Bringing innovation to centre stage : the rhetoric of commercialisation and cross-sector collaboration

As a key element in Australia's national innovation system, public sector organizations, such as universities and public-funded research agencies, have increasingly become involved in R&D collaborations with firms. Government policy has encouraged this cross-sector collaboration, and in the most recent policy "act" has focused on the commercialisation of research findings (through which R&D outputs are translated into marketable commodities) and has encouraged public sector organizations to become more directly involved in this activity. But while the policy rhetoric has contributed to a discourse of marketization, through which cultural change in the research performing organizations is both promoted and legitimised, there are other voices in the unfolding policy drama which point to the complex and multifaceted nature of commercialisation in national economies. These countervailing voices emphasise the multiple roles that public sector organizations play in national innovation systems, and this introduces organizational role ambiguity into the discourse leading to confusion among the research performing actors. It is concluded that, given the complex and subtle nature of innovation processes, the traditional dichotomy between applied (or commercially-focused) research and "public good" research is no longer tenable nor helpful in the policy debates.

Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students : a pilot

Background: Placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving student employability and work readiness. Students can maximise strengths, improve areas of weakness, and develop a strong understanding of the requirements of their chosen field within the confines of a well monitored and rich learning environment. Assessment Centres (ACs) are commonly used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. Based on a recent literature review, the present the present project evaluates the application of AC methodology as a developmental tool within the placement milieu. The review, which is also included the current conference proceedings details the benefits of utilising the AC process forming the impetus for the present pilot (Sturre; von Treuer & Keele 2010).
Aims: The primary aim of the paper was to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15).
Method: A longitudinal design was utilised with numerous evaluation points from placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, role play, written report, leaderless group discussion and a personality assessment. Comprehensive feedback was provided by organisational psychologists who also fulfil the role of placement co-ordinators. With the assistance of Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These plans were to be addressed and progress monitored during consecutive placements.
Results: Initial perceptions gathered from students regarding the AC process were very encouraging. Performance
evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their workplace supervisors illustrate the positive effect of this methodology. The rigour and comprehensive techniques offered by the methodology enabled students to focus on and improve areas identified for development.
Conclusions: It is important to note that the present design formed a pilot study and as mentioned was undertaken with a limited sample. Future implementation is planned with larger samples, enabling a more comprehensive analysis of the methodology. Nevertheless, the methodology appears to provide a much needed strategy for the assessment and ongoing development of students prior to and during work placements. The application provides early intervention enabling students to address development needs with input from both university and organisational stakeholders based on an established, standardised process.

Measuring children’s involvement as an indicator of curriculum effectiveness : a curriculum evaluation of a selected child study centre in Singapore

This paper presents one aspect of a research project evaluating a curriculum model of a selected child study centre in Singapore. An issue of worldwide interest and concern is the ‘quality of learning’ debate as it relates to early childhood centres. In Singapore, the government is focusing on expansion in child care settings and increases in the amount of funded training. One of the issues surrounding prior-to-school education raises the question of how one measures the quality of teaching and learning, to describe the value of using, funding and promoting early education. The research reported in this study used a quasi experimental research paradigm to assess one aspect of the quality of a curriculum programme in a child study centre in Singapore. Children aged between 18 months and 6 years (N = 81) participated in the research. Using the observation scale of Laevers’ Child Involvement Scale, the active involvement of children in learning experiences was measured. The findings are presented and discussed.

Universiti Sains Malaysia, sustainability and the struggle for a vital centre in education

The agenda of Universiti Sains Malaysia (USM) aims to engage the problems of values and ethics in the context of knowledge production and teaching in universities. In this sense, USM is seeking to re-imbue the soul of higher education by articulating a normative ’vital centre’ to the mission of USM by means of cultural respect,sustainability and commitment to the bottom billions that is the critical touchstone for reforming pedagogical practice in USM.

