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Academic literature on the topic 'Universities and colleges Australia Finance'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Universities and colleges Australia Finance"

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Kent, P. F., and G. H. Linnegar. "Integrating Computers into Accounting Education: A Survey of Australian Universities and Colleges." Accounting & Finance 28, no. 2 (November 1988): 81–91. http://dx.doi.org/10.1111/j.1467-629x.1988.tb00149.x.

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Xing Lu. "Research on the problems and countermeasures of university budget performance management under the background of "Double First Class"." GSC Advanced Research and Reviews 13, no. 2 (November 30, 2022): 286–89. http://dx.doi.org/10.30574/gscarr.2022.13.2.0324.

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The Outline of the National Medium- and Long-term Education Reform and Development Plan (2010-2020) clearly points out that "colleges and universities should speed up the construction of first-class universities and disciplines, improve the management mode, introduce competition mechanism, implement performance evaluation, and conduct dynamic management". Therefore, under the background of China's development strategy of "building a powerful country in education" and the promotion of colleges and universities to speed up the construction of double first-class, the introduction of budget performance management in colleges and universities will promote the better and faster development of colleges and universities, provide better teaching services, cultivate more outstanding talents, and further accelerate the connotation development of colleges and universities. Based on the analysis of the problems and causes in the budget performance management of colleges and universities in China at the present stage, this paper discusses the specific countermeasures for colleges and universities to improve their budget performance management level under the national comprehensive budget performance management system from the aspects of capital management requirements, budget resource allocation, and the application of budget performance evaluation results.
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Jiang, Meijuan. "Research on Influencing Factors and Early Warning of University Finance Based on Decision Tree Model." Mobile Information Systems 2022 (April 19, 2022): 1–9. http://dx.doi.org/10.1155/2022/5490758.

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The level and quality of financial management work are directly related to the progress of the work of the university in all aspects, and it is related to the normal operation of the overall mechanism of the university. With the fast development of Chinese universities, the Chinese government has increasingly relaxed its laws, allowing universities to exercise greater autonomy. However, there are many issues in financial management. Therefore, it is critical to solve the problems in the financial management of universities. In this study, the financial survey data of 56 colleges and universities are collected and, based on the detailed analysis of the development and financial situation of these colleges and universities, we summarize and analyze the financial situation of these colleges and universities. Moreover, a decision tree-based early warning system is constructed for early prediction of financial risk of colleges and universities. Finally, in light of the highlighted elements affecting college and university financial management, appropriate countermeasures and solutions are offered from both an external and internal perspective.
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Smith, Janet Kiholm, and Richard L. Smith. "Socially Responsible Investing by Universities and Colleges." Financial Management 45, no. 4 (April 29, 2016): 877–922. http://dx.doi.org/10.1111/fima.12125.

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Silsbury, Elizabeth. "Tertiary Music Education in Australia." British Journal of Music Education 5, no. 2 (July 1988): 173–80. http://dx.doi.org/10.1017/s0265051700006513.

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During the Whitlam years, tertiary education burgeoned in Australia. Colleges of Advanced Education, most of them transformed Teachers' Colleges and unconvinced that their coaches would not turn out to be pumpkins after all, sprang up and/or expanded in city and country districts in all states. A national study carried out in 1977 showed that tertiary music and music education was everywhere healthy and in some places flourishing. In 1980 the Razor Gang went on a surgical rampage, perpetrating amalgamations in the name of economy on the GAEs, and forcing many of them into alliances as unwieldy as they were unholy. In 1987 a national review involving universities as well as GAEs was launched.Elizabeth Silsbury's article traces those changes, describes their effect on music and takes a punt on what might happen when the dust settles for the third time in less than 20 years.
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Wang, Qianyi. "Research on University Financial Accounting Management System Based on Big Data and Blockchain Data Fusion." Wireless Communications and Mobile Computing 2022 (September 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/4118075.

