Journal articles: 'Education, Higher Australia Finance'

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Harrold, Ross. "Evolution of Higher Education Finance in Australia." Higher Education Quarterly 46, no. 4 (October 1992): 321–37. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01606.x.

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Sharpham, John. "Managing the transition to mass higher education in Australia." Long Range Planning 26, no. 2 (April 1993): 51–58. http://dx.doi.org/10.1016/0024-6301(93)90135-3.

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Croucher, Gwilym, Zhou Zhong, Kenneth Moore, Jonathan Chew, and Hamish Coates. "Higher education student finance between China and Australia: towards an international political economy analysis." Journal of Higher Education Policy and Management 41, no. 6 (June 12, 2019): 585–99. http://dx.doi.org/10.1080/1360080x.2019.1627066.

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Jones, F. L. "ACCESS TO AUSTRALIAN HIGHER EDUCATION." International Journal of Sociology and Social Policy 7, no. 1 (January 1987): 89–102. http://dx.doi.org/10.1108/eb013032.

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Ramsay, Eleanor. "Gender in the Australian higher education system." International Journal of Sociology and Social Policy 21, no. 1/2 (February 2001): 105–17. http://dx.doi.org/10.1108/01443330110789628.

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Ranasinghe, Rasika. "The Transmission of Education across Generations: Evidence from Australia." B.E. Journal of Economic Analysis & Policy 15, no. 4 (October 1, 2015): 1893–917. http://dx.doi.org/10.1515/bejeap-2014-0139.

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Abstract This study analyzes changes in the transmission of education across generations in Australia for the birth cohorts 1942 through 1991 using a range of measures: the estimated effect of parental education on that of the child, schooling correlations between parents and children and a series of mobility indices. Our results suggest that while the overall level of education and intergenerational education mobility has increased over time, there are considerable regional and gender differences. Daughters’ education attainment is still relatively highly correlated with their parents compared to sons and the extent of absolute upward mobility was modest while immobility and downward mobility have remained relatively steady during the last five decades. During this period, relative education opportunities have increased over time at lower education levels, while the trend has been comparatively stable at higher levels.

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Bryant, Gareth, and Ben Spies-Butcher. "Bringing finance inside the state: How income-contingent loans blur the boundaries between debt and tax." Environment and Planning A: Economy and Space 52, no. 1 (March 16, 2018): 111–29. http://dx.doi.org/10.1177/0308518x18764119.

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Income-contingent loans are increasingly used by governments around the world to finance the costs of higher education. We use the case of income-contingent loans to explore how states are bringing the architecture of financial markets inside the state, disrupting conventional understandings of marketisation that are linked to concepts of commodification. We argue that income-contingent loans are hybrid policy instruments that combine elements of a state-instituted tax and a market-negotiated debt. We understand this hybrid construction in terms of the actors and mechanisms characteristic of what Polanyi identified in patterns of ‘redistribution’ and ‘exchange’. We then follow the contested mutations of income-contingent loans in Australia, England and the United States along three axes of hybridity that produce a variegated landscape of higher education finance: determining debt, charging interest and enforcing repayment. Our analysis reveals how, as processes of marketisation internalise financial ways of calculating and organising, states are blurring the boundaries between debts and taxes, redirecting political contestation over commodification.

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Yaftian, Ali, Soheila Mirshekary, and Dessalegn Getie Mihret. "Learning commercial computerised accounting programmes." Accounting Research Journal 30, no. 3 (September 4, 2017): 312–32. http://dx.doi.org/10.1108/arj-08-2015-0107.

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Purpose Practical accountving skills such as the ability to use commercial computerised accounting programmes (CCAP) is increasingly becoming expected of accounting graduates. To understand the impact of CCAP on learning, this paper aims to examine students’ motivations for and perceptions about learning CCAP in two accounting subjects trialled in an Australian university. Design/methodology/approach A survey of students who completed the course was conducted twice, before training and assessment using CCAP and after completing the CCAP-based learning activity and the associated assessment task. Findings The results show that students demonstrate strong positive attitudes towards learning CCAP, and using CCAP elicits active student engagement in the learning processes. The findings also show room for further enhancement of student engagement by integrating CCAP learning tasks with teamwork and developing CCAP-based learning and assessment tasks suitable for higher-order learning outcomes. Research limitations/implications The survey respondents in this study are drawn from only one higher education institution in Australia and are predominantly an international cohort. This makes the conclusions of the study exploratory in nature and thus further studies are needed before generalising the conclusions. Originality/value By providing insights into student motivations to and perceptions about the use of CCAP in accounting curricula, the study sheds light on the potential of CCAP to enhance learning and aspects of consolidating the role of CCAP as a learning tool.

