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Journal articles on the topic 'Australian Higher Education Policy'

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Published: 4 June 2021

Last updated: 30 January 2023

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1

Montague, Alan. "Review of Australian Higher Education: An Australian Policy Perspective." Policy Futures in Education 11, no. 6 (January 2013): 671–87. http://dx.doi.org/10.2304/pfie.2013.11.6.671.

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Wilson, Katie, and Judith Wilks. "Australian Indigenous higher education: politics, policy and representation." Journal of Higher Education Policy and Management 37, no. 6 (October 29, 2015): 659–72. http://dx.doi.org/10.1080/1360080x.2015.1102824.

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Stokes, Anthony, and Sarah Wright. "The Impact Of A Demand-Driven Higher Education Policy In Australia." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 441–52. http://dx.doi.org/10.19030/jier.v8i4.7292.

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In 2012, the Australian government introduced a demand-driven entitlement system for domestic higher education students in which recognised higher education providers are free to enrol as many eligible students as they wish in eligible higher education courses and receive corresponding government subsidies for those students. This paper examines the impact that already has occurred as a result of this decision and the likely long-term effects that this will have on higher education in Australia.

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Matthews, Lynda R., Rosalie B. Pockett, Gillian Nisbet, Jill E. Thistlethwaite, Roger Dunston, Alison Lee, and Jill F. White. "Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders." Australian Health Review 35, no. 2 (2011): 136. http://dx.doi.org/10.1071/ah10886.

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Objective. A substantial literature engaging with the directions and experiences of stakeholders involved in interprofessional health education exists at the international level, yet almost nothing has been published that documents and analyses the Australian experience. Accordingly, this study aimed to scope the experiences of key stakeholders in health and higher education in relation to the development of interprofessional practice capabilities in health graduates in Australia. Methods. Twenty-seven semi-structured interviews and two focus groups of key stakeholders involved in the development and delivery of interprofessional health education in Australian higher education were undertaken. Interview data were coded to identify categories that were organised into key themes, according to principles of thematic analysis. Results. Three themes were identified: the need for common ground between health and higher education, constraints and enablers in current practice, and the need for research to establish an evidence base. Five directions for national development were also identified. Conclusions. The study identified a range of interconnected changes that will be required to successfully mainstream interprofessional education within Australia, in particular, the importance of addressing issues of culture change and the need for a nationally coordinated and research informed approach. These findings reiterate those found in the international literature. What is known about the topic? Interprofessional health education (IPE) and practice (IPP) capabilities are central to the delivery of health services that are safer, more effective, patient-centred and sustainable. The case for an interprofessionally capable health workforce is therefore strongly argued and well accepted in the international literature. The task of building a nationally coherent approach to IPE within health professional curricula, however, is complex and challenging, and there is almost no literature in this area presenting an Australian perspective. What does this paper add? This paper presents perspectives from key stakeholders in the Australian health and higher education sectors on the challenges associated with implementing and sustaining IPE to foster IPP across all health professions. It identifies several policy, cultural, institutional and funding changes that will be required to locate IPE as a central rather than peripheral education activity. What are the implications for practitioners? The study points to changes that will be required to build an Australian health workforce with increased levels of IPP capability. It highlights the importance of recognising and addressing culture change as a central part of embedding and sustaining IPE and IPP. Additionally it foregrounds for governments, higher education and health practitioners the importance of addressing the development of IPE and IPP as a multi-dimensional task, that will require a national and research informed approach to build momentum and scale.

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Marshall, Neil. "Policy communities, issue networks and the formulation of Australian higher education policy." Higher Education 30, no. 3 (October 1995): 273–93. http://dx.doi.org/10.1007/bf01383752.

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Cooper, Trudi. "Rethinking teaching excellence in Australian higher education." International Journal of Comparative Education and Development 21, no. 2 (May 13, 2019): 83–98. http://dx.doi.org/10.1108/ijced-10-2018-0038.

