Relevant bibliographies by topics / Australian universities

Academic literature on the topic 'Australian universities'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Australian universities"

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Bettoni, Camilla, and Barry Leal. "Multiculturalism and Modern Languages in Australian Universities." Language Problems and Language Planning 18, no. 1 (January 1, 1994): 19–37. http://dx.doi.org/10.1075/lplp.18.1.02bet.

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SOMMARIO Il multiculturalismo e le lingue moderne nelle università australiane In questo articolo si esamina l'insegnamento delle lingue moderne nelle istituzioni universitarie australiane, contrastando la diffusa immagine di paese multiculturale e multilingue che 1'Australia ha di se stessa con la scarsa importanza accademica che essa accorda alle lingue come insegnamenti universitari. Ironicamente, questo contraste è particolarmente marcato proprio nel caso delle lingue comunitarie. Si conclude che la conseguenza di questa politica linguistica potrebbe facilmente portare al multiculturalismo senza il multilingualismo. RESUMO Multkulturismo kaj moderna] lingvoj en australiaj universitatoj La artikolo ekzamenas la instruadon de modernaj lingvoj en australiaj universitatoj, kontrastigante la vaste konatan bildon de Aüstralio kiel multkultura kaj multlingva socio kun la malalta graveco, kiun gi aljugas al lingvoj kiel universitataj temoj. Estas ironie, ke tiu kontrasto estas aparte frapa ce lingvoj de la komunumoj. La aütoroj konkludas, ke la rezulto de nunaj evoluoj povus facile esti multkulturismo sen multlingvismo.
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Hambly, F. S. "Australian universities." Nature 376, no. 6542 (August 1995): 630. http://dx.doi.org/10.1038/376630a0.

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Osmond, C. B. "Australian universities." Nature 376, no. 6542 (August 1995): 630. http://dx.doi.org/10.1038/376630b0.

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Mackinlay, Elizabeth, and Katelyn Barney. "Introduction." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 1–9. http://dx.doi.org/10.1017/jie.2012.2.

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Indigenous Australian studies, also called Aboriginal and Torres Strait Islander studies, is an expanding discipline in universities across Australia (Nakata, 2004). As a discipline in its own right, Indigenous Australian studies plays an important role in teaching students about Australia's colonial history and benefits both non-Indigenous and Indigenous students by teaching them about Australia's rich and shared cultural heritage (Craven, 1999, pp. 23–25). Such teaching and learning seeks to actively discuss and deconstruct historical and contemporary entanglements between Indigenous and non-Indigenous Australians and, in doing so, help build better working relationships between Indigenous and non-Indigenous Australians. As educators in this discipline, it is important for us to find pedagogical approaches which make space for these topics to be accessed, understood, discussed and engaged with in meaningful ways.
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Lawson, Mark. "Australian universities squeezed." Nature 357, no. 6374 (May 1992): 101. http://dx.doi.org/10.1038/357101b0.

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Williams, Ross. "Funding Australian Universities." Australian Economic Review 31, no. 2 (June 1998): 148–56. http://dx.doi.org/10.1111/1467-8462.00061.

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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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Lightfoot, Diane. "The history of Public Health Diagnostic Microbiology in Australia: early days until 1990." Microbiology Australia 38, no. 4 (2017): 156. http://dx.doi.org/10.1071/ma17056.

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The arrival of the First Fleet in Port Jackson in 1788, and the subsequent establishment of the colony of NSW began the history of the Australian public health system. Prior to Federation each state dealt with their own public health issues and much of the microbiological analysis was performed in the early hospitals and medical school departments of universities. Today, as there is no central Laboratory for the Commonwealth of Australia, each Australian state is responsible for the microbiological testing relevant to public health. However, because of various Commonwealth of Australia Department of Health initiatives, the Australian Government Department of Health is responsible for the overall public health of Australians.
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Thatcher, Arran, Mona Zhang, Hayden Todoroski, Anthony Chau, Joanna Wang, and Gang Liang. "Predicting the Impact of COVID-19 on Australian Universities." Journal of Risk and Financial Management 13, no. 9 (August 19, 2020): 188. http://dx.doi.org/10.3390/jrfm13090188.