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Mikelionyte, M., and A. Lezgovko. "HOW FEMALE DIFFER IN DECISION MAKING FOR PERSONAL INVESTMENT STRATEGY." Financial and credit activity problems of theory and practice 5, no. 40 (November 8, 2021): 92–98. http://dx.doi.org/10.18371/fcaptp.v5i40.244902.

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Abstract. This study investigates Lithuanian females’ personal investment peculiarities in line with Australia’s case analysis and application as a good practice method. Based on many publicly available research females tend to have less knowledge about finances in general and particularly investment processes; hence, it leads to their lack of interest into investing and the possibility of poor money management. This issue might be solved by investigating why it appears first and adopting the practical example from countries with developed investment market. In the case of comparison of personal investment strategies among Lithuanian and Australian females the two sets of questionnaires have been used to collect the data for further analysis. The main findings revealed by the survey were, that women in Australia had a higher financial literacy level, invested more often, and chose broader variety of investment instruments compared to Lithuanian females. Moreover, the significant discovery of the article disclosed that Lithuanian females chose not to invest due to the lack of additional funds and the shortage of financial knowledge. The main limitation occurred during the research was the lack of the available data on personal investment topic in Lithuania’s official statistic sources such as The Lithuanian Department of Statistics. The results of the research contribute towards improving Lithuanian female personal finance and investment areas and could be applied to further studies or used for the education program dedicated to financial literacy among women in Lithuania creation. Furthermore, this article creates an original value to personal finance, investment, and financial literacy areas in Lithuania by introducing an idea to not only conduct more studies in these fields, but also to use comparative analysis and good practice method from the countries that demonstrates high achievements in personal finance and gender equality areas. Keywords: personal investment management, female investment, financial literacy, investor’s profile, investing, investment options, investment strategies. JEL Classification G51, G53 Formulas: 1; fig.: 5; tabl.: 1; bibl.: 15.

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Deutscher, Nathan. "Place, Peers, and the Teenage Years: Long-Run Neighborhood Effects in Australia." American Economic Journal: Applied Economics 12, no. 2 (April 1, 2020): 220–49. http://dx.doi.org/10.1257/app.20180329.

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I use variation in the age at which children move to show that where an Australian child grows up has a causal effect on their adult income, education, marriage, and fertility. In doing so, I replicate the findings of Chetty and Hendren (2018a) in a country with less inequality, more social mobility, and different institutions. Across all outcomes, place typically matters most during the teenage years. Finally, I provide suggestive evidence of peer effects using cross-cohort variation in the peers of permanent postcode residents: those born into a richer cohort for their postcode tend to end up with higher incomes themselves. (JEL D63, J13, J62, R23, Z13)

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Parker, Lee D., and James Guthrie. "Accounting scholars and journals rating and benchmarking." Accounting, Auditing & Accountability Journal 26, no. 1 (December 28, 2012): 4–15. http://dx.doi.org/10.1108/09513571311293028.

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PurposeThis editorial aims to consider contemporary issues for accounting scholars, in particular journals rating and benchmarking, arguing that current international trends are risking academic research quality.Design/methodology/approachThis paper takes the form of an editorial review and argument.FindingsThe paper acknowledges that accounting academic research is important to the higher education system, careers and publishers. However, its quality and the construction and measurement of the quality of accounting journals and research impact on society continue to be hotly debated.Research limitations/implicationsThe editorial offers scope for accounting academics to engage in debate about the impact of journal rankings and benchmarking on their teaching and research, important issues in higher education, not only in Australia, but also internationally.Originality/valueThe paper provides commentary on the “quality” of accounting research and measurement practices associated with rating and benchmarking academic journals.

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Slozanska, Hanna. "ROLE OF AUSTRALIAN ASSOCIATION OF SOCIAL WORKERS IN HIGHER SOCIAL WORK EDUCATION FORMING." Economics & Sociology 3, no. 1 (May 20, 2010): 115–21. http://dx.doi.org/10.14254/2071-789x.2010/3-1/11.

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Heaney, Richard, Terry Evans, Peter Macauley, and Margot Pearson. "The impact of Australian higher education policy changes on the production of PhDs in the field of accounting and finance." Accounting & Finance 53, no. 3 (March 19, 2012): 691–710. http://dx.doi.org/10.1111/j.1467-629x.2012.00475.x.

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Oates, Grainne, and Roshanthi Dias. "Including ethics in banking and finance programs: teaching “we shouldn’t win at any cost”." Education + Training 58, no. 1 (January 11, 2016): 94–111. http://dx.doi.org/10.1108/et-12-2014-0148.