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The majority of traditional finance management in colleges and universities is manual. This backward management mode brings a lot of inconvenience to financial processing. An essential concern in the daily financial administration of colleges and universities is how to efficiently gather, handle, and evaluate this important financial information and apply this beneficial knowledge to the daily management of colleges and universities. College and university finance administration has become increasingly complex due to the rapid growth of these institutions. The standard financial accounting management system is far from adequate for the daily needs of colleges and universities as their size grows. As a result, a new financial accounting management system for universities is being developed based on the combination of big data and blockchain data. The embedded processor, DDR2 memory chip, network interface, and USB interface are all designed by the hardware section. The software element examines the needs of university financial accounting management before designing a model based on big data and blockchain integration for university financial accounting management. Finally, the financial accounting management function module and database are designed and tested. The experimental results show that the designed financial accounting management system can effectively carry out financial management, has good performance, and has certain application value.
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Qin, Huan Chang. "Financial Management System Design of Guangxi Colleges and Universities." Advanced Materials Research 1044-1045 (October 2014): 1745–48. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1745.

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With the rapid development of information technology, improvements on financial management system in colleges and universities are required. Based on analyzing the characteristics of the financial management system in Guangxi colleges and universities, the work optimized the procedure of financial management. With financial processing module as the core, 8 subsystem modules are designed including student finance subsystem, wages management subsystem, to achieve intelligent financial management.Funded project: 12th 5-year plan of Guangxi science of education, one of the research findings in the special issue “Research on the Establishment of Financial Management System in Colleges and Universities” (Grant No. 2013ZCW022) of 2013 Guangxi educational financial management research.
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Peng, Xiaojie, Jun Liu, Xianwei Meng, and Jianxiang Zhang. "Analyzing the Design and Promotion of Ideological and Political Content in Online Finance and Economics Courses." Journal of Contemporary Educational Research 6, no. 7 (July 27, 2022): 31–35. http://dx.doi.org/10.26689/jcer.v6i7.4126.

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In the context of the new media age, the emergence and development of finance and economics courses along with online course resources have greatly enriched the presentation of teaching resources in colleges and universities. However, subjected to the flawed design and poor promotion of ideological and political contents, which are less popular, online finance and economics courses often do not reflect the meaning well or maximize the application of the courses’ ideological and political reform. This paper explores the dilemma and reasons for the promotion of the courses’ ideological and political content, in hope to provide suggestions for the design and promotion of ideological and political content in online finance and economics courses in colleges and universities.
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Zhang, S. H. "Methods to Control Financing Risks in Colleges and Universities." Key Engineering Materials 426-427 (January 2010): 507–10. http://dx.doi.org/10.4028/www.scientific.net/kem.426-427.507.

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With the great development of higher education and more and more autonomy in college running, the financing risks in college finance management have become increasingly foregrounding in China. Under such a new situation and condition, it is necessary to strengthen research and practice of the risk control of college financial affairs management so as to accelerate the sustained development of various tasks in Chinese colleges and universities.
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Liu, Lu. "Evaluation Method of Financial Accounting Quality in Colleges and Universities Based on Dynamic Neuron Model." Computational Intelligence and Neuroscience 2022 (April 21, 2022): 1–11. http://dx.doi.org/10.1155/2022/8520576.

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With the deepening of reform and opening up, great changes have taken place in the university financial management system. The role of financial analysis in university activities is becoming more and more obvious. In the new environment, especially in university financial reporting, we must establish effective reasonable and scientific financial analysis index system and quality evaluation team. In order to reflect the financial situation of colleges and universities, the university financial analysis indicators in this field have important theoretical and practical significance, such as finance, budget implementation, effective utilization of funds, risk prevention, and the formulation and application of such indicators. The financial management level of colleges and universities is improved, and the scientific development of colleges and universities is promoted. In this paper, we introduce the dynamic model of neurons, design a learning algorithm, and apply it to the quality evaluation of financial reports in colleges and universities. Through this research, a single-layer feedback network capable of fast learning and learning is established. This is not only helpful for universities to evaluate the quality of financial accounting business. However, enriching the significance of financial management in higher education has theoretical value.
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Dissertations / Theses on the topic "Universities and colleges Australia Finance"

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Cargill, Barbara J. "Models of organizational and managerial capability for the entrepreneurial university in Australia." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070423.094131/index.html.

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Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.

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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
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Mills, Campbell Dawn. "Exploratory Inquiry| Fundraising at Historically Black Colleges and Universities to Reduce Resource Dependence." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638454.

