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Journal articles on the topic 'Australians Universities'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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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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3

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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Datta, Rachit, Gian Luca Di Tanna, Amanda Harley, Luregn J. Schlapbach, Leo Nunnink, and Balasubramanian Venkatesh. "An assessment of knowledge and education about sepsis among medical students: a multi-university survey." Critical Care and Resuscitation 23, no. 1 (March 1, 2021): 117–18. http://dx.doi.org/10.51893/2021.1.rl2.

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Sepsis is a life-threatening organ dysfunction caused by a dysregulated host response to infection; it affects 55 000 Australians and results in around 8700 deaths annually.1 Studies have shown that junior doctors have reduced awareness of the importance of sepsis as a time-critical illness.2 Whether this deficiency is a consequence of insufficient training on sepsis in medical schools is unknown. This study evaluated the knowledge of sepsis among medical students in two Australian universities

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

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

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Nakata, Martin, Vicky Nakata, Andrew Day, and Michael Peachey. "Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates." Australian Journal of Indigenous Education 48, no. 01 (December 17, 2017): 1–11. http://dx.doi.org/10.1017/jie.2017.36.

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The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.

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8

Conor, Liz, and Ann McGrath. "Xavier Herbert: Forgotten or Repressed?" Cultural Studies Review 23, no. 2 (November 27, 2017): 62–69. http://dx.doi.org/10.5130/csr.v23i2.5818.

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Xavier Herbert is one of Australia’s outstanding novelists and one of the more controversial. In his time, he was also an outspoken public figure. Yet many young Australians today have not heard of the man or his novels. His key works Capricornia (1938) and Poor Fellow My Country (1975) won major awards and were judged as highly significant on publication, yet there has been relatively little analysis of their impact. Although providing much material for Baz Luhrmann’s blockbuster film Australia (2008), his works are rarely recommended as texts in school curricula or in universities. Gough Whitlam took a particular interest in the final draft of Poor Fellow My Country, describing it as a work of ‘national significance’ and ensuring the manuscript was sponsored to final publication. In 1976 Randolph Stow described it as ‘THE Australian classic’. Yet, a search of the Australian Literature database will show that it is one of the most under-read and least taught works in the Australian literary canon. In our view, an examination of his legacy is long overdue. This collection brings together new scholarship that explores the possible reasons for Herbert’s eclipse within public recognition, from his exposure of unpalatable truths such as interracial intimacy, to his relationship with fame. This reevaluation gives new readings of the works of this important if not troublesome public intellectual and author.

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9

Andersen, Clair. "Teacher Education, Aboriginal Studies and the New National Curriculum." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 40–46. http://dx.doi.org/10.1017/jie.2012.7.

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Aboriginal and Torres Strait Islander students in Australian schools continue to have poor education and health outcomes, and the introduction of a new national curriculum may assist in redressing this situation. This curriculum emphasises recommendations which have been circulating in the sector over many years, to require teacher education institutions to provide their students with an understanding of past and contemporary experiences of Indigenous Australians, as well as the social, economic and health disadvantages that challenge Indigenous communities, and to equip them to integrate Indigenous issues into their future teaching programs. This article, while focusing on teacher education developments at the University of Tasmania (UTAS) to meet National Standards and Frameworks for preservice teachers, provides some general background, and identifies recently developed resources, including the potential for Indigenous centres within universities to assist educators.

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McLaughlin, Patricia, and Anthony Mills. "Construction Pathways: Attracting the Missing Students and Workers to University." Australasian Journal of Construction Economics and Building - Conference Series 1, no. 1 (February 5, 2013): 94. http://dx.doi.org/10.5130/ajceb-cs.v1i1.3159.

