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Journal articles on the topic 'Australian universities'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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4

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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5

Lawson, Mark. "Australian universities squeezed." Nature 357, no. 6374 (May 1992): 101. http://dx.doi.org/10.1038/357101b0.

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6

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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7

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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8

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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9

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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10

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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11

Wilson, Peter, and Stephen Provost. "Psychology in Australian universities." International Journal of Psychology 41, no. 1 (February 2006): 3–9. http://dx.doi.org/10.1080/00207590444000393.

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12

Maddox, Graham. "Australian Universities in Crisis." Prometheus 18, no. 3 (September 2000): 327–32. http://dx.doi.org/10.1080/08109020050172690.

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13

Pascoe, Robert. "Admission to Australian Universities." Journal of Higher Education Policy and Management 21, no. 1 (May 1999): 17–30. http://dx.doi.org/10.1080/1360080990210102.

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14

Rae, Ian D. "Elemental Micro-analysis of Organic Compounds: the Australian Experience." Historical Records of Australian Science 27, no. 2 (2016): 116. http://dx.doi.org/10.1071/hr16017.

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Combustion methods for elemental analysis developed in Europewere adopted by Australian chemists, some of whom undertook training in the Pregl laboratory in Graz, the centre of microanalytical expertise. Microanalytical services developed slowly at the Universities of Sydney and Melbourne. After World War 2 the University of Melbourne and Australia's Council for Scientific and Industrial Research combined to bring German experts to Australia. One of them, Dr K. W. Zimmermann, headed the Australian Microanalytical Service in Melbourne that met the needs of Australian chemists and some overseas customers for four decades. Zimmermann also trained a chemist from Singapore, Mrs Tong Hee Keong, who returned to establish a microanalytical service there. Smaller facilities continued at some Australian universities but most of these closed as the need for micro analyses waned. Simple analyses could be conducted with modern auto-analyzers, but the use of mass spectroscopy to determine accurate molecular masses could obviate the need for combustion analysis. Two university services remain, and a microanalytical service in New Zealand has served Australian customers in recent years.

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Kehrwald, Benjamin A., and Barbara Parker. "Editorial - Implementing online learning: Stories from the field." Journal of University Teaching and Learning Practice 16, no. 1 (January 1, 2019): 2–7. http://dx.doi.org/10.53761/1.16.1.1.

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After more than two decades of online learning in Australian higher education, the provision of online programs has moved closer to the mainstream in many Australian universities. According to the IBISWorld (2018), online education in Australia is booming with expected growth in revenue from online learning of 3.6% in 2018, making it a $5 billion industry. In 2018, more than 20 Australian Universities offered some form of online classes and least six Australian universities have launched large-scale online learning initiatives in recent years. To support these initiatives, there is increasing emphasis on good practice in online teaching and learning. Once seen as fringe activity or niche innovation, online learning has been increasingly central to universities’ responses to changed revenue streams and efforts to open and cater to new markets.

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Zaman, Monir, and Mohamed Elsayed. "Perception of activity based costing in Australian universities." Corporate Board role duties and composition 7, no. 2 (2011): 64–78. http://dx.doi.org/10.22495/cbv7i2art5.

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The study examines the perception of activity based costing (ABC) in Australian universities. Using a questionnaire survey, data was collected from twenty-six finance directors and/or chief financial officers in Australian universities. The perception of ABC implementation in Australian universities depends on many variables including the understanding of ABC, consideration of ABC as a strategic cost management system, the role of ABC in reduction of expenses, consideration of ABC as a valuable tool to enhance overhead cost allocation, and consideration of ABC as an effective strategic cost management system designed to incorporate the university’s critical input, output, and process variables resulting in value creation. The result of regression analysis provides significant and positive association between the decision to implement ABC in Australian universities and both the treatment of ABC as a strategic cost management system and the degree of both senior management and internal champion support. The findings indicate substantial differences in the allocation of the overhead costs between ABC and traditional costing systems. The result also reveals that many Australian universities using the ABC method receive benefits in improving cost reduction and better resource allocation with revenue surplus. Furthermore, the study develops a generic model of cost pools and drivers of ABC implementation in Australian universities.

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Pechenkina, Ekaterina, Emma Kowal, and Yin Paradies. "Indigenous Australian Students' Participation Rates in Higher Education: Exploring the Role of Universities." Australian Journal of Indigenous Education 40 (2011): 59–68. http://dx.doi.org/10.1375/ajie.40.59.

