The social characteristics and demographics of Australian Vice-Chancellors, 1960-2000
- O'Meara, Bernard, Petzall, Stanley
- Authors: O'Meara, Bernard , Petzall, Stanley
- Date: 2007
- Type: Text , Journal article
- Relation: Journal of Educational Administration Vol. 45, no. 5 (2007), p. 621-634
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- Description: Purpose - The purpose of this paper is to identify the key demographics and social characteristics of Vice-Chancellors of Australian universities so that an accurate profile of Vice-Chancellors can be established. At present, there is no contemporary profile of incumbents despite the high level of responsibility associated with these roles. Design/methodology/approach - A qualitative approach was used in the research that required the collation and analysis of public domain material regarding vice-chancellors. Multiple sources were used in order to ensure depth, breadth and accuracy of data collected. A questionnaire that was used as part of the PhD research allowed new data to be accessed and existing data verified. Finally, interviews with various incumbents allowed pertinent information to be discussed where applicable. Findings - The research outlines the changes in the roles of Vice-Chancellors that have occurred since 1960. The changes in the role reflect changes in government policy and social trends. Further, the research demonstrates that incumbents are now chief executive officers and require a broader range of business competencies and academic experience compared to their predecessors in order to meet contemporary challenges. These changes are reflected in the demographics and social characteristics of incumbents. Originality/value - This paper addresses this gap in knowledge and provides information about the people who are appointed vice-chancellors. The research gives an insight into all incumbents between 1960 and 2000 and where possible, examples of post-2000 trends have also been given. The creation of this profile will allow further and more in-depth research to be undertaken. © Emerald Group Publishing Limited.
- Description: C1
- Description: 2003005163
- Authors: O'Meara, Bernard , Petzall, Stanley
- Date: 2007
- Type: Text , Journal article
- Relation: Journal of Educational Administration Vol. 45, no. 5 (2007), p. 621-634
- Full Text:
- Reviewed:
- Description: Purpose - The purpose of this paper is to identify the key demographics and social characteristics of Vice-Chancellors of Australian universities so that an accurate profile of Vice-Chancellors can be established. At present, there is no contemporary profile of incumbents despite the high level of responsibility associated with these roles. Design/methodology/approach - A qualitative approach was used in the research that required the collation and analysis of public domain material regarding vice-chancellors. Multiple sources were used in order to ensure depth, breadth and accuracy of data collected. A questionnaire that was used as part of the PhD research allowed new data to be accessed and existing data verified. Finally, interviews with various incumbents allowed pertinent information to be discussed where applicable. Findings - The research outlines the changes in the roles of Vice-Chancellors that have occurred since 1960. The changes in the role reflect changes in government policy and social trends. Further, the research demonstrates that incumbents are now chief executive officers and require a broader range of business competencies and academic experience compared to their predecessors in order to meet contemporary challenges. These changes are reflected in the demographics and social characteristics of incumbents. Originality/value - This paper addresses this gap in knowledge and provides information about the people who are appointed vice-chancellors. The research gives an insight into all incumbents between 1960 and 2000 and where possible, examples of post-2000 trends have also been given. The creation of this profile will allow further and more in-depth research to be undertaken. © Emerald Group Publishing Limited.
- Description: C1
- Description: 2003005163
Is there a conflict between teaching and research? the views of engineering academics in Europe
- Aarrevaara, Timo, Dobson, Ian
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 15, no. 2 (2013), p. 75-81
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- Description: This article presents an analysis of data from the international Changing Academic Profession (CAP) and the Academic Profession in Europe: Response to Societal Changes (EUROAC) surveys to compare engineering academics that prefer teaching over research, and vice versa. It also highlights the attitudes of each of these groups to teaching and research, the two major academic activities. There has long been debate about whether research and teaching are mutual activities or in competition with each other. According to the survey results, the majority stated a leaning towards research, but this preference was stronger in some countries than in others. In fact, data from the CAP survey reveal that 30% of engineering academics from the 12 participating European countries believe that teaching and research are hardly compatible with each other, but opinions from different countries vary considerably. Even though much higher proportions of academics agree that their research reinforces teaching, even on this measure, there are considerable gaps between countries. © WIETE 2013.
