Thematische Bibliographien / Higher education and state Australia

Auswahl der wissenschaftlichen Literatur zum Thema „Higher education and state Australia“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Januar 2023

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  3. Bücher
  4. Buchteile
  5. Konferenzberichte
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Zeitschriftenartikel zum Thema "Higher education and state Australia":

1

Atkinson-Grosjean, Janet, und Garnet Grosjean. „Performance Models in Higher Education“. education policy analysis archives 8 (29.06.2000): 30. http://dx.doi.org/10.14507/epaa.v8n30.2000.

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Higher education (HE) administrators worldwide are responding to performance-based state agendas for public institutions. Largely ideologically-driven, this international fixation on performance is also advanced by the operation of isomorphic forces within HE's institutional field. Despite broad agreements on the validity of performance goals, there is no "one best" model or predictable set of consequences. Context matters. Responses are conditioned by each nation's historical and cultural institutional legacy. To derive a generalized set of consequences, issues, and impacts, we used a comparative international format to examine the way performance models are applied in the United States, England, Australia, New Zealand, Sweden, and the Netherlands. Our theoretical framework draws on understandings of performance measures as normalizing instruments of governmentality in the "evaluative state," supplemented by field theory of organizations. Our conclusion supports Gerard Delanty's contention, that universities need to redefine accountability in a way that repositions them at the heart of their social and civic communities.
2

Marks, Gary N., und John Cresswell. „State Differences in Achievement among Secondary School Students in Australia“. Australian Journal of Education 49, Nr. 2 (August 2005): 141–51. http://dx.doi.org/10.1177/000494410504900203.

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A number of recent national studies of student achievement in secondary school have reported differences between the Australian states and territories. State differences are often viewed as insubstantial or as simply reflecting sociodemographic factors, or differences between the states in the grades or ages of the students sampled. In this article, we show that state differences are larger than generally assumed and cannot be attributed to socioeconomic and demographic factors. Generally, student achievement in reading, mathematics and science are higher in New South Wales than the other states, once demographic and grade differences are taken into account. Of concern, is the increased likelihood that students from Queensland, Victoria and Tasmania have in only reaching the lowest OECD proficiency level in reading. We conclude that state differences are meaningful and do have policy implications.
3

Lin, Sherry. „Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 1“. Higher Education Studies 9, Nr. 1 (28.02.2019): 159. http://dx.doi.org/10.5539/hes.v9n1p159.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 9, Number 1 Abdelaziz Mohammed, Albaha University, Saudi Arabia Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, Romania Anna Liduma, University of Latvia, Latvia Antonina Lukenchuk, National Louis University, USA Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Ausra Kazlauskiene, Siauliai University, Lithuania Barbara N. Martin, University of Central Missouri, USA Carmen P. Mombourquette, University of Lethbridge, Canada Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India Evrim Ustunluoglu, Izmir University of Economics –Izmir/Turkey, Turkey Firouzeh Sepehrianazar, Orumieh university, Iran Geraldine N. Hill, Elizabeth City State University, USA Gerard Hoyne, School of Health Sciences, University of Notre Dame Australia, Australia Gregory S. Ching, Fu Jen Catholic University, Taiwan Hüseyin Serçe, Selçuk University, Turkey Jayanti Dutta, Panjab University, India Jisun Jung, University of Hong Kong, Hong Kong John Cowan, Edinburgh Napier University, United Kingdom John Walter Miller, Benedict College in Columbia, USA Laid Fekih, University of Tlemcen Algeria, Algeria Lung-Tan Lu, Fo Guang University, Taiwan, Taiwan Mehmet Ersoy, Department of Computer Education and Instructional Technologies, Turkey Mei Jiun Wu, Faculty of Education, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Mirosław Kowalski, University of Zielona Góra, Poland Nicos Souleles, Cyprus University of Technology, Cyprus Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria Philip Denton, Liverpool John Moores University, United Kingdom Rachida Labbas, Washington State University, USA Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Sahar Ahadi, Islamic Azad University of Mashhad, Iran Tuija A. Turunen, University of Lapland, Finland Vasiliki Brinia, Athens University of Economic and Business, Greece Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
4