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This article explores the impact of the novel coronavirus (COVID-19) upon Australia’s education industry with a particular focus on universities. With the high dependence that the revenue structures of Australian universities have on international student tuition fees, they are particularly prone to the economic challenges presented by COVID-19. As such, this study considers the impact to total Australian university revenue and employment caused by the significant decline in the number of international students continuing their studies in Australia during the current pandemic. We use a linear regression model calculated from data published by the Australian Government’s Department of Education, Skills, and Employment (DESE) to predict the impact of COVID-19 on total Australian university revenue, the number of international student enrolments in Australian universities, and the number of full-time equivalent (FTE) positions at Australian universities. Our results have implications for both policy makers and university decision makers, who should consider the need for revenue diversification in order to reduce the risk exposure of Australian universities.
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White, Jonathan. "Report on ACIS Conference, ‘The Importance of Italy’, Humanities Research Centre, Australian National University, September 2001." Modern Italy 7, no. 2 (November 2002): 201–3. http://dx.doi.org/10.1080/1353294022000012989.

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Italian programmes can now be taken in fteen of Australia's thirty-nine universities-a contraction from their offer in twenty-six universities in 1990. In order to promote collaboration among Italianists and Italian scholars in both Australia and New Zealand, the Australasian Centre for Italian Studies (ACIS) was established in 2000, under a management representing seven universities. ACIS’ work includes the organization of conferences (the next to be held at the University of Western Australia in July 2003), sponsorship of collaborative research projects and the award of annual scholarships for Honours and postgraduate students to work in Italy.
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Dissertations / Theses on the topic "Australian universities"

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Collier, Alan James, and not supplied. "Enhancing Australian Universities' Research Commercialisation." RMIT University. Management, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081027.163031.

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The Australian Government expects universities to engage in technology transfer and commercialisation (TT&C) and almost all universities have established a technology transfer office (TTO) for this purpose. The primary aim of this research was to identify what would enhance the overall performance of Australian universities in research commercialisation and industry uptake of the university research commercialisation outcomes. Four research questions were enunciated: 1 What are the systemic barriers to research commercialisation within Australian universities? 2 How could Australian universities overcome the systemic barriers to the commercialisation of university research? 3 How, in particular, could Australian smaller and regional universities enhance their research commercialisation capacity and performance? 4 How could the uptake by industry of Australian university research outcomes be improved? Question 1 was answered using a qualitative content analysis on the substantial body of literature available. Questions 2 and 3 were answered using multiple-case analysis involving eight Australian university case studies and comparing Australian university practice with five benchmark universities œ two from the US, two from Canada, and one from New Zealand. The first major conclusion was that there are three essential criteria upon which university TT&C success is built: institutional and senior executive support for TT&C superior TTO management; and sufficient world-class research being conducted. The second major conclusion was that the same key criteria for success in TT&C apply across the board, whether a university is smaller, regional, technical, new or old, research-intensive or otherwise. Question 4 was answered using case studies developed on five SME companies in the electronics industry in one Australian State and comparing these results with the outcome of a narrative review conducted on the literature to permit methodological triangulation. The research found a rich engagement occurring between universities and industry, with the most important element involving individual personal relationships.
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Eedle, Elizabeth Margaret, and n/a. "Resoure allocation in selected Australian universities." Swinburne University of Technology, 2007. http://adt.lib.swin.edu.au./public/adt-VSWT20070828.164416.

