Towards a new policy environment for indigenous people, culture and knowledge in Australian higher education: an examination of issues and possibilities for institutional and government policy

The purpose of this discussion paper is to stimulate an examination of critical issues in Indigenous higher education and encourage new possibilities to be explored. It invites a wide sharing of views. The paper
does not attempt to trace the full history of the policies for Indigenous higher education and the successes and failures. The focus instead is on the major contemporary issues and the key questions that might be considered by the conference participants.

Conceptualising best practices in cooperative industry-based learning in information systems and information technology: an inter-institutional investigation in Australian higher education

The professional fields of information systems and information technology are drivers and enablers of the global economy. Moreover, their theoretical scope and practices are global in focus. University graduates need to develop a range of leadership, conceptual and technical capacities to work effectively in, and contribute to, the shaping of companies, business models and systems which operate in globalised settings. This paper reports a study of the operation of industry-based learning (IBL) at three Australian universities, which employ different models and approaches, as part of a series of investigations of the needs, circumstances and perspectives of various stakeholders (program coordinator, faculty teaching staff, the students, industry mentors, and the professional body which has supported the most recent stage of this study). The focus of this paper is a discussion of salient pragmatic considerations as we attempt to conceptualise what constitutes best practice in offering industry-based learning for higher education students in the disciplines of information systems and information technology.

Institutional and structural forms of HIV-related discrimination in health care : a study set in Beijing

This paper presents key findings of a situational analysis of institutional and structural levels of HIV/AIDS-related discrimination in Beijing, China, with a focus on the area of health care. Initially slow to respond to the presence of HIV, China has altered its approach and enacted strict legislative protection for people living with HIV/AIDS (PLWHA). In order to determine whether this has altered discrimination against PLWHA, this study examined existing legislation and policy, and interviewed key informants working in health care and PLWHA. The overall findings revealed that discrimination in its many forms continued to occur in practice despite China's generally strong legislative protection, and it is the actual practice that is hindering PLWHAs' access to health services. A number of legislative and policy gaps that allow discrimination to occur in practice were also identified and discussed. The paper concludes with a call to rectify specific gaps between legislation, policy and practice. An understanding of the underlying factors that drive discrimination will also be necessary for effective strategic interventions to be developed and implemented.

Future research on structural and institutional forms of HIV discrimination

There is scant research into HIV discrimination, particularly structural and institutional forms of it. This appears, in part, to arise from a prevailing view that the solutions to HIV discrimination are known a priori and in the absence of additional data. The six country studies into HIV discrimination presented in this AIDS Care supplement suggest that this is not the case. There needs to be an acceptance that if the issue of HIV discrimination is to be tackled successfully and based on evidence, then incremental and effortful steps need to be taken to develop that evidence base. This is discussed.

Focusing on university student engagement at the institutional level

In Australia, there has been a tendency to rely on quantitative indicators of university teaching quality. This has occurred partly because the indicators are perceived as objective and reliable and partly because they are relatively simple to gather and collate. A national project currently underway is based on the assumptions that teaching quality is multidimensional and that the identification and use of relevant indicators of teaching quality are dependent on the institutional environment. With a focus on student engagement, this paper outlines the research-based approach to developing indicators of teaching quality being taken by one Australian university participating in the national project.

International marketing journals : a preliminary regional and institutional examination of research productivity

Contributions to marketing knowledge are becoming more global (Stremersch and Verhoef, 2005). This paper explores the issue of regional contribution to the international marketing area, which could be expected to be more global than other areas. Publications within four leading international marketing journals were reviewed over a five-year period (1999-2003). Findings suggested that approximately 50 percent of the works were authored by academics outside North America.