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Resource dependence has been evidenced among private HBCUs that obtain as much as 90% of operating revenue from tuition and fees. Without alternative funding strategies in place, small declines in enrollment can lead to a major budget crisis. The basic premise of this exploratory inquiry was that fundraising represents an opportunity that has been successfully utilized by many large, predominantly White institutions, but ineffectively by most private HBCUs. Focusing on five private HBCUs in the southeastern United States, this exploratory study investigated the challenges development and fundraising leaders from these institutions have experienced and strategies they have implemented to mitigate these challenges. Three themes emerged from the interviews with the five fundraising leaders: (a) lack of access to wealth, (b) understaffing with inadequate stewardship, and (c) church resource dependence. What was evident from the findings was the usefulness of fundraising dollars in helping the institutions meet critical needs, such as keeping student tuition affordable, providing students with scholarships to fill in gaps between the financial aid they receive and the cost of tuition and fees, and conducting much-needed campus maintenance and repairs. However, though the institutions made strides toward measured fundraising successes, the results revealed that these private tuition-dependent HBCUs were still challenged with securing funds above and beyond the basic fiscal needs of the day-to-day operation of the institutions. In short, the identified fundraising successes paled in comparison to the fundraising successes of many large, predominately White institutions and equated to little more than crisis fundraising typical among HBCUs.

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Hill, John Orford. "Scientific literacy and the reform of science education in Australia a chemistry perspective /." Connect to this title online, 2006. http://eprints.unimelb.edu.au/archive/00001298/.

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Lightfoot, Connie Dae Hall. "Ratio analysis : a model for private liberal arts colleges and universities." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897470.

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Ratio analysis is a financial analysis technique used by the corporate sector and public colleges and universities. Private colleges and universities have been largely unsuccessful utilizing this technique because of the varied accounting techniques used by the private institutions. This study attempted a different technique. The controllers of five institutions were asked to meet and agree on definitions of categories necessary for completing ratio analysis.Ratios are useful as a tool for monitoring financial changes over time within one institution, comparing similar institutions one with another and evaluating institutions in better financial condition for use as goal ratios.The resultant model consisted of a data dictionary which contained the definitions the controllers had created and iteratively refined, a data spreadsheet which contained the numbers over a five year period matching the definitions, and a ratio spreadsheet which presented the 58 ratios for each institution over a five year period. The controllers, acting as an expert panel for the study, believed the results to be reliable because of their level of involvement in setting the definitions and supplying the numbers. Average ratios were also calculated using the data from all five institutions over all five years. All resulting spreadsheets are contained in their entirety in the dissertation.
Department of Educational Leadership
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Orford, Hill John. "Scientific literacy and the reform of science education in Australia : a chemistry perspective /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001298.

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BALTES, PAULA CHOATE. "TOWARD A THEORY OF RETRENCHMENT IN HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187924.

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This study was directed toward building a theory of retrenchment. To understand better institutional behavior during decline, it seemed pertinent to determine whether a patterned sequence of institutional responses to fiscal stress existed. Previous studies suggested a pattern of responses but had not analyzed those actions over a long period of time. This study examined the responses, over a ten-year period, of twenty-three, four-year colleges and universities that were observed in A Report on the Financial Conditions Project (1981) by the American Council on Education and the National Association of College and University Business Officers. Data collection centered around five response categories--operations, programs, faculty and incentives, policy development, and severe responses. Analysis was a two-phase process: secondary analysis of the ACE/NACUBO report provided data for FYs 1975-78, and analysis of questionnaire results revealed institutional responses during FYs 1979-81 and 1982-84. Institutions were grouped by enrollment experience. It was hypothesized that more political, less reactive measures would be used in the early stages of stress, but that more reactive, traditionally rational actions would become commonplace and more acceptable once the need for change was apparent. In the aggregate, the study found a pattern of responses: More political operational and programmatic responses preceded the more traditionally rational responses. With time, rational actions associated with policy development and the faculty and incentives category increased. The severe responses, though small in number, were confined to the declining institutions. Disaggregated data showed that institutional behavior was individualistic. Contrary to what was anticipated, more rational decisions frequently were not associated with decline; growing/stable institutions often were more responsive than declining ones. The study found that, since 1978, faculty participation in planning and implementation of retrenchment strategies increased; such responses likely attempt to make the change more agreeable. Contrary to the literature, respondents indicated that innovative activity increased as the result of fiscal stress, and that faculty morale improved. Furthermore, there is an apparent relationship between decline and the appointment of new presidents.
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Kendal, Stephen Leslie, and n/a. "THE IMPLEMENTATION OF PUBLIC POLICY. UNIVERSITY AMALGAMATIONS IN AUSTRALIA IN THE 1980s AND 1990s." University of Canberra. Business and Government, 2006. http://erl.canberra.edu.au./public/adt-AUC20071005.123202.

