Educational praxis in various Australian indigenous higher education contexts

This thesis critically reports on discourses that impact on the role and work practices of a non-Indigenous educator within Indigenous higher education contexts. The study uses autobiography and narrative inquiry as research methods to examine workplace contexts. The findings reveal competing influences that shape the practices of a non-Indigenous educator.

University entrance in Queensland : post World War II challenges to the influence of the University of Queensland

From its inception the University of Queensland determined the assessment procedures that governed its student selection; while initially this determination was absolute, after 1945 challenges to the university's influence resulted in significant gains in influence by other interested groups.

A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB) on student learning

BACKGROUND: High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. OBJECTIVES: To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. DESIGN AND SETTING: Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. PARTICIPANTS: A population of 489 final-year nursing students in programs of study leading to license to practice. METHODS: Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation. Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. RESULTS: Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation. Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R(2)=0.090, F(7, 352)=4.962, p<0.001. DISCUSSION: The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. CONCLUSION: The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students.

University marketing and the law: applying the trade practices Act to universities` marketing and promotional activities

Application of the Trade Practices Act and its State equivalents to the  marketing by universities of the courses they teach - ramifications of the Act  are not understood within the wider university community, importantly by   those responsible for marketing courses - the Act prescribes many forms of  conduct not instantly recognised as morally reprehensible and are not  automatically avoided on the ground that they are inconsistent with  acceptable behaviour - the Act creates significant proscriptions, applicable to universities and their staff, which can have serious consequences.

Changing universities, changing work : a consideration of diversity, change and the (re)organisation of work in higher education

This paper considers some of the issues relating to diversity for those working in Australian universities as teachers, managers and support staff. It considers the impacts of social, economic and technological change on the organisation of universities as sites of teaching, learning, supervision and research. The consequences of these changes on the ways universities are traditionally organised and operate is considered, and some of the major tensions which occur as a result are discussed. Examples in the areas of professional doctorates, new technology and libraries are explored briefly. Some suggestions are offered for reconceptualising the work of academic and general staff, as are the relationship between these changes in universities and those occurring in TAFE and VET.

Competition and efficiency : overseas students and technical efficiency in Australian and New Zealand universities

Economic theory suggests that competitive pressures will impact on organisational efficiency. In recent years, universities in Australia and New Zealand have faced increased competition for students. The aim of this paper is to explore the efficiency of Australian and New Zealand public universities and to investigate the impact of competition for students from overseas on efficiency. Output distance functions are estimated using panel data for the period 1995-2002 for Australia and 1997-2003 for New Zealand. The results show that competition for overseas students has led to increased efficiency in Australian universities. However, competition for overseas students appears to have had no effect on efficiency in New Zealand.

Rhetoric and reality : an examination of performance management in Australian universities

This paper reports on a survey of academics in the Business School of four Australian universities and explores their attitudes to performance management in general and their experience of performance management in their own university. Results indicate an apparent disconnect between the rhetoric of performance management and the reality being experienced in universities.

Broadband technologies, techno-optimism and the "hopeful" citizen

Using the internet to promote or facilitate learning has a relatively long history. As early as the mid-1980s, at a time when the internet itself was relatively experimental, a few early pioneers such as Hiltz were exploring the possibilities that networked computer communications technology could provide for education. Not only were universities the birthplace of the internet as a research network, they also had both staff with interests in using technology for learning as well as the critical infrastructure which might permit early development and adoption. But, with the widespread public uptake of the internet from 1994 onwards, online learning has become much more widespread-through traditional institutions of learning (schools, colleges, and universities), and also through the auto-didactic qualities of both the internet itself and many who use it; and finally through the opportunities which commercial “providers” of education and training imagine might be embedded in this new technology to deinstitutionalize learning.

Framing the socialisation process of the DBA candidate: what can universities offer and what should candidates bring?

In Australia, the Doctorate of Business Administration (DBA) remains a popular program but considerable anguish persists within the university sector over just what it is offering students. In this article, we use the process of postgraduate socialisation to understand how candidates, supervisors and administrators navigate pathways to successful completion and offering of a DBA program. We identify four modes of knowledge applicable to the DBA and suggest that universities and candidates may draw on one another’s cultural capital to determine which mode(s) can be offered. We also illustrate how candidates exercise agency through their cultural and social capital as they move through the program. We present a conceptual framework to help guide future research, and resource allocation on the DBA.

Framing the socialisation process of the DBA candidate : what can universities offer and what should candidates bring?

In Australia, the Doctorate of Business Administration (DBA) remainsa popular program but considerable anguish persists within theuniversity sector over just what it is offering students. In thisarticle, we use the process of postgraduate socialisation tounderstand how candidates, supervisors and administratorsnavigate pathways to successful completion and offering of a DBAprogram. We identify four modes of knowledge applicable to theDBA and suggest that universities and candidates may draw onone another’s cultural capital to determine which mode(s) can beoffered. We also illustrate how candidates exercise agencythrough their cultural and social capital as they move through theprogram. We present a conceptual framework to help guidefuture research, and resource allocation on the DBA.

Flexible schedules, lower pay and women's "Opportunities" in law

University employment in Australia is experiencing a period of decreased security and compensation. Women tend to have more frequent labour force transitions and respond more to non-employment commitments than do men. Relative to other formal sector employers, universities can offer greater flexibility in work schedules. The law of comparative advantage predicts that universities' flexibility, together with women's labour force characteristics will prompt an expansion of women's employment in universities and in law schools in particular. Changes in employment patterns in Australian law schools confirm to this prediction. Deterioration in employment conditions thus leads to increased female participation in this case.

Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

Is it only 'what works' that 'counts' in new knowledge economies? Evidence-based practice, educational research and teacher education in Australia

Recent texts on globalisation and education policy refer to the rapid ¯ow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the `usefulness' of educational research and the role of universities and university-based research in education in new knowledge economies.

University planning and design under confucianism, colonialism, communism and capitalism : the Vietnamese experience

The university in Vietnam represents a thread of continuity that has managed to survive the political, economic and social turmoil faced so frequently by the Vietnamese people. This paper traces the evolution of the Vietnamese university in terms of its site planning and building design from the Hanoi Van Mieu, a Confucian 'temple of literature' which, built in 1070AD, is regarded as the country's first university, to today’s system of general and specialised universities and polytechnic institutions. In the late 1990s another step in the process of evolution began with the rationalization and amalgamation of the tertiary system to form two large, multi-campus and multi-disciplinary universities – the Hanoi National University and the Ho Chi Minh National University.