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Purpose – The purpose of this paper is to identify whether ethics is incorporated into the curriculum in postgraduate banking and finance programmes. There is growing concern that moral failure preceded the global financial crisis with waves of ethical scandals overwhelming the global banking industry highlighting a lack of integrity. Consequently, banking and financial institutions have received much criticism for focusing on higher financial returns that bring personal rewards with significant costs to the majority of society. Design/methodology/approach – The population for this study is Australian universities offering banking and finance postgraduate programs. The data for this study were collected from information available on university websites. The study uses content analysis to examine course content in 897 courses offered within banking and finance programmes. Findings – Findings reveal that 809 (90 per cent) out of 897 courses do not incorporate ethics into banking and finance programmes. Most of the 88 courses incorporating ethics as include the course as “core”, with a relatively small number offering ethics as an “elective”. Only a few courses were offered as stand-alone ethics courses. It appears from the information available that little focus is given to assessment of ethics. Originality/value – This is the first study to explore whether ethics is featured in postgraduate banking and finance programmes.

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Egan, Matthew. "Making water count: water accountability change within an Australian university." Accounting, Auditing & Accountability Journal 27, no. 2 (February 7, 2014): 259–82. http://dx.doi.org/10.1108/aaaj-07-2012-01059.

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Purpose – Drought conditions affected an acute water scarcity crisis across large parts of Australia through the late 1990s and into the 2000s. Public policy responses emphasised demand management strategies. This study aims to examine the response to these challenges within a large Australian university from 1999 to 2010. Design/methodology/approach – Case study utilising semi-structured interviews. Findings – Staff empowered to take an emergent approach to issues of social concern, initiated water accountability change focused on water efficiency from 1999, and “water principles” from 2002. A growing network had some success translating and enrolling others over coming years. However into the late 2000s, as drought conditions abated and with a renewed focus on financial control, developments that had not established clear links to core accountability mechanisms eroded. This study demonstrates that measurement is essential to understanding patterns of water usage, but also needs to establish links to core systems of accountability to broadly change behaviour. Practical implications – Higher education continues to be an environment where creative responses to community challenges can be nurtured. Despite increasing pressures to focus on financial outcomes, the sector should continue to nurture opportunities to shape issues of community concern through leading practice. Originality/value – This study provides insight into the development, fragility, and contested meaning of emergent systems of water accountability within the context of a university.

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Imam, Tasadduq, Michael Cowling, and Narottam Das. "Designing Computer Games to Teach Finance and Technical Concepts in an Online Learning Context: Potential and Effectiveness." Mathematics 10, no. 22 (November 10, 2022): 4205. http://dx.doi.org/10.3390/math10224205.

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Designing computer games to educate students is not a new technique. Not all disciplines, however, embed the same degree of cognitive load, and not all game design approaches are appropriate across contexts. Teaching technical business disciplines, such as finance, using a game imposes specific challenges, especially when the subject is offered online and to students who may not be from relevant technical backgrounds. However, there has only been limited attention concerning the use of game-based learning (GBL) for teaching finance at the higher education level, especially when delivered online. This article explores the potential of GBL to teach finance at an Australian university. We further present the outcomes of a survey of students’ experiences concerning the unique business simulation tool. The results reveal that while a game-based intervention can positively affect students’ learning in a technical discipline, such as finance, the design also needs to be such that the players can relate the experience to learning goals and practical needs for satisfactory outcomes. A defining aspect of this research is using Bayesian analysis, capable of gaining insights irrespective of sample size, yet not widely used in the higher education research area in favour of the frequentist analysis. Bayesian analysis shows a high probability of the educational game achieving positive or satisfactory ratings. Further, two aspects of a game—functionalities and usability and perception of impact—are particularly noted to influence the game’s overall rating. Overall, the outcomes from this research call for careful consideration of the learners’ requirements and capability towards ensuring an enjoyable outcome rather than just focusing on a game’s content or context.

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Huang, Lanxi, Margaret L. Kern, and Lindsay G. Oades. "Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"." International Journal of Wellbeing 12, no. 3 (October 1, 2022): 81–100. http://dx.doi.org/10.5502/ijw.v12i3.1915.

