Description:
Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
Description:
Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
Description:
This paper is based on recent PhD research. The practices for appointing Vice Chancellors (VC’s) in Australian Universities were examined together with the changing role of the VC and new demographic patterns in VC backgrounds. A number of other issues was also examined, including the ‘training’ and preparation of VCs, mentoring and the changing skill base required to be effective in the role. In addition, the paradox was investigated of appointing academics from the ranks of individuals with non-business backgrounds, to run large enterprises which are being compelled to adopt an increasingly business-oriented focus.
Description:
This paper is based on recent PhD research. The practices for appointing Vice Chancellors (VC’s) in Australian Universities were examined together with the changing role of the VC and new demographic patterns in VC backgrounds. A number of other issues was also examined, including the ‘training’ and preparation of VCs, mentoring and the changing skill base required to be effective in the role. In addition, the paradox was investigated of appointing academics from the ranks of individuals with non-business backgrounds, to run large enterprises which are being compelled to adopt an increasingly business-oriented focus.
Description:
A brief narrative description of the journal article, document, or resource. One of the issues facing universities operating in a range of market situations and contexts is that of plagiarism. Different universities have taken different approaches in dealing with this issue. In an Australian university context, this issue is of particular concern, given the large numbers of overseas students studying in Australia, and offshore in Australian administered programmes such as in China and India. It is also an issue in a climate where students increasingly see themselves as consumers with increased rights, power, status and legal standing (Onsman, 2008). Students from a number of countries were interviewed for this paper, to identify their own views about plagiarism. The study found that there were several reasons why students tended to plagiarise and these included challenges of language, skill and respect for "the foreign expert". What emerges from this paper is a complex and at times confusing web of perceptions and attitudes towards plagiarism. These pose a significant set of challenges for foreign universities developing and delivering programmes in a range of markets, particularly in locations such as Australia, where the importance and value of attracting, supporting--and, indeed, understanding--foreign students, has tended to underpin many university marketing efforts. (Contains 3 tables and 1 diagram.)
Description:
This article considers the barriers to higher education currently faced by rural students in Australia. Three barriers to participation in higher education for rural students that appear consistently in the literature are financial pressures, family and community attributes, and physical location. Results of recent studies in this area suggest that these factors often coexist to create one, complex and intertwined barrier which needs to be approach by all involved in a collaborative and cooperative way in order to provide rural people with equitable access to higher education.
Description:
This paper argues that there is an opportunity to improve the way that social science theory is taught by introducing an exercise in facilitated theory testing through active experimentation. This paper describes a learning experience that enables students to discover the dynamic nature of theoretical discoveries. This idea is grounded in the notion that students will gain much from learning about and testing theory experientially using real world data. A data based exercise is outlined and illustrated to reveal a learning experience that provides an opportunity to improve the way social science is taught by linking theory to empirical data. We argue that this provides an opportunity to offer a more holistic learning experience for theory teaching. The paper will be of special interest to those teaching theory in management, commerce, business and organisational studies courses. It will also be of interest to a more general audience because it provides a framework that can be modified whenever forging a connection between theory and ‘the real world’ is a primary learning objective.
Description:
This chapter discusses what spirituality is and its place in education. Topics discussed are interest in spirituality, the nature of spirituality, dimensions of health, spiritual health and well being, and a model of spiritual health. Spirituality is innate, emotive, subjective, dynamic and not religion. Spiritual health and well being are reflected in the quality of relationships in four domains of human existence - people with themselves, with others, with the environment, and with a transcendent other. The model embraces the divergence of world views, beliefs and lived experiences of humanity, as expressed in the knowledge and inspirational aspects of spiritual well being in each of the domains.
Description:
This chapter discusses what spirituality is and its place in education. Topics discussed are interest in spirituality, the nature of spirituality, dimensions of health, spiritual health and well being, and a model of spiritual health. Spirituality is innate, emotive, subjective, dynamic and not religion. Spiritual health and well being are reflected in the quality of relationships in four domains of human existence - people with themselves, with others, with the environment, and with a transcendent other. The model embraces the divergence of world views, beliefs and lived experiences of humanity, as expressed in the knowledge and inspirational aspects of spiritual well being in each of the domains.
