The small rural school principalship : key challenges and cross-school responses

This article explores the responses of school principals of small rural schools in Victoria, Australia to leadership challenges they identify as characteristic of these contexts. The research is an exercise in grounded theory building, with the focus on the principalship as it is enacted in small rural settings. The article also seeks to trace the impact of macro and meso influences on micro rural contexts. While many very positive attributes of small rural schools are evident, this article speaks to principalship engagement with contextual problems – issues concerning work intensification, role multiplicity, school viability, new regulatory funding requirements and the abandonment of equity policies in education – since there is a dearth of information in Australia at this time about how school principals confront these challenges in small rural locations. The research exposes a growing culture of creative collaborative responses to the pervasive impediments of leading small rural schools.

Barriers to continuing medical education in Australian prevocational doctors

To determine perceived barriers to continuing education for Australian hospital-based prevocational doctors, a cross sectional cohort survey was distributed to medical administrators for secondary redistribution to 2607 prevocational doctors from August 2003 to October 2004. Four hundred and seventy valid questionnaires (18.1%) were returned. Only seven per cent (33/470) did not identify any barriers to continuing education. Barriers identified the most were lack of time (85% [371/437]), clinical commitment (65% [284/437]), resistance from registrars (13% [57/437]) and resistance from consultant staff (10% [44/437]). Other barriers included workload issues (27% [27/98]), teaching program inadequacies (26% [25/98]), lack of protected time for education (17% [17/98]), motivational issues (11% [10/98]) and geographic remoteness (10% [10/98]). Australian graduates (87%) identified lack of time more frequently than international medical graduates (77%) (P=0.036). Perceived barriers did not differ significantly between doctors of differing postgraduate years.

What can Hannah Arendt's theorising add to equity policy activism in higher education institutions?

Human rights theory is based on universalistic moral perspectives that regard each individual as a bearer of rights. These rights are often legislated nationally and implementation mandated for institutions including higher education institutions. Arendt contests this kind of governance and ruling. Arendt argues for an agonal politics. Arendt theorises politics and power as something that cannot occur in isolation; it is through ‘acting in concert’ with others that a political community is constituted. Arendt advocates for a public space where people can take care of the ‘public things’ between them to work out how to live together. In this paper I reflect on my role promoting equity within Australian higher education institutions and explore what Arendt’s theorising can add to rethinking this kind of human rights work. Arendt argued that re-valuing politics would pave the way to a ‘new appreciation of human plurality’ (Villa 1996: 17). I will argue that the ‘Fair Chance for All’ (1990) equity policy promoted a form of identity politics within higher education institutions. I argue that Arendt’s theorising can effectively disrupt identity politics and offers a corrective to the way human rights legislation and related institutional policies tend to focus on specific target populations.

Opening the doors to multiculturalism : Australian pre-service music teacher education students' understandings of cultural diversity

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005-2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to 'opening the doors to multiculturalism and cultural understanding'. Pre-service teacher education courses should reflect the changing societies in which they are situated.

Higher education services exports : sources of growth of Asian students in US and UK

The paper reviews the recent trends and current developments in the global higher education market with a particular focus on growth of Asian students studying in US and UK. Using pool cross section-time series data over the 1985–2003 period, it is found that different factors affect students from different countries differently. This suggests that the marketing strategies of offshore higher education providers need to be tailored to the specific needs of different markets in order to be successful. The emergence of a number of new players in the higher education export market is also rapidly becoming a major threat to the traditional higher education service exporters.

International education : a tertiary level industry update

Recent developments in the international education industry are notable in three respects. First, international student mobility has more than doubled in the last two decades or so. Second, programme mobility encompassing distance education has also led to new forms of cross-border education. Third, institution mobility through such commercial deals asfranchises and twinning arrangements are becoming an increasingly important feature of cross-border education, although on a limited scale. Such developments are leading to the emergence of a new market place for the international education industry. This article documents and analyses trends in painting a picture of these contemporary developments in crossborder education.

Bridging the gap between anecdotal and empirical evidence in the international education market : insights from the US and UK

Education is an industry which has seen rapid growth in its trade over a short period of time. From the import and export of textbooks to international examinations such as the British Advanced and Ordinary levels and the American GMAT, GRE, LSAT, TOEFL and others, international trade in education has truly become a multidimensional phenomenon (Liston and Reeves, 1985). While all these aspects have largely contributed to the development of the so called “academic trade” (McMahon, 1988), it is the cross-border migration of international students which however remains the most visible aspect of this trade (Bourke, 2000). Indeed, recent estimates by the Organisation for Economic Cooperation and Development (OECD) suggest that nearly 1.9 million students were abroad in 2002 (OECD, 2004). There are probably thousands more foreign students involved in lower level education, language training and the like, but at the time of writing, no comprehensive statistics is yet available on international students enrolled in non-tertiary level institutions (Knight, 2002). As a result, it is vital to stress at the outset that this paper focuses exclusively on cross-border tertiary education but parallels can be drawn for lower level education.

