Higher Education In Australia Research Articles

Factors influencing participation in higher education in Australia

Factors influencing participation in higher education in Australia

Aspects of promotion procedures in Australian universities

This paper describes formal procedures for the promotion of academics in Australian universities within the general context of economic constraints and increasing pressures on promotion to higher categories. Government statistics show that, over the last decade, tertiary education in Australia has become more expensive to maintain. In the universities the major reason for this has been the rising cost of the academic staff establishment, a trend which has come under increasing public scrutiny. Financial restrictions have resulted in a lack of recruitment and a consequent lack of staff mobility. With annual progression within the staff categories, there is now a concentration of academics at the top of the respective salary scales and the problem is compounded by a naturally rising age factor. Promotion opportunities and a system of tenure have led to a situation in which more than half of academic staff are in the senior categories. Recent studies show that academics themselves are becoming more concerned about promotion issues. A comparison is made of formal promotion procedures before the passing of recent federal legislation on equal opportunity in employment. Although there are differences in detail, procedures for promotion to senior lecturer and reader/associate professor reveal a very high level of consensus on what constitutes rewardable academic performance. Nevertheless, promotion opportunities for academic staff are of necessity becoming more restricted, a trend which has far-reaching implications for the Australian university system.

For sale, by degrees: Overseas students and the commodification of higher education in Australia and the United Kingdom

For sale, by degrees: Overseas students and the commodification of higher education in Australia and the United Kingdom

Life on the Coalface: the aftermath of amalgamation

Abstract The ongoing ‘rationalisation’ of tertiary education in Australia is symptomatic, it is argued here, of the deeper tensions inherent in corporate capitalism. This paper examines one aspect of the rationalisation process — amalgamation — based on research carried out at two amalgamated colleges, with the aim of ‘demystifying’ the rhetoric of ‘efficiency and effectiveness’ underpinning current managerialist approaches to education. The impact of amalgamation on college life — increased bureaucratisation and centralisation of power harnessed to a form of ‘entrepreneurial zeal’, resulting in administrative inefficiencies and increasing staff alienation — may be partly explained, it is suggested, by the contradictions and limitations of the ideological/economistic parameters within which the amalgamation policy was conceived, namely the ‘Razor Gang’ proposals of the former Liberal government. This in turn, it is suggested, reflects something of the interrelationship between education policy, the fiscal...

Educational funding and management under constraint with special reference to higher education in Australia

This paper shows how education is in competition with other areas of government spending, inside and outside the social welfare expenditure area, for funding, and shows how its advocates must increasingly legitimise their claims. The paper argues, by particular reference to the case of higher education in Australia, that education decision-makers argue and legitimise their claims on an external and internal dimension: the external, to get as much funding to the programs as possible, the internal, to ensure that the output of the programs is as mutually compatible as possible between the desires of those producing them and those funding them.

Nursing in Australia comes of age!

The professionalization of nursing in Australia has been achieved slowly. It is only now, as a result of numerous reports and substantial pressure from nursing organizations, that nurses have gained substantial entry into the tertiary education sector, thus achieving acceptance as an equal partner in the health care delivery team. This progress is particularly slow when compared to events in Canada. The historic events which have culminated in the complete transfer of basic nurse education in New South Wales to the college sector will be outlined and, as far as possible, put into perspective with reference to progress in Canada. The initial proposal to upgrade the standard of nursing education to the tertiary level began as early as 1962 when the Royal Australian Nursing Federation and the College of Nursing, Australia, presented a submission to the “Australian Universities Commission on the Future of Tertiary Education in Australia” (Royal Australian Nursing Federation, 1962). The provision for nurses to be educated within colleges was only one of many recommendations which it received. Another notable, and as yet unattained, recommendation at that time was that a Chair of Nursing be established at one Australian university at least, as has already occurred in overseas countries such as Canada. The next significant attempt occurred in 1968 with the publication of the “Chittick Report” (Chittick, 1968). Dr Rae Chittick, a Canadian nurse and formerly Professor of Nursing at McGill University, was asked to Australia as a short-term World Health Organization consultant. The purpose of her visit was to advise on public health nursing courses which were to be established at the post-basic level. However, in her report she noted that it was difficult to plan post-graduate education programmes without having first examined the basic programmes. Her subsequent condemnation of the apprenticeship training in this country was forthright and her assessment comprehensive. Amongst many of her recommendations for change was the advice that nursing education be moved in an orderly manner from the traditional system and integrated fully into the tertiary environment. She stressed the need for nursing not to be isolated educationally and physically from the other disciplines on which it must draw so significantly. Shortly thereafter in 1979, the “Matrons’ Institute Second Report” (Institute of Hospital Matrons, 1%9) was released in New South Wales. Of the 37 members involved in its writing, 23 were senior nursing administrators and many of the remaining number were representatives from the medical profession. One of the most notable aspects of this report