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Purpose The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management; and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined. Design/methodology/approach This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted. Findings Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used to distract attention away from discussions about funding and the conditions required to promote good teaching in universities. The construction of teaching excellence as an attribute of individual teachers has co-opted university teachers into supporting the illusion that teaching quality can be maintained, despite falling organisational support and decreased funding. Research limitations/implications Teaching in universities can only be improved through changes to the management approach and maintenance of per capita funding, and ultimately democratisation of universities. This will require changes to the regulatory framework, and national policy. Practical implications The author concludes that teaching excellence is unhelpful as a concept. Instead the focus of discussion needs to return to ensuring that the necessary conditions for responsive teaching are in place. Social implications Democratise the workplace and management methods; adopt matrix management structures; Rebalance to focus on social benefit and public good. Originality/value This paper uncovers tensions, contradictions and missing elements in current policy and concludes with suggestions for change.

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Coates, Hamish, and Kerri‐Lee Krause. "Investigating Ten Years of Equity Policy in Australian Higher Education." Journal of Higher Education Policy and Management 27, no. 1 (March 2005): 35–46. http://dx.doi.org/10.1080/13600800500045810.

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CHENG, SOO-MAY. "POLICY'S CONSEQUENCES: THE COMMERCIALISATION OF AUSTRALIAN TERTIARY EDUCATION AND IMPLICATIONS FOR ITS ASIAN MARKET." Journal of Enterprising Culture 06, no. 04 (December 1998): 457–80. http://dx.doi.org/10.1142/s0218495898000254.

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Higher education has in the recent decade become in itself a major business. In some economies, it is an important contributor to the gross national product. This fact is true in the case of Australia. This paper discusses the commercialisation of Australian higher education in Asia and how Australian government policy has contributed to this internationalisation. In addition to addressing the policy consequences, it also examines issues surrounding the content, curricula and teaching in the programmes that are exported. Whilst the internationalisation of higher education may have led to the presence of an enterprising culture in the exporting institutions, the higher ideals of education need to be balanced.

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Trudgett, Michelle, Susan Page, and Neil Harrison. "Brilliant Minds: A Snapshot of Successful Indigenous Australian Doctoral Students." Australian Journal of Indigenous Education 45, no. 1 (May 11, 2016): 70–79. http://dx.doi.org/10.1017/jie.2016.8.

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Drawing on demographic data collected from interviews with 50 Indigenous Australians with a doctoral qualification and 33 of their supervisors, this paper provides the first detailed picture of Indigenous doctoral education in Australia, with the focus on study modes, age of candidates, completion times and employment. It also analyses data produced through interviews with supervisors including age, employment levels and academic background. The study confronts a number of common perceptions in the higher education sector, to find that many Indigenous Australians are awarded their doctoral qualification in the middle stages of their career. This particular cohort is more likely to be studying in the arts and humanities, employed in higher education and enrolled on a full-time basis. This Australian Research Council (ARC) funded research provides new and important data to inform government policy, and to allow universities to implement strategies and recommendations arising from the Behrendt Report of 2012.

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Moore, Paul J., and Michael Harrington. "Fractionating English language proficiency: policy and practice in Australian higher education." Current Issues in Language Planning 17, no. 3-4 (July 28, 2016): 385–404. http://dx.doi.org/10.1080/14664208.2016.1212649.

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Vidovich, Lesley, and Paige Porter. "Quality policy in Australian higher education of the 1990s: university perspectives." Journal of Education Policy 14, no. 6 (November 1999): 567–86. http://dx.doi.org/10.1080/026809399286099.

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12

Bennett, Anna, and Matt Lumb. "Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education." Policy Futures in Education 17, no. 8 (February 26, 2019): 966–82. http://dx.doi.org/10.1177/1478210319831579.

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In this paper we discuss recent policy attempts (in 2017) to introduce new frameworks for Australian higher education access and equity programs. These include introducing fees and a tendering process for access or ‘enabling’ programs, as they are called in Australia, and an evaluation framework based on an evidence hierarchy for widening participation or ‘equity’ programs. We illuminate how those policymaking attempts contradict the conditions required for equity-oriented programs because they misrecognise the experiences of the participants. We argue that different conceptual approaches to provision and evaluation are required for practitioners, providers and policymakers to shape future policy together ( Heimans and Singh, 2018 ) so that enabling and equity programs can be understood in ways that value the knowledges and experiences of the participants involved ( Sayer, 2011 ). Our aim is to contribute to work that disrupts the positioning of ‘objective’ policy evaluation frameworks vs ‘subjective’ practices because this decontextualises ( Burke and Lumb, 2018 ) and oversimplifies ( Tesar, 2016a ), and may serve paradoxically to reduce the programs’ impacts.