Lin, Sherry. „Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 3“. Higher Education Studies 10, Nr. 3 (30.08.2020): 133. http://dx.doi.org/10.5539/hes.v10n3p133.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 10, Number 3 Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Arwa Aleryani, Saba University, Yemen Aurora-Adina Colomeischi, Stefan cel Mare University, Romania Aynur Yürekli, İzmir University of Economics, Turkey Bo Chang, Ball State University, USA Carmen P. Mombourquette, University of Lethbridge, Canada Evrim Ustunluoglu, Izmir University of Economics, Turkey Ezgi Pelin Yildiz, Kafkas University in KARS, Turkey Huda Fadhil Halawachy, University of Mosul, Iraq Hüseyin Serçe, Selçuk University, Turkey Jayanti Dutta, Panjab University, India John Rafferty, Charles Sturt University, Australia John W. Miller, Benedict College, USA Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Mei Jiun Wu, Faculty of Education, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Minna Körkkö, Unversity of Lapland, Finland Mirosław Kowalski, University of Zielona Góra, Poland Muhammad Ishtiaq Ishaq, Global Institute Lahore, Pakistan Nayereh Shahmohammadi, Academic Staff, Iran Oktavian Mantiri, Asia-Pacific International University, Thailand Qing Xie, Jiangnan University, China Rouhollah Khodabandelou, Sultan Qaboos University, Oman Saheed Ahmad Rufai, Lagos State University, Nigeria Salwa El-Sobkey, Modern University for Technology and Information, Egypt Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Waldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil Yvonne Joyce Moogan, Leeds University Business School, United Kingdom Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
5

O'Brien, John M. „The Collective Organization of Australian Academic Staff 1949-1983“. Journal of Industrial Relations 35, Nr. 2 (Juni 1993): 195–220. http://dx.doi.org/10.1177/002218569303500201.

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This paper examines the development of the collective organization of academic staff in the Australian higher education sector. This examination tests the relevance of the claim that the arbitration system largely rendered powerless those organizations designed to 'bring comfort, security, peace of mind' to society as well as to union members. The paper argues that the development of academic unionism was both a reflection of shifts in state policy on higher education and the changing consciousness of academic staff. Further, industrial registration was sought because it was perceived that it would strengthen the organizational effectiveness of academic unionism. Finally, the paper contests the view that the achievement of federal registration by academic staff organizations represented the beginning of the adoption of an industrial relations model in institutions of higher education in Australia.
6

Worsley, Anthony, Wei Wang und Stacey Ridley. „Australian adults’ knowledge of Australian agriculture“. British Food Journal 117, Nr. 1 (05.01.2015): 400–411. http://dx.doi.org/10.1108/bfj-07-2013-0175.

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Purpose – Agriculture is a major generator of wealth and employment in Australia. However, it faces a range of economic and environmental challenges which require substantial community support. The purpose of this paper is to examine Australian adults’ Australian knowledge of, and attitudes towards, Australian agriculture. Design/methodology/approach – Online questionnaire survey of 1,026 adults conducted nationwide during August 2012. Findings – Most respondents had little knowledge of even the basic aspects of the industry but they approved of farmers’ performance of their roles. Latent class analysis showed that there are two groups of consumers with low and lower levels of knowledge. The respondents’ age, rural residence and universalist values were positive predictors of agricultural knowledge. Research limitations/implications – This was a cross-sectional, quota-based survey which examined only some aspects of agriculture. However, the findings suggest that more communication with the general public about the industry is required in order to build on the positive sentiment that exists within the community. Practical implications – More education about agriculture in schools and higher education is indicated. Social implications – The poor state of knowledge of agriculture threatens the social contract upon which agricultural communities depend for survival. Originality/value – The study highlights the poor state of general knowledge about agriculture in Australia. The findings could be used as a baseline against which the efficacy of future education programmes could be assessed.
7

Frew, C. „An International Educational Literacy: Students, Academics and the State“. Journal of University Teaching and Learning Practice 3, Nr. 1 (01.01.2006): 29–39. http://dx.doi.org/10.53761/1.3.1.4.