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Whilst there is evidence of subjective wellbeing being related to academic success, good performance within and beyond university, degree attainment, and positive subsequent physical, mental, economic, and social outcomes in the university student population, less is known on how different student populations perceive, experience, and cultivate wellbeing. The current study explored the perspectives and experiences of one such population: Chinese international students at several universities across Australia. Semi-structured interviews with 30 students indicated that participants mainly experienced wellbeing through experiences of competence, feeling supported by family and friends, low levels of pressure, and giving to others. Almost half of the participants believed that people around them had low wellbeing. Students indicated drawing upon intrapersonal activities as the primary pathway to support their own wellbeing, whereas they pointed to interpersonal activities to support other’s wellbeing. The findings show the mismatch between students’ wellbeing experiences and pathways, shed light on understanding students’ wellbeing in the higher education context, and identify some of the contextual and cultural factors that contribute to wellbeing experiences and pathways. Implications for interculturally nuanced approaches to understanding and supporting wellbeing are considered

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Dyball, Maria Cadiz, Andy F. Wang, and Sue Wright. "(Dis)engaging with sustainability: evidence from an Australian business faculty." Accounting, Auditing & Accountability Journal 28, no. 1 (January 19, 2015): 69–101. http://dx.doi.org/10.1108/aaaj-05-2014-1692.

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Purpose – The purpose of this paper is to explore how the lack of staff engagement with a university’s strategy on sustainability could be an enabling lever for organisational change. It examines the attitudes and views of employees of a business faculty at an Australian metropolitan university as it attempts to adopt a holistic approach to sustainability. Design/methodology/approach – The paper opted for a case study using data from an on-line survey, semi-directed interviews with key management personnel and archival material. Responses were analysed using Piderit’s (2000) notion of ambivalence. Findings – The paper provides empirical insights into why staff lacked engagement with the university’s strategy on sustainability. It suggests that staff were ambivalent, displaying dissonance in their personal beliefs on sustainability, the university’s strategy and the extent of their intentions to support the university. Staff were willing to offer ideas on how the university could, in the future, change towards sustainability. These ideas allow the possibility for the university to learn to adjust the scope of the implementation of its sustainability strategy. Research limitations/implications – The research results may lack generalisability. Therefore, researchers are encouraged to further examine staff attitudes on sustainability in higher education using Piderit’s notion of ambivalence. In-depth interviews and focus group discussions could allow a better understanding of harmony and dissonance in cognition of and intention for university sustainability strategies and initiatives by academic, professional and sessional staff. Practical implications – The paper includes implications for staff engagement with sustainability in higher education. Originality/value – This paper fulfils an identified need to study how staff engagement with sustainability in higher education can be enabled for organisational learning.

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Guthrie, James, and Lee D. Parker. "The global accounting academic: what counts!" Accounting, Auditing & Accountability Journal 27, no. 1 (January 2, 2014): 2–14. http://dx.doi.org/10.1108/aaaj-10-2013-1504.

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Purpose – This editorial aims to consider the global accounting academic and the environment in which we research and teach, including consideration of the challenges that confront us now and into the future. Design/methodology/approach – Document review, personal reflections and argument. Findings – The paper acknowledges that the accounting academic has an important role to play in a global higher education system. However, challenges include government research performance measurement systems, journal ranking lists, lack of funding for quality teaching and research, life as a “cash cow” for universities, the impact of the virtual university and its impact on professional practice, the profession and society in general. These factors carry direct implications for the current shape and orientation of accounting research and scholarship. Research limitations/implications – The paper offers scope for accounting academics to engage with the profession and society as to the impact of their teaching and research, not only in Australia, but internationally. Originality/value – The paper provides important commentary on the global accounting academic and what counts.

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Bodle, Kerry Anne, Mirela Malin, and Andrew Wynhoven. "Students’ experience toward ePortfolios as a reflective assessment tool in a dual mode indigenous business course." Accounting Research Journal 30, no. 3 (September 4, 2017): 333–50. http://dx.doi.org/10.1108/arj-06-2015-0089.

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Purpose The purpose of this paper is to investigate students’ experiences of, and attitudes on, the use of technology – in the form of ePortfolio – as an assessment tool. The authors seek to determine whether ePortfolios aid students in facilitating critical reflection on their learning and academic skill development. The authors also determine whether ePortfolios can provide an alternative assessment tool to the traditional assessment practices in the accounting and business discipline. Design/methodology/approach This study surveys students enrolled in an indigenous business course using questions on the usability of ePortfolios, technical support and effectiveness in critical reflection and learning. Formal evaluations were included to capture students’ self-reflections on their ePortfolio experience. The analysis included analysis of variance, t-tests, correlations and hierarchical regression. Findings Results indicated that students show positive attitudes toward ePortfolios even after controlling for possible confounding variables such as previous experience, attitudes and accessibility. The authors also found that ePortfolios are a useful vehicle for enhancing students’ learning and understanding of indigenous knowledge in a business context. They were also found to facilitate students’ ability to critically reflect, engage in learning and develop their academic skills. Research limitations/implications The findings of this study could benefit those working in higher education, particularly accounting academics in Australian universities, and the adaptation of ePortfolios in a blended learning environment, and contribute to pedagogical knowledge regarding indigenous business issues. Academics could design the curriculum of the accounting courses within the commerce programme that addresses programme learning objectives to align with graduate employability outcomes. Practical implications This study provides a foundation for improving the design and assessment of written communication activities in accounting courses to achieve employability skills outcomes commensurate with university accreditation criteria. This could be achieved with the development of a community of practice developed by the professional accounting bodies in collaboration with Australian universities. Originality/value The research is not wholly new, although the use of ePortfolios in accounting education is not widely reported and, therefore, may be of interest to those in advancing the accounting education agenda. In light of the recent call by Australian professional accounting bodies, ePortfolios can provide accounting graduates the non-technical or soft skills such as communication, interpersonal and critical thinking.

