Статті в журналах: "Education, Higher Australia"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

Butler-Henderson, Kerryn, Alisa Percy, and Jo-Anne Kelder. "Editorial 18:3 Celebrating women in higher education on International Women’s Day." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 2–5. http://dx.doi.org/10.53761/1.18.3.1.

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We have timed publishing our first standard issue of the year to coincide with International Woman’s Day, 8 March 2021 to celebrate the contribution women have made to higher education. The first woman documented as teaching in a university was more than 800 years ago, and yet it is only the last century that the number of female academics has started to increase (Whaley, 2011). In Australia, the first university was established in 1851, yet it would be another 32 years until Julia Guerin graduated in 1883 from the University of Melbourne with a Bachelor of Arts (Hons) in 1883 (Women's Museum of Australia, 2020). And another 10 years when Leonora Little graduated from Melbourne University with a Bachelor of Science in 1983. Despite these accomplishments in the late 19th century, it was not until 1959 when the first woman, Dorothy Hill, was awarded a Chair appointment (Chair of Geology) in an Australian university, and nearly a century before Australia has its first female Vice Chancellor, when Dianne Yerbury became the Vice-Chancellor of Macquarie University in 1987, a position she held for twenty years. Australia’s higher education history tells a clear story of the slow integration of women in higher education, particularly within the STEM fields. For example, Little graduated in 1893 with a Bachelor of Science, but it was 1928 before the first female Lecturer in Mathematics, Ethel Raybould was appointed, and another 36 years before Hanna Neumann became the first female Professor of Pure Mathematics in 1964. It was just over 60 years ago that Margaret Williams-Weir was the first female Indigenous Australian to graduate with a university qualification in 1959. Female Indigenous Australians remain under-represented in the Australian university graduate population. The current situation for Australian higher education still retains a dominance of males within academic roles, such as 30 percent more men in Associate and Full Professor roles than women (Devlin, 2021). And whilst there has been progress in some jurisdictions, such as the majority of Queensland vice chancellors are women in 2021, these continue to be the exception, for example only 28% of vice chancellors in Australia are women. International Woman’s Day is an opportunity to reflect on the significant contribution women make in higher education in Australia and globally. We celebrate through the publication of this issue, with many female authors from across higher education globally.

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9

Vichie, Krystle. "Higher education and digital media in rural Australia: The current situation for youth." Australian and International Journal of Rural Education 27, no. 1 (April 25, 2017): 29–42. http://dx.doi.org/10.47381/aijre.v27i1.107.

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Equitable access and participation in higher education from regional youth is a major concern in Australia (National Centre for Student Equity in Higher Education (NCSEHE), 2015). Currently 0.9% of all university students in Australia come from a regional or remote area (NCSEHE, 2015). This statistic is alarming in the context of the ever-rising digital economy in Australia, and the increasing importance of higher education for employment. This article synthesises current literature relating to Australian regional youthâ€™s low participation in higher education, and the implications of this for their employability in the rapidly-developing digital economy. The compilation of data relating to Australian youth and higher education emphasises the need for further research and understanding into how these young people make the decision to pursue university, and furthermore pursue a career in digital media. In relation to all undergraduate enrolments, the proportion of regional higher education students is stagnant or falling (NCSEHE, 2015). As a nation, the demand for digital competencies in the workforce is rising (Foundation for Young Australians (FYA), 2015). Access to these technologies in regional Australia is more limited and expensive than metropolitan areas (Regional Telecommunications Independent Review Committee, 2015). Consequently, regional youth risk missing out on the opportunity to master digital technologies to participate in the workforce both via their limited access to them at home, and their lack of participation in higher education where they would acquire skills for digital workplace contexts (Duncan-Howell, 2012).

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10

Steele, Colin. "The Higher Education Revolution in Australia – the Impact on Libraries." Alexandria: The Journal of National and International Library and Information Issues 1, no. 3 (December 1989): 1–11. http://dx.doi.org/10.1177/095574908900100301.

