Дисертації з теми "Universities and colleges Amalgamations Australia"

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.

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.

This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.

The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.

[Truncated abstract] The Australian higher education sector has changed markedly in the last two decades. The size of the sector has swelled in size as new universities have been created from former Colleges of Advanced Education and Institutes of Technology, and succeeding governments have introduced policies that have embedded increasingly corporate and commercial practices into university administration. This has caused the creation of what are becoming known as ‘enterprise universities’. This thesis examines hypotheses arising from two fundamental questions. (i) Given the increasingly market-oriented higher education environment in Australia, will a model developed from the study of services marketing (which has developed since the 1970s as a distinct sub-branch of the Marketing discipline) show itself to be applicable to universities operating in the Australian sector? (ii) If so, are there demonstrable differences in the way in which ‘student customers’ respond in terms of the antecedents of customer satisfaction and customer loyalty within different types of university? . . . The study found that the model tested was highly appropriate for indicating the major antecedents of satisfaction and loyalty in this setting. It showed that the institutional image was a relatively stronger antecedent of perceived value and customer satisfaction than were elements of service quality, and that the model was effective in accounting for a large proportion of the variance found in students’ loyalty to their institution. It also found that there was relatively little difference between students attending different types of university in these matters. It argues that there is an important imperative for Australian universities to take a strategic image management approach to their marketing initiatives, and also issues related to the nature of higher education as a positional and public good.

Blogging is a recent phenomenon with research currently focusing on how it facilitates both personal and organisational knowledge exchange (Aimeur, Brassard & Paquet 2005; Hsu & Lin 2008). Social capital is shown to be a crucial factor facilitating knowledge transfer (Nahapiet and Ghoshal 1998). Blogging is a new social communication technology enabling individuals to collaborate and share knowledge. This research investigates how three dimensions of social capital affect individual knowledge sharing in weblog communities. In particular, it explores how individuals exploit weblogs as a tool for conversational knowledge management in educational institutions. Following Wasko & Faraj's (2005) study, the conceptual model is developed by setting eight independent variables from social capital dimensions and a dependent variable is set from individual behaviour in online knowledge sharing. Eight hypotheses are developed to test the relationship between these variables. A quantitative approach was applied for data collection and analysis. For data collection, an online survey was published in several Australian university weblog communities. An additional paper-based survey was distributed to the respondents in order to gain adequate sample size. For data analysis, confirmatory factor analysis (CFA) was applied to eliminate measurement items that shared a significant residual value with other measurement items. Further, the models obtained from confirmatory factor analysis were used to test the hypotheses by multiple regression analysis. Results from multiple regression analysis on online knowledge sharing suggest that trust, personal reputation and enjoy helping are positively associated with individual online knowledge sharing. The stepwise estimation procedure was further adapted in the regression model. The results show that four independent variables became significant to the study. These four significant variables were individual expertise, trust, personal reputation and enjoy helping. Lastly, several limitations in this study such as the sample of university online setting and respondents' activities on weblogs are discussed. These limitations lead to the direction of future research provided in conclusion of this study.

This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.

Universities around the world are increasingly focusing on entrepreneurial activities. In Australia, the growth of international entrepreneurial activities has resulted in the creation of a billion-dollar export-oriented sector. These activities include the recruitment of international students to Australian campuses, the development of Australian university campuses in offshore locations, and the delivery of Australian degree programs at both onshore and offshore locations in partnership with universities, professional associations and private corporations. Australian universities currently receive on average around seven percent of revenues from these sources, with some depending on international entrepreneurialism for as much as one-third of revenues. Managing these activities in an efficient, effective and sustainable manner has thus become critically important to virtually every institution in the Australian higher education sector. Long dependent on government funding, Australian universities have found the rise of international entrepreneurialism a significant shift. As is the case when businesses become international, universities are faced with the need to manage the complexities, risks and challenges associated with international operations. To date, little empirical work has been undertaken which explores and examines how Australian universities are managing their international entrepreneurial business operations. The aim of this study is thus to respond to this research gap by exploring how Australian universities, particularly in terms of their Faculties of Business, organise and manage international entrepreneurial activities. The research examines management approaches, practices and processes at five Australian universities. Two are highly international, metropolitan universities recognised around the world as leaders in international entrepreneurialism. Two are smaller, regional institutions, while the fifth university is a medium-sized metropolitan institution which had in recent times moved aggressively to develop its international activities. Document analysis, observation and interviews with senior institutional managers, academic managers and academics at each university revealed several common themes arising in institutional approaches. These included an emphasis on diversified, offshore growth; a degree of movement towards structural centralisation, particularly in the highly international universities which had been historically highly decentralised; the presence of generally supportive organisational cultures; a perception among academic managers and academics that most international activities remain driven by financial imperatives; the perceived potential for detrimental impacts on academic research arising from increased involvement in international activities; the existence of a common concern among senior institutional managers for the effects of Faculty of Business dominance of international programs in their institutions; a tendency for most organisational learning to be informal, except in the highly international institutions; and a preference for decentralised strategic leadership which included a degree of oversight by internationally experienced senior institutional managers. A Strategic Advantage Model of Internationalisation is presented representing a theoretical and conceptual synthesis of the findings. Building on previous work undertaken in the field, the model focuses on the need for institutions to achieve best practice and competitive advantage through the leveraging of organisational and strategic competencies, the pursuit of executional advantages, the implementation of strategically decentralised leadership and the development of international business competencies.

This thesis explores the phenomenon of academics’ resistance to materialism in Australian universities. In common with many other public sector employees, academics have experienced significant changes in the management of their institutions over recent years. Many of these changes are associated with increasing ‘managerialism’ – the application of methods and approaches commonly associated with the private sector, to public sector organizations. While previous studies indicate that academics are broadly opposed to such changes, little Australian research has considered how they might be resisting managerialism, in their daily working lives. The study found that academics were resisting managerial practices in a variety of ways. These included public acts of protest, refusal and more ‘everyday’ forms of resistance, such as avoidance and strategic compliance. This resistance was underpinned by shared understandings, values and norms embedded within traditional academic culture, and reflected academics’ negative assessments of the consequences of managerial practices within their institutions.
Doctor of Philosophy (PhD)

As knowledge workers in post-compulsory education, contemporary women Technical and Further Education (TAFE) teachers help train Australia's skilled workforce. Their work is instrumental in government strategies to enhance national competitiveness in global markets. Yet their contributions to Australian education have been neglected, their work/lives have remained unremarked, and their voices unheard. My research focus, therefore, was to examine how these teachers fared in recent, dramatic restructurings of the TAFE sector, part of the national Vocational Education and Training (VET) system, and to look particularly at how they responded to TAFE and other work/life changes
thesis (PhD)--University of South Australia, 2002.