Description:
Spiritual well-being (SWB) is reflected in the quality of relationships that people have in up to four areas, namely with themselves, with others, with the environment, and/or with God. A recent study has shown that the lived experiences of teachers have a major influence on their perceptions of help provided to nurture students' SWB in schools. Fischer's (1999) 20-item Spiritual Health and Life-Orientation Measure (SHALOM) elicited pre-service teachers' ideals for SWB, and their lived experiences in each of the four domains, as well as the level of help these pre-service teachers believe is provided to school students in these areas of their lives. Data were collected from 1361 pre-service teachers in public, secular and religious universities, and Christian universities in Australia and Northern Ireland in 2000 and 2007-08. Significant variations were found in levels of SWB by gender and university type and between pre-service teachers from one year to another. The pre-service teachers in these studies were not overly optimistic about the level of help provided to nurture school students' relationship with God. This finding has implications for religious education in schools, as well as discussions of the holistic development and well-being of students. [Author abstract]
Description:
This study examines the impact of prior learning experience on students' approaches to learning (SAL). It compares SAL of accounting students admitted to university in Australia on the basis of Institutes of Technical and Further Education (TAFE) qualifications (TAFE-to-university) and through direct entry mode (Year 12-to-university). The motivation for the study lies in the need to understand potential learning differences to inform learning interventions for optimal learning outcomes for all students—regardless of entry mode. The findings suggest that prior TAFE learning experience impacts SAL in university. However, the findings question the stereotypical view of the TAFE learning context as fostering surface approaches to learning, as higher scores on deep and achieving approaches were recorded by TAFE-to-university students. The level of adoption of a surface approach was found to be less among students undertaking predominantly third-year units regardless of entry mode. This study's findings have important implications for designing curricula and assessment for accounting units to cater for all students from different educational pathways, for university teachers to adopt an inclusive approach, and for higher education access policy.
Effective University leadership and management of learning and teaching in a widening participation context: Findings from two national Australian studies
Description:
In recent years, there has been an increasing number of international students engaged in Doctoral studies in the fields of Hospitality and Tourism at Australian universities. In particular, many students come' from our near neighbours in Asia such as Malaysia and Thailand, which coincidentally reflects the growing number of major international hotel chains establishing or growing their property portfolios across the Asian Pacific region. Whilst the increase in student postgraduate by-research numbers is a welcome and a valuable development for Australian universities, it nevertheless has proved to be somewhat problematic for both the postgraduate student and their supervisors with respect to the pragmatic outcomes of the studies. For example, there is still some uncertainty about the precise nature of the benefits to the student and their home institution, to the hosting university, and to the respective countries, that accrue from these intensive studies. We suggest that, in order to advance our own contributions and impact in this area, there is more work that we need to do in further enhancing or capitalising on the research findings of the studies and the experiences which have attended the students' candidature. We are, therefore, proposing that we need to spend some time reconceptualising the meta meaning of this kind of international research experience at the postgraduate level. In the light of the degree and significance of cultural differences which regularly emerge during the supervision process, and given the paucity of fundamental and applied research into crosscultural hospitality provision, we believe that we need to re-examine the question of how our programs and procedures which are required for postgraduate level studies should be structured to provide both a quality scholarly developmental experience for students in the discipline while simultaneously generating practical benefits for relevant stakeholders, particularly those in the Hospitality industry. Consequently, what we have set ourselves the task of doing here is to focus on the link between the formal intellectual requirements of the doctoral process and the pragmatic interests of the students and all their supporting institutions in order to make more use of the three plus years of engagement with tightly focussed research problems which underpin a postgraduate by-research qualification. Our aims, in terms of the outcomes of this reflection, are to: (i) better understand differences in the nuances of cultural meanings of hospitality and help embed these meanings in future scholarly studies, (ii) contribute to an enhancement of the quality of the Hospitality practices of students' sponsoring institutions as a result of the student's doctoral experience, (iii) make closer ties between the hosting university and relevant authorities who oversee the hospitality standards of neighbouring countries in respect of international visitors, and (iv) develop closer institutional ties with hospitality training organisations, both educational and professional, in these neighbouring countries. Specific issues that will command attention in this reflection will include: the development of theoretical models of hospitality procedures which explicitly involve crosscultural dimensions; clearer definitions of critical processes of hospitality practice which involve cross-cultural understandings such as loyalty, respect, and trust; the development of perspectives on internationalisation in the hospitality industry that can be built into our own practices; and to capitalise upon the areas of difference between Western and Eastern notions of hospitality that can be shared with hospitality providers who seek to develop or enhance cross cultural training programs for their staff.