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This thesis considers the adequacy of existing theories of implementation of tertiary education policy, in relation to university amalgamations in the 1980s and 1990s in Australia. In particular the thesis examines the difficulties of mergers attempted in the case of Monash University (a successful amalgamation), the University of New England (a partially successful amalgamation), and the Australian National University (an amalgamation which never took place). The thesis argues that the best available model of policy implementation in the tertiary education sector is that set out by Cerych and Sabatier (1986), and that even this is less than adequate through its omission of several relevant factors, notably the factor of leadership. The thesis accordingly presents a modification of the Cerych and Sabatier (1986) model as well as suggestions for inclusion of factors omitted in the broader implementation literature.
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Cooper, Trudi. "Quality management in Australian higher education : A critical review." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/842.

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Quality management in higher education is a politically contentious issue in Australia. as it is in North America, New Zealand, and many European countries. The Australian government has instituted a quality management system for higher education that it claims will improve university efficiency, accountability and quality. Critics assert that the current quality management system is detrimental to universities and undermines the capability of universities to deliver maximal benefits to individuals and to society. Evaluation of the basis of conflicting claims is necessary to enable decisions about the usefulness of current practices and decisions about whether existing quality management arrangements should be retained, modified and developed, or replaced, or, abolished.
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Gunasekara, Chrys. "The role of universities in the development of regional innovation systems in Australia /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17678.pdf.

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Books on the topic "Universities and colleges Australia Finance"

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Marginson, Simon. The enterprise university: Power, governance, strategy, and reinvention in Australia. Cambridge: Cambridge University Press, 2000.

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Australia. Parliament. Senate. Employment, Workplace Relations, Small Business and Education References Committee. Universities in crisis: Report into the capacity of public universities to meet Australia's higher education needs. Canberra: The Senate, 2001.

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Fazio, Teresa De. Studying in Australia: A guide for international students. St. Leonards, NSW: Allen & Unwin, 1999.

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Williams, B. R. The prospects for universities in Australia. Bundoora, Vic., Australia: Seminar on the Sociology of Culture, La Trobe University, 1989.

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Lewis, Steve. A guide to universities in Australia. Melbourne, VIC: Education Library, 1990.

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Rampersad, David. Recent proposals for funding colleges and universities. Toronto: Ontario Legislative Library, Research and Information Services, 1999.

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1949-, Priest Douglas M., and St John Edward P, eds. Privatization and public universities. Bloomington: Indiana University Press, 2006.

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Halstead, D. Kent. Rich colleges, poor colleges. Washington, DC: Research Associates of Washington, 1995.

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Leading the campaign: Advancing colleges and universities. Lanham: Rowman & Littlefield, 2010.

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Herbst, Marcel. Financing public universities: The case of performance funding. Dordrecht: Springer, 2009.

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Book chapters on the topic "Universities and colleges Australia Finance"

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"The Financing of Public Colleges and Universities in the United States." In Handbook of Research in Education Finance and Policy, 673–92. Routledge, 2012. http://dx.doi.org/10.4324/9780203961063-49.

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Boland, William Casey. "The Impact of Performance-Based Funding on Historically Black Colleges and Universities." In Learning and Performance Assessment, 1370–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch063.

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More than half of the states in the U.S. fund public colleges and universities, based in part on those institutions meeting performance metrics. Given increasing political and public interest in accountability for public resources, it is likely more states will adopt incentive-based finance policies for postsecondary education. This chapter explores how performance-based funding has affected HBCUs in six states. It situates this analysis in the political context that foments and sustains interest in this finance mechanism. Through descriptive statistical analysis of HBCU achievement on key performance funding measures and interview responses with HBCU and higher education representatives, this chapter offers a more nuanced and comprehensive analysis of the outcomes of performance funding as it is applied to HBCUs.
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Geiger, Roger L. "Finance and Function: Voluntary Support and Diversity in American Private Higher Education." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0018.