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Significant changes have taken place in Australian higher education since 1987, reflecting a new unified national system for higher education. The changes have included amalgamations of higher education bodies; the dissolution of the binary system; the development of educational profiles for institutions; the expansion of national research centres; the introduction of fees; and a growth in student numbers in higher education. Libraries are expected to play a key role in the unified national system of higher education, albeit with no significant increase in funding likely to meet the new demands. A major review of higher education libraries, recently announced by the Australian Department of Employment, Education and Training, will have a big impact. The concept of a distributed national collection, which arose out of the Australian Libraries Summit of 1988, is being actively discussed, particularly in the light of recent developments in the National Library of Australia's Collection Development Strategy.

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11

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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12

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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13

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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14

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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15

Stokes, Anthony, and Sarah Wright. "The Impact Of A Demand-Driven Higher Education Policy In Australia." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 441–52. http://dx.doi.org/10.19030/jier.v8i4.7292.

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In 2012, the Australian government introduced a demand-driven entitlement system for domestic higher education students in which recognised higher education providers are free to enrol as many eligible students as they wish in eligible higher education courses and receive corresponding government subsidies for those students. This paper examines the impact that already has occurred as a result of this decision and the likely long-term effects that this will have on higher education in Australia.

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16

Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.

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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

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17

Ninnes, Peter. "Acculturation of International Students in Higher Education: Australia." Education and Society 17, no. 1 (January 1, 1999): 73–101. http://dx.doi.org/10.7459/es/17.1.07.

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18

Walker, W. G. "Private higher education: challenges for Australia and beyond." Journal of Education Policy 3, no. 3 (July 1988): 261–72. http://dx.doi.org/10.1080/0268093880030305.

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19

Barr, Nicholas. "Higher Education in Australia and Britain: What Lessons?" Australian Economic Review 31, no. 2 (June 1998): 179–88. http://dx.doi.org/10.1111/1467-8462.00064.

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20

Sealey, Tim N. "Socio-economic position and higher education in Australia." Australian Educational Researcher 38, no. 1 (February 2011): 43–56. http://dx.doi.org/10.1007/s13384-010-0004-6.

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21

Power, Colin, and Frances Robertson. "Factors influencing participation in higher education in Australia." Australian Educational Researcher 15, no. 1 (March 1988): 85–98. http://dx.doi.org/10.1007/bf03219403.

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22

Ahmed, Sara. "Doing Diversity Work in Higher Education in Australia." Educational Philosophy and Theory 38, no. 6 (January 2006): 745–68. http://dx.doi.org/10.1111/j.1469-5812.2006.00228.x.

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23

White, Kate. "Women and leadership in higher education in Australia." Tertiary Education and Management 9, no. 1 (January 2003): 45–60. http://dx.doi.org/10.1080/13583883.2003.9967092.

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24

Ferris, James M. "HIGHER EDUCATION "REFORM" IN AUSTRALIA: AN OUTSIDER'S VIEW." Australian Journal of Public Administration 51, no. 3 (September 1992): 333–41. http://dx.doi.org/10.1111/j.1467-8500.1992.tb02619.x.

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25

Le Claire, Kenneth A. "Higher education choice in Australia: Processes and impediments." Higher Education 17, no. 3 (May 1988): 333–49. http://dx.doi.org/10.1007/bf00163795.

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26

Gross, Michael J., Pierre Benckendorff, Judith Mair, and Paul A. Whitelaw. "Hospitality higher education quality: Establishing standards in Australia." Journal of Hospitality and Tourism Management 30 (March 2017): 4–14. http://dx.doi.org/10.1016/j.jhtm.2017.01.007.

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27

Kotowska-Lewińska, Monika. "Collette Snowden, Sally Lewis, Mixed Messages: Public Communication About Higher Education and Non-traditional Students in Australia (Rozbieżne komunikaty: publiczna dyskusja na temat szkolnictwa wyższego a nietypowi studenci w Australii), „Higher Education” 2015, vol. 70, iss. 3 (opr. Monika Kotowska-Lewińska)." Studia Prawa Publicznego, no. 1(13) (December 4, 2019): 172–73. http://dx.doi.org/10.14746/spp.2016.1.13.11.