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Gaze, Beth, and Carolyn Stevens. "Running risks of gender inequity: knowledge transfer policy in Australian higher education." Journal of Education Policy 26, no. 5 (September 2011): 621–39. http://dx.doi.org/10.1080/02680939.2010.514362.

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Gale, Trevor, and Stephen Parker. "Retaining students in Australian higher education: cultural capital, field distinction." European Educational Research Journal 16, no. 1 (November 21, 2016): 80–96. http://dx.doi.org/10.1177/1474904116678004.

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In the global phenomenon of widening participation policy in higher education, lower retention rates for students from less advantaged socio-economic circumstances have potential to undermine the social inclusion agenda of HE. This might be an issue in Europe but is not necessarily the case elsewhere. In this paper we consider statistical data on Australian university students from under-represented groups, retained at similar rates to those of their more advantaged peers. Our data also include print and online media commentary on student retention. In our analysis we draw on Bourdieu’s social theory, particularly his conceptual tools of ‘cultural capital’ and field ‘distinction’. We argue that less-advantaged Australian university students appear to have greater access to the cultural capital privileged in higher education institutions. This tends to undermine claims of retention problems, and of ‘setting up students to fail’, which dominate quasi-policy media forums and have more to do with mitigating a perceived threat to the distinctive character of higher education. Following Wilkinson and Pickett’s observations on the distribution of economic capital within societies, we suggest that the more even the distribution of cultural capital across systems, institutions and groups, the less students’ socio-economic status has to do with their retention in higher education.

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15

Smyth∗, John. "THEORIES OF THE STATE AND RECENT POLICY REFORMS IN AUSTRALIAN HIGHER EDUCATION." Discourse: Studies in the Cultural Politics of Education 11, no. 2 (April 1991): 48–69. http://dx.doi.org/10.1080/0159630910110203.

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16

Braithwaite, Valerie, and Eliza Ahmed. "A threat to tax morale: The case of Australian higher education policy." Journal of Economic Psychology 26, no. 4 (August 2005): 523–40. http://dx.doi.org/10.1016/j.joep.2004.08.003.

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Lim, Fion Choon Boey, and Mahsood Shah. "An examination on the growth and sustainability of Australian transnational education." International Journal of Educational Management 31, no. 3 (April 10, 2017): 254–64. http://dx.doi.org/10.1108/ijem-02-2016-0024.

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Purpose The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future. Design/methodology/approach The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning. Findings TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation. Originality/value The paper is original and it is based on Australian TNE.

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18

Forsyth, Hannah. "Negotiating the benefits of knowledge." History of Education Review 42, no. 1 (June 21, 2013): 24–39. http://dx.doi.org/10.1108/08198691311317679.

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PurposeThe purpose of this paper is to explore the origins of tensions between the benefits (such as technologies and skills) and the substance of knowledge (often described as “pure inquiry”) in Australian universities. There are advantages to considering this debate in Australia, since its universities were tightly connected to scholarly networks in the British Empire. After the Second World War, those ties were loosened, enabling influences from American research and technological universities, augmented by a growing connection between universities, government economic strategy and the procedures of industry. This paper thus traces some of routes by which arguments travelled and the ways they were articulated in post‐war Australia.Design/methodology/approachIdeas do not travel on their own. In this paper, the author takes a biographical approach to the question of contrasting attitudes to university knowledge in the post‐war period, comparing the international scholarly and professional networks of two British scientists who travelled to Australia – contemporaries in age and education – both influencing Australian higher education policy in diametrically opposing ways.FindingsThis research demonstrates that the growing connection with economic goals in Australian universities after the Second World War was in part a result of the new international and cross‐sectoral networks in which some scholars now operated.Originality/valueAustralian historiography suggests that shifts in the emphases of post‐war universities were primarily the consequence of government policy. This paper demonstrates that the debates that shaped Australia's modern university system were also conducted among an international network of scholars.

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Martin-Sardesai, Ann, James Guthrie, Stuart Tooley, and Sally Chaplin. "History of research performance measurement systems in the Australian higher education sector." Accounting History 24, no. 1 (April 24, 2018): 40–61. http://dx.doi.org/10.1177/1032373218768559.