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The Commonwealth Government has the increased participation of under-represented groups to a 20% diversity target for Australian universities. It also has minimum targets of 40% of all Australians (25-34 years) holding a Bachelor’s degree by 2020. These targets are baseline items in a government agenda of improving educational outcomes for Australians and pivotal in addressing skill shortages in industries such as construction. In construction there is a skewing of skill shortages to the higher order or post entry level skills. Demand for higher skilled occupations such as construction managers, outstrips demand for construction trades (DEEWR, 2010). But whilst 41% of the industry have VET qualifications, only 10% possess HE qualifications in construction. Movement between the VET and HE sectors is low: of all construction students qualifying at AQF 4, less than 10% continue on to higher education and less than 1% of VET qualified persons in the construction workforce seek re-entry to university. This paper examines national data in construction education pathways and evaluates, using the DEMO matrix, the enablers in pathways to HE qualifications. The evaluation is based upon survey responses of two cohorts entering higher education from non-traditional pathways- articulating VET students and mature-aged workers. The results indicate that pathway programmes into construction degrees can attract non-traditional cohorts, but elements such as learner engagement, confidence, people-rich resources and collaboration are critical features of successful pathways.

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Hobbs, David A., Jo K. Close, Andrew R. Downing, Karen J. Reynolds, and Lloyd T. Walker. "Developing a national research and development centre in assistive technologies for independent living." Australian Health Review 33, no. 1 (2009): 152. http://dx.doi.org/10.1071/ah090152.

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Assistive technology (AT) plays a pivotal role in the lives of people who require assistance with one or more aspects of daily living. Ranging from simple devices such as an augmented fork to complex devices like a power wheelchair with integrated environmental control, AT is a broad term to describe a range of products and services that provide assistance. Historically used in the ?disability sector?, in recent years AT devices have merged into the ageing sector as more Australians develop an impairment through ?age-related disability?, creating a larger market for equipment that provides independence or restores lost/reduced functionality. Despite the national focus on ageing, Australia lacks a nationally coordinated and cohesive AT sector ? most AT equipment and devices are imported and the sector struggles for local research, development, and commercialisation funding. In an attempt to address this issue, a network of rehabilitation engineering and AT centres, universities, and industry players formed a collaboration to submit a Cooperative Research Centre (CRC) proposal to drive Australian AT products and services. The main focus was on developing Australian capacity within the sector and creating innovative products that met Australian needs, leading to import replacement. A secondary focus was on providing a national education program to provide ongoing AT training and development across multiple disciplines associated with both disability and ageing.

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Zheng, Wu Yi, Michael Walker, and Alex Blaszczynski. "Mahjong and Problem Gambling in Sydney: An Exploratory Study with Chinese Australians." Journal of Gambling Issues, no. 25 (June 1, 2011): 24. http://dx.doi.org/10.4309/jgi.2011.25.3.

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Gambling is accepted as an integral part of Chinese cultural heritage. Epidemiological and clinical studies indicate that problem gambling rates among Chinese community members residing in Western countries are substantially higher (2.1-2.9%) compared with those reported for mainstream populations (0.5-1.7%). However, these studies failed to differentiate culturally specific forms of gambling and their association with problem gambling within Chinese samples. Thus, it is not possible to determine if, or what proportion of, Chinese problem gamblers exhibit a propensity to experience problems with culturally specific, as opposed to mainstream, forms of gambling. Mahjong, a popular game deeply entrenched in Chinese tradition, is played among peers and family members. In a recent study conducted by Zheng, Walker, and Blaszczynski (2008), high rates of Mahjong-associated problem gambling were found in a sample of Chinese international students attending language schools and universities in Sydney, Australia. The aim of the current study was to explore the extent of Mahjong-associated problem gambling in a broader community sample of Chinese Australians. Results showed that in a sample of 229 respondents, males and those 35 years or older were more likely to gamble on Mahjong and that 3.1% met the Canadian Problem Gambling Severity Index criteria for Mahjong problem gambling.

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Zernetska, O. "The Development of Australian Culture in the XX Century: Australian Film Industry." Problems of World History, no. 11 (March 26, 2020): 174–200. http://dx.doi.org/10.46869/2707-6776-2020-11-10.