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Australian universities are multi-million dollar operations employing tens of thousands of people. They attract revenue from a variety of government and non-government sources, and yet, as non-profit organisations they are judged by governments, peers and their communities on their performance in teaching and research rather than on a financial bottom line. In order to achieve these results, university managers must make decisions on how to allocate available funding throughout the university. Faced with competing demands on scarce funds, how do university managers make these choices? One option is to use a resource allocation model to 'crunch the numbers'. Resource allocation models can incorporate a number of elements - student and staff numbers, weightings and performance data, for example - to allocate available funds. These allocation models are used in different ways in different universities, but serve the same basic purpose of assisting decision-making on how much to allocate to different sections of the organisation. Such models operate within a process and context that includes the strategic aims of the University, the organisation structure, its committees and culture. This thesis contains case studies of resource allocation models and processes used in three Australian universities. It examines the methods used for resource allocation at the first and second levels within each university; that is, from the Vice-Chancellor to Dean (or equivalent), and from Dean to Head of School (or equivalent). Observations and conclusions are drawn on the models used, the processes surrounding the models, and the continuity between the two layers of allocations. The research finds all the case-study universities operate models at multiple levels in their organisations, and that there is a concerning lack of consistency and flow-through at these different levels. The messages that the university leadership intends to send through the allocations may be lost to managers one-process removed from them. The research also concludes that transparency is the most important element of the resource allocation process. University staff dealing with allocation processes will accept the results, even if they are not ideal, if they can understand how and why decisions were made. As a professional doctorate thesis, the aim is to provide a practical aid to people with responsibility for resource allocation in universities.
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Eedle, Elizabeth. "Resoure allocation in selected Australian universities." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070828.164416/index.html.

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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2007.
Submitted in partial fulfilment of the requirements for the degree of Doctorate of Business Administration in the Faculty of Business and Enterprise, Swinburne University of Technology, 2007. Typescript. Bibliography: p. 209-227.
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au, P. Reece@murdoch edu, and Philip David Reece. "Universities as Learning Organizations: How can Australian Universities become Learning Organizations?" Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040714.134623.

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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of “How can Australian universities become Learning Organization?” This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below: • Leadership • Vision • Organizational culture • Human resource management • Role in society • Accessibility • Resources • Innovation and creativity • Information Communication Technology • Global reach Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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Reece, Philip David. "Universities as learning organizations: how can Australian universities become learning organizations?" Thesis, Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/274/.

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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below: * Leadership * Vision * Organizational culture * Human resource management * Role in society * Accessibility * Resources * Innovation and creativity * Information Communication Technology * Global reach Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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Reece, Philip David. "Universities as learning organizations : how can Australian universities become learning organizations? /." Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/274/.

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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below: * Leadership * Vision * Organizational culture * Human resource management * Role in society * Accessibility * Resources * Innovation and creativity * Information Communication Technology * Global reach Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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Stavretis, Lyn, and lstavret@bigpond net au. "The Dance of Compliance: Performance Management in Australian Universities." RMIT University. Management, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080521.123556.

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This qualitative study identified the formal and informal performance management (PM) practices in use in Australian public universities for academic staff Levels A, B and C. It asked the following research questions. • What PM practices are currently in use in these universities? • What are the similarities in approach and what issues does PM raise? • How do academic staff who take part in these practices (as either staff or management) experience them? • What cultural and contextual factors (if any) contribute to this experience? • What are the perceived effects of these practices on the performance of individuals, teams and the organisation? • Which system elements do academic staff and academic managers perceive to be most effective in academic cultures and why? The context of substantive change within Australian universities was outlined and literature pertaining to the field of PM in general, and in educational organisations in particular, was explored. The existence, structure, purposes and other factual details of formal PM systems were identified, although the study focused on the opinions, perceptions and attitudes of the respondents. Findings suggested that current PM practice in Australian public universities did little to meet the needs of any of the key stakeholders and remained fundamentally unsatisfying to all concerned. Furthermore, the failure to clearly articulate the purposes and to consider the implementation and ongoing costs of a formal PM system typically resulted in widespread cynicism and a ritual dance of compliance that demonstrated palpably low engagement with systems. Formal PM systems helped to clarify objectives and workload allocation for some staff, but were found to be poorly linked to organisational planning processes, poor at differentiating levels of performance, not valued by academic staff as a vehicle for meaningful feedback, failing to follow through on development outcomes and thus did little to build team, individual or organisational capability. Study recommendations suggested that developmental models of PM were more appropriate and acceptable in academia and that considerable work would be required to incorporate evaluative links such as performance-related pay successfully. More rigorous evaluation, consultation processes regarding user preferences, piloting of PM systems prior to full implementation, and dedicated resources for the PM function and its outcomes (such as staff development), would be required as a part of a comprehensive change management strategy to overcome historical resistance. A thorough capability analysis of the people management skills for Heads of School and above was seen as a priority, given that feedback skill and the management of under-performance were consistently identified as problematic. The costs of under-performance warranted this expenditure. A national evaluation study of PM practice in higher education was recommended to assess the real outcomes, costs and benefits and determine whether continued investment in PM systems was actually merited. Alternative models and approaches such as modular PM systems for the different stages of an academic career, promotion portfolios, reflective practice or peer learning groups were suggested as potentially more successful in enhancing the accountability and performance of academic staff than mandated hierarchical PM.
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Winter, Richard (Richard Philip) 1957. "Quality of work life of academics in Australian universities." Monash University, Dept. of Management, 2001. http://arrow.monash.edu.au/hdl/1959.1/8748.