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Young, James. "Reviewer Acknowledgements." International Journal of Social Science Studies 9, no. 6 (November 22, 2021): 104. http://dx.doi.org/10.11114/ijsss.v9i6.5407.

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International Journal of Social Science Studies (IJSSS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJSSS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 6António Calha, Polytechnic Institute of Portalegre, PortugalAurora Pestaño, University of San Jose Recoletos (USJR), PhilippinesDaniel Tia, University of Félix Houphouët-Boigny Abidjan, GRATHEL, Cote d’Ivoire (Ivory Coast)Emilio Greco, Sapienza University of Rome, ItalyEnzo Loner, University of Trento, ItalyGülsüm Depeli, Hacettepe University, TurkeyIoannis Makris, High School of Pedagogical and Technical Education, GreeceIvan Lenard, Elementary school Ladimirevci, CroatiaJehu Onyekwere Nnaji, University of Naples II,Italy and Globe Visions Network Italy, ItalyJesster Pasule Eduardo, Nueva Ecija University of Science and Technology, PhilippinesJulia M. Mack, Gannon University, USAK.O. Aramide, The Polytechnic Ibadan, NigeriaKatja Eman, Univerza v Mariboru, SloveniaMd. Nasir Uddin, Prime Minister’s Office, BangladeshMei-Ling Lin, National Open University, TaiwanNAZIAH ABD. KADIR, Universiti Selangor, MalaysiaPeriyasami Anbarasan, Indian Institute of technology Delhi, IndiaQingzhi Huan, Peking University, ChinaRachita Shrivastava Roy, Department of Higher Education,Chhatisgarh-India, IndiaSusheelabai Srinivasa, University of Texas Rio Grande Valley, United StatesWahyu Nugroho, Sahid University of Jakarta, IndonesiaXian-Liang Tian, Zhongnan University of Economics and Law, ChinaYanzhe Zhang, Jilin University, China, China/Australia James YoungEditorial AssistantOn behalf of,The Editorial Board of International Journal of Social Science StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://ijsss.redfame.com

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Irvine, Helen, and Christine Ryan. "The financial health of Australian universities: policy implications in a changing environment." Accounting, Auditing & Accountability Journal 32, no. 5 (June 17, 2019): 1500–1531. http://dx.doi.org/10.1108/aaaj-03-2018-3391.

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Purpose In the context of the Australian Government’s attempts to impose budget austerity measures on publicly funded universities in its higher education sector, the purpose of this paper is to assess the sector’s financial health. Design/methodology/approach The multi-dimensional study is based on seven years of government financial data from all 39 publicly funded Australian universities, supplemented by information from universities’ annual reports. Using a financial health model that reflects vulnerability, viability and resilience, the authors examine sector data using a suite of metrics. The authors analyse differences between those universities in the Top 10 and Bottom 10 by revenue, as a window into the financial health of the sector at large. Findings While mostly financially viable, the sector shows signs of financial vulnerability, particularly in the areas of expense control and financial sustainability. Possibly in response to an uncertain funding environment, universities are managing long-term liquidity by growing reserves. Debt represents largely untapped potential for universities, while differences between the Top 10 and Bottom 10 universities were most evident in the area of revenue diversity, a strong predictor of financial viability. Research limitations/implications Focussing on a specific set of financial metrics limits the scope of the study, but highlights further research possibilities. These include more detailed statistical analysis of data, financial case studies of individual universities and the implications of revenue diversification on academic standards. Originality/value The paper contributes to higher education literature, providing empirical evidence of universities’ finances. It highlights the importance of universities’ financial resilience in an uncertain funding environment.

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Bajada, Christopher, Walter Jarvis, Rowan Trayler, and Anh Tuan Bui. "Threshold concepts in business school curriculum – a pedagogy for public trust." Education + Training 58, no. 5 (June 13, 2016): 540–63. http://dx.doi.org/10.1108/et-04-2016-0064.

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Purpose – The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum. Design/methodology/approach – A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject. Findings – Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects. Research limitations/implications – Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing. Practical implications – The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications. Originality/value – Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.