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Performance measurement systems (PMSs) are a global phenomenon emanating from new public management (NPM) reforms. While they are now prolific and entrenched, they have attracted criticism based on their design and the manner in which they are applied. The purpose of this article is to explore the history of accounting for research in the Australian higher education sector (HES). It focuses on how successive Australian governments have steered research within the sector through the introduction of PMSs, in line with NPM reforms. Relying on publicly available online policy documents and scholarly literature, the study traces the development of performance measures within the Australian HES from the mid-1980s to 2015. It contributes to literature in management accounting aspects of NPM through the means of management accounting techniques such as PMSs. It also contributes to accounting history literature through an examination of three decades of accounting for research in the Australian HES.

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Peacock, David, Sam Sellar, and Bob Lingard. "The activation, appropriation and practices of student-equity policy in Australian higher education." Journal of Education Policy 29, no. 3 (September 27, 2013): 377–96. http://dx.doi.org/10.1080/02680939.2013.839829.

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Bossu, Carina, and Adrian Stagg. "The potential role of Open Educational Practice policy in transforming Australian higher education." Open Praxis 10, no. 2 (April 20, 2018): 145. http://dx.doi.org/10.5944/openpraxis.10.2.835.

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Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering costs, improving the quality of learning and teaching and promoting social inclusion and participatory democracy. There have been some important OEP developments in Australia, but unfortunately the potential of OEP to meet some of the national educational targets has not been fully realised and acknowledged yet, in ways that many countries around the world have. This paper will gather, discuss, and analyse some key national and international policies and documentation available as an attempt to provide a solid foundation for a call to action for OEP in Australia, which will hopefully be an instrument to assist and connect practitioners and policy makers in higher education.

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Cocks, Tamra, and Jennifer Stokes. "Policy into practice: A case study of widening participation in Australian higher education." Widening Participation and Lifelong Learning 15, no. 1 (April 1, 2013): 22–38. http://dx.doi.org/10.5456/wpll.15.1.22.

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23

Pick, David. "Towards a ‘Post-Public Era’? Shifting Frames in German and Australian Higher Education Policy." Higher Education Quarterly 62, no. 1-2 (January 2008): 3–19. http://dx.doi.org/10.1111/j.1468-2273.2008.00383.x.

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Johns, A. H. "Hopes and Frustrations: Islamic and Middle Eastern Studies in Australia." Middle East Studies Association Bulletin 25, no. 2 (December 1991): 173–80. http://dx.doi.org/10.1017/s0026318400024251.

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Up to 1945 university education in Australia had little sense of engagement with any cultural traditions outside those of Western Europe. It was only in the aftermath of World War II that Australians began to realize that while their nation had powerful allies in Britain and America, nations with whom it had ties of kin and culture, it had on its doorstep in neighboring Southeast Asia and not so distant Northeast Asia, neighbors who might become both friends and close partners in regional associations.These were also the years during which the Australian government decided as a matter of policy to develop postgraduate studies in Australia so that Australians should no longer as a matter of course go to Britain for higher degrees. Both these factors came together in the establishment in 1946 of the Australian National University, an institution with an exclusive mission for post-graduate training. Significantly, among its foundation schools was the Research School of Pacific Studies, which included departments of Pacific History and Far Eastern History.

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Austen, Siobhan, and Fiona MacPhail. "The Post-School Education Choices of Young Women in Australia and Canada." Economic and Labour Relations Review 22, no. 3 (November 2011): 141–57. http://dx.doi.org/10.1177/103530461102200309.

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Young Canadian women engage in post-school study at a much higher rate than their Australian peers, with a large part of the difference in this rate attributable to differences in rates of participation in the non-university sector. This article uses data from the Australian Longitudinal Surveys of Australian Youth and the Canadian Youth in Transition Survey to generate a unique cross-country comparison of the characteristics of young women engaged in different types of post-school education. The results highlight important differences in the role played by academic ability and parental resources in the allocation of educational ‘slots' in the non-university sectors of the two countries. The results suggest that ‘second-tier’ post-school institutions could play a role in boosting rates of post-school education in Australia, with important consequences for the design of policy on this sector.

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Trimmer, Karen, Graeme Gower, and Graeme Lock. "Reinventing Another Unaipon: Indigenous Science Leaders for the Future." Australian Journal of Indigenous Education 47, no. 2 (July 17, 2017): 216–25. http://dx.doi.org/10.1017/jie.2017.14.