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A revolution has taken place in the past generation in American assumptions about higher education: It has virtually become a universally accepted responsibility of government to make it possible for all qualified students to attend college. This shift in opinion has been translated quite tangibly into the bricks and mortar of greatly expanded state and municipal university systems, as well as an extensive network of local community colleges. As a result, the 50% of student enrollments that the public sector claimed in 1950 has grown to nearly 78% in 1985. By the somewhat artificial measure of “market share,” the private sector would seem to have lost more than half of its clientele. In the more meaningful measure of actual students, however, private colleges and universities have more than doubled their enrollments during this period. In fact, during the latter part of the 1970s the private sector added more students than did its much larger public counterpart. The private sector clearly still plays a vital role in our system of higher education. But just what might that be? This simple question admits of no simple answer. More than 1500 private colleges and universities cater to students of widely differing ages, aspirations, and abilities. They offer some 300 bachelor’s degrees, not to mention additional programs on the graduate-professional level. From another angle, one might note that public higher education is a responsibility of the states. Thus, there are actually fifty public sectors in this country, each of which (save that of Wyoming) is complemented by an array of private institutions. Not all of these state private sectors are terribly different from those of neighboring states; but regional contrasts are nevertheless stark between, for example, states where private higher education has evolved alongside large and prestigious state universities and those eastern states where private schools have long been predominant. The functions of private higher education in the United States are obviously complex.
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"Historical Interplay of Funding and Finance in U.S. Higher Education." In Partnership Motives and Ethics in Corporate Investment in Higher Education, 56–103. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4519-5.ch002.

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This chapter provides an historical portrait of the complex and emergent journey of U.S. higher education with an emphasis on funding and fiscal dynamics. Topics explore the various time periods that have shaped higher education and financial means through state and federal governments, philanthropic donations, and the integration of business and corporate partnerships. The role(s) and goal(s) of the academy have evolved over time as the country expanded and business practices emerged. However, there is no centralized plan for the development or maintenance of U.S. higher education. This chapter traces the rise of higher education, the growth of business and industry, and the shift of governmental oversight and wherewithal. This interplay of funding and finance includes the role of business revenue in the initiation, maintenance, and growth of universities and colleges.
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"To strengthen the construction of college finance informationization, and raise the level of financial management in colleges and universities." In Education Management and Management Science, 33–36. CRC Press, 2015. http://dx.doi.org/10.1201/b18636-6.

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Olcott, Don. "Beyond the Boundaries." In Global Challenges and Perspectives in Blended and Distance Learning, 36–54. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch003.

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The rapid increase in internationalism and borderless higher education by public and for-profit universities is changing the face of the global higher education landscape. Today, universities have more opportunities for serving campus-based international students and extending their programs and research on the international stage. Students also have more choices than ever before in navigating their educational future and are becoming active consumers of global HE. Language, culture, and social norms are as critical as any educational strategies used to build and sustain international partnerships. An understanding, tolerance, and humility about the educational process in other countries is a necessity for building successful partnerships. Borderless higher education is highly complex and involves various risks for colleges and universities and the need to justify foreign ventures or adventures to key stakeholders at home. The “new global regionalism” will accelerate HE competition for students, and the global destination choices for students may drive more students to remain in their region than going to traditional destinations such as the US, UK, and Australia. Universities will function more like businesses, and their foreign partnerships and campus international recruitment will be based on leveraging profitable revenues to supplement their composite educational enterprise. This will be accentuated by reduced government funding and the need to temper continuous tuition and fee increases. Quality assurance agencies will exert greater pressure on universities to maintain accountability, program standards, and alignment with their core mission. University chief executives will need to navigate a range of complex issues before leading their universities into unchartered international waters. Indeed, some universities have no business in the business of borderless higher education. This chapter explores borderless higher education.
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Olcott, Don. "Beyond the Boundaries." In Cross-Cultural Interaction, 1604–22. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch091.