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Wang, Liangliang, Mingfang Fan, and Feng Zhang. "Integrated Centripetal Forces: A Study on the Benefits that Australian Learning and Teaching Centers (LTCs) will Contribute to the Development of Double First-rate Universities in China." Asian Social Science 13, no. 9 (August 24, 2017): 1. http://dx.doi.org/10.5539/ass.v13n9p1.

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An investigation of eight university-based Learning and Teaching Centers (LTCs) at Australian top-tier universities could provide benefits for the development of China’s Double First-rate universities. This paper contributes to our understanding of integrated centripetal forces in four ways. Firstly, we describe integrated organizational centripetal force. Then, we examine integrated staff centripetal force, which imply that LTCs regard teacher education as dynamic, sustainable processes providing enriched teaching and professional developmental resources. Next, LTCs facilitate the integrated discipline centripetal force that reveals the required technical guidance and identification of academic leaders. Finally, we realize the integrated centripetal force of the quality of education resulting from the development of high-quality learning environments for student engagement and scientific evaluation, and feedback from lecturers’ teaching. Therefore, the experience from LTCs can promote the organization and construction of Double First-rate universities, letting teachers respond to students’ changing in suitable ways, benefiting academic’s centripetal force of self-improvement, producing the centripetal force that benefits both the teacher and the discipline. Eventually, LTCs could fundamentally integrate all stakeholders’ centripetal forces in promoting first-class disciplines and first-class universities in China’s higher education.

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Forbes-Mewett, Helen, and Allegra Clare Schermuly. "International students and crime: the influence of cultural, socioeconomic and mental health factors." Journal of Criminological Research, Policy and Practice 8, no. 1 (February 8, 2022): 75–88. http://dx.doi.org/10.1108/jcrpp-09-2021-0056.

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Purpose This paper aims to show that international students may become victims and/or perpetrators of crime. This paper uses interview data to examine the social influences contributing to these incidences. Design/methodology/approach A qualitative approach using data from in-depth interviews with key informers and international students across Australia, the USA and the UK underpins this study. Findings The results show that the interviewees generally believed that international students were not commonly perpetrators of crime. Cultural, socioeconomic and mental health factors contributed to circumstances that involved international students as perpetrators of crime. Practical implications The practical implications of this paper are a need for the host country to provide a greater level of information about laws and local customs; need for international students need to have adequate finances; a need for international students to be made aware of the illegal practices of others, including those who belong to their national group; and a for greater awareness and support of the stresses associated with undertaking higher education in a foreign country. Originality/value Based on primary qualitative data, this paper presents an original study about crime that looks beyond the common perception that international students are always victims. This paper focusses on the often-overlooked topic of international students as perpetrators of crime and the social influences that often underpin the circumstances.

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Dawkins, John S. "Higher Education in Australia." Higher Education Policy 1, no. 2 (July 1988): 46–48. http://dx.doi.org/10.1057/hep.1988.32.

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Yogeshwaran, Gayathri, B. A. K. S. Perera, and M. R. Mahendrini Fernando Ariyachandra. "Competencies expected of graduate quantity surveyors working in developing countries." Journal of Financial Management of Property and Construction 23, no. 2 (August 6, 2018): 202–20. http://dx.doi.org/10.1108/jfmpc-06-2017-0019.

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PurposeQuantity surveying education in Sri Lanka (SL) presently does not appear to be catering to the industry needs indicating that it may not be up to the expected standard. Hence, the purpose of this study is to identify the gap between the competencies of graduate quantity surveyors (QSs) and the competencies that industry in SL expects from them.Design/methodology/approachA hybrid approach was used, consisting of desk reviews, expert interviews and a questionnaire survey. A comparative analysis identifying differences between two competency levels was carried out.FindingsAnalysis reveals that competencies of graduate QSs in areas of cost planning, strategic planning, risk management, value management, life cycle cost analysis, sustainability, surveying and levelling, research and development, building surveying and business management are at levels higher than industry needs. However, majority of competencies are at levels lower than industry expectations.Research limitations/implicationsThis research was focused only on competencies of QSs who have successfully completed a quantity surveying degree programme accredited by Institute of QSs SL, Royal Institution of Chartered Surveyors, Australian Institute of QSs and Pacific Association of QSs. It excluded non-graduates’ competencies as they gain competencies only through work experience.Practical implicationsThis study revealed the need for designing quantity surveying degree programmes to cater to industry needs to ensure that graduates from these programmes are acceptable to the industry.Originality/valueThis study made an original contribution to knowledge by identifying the gap that currently exists between industry needs and programme outcomes of quantity surveying degree programmes, which could be invaluable when improving quantity surveying education in SL.