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The education of Indigenous and Torres Strait Islander students in Australian universities has received considerable attention in both the literature and government policy in the 21st century. The participation and graduation rates for Indigenous and Torres Strait Islander students in higher education Science, Technology, Engineering and Mathematics (STEM) programs have remained low and are becoming a particular focus in universities across Australia. This paper reflects on the life and contribution of David Unaipon, the enrolment data from a small sample of universities across Australia and the literature to discuss potential strategies for improving the access to, participation in and graduation from higher education STEM courses.

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Mendes, Philip, Dee Michell, and Jacqueline Z. Wilson. "Young People Transitioning from Out-of-home Care and Access to Higher Education: A Critical Review of the Literature." Children Australia 39, no. 4 (December 2014): 243–52. http://dx.doi.org/10.1017/cha.2014.25.

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Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.

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O'Brien, John M. "The Collective Organization of Australian Academic Staff 1949-1983." Journal of Industrial Relations 35, no. 2 (June 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.

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Bay, Uschi. "Unpacking neo-liberal technologies of government in Australian higher education social work departments." Journal of Social Work 11, no. 2 (April 2011): 222–36. http://dx.doi.org/10.1177/1468017310386696.

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• Summary: This article analyses how neo-liberal and managerialist policies, over the last two decades in Australia, have positioned university staff as self-managing individuals. Social work academics are positioned as ‘free agents . . .empowered to act on their own behalf while ‘‘steered from a distance’’ by ‘‘policy norms and rules of the game’’ (Marginson, 1997, p. 63, italics added). Using governmentality theories as developed by Bacchi (2009), Burchell, Gordon, and Miller (1991), Dean (1996, 1999a, 1999b), Foucault (1983, 1986, 1988, 1990, 1991), Hindess (1997, 2003), Miller (1992), Barry, Osborne, and Rose (1996) and Rose (1999) and an analysis of how staff are positioned in higher education settings is explored. • Findings: This article identifies the ways neo-liberal policy and managerialism operates to enable power relations that both individualize and totalize academic staff, including social work academics. Efforts to transform power relations require an understanding of how particular situations are problematized and the identification of the governmental technologies employed to constitute the political identities of social work academics. • Applications: Identifying how neo-liberal technologies of government affect social work academics could stimulate a renewed struggle for change and reinvigorate political action in social work university departments and social work settings more broadly.

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Smart, Don. "Higher education policy in Australia: corporate or coercive federalism?" Journal of Education Policy 6, no. 1 (January 1991): 97–100. http://dx.doi.org/10.1080/0268093910060108.

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Martin, Jennifer, and Fiona Oswin. "Mental Health, Access, and Equity in Higher Education." Advances in Social Work 11, no. 1 (March 18, 2010): 48–66. http://dx.doi.org/10.18060/240.

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This paper tackles the difficult and often not openly discussed This paper tackles the difficult and often not openly discussed topic of access and equity in higher education for people with mental health difficulties. Recent legislative and policy developments in mental health, disability, anti-discrimination and education mean that all students who disclose a mental health condition can expect fair and equitable treatment. However the findings of an exploratory study at an Australian university reveal that just under two thirds of the 54 students who reported mental health difficulties did not disclose this to staff due to fears of discrimination at university and in future employment. Students who did disclose felt supported when staff displayed a respectful attitude and provided appropriate advice and useful strategies for them to remain engaged in university studies when experiencing mental health difficulties.

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Palmer, Stuart R. "The Lived Experience of Flexible Education – Theory, Policy and Practice." Journal of University Teaching and Learning Practice 8, no. 3 (July 1, 2011): 5–19. http://dx.doi.org/10.53761/1.8.3.2.

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The range of rationales that underpin conceptions of flexible education, and the re-making over time of the official meaning of flexibility in national education policy, have led to the point where flexibility might be found, or be required, in nearly every aspect of Australian higher education. This paper seeks to identify those rationales and the development of public policy rhetoric that have framed the development of the meaning of flexible education over time in an Australian context. By considering the intersection of theoretical and policy perspectives on flexible education with the realities of teaching and learning practice in the discipline context of engineering, this paper proposes the essential importance of individual context and agency in the making of real meaning from, and creating practical boundaries around, the otherwise tenuous definitions of flexibility often offered by institutional policy.