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Hicks, Michael John. "IT governance structures and their effectiveness in Australian universities." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1399.

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This thesis advances the understanding of information technology (IT) governance research by considering the question “How do user stakeholders influence the planning and implementation of IT governance?” IT has become pervasive with organisations increasingly dependent on their information systems to support day to day operations and the achievement of strategic objectives (Bart & Turel, 2010; Parent & Reich, 2009; De Haes & Van Grembergen, 2009). As a result, organisations commit considerable resources into IT assets to meet the needs of their employees and other stakeholders (Nolan & McFarlan, 2005). Although the importance of IT governance to business has increased there has been little research into the influences that help determine the planning and implementation of the mechanisms that shape the IT governance process. In addition, there is a need to develop a better insight into stakeholder relationships to analyse strategic change in organisations (Myllykangas, Kujala, & Lehtimäki, 2010).This thesis addresses these gaps in the IT governance literature by providing a deeper understanding of the relationship between the planning and implementation of IT governance, the mechanisms of IT governance, and user stakeholders, from a stakeholder theory perspective. A mixed methods approach using a quantitative survey and a qualitative case study is employed. The research proposes a conceptual model developed from the literature to represent the influence user stakeholders have on the IT governance planning and implementation process. A positivist paradigm is used to explore the research topic and to confirm and subsequently validate the research model. Stakeholder theory is used to help explain the process represented in the model and to answer the research questions developed from the gaps identified in the literature.The key findings of this research are: (i) users have the potential to add value to the IT governance planning and implementation process; (ii) user support and acceptance is an important contributor to IT governance; and (iii) the influence of user stakeholders should be taken into consideration in IT governance planning and implementation. Universities participating in the study were found to share a common IT related history that evolved over time and was unplanned on a university level. Issues of lack of alignment of IT with business strategies, unmanaged IT related risk, and inefficient use of IT resources had led to comprehensive reviews of the IT function and the subsequent implementation of IT governance. It was found that user stakeholders at the faculty level did influence the planning and implementation of IT governance and the benefits of their involvement are recognized and valued by the IT governance decision makers. In contrast the research found at the individual level user stakeholders wanted to be involved in the IT decision making but felt they had no influence and would have little impact on the decisions that affected them.The application of stakeholder theory to help explain the findings provides a valuable insight into the influence of user stakeholders on the planning and implementation of IT governance. A paradox was found in that although user stakeholders were accepted as legitimate, they were not always involved in decisions that impacted on them. The normative and descriptive contradiction, as described by Sonpar, Pazzaglia, & Kornijenko (2010), was also identified in the IT governance planning and implementation process. The normative and descriptive contradiction was found in that those user stakeholders who received the most attention where not always the ones identified by the IT governance decision makers as those who should have the most influence.The research found the research orientation of the university and the resources available had a direct impact on the degree of centralisation of IT decision making. Centralisation in turn affected the degree of user influence on IT governance planning and implementation and the level at which the influence was exercised. The research highlights to universities that they need to ensure stakeholders, including users, are involved in the design of the IT governance process and its ongoing operation. Failure to fulfil the needs of stakeholders can lead to abhorrent behaviour and adversely affect the IT governance operations. This study provides practical guidance to IT management and university executive on the importance of recognising the key influences on the design and ongoing operations of IT governance. The research model detailed in this study gives an informative guide to the critical user influences and their effect on the IT governance process. The research has demonstrated that IT governance is a complex process and to ensure its success, institutions should consider both the social and economic influences and impacts.This research makes an important contribution to IT governance research and theory by identifying the influence user stakeholders have on the IT governance planning and implementation process. The application of stakeholder theory in the research addresses the gap in the literature relating to understanding the influences on the planning and implementation of IT governance in the context of stakeholder theory. The benefits and issues that arise from user stakeholder influence are also explored and provide a deeper insight into the IT governance planning and implementation process for the guidance of organisations undertaking this process. The research conducted should encourage further research into IT governance and the involvement of user stakeholders in the planning and implementation stage.
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Lane, Tim. "Information security management in Australian universities : an exploratory analysis." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16486/1/Tim_Lane_Thesis.pdf.