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Shah, Mahsood, and Chenicheri Sid Nair. "International higher education in Australia." Perspectives: Policy and Practice in Higher Education 15, no. 4 (October 2011): 129–31. http://dx.doi.org/10.1080/13603108.2011.597888.

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Stone, Diana L. "Private higher education in Australia." Higher Education 20, no. 2 (September 1990): 143–59. http://dx.doi.org/10.1007/bf00143698.

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Williams, Belinda, Sumit Lodhia, Mitali Panchal Arora, and Lisa McManus. "The institutional change in the role of the public sector accountant in facilitating accountability: a longitudinal study of Australian local councils." Managerial Auditing Journal 36, no. 2 (February 22, 2021): 314–33. http://dx.doi.org/10.1108/maj-02-2020-2558.

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Purpose With an increased focus on the need for higher levels of accountability and transparency in the public sector, this study aims to provide insights into non-financial reporting (NFR) practices as a mechanism in facilitating accountability. This study also aims to investigate the changing role of the public sector accountant in this process, specifically focusing on the Australian local government sector. Design/methodology/approach The authors used a mail survey across two time periods, 2009 and 2017, to analyse the role of accountants in NFR practices. Institutional theory provides a theoretical framing for the study. Findings The findings reveal an increase in the use of accountants across time in the preparation of voluntary information, being used in a variety of roles because of their financial abilities and analytical skills. The results also indicate a shift has occurred with more emphasis being placed on cross-departmental approaches to NFP incorporating the accountant. These results suggest a greater recognition of the role of accountants in NFR and a dilution of accountant’s boundaries in relation to their existing traditional focus. Research limitations/implications This study contributes to the academic NFR literature by providing evidence of an institutional shift that is occurring with the accountant’s role widening to a broader context beyond their traditional roles. Practical implications This longitudinal study provides practical evidence to management of the potential offered by accountants as the public sector seeks to achieve higher levels of accountability and transparency. Policy implications also arise in relation to the need for development of quality assurance guidelines and further education and training as the public sector embarks on the journey of NFR. Originality/value To the best of the authors’ knowledge, this study is the first that has explored the evolution of NFR over a period of time through its focus on the role of accountants.

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Wallace, Thomas P. "Public Higher Education Finance." Change: The Magazine of Higher Learning 25, no. 4 (August 1993): 56–63. http://dx.doi.org/10.1080/00091383.1993.9939891.

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Wexler, Geoff. "Higher Education in Orthodontics in Australia." British Journal of Orthodontics 19, no. 4 (November 1992): 343–44. http://dx.doi.org/10.1179/bjo.19.4.343.

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Simon, David S. "Accounting in higher education in Australia." Accounting Education 1, no. 2 (June 1992): 133–36. http://dx.doi.org/10.1080/09639289200000023.

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Gibson, Chris. "Geography in Higher Education in Australia." Journal of Geography in Higher Education 31, no. 1 (January 2007): 97–119. http://dx.doi.org/10.1080/03098260601033050.

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Meek, V. Lynn, and Fiona Q. Wood. "Higher education governance and management: Australia." Higher Education Policy 11, no. 2-3 (June 1998): 165–81. http://dx.doi.org/10.1016/s0952-8733(98)00005-1.

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Standish, Peter E. M. "ACCOUNTING EDUCATION IN AUSTRALIA: 1982-83." Accounting & Finance 23, no. 2 (February 25, 2009): 1–30. http://dx.doi.org/10.1111/j.1467-629x.1983.tb00040.x.

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Pulla, Venkat Rao, and Kalpana Goel. "Globalisation: Rethinking Development in the Context of the Pandemic." Space and Culture, India 10, no. 3 (November 28, 2022): 134–42. http://dx.doi.org/10.20896/saci.v10i3.1268.

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The stark reality of human existence with a predictable 90 per cent of most reported cases emerging from these showcases of development, urbanisation, and industrialisation — our cities and towns tell us something that we cannot ignore. The cities took the brunt and revelled as the epicentres of the pandemic and a public health disaster, with the lockdowns remaining prolonged, severe, and even punitive in many cities of the world. We discuss here, the impacts of unprecedented crisis as we continue to rely on a globalised economy, and gaze at the helplessness with which the state handles our lives and appears to compromise our destinies through in a market full of uneven players. COVID-19 first hit the global power centres, the developed nations, and the business capitals in developing countries. Excited holidaymakers cruising passenger returnees from Ruby Princess began infecting others and those others infected capital cities like Sydney and Melbourne, Australia. It is intriguing and highly disturbing that how responsibility for a disease that travelled across borders with passports and through commercial airlines came to be laid at the poor of Mumbai’s slums or Brazil’s favelas. It is really the well-off and the powerful who seem to rule the roost in cities. The density of populations in urban habitats and the intensity of local and global interconnectivity have made these urban habitats clearly more vulnerable to the spread of the virus. Be it the social housing that is vertical for low-income earners in Melbourne or the urban sprawls of Dharavi, Mumbai; evidence suggests that density per se correlated to higher virus transmission.