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Collette Snowden, Sally Lewis, Mixed Messages: Public Communication About Higher Education and Non-traditional Students in Australia (Rozbieżne komunikaty: publiczna dyskusja na temat szkolnictwa wyższego a nietypowi studenci w Australii), „Higher Education” 2015, vol. 70, iss. 3 (opr. Monika Kotowska-Lewińska)

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28

Kotowska-Lewińska, Monika. "Collette Snowden, Sally Lewis, Mixed Messages: Public Communication About Higher Education and Non-traditional Students in Australia (Rozbieżne komunikaty: publiczna dyskusja na temat szkolnictwa wyższego a nietypowi studenci w Australii), „Higher Education” 2015, vol. 70, iss. 3 (opr. Monika Kotowska-Lewińska)." Studia Prawa Publicznego, no. 1(13) (September 25, 2018): 172–73. http://dx.doi.org/10.14746/stpp.2016.1.13.11.

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Collette Snowden, Sally Lewis, Mixed Messages: Public Communication About Higher Education and Non-traditional Students in Australia (Rozbieżne komunikaty: publiczna dyskusja na temat szkolnictwa wyższego a nietypowi studenci w Australii), „Higher Education” 2015, vol. 70, iss. 3 (opr. Monika Kotowska-Lewińska)

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29

Matthews, Lynda R., Rosalie B. Pockett, Gillian Nisbet, Jill E. Thistlethwaite, Roger Dunston, Alison Lee, and Jill F. White. "Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders." Australian Health Review 35, no. 2 (2011): 136. http://dx.doi.org/10.1071/ah10886.

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Objective. A substantial literature engaging with the directions and experiences of stakeholders involved in interprofessional health education exists at the international level, yet almost nothing has been published that documents and analyses the Australian experience. Accordingly, this study aimed to scope the experiences of key stakeholders in health and higher education in relation to the development of interprofessional practice capabilities in health graduates in Australia. Methods. Twenty-seven semi-structured interviews and two focus groups of key stakeholders involved in the development and delivery of interprofessional health education in Australian higher education were undertaken. Interview data were coded to identify categories that were organised into key themes, according to principles of thematic analysis. Results. Three themes were identified: the need for common ground between health and higher education, constraints and enablers in current practice, and the need for research to establish an evidence base. Five directions for national development were also identified. Conclusions. The study identified a range of interconnected changes that will be required to successfully mainstream interprofessional education within Australia, in particular, the importance of addressing issues of culture change and the need for a nationally coordinated and research informed approach. These findings reiterate those found in the international literature. What is known about the topic? Interprofessional health education (IPE) and practice (IPP) capabilities are central to the delivery of health services that are safer, more effective, patient-centred and sustainable. The case for an interprofessionally capable health workforce is therefore strongly argued and well accepted in the international literature. The task of building a nationally coherent approach to IPE within health professional curricula, however, is complex and challenging, and there is almost no literature in this area presenting an Australian perspective. What does this paper add? This paper presents perspectives from key stakeholders in the Australian health and higher education sectors on the challenges associated with implementing and sustaining IPE to foster IPP across all health professions. It identifies several policy, cultural, institutional and funding changes that will be required to locate IPE as a central rather than peripheral education activity. What are the implications for practitioners? The study points to changes that will be required to build an Australian health workforce with increased levels of IPP capability. It highlights the importance of recognising and addressing culture change as a central part of embedding and sustaining IPE and IPP. Additionally it foregrounds for governments, higher education and health practitioners the importance of addressing the development of IPE and IPP as a multi-dimensional task, that will require a national and research informed approach to build momentum and scale.

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30

Lim, Fion Choon Boey, and Mahsood Shah. "An examination on the growth and sustainability of Australian transnational education." International Journal of Educational Management 31, no. 3 (April 10, 2017): 254–64. http://dx.doi.org/10.1108/ijem-02-2016-0024.

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Purpose The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future. Design/methodology/approach The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning. Findings TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation. Originality/value The paper is original and it is based on Australian TNE.