A social characteristics profile of Australian vice-chancellors

There is an extensive literature about the presidency in United States universities but very little has been written about the comparable office elsewhere in the English-speaking world. This article analyses, in seventeen dimensions, social characteristics of Australian vice-chancellors incumbent in the years 1983, 1973 and 1963. Interpretation of the data cannot be made in isolation from other information relating both to vice-chancellors and to the contexts in which they are active. The study also places into sharper relief a number of other issues, foremost of which is the extent to which a system of higher education in Australia has developed definitive characteristics.

The Organisation of Tertiary Education in Australia: The Need for Re‐Arrangement

The Organisation of Tertiary Education in Australia: The Need for Re‐Arrangement

The Economic and Political Impact of Study Abroad

Previous articleNext article No AccessThe Economic and Political Impact of Study AbroadGerald W. FryGerald W. Fry Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 28, Number 2May, 1984Foreign Students in Comparative Perspective Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446431 Views: 71Total views on this site Citations: 17Citations are reported from Crossref Copyright 1984 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Jasmine Pearson, Karen E. McNamara, Celia McMichael International student mobility: Pacific Islander experiences of higher education in Australia, Asia Pacific Viewpoint 20 (Apr 2022).https://doi.org/10.1111/apv.12342Junjian Gu Do at home as Romans do? CEO overseas experience and financial misconduct risk of emerging market firms, Research in International Business and Finance 60 (Apr 2022): 101624.https://doi.org/10.1016/j.ribaf.2022.101624Amy Roberts, Gregory S. Ching The Ebb and Flow of Study Abroad: A Comparative Analysis of PRC and International Students in Taiwan, Sustainability 13, no.1111 (May 2021): 5844.https://doi.org/10.3390/su13115844Michiel Baas The Education‐Migration Industry: International Students, Migration Policy and the Question of Skills, International Migration 57, no.33 (Feb 2019): 222–234.https://doi.org/10.1111/imig.12540Adele Del Sordi Sponsoring student mobility for development and authoritarian stability: Kazakhstan’s Bolashak programme, Globalizations 15, no.22 (Dec 2017): 215–231.https://doi.org/10.1080/14747731.2017.1403780Chuing Prudence Chou, Gregory S. Ching Cross-Straitization of Higher Education: Voices of the Mainland Chinese Students Studying in Taiwan, International Journal of Information and Education Technology 5, no.22 (Jan 2015): 89–94.https://doi.org/10.7763/IJIET.2015.V5.482My Linh Thi Nguyen Vietnamese Students' Transitions in Study Abroad Programs, Australian Journal of Career Development 21, no.33 (Oct 2012): 13–22.https://doi.org/10.1177/103841621202100303Chuing Prudence Chou, Gregory Ching Influx of International Students into Taiwan, (Jan 2012): 243–256.https://doi.org/10.1057/9780230120143_14 Yi Zhang CSCC Review Series Essay: Education Abroad in the U.S. Community Colleges, Community College Review 39, no.22 (Apr 2011): 181–200.https://doi.org/10.1177/0091552111404552Amy Roberts, Gregory S. Ching Concepts, Contributions, and Challenges of the Contemporary University Community in Taiwan, (Jan 2011): 41–61.https://doi.org/10.1057/9781137002006_3Amy Roberts, Prudence Chou, Greg Ching Contemporary trends in East Asian higher education: dispositions of international students in a Taiwan university, Higher Education 59, no.22 (May 2009): 149–166.https://doi.org/10.1007/s10734-009-9239-4Cynthia M. Daily, Stephanie Farewell, Gaurav Kumar Factors Influencing the Decision of International Students to Attend U.S. Business Schools, SSRN Electronic Journal (Jan 2007).https://doi.org/10.2139/ssrn.1025491Matthew W. Phillips, Charles W. Stahl International Trade in Higher Education Services in the Asia Pacific Region: Trends and Issues, Asian and Pacific Migration Journal 10, no.22 (Jul 2016): 273–301.https://doi.org/10.1177/011719680101000203Ann Bourke A Model of the Determinants of International Trade in Higher Education, The Service Industries Journal 20, no.11 (Jan 2000): 110–138.https://doi.org/10.1080/02642060000000007Christopher Heaton, David Throsby Benefit–Cost analysis of foreign student flows from developing countries: The case of postgraduate education, Economics of Education Review 17, no.22 (Apr 1998): 117–126.https://doi.org/10.1016/S0272-7757(97)00019-8Mary E. McMahon Higher education in a world market, Higher Education 24, no.44 (Dec 1992): 465–482.https://doi.org/10.1007/BF00137243C. D. Throsby The financial impact of foreign student enrolments, Higher Education 21, no.33 (Apr 1991): 351–358.https://doi.org/10.1007/BF00132725