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Weidman, John C. "Diversifying Finance of Higher Education." education policy analysis archives 3 (February 24, 1995): 5. http://dx.doi.org/10.14507/epaa.v3n5.1995.

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In countries throughout the world, there are increasing pressures to reduce the government share of costs for goods and services with high payoffs to individuals so that the limited available public funds can be used for other needs. This paper suggests several strategies for reducing government expenditures on higher education, including direct cost recovery, grants from and contracts with external agencies, income-producing enterprises, private contributions, and expansion of the private sector. Policy implications and examples (e.g., student access and financial aid, tax status of revenues from enterprises, deferred cost recovery) are presented for both developing and developed countries.

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Woodhouse, David, and Terry Stokes. "Australia: Evaluation and Quality in Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 18–31. http://dx.doi.org/10.2304/rcie.2010.5.1.18.

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Shah, Mahsood, Hai Yen Vu, and Sue-Ann Stanford. "Trends in private higher education in Australia." Perspectives: Policy and Practice in Higher Education 23, no. 1 (September 24, 2018): 5–11. http://dx.doi.org/10.1080/13603108.2018.1521348.

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Hayden, Martin, and Peter Carpenter. "From school to higher education in Australia." Higher Education 20, no. 2 (September 1990): 175–96. http://dx.doi.org/10.1007/bf00143700.

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Page, Brian. "Higher education finance: Demystifying the figures." Perspectives: Policy and Practice in Higher Education 2, no. 1 (March 1998): 15–18. http://dx.doi.org/10.1080/713847910.

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Borck, R., and M. Wimbersky. "Political economics of higher education finance." Oxford Economic Papers 66, no. 1 (November 24, 2012): 115–39. http://dx.doi.org/10.1093/oep/gps042.

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Page, Brian. "Higher education finance: demystifying the figures." Perspectives 2, no. 1 (March 1, 1998): 15–18. http://dx.doi.org/10.1080/13603109882289.

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Dearden, Lorraine, Alissa Goodman, and Gill Wyness. "Higher Education Finance in the UK*." Fiscal Studies 33, no. 1 (March 2012): 73–105. http://dx.doi.org/10.1111/j.1475-5890.2012.00153.x.

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Brinkman, Paul T., and Anthony W. Morgan. "The future of higher education finance." New Directions for Institutional Research 1995, no. 85 (1995): 9–19. http://dx.doi.org/10.1002/ir.37019958503.

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Doan, Minh Phuong, Chien-Ting Lin, and Michael Chng. "Higher moments and beta asymmetry: evidence from Australia." Accounting & Finance 54, no. 3 (May 17, 2013): 779–807. http://dx.doi.org/10.1111/acfi.12022.

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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.

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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

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Sugahara, Satoshi, and Kim Watty. "Global convergence of accounting education." Asian Review of Accounting 24, no. 3 (September 12, 2016): 254–73. http://dx.doi.org/10.1108/ara-01-2014-0009.

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Purpose The purpose of this paper is to investigate the overall perceptions of accounting academics from Japan and Australia about global convergence of accounting education; and their beliefs about the contextual factors affecting the goal of global convergence. Design/methodology/approach The sample of this research was collected via a questionnaire-based survey of accounting academics who were teaching at the undergraduate and postgraduate level in tertiary institutes in Japan and Australia. This study adapted the questionnaire originally used by Sugahara (2013) to extend the survey of accounting academics in Japan, to accounting academics in Australia. The questionnaire administered in this research asked their overall perceptions regarding the convergence of accounting education and associated contextual factors. Findings Findings reveal some similarities and differences across contextual factors that influence academic perceptions about global convergence. Further the authors identify a link between academic position and respondent views of global convergence. Originality/value The findings of this cross-country study provide insights for the International Accounting Education Standards Boards (IAESB) about the views of a key stakeholder group, accounting academics. Further the authors recommend the development of a communications strategy that targets accounting academics, and better explains the work of the IAESB and the intended value of global convergence using IES.

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Baglow, Len, and Susan Gair. "Australian social work students: Balancing tertiary studies, paid work and poverty." Journal of Social Work 19, no. 2 (February 28, 2018): 276–95. http://dx.doi.org/10.1177/1468017318760776.

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Summary It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications The purpose of this study was to illuminate social work students’ complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.

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Journal articles on the topic 'Education, Higher Australia Finance'

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