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Universities are no-longer isolated places where the intellectually or socially advantaged undertake research and contemplation. Universities are central to social and economic policy and can be used to meet the social and economic requirements of the new globalised environment. This paper explores the role of the internationalisation of universities in Australia, facing the challenge of globalisation, in light of declining government support of higher education institutions. A large part of internationalisation involves an increase in international student numbers, and this alongside changes in internal governance, is changing the role of academics within universities. This paper examines the new demands for an international educational literacy, examining the effect of these demands on academic professionals.
8

Edwards, Daniel, und Paul Weldon. „Understanding teacher supply: Where do online Initial Teacher Education students fit?“ Australian Journal of Education 61, Nr. 1 (23.02.2017): 88–100. http://dx.doi.org/10.1177/0004944116688962.

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Curriculum delivery in higher education is changing rapidly, notably in the area of online delivery. Initial Teacher Education (ITE) in Australia is no exception to this, and this article explores this growth with a particular focus on its implications for workforce planning for teachers. In this planning in Australia, ITE students are usually considered part of the ‘supply pipeline’ for the state in which their university is located. However, with online delivery, students could potentially be enrolled on the other side of the country (or the world) from the physical location of their institution. The data presented here show that of the growing cohort of external ITE graduates, a small but significant group resides outside of the state in which their institution of enrolment is located. This exploration of data highlights some new evidence which has consequences for teacher supply planning and offers insight to inform future teacher workforce projections.
9

Smyth∗, John. „THEORIES OF THE STATE AND RECENT POLICY REFORMS IN AUSTRALIAN HIGHER EDUCATION“. Discourse: Studies in the Cultural Politics of Education 11, Nr. 2 (April 1991): 48–69. http://dx.doi.org/10.1080/0159630910110203.

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10

Hopkins, Liza J. „Hospital-based education support for students with chronic health conditions“. Australian Health Review 40, Nr. 2 (2016): 213. http://dx.doi.org/10.1071/ah15032.

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Objective To examine the evidence for best practice in educational support to hospitalised students and describe the existing supports available across each Australian state and territory. Methods A descriptive approach to the diversity of current practice and a review of the published evidence for best practice. Results We have constructed a model of best-practice in education support to hospitalised students. We found that education support services in each state met some of the criteria for best practice, but no one state service met all of the criteria. Conclusions All Australian states and territories make provision for hospitalised students to continue with their education, however the services in some states are closer to the best-practice model than others. What is known about the topic? It is well known that children and young people living with health conditions are at higher risk of educational underachievement and premature disengagement from school than their healthy peers. Although each state and territory across Australia offers some form of educational support to students during periods of hospitalisation, this support differs widely in each jurisdiction in fundamentals such as which students are eligible for support, where the support is delivered, how it is delivered and who coordinates the support. Published evidence in the literature suggests that the elements of good practice in education support have been well identified but, in practice, lack of policy direction can hinder the implementation of coordinated support. What does this paper add? This paper draws together the different models in place to support students in hospital in each state and territory and identifies the common issues that are faced by hospital education support services, as well as identifying areas where practice differs across settings. It also identifies the elements of good practice from the literature and links the elements of theory and practice to present a model of education support that addresses the needs of students with health conditions in an integrated and child-centred way. What are the implications for practitioners? Education support has developed over many decades in a variety of different forms across the states and territories of Australia. This paper brings together for the first time the published evidence for good practice in this area with existing models of practice to identify ways in which both healthcare professionals and education professionals can work together to improve the health, well being and education of children and young people living with health conditions.
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Dissertationen zum Thema "Higher education and state Australia":

1

Shanks, Pamela-Anne. „A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia“. Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
2

Shanks, Pamela-Anne. „A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /“. Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
3

Philpott, Rodger Frank. „Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills“. Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.

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The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.
4

edu, aruddy@indiana, und Annie Ruddy. „Internationalisation: Case studies of two Australian and United States universities“. Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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Higher education has undergone significant change as universities have sought to respond to government reforms in a period of globalisation. One major reform that globalisation has introduced is the reduction in state funding for higher education. Universities have turned to other resources to provide funding and one of these is the recruitment of international students. The focus of this thesis is on contrasting the internationalisation policies of two nations, Australia and the United States, by analysing published policies, statistics and carrying out interviews on two campuses. Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement these policies. Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students. Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. Faculty members and domestic and international students expressed dissatisfaction about cultural insensitivity, lack of adequate services that offered housing and emotional/social support, and language barriers. At the same time, each university was achieving some of its internationalisation goals. In conclusion, strategies are suggested that might improve the implementation of internationalisation at both universities.
5

Roche, Vivienne Carol. „Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education“. Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Quann-Youlden, Cathy. „Commonwealth higher education policies : their impacts on autonomy and research in Australian universities /“. Canberra, 2006. http://erl.canberra.edu.au/public/adt-AUC20081202.151704/index.html.

