Negotiating regional futures:the successes and failures of the West Midlands Regional Development Agency Network

The introduction of Regional Development Agencies (RDAs) in the English regions in 1999 presented a new set of collaborative challenges to existing local institutions. The key objectives of the new policy impetus emphasise increased joined-up thinking and holistic regional governance. Partners were enjoined to promote cross-sector collaboration and present a coherent regional voice. This study aims to evaluate the impact of an RDA on the partnership infrastructure of the West Midlands. The RDA network incorporates a wide spectrum of interest and organisations with diverse collaborative histories, competencies and capacities. The study has followed partners through the process over an eighteen-month period and has sought to explore the complexities and tensions of partnership working 'on the ground'. A strong qualitative methodology has been employed in generating 'thick descriptions' of the policy domain. The research has probed beyond the 'rhetoric' of partnerships and explores the sensitivities of the collaboration process. A number of theoretical frameworks have been employed, including policy network theory; partnership and collaboration theory; organisational learning; and trust and social capital. The structural components of the West Midlands RDA network are explored, including the structural configuration of the network and stocks of human and social capital assets. These combine to form the asset base of the network. Three sets of network behaviours are then explored, namely, strategy, the management of perceptions, and learning. The thesis explores how the combination of assets and behaviours affect, and in turn are affected by, each other. The findings contribute to the growing body of knowledge and understanding surrounding policy networks and collaborative governance.

Growth and development of three key summer grasses in Australian cotton systems

Awnless barnyard grass, feathertop Rhodes grass, and windmill grass are important weeds in Australian cotton systems. In October 2014, an experiment was established to investigate the phenological plasticity of these species. Seed of these species were planted in a glasshouse every four weeks and each cohort grown for 6 months. A developmental response to day length was observed in barnyard grass but not in the other species. Days to maturity increased with each planting for feathertop Rhodes and windmill grass for the first six cohorts. Barnyard grass showed a similar pattern in growth for seeds planted from October to December with an increase in the onset of maturity from 51 to 58 days. However, the onset of maturity for cohorts planted between January and March decreased to between 50 and 52 days. All species had a decrease in the total number of panicles produced from the first four plantings. Feathertop Rhodes grass planted in October produced 41 panicles compared to those planted at the end of December producing 30 panicles, barnyard grass had a decrease from 99 to 47 panicles and windmill grass 37 to 15 panicles on average. By comparing the development of these key weed species over 12 months, detailed information on the phenological plasticity of these species will be obtained. This information will contribute to more informed management decisions by improving our understanding of appropriate weed control timings or herbicide rates depending on weed emergence and development.

Leadership training and regular communication identified as key strategies for the development of the Australian pineapple industry

Changes in the circumstances of the Australian pineapple industry left growers with a leadership vacuum, limited technical support and no funds for conducting research and marketing. Inspirational leadership training together with regular district farm meetings were used to assist the Australian pineapple industry to successfully adapt to these challenges. All growers were assigned to one of a number of regional grower study groups and regular on-farm meetings commenced to facilitate communication between growers, transfer of technology, awareness of industry affairs and an opportunity to become involved in industry business. A leader was appointed within each study group and these leaders attended a leadership course consisting of three, three-day modules. These original course graduates formed the nucleus of a new grower representative group which subsequently instigated levies to fund research and marketing. Two more courses have since been conducted to provide the depth of leadership to satisfy the growers' desire to rotate industry leadership on a regular basis.

Inclusive pedagogy in Australian universities: a review of current policies and professional development activities

This article reports on activities undertaken by Australian universities to support academic staff to provide inclusive teaching. The findings of two lines of inquiry are reported - a desktop audit of the presence of inclusive teaching or universal design for learning (UDL) in publically available policies and procedures documents, and a survey of the methods adopted to build staff capacity to provide inclusive teaching and learning. Just over a third (34.21%) of Australian universities referred to inclusive teaching or UDL in their policies and procedures. A wide range of current practices in professional development for inclusive teaching was reported, with the most frequent being one-off workshops focussing on accommodating specific groups of students. Improved institutional support through policies, procedures and professional development would enable Australian higher education teachers to provide quality inclusive teaching to all students.

EAL teacher-agency: implications for participation in professional development

Teachers construct their practice, education and professionaldevelopment within two domains of professionalism: sponsored andindependent. The association between these two domains, however,is complex; it is overlapping, inseparable and sometimes uneasy. Thecomplexity is further exacerbated by the codependent nature ofassociation between the teacher and employment context in whichteachers’ and institutions’ trajectories for professional developmentmay vary. This situation calls into question the discrete treatmentgiven to and received by sponsored and independent professionalismin conceptualisations of teacher professional development. We arguethat, in both domains, teachers’ agency as learners is crucial for theirprofessional development and institutional efficacies. We critique theostensible disconnect and tensions that exist between the domains ofsponsored and independent professionalism in relation to teachingEnglish as an additional language and discuss how principles ofsponsored and independent professional development initiativescan be harnessed for optimal teacher learning.discuss how principles ofsponsored and independent professional development initiativescan be harnessed for optimal teacher learning.

Savings provisions in Australian electoral law : their forms, functions and historical development

The introduction of universal suffrage in 1902 established voting as a right for adult Australians who were British subjects and over 21 years of age. However, parties, parliaments, and electoral authorities have not been content with merely ensuring that citizens are entitled to vote. They have also enacted measures that aim to maximise citizen participation in elections. Turnout was made compulsory in 1925, which largely solved the ‘problem’ of voluntary abstention from the ballot box. A second concern has been disenfranchisement caused by incorrectly completed ballot papers. This situation arises when a voter submits a ballot that fails to comply with the legal requirements for a formal vote. Since the introduction of compulsory voting, debates about how to improve electoral turnout have largely concentrated on how to reduce rates of informality.The ‘problem’ of informality has long occupied the attention of electoral authorities and policy makers. This is due, in part, to the fact that rates of informality in Australia have been consistently high relative to other mature democracies. Moreover, the prevailing view in much of the Australian literature is that most informal voting is the result of mistakes and therefore ‘accidental’ or ‘unintentional’. Estimates of unintentional informal voting at national elections vary, but usually fall within the range of 80 to 85 per cent of informal votes cast. Even by the more conservative estimates of the Australian Electoral Commission (‘AEC’) the average rate of unintentional voting in the four national elections conducted in the period between 2001 and 2010 was 60.45 per cent.