The context of the reorganization of tertiary education in Australia ‐ a national perspective1

The context of the reorganization of tertiary education in Australia ‐ a national perspective¹

The Future of Higher Education in Australia: Ten Years On

ABSTRACT During 1975 a group of Monash University academics, who became nicknamed the “crystal ballgazers” began to meet with the aim of forecasting the future of higher education in Australia in the nineteen eighties and nineties. The predictions were published and by 1983 many of the forecasts had already proved remarkably accurate — and few, if any, of the pro‐active strategies that were suggested as a way of influencing the future had been adopted. This paper provides two retrospective analyses of that work. in the first we present some of the actual forecasts and their accord with reality, and then juxtapose the reasons for our forecasts upon the reasons being proposed now for the trends that have emerged. In the second analysis, we examine the failure of the work to influence the power brokers in Australian higher education to adopt a longer term and a more pro‐active planning role.

The Egalitarian Transformation of Postwar Japanese Education

Previous articleNext article No AccessThe Egalitarian Transformation of Postwar Japanese EducationWilliam K. CummingsWilliam K. Cummings Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 26, Number 1Feb., 1982 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446260 Views: 6Total views on this site Citations: 10Citations are reported from Crossref Copyright 1982 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Akito Okada Japan’s Child-Focused Development and Education Reform in a New Knowledge Society, (Jun 2022): 1–20.https://doi.org/10.1007/978-981-16-2327-1_129-1William K Cummings, Olga Bain Modeling strategies for enhancing educational quality, Research in Comparative and International Education 12, no.22 (Jun 2017): 160–173.https://doi.org/10.1177/1745499917711546William K. CUMMINGS, Olga BAIN Educational Quality and Egalitarian Educational Structures: A Multi-nation Multi-variate Analysis, Educational Studies in Japan 8, no.00 (Jan 2014): 33–48.https://doi.org/10.7571/esjkyoiku.8.33Izumi Mori, David Baker The origin of universal shadow education: what the supplemental education phenomenon tells us about the postmodern institution of education, Asia Pacific Education Review 11, no.11 (Jan 2010): 36–48.https://doi.org/10.1007/s12564-009-9057-5Christopher Bjork Educational reform, academic intensity, and educational opportunity in Japan, (Mar 2015): 65–96.https://doi.org/10.1108/S1479-3539(2010)0000017005Frances C. Fowler 6. The international arena: the Global Village, Journal of Education Policy 9, no.55 (Sep 1994): 89–102.https://doi.org/10.1080/0268093940090510Walter Enloe, Philip Lewin The Cooperative Spirit in Japanese Primary Education, The Educational Forum 51, no.33 (Sep 1987): 233–247.https://doi.org/10.1080/00131728709335699Denis Davis Educational funding and management under constraint with special reference to higher education in Australia, Higher Education 16, no.11 (Jan 1987): 63–73.https://doi.org/10.1007/BF00139248David H. Kamens ?Statist? Ideology, National Political Control of Education, and Youth Protest, Journal of Conflict Resolution 27, no.44 (Jul 2016): 563–589.https://doi.org/10.1177/0022002783027004001Yasumasa Hirasawa JAPAN, Equity & Excellence in Education 20, no.66 (Jul 2010): 18–22.https://doi.org/10.1080/746919115