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7

Wilson, Philip. „Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79“. Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.

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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.
8

O'Brien, Patrick. „A critical analysis of devolution and the corporate reform of teachers' work“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1214.

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The corporate transformation of bureaucratic public education in Western Australia commenced in the late 1980s. The reforms announced in the Better Schools Report (1987) aimed to devolve responsibility to schools for the purpose of improving the efficiency and effectiveness of public education. Designed to be responsive, adaptable, flexible and accountable, the administrative style accompanying the reforms is described as corporate managerialism. Devolution has impacted heavily on schools and teachers' work. Evidence presented in this thesis suggests that the corporate values and practices that dominate the organisation and management of schools create personal and professional conflict for many classroom teachers. Devolution and corporate managerialism have not only marginalised and in many cases alienated teachers, but failed to improve student learning. In short, the reforms aimed at improving efficiency and effectiveness have in fact created additional dilemmas and tensions for classroom teachers. Using teachers' stories this qualitative study examines the perceptions of Level Two secondary classroom teachers about the impact of corporate reforms on their work. It highlights a number of crises that exist for teachers and which threaten their sense of professional autonomy and job satisfaction. Based on the findings the study makes a number of recommendations for creating a critical, collaborative learning environment for classroom teachers.
9

Parker, Pauline Frances, und paulinefparker@gmail com. „Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005“. RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
10

Haukka, Sandra. „Research training and national innovation systems in Australia, Finland and the United States : a policy and systems study supported by 30 case studies of research students in the fields of geospatial science, wireless communication, biosciences, and materials science and engineering“. Thesis, RMIT University, 2006. https://eprints.qut.edu.au/32212/1/Sandra_Haukka_PhD_thesis.pdf.

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Reforms to the national research and research training system by the Commonwealth Government of Australia sought to effectively connect research conducted in universities to Australia's national innovation system. Research training has a key role in ensuring an adequate supply of highly skilled people for the national innovation system. During their studies, research students produce and disseminate a massive amount of new knowledge. Prior to this study, there was no research that examined the contribution of research training to Australia's national innovation system despite the existence of policy initiatives aiming to enhance this contribution. Given Australia's below average (but improving) innovation performance compared to other OECD countries, the inclusion of Finland and the United States provided further insights into the key research question. This study examined three obvious ways that research training contributes to the national innovation systems in the three countries: the international mobility and migration of research students and graduates, knowledge production and distribution by research students, and the impact of research training as advanced human capital formation on economic growth. Findings have informed the concept of a research training culture of innovation that aims to enhance the contribution of research training to Australia's national innovation system. Key features include internationally competitive research and research training environments; research training programs that equip students with economically-relevant knowledge and the capabilities required by employers operating in knowledge-based economies; attractive research careers in different sectors; a national commitment to R&D as indicated by high levels of gross and business R&D expenditure; high private and social rates of return from research training; and the horizontal coordination of key organisations that create policy for, and/or invest in research training.
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Bücher zum Thema "Higher education and state Australia":

1

Watts, Donald W. Higher education in Australia: A way forward. Perth, W.A: Australian Institute for Public Policy, 1986.

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Western Australian Higher Education Council. Planning for higher education in Western Australia. West Perth, WA: Western Australian Higher Education Council, 1991.

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John, Cain. Off course: From public place to marketplace at Melbourne Univerity. Melbourne: Scribe Publications, 2004.

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Henry, Miller. The management of change in universities: Universities, state, and economy in Australia, Canada, and the United Kingdom. Buckingham: Society for Research into Higher Education & Open University Press, 1995.

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Hackmann, Heide. Priorities and quality incentives for university research : a brief international survey: countries studied: Australia, Belgium, Germany, Switzerland, UK. 's-Gravenhage: Sdu Servicecentrum, 2000.

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Blainey, Geoffrey. Australian universities: Some fashions and faults. Bundoora, Vic., Australia: Seminar on the Sociology of Culture, La Trobe University, 1989.