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Indigenous Australians are underrepresented and considerably disadvantaged within the Australian system of higher education. The various measures taken by Australian universities over the past decades have produced varying levels of success in increasing Indigenous participation and completion rates. In order to continue improving Indigenous Australian participation in higher education, it is important to understand the current patterns of participation and factors within universities that are associated with participation and success. In this article we analyse higher education student and staff statistics available from the Department of Education, Employment and Workplace Relations (DEEWR) and information sourced from the web sites of 40 Australian universities to examine correlations between various Indigenous student support mechanisms and Indigenous students' higher education participation rates. Our results indicate that there is a dual system of Indigenous higher education, with one group of universities excelling at attracting Indigenous students, and a different group of universities demonstrating high Indigenous student completion rates. We argue that challenges remain in determining how to increase commencements at universities with high Indigenous completion rates without compromising entrance requirements or further diluting the level of student support, and how to increase completion rates at universities with higher numbers of Indigenous students.

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18

Ali, Jan A. "Studying Islam and Its Adherents in Australian Universities." Jurnal Pendidikan Islam 7, no. 2 (December 31, 2021): 137–48. http://dx.doi.org/10.15575/jpi.v7i2.15773.

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Islamic Studies is a relatively new, yet growing phenomenon in Australian universities. With an increased focus on Islam and Muslim in the age of War on Terror and with Australian Muslim population fast increasing, Islamic Studies is an important intellectual tool to better understand, Islam and Muslims and many challenges facing them. This paper is an investigation of the recent trends and developments in Islamic Studies as an academic discipline in Australian universities. This is an important intellectual task because Islamic Studies continues to play a significant role in Australian academia. The data were collected from literature review and are analysed descriptively. The findings of the study show that the intellectual tools developed in Islamic Studies can be deployed to build relationship between fragmented Muslim communities and between Muslims and non-Muslims particularly in multicultural Australia. Islamic Studies draws on a variety of fields making it a crossdiscipline. As such, it offer a rich and analytic investigation of world’s second largest religion and its multiple expressions. Australian universities offer Islamic studies ranging from undergraduate to postgraduate program. The topic studied include Islamic philosophy, jurisprudence, education, history, and Arabic.

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19

Colley, Sarah. "Archaeology and education in Australia." Antiquity 74, no. 283 (March 2000): 171–77. http://dx.doi.org/10.1017/s0003598x0006631x.

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Aboriginal, Historical and Maritime archaeology have been taught in Australian universities since the 1960s, and archaeology has made major contributions to our understanding of Australia's past. Yet many Australians are still more interested in archaeology overseas than in Australia itself. This partly reflects Australia's history as a former British colony which currently has a minority of indigenous Aboriginal and Torres Strait Islander people, many of whom regard archaeology as yet another colonial imposition which at best is largely irrelevant to their own understanding of their history. Present government policies empower Aboriginal people to veto certain kinds of archaeological research they do not agree with. At minimum this may require archaeologists to engage in what can become protracted consultation, with uncertain outcomes.

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20

Zhao, Fang. "Academic Entrepreneurship." International Journal of Entrepreneurship and Innovation 5, no. 2 (May 2004): 91–97. http://dx.doi.org/10.5367/000000004773863246.

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The aim of this paper is to explore issues associated with the commercialization of university research through an empirical study of the development of research commercialization in Australian public-funded universities. Extensive interviews were conducted with academic entrepreneurs and commercialization managers from 19 universities in Australia (hence more than 50% of Australian public universities were involved in the study). The paper identified and discussed the key issues raised in the study and proposed a series of recommendations to enhance the overall performance of university research commercialization.

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21

Blackham, Alysia. "Managing without default retirement in universities: a comparative picture from Australia." Legal Studies 35, no. 3 (September 2015): 502–31. http://dx.doi.org/10.1111/lest.12079.

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The abolition of the default retirement age is creating challenges for UK employers, and universities in particular. Operating without mandatory retirement may have consequences for performance management, the creation of opportunities for new generations of workers, the scope for workforce planning and employment costs. Drawing on comparative experiences of Australian universities, which have been operating without mandatory retirement since the 1990s, this paper critically examines whether these consequences have materialised in Australia. It draws out a number of lessons for UK universities from the Australian experience.

