Indigenous higher education student equity : focusing on what works

The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous  student equity in higher education. Undertaking independent evaluation of  existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some of the ways in which success has been, and can be, achieved, despite the challenges that face Indigenous students. In other words, it may be possible to articulate some aspects of what works for some Indigenous people in relation to higher education. A focus on articulating strategies that Indigenous individuals and communities might adopt in relation to higher education should be developed alongside the management of systemic problems through a range of means. The “successfocused” approach would provide one of a suite of approaches that may be helpful in addressing Indigenous student equity.

The criteria of effective teaching in a changing higher education context

The criteria of effective teaching in higher education are understood to comprise particular skills and practices applied within particular contexts. Drawing on the literature and using Australia’s understanding of effective teaching, this paper examines the notion of effective teaching. The paper compares dimensions derived from robust research and psychometric processes with the Australian Learning and Teaching Council’s criteria for effective teaching and observes the criteria of effective teaching in higher education to have evolved. While the paper suggests some areas in which future considerations of the notion of effective teaching might usefully focus, it also argues that context is critical and that it is subject to continuous and multiple changes imposed by forces from within and outside universities. The paper maintains that our collective understanding of competent, professional and effective teaching must continually evolve in order that it accurately reflects and continually responds to the contexts in which learning and teaching is undertaken. The paper also calls for an ongoing agenda that continuously investigates and articulates the meaning of effective teaching in a changed, and changing, context.

The scholarship of teaching in Australian higher education : a national imperative

The notion of ‘the scholarship of teaching’ has enjoyed a growing level of attention over the past decade and a half. This keynote will examine the congruence between the scholarship of teaching, and national and institutional values and priorities in relation to teaching in higher education. The presentation will conclude by offering some principles for guiding the development of an individual scholarship of teaching.

Undertaking research into higher education : maximising quality

Research into higher education is increasingly gaining momentum. It is vitally important that the highest standards of scholarship possible are applied to each and every investigation that scholars in the field of higher education undertake. As well as being an important aim in itself, the pursuit of high quality research into higher education meets requirements for greater accountability and efficiency in the context of increased student diversity and reduced funding worldwide. The quality of higher education research is dependent on a number of factors and dimensions. These include appropriate preparatory groundwork; the formulation and use of clear research questions; the appropriate use of conceptual and theoretical framework(s); ethical research conduct; the use of relevant and appropriate methods and methodology and choosing the highest quality dissemination outlets. This seminar will discuss each of the components of high quality research.

Increasing national capability for quality higher education the case of the Sultanate of Oman

This paper explores a number of quality enhancement initiatives being implemented in a developing country, the Sultanate of Oman, to increase the national capability for quality higher education. Oman is a young country with a youthful and rapidly growing population. A brief description of the relatively short history of Oman’s national systems for secondary and postsecondary education is provided. This highlights the challenges for quality education resulting from a strategy of importing postsecondary education from a variety of countries, and delivering the programs through a largely privatized sector.

The paper then describes the outcomes of an initial needs analysis that led to the development of a National Quality Plan. Some of the strategies in this plan for improving and increasing capability are considered, most particularly the establishment of a practitioner‐oriented Oman Quality Network, and the design and implementation of a National Quality Training Program. These two strategies attempt to address common obstacles to capability, namely a paradigm that entrenches compliance and helplessness, and only early awareness of effective quality enhancement and quality assurance principles and methods.

Evaluation results are presented that comment on progress thus far, and suggest critical success factors. These include building legitimacy and trust to overcome barriers to sharing information in a competitive privatized environment. They also include the establishment of peer to peer mechanisms that build confidence and create sustainability over time, as imported or external expertise gives way to local capability and expertise.

‘My school has been quite pushy about the Oxbridge thing’ : voice and choice of higher education

Whilst government policies are now pushing teachers to listen to pupils, this concern is largely framed within the school improvement agenda. This is not the only arena where listening to pupils counts. This article examines the ways in which two young people, making a significant choice about which university to attend, felt unable to discuss their interests and concerns with their teachers. In one case, this resulted in a young woman doing less well in her examinations in order to avoid getting her first preference of Oxbridge, and securing her ‘real choice’ at another Russell Group university. The other was not invited by his school to apply to Oxbridge, despite a desire to go there which he felt unable to articulate at school. We suggest that, given the current concern over widening participation, these two cases provide hints that all is not well with school gate-keeping and career guidance procedures.

Higher education and the labour market in Oman

This study aimed to investigate whether there is a mismatch between higher education and the labour market in Oman, the types of this mismatch that exist, and the reasons for this mismatch as they appeared from statistics and interviewees' responses ( the higher education providers, principals from the public sector, and employers from the private sector)

Existence of externalities from investment in higher education research and development

Research undertaken for this thesis supports the underlying claim that education does generate externalities. By examining the impact of higher education R&D on Australian state production, the results suggest that both pure and applied R&D have a statistically significant impact on Australia's regional economic performance.

Using information and communications technology in higher education

A folio-based doctoral study comprising a dissertation, a major literature review, and a website. The dissertation identified key dimensions of blended learning environments created by the teachers in the study. These environments were characterised by different media blends and learning activities underpinned by resource-based learning approaches to teaching and learning.

New Zealand higher education in the age of technological convergence

There are competing discourses within New Zealand higher education on the impact of the converging 'forces' of technology, globalisation and corporatisation. Educational leadership in NZ exhibits a demonstrably weaker response compared with the literature and elsewhere. The current behaviour of media organisations may be indicative of any future educational response.

Doing things differently? : technological practice and change in higher education

Explores changes brought about by new technologies. "Technology" is seen to influence, reorder and restructure social and political relations and practices of staff. The study is intended to increase awareness of changing work practices and to encourage an informed and critical view of new technology adoption in education.

Toward new models of flexible education to enhance quality in Australian higher education

In this chapter we focus on models of flexible education as related to Australian higher education (with an argument that this is typical of developments worldwide). Moreover, Deakin University’s longstanding experience in flexible, online and distance education, as a case study of changes in Australian higher education, will be highlighted, with a particular emphasis on developments in teaching engineering and technology flexibly. To begin, we provide coverage of contemporary developments in quality enhancements in teaching and learning in Australian higher education arguing that flexible education is a key institutional response to external demands. The meanings of flexible education and blended learning are then considered and a contingency-based framework for designing flexible education outlined. The framework will consider models of flexible education design in the light of goals, the roles, needs and circumstances of teaching staff and learners, the changing technological environment, and the requirements of various external stakeholders. The focus will then move to course and unit concerns relating to flexible educational models of course design and operation as illustrated through the case of engineering and technology at Deakin. The final section will give some consideration to future directions in flexible education.