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31

Bolaji, Stephen, Sulay Jalloh, and Marilyn Kell. "It Takes a Village: Listening to Parents." Education Sciences 10, no. 3 (February 29, 2020): 53. http://dx.doi.org/10.3390/educsci10030053.

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The study was premised on the concern of the migrant African parents about their children’s lack of aspiration for higher education after completing their secondary education in the Northern Territory (NT), Australia. There appears to be little understanding of, or confusion around, the different pathways available to higher education in Australia. The reports and anecdotes around African youths in the NT demonstrating antisocial behaviors, including, but not limited to drug offences, teen pregnancies and suicides prompted this research. These troubling behaviors have culminated in the death of two young boys in the African community in Darwin 2016 and another girl in 2019 in Kathrine. The study comprises of African parents who migrated to NT in Australia from different demographics in Africa. This study used a questionnaire and semi-structured interviews to investigate African parents’ perception of their child’s post-secondary school aspiration. The outcome of this investigation revealed a lack of understanding of the NT Australian school systems and reporting strand on their children performance and the different pathways through which their children can access higher education in Australia. This study provided four recommendations to help African parents understand the NT Australian government policies and programs on education.

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32

Peng, Fanke, Benjamin Altieri, Todd Hutchinson, Anthony J. Harris, and Daniel McLean. "Design for Social Innovation: A Systemic Design Approach in Creative Higher Education toward Sustainability." Sustainability 14, no. 13 (July 1, 2022): 8075. http://dx.doi.org/10.3390/su14138075.

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The role and responsibilities of our creative Higher Education are evolving in our ever-changing society. Systemic design thinking equips our design students with the means to promote sustainable development objectives via engagement, community building and discourse. This study reflects on interdisciplinary resource recovery projects for the City of Adelaide (CoA) during a final-year systemic design course in the Product Design programme at the University of South Australia. Since 2015, the core design team has collaborated with external partners outside of HE sectors, including NGOs, local councils, the Australian Capital Territory (ACT) government and the South Australia (SA) government, to promote social innovation towards sustainability. Systemic design is one of the core courses of the Bachelor of Design, Product Design programme within the faculty of Creative, University of South Australia. In this course, system thinking combined with project-based learning (PBL) was adapted and illustrated to demonstrate good systemic design practice for social innovation. This study was focussed on how we can collaborate on a variety of interdisciplinary projects to contribute to the realisation of the United Nations’ (UN) Sustainable Development Goals (SDGs) from a human-centred systemic design perspective.

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33

Meredith, Grant, Ann Packman, and Genée Marks. "Stuttering, disability and the higher education sector in Australia." International Journal of Speech-Language Pathology 14, no. 4 (June 4, 2012): 370–76. http://dx.doi.org/10.3109/17549507.2012.683809.

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34

King, Conor, and Richard James. "Increasing participation and attainment in higher education in Australia." Higher Education Management and Policy 24, no. 3 (February 4, 2014): 145–60. http://dx.doi.org/10.1787/hemp-24-5jz8tqsd095g.

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35

Rayner, J., P. McSweeney, K. Raynor, and D. E. Aldous. "WHERE TO NOW FOR HORTICULTURAL HIGHER EDUCATION IN AUSTRALIA?" Acta Horticulturae, no. 832 (June 2009): 185–94. http://dx.doi.org/10.17660/actahortic.2009.832.24.

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36

Twomey, Christina, and Jodie Boyd. "Class, Social Equity and Higher Education in Postwar Australia." Australian Historical Studies 47, no. 1 (January 2, 2016): 8–24. http://dx.doi.org/10.1080/1031461x.2015.1122071.

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37

O'Neil∗, Robert M. "Quality and Higher Education: Australia and the United States." Journal of Tertiary Education Administration 16, no. 1 (May 1994): 135–40. http://dx.doi.org/10.1080/1036970940160111.

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38

CARDAK, BULY A., and CHRIS RYAN. "Participation in Higher Education in Australia: Equity and Access." Economic Record 85, no. 271 (December 2009): 433–48. http://dx.doi.org/10.1111/j.1475-4932.2009.00570.x.