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Kanyumba, Blessing, and Melanie Lourens. "Career development for female academics in Australian and South African universities." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 2 (March 22, 2022): 391–401. http://dx.doi.org/10.20525/ijrbs.v11i2.1576.

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South African and Australian higher education sector is facing challenges of fewer females in leadership positions despite policies in place in both countries. The main purpose of this integrative literature was to analyze and compare journal articles related to career development for female academics in South African and Australian higher education institutions to ascertain the challenges faced by women in both countries. South Africa and Australia were chosen for this study due to the differences in cultural background and legislation. Females are still underrepresented in leadership positions both in Australia and South Africa, hence this study investigated the reasons and provided recommendations to improve female academics representation in higher education institutions. A literature review of 15 research papers and journals articles published from 2010-to 2020 was conducted. The keywords “career development for female academics” were searched in three databases namely, Google Scholar, Ebsco-host and Emerald. The results from the literature showed that female career development in Australia is moving at a faster pace than in South Africa. The results also show that in both countries glass ceiling and limited female representation in leadership positions are rife in both countries. Female-only career development programs are essential to promote female development in higher education. As this study is focusing on two different countries on different continents, both countries have a lot to learn from each other in terms of policy implementations to enhance female career development. This article provides an analysis of the trends of female career development in South Africa and Australia. Therefore, from the existing literature for a period of 10 years, a conceptual career development model was developed.

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Mahoney, Brendan, Jennifer Kumar, and Mohammed Sabsabi. "Strategies for Student Belonging: The Nexus of Policy and Practice in Higher Education." Student Success 13, no. 3 (November 29, 2022): 54–62. http://dx.doi.org/10.5204/ssj.2479.

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This practice report, framed within transition pedagogy (Kift et al., 2010), seeks to offer suggestions to assist higher education educators and administrators to develop and apply policies to foster student belonging. The authors of this article are employed at an Australian university which offers alternative pathways for students to enter a mainstream university degree. The authors were part of a project sub-committee responsible for reviewing literature on the definition of, and approaches to, belonging and writing a report with suggestions to enhance student engagement and progression. The report concluded that belonging should be a “whole-of-institution” approach (TEQSA, 2020) where all aspects of a student’s journey are considered when developing and applying student success strategies. This practice report culminates past studies and offers belonging enhancing teaching advice, policy suggestions and learning tools to strengthen connections between students and the higher education institutions in which they are enrolled.

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Mohammed, Atheer Abdullah, Abdul Hafeez Baig, and Raj Gururajan. "Proposal of a guide for talent evaluation and management based on a qualitative and three-staged approach." Journal of Applied Research in Higher Education 12, no. 5 (February 28, 2020): 1045–78. http://dx.doi.org/10.1108/jarhe-10-2018-0220.

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PurposeThe key objective of the study is to understand the best processes that are currently used in managing talent in Australian higher education (AHE) and design a quantitative measurement of talent management processes (TMPs) for the higher education (HE) sector.Design/methodology/approachThe three qualitative multi-method studies that are commonly used in empirical studies, namely, brainstorming, focus group discussions and semi-structured individual interviews were considered. Twenty-three individuals from six Australian universities participated in this study.FindingsThe qualitative study explored three key themes and ten subthemes of TMPs that are used in AHE. These were: (1) talent attraction, (2) talent development and (3) talent retention.Research limitations/implicationsThis study only targeted one country (Australia) and one sector (HE).Practical implicationsThis study offers three major contributions as follows: theoretical, practical and policy aspects. Theoretically, the study provides a value-add to Talent Management (TM) theory through designing a guide (conceptual model) of TMPs for the HE sector. Practically, it collects original qualitative data regarding TM in the HE domain. From a policy point of view, this study adds more debate around adding new ideas to Australian education strategic plans for HE.Originality/valueThis study has a unique methodology because of strengthening the effect of an in-depth case study. For instance, two different techniques were used for data analysis for the same research objective as follows: (1) both manual methods and content analysis software (NVivo 11) and (2) the three-stage approach. Using these techniques for the same purpose in one study can provide greater flexibility to examine the relationship between theory and data.

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Seminikhyna, N. "BUILDING LEADERSHIP COMPETENCE WHILE TRAINING MASTERS OF EDUCATION IN UNIVERSITIES OF AUSTRALIA." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 165–79. http://dx.doi.org/10.33989/2226-4051.2020.22.222018.

