Description:
This paper focuses on the registration of supervisors as a crucial element in constructs and practices of postgraduate studies in Australian universities. It examines two processes in a number of Australian universities postgraduate divisions' practices in compilation of postgraduate supervisor registers-how people get onto the register, and how people get off it. It takes issue with the reliance on custom and tradition as a dominant practice of registration and/or deregistration for supervision of postgraduate research studies. It suggests a model of supervisor registration and deregistration as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of relationships between teaching, learning and knowledge production. In doing so, it examines issues of discursive practice and the problematic nature of power differentials in supervisor/supervisee relationships and the possibilities presented by both registration and deregistration for such relationships.
Description:
This paper focuses on the registration of supervisors as a crucial element in constructs and practices of postgraduate studies in Australian universities. It examines two processes in a number of Australian universities postgraduate divisions' practices in compilation of postgraduate supervisor registers-how people get onto the register, and how people get off it. It takes issue with the reliance on custom and tradition as a dominant practice of registration and/or deregistration for supervision of postgraduate research studies. It suggests a model of supervisor registration and deregistration as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of relationships between teaching, learning and knowledge production. In doing so, it examines issues of discursive practice and the problematic nature of power differentials in supervisor/supervisee relationships and the possibilities presented by both registration and deregistration for such relationships.
Description:
There is now a large range of studies that have considered various aspects and issues of Sino-foreign university collaboration – which remains a vexed and contentious issue. The aim of the present study is to identify the specific steps a group of Sino-foreign educational alliances took over their first two years – as viewed by Chinese and foreign university managers – as they struggled to develop a mature basis for ongoing alliance activity. The paper notes that the initial formative years were ones of stress and strain. A total of sixteen (16), sequential steps have been identified in this study, which also notes that, at times, these steps could be taken out of sequence. It was only by the latter steps that the two sides had really formed the basis for longer-term activity. (In short it took about two years to achieve some sense of viable and realistic understanding of the realities of setting up and managing an educational joint venture in China). The paper provides a basic 'roadmap' for university managers wishing to enter the China alliance market – and, at the same time, also makes some comments about some of the issues, problems and tensions which may arise within this crucial formative period. [Author abstract]
Description:
There is now a large range of studies that have considered various aspects and issues of Sino-foreign university collaboration – which remains a vexed and contentious issue. The aim of the present study is to identify the specific steps a group of Sino-foreign educational alliances took over their first two years – as viewed by Chinese and foreign university managers – as they struggled to develop a mature basis for ongoing alliance activity. The paper notes that the initial formative years were ones of stress and strain. A total of sixteen (16), sequential steps have been identified in this study, which also notes that, at times, these steps could be taken out of sequence. It was only by the latter steps that the two sides had really formed the basis for longer-term activity. (In short it took about two years to achieve some sense of viable and realistic understanding of the realities of setting up and managing an educational joint venture in China). The paper provides a basic 'roadmap' for university managers wishing to enter the China alliance market – and, at the same time, also makes some comments about some of the issues, problems and tensions which may arise within this crucial formative period. [Author abstract]
Description:
This paper analyses differences in perceptions of gender and leadership though qualitative interviews with 45 senior managers in Australia and Turkey. The literature suggests that masculine models of leadership are changing with both women and many men preferring transformational leadership styles. The research found that there were different perceptions about gender and leadership in Australian and Turkish universities, reflecting different economic and social contexts. Turkish respondents mostly did not engage in discussion on the topic and did not consider women experienced discrimination as managers. In contrast, Australian respondents acknowledged discrimination and supported interventions by Vice-Chancellors (VCs) to increase women in university management. Perceptions of leadership in Turkish universities were aligned with a predominantly masculine/transactional model, and in Australia had moved from heroic masculinity to more inclusive leadership styles, consistent with a transformational leadership model.
Description:
This paper explores the circumstances and implications of an episode of accounting change arising from the extended use of accrual accounting within the Australian public sector. The matter under scrutiny is the financial reporting of the library collections of Australia's public universities. Accounting standards applying within the Australian public sector imply that such collections should generally be accounted for as assets in the statements of financial position of the entities that manage them. A survey reveals considerable diversity and subjectivity in the accounting practices adopted in seeking to satisfy this requirement. This raises questions about the reliability and usefulness of the information reported, and renders problematic the technical propriety of attempting to express and account for non-financial resources in financial terms. The financial reporting of library collections is posited as a 'chaotic margin' of accounting and consideration is given to possible explanations for the disorderly state of practice observed.
Description:
This paper explores the circumstances and implications of an episode of accounting change arising from the extended use of accrual accounting within the Australian public sector. The matter under scrutiny is the financial reporting of the library collections of Australia's public universities. Accounting standards applying within the Australian public sector imply that such collections should generally be accounted for as assets in the statements of financial position of the entities that manage them. A survey reveals considerable diversity and subjectivity in the accounting practices adopted in seeking to satisfy this requirement. This raises questions about the reliability and usefulness of the information reported, and renders problematic the technical propriety of attempting to express and account for non-financial resources in financial terms. The financial reporting of library collections is posited as a 'chaotic margin' of accounting and consideration is given to possible explanations for the disorderly state of practice observed.
Description:
Nursing, as a new discipline in the academic world, has to combine scientific traditions with its identity as a clinical profession. Joint clinical professorial appointments have been established in order to combine these two worlds.