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This article represents the first attempt in Ukraine of complex interdisciplinary investigation of the history of Australian film development in the XX-th century in the context of Australian culture. Analysing films in historical order the peculiarities of each decade are taken into consideration. The periods of silent films, sound films and colour films are analysed. The best film productions, their film directors and prominent actors are outlined. Special attention is paid to the development of feature films and documentaries. The article concentrates on the development of different film genres beginning with national historical drama, films of the first pioneers’ survival, adventure films. It is shown how they contribute to the embodiment in films of the main archetypes of Australian culture, the development of Australian identity. After World War I and World War II war films appear to commemorate the courage of the Australian soldiers in the war fields. Later on the destiny of the Australian women white settlers’ wives or native Australians inspired film directors to make them the chief heroines of their movies. A comparative analysis of films and literary primary sources underlying their scripts is carried out. It is concluded that the Australian directors selected the best examples of Australian national poetry and prose, which reveal the historical and social, cultural and racial problems of the country's development during the twentieth century. The publication dwells on boom and bust periods of Australian film making. The governmental policy in this sphere is analysed. Different schemes of film production and distribution are outlined to make national film industry compatible with the other film industries of the world, especially with the Hollywood. The area of a new discipline - Australian Film Studios - is studied as well as the works of Australian scholars. It is clarified in what Australian universities this discipline is taught. It is assumed that the experience of Australia in this sphere should be taken by Ukraine.

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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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Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.

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AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation as “Indigenous” students and teachers. As a research collective that comprises Aboriginal and non-Aboriginal teacher educators, and in the context of increased emphasis on university access following the Federal Review of Higher Education, we argue that it is time for government, universities and schools to listen and learn from this talk. In particular, we highlight in our participants' accounts the persistence of three longstanding and interrelated factors that continue to impact on the success or inadequacy of teacher education for Aboriginal people i.e., the presence and nature of financial, emotional and academic support in university and school settings.

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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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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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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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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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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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23

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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Flavell, Helen, Rosalie Thackrah, and Julie Hoffman. "Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (December 18, 2013): 39–57. http://dx.doi.org/10.21153/jtlge2013vol4no1art560.

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Cross-cultural understanding has been identified as an important graduate capability crucial for global citizenry, and most universities now include cultural skills or competence within their generic graduate capabilities. However, cross-cultural education and pedagogy are specialised areas and few academics are equipped, or have the confidence, to teach in this area. As a consequence, cross-cultural graduate capabilities are rarely effectively measured or assured. Despite these challenges, the Australian higher education sector is increasingly being called upon to Indigenise its curriculum and develop graduates with Indigenous cultural competence (Australian Universities Guiding Principles for Developing Indigenous Cultural Competency, 2011). This paper describes the approach used to introduce a unit into Curtin University's School of Nursing and Midwifery, in partnership with Curtin's Centre for Aboriginal Studies, with the aim of developing graduate Indigenous Australian cultural competence. Pedagogical approaches are discussed and an analysis of quantitative and qualitative data from the University's online student feedback mechanism provided. Results show that although the unit has provided the majority of students with a strong start on their journey to developing Indigenous cultural competence a single course is not sufficient and, consistent with the literature in the field, resistance to compulsory Indigenous content is evident. The paper considers some of the complexities of teaching Indigenous Australian content within a contemporary Australian university. In doing so, the paper explores what Indigenous cultural competency might be and how it might be achieved providing a useful model with application to other disciplines.

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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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Fredericks, Bronwyn. "Look Before You Leap:TheEpistemic ViolencethatSometimes Hides BehindtheWord “Inclusion”." Australian Journal of Indigenous Education 38, S1 (2009): 10–16. http://dx.doi.org/10.1375/s1326011100000776.

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AbstractThis paper demonstrates how Indigenous studies is controlled in some Australian universities in ways that continue the marginalisation, denigration and exploitation of Indigenous peoples. Moreover, it shows how the engagement of white notions of “inclusion” can result in the maintenance of racism, systemic marginalisation, white race privilege and radicalised subjectivity. A case study will be utilised which draws from the experience of two Indigenous scholars who were invited to be part of a panel to review one Australian university's plan and courses in Indigenous studies. The case study offers the opportunity to destabilise the relationships between oppression and privilege and the epistemology that maintains them. The paper argues for the need to examine exactly what is being offered when universities provide opportunities for “inclusion”.