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Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.

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Stirling, Jeannette, and Celeste Rossetto. ""Are we there yet?": Making sense of transition in higher education." Student Success 6, no. 2 (July 13, 2015): 9–20. http://dx.doi.org/10.5204/ssj.v6i2.293.

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This paper reviews a first year transition program first implemented in 2011 and designed for students commencing higher education at the regional campuses of an Australian university. A significant proportion of students attending these campuses are mature age, the first in family to attempt university study, Indigenous, and/or from low socio-economic backgrounds. Our project aims were to facilitate academic participation and hence retention in a higher education environment that relies on various multimedia technologies and blended learning models. Ongoing evaluations of the project clearly indicate its efficacy. Even so, longitudinal analyses raise questions about how current social inclusion policy shapes praxis; indeed, about how we do social inclusion and transition in higher education. The following discussion grapples with some of the unresolved tensions between transition as institutional policy and the complex, differentiated and sometimes messy transitional experiences of first year regional campus undergraduate students from diverse backgrounds

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Wood, Fiona, and Lynn Meek. "Over-reviewed and Underfunded? The evolving policy context of Australian higher education research and development." Journal of Higher Education Policy and Management 24, no. 1 (May 2002): 7–25. http://dx.doi.org/10.1080/13600800220130815.

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Webber, Ruth, and Kate Jones. "Re-positioning as a response to government higher education policy development – an Australian case study." Journal of Higher Education Policy and Management 33, no. 1 (December 31, 2010): 17–26. http://dx.doi.org/10.1080/1360080x.2011.536977.

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Gale, Trevor, and Deborah Tranter. "Social justice in Australian higher education policy: an historical and conceptual account of student participation." Critical Studies in Education 52, no. 1 (January 6, 2011): 29–46. http://dx.doi.org/10.1080/17508487.2011.536511.

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Vidovich, Lesley. "That Chameleon 'Quality': The multiple and contradictory discourses of 'quality' policy in Australian higher education." Discourse: Studies in the Cultural Politics of Education 22, no. 2 (August 2001): 249–61. http://dx.doi.org/10.1080/01596300120072400.

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Zipin, Lew. "Simplistic Fictions in Australian Higher Education Policy Debates: a Bourdieuan analysis of complex power struggles." Discourse: Studies in the Cultural Politics of Education 20, no. 1 (April 1999): 21–39. http://dx.doi.org/10.1080/0159630990200102.

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Pitman, Tim, and Lesley Vidovich. "Recognition of prior learning (RPL) policy in Australian higher education: the dynamics of position-taking." Journal of Education Policy 27, no. 6 (November 2012): 761–74. http://dx.doi.org/10.1080/02680939.2011.652192.

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Pitman, Tim. "The evolution of the student as a customer in Australian higher education: a policy perspective." Australian Educational Researcher 43, no. 3 (May 23, 2016): 345–59. http://dx.doi.org/10.1007/s13384-016-0204-9.

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Harvey, Andrew, Lisa Andrewartha, and Patricia McNamara. "A forgotten cohort? Including people from out-of-home care in Australian higher education policy." Australian Journal of Education 59, no. 2 (May 14, 2015): 182–95. http://dx.doi.org/10.1177/0004944115587529.

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Shah, Mahsood, and Chenicheri Sid Nair. "Turning the ship around." Quality Assurance in Education 22, no. 2 (April 1, 2014): 145–57. http://dx.doi.org/10.1108/qae-03-2012-0016.

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Purpose – The higher education sector in many countries is going through unprecedented changes. The changes are as a direct result of external and internal operating environments which are having a significant impact on universities. Externally, changing government policy; ongoing student growth and stakeholder demand for quality; and international developments in higher education are some of the many factors driving change in universities. Internally, change in leadership and renewed institutional strategy; and financial sustainability are some of the internal factors contributing to the changes within universities. The purpose of this paper is to outline the changing context of Australian higher education and argue the need for the renewed emphasis on strategy development and effective implementation in universities. Design/methodology/approach – The paper analyses the recurring themes related to strategy development, implementation and reviews from the external quality audits of all Australian universities in cycle one audit and 29 universities who completed cycle two audit until 2011. Findings – The paper argues the need for universities to engage in careful strategy development and implementation which aligns with institutional resourcing and risk management. Failure to engage in careful strategy development and effective implementation may put universities at risk in the current higher education landscape characterised by changing government policy and the political landscape in Australia. Originality/value – The literature on the effectiveness of strategy development and implementation in universities is limited. This paper attempts to fill the current gap by arguing the need for institutions to engage in careful strategy development at a time when governments cannot be trusted in the funding of universities.

