparative study of two nations, it also helps us to figure out the changes in university governance over times under the global trends and the interactions between global and local factors. This comparative study focuses on the university level and attempts to identify the differences of university governance in Australian and Chinese public universities in three dimensions, state-university relation, university internal governance and university finance. This paper sketches the university governance in Australia and China and finds that the relationship between government and university is looser in Australia than that in China and Australian universities enjoy more autonomy and power than Chinese universities; as to university internal governance, Australian universities use a more business-oriented management mechanism; funding associated with full-fee paying international students has become very important for Australian HE while Chinese government funding has been decreasing as well but funds from international students play a minimal financial role.

Purpose – The purpose of this paper is to explore the issues arising for women and men in senior management in New Zealand and Australian universities where life course and career trajectories intersect, and analyses how the stereotypical masculinist culture of universities can create additional problems for women. Design/methodology/approach – The data presented here comes from 47 interviews undertaken with women (27) and men (20) senior managers – a total of 26 interviews from New Zealand universities and 21 from Australian universities. “Senior Management” was defined in this study as those academic managers with university wide responsibilities, who were currently in senior management positions. Findings – Life-course issues for women aspiring to senior management roles in universities are framed around hegemonic constructions of masculinity; notions of academic careers subsuming personal life in professional roles; and structural constraints making rational choice impossible for many women. Furthermore, the excessive hours worked in such roles equate with the definition of extreme jobs. The paper concludes that the way in which women and men in senior HE endeavour to balance work and family life differs but creates issues for them both. Research limitations/implications – The structure and operation of Australian and New Zealand universities make gender diversity and management difficult to operationalise, given the competing imperatives of work and other life course trajectories. It is crucial to reframe life course and career intersections are conceptualised to ensure that diversity can be maximised. Originality/value – This paper focuses on women and men in senior management positions in New Zealand and Australian universities, but the findings can be generalised to other countries with HE systems based on the British University model. In discussing how institutional culture affects the intersection of career and life course trajectories, this paper highlights the detrimental outcomes for individuals and the resultant lack of diversity in the sector.

The Social License to Operate (SLO) is becoming increasingly prominent in the discourse of the mining sector as a central element of corporate responsibility strategy in order to minimise the risks to business. Recent tragedies in the sector in regard to the rupture of dams challenge the discourse and practice of the SLO strategies in contexts of social vulnerability. The imbalance of power between companies and the community, coupled with the strong economic dependence of the region, favour a process in which companies guarantee acceptance of the mining project while the environmental and social risks to the community are hidden. Faced with this scenario, research advocates the integration of Social Impact Assessment (SIA) in SLO strategies in order to mitigate negative impacts and expand the benefits of mineral projects. Based on a constructivist approach, the perception of the affected communities in how they understand and experience these impacts is valued in order to guide them and provide mitigating and compensatory measures. Here we present a conceptual model that incorporates the contribution of SIA to an effective SLO process in contexts of social vulnerability, with special emphasis on the importance of establishing participatory processes.

Organizational change in an Australian university: Responses to a research assessment exercise

An interrogation of the approach to social licence to operate (SLO) on the African continent

This paper considers the development and implementation of Quality procedures in Australian Catholic University during the period 1992 to 2000. It recognises that the introduction of systematic quality management procedures in a University setting involves major changes in organisation and processes, with underlying changes in attitudes and understandings by staff. It refers to research on innovation in educational settings over the past 30 years (e.g. Fullan, 1993; Fullan & Pomfret, 1975) which demonstrates the complexity of organisational change and identifies several factors and constraints which affect the success of such innovations, and looks at the use of a collaborative model (Dynan, 1985) at Australian Catholic University for the successful implementation of quality management procedures in academic, administrative and support units of the institution. It focuses on the need for a long-term implementation strategy aimed at involvement of staff at 'grass-roots' level, with proposals for achieving such involvement. The paper also continues consideration of the issues emerging from recent experiences in Australia relevant to long-term implementation of quality procedures in university settings.