Predicting timely doctoral completions : an institutional case study of 2000-2005 doctoral graduates

Federal government changes to the funding of doctoral students have focussed the attention of university management on their completion rates. The aims are to inform the allocation of institutional resources in a manner that improves the likelihood of timely doctoral completions and to highlight a process that can also be used for analyses of other key indicators of progression and attrition. The analyses and model development used national data readily available to all universities, which is collected in a standard approach through the Graduate Destinations Survey (GDS). The findings show that the most important variable for timely completion was attendance (full‐ versus part‐time), where in terms of full‐time equivalent (FTE) years of study, part‐time students were far more likely to complete quickly than full‐time students. For the full‐time students the key predictors of timely completion were residency, field of study and English‐speaking background (ESB). The timeliness of part‐time students was predicted by field of study and ESB. This study confirms that there is considerable variation by discipline for timely doctoral completions. The pragmatic application and prospective test of the derived models present a variety of opportunities for research student administrators. For example, those full‐time students scoring highly represented a concentration of timely graduates more than 7.5 times higher than the lowest‐scoring group – almost an order of magnitude of difference. In short, university management could gain tremendous value from more widely using the data available.

Expanding the realm of best practices in cooperative industry-based learning in information systems and information technology : an inter-institutional investigation in Australian higher education

The professional fields of information systems and information technology are drivers and enablers of the global economy. Moreover, their theoretical scope and practices are global in focus. University graduates need to develop a range of leadership, conceptual and technical capacities to work effectively in, and contribute to, the shaping of companies, business models and systems which operate in globalised settings. This paper reports a study of the operation of industry‐based learning (IBL) at three Australian universities, which employ different models and approaches, as part of a series of investigations of the needs, circumstances and perspectives of various stakeholders (program coordinator, faculty teaching staff, the students, industry mentors, and the professional body). The focus of this paper is a discussion of salient pragmatic considerations in an attempt to conceptualize what constitutes best practice in offering industry‐based learning for higher education students in the disciplines of information systems and information technology (Asia‐Pacific Journal of Cooperative Education, 9(2), 73‐80).

Anticipating policy and logics of practice : Australian institutional and academic responses to the globalising "quality research" agenda

Research assessment is now an international trend. This article mobilises a critical policy sociology informed by Bourdieu to unpack the differential effects of research policy shifts in Australia on universities, academics and the field of educational research. It argues in anticipating policy moves - from surveying the logics of practice that have emerged elsewhere from research assessment - that institutional, individual and field responses, while specific to the Australian policy context and mix, have assumed a logic of practice counter productive to "quality" research, education as a field, and equity.

From 'ECR' to 'strategic academic' : reconstucting personal narrative as institutional text

In response to a report that universities focused more on research performance than teaching performance, the Australian government in 2003 introduced a number of policy initiatives including the Learning and Teaching Performance Fund. To establish their eligibility to bid for allocations from this fund, many universities introduced teacher training programs as an integral part of their probation and promotion practices for new academic staff.

As an 'Early Career Researcher' I am currently participating in such a program, in which I must familiarise myself with institutional policies on governance, compliance, and strategic direction, and develop a career plan to position myself to achieve my personal career goals while advancing the organisational and strategic goals of my institution.

This paper uses an institutional ethnographic analysis of my experience to explicate the processes by which an Early Career Researcher actively participates in developing new ways of knowing that construct how I think, talk and write about myself, my goals and my professional work. I argue that developing the required career plan involves producing a text based account that renders selected parts of my work and professional identity visible in terms that are ultimately determined by government policy on higher education.

Behaviours of property investors: an investigation on the risk perceptions of Australian property fund managers

Recent finance and real estate empirical and analytical studies have demonstrated that downside risk appears as an intuitively appealing risk measure in which it is more consistent with investors' behaviours. Conversely, qualitative studies into the behaviours of investors, particularly real estate investors, have been relatively limited. This study seeks to address this shortfall and aims to examine the behaviours of property fund managers towards downside risk. A survey was conducted in order to investigate the risk perceptions of property fund managers and determine whether they only require compensation for bearing with higher downside risk. The acceptance level of downside risk in the property funds industry in Australia is also examined. The findings reveal that downside risk is more consistent with how investors individually perceive risk. However, there is also a gap between theoretical assertions and practice in which downside risk is not commonly used in the practice. The results give an insight into the knowledge base of property investors towards downside risk.