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Henry, Miriam. "Higher education for all? Tensions and contradictions in post‐compulsory and higher education policy in Australia." Journal of Education Policy 7, no. 4 (September 1992): 399–413. http://dx.doi.org/10.1080/0268093920070404.

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Mahat, Marian. "The competitive forces that shape Australian medical education." International Journal of Educational Management 33, no. 5 (July 8, 2019): 1082–93. http://dx.doi.org/10.1108/ijem-01-2018-0015.

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PurposeMedical education is an evidence-driven professional field that operates in an increasingly regulated environment as compared to other fields within universities. The purpose of this paper is to establish the extent to which Porter’s five competitive forces framework (Porter, 2008) can drive the management of medical schools in Australia.Design/methodology/approachDrawing on data from semi-structured interviews with over 20 staff from 6 case study Australian medical schools, this paper explores Australian medical education, by looking at the current policy context, structure and interactions between organizations within the system.FindingsThe findings provide evidence that environmental forces affect the nature of competition in medical education, and that competitive advantage can be gained by medical schools from a sustained analysis of the industry in which they operate in. Consequently, it is possible to apply a pre-dominantly profit-oriented framework to higher education.Research limitations/implicationsAs an industry facing increasing pressure toward marketization and competition, the findings provide sufficient evidence that an analysis of higher education as an industry is possible.Practical implicationsThe findings provide evidence that strategic leadership and management in higher education should encompass greater levels of delegation and decision making at all levels. Effective leadership should focus on creating an inspiring vision of the future through a sustained analysis of the industry in which they operate.Originality/valueThe study has made a key contribution through an industry analysis of Australian medical education, which provide important implications for leadership and management in higher education. The study is of significant value to researchers as well as senior management in higher education.

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Yang, Rui. "Transnational Higher Education in China: Contexts, Characteristics and Concerns." Australian Journal of Education 52, no. 3 (November 2008): 272–86. http://dx.doi.org/10.1177/000494410805200305.

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Transnational higher education is a rapidly growing phenomenon that is under-researched and often even misunderstood. As the world's most promising market, China has the potential to dwarf all traditional offshore markets. Little research has been done to seriously analyse the fast growth in China. A sound understanding of the Chinese situation facilitates improvement of future provision of higher education by Australian universities, presently the most dominant force in China. This article incorporates Chinese and English literature, reviews the latest Chinese government documents, and delineates a comprehensive picture of transnational education provision in China. It locates the development in a wider social and policy context in China, examines the basic features of Chinese—foreign partnerships, and reveals some major issues of concern. It argues that China needs to form effective regulatory frameworks to govern this new development in higher education, especially in terms of quality assurance to ensure cultural appropriateness of the joint programs.

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Khoshbakht, Maryam, Zhonghua Gou, Xiaohuan Xie, Baojie He, and Amos Darko. "Green Building Occupant Satisfaction: Evidence from the Australian Higher Education Sector." Sustainability 10, no. 8 (August 15, 2018): 2890. http://dx.doi.org/10.3390/su10082890.

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Universities spend billions of dollars on green buildings as a sustainability commitment. This research investigates occupant satisfaction with indoor environmental quality (IEQ), building design (BD), and facilities management (FM) in five highly ranked green higher educational buildings in the subtropical climate of Australia, in comparison to nine non-green counterparts. The results disclose that the green building users were more consistently satisfied than the non-green building users with BD&FM elements, such as design, needs from facilities, building image, cleaning, the availability of meeting rooms, and storage. On the other hand, the study revealed weaknesses of green buildings in IEQ, such as noise, ventilation, and artificial lighting. The individual environmental control positively correlated with satisfaction in non-green buildings, but did not significantly affect satisfaction in green buildings. This study also identified the influences of non-environmental factors on occupant satisfaction, such as gender, age, sitting close to a window, hours spent in the building and in the workstation, and the number of people sharing office space. The research provides evidence and guidance for investing in, designing, and managing green educational facilities.

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