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39

Miller, Paul W., and Jonathan J. Pincus. "Financing Higher Education in Australia: the case for SuperHECS." Journal of Higher Education Policy and Management 20, no. 2 (November 1998): 175–88. http://dx.doi.org/10.1080/1360080980200205.

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40

Pokarier, Christopher. "Cross-border higher education in the Australia–Japan relationship." Australian Journal of International Affairs 60, no. 4 (December 2006): 552–73. http://dx.doi.org/10.1080/10357710601007034.

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41

Smart, Don. "Higher education policy in Australia: corporate or coercive federalism?" Journal of Education Policy 6, no. 1 (January 1991): 97–100. http://dx.doi.org/10.1080/0268093910060108.

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42

Vitartas, Peter. "RESEARCHING THE BACKYARD: HIGHER EDUCATION RESEARCH IN REGIONAL AUSTRALIA." Regions Magazine 273, no. 1 (March 2009): 22–24. http://dx.doi.org/10.1080/13673882.2009.9724797.

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43

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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44

Levatino, Antonina. "Transnational higher education and skilled migration: Evidence from Australia." International Journal of Educational Development 40 (January 2015): 106–16. http://dx.doi.org/10.1016/j.ijedudev.2014.11.009.

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45

Bennett, Lorraine, Chenicheri Sid Nair, and Mahsood Shah. "The emergence of private higher education in Australia: thesilentprovider." European Journal of Higher Education 2, no. 4 (December 2012): 423–35. http://dx.doi.org/10.1080/21568235.2012.730377.

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46

Skene, Judy, Louise Pollard, and Helen House. "Aspire UWA: A case study of widening access in Higher Education." Student Success 7, no. 2 (July 24, 2016): 11–20. http://dx.doi.org/10.5204/ssj.v7i2.337.

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Widening university access to students from low socio-economic status (LSES) and non-traditional backgrounds has been a key equity objective for Australian universities, particularly since the 2008 Review into Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008). Aspire UWA is an equity pathway that aims to inform aspirations and build academic attainment through direct involvement with students who are the “most able least likely” to access the benefits of higher education (Harris, 2010, p. 7). Through forming long-term partnerships with 63 secondary schools across Western Australia (WA), Aspire UWA has grown since 2009 to engage over 10,000 students annually. Its learning framework is designed to deliver age-appropriate activities to inspire and inform students from Years 7-12 to achieve their educational goals. This paper adopts a case study methodology to explore the Aspire UWA approach, the specific operation of Aspire UWA and the efficacy of the program.

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47

Welch, Anthony. "Another Missed Opportunity? Underfunding Australian Higher Education." International Higher Education, no. 91 (September 2, 2017): 17. http://dx.doi.org/10.6017/ihe.2017.91.10037.

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In the context of a long period of underfunded highereducation in Australia, the latest federal budget will do nothing to address theproblem. While the worst elements of former proposals were averted, the shifting ofmore of the burden of repaying student loans on to students, as well as failing tofund the full costs of research, and, in addition, imposing further “‘efficiencydividends”’ on higher education institutions, will only add to institutionalpressures to diversify income, increasing international student fees.

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48

Welch, Anthony. "Another Missed Opportunity? Underfunding Australian Higher Education." International Higher Education, no. 91 (September 2, 2017): 17–18. http://dx.doi.org/10.6017/ihe.2017.91.10130.

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In the context of a long period of underfunded highereducation in Australia, the latest federal budget will do nothing to address theproblem. While the worst elements of former proposals were averted, the shifting ofmore of the burden of repaying student loans on to students, as well as failing tofund the full costs of research, and, in addition, imposing further “‘efficiencydividends”’ on higher education institutions, will only add to institutionalpressures to diversify income, increasing international student fees.

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Henry, Miriam. "Higher education for all? Tensions and contradictions in post‐compulsory and higher education policy in Australia." Journal of Education Policy 7, no. 4 (September 1992): 399–413. http://dx.doi.org/10.1080/0268093920070404.

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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.

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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

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