Description:
This paper discusses the important support role that universities can play in the establishment and ongoing sustainability of regional information and communication technology (ICT) initiatives. Three case studies are presented to explore the uptake of ICT in a regional and rural context. A common element in each of these initiatives is the active participation of the University of Ballarat throughout all project phases. The resultant combination of on-the-ground leadership, infrastructure, collaboration and multi-disciplinary research has not only created benefits for the individual communities but also through the generation of consultancy income, publications and community engagement of a type which is highly consistent with the University’s vision and mission.
Description:
This paper discusses the important support role that universities can play in the establishment and ongoing sustainability of regional information and communication technology (ICT) initiatives. Three case studies are presented to explore the uptake of ICT in a regional and rural context. A common element in each of these initiatives is the active participation of the University of Ballarat throughout all project phases. The resultant combination of on-the-ground leadership, infrastructure, collaboration and multi-disciplinary research has not only created benefits for the individual communities but also through the generation of consultancy income, publications and community engagement of a type which is highly consistent with the University’s vision and mission.
Description:
This paper reports the findings of a study of Multiple Modes of Delivery in Australian universities that was commissioned by Australian Universities Teaching Committee over the period 2001-2004. The project examined and described the various means of educational delivery deployed by Australian universities. It identified the pedagogical, organisational and environmental factors impacting on university decisions to diversify course delivery across more than one location or mode. In this paper the authors report briefly on the first matter - the modes of delivery employed by Australian Universities. The paper focuses on the second issue - factors influencing university decision-making about modes of delivery.
Description:
The early millennium saw the rise of an educational system in Australia where unchartered private educational provider institutions teach degree courses via contractual arrangements with parent universities. This study examines an incident where students at several such institutions collectively declined to submit a required online assessment piece to the possible detriment of the successful completion of their degrees. The research questions that arose from this incident were; what went wrong; how can we understand what happened here; and, what does this mean for me personally? Students’ perceptions of an online assessment piece are examined in the study of this incident. The study covers identical units offered at six private providers in three different Australian cities and the parent university. The students at the private institutions were all international students; those at the parent were a mix of international and domestic students. The assessment piece, a mandatory requirement for completion of the degree, was given to a collective cohort of approximately 400 students. The majority of students from four of the private institutions declined to submit the assessment piece. Initial research indicated that the students were uncomfortable with the format of a new blended-learning delivery introduced that year (2009). Upon deeper investigation, it was revealed that the declination to submit was, in fact, a complex situation involving conflicts, cultural clashes, social upheaval, and legislative misunderstandings that combined to create an environment where the students felt they had no option but to openly protest against perceived injustices. The author of this work is also the educator at the centre of this event, thus the thesis has been written in an auto-ethnographical method, viewed through the educator’s lens. To protect sensitive information, pseudonyms have been used and identifying details removed. The parent university at the centre of the event, named Newgarth University, is fictitious. Auto-ethnography has been used to present the empirical data (quantitative and qualitative), and the reader will be taken through a “detective story” that reveals various characters, plots, and protest. The study documents a previously unrecorded incident in the international student education industry in Australia. The study offers explanations as to why this incident occurred and adds to the cumulative knowledge of the international student education industry in Australia by offering suggestions to prevent such incidents occurring again. The study demonstrates that when a group of students are placed in an unfamiliar uncomfortable environment with little or no access to pastoral care or welfare services, they will create support groups of allegiance to protect their interests. These allegiance groups will employ tried and tested methods of communal resistance practised by the dominant culture of that field of endeavour.
Description:
The early millennium saw the rise of an educational system in Australia where unchartered private educational provider institutions teach degree courses via contractual arrangements with parent universities. This study examines an incident where students at several such institutions collectively declined to submit a required online assessment piece to the possible detriment of the successful completion of their degrees. The research questions that arose from this incident were; what went wrong; how can we understand what happened here; and, what does this mean for me personally? Students’ perceptions of an online assessment piece are examined in the study of this incident. The study covers identical units offered at six private providers in three different Australian cities and the parent university. The students at the private institutions were all international students; those at the parent were a mix of international and domestic students. The assessment piece, a mandatory requirement for completion of the degree, was given to a collective cohort of approximately 400 students. The majority of students from four of the private institutions declined to submit the assessment piece. Initial research indicated that the students were uncomfortable with the format of a new blended-learning delivery introduced that year (2009). Upon deeper investigation, it was revealed that the declination to submit was, in fact, a complex situation involving conflicts, cultural clashes, social upheaval, and legislative misunderstandings that combined to create an environment where the students felt they had no option but to openly protest against perceived injustices. The author of this work is also the educator at the centre of this event, thus the thesis has been written in an auto-ethnographical method, viewed through the educator’s lens. To protect sensitive information, pseudonyms have been used and identifying details removed. The parent university at the centre of the event, named Newgarth University, is fictitious. Auto-ethnography has been used to present the empirical data (quantitative and qualitative), and the reader will be taken through a “detective story” that reveals various characters, plots, and protest. The study documents a previously unrecorded incident in the international student education industry in Australia. The study offers explanations as to why this incident occurred and adds to the cumulative knowledge of the international student education industry in Australia by offering suggestions to prevent such incidents occurring again. The study demonstrates that when a group of students are placed in an unfamiliar uncomfortable environment with little or no access to pastoral care or welfare services, they will create support groups of allegiance to protect their interests. These allegiance groups will employ tried and tested methods of communal resistance practised by the dominant culture of that field of endeavour.
Description:
There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies.
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.