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22

Smith, Arthur. "Becoming Expert in the World of Experts: Factors Affecting Aboriginal and Torres Strait Islander Participation and Career Path Development in Australian Universities." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 1–6. http://dx.doi.org/10.1017/s1326011100002702.

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In the recent history of Australia Aborigines and Torres Strait Islanders have only had widespread access to a university education for approximately 20 years. Before this, Indigenous graduates from Australian universities were relatively few. Universities were seen as complex, often alien places in Indigenous cultural terms; institutions of European Australian social empowerment and credentialling from which Aboriginal and Torres Strait Islander staff and students were virtually excluded.

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23

Schwartz, Steven. "Big ideas for Australian universities." Higher Education Management and Policy 21, no. 2 (September 21, 2009): 1–15. http://dx.doi.org/10.1787/hemp-21-5ksj0v4qh5f5.

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24

Morgan, Charles. "Australian universities: Going private pleasantly?" Nature 324, no. 6094 (November 1986): 198. http://dx.doi.org/10.1038/324198b0.

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Ryan, Janette. "Learning Disabilities in Australian Universities." Journal of Learning Disabilities 40, no. 5 (September 2007): 436–42. http://dx.doi.org/10.1177/00222194070400050701.

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van Barneveld, Kristin. "Australian Workplace Agreements in Universities." Journal of Industrial Relations 51, no. 1 (February 2009): 59–74. http://dx.doi.org/10.1177/0022185608099665.

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This article details the use of Australian Workplace Agreements (AWAs) in universities after the Higher Education Workplace Relations Requirements (HEWRRs) mandated that all university staff be offered an AWA by the end of August 2006. It is clear from the evidence that, despite this requirement, at most universities there was little take-up of this form of individual employment arrangement. Of the few who did sign an AWA, one group stood out more than others — senior general staff. However at most universities, these workers have traditionally been employed on individual, common law contracts and moving them from one form of individualized employment arrangement to another did little to increase the overall pool of those on individual employment arrangements in higher education. Once these senior general staff were excluded from the equation, the take-up rate was very low indeed. The research demonstrates that the Howard government's approach to increasing the take-up rate of AWAs in universities failed. With the election of the Rudd Labor Government in November 2007, the very low take-up of AWAs has meant that the university sector has a relatively small task in moving staff back to collective employment arrangements.

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27

Pockley, Peter. "Australian universities face disruptive changes." Nature 382, no. 6592 (August 1996): 569. http://dx.doi.org/10.1038/382569a0.

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28

Moradi-Motlagh, Amir, Christine Jubb, and Keith Houghton. "Productivity analysis of Australian universities." Pacific Accounting Review 28, no. 4 (November 7, 2016): 386–400. http://dx.doi.org/10.1108/par-02-2016-0027.

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Purpose Facing budgetary challenges, successive Australian Governments have chosen to proportionally reduce public expenditure on universities relative to levels of activity in both teaching and research. The question asked in this paper is whether Australia’s universities increased their efficiency in a manner consistent with the demands of government to provide productivity “dividends” or efficiencies? Design/methodology/approach Using archival data for 37 Australian universities from 2007 to 2013, this paper examines changes in productivity of university groups and individual institutions using the data envelopment analysis technique. Findings Results show a statistically significant system-wide (or technological) productivity improvement of 15.2 per cent from 2007 to 2013, but there was little average individual institutional change in efficiency. Productivity improvements were clearly observable for the Group of 8 institutions with an improvement of 25.1 per cent. Research limitations/implications Universities, like other public sector bodies, can both improve individually and as an overall system. The system has improved greatly in terms of productivity at higher levels than may be anticipated. Originality/value Using data contemporaneous with a period of great change in university funding and sector competition, this study reveals how some universities benefited, whereas others struggled to maintain their relative position.

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ABBOTT, MALCOLM, and HRISTOS DOUCOULIAGOS. "Research output of Australian universities." Education Economics 12, no. 3 (December 2004): 251–65. http://dx.doi.org/10.1080/0964529042000258608.

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30

Gamage, Pandula, and Nick Sciulli. "Sustainability Reporting by Australian Universities." Australian Journal of Public Administration 76, no. 2 (September 30, 2016): 187–203. http://dx.doi.org/10.1111/1467-8500.12215.

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THROSBY, C. D. "COST FUNCTIONS FOR AUSTRALIAN UNIVERSITIES." Australian Economic Papers 25, no. 47 (December 1986): 175–92. http://dx.doi.org/10.1111/j.1467-8454.1986.tb00793.x.