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Australia. Parliament. Senate. Employment, Workplace Relations, Small Business and Education References Committee. Universities in crisis: Report into the capacity of public universities to meet Australia's higher education needs. Canberra: The Senate, 2001.

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Education, Rwanda Ministry of. Higher education policy. [Kigali]: Republic of Rwanda, Ministry of Education, 2008.

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9

Salter, Brian. The state and higher education. Ilford, Essex, England: Woburn Press, 1994.

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Dixon, F. Eugene. State System of Higher Education. New York, N.Y: The Newcomen Society of the United States, 1998.

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Buchteile zum Thema "Higher education and state Australia":

1

Thomson, Sue. „Australia: PISA Australia—Excellence and Equity?“ In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
2

Downey, Greg, Tonia Gray, Timothy Hall und Michael Singh. „Developing Global Perspectives: Responding to the State of International Education in Australian Universities“. In The Globalisation of Higher Education, 3–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74579-4_1.

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Nascimento, Paulo Meyer, und Manoela Vilela Araújo Resende. „A Comparative Study of the Federal Higher Education Student Financial Aid Systems in Brazil, Australia, and the United States“. In Intercultural Studies in Higher Education, 285–313. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15758-6_11.

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Netswera, Fulufhelo, Kirstin Wilson, Nathan Cassidy und Godswill Makombe. „Sustainability of Higher Education Credit Systems and Transfer Structures Experiences from Australia, South Africa and the United States of America“. In Sustainable Transformation in African Higher Education, 91–100. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_7.

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Gao, Catherine Yuan. „Australia“. In Palgrave Studies in Global Higher Education, 155–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21465-4_6.

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Marginson, Simon. „Higher Education Research, Australia“. In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_178-1.

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Marginson, Simon. „Higher Education Research, Australia“. In The International Encyclopedia of Higher Education Systems and Institutions, 749–54. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_178.

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Benner, Mats, Jonathan Grant und Mary O’Kane. „Higher Education in Australia“. In Crisis Response in Higher Education, 51–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97837-2_4.

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AbstractThis chapter outlines the evolution of universities in Australia. The chapter shows how Australian universities have been shaped in the interplay between academic, political and economic forces, and how the model of university governance has exposed them to vulnerabilities that ensue in periods of rapid ruptures in the surrounding society, especially when the globalisation of higher education is in peril. The chapter pays particular attention to the responses that have unfolded to the COVID-19 pandemic but also more generally to how universities have balanced the orientation to global templates with that of societal expectations.
9

Benner, Mats, Jonathan Grant und Mary O’Kane. „Higher Education in Australia“. In Crisis Response in Higher Education, 51–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97837-2_4.

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AbstractThis chapter outlines the evolution of universities in Australia. The chapter shows how Australian universities have been shaped in the interplay between academic, political and economic forces, and how the model of university governance has exposed them to vulnerabilities that ensue in periods of rapid ruptures in the surrounding society, especially when the globalisation of higher education is in peril. The chapter pays particular attention to the responses that have unfolded to the COVID-19 pandemic but also more generally to how universities have balanced the orientation to global templates with that of societal expectations.
10

Blackmore, Jill. „Australia“. In International Perspectives on Leadership in Higher Education, 130–49. Abingdon, Oxon; New York: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781315122410-12.

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Konferenzberichte zum Thema "Higher education and state Australia":

1

Wilson, Paul. „Alternative Strategies for Higher Education Provision at TAFE Queensland“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11160.

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Australia’s tertiary education and training sector consists of Higher Education, predominantly funded and controlled by the Federal Government, and Vocational Education and Training (VET) where both the Federal and State Governments have policy and funding responsibilities. While there has been increasing funding and stable policy in Higher Education over the past decade there has been significant change in the Australian VET sector in policy and reduced funding at the Federal and State levels. TAFE Queensland, the public VET provider in the state of Queensland, has undergone a huge transformation of its own over this period of extensive policy change. As a result of policy and organisational changes TAFE Queensland has had to seek alternatives to ensure that students who choose to study at this public provider are able to access higher education courses. This paper outlines various policy change impacts over the past decade and TAFE Queensland’s innovative approach to ensuring that quality applied degrees are available to interested students who prefer to study with this major public vocational education provider.
2

Weerakkody, Niranjala. „Technology and Marginalization: A Case Study of the Limited Adoption of the Intranet at a State-owned Organization in Rural Australia“. In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2755.