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The rapid increase in internationalism and borderless higher education by public and for-profit universities is changing the face of the global higher education landscape. Today, universities have more opportunities for serving campus-based international students and extending their programs and research on the international stage. Students also have more choices than ever before in navigating their educational future and are becoming active consumers of global HE. Language, culture, and social norms are as critical as any educational strategies used to build and sustain international partnerships. An understanding, tolerance, and humility about the educational process in other countries is a necessity for building successful partnerships. Borderless higher education is highly complex and involves various risks for colleges and universities and the need to justify foreign ventures or adventures to key stakeholders at home. The “new global regionalism” will accelerate HE competition for students, and the global destination choices for students may drive more students to remain in their region than going to traditional destinations such as the US, UK, and Australia. Universities will function more like businesses, and their foreign partnerships and campus international recruitment will be based on leveraging profitable revenues to supplement their composite educational enterprise. This will be accentuated by reduced government funding and the need to temper continuous tuition and fee increases. Quality assurance agencies will exert greater pressure on universities to maintain accountability, program standards, and alignment with their core mission. University chief executives will need to navigate a range of complex issues before leading their universities into unchartered international waters. Indeed, some universities have no business in the business of borderless higher education. This chapter explores borderless higher education.
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James, Estelle. "Cross-Subsidization in Higher Education: Does it Pervert Private Choice and Public Policy?" In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0019.

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During the 1950s and 1960s American higher education underwent a major change in size and structure, with a vast expansion in enrollments and increased emphasis on graduate training and research, relative to undergraduate teaching. This chapter explores the implications of this changing product mix for our understanding of costs, subsidies, financing methods, and decision-making structures in higher education. We ask the following questions: . . . 1. How did universities finance their production of graduate training and research (G and R), which usually do not bring in enough revenues to cover their costs? 2. What differences, if any, were there in the behavior of public and private universities regarding the shift toward G and R? 3. How did this change in product mix affect relative costs in universities versus two- and four-year colleges, which still specialize in undergraduate teaching? 4. What are the implications of this analysis for our understanding of the costs and benefits of education and for future public policy? For example, to what degree do state legislators and private donors control the product mix in higher education and who ultimately gains from the resources they provide?. . . Specifically, I characterize universities as multiproduct nonprofit organizations (NPOs) engaging in the teaching of undergraduates as a profitable activity, in order to subsidize graduate training and research, which are loss-making but yield direct utility to them. Cross-subsidization by NPOs, then, is an alternative to direct government funding of socially beneficial goods such as research, under certain circumstances. With certain differences that we shall note, this characterization applies to public and private institutions, and the term NPO is used for both in this chapter. At private universities, during the 1950s and 1960s, profits were generated mainly by huge tuition increases, made possible by rapidly rising demand, as we shall see below. State universities, too, engaged in cross-subsidization to finance G and R. However, since state universities often do not control or retain tuition revenue, their main device was a decrease in teaching cost per student.
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McArthur, Ian. "Collabor8." In Cases on Globalized and Culturally Appropriate E-Learning, 187–206. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-989-7.ch009.

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The rapid advancement of online communication technologies is reconfiguring the creative industries through globally networked and interdisciplinary modalities of practice. These inescapable shifts are challenging most of our assumptions about the nature of creative processes. Consequently art and design educators are impelled to teach students in ways that mirror contemporary creative processes. This inevitably includes collaboration in online environments. Instigated in 2003, The Collabor8 Project (C8) responds to these conditions by challenging design students from universities and colleges in Australia and China to collaborate online. Recently, C8 has evolved to integrate blended pedagogical strategies that enable stronger collaborative relationships to develop. This chapter provides a comparative analysis of two project iterations conducted during 2008 and 2009. Using data collected through observation, interviews, questionnaires, discussions, and specific research tasks within creative briefs, it identifies, discusses, and offers insights relating to a range of issues encountered in collaborative interactions between very different groups of undergraduate and postgraduate art and design students.
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Woodcock, Leone E., and San Murugesan. "Gender Differences in Ethics Perceptions in Information Technology." In Information Security and Ethics, 3433–41. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-937-3.ch230.

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Greater emphasis is now placed on ethics in information technology (IT) which covers a broad range of issues such as privacy, honesty, trustworthiness, software reliability, data storage, the environment, security breaches, hacking, viruses, and acknowledging the intellectual property of others. Further, legal aspects tend to overlap ethics perceptions. For example, issues such as copying computer programs, music CDs, images, or videos are more than just ethical problems; they also pose legal problems. The ethical dimensions also extend to issues such as computer crime and fraud, information theft, and unauthorized information dissemination. These ethical issues are becoming more complex as continuing advances in IT present many new ethical situations and fresh dilemmas. Developments such as the Internet, electronic commerce, and wireless/mobile communications present a new set of ethical issues and challenge current of codes of ethics, copyright laws, and their authors. In addition, computer users’ ethical standards may also vary from one situation to another (Wikipedia, 2005). What is ethical is subjective, and more so in the areas of IT. Perceptions of ethics in IT vary to a degree from individual to individual. Further, there seems to be significant differences in the perception of ethics among males and females. According to Adam (2000), male and female judgment is most often influenced by their personal values and whether an action is considered legal. Woodcock (2002) conducted a study on ethical perceptions among 405 male and female students from universities, technical colleges, and schools in North-Eastern Australia and found significant differences in some ethical situations between males and females. This article presents common issues and dilemmas that confront IT professionals, students, and the general community. In particular, it presents gender differences in perceptions of ethics and legalities in IT and highlights the different ethical perceptions of male and female students. These insights are particularly significant as the ethical beliefs and perceptions that students have may influence their ethical behaviors during their working careers.
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Conference papers on the topic "Universities and colleges Australia Finance"