The University Australia (UA) 2017–2020 Indigenous Strategy has offered Australian universities a focus that would work to increase Indigenous participation in the higher education sector in Australia. Despite the high-level involvement and detailed monitoring by Universities Australia as the sector’s peak body, Australia’s universities have not made significant progress in achieving the targets in the strategic plan. Using a meta-synthesis methodological approach, we provide an overview of published reviews and research on increasing Indigenous participation in the higher education sector in Australia, with particular reference to the three initiative foci and targets in the UA 2017–2020 Indigenous Strategy. Findings revealed that Indigenous students’ experiences at university, the shortage of Indigenous academics, and the embedment of Indigenous knowledge and perspectives are significant elements that affect the achievement of the UA targets. We conclude by discussing the implications and gaps in the existing UA strategies and offering recommendations to enable higher educator stakeholders to progress the Indigenous Strategy agenda.

This study examines how the COVID-19 pandemic and ensuing university management control strategies have influenced higher education workers’ job security, stress and happiness. The primary quantitative and qualitative data are drawn from a survey of fourteen universities across Australia and Canada, supplemented by secondary research. The analysis examines institutional and worker responses to the pandemic, and resulting conflict over financial control at the macro (sector), meso (university) and micro (individual) levels. At the macro level, university responses were shaped by public policy decisions at both national and subnational layers of the state, and the higher education sector in both countries had a distinctly neoliberal form. However, Australian universities were exposed to greater financial pressure to cut job positions, and Australian university management might have been more inclined to do so than Canadian universities overall. Different institutional support for unionism at the macro level influenced how university staff were affected at the meso and micro levels. Restructuring at the universities across both countries negatively impacted job security and career prospects, in turn leading to reduced job satisfaction and increased stress. Although working from home was novel and liberating for many professional staff, it was a negative experience for many academic staff. Our analysis demonstrates that the experiences of university staff were influenced by more than the work arrangements implemented by universities during the COVID-19 pandemic. The approaches of universities to job protection, restructuring and engagement with staff through unions appeared to influence staff satisfaction, stress and happiness. Our findings extend the literature that documents how university staff routinely challenge neoliberalization processes in a variety of individual and collective actions, particularly in times of crisis. We argue that theorization of struggles over control of labour should be extended to account for struggles over control of finance. Abstract We studied 14 universities across Canada and Australia to examine how the COVID-19 crisis, mediated through management strategies and conflict over financial control in higher education, influenced workers’ job security and affective outcomes like stress and happiness. The countries differed in their institutional frameworks, their union density, their embeddedness in neoliberalism and their negotiation patterns. Management strategies also differed between universities. Employee outcomes were influenced by differences in union involvement. Labour cost reductions negotiated with unions could improve financial outcomes, but, even in a crisis, management might not be willing to forego absolute control over finance, and it was not the depth of the crisis that shaped management decisions.

ABSTRACTOrganizations are under increasing pressure from governments and stakeholders to reduce carbon emissions from their business operations for climate change mitigation. Universities are not exempt from this challenge and are operating in a complex external environment, not least responding to the UK government's Climate Change Act 2008 (80% carbon reductions by 2050 as per 1990 baseline). In 2012–2013, the UK Higher Education (HE) sector consumed 7.9 billion kWh of energy and produced 2.3 million tonnes of carbon emissions. This indicates the scale of the challenge and carbon management is central to reduce carbon emissions. However, effective processes for implementing and embedding carbon management in organizations in general, and universities in particular, have yet to be realized. This paper explores the critical success factors (CSFs) for embedding carbon management in universities and, more widely, in organizations. This exploratory study adopted a mixed-methods approach including the content analysis of universities' carbon management plans alongside semi-structured interviews in the UK HE sector. The paper identifies six key factors for successfully embedding carbon management that are pertinent not just for the HE sector, but to organizations broadly: senior management leadership; funding and resources; stakeholder engagement; planning; governance and management; and evaluation and reporting.