Academic and business ethical misconduct and cultural values : a cross national comparison

Efforts to promote ethical behaviour in business and academic contexts have raised awareness of the need for an ethical orientation in business students. This study examines the similarities and differences between the personal values of Iranian and Australian business students and their attitudes to cheating behaviour in universities and unethical practices in business settings. Exploratory factory analysis provided support for three distinct ethics factors—serious academic ethical misconduct, minor academic ethical misconduct, and business ethical misconduct. Results reveal statistically significant differences between the two cultural groups for ethical (altruism/universalism) values, and for attitudes to serious academic misconduct. No differences were found between the two groups for attitudes to minor academic unethical practices or unethical business practices. Gender influenced responses where females were found to indicate higher levels of unacceptability of unethical practices in academic and business settings than males. This pilot study highlights the need for higher education institutions to develop and enforce policies and practices to publicise, encourage and reinforce higher awareness of the need for adhering to ethical behaviour in university studies as a necessary component of training business professionals.

Dancing on a moving floor : lay women and the principalship in Catholic education

Female disadvantage has been the explanation given in previous studies to explain the under-representation of laywomen who achieve principalships in Catholic Education. Women, themselves, have overcome many of the barriers that disadvantage them. These include an apparent inability to cope with financial management and time constraints due to family commitments. The introduction of Equal Opportunity legislation and related programmes has assisted this process, but as my research shows the under-representation of women in principalship in proportion to the numbers of women teachers in Catholic Education still remains. This thesis examines the phenomenon in three dioceses in three Australian states. I have investigated this problem using a feminist research approach which is characterised by an emphasis on the significance of everyday life. Statistical material as to percentages of teachers in comparison with percentages of female principals was collected; dates of formulation and acceptance of relevant policies at diocesan levels were checked and questionnaires compiled. The questionnaires were distributed to appropriate stakeholders. Following the compilation of data from the questionnaires, themes emerged which provided the initial questions for focus groups made up of male and female principals and potential principals. These focus groups were then conducted in all three dioceses. Through all stages I carried out cross-referencing with my own journal sentries (Power, 1993—1999) . The qualitative and quantitative data generated from the focus groups was examined and analysed drawing on feminist concepts. I have found two major features emerging from the materials that I have generated. The first was the unpredictable, ambiguous and often contradictory relations that occur within Catholic Education, and how they were experienced by lay women. This aspect gave rise to the title of my thesis: 'Dancing on a Moving Floor' as many women felt the rules changed the closer they got to achieving principalship. Then both male and female participants highlighted 'male advantage' in terms that have been identified in other education systems, but this factor emerged as being further heightened in Catholic Education and occurring at systemic, organisational and individual levels. I have made a number of policy recommendations that could possibly change attitudes and practices for each of these levels. I conclude with some suggestions for further research.

Community school teacher education and the construction of pedagogical discourse in Papua New Guinea

Pedagogical discourse in Papua New Guinea (PNG) community schooling is mediated by a western styles education. The daily administration and organisation of school activity, graded teaching and learning, subject selection, content boundaries, teaching and assessment methods are all patterned after western schooling. This educational settlement is part of a legacy of German, British and Australian government and non-government colonialism that officially came to an end in 1975. Given the colonial heritage of schooling in PNG, this study is interested in exploring particular aspects of the degree of mutuality between local discourses and the discourses of a western styled pedagogy in post-colonial times, for the purpose of better informing community school teacher education practices. This research takes place at and in the vicinity of Madang Teachers College, a pre-service community school teachers college on the north coast of Papua New Guinea. The research was carried out in the context of the researcher’s employment as a contract lecturer in the English language Department between 1991-1993. As an in-situ study it was influenced by the roles of different participants and the circumstances in which data was gathered and constituted, data which was compatible with participants commitments to community school teacher education and community school teaching and learning. In the exploration of specific pedagogic practices different qualitative research approaches and perspectives were brought to bear in ways best suited to the circumstances of the practice. In this way analytical foci were more dictated by circumstances rather by design. The analytical approach is both a hermeneutic one where participants’ activities are ‘read like texts’, where what is said or written is interpreted against the background of other informing contexts and texts, to better understand how understandings and meanings are produced and circulated; and also a phenomenological one where participants’ perspectives are sought to better understand how pedagogical discursive formations are assimilated with the ‘self’. The effect of shifting between these approaches throughout the study is to build up a sense of co-authorship between researcher and participants in relation to particular aspects of the research. The research explores particular sites where pedagogic discourse is produced, re-produced, distributed, articulated, consumed and contested, and in doing so seeks to better understand what counts as pedagogical discourse. These are sites that are largely unexplored in these terms, in the academic literature on teacher education and community schooling in PNG. As such, they represent gaps in what is documented and understood about the nature of post-colonial pedagogy and teacher training. The first site is a grade two community school class involved in the teaching and early learning of English as the ‘official’ language of instruction. Here local discourses of solidarity and agreement are seen to be mobilised to make meaningful, what are for the teacher and children moments in their construction as post-colonial subjects. What in instructional terms may be seen as an English language lesson becomes, in the light of the research perspectives used, an exercise in the structuring of new social identities, relations and knowings, problematising autonomous views of teaching and learning. The second site explores this issue of autonomous (decontextualised) teaching and learning through an investigation of student teachers’ epistemological contextualisations of knowledge, teaching and learning. What is examined is the way such orientations are constructed in terms of ‘traditional’ and ‘modern’ epistemological and pedagogical alignments, and, in terms of differently conceived notions of community, in a problematisation of the notion of community schooling. The third and fourth sites examine reflective accounts of student teachers’ pedagogic practices, understandings and subjectivities as they confront the moral and political economies and cultural politics of schooling in School Experiences and Practicum contexts, and show how dominant behaviourist and ‘rational/autonomous’ conceptions of what counts as teaching and learning are problematised in the way some students teachers draw upon wider social discourses to construct a dialogue with learners. The final site is a return to the community school where the discourse of school reports through which teachers, children and parents are constructed as particular subjects of schooling, are explored. Here teachers report children’s progress over a four year period and parents write back in conforming, confronting and contesting ways, in the midst of the ongoing enculturation of their children. In this milieu, schooling is shown to be a provider of differentiated social qualifications rather than a socially just and relevant education. Each of the above-mentioned studies form part of a research and pedagogic interest in understanding the ‘disciplining’ effects of schooling upon teacher education, the particular consequences of those effects, what is embraces, resisted and hidden. Each of the above sites is informed by various ‘intertexts’. The use of intertexts is designed to provide a multiplicity of views, actions and voices while enhancing the process of cross-cultural reading through contextualising the studies in ways that reveal knowledges and practices which are often excluded in more conventional accounts of teaching and learning. This research represents a journey, but not an aimless one. It is one which reads the ideological messages of coherence, impartiality and moral soundness of western pedagogical discourse against the school experiences of student-teachers, teachers, children and parents, in post-colonial Papua New Guinea, and finds them lacking.