- Description: 2003011212
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 15, no. 2 (2013), p. 75-81
- Full Text:
- Reviewed:
- Description: This article presents an analysis of data from the international Changing Academic Profession (CAP) and the Academic Profession in Europe: Response to Societal Changes (EUROAC) surveys to compare engineering academics that prefer teaching over research, and vice versa. It also highlights the attitudes of each of these groups to teaching and research, the two major academic activities. There has long been debate about whether research and teaching are mutual activities or in competition with each other. According to the survey results, the majority stated a leaning towards research, but this preference was stronger in some countries than in others. In fact, data from the CAP survey reveal that 30% of engineering academics from the 12 participating European countries believe that teaching and research are hardly compatible with each other, but opinions from different countries vary considerably. Even though much higher proportions of academics agree that their research reinforces teaching, even on this measure, there are considerable gaps between countries. © WIETE 2013.
- Description: 2003011212
The frustrated career : Casual employment in higher education
- Gottschalk, Lorene, McEachern, Steven
- Authors: Gottschalk, Lorene , McEachern, Steven
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Universities Review Vol. 52, no. 1 (2010), p. 37-50
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- Description: The use of casual staff, including casual teaching staff, is a common practice in Australian universities and the numbers of casual staff in the sector has increased significantly in the last decade. The traditional profile for casual teachers was that of industry expert and students. Recent research has shown that the casual teacher is now more likely to be a person holding several casual jobs and seeking a career. Likewise, general staff in casual positions are often people who would prefer job security and a career. This research was conducted at a regional Australian university and used a questionnaire targeting staff in both the Technical and Further Education (TAFE) and higher education divisions in all occupational groups as well as in depth interviews of casual teaching staff. The findings show that the traditional profile no longer applies. Staff employed in casual positions often hold more than one job, at more than one institution and are seeking job security. They frequently, but unsuccessfully use casual work as a career strategy. The result is frustrated careers. [Author abstract]
- Description: 2003008238
- Authors: Gottschalk, Lorene , McEachern, Steven
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Universities Review Vol. 52, no. 1 (2010), p. 37-50
- Full Text:
- Reviewed:
- Description: The use of casual staff, including casual teaching staff, is a common practice in Australian universities and the numbers of casual staff in the sector has increased significantly in the last decade. The traditional profile for casual teachers was that of industry expert and students. Recent research has shown that the casual teacher is now more likely to be a person holding several casual jobs and seeking a career. Likewise, general staff in casual positions are often people who would prefer job security and a career. This research was conducted at a regional Australian university and used a questionnaire targeting staff in both the Technical and Further Education (TAFE) and higher education divisions in all occupational groups as well as in depth interviews of casual teaching staff. The findings show that the traditional profile no longer applies. Staff employed in casual positions often hold more than one job, at more than one institution and are seeking job security. They frequently, but unsuccessfully use casual work as a career strategy. The result is frustrated careers. [Author abstract]
- Description: 2003008238
Impact of workplace guanxi on knowledge sharing and innovative work behaviour : a study of academic staff of Chinese local universities in Guangdong Province
- Liu, Li
- Authors: Liu, Li
- Date: 2020