Description:
This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students’ perceptions of their learning, the enjoyment of the experience and expected future outcomes.
Description:
This research attempts to explore the key social characteristics and demographics of Australian chancellors to determine who they are and where they come from. The chancellor of an Australian university wields an enormous amount of power, from overseeing the appointment of the Vice-Chancellor (VC) to fulfilling various statutory requirements. Chancellors instil corporate values and they are pivotal to effective university governance and 'owner' representation. Yet, few have academic backgrounds. Chancellors are more than figureheads and ceremonial leaders and, as such, can have a significant impact on their individual universities and even on the higher education sector, overall. The research presented here demonstrates that it is possible to construct a reasonably accurate profile of the typical chancellor, based on factors such as occupation, age, academic field, gender and the undergraduate university that was attended. This research also mirrors similar research, undertaken by the authors, regarding Australian VCs.
Description:
This research attempts to explore the key social characteristics and demographics of Australian chancellors to determine who they are and where they come from. The chancellor of an Australian university wields an enormous amount of power, from overseeing the appointment of the Vice-Chancellor (VC) to fulfilling various statutory requirements. Chancellors instil corporate values and they are pivotal to effective university governance and 'owner' representation. Yet, few have academic backgrounds. Chancellors are more than figureheads and ceremonial leaders and, as such, can have a significant impact on their individual universities and even on the higher education sector, overall. The research presented here demonstrates that it is possible to construct a reasonably accurate profile of the typical chancellor, based on factors such as occupation, age, academic field, gender and the undergraduate university that was attended. This research also mirrors similar research, undertaken by the authors, regarding Australian VCs.
Description:
Over the past two decades, higher education in advanced capitalist societies has undergone a process of radical "reform". A key element of this reform has been the introduction of a number of accounting-based techniques in the pursuit of improved accountability and transparency. While the 'old' accounting was to do with stewardship, the 'new' accounting is to do with performance. In accordance with the performance principle , the publishing companies and the higher education funding bodies have engaged in ranking exercises. These exercises impact on all aspects of academic life as the entities that are ranked and rated include universities, disiplines, journals, and academics and their 'outputs' in teaching and research. This paper explores the genesis and the consequences of the performance discourse. It argues for a philosophical separation of the notions of accountability and accounting. Furthermore, it raises the issue of academic accountability as something that exceeds the logic of accounting.
Description:
This paper explores the dynamics and outcomes from a collaborative cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at the University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.
Description:
This paper explores the dynamics and outcomes from a collaborative cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at the University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.
Description:
Academic mobility is considered a standard requirement for the development and progression of an academic research career. However, this career mobility is at odds with the drive to recruit and retain professionally-qualified workers in regional Australia, to ensure future generations of regional Australians have capacity to access higher education in their home region. To date, little work has been completed regarding the retention of active research staff in regional Australia. The purpose of this paper is twofold: to determine the viability of using author affiliation data as listed on publications to track an institutional cohort of authors by their affiliation; also, to determine if data analysed using this method revealed any insights regarding the retention of academic staff. Whilst using author affiliation data was found to be viable, it required extensive data manipulation and cleansing. Once analysed, the data revealed intriguing insights into the retention and movement of active academic researchers. Implications for regional higher education will be discussed.
Description:
Results: This chapter analyzed the leadership styles of female and male leaders in HEI management teams in Australia and Portugal. It found that both women and men in Australian universities valued transformational leadership skills, whereas the male respondents in Portugal saw traditional management as more effective, even though female respondents considered women demonstrated transformational leadership. It also found that while women's leadership is recognized in Australian universities, in Portugal men saw women's leadership as problematic. Originality/value of chapter: The findings suggest that there is more possibility for transformation in the academy if both men and women in HEI leadership value women's leadership role. Methodology: A total of 44 interviews with female and male university senior managers in Australia and Portugal were conducted by the authors and then analyzed using thematic content analysis. Purpose: This chapter examines if women in Higher Education Institutions (HEIs) are constrained in their leadership style and if the organizational culture makes them less valued in senior management teams. It then explores if the 7-S organizational framework has relevance to gender and leadership in HEIs. The nature of authority within HEIs increases the complexity of leadership within an academic context. Leadership is often vested in a single person, and the positional power of Rectors/Vice-Chancellors (VCs) is based on authority, discipline knowledge, experience, and peer and professional recognition. The literature highlights that HEIs continue to be male dominated and that women are underrepresented in university leadership.