Cross-sector social partnerships, leading by example : a case study of reading for life

Some exceptional social integrative alliances can go unrecognised amid the swell of high profile initiatives. This may be dependent upon the propensity of the partnering organisations to seize publicity opportunities or public sensitivity towards an issue. This paper focuses on one such exemplar of best practice of social investment in Australia.

A joint initiative between a major manufacturing organisation (Unilever Australasia) and a social nonprofit organisation (Learning Links) has led to the creation of the Reading for Life program. This initiative aims to advance the literacy levels of children in the formative years of education. The examination of this case provides a broader picture of the Australian alliance marketplace and the effects this one successful relationship has had on encouraging further  partners, additional programs and promoting best practice.

The research aimed to uncover the objectives of each partner along with the management processes used, outcomes (both perceived and actual) and future direction. In-depth interviews were conducted across different levels of the organisational structure of each partner in multiple locations within Australia.

Preliminary findings provided an insight into alliance formation and the overwhelming importance of social investment as a core motive. Twelve core factors were identified as contributing to the successful implementation of this relationship. In particular, regular reporting of successful outcomes was an important implementation factor, not only in driving the relationship to new levels, but also in the recruitment of further investment partners.

This case demonstrates that multiple positive outcomes can be gained from cross-sector collaboration. Unilever Australasia has successfully developed a positive corporate culture amongst its employees and will leave a legacy of social investment. Learning Links, with the help of a private sector partnership, has increased its operational capacity and is now established as a trans-national nonprofit organisation. Together they have made a noteworthy contribution to
the improvement of literacy in hundreds of children’s lives and fundamentally paved the way for demonstrating that social investment can be considered a good business outcome.

This case is being used to inform theory on cross-sector collaboration and build on the findings of Austin (2000) in relation to the alliance marketplace and factors inherent in integrative alliances.

A cross-cultural examination of social and sexual behaviour in High Functioning Autism and Down Syndrome

The focus of this research was to obtain an understanding of the social and sexual behaviour of adolescents with High Functioning Autism (HFA) or Down Syndrome (DS) in comparison to Typically Developing (TD) adolescents across cultures. The findings highlight the importance of cross-cultural research and indicate the need for sex education. The portfolio presents four case studies which support the proposition that insecure attachment is only likely to lead to depression in the presence of socially-related and other psychological difficulties, since not all insecurely attached children develop depressive symptoms.

The governance of specialist nursing education and professional practice

Researching the governance frameworks supporting specialist nursing education and practice attests to deficiencies with the frameworks, and incongruence between expectations of academics, regulators and the profession for performance outcomes. The thesis argues for an evidence based governance infrastructure for national application and establishment of functional cross sectoral partnerships.

Mediatizing educational policy : the journalistic field, science policy, and cross-field effects

This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the 'mediatization' of policy. Specifically, the paper draws upon Bourdieu's accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a case study of a recent Australian science policy, The chance to change. As this policy went through various iterations and media representations, its naming and structure became more aphoristic. This is the mediatization of contemporary policy, which often results in policy as sound bite. The case study also shows the cross-field effects of this policy in education, illustrating how today educational policy can be spawned from developments in other public policy fields.