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Australian Universities increasingly rely on Information Technology (IT) systems for essential business operations, including administration, teaching, learning and research. Applying information security to university IT systems is strategically important to maintaining overall business continuity in universities. However, the process of effectively implementing information security management in the university sector is challenging for security practitioners. University environments consist of a cultural mix of academic freedoms, student needs and compliance mandates. Consequently, unique and divergent demands are placed on securing and accessing university IT systems. This research undertook a qualitative based exploratory analysis of information security management in Australian universities. The aims and objectives of the research (represented as the research questions) were to determine: 1) What is the current status of information security management practices in the Australian university sector? 2) What are the key issues and influencing factors surrounding the effectiveness of information security management practices? 3) How could improvements in information security management be achieved? The findings from the research led to a comprehensive and insightful examination of the current status, issues and challenges facing information security practitioners in Australian universities. The research findings culminated in the development of a Security Practitioner's Management Model. An essential aim of the model is to assist security practitioners to successfully implement and progress information security in the Australian university environment. The research improves current understanding of information security issues and reinforces the pertinence of information security management as a strategically important business function for Australian universities.
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Books on the topic "Australian universities"

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Caro, D. E. Australian universities: A diagnosis. Bundoora, Vic., Australia: Seminar on the Sociology of Culture, La Trobe University, 1989.

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Rowley, Jennifer, ed. ePortfolios in Australian Universities. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1732-2.

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Universities, Association of Commonwealth. Graduate Study at Australian Universities. S.l: s.n, 1986.

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Allen, Felicity. Women academics in Australian universities. Canberra: Australian Govt. Pub. Service, 1990.

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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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Woodland, Jacqui. Women's studies at Australian universities: A dossier. Canberra: ANUTECH, 1990.

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Winefield, Anthony H. Occupational stress in Australian universities: A national survey 2002. Melbourne: National Tertiary Education Union, 2002.

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Williams, Ross. Rating major disciplines in Australian universities: Perceptions and reality. [Parkville, Vic.]: Melbourne Institute of Applied Economic and Social Research, 2006.

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B, Petzall Stanley, ed. Recruitment and selection of vice-chancellors for Australian universities. Ballarat, Vic: VURRN Press Inc, 2007.

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A history of the modern Australian university. Sydney, N.S.W: NewSouth Publishing, 2014.

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Book chapters on the topic "Australian universities"

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Ratten, Vanessa. "Australian Entrepreneurial Universities." In Oceania Entrepreneurship, 107–25. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7341-2_5.

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Miller, Allison. "Professional Learning Ecosystem Support for ePortfolio Use in Australian Higher Education: An Historical Perspective." In ePortfolios in Australian Universities, 1–11. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_1.

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Blom, Diana, and Matt Hitchcock. "Perceived Usefulness and Relevance of ePortfolios in the Creative Arts: Investigating Student Views." In ePortfolios in Australian Universities, 155–72. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_10.