1

Wang, Xiaoyu. "Development Path of Finance Major in Colleges and Universities." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.360.

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Bao, Xiufen. "Study on the Transformation of Finance Accountants in Colleges and Universities." In Proceedings of the 2018 3rd International Conference on Education, E-learning and Management Technology (EEMT 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemt-18.2018.101.

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3

Ao, Hehua. "Educational Reform of Aerobics Course in Sports Colleges and Universities." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.1.

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Liu, Chengli, Zhaoshu Wu, and Zongyan Li. "Research on Innovation and Entrepreneurship Education System in Private Finance Colleges and Universities." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.166.

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5

Liu, Yang, Xuemeng Zhang, Xiaoli Wu, Chunyan Qiu, and Juan Sang. "Research on the Construction of Entrepreneurship Education Platform in Finance and Economics Colleges and Universities." In Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icem-18.2019.113.

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Lv, Zhi xue. "Analysis of the Risk from Finance of the New Campus Construction in Colleges and Universities." In 2014 International Conference on Education, Management and Computing Technology (ICEMCT-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemct-14.2014.120.

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Song, Ren, Yu Cao, Zhichao Xu, Yang Li, and Biming Liang. "Exploring the Laboratory Construction in Finance and Economics Colleges and Universities by Adopting Virtual Simulation Technology." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.108.

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Szadziewska, Arleta, Ewa Spigarska, and Arkadiusz Januszewski. "ANALYSIS OF THE CURRICULA AT ECONOMIC COLLEGES AND UNIVERSITIES IN POLAND, IN THE FIELD OF ‘FINANCE AND ACCOUNTING’." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1060.

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9

Lewi, Hanna, and Cameron Logan. "Campus Crisis: Materiality and the Institutional Identity of Australia’s Universities." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4019p8ixw.

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In the current century the extreme or ‘ultra’ position on the university campus has been to argue for its dissolution or abolition. University leaders and campus planners in Australia have mostly been unmoved by that position and ploughed on with expansive capital works campaigns and ambitious reformulations of existing campuses. The pandemic, however, provided ideal conditions for an unplanned but thoroughgoing experiment in operating universities without the need for a campus. Consequently, the extreme prospect of universities after the era of the modern campus now seems more likely than ever. In this paper we raise the question of the dematerialised or fully digital campus, by drawing attention to the traditional dependence of universities on material and architectural identities. We ask, what is the nature of that dependence? And consider how the current uncertainties about the status of buildings and grounds for tertiary education are driving new campus models. Using material monikers to categorise groups of universities is something of a commonplace. There is the American Ivy League, which refers to the ritualised planting of ivy at elite colleges in the late nineteenth and early twentieth centuries. The English have long referred to their “red brick” universities and to a later generation as the “plate glass” universities. In Australia, the older universities developed in the colonial era came to be known as the “sandstones” to distinguish them from the large group of new universities developed in the postwar decades. While some of the latter possess what are commonly called bush campuses. If nothing else, this tendency to categorise places of higher learning by planting and building materials indicates that the identity of institutions is bound up with their materiality. The paper is in two parts. It first sketches out the material history of the Australian university in the twentieth century, before examining an exemplary recent project that reflects some of the architectural and material uncertainties of the present moment in campus development. This prompts a series of reflections on the problem of institutional trust and brand value in a possible future without buildings.
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Liu, Luhao, Yifan Cui, and Tao Guo. "Theory Review, Implementation Principle and Development Strategy of China’s “Entrepreneurship and Innovation” Education: Taking Finance and Economics Colleges and Universities as an Example*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.241.

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