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Thomas, Ian, and Jennifer Nicita. "Sustainability Education and Australian Universities." Environmental Education Research 8, no. 4 (November 2002): 475–92. http://dx.doi.org/10.1080/1350462022000026845.

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Bradley, Carol. "Managerialism In South Australian Universities." Labour & Industry: a journal of the social and economic relations of work 6, no. 2 (March 1995): 141–53. http://dx.doi.org/10.1080/10301763.1995.10669139.

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Rouse, Rada. "Australian universities told to commercialize." Nature Medicine 6, no. 2 (February 2000): 120. http://dx.doi.org/10.1038/72189.

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Stanley, Gordon, and Pat Reynolds. "Similarity grouping of Australian universities." Higher Education 27, no. 3 (April 1994): 359–66. http://dx.doi.org/10.1007/bf01432075.

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36

Muirhead, Bruce, and Geoff Woolcock. "Doing What we Know we Should: Engaged scholarship and community development." Gateways: International Journal of Community Research and Engagement 1 (September 29, 2008): 8–30. http://dx.doi.org/10.5130/ijcre.v1i0.516.

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In Australia, engaged scholarship oriented towards community development objectives has yet to be recognised in funding regimes as being inherently beneficial in terms of scholarly excellence and university rankings. While the civic role of universities is acknowledged by individual universities, higher education management and at the Federal policy level, they are most often framed as funding problems related to ‘community service’ rather than as research opportunities which can raise the university’s profile by providing the basis for excellent research outputs and community enrichment. Community engagement has become a familiar term in the Australian higher education lexicon in recent years but there is still little institutional infrastructure that directly embodies the principles and sentiment of community engagement evident in current Australian universities. In this paper, the inaugural Director and Research Manager of the University of Queensland’s Community Service and Research Centre reflect on their five years leading a Centre that was/has been privileged to enjoy significant institutional support and the lessons learnt in forging into unknown territories. The reflections focus on the Centre’s seminal project, the Goodna Service Integration Project.

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Miles, Morgan P., Martie-Louise Verreynne, Andrew McAuley, and Kevin Hammond. "Exploring public universities as social enterprises." International Journal of Educational Management 31, no. 3 (April 10, 2017): 404–14. http://dx.doi.org/10.1108/ijem-07-2015-0097.

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Purpose The purpose of this paper is to explore how universities attempt to balance meeting their traditional mission of education, research and community engagement while remaining economically sustainable. Design/methodology/approach A survey was conducted in 2014 of university executives and found that universities in Australia are rapidly transitioning from public supported institutions to an organizational form much more like social enterprise, with all of the organizational, marketing and ethical ramifications. Findings Australian universities were found to be focused on maintaining financial viability and that the most significant source of future revenue for Australian universities is perceived to be from international students. Originality/value The findings have tremendous public policy and ethical implications – suggesting a shift in the classification of university education from what was generally considered a public good to what is increasingly perceived as a private good in the contemporary market place, with the increasing importance of international students.

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Baldwin, Jennifer. "The place of Arabic language teaching in Australian universities." History of Education Review 47, no. 1 (June 4, 2018): 77–86. http://dx.doi.org/10.1108/her-05-2016-0021.

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PurposeThe purpose of this paper is to demonstrate that the teaching of Arabic language has had a distinctive and important history in Australian universities from the middle of the twentieth century through to the twenty-first century.Design/methodology/approachIn this paper, the author draws on a range of sources, government reports and surveys (both general and specific to Arabic), newspaper articles and published literature to give a comprehensive picture of the teaching of Arabic language in Australian universities over the last 60 or so years.FindingsThis paper has demonstrated that Arabic language teaching has moved through a number of phases as a scholarly, migrant and trade language. However, although the Middle East has become strategically important for Australia in defence and foreign affairs, and many people from the Middle East have migrated to Australia, Arabic (the major language of the Middle East) has never been given high priority by governments in Australia.Originality/valueThis paper, in taking an historical perspective, has demonstrated how Arabic has never commanded the attention of governments for funding to the same extent as Asian languages have.

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Low, Mary, Grant Samkin, and Yuanyuan Li. "Voluntary reporting of intellectual capital." Journal of Intellectual Capital 16, no. 4 (October 12, 2015): 779–808. http://dx.doi.org/10.1108/jic-03-2015-0022.