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Taking a critical theory approach and the pluralist view of technology, this paper examines the problems in organizational communication that arose due to the implementation of a limited intranet electronic mail system as the main channel of communication between a rural state-owned organization and its city-based Head Office, installed at the sole discretion of the latter. The intranet was provided only to the administration division and managers of some units due to financial constraints. This required others to receive information carried via the intranet through a gatekeeper who due to information and work overload, failed to disseminate the information effectively and efficiently. Using a combination of qualitative data collection methods, this study found that the intranet had marginalized those without access to it and reinforced the privileged position of those already with higher status within the organization, contrary to the utopian predictions of new technologies as leading to social equality.
3

Woodhouse, David, und Antony Stella. „Regulation and Quality assurance of higher education institutions in Australia“. In 2011 International Workshop on Institutional and Programme Accreditation: Connections and Opportunities. IEEE, 2011. http://dx.doi.org/10.1109/iwipa.2011.6221146.

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Jewels, Tony, Carmen de Pablos Heredero und Marilyn Campbell. „Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?“ In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2792.

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Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.
5

Bryceson, Kim. „Disruptive Technologies supporting Agricultural Education“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8957.

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This paper looks at a number of different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper will describe a number of tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience at UQ. These tools include Internet of Things multisensory mesh networks and associated Data Dashboard developments for biophysical monitoring, Drone technology design and build for agricultural management and Augmented Reality simulations. These tools have all added engagement of, and value to, students.
6

Chen, Yi, und Kexin Han. „The Evaluation and Enlightenment of Student Loan Policy for Higher Education in Australia“. In Proceedings of the 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.066.

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„Is Improving Service Quality in Higher Education Satisfies Students? An Answer from Australia“. In June 19-21, 2019 Lisbon (Portugal). Excellence in Research & Innovation, 2019. http://dx.doi.org/10.17758/eirai5.ea06191010.

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Kim, Daeyoung, und Shanton Chang. „The use of WeChat in higher education: Investigation of Chinese students in Australia“. In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.

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With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeChat could impact their academic performance, and many international students had challenges to be familiarised with a new digital environment in Australia. The findings contribute to much clear understanding of how students utilise WeChat for academic activities to provide a better usage of social media for university students.
9

Beutel, Denise Ann, Donna Tangen und Rebecca Spooner-Lane. „An exploratory study of early career teachers as culturally responsive teachers“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
10

Asimakopoulos, George, Thanassis Karalis und Katerina Kedraka. „Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12871.

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This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.

Berichte der Organisationen zum Thema "Higher education and state Australia":

1

Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.
2

Chatterji, Aaron, Joowon Kim und Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. Cambridge, MA: National Bureau of Economic Research, Juli 2018. http://dx.doi.org/10.3386/w24818.

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3

Ward, James Dean, Elizabeth Davidson Pisacreta, Benjamin Weintraut und Martin Kurzweil. An Overview of State Higher Education Funding Approaches: Lessons and Recommendations. Ithaka S+R, Dezember 2020. http://dx.doi.org/10.18665/sr.314511.

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang und Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
5

O'Malley, Elizabeth. Global awareness of administrators in higher education in the State of Oregon. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.829.

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Ward, James Dean, Elizabeth Davidson Pisacreta, Benjamin Weintraut und Martin Kurzweil. Reimagining State Higher Education Funding: Recommendations from the Ithaka S+R Convening. Ithaka S+R, Dezember 2020. http://dx.doi.org/10.18665/sr.314508.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, Mai 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
8

Hoinathy, Remadji, und Daniel Eizenga. The State of Secularism in Chadian Higher Education: Testing Perceived Ties to Violent Extremism. RESOLVE Network, März 2019. http://dx.doi.org/10.37805/lcb2019.2.

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Creach, Elizabeth. The Effects of Subsidized Childcare on Student Parents' Access to Higher Education at Portland State University. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5551.

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Epple, Dennis, Richard Romano, Sinan Sarpça und Holger Sieg. The U.S. Market for Higher Education: A General Equilibrium Analysis of State and Private Colleges and Public Funding Policies. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19298.

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