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis aims to investigate the impact of workplace guanxi upon knowledge sharing and innovative work behaviour. Knowledge sharing and innovative work behaviour are two behavioural variables which have been linked to various positive individual and organisational outcomes. Against the changing landscape of Chinese higher education, the two behaviours are particularly important for the success of Chinese academic staff and the local universities where they work. Extant literature has demonstrated that workplace interpersonal relationships such as leader-member exchange and team-member exchange are positively associated with individual’s work behaviours, such as knowledge sharing and innovative work behaviour. However, there is a scant literature on the impact of workplace guanxi upon the two workplace behaviours. Using conservation of resource theory and social exchange theory, this research conceptualised a structural model to study the impact of workplace guanxi upon knowledge sharing and innovative work behaviour. A positivist approach with cross-sectional design and structural equation modelling was adopted to test the conceptualised model. Data were extracted from 479 academic staff of seven local universities in Guangdong Province of China, through selfreport questionnaire. A positive relationship was found between coworker guanxi and knowledge sharing. In contrast, no relationship was found between supervisor-subordinate guanxi and knowledge sharing. The relationship between coworker guanxi and knowledge sharing was fully mediated by teammember exchange and job satisfaction. In terms of innovative work behaviour, both supervisorsubordinate guanxi and coworker guanxi displayed a positive relationship with innovative work behaviour. Coworker guanxi showed a stronger relationship with innovative work behaviour than supervisor-subordinate guanxi did. The relationship between supervisorsubordinate guanxi and innovative work behaviour was direct. The relationship between coworker guanxi and innovative work behaviour was indirect, with full mediation of teammember exchange, job satisfaction and knowledge sharing. This thesis contributes to the literature on explaining the role of workplace guanxi, including supervisor-subordinate guanxi and coworker guanxi on knowledge sharing and innovative work behaviour. The study also demonstrates to higher education institute managers that the cultivation of academic staff’s workplace guanxi, and particularly their guanxi with peer academics, promotes academic staff’s displays of knowledge sharing and innovative work behaviour which are beneficial at both individual and organisational levels within the higher education context.
- Description: Doctor of Philosophy
- Authors: Liu, Li
- Date: 2020
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis aims to investigate the impact of workplace guanxi upon knowledge sharing and innovative work behaviour. Knowledge sharing and innovative work behaviour are two behavioural variables which have been linked to various positive individual and organisational outcomes. Against the changing landscape of Chinese higher education, the two behaviours are particularly important for the success of Chinese academic staff and the local universities where they work. Extant literature has demonstrated that workplace interpersonal relationships such as leader-member exchange and team-member exchange are positively associated with individual’s work behaviours, such as knowledge sharing and innovative work behaviour. However, there is a scant literature on the impact of workplace guanxi upon the two workplace behaviours. Using conservation of resource theory and social exchange theory, this research conceptualised a structural model to study the impact of workplace guanxi upon knowledge sharing and innovative work behaviour. A positivist approach with cross-sectional design and structural equation modelling was adopted to test the conceptualised model. Data were extracted from 479 academic staff of seven local universities in Guangdong Province of China, through selfreport questionnaire. A positive relationship was found between coworker guanxi and knowledge sharing. In contrast, no relationship was found between supervisor-subordinate guanxi and knowledge sharing. The relationship between coworker guanxi and knowledge sharing was fully mediated by teammember exchange and job satisfaction. In terms of innovative work behaviour, both supervisorsubordinate guanxi and coworker guanxi displayed a positive relationship with innovative work behaviour. Coworker guanxi showed a stronger relationship with innovative work behaviour than supervisor-subordinate guanxi did. The relationship between supervisorsubordinate guanxi and innovative work behaviour was direct. The relationship between coworker guanxi and innovative work behaviour was indirect, with full mediation of teammember exchange, job satisfaction and knowledge sharing. This thesis contributes to the literature on explaining the role of workplace guanxi, including supervisor-subordinate guanxi and coworker guanxi on knowledge sharing and innovative work behaviour. The study also demonstrates to higher education institute managers that the cultivation of academic staff’s workplace guanxi, and particularly their guanxi with peer academics, promotes academic staff’s displays of knowledge sharing and innovative work behaviour which are beneficial at both individual and organisational levels within the higher education context.
- Description: Doctor of Philosophy
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