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Purpose – The purpose of this paper is to examine the quality of voluntary intellectual capital (IC) by universities in New Zealand, Australia, and the UK. Design/methodology/approach – An IC framework was developed to measure IC reporting in the university sector. Content analysis was used to analyse the 2011 annual reports before a three-year comparative analysis of 90 universities (eight New Zealand universities, 38 Australian universities, and 44 UK universities) was undertaken. Findings – New Zealand and Australian universities outperformed the UK universities in terms of IC disclosures. Additionally, the study found moderate increases in the levels of IC disclosures over the period of the study. The quality of IC disclosures by New Zealand universities was generally higher than their Australian and UK counterparts. Internal capital and human capital were the most disclosed categories with external capital being the least frequently disclosed in all three countries. However, the quality of external capital disclosures was higher than internal and human capital. Finally, most IC disclosures were narrative in nature. Practical implications – The framework developed in this study could be adapted, further enhanced, and then applied to exploring IC disclosures in higher educational institutes in other jurisdictions. Originality/value – This is the first comparative analysis of IC disclosures made by universities in three countries.

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40

Goot, Murray. "2014 Henry Mayer Lecture the Press We Had to Have? Henry Mayer and The Press in Australia: Argument, Reception, Impact." Media International Australia 153, no. 1 (November 2014): 5–20. http://dx.doi.org/10.1177/1329878x1415300103.

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Published 50 years ago, Henry Mayer's The Press in Australia – still the most comprehensive analysis of Australia's daily papers and their critics – remains a landmark in the study of the Australian press. This article lays out the book's main arguments, recalls the way it was received, and offers an assessment of its impact on teaching in the universities, on academic research and on the newspaper industry.

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Doe, Peter Edward, Sarah Lyden, Seeta Jaikaran-Doe, and Xiaolin Wang. "Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program." International Journal of Higher Education 7, no. 5 (September 26, 2018): 86. http://dx.doi.org/10.5430/ijhe.v7n5p86.

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Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

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Yong Yin, Wang. "Some Aspects of Australian Universities for Chinese Universities to Consider." Education Journal 6, no. 3 (2017): 110. http://dx.doi.org/10.11648/j.edu.20170603.11.

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Poidinger, Michael, and Sonia Cattley. "The Status of Formalized Bioinformatics Education in Australia." Asia-Pacific Biotech News 07, no. 03 (February 3, 2003): 86–87. http://dx.doi.org/10.1142/s0219030303000223.

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Kirkpatrick, Andy, and Denise Mulligan. "Cultures of learning." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 73–99. http://dx.doi.org/10.1075/aral.25.2.07kir.

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Abstract:

Abstract Australian university students are characterised in some quarters, and by employer groups especially, as lacking a high facility with literacy skills. But what literacy skills do students actually need for tertiary study in Australia today? What expectations do students and teachers have about learning the particular literacy skills needed to acquire, evaluate and convey information in their discipline? And to what extent are traditional notions of the culture of learning in Australian universities as ‘critically active’ reflected in practice? This paper compares course requirements and student reading practices in a selection of units in Business, Engineering, Health Science and Social Science and the findings challenge prevailing ideas of what constitutes ‘tertiary literacy’ in Australian universities.

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Grichting, Wolfgang L. "The Knowledge Triangle and Australian Universities." Education and Society 13, no. 2 (January 1, 1995): 63–75. http://dx.doi.org/10.7459/es/13.2.06.

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Pockley, Peter. "Universities protest against Australian spending cuts." Nature 381, no. 6580 (May 1996): 265. http://dx.doi.org/10.1038/381265a0.

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Pockley, Peter. "Cuts spark strike at Australian universities." Nature 381, no. 6582 (June 1996): 456. http://dx.doi.org/10.1038/381456a0.

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Osborn, Jonathon, and Anthony Sprent. "Geomatics! Research Activities in Australian Universities." Australian Surveyor 40, no. 1 (March 1995): 16–22. http://dx.doi.org/10.1080/00050331.1995.10558489.

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Pick *, David. "The reflexive modernization of Australian universities." Globalisation, Societies and Education 2, no. 1 (January 2004): 1–32. http://dx.doi.org/10.1080/1476772042000177078.

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Sharrock, Geoff. "Four management agendas for Australian universities." Journal of Higher Education Policy and Management 34, no. 3 (June 2012): 323–37. http://dx.doi.org/10.1080/1360080x.2012.678728.

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