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Slade, Christine, Keith Murfin, and Priscilla Trahar. "A Strategic Approach to Institution-Wide Implementation of ePortfolios." In ePortfolios in Australian Universities, 173–89. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_11.

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Taylor, John, and Jennifer Rowley. "Building Professional Capabilities: ePortfolios as Developmental Ecosystems." In ePortfolios in Australian Universities, 191–203. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_12.

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McAllister, Lynn, and Kim Hauville. "Striving for Sustainability: ePortfolio Pedagogy in Australian Higher Education." In ePortfolios in Australian Universities, 13–32. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_2.

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Strampel, Katrina, Ruth Sibson, and Susan Main. "Professional Development to Support the Embedding of ePortfolios in Higher Education Programs." In ePortfolios in Australian Universities, 33–46. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_3.

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Polly, Patsie, Richard Vickery, Thuan Thai, Jia-Lin Yang, Thomas Fath, Cristan Herbert, Nicole Jones, et al. "ePortfolios, Assessment and Professional Skills in the Medical Sciences." In ePortfolios in Australian Universities, 47–64. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_4.

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Bennett, Dawn, and Rachel Robertson. "ePortfolios and the Development of Student Career Identity Within a Community of Practice: Academics as Facilitators and Guides." In ePortfolios in Australian Universities, 65–82. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_5.

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Rowley, Jennifer, and Peter Dunbar-Hall. "ePortfolios in a Music Faculty: Student Differentiations in Expectations, Applications and Uses." In ePortfolios in Australian Universities, 83–98. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1732-2_6.

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Conference papers on the topic "Australian universities"

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Burvill, Colin R., and William P. Lewis. "Maximising Opportunities for Collaboration Between Universities and Small to Medium Size Enterprises." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/ied-21209.

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Abstract This paper is about collaborative relationships between manufacturing industry and universities in Australia, with particular reference to small to medium size enterprises (SME’s) because of their prevalence and their importance to the economies of industrialised countries. To put local conditions in perspective, it should be recorded that the annual output of Australian manufacturing industry currently is in excess of $100 billion (Australian dollars) of which 30% is exported [1]. The role of the Government in promoting collaboration between industry and universities, and the associated knowledge transfer, is exemplified by a senior body sponsored by the Australian Commonwealth Government.
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Seminikhyna, Nataliia. "Master's degree programs in Australian universities." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-292-293.

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Chugh, Ritesh. "Do Australian Universities Encourage Tacit Knowledge Transfer?" In 7th International Conference on Knowledge Management and Information Sharing. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005585901280135.

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Coldwell-Neilson, Jo. "Assumed Digital Literacy Knowledge by Australian Universities." In the Nineteenth Australasian Computing Education Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3013499.3013505.

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Ling, Peter. "ASSESSING CONSUMER BEHAVIOUR STUDENTS IN AUSTRALIAN UNIVERSITIES." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.09.08.02.

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Zhu, Danmeng. "Transition of Chinese Students to Australian Universities." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.414.

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Zhang, Hanxiao. "Transmission pricing in Australian national electricity market." In 2016 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2016. http://dx.doi.org/10.1109/aupec.2016.7749384.

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Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.

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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
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Shahid, Muhammad Ammad, Muhammad Nateque Mahamood, and Narottam Das. "Integrated asset management framework for Australian wind farms." In 2016 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2016. http://dx.doi.org/10.1109/aupec.2016.7749310.

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Dhoke, Amit, and Adrian Mengede. "Degradation analysis of PV modules operating in Australian environment." In 2017 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2017. http://dx.doi.org/10.1109/aupec.2017.8282420.

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Reports on the topic "Australian universities"

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Kholoshyn, I., T. Nazarenko, O. Bondarenko, O. Hanchuk, and I. Varfolomyeyeva. The application of geographic information systems in schools around the world: a retrospective analysis. IOP Publishing, March 2021. http://dx.doi.org/10.31812/123456789/4560.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 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
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