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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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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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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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Bacon, Wendy, and Chris Nash. "Editorial: An investigative legacy." Pacific Journalism Review 23, no. 1 (July 21, 2017): 7. http://dx.doi.org/10.24135/pjr.v23i1.326.

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In April 2017, a one-day seminar was held at the University of Technology, Sydney (UTS) to celebrate more than 25 years of the Australian Centre for Independent Journalism (ACIJ). The ACIJ produced, researched and promoted discussion of journalism from 1991 until it was closed by UTS in early 2017. Although no clear explanation was given for the university’s decision, observers generally agreed that the closure reflected the contemporary pressure on independent public interest activities in Australian universities, which are increasingly driven by financial and corporate needs as a consequence of decades of underfunding.

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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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Keskin, Zuleyha, and Mehmet Ozalp. "Islamic Studies in Australia’s Universities." Religions 12, no. 2 (February 1, 2021): 99. http://dx.doi.org/10.3390/rel12020099.

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Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.

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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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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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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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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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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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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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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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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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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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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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Sobocinska, Agnieszka, and Jemma Purdey. "Enduring Connections?" Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 175, no. 2-3 (July 12, 2019): 225–51. http://dx.doi.org/10.1163/22134379-17502001.

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Abstract Since 2013, the Australian government has funded Australian students to undertake short periods of study abroad with an emphasis on Asia, including Indonesia. Universities, too, have been enhancing their study-abroad options as part of broader internationalization campaigns. In a short time, the number of Australian higher-education students undertaking study abroad as part of their undergraduate degrees has doubled, to one in five students. This significant investment follows from two beliefs: that Australia’s relations with Asia are significantly impacted by people-to people relations; and that formal, experiential learning is a particularly effective pedagogical method. But is this investment warranted? Do periods of short-term study in Indonesia enrich students’ understanding of the region, and of Australia’s relations with Asia? And do current undergraduates, who have unprecedented access to mobility through travel and tourism, gain anything from a formal and guided people-to-people experience? This article explores these questions through an in-depth investigation of the intensive-mode undergraduate unit ‘Australia and Asia’ run by the Faculty of Arts at Monash University from 2014 to 2017. It suggests that, for many students, study tours facilitate a short-term period of emotional involvement and self-reflection, rather than forging enduring connections.

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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.

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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.

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Gribble, Catriona, Jill Blackmore, and Mark Rahimi. "Challenges to providing work integrated learning to international business students at Australian universities." Higher Education, Skills and Work-Based Learning 5, no. 4 (November 9, 2015): 401–16. http://dx.doi.org/10.1108/heswbl-04-2015-0015.

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Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

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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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Parker, Anneka, Peter Harris, and Bridget Haire. "International students' views on sexual health: a qualitative study at an Australian university." Sexual Health 17, no. 3 (2020): 231. http://dx.doi.org/10.1071/sh19209.

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Background The number of international students at Australian universities is rapidly increasing, and they contribute significantly to Australia’s economy. However, concerns have been raised for the health and wellbeing of international students, and there is limited information concerning international students with regard to their sexual health. Methods: Overall, 13 individual semi-structured in-depth interviews were conducted with 13 international students at an Australian university, aiming to understand the views and experiences of international students with regard to their sexual health and wellbeing. The interviews were analysed thematically, generating four themes. Results: Participants had a varied understanding of sexual consent, which often included concerns about the practicalities of saying ‘no’ to unwanted sexual interactions and misinformation about the effect of reporting sexual misconduct on their privacy and visa status. Cultural and familial taboos were often inherited, but many participants described an evolution of personal views and attitudes regarding topics such as sex before marriage and same-sex relationships, which had occurred since moving to Australia. Participants expressed that they received large amounts of information about sexual health, but often lacked the skills to navigate that information and access relevant support. Conclusions: These data, along with participants’ suggestions for future support and education, are important for understanding the complex experiences of international students at Australian universities, and should be considered when implementing future sexual health education and support programs.

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Massingham, Peter. "Australia's Federated Network Universities: What happened?" Journal of Higher Education Policy and Management 23, no. 1 (May 2001): 19–32. http://dx.doi.org/10.1080/13600800020047216.

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