Children, visual images, and narratives

Book reviews of 
- Colomer, Teresa, Bettina Kümmerling-Meibauer, and Cecilia Silva-Diaz, eds. New Directions in Picturebook Research. New York: Routledge, 2010
- Edwards, Gail, and Judith Saltman. Picturing Canada: A History of Canadian Children’s Illustrated Books and Publishing. Toronto: U of Toronto P, 2010
- Harding, Jennifer, and Pat Pinsent, eds. What Do You See? International Perspectives on Children’s Book Illustration. Newcastle upon Tyne: Cambridge Scholars, 2008
- Lerner, Loren, ed. Depicting Canada’s Children. Waterloo: Wilfrid Laurier UP, 2009
- Pantaleo, Sylvia. Exploring Student Response to Contemporary Picturebooks. Toronto: U of Toronto P, 2009

Student equity's starring role in Australian higher education : not yet centre field

The field of Australian higher education has changed, is changing and is about to change, repositioned in relation to other ‘‘fields of power’’. It is a sector now well defined by its institutional groupings and by their relative claims to selectivity and exclusivity, with every suggestion of their differentiation growing. The potential of a ‘‘joined-up’’ tertiary education system, of vocational education and training (VET) and universities, has the potential to further rework these relations within Australian higher education, as will lifting the volume caps on university student enrolments. Moreover, Australian universities now compete within an international higher education marketplace, ranked by THES and Shanghai Jiao Tiong league tables. ‘‘Catchment areas’’ and knowledge production have become global. In sum, Australian universities (and agents within them) are positioned differently in the field. And being so variously and variably placed, institutions and agents have different stances available to them, including the positions they can take on student equity. In this paper I begin from the premise that our current stance on equity has been out-positioned, as much by a changing higher education field as by entrenched representations of social groups across regions, institutions, disciplines and degrees. In taking a new stance on equity, the paper is also concerned with the positioning in the field of a new national research centre with a focus on student equity in higher education. In particular, the paper asks what stance this new centre can take on student equity that will resonate on a national and even international scale. And, given a global field of higher education, what definitions of equity and propositions for policy and practice can it offer? What will work in the pursuit of equity?

More towards the centre : searching for field position for student equity in Australian higher education

The field of Australian higher education has changed, is changing and is about to change, as it is repositioned in relation to other ‘fields of power’. It is a sector now well defined by its institutional groupings – the Go8, the IRUs, the ATN and the rest – and by their relative claims to selectivity and exclusivity, with every suggestion of their differentiation growing. Even within these groupings there are distinctions and variations. Moreover, Australian universities now compete within an international higher education marketplace, ranked by THES and Shanghai Jiao Tiong league tables. ‘Catchment areas’ and knowledge production have become global. And the potential of a ‘joined‐up’ tertiary education system, of VET and universities, will rework relations within Australian higher education, as will lifting the volume caps on university student numbers. In sum, Australian universities (and agents within them) are positioned differently in the field, although not in the stable relations imagined by Pierre Bourdieu in the France of the 1960s. And being so variously and variably placed, institutions and agents have different stances available to them, including the positions they can take on student equity. In this paper I begin from the premise that our current shared stance on this has been out‐positioned. Nation‐bound proportional representation loses its equity meaning when the Australian elite send their children to Harvard, Yale, Oxford and Cambridge. The same could also be said, and has been, about equity representations by region, institution, discipline and degree. What then, also, for a new national research centre with a focus on student equity and higher education, for its research agenda and positioning in the field? What stance can it take on student equity that will resonate on a national and even international scale? And, given a global field of higher education, what definitions of equity and propositions for policy and practice can it offer? What will work in the pursuit of equity?

Thermal and ventilation performance of a multifunctional sports hall within an aquatic centre

There has been an increasing demand for sports facilities in urban areas recently. As a result of this, more attention is drawn towards not only the energy performance of these building typologies, but also creating a healthy indoor environment for the users. This Study investigates the thermal and ventilation performance of a sports hall within an aquatic centre using computational fluid dynamics (CFD) simulations. IES Virtual Environment software was used to perform the simulations. A number of scenarios were tested by changing the position of extract fans as well as by incorporating natural ventilation strategies. A high level of discomfort was observed in the space. Better comfort condition was achieved by changing the location of exhaust fans ad openings. The results help to recommend some guidelines to inform the proposed refurbishment plans of the site.