Australian Higher Education Research and Society

ABSTRACT This is the first part of a review of research on higher education in Australia and New Zealand since World War II. The review is organised around four themes which more or less characterise higher education and society in the successive decades since 1945: post‐war reconstruction, rising expectations and expansion, the search for equality and the end of expansion. Much of the first post‐war research was motivated by a concern for efficiency, that is, predicting those students who would benefit from higher education. Later, researchers began to question the representativeness of participation in higher education and the nature of the education process. During the most recent decade some of the research questions are reminiscent of the late 1940s, that is, how can the efficiency of higher education be improved? However, whereas expansion and optimism characterised the first thirty post‐war years, the context now is one of contraction and some pessimism.

The Utilisation and Allocation of Academic Staff Resources in Australian Colleges of Advanced Education

Introduction Administrators are well aware of the steady state funding situation that currently prevails within tertiary education in Australia. Faced with a contracting recurrent budget, administrators are increasingly directing closer attention to the better utilisation of institutional resources and the development of appropriate rational techniques for the allocation of scarce resources among competing demands. It is not uncommon for the salary bill of an institution to constitute more than eighty percent of total recurrent expenditure. Hence the pressure for an effective management of staff resources is gaining prominence in the tertiary education area.

ASSESSMENT IN HIGHER EDUCATION THE CURRENT AUSTRALIAN SCENE

ABSTRACT Heads of academic departments in institutions of higher education in Australia were asked about the current situation and recent trends in assessment purposes and practices; what they saw as problems, what improvements they would favour and what barriers they saw to those improvements; and about rules, policies, controls and review procedures. The findings are reported and discussed. In a final section the authors comment upon significant issues concerning assessment, including the extent to which students are involved in decisions about how they are to be assessed, level of staff interest in the rationale for assessment, and the priority they give to assessment among their concerns.

Book Review: The Future of Higher Education in Australia

Book Review: The Future of Higher Education in Australia

Curriculum Development and the Nominal Group Technique: Gaining the Practitioners' View

This study describes the use of Nominal Group Technique by a library school faculty to identify curriculum areas of prime concern to library practitioners. A sample of 26 librarians from senior and middle-rank positions in academic, public, state, school, and special libraries participated in the study. Results show that their major concerns were in the curriculum areas of philosophy and social context of libraries, library skills, administration, personal and interpersonal relations, and specialization. BY COMPARISON with the United States or Great Britain the professionalization of education for librarianship in Australia is a relatively recent process. Apart from the foundation of a school at the University of New South Wales in Sydney in 1960, library schools were not established in tertiary institutions until the adoption of the Martin Report1 by the Commonwealth Government in 1965. The Martin Report dramatically restructured tertiary education in Australia with its concept of colleges of advanced education, equal but different from the universities. The report also required the library profession to revise its hopes that library education would be university based, for it specifically re

Women's Expected Earnings and Their Investment in Higher Education

This paper addresses the question of why young people go on from school to higher education in Australia. A person situation interactionist theory to explain decisions taken in the matter is developed, and in the light of this theory a model to predict ...

Open Tertiary Education in Australia

The draft report of the Committee on Open University, Open Tertiary Education, is criticized on the grounds that it is overly conservative and makes little contribution to the opening up of tertiary education in Australia. The problems inherent in government committees, particularly in the field of education, are considered. Using the data provided in the report, the current closed system of tertiary education is criticized and a number of proposals, alternative to those made in the report, are presented for consideration.

A Challenge to Tertiary Education in Australia

A Challenge to Tertiary Education in Australia