Sailing into the wind : new disciplines in Australian higher education

Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no longer commands attention in Australian contexts of higher education, although the paper does not suggest a disregard for a critical stance purely for the sake of participation. It is in understanding the interconnections between position and stance , and how they might be strategically performed during the everyday practices of academics, that a more promising way of engaging with the venalities of the market is envisaged; a strategy that could be described as 'sailing into the wind'. In discussing these matters, the paper draws on semi-structured interviews with academics located in university faculties/departments/schools of education along Australia's eastern seaboard.

Towards a southern theory of higher education

Crudely, social inclusion in Australian higher education is a numbers game. While the student recruitment departments of universities focus on ‘bums on seats’, equity advocates draw attention to ‘which bums’, in ‘what proportions’, and, more to the point, ‘which seats’, ‘where’. But if the counting of bums is crude, so is the differentiation of seats. Just distinguishing between courses and universities and scrutinizing the distribution of groups, is a limited view of equity. The most prestigious seats of learning give students access primarily to dominant forms of knowledge and ways of thinking. In terms of access, it is to a diminished higher education, for all. Further, undergraduates – particularly in their first year – are rarely credited with having much to contribute. Higher education is the poorer for it. In this paper I propose an expanded conception for social inclusion and an enlarged regard for what is being accessed by students who gain entry to university. Drawing on Connell’s conception of ‘Southern Theory’, I highlight power/knowledge relations in higher education and particularly ‘southerners’: those under‐represented in universities – often located south of ENTER (Equivalent National Tertiary Entrance Rank) cut‐offs – and whose cultural capital is similarly marginalised and discounted. While increasing regard for the importance of Indigenous knowledges is beginning to challenge the norms of higher education, we are yet to generalise such reconceptions of epistemology to include knowledges particular to people from regional and rural areas, with disabilities, and from low socioeconomic backgrounds. Nor have we really engaged with different ways of thinking about the physical and social worlds that are particular to these groups. To take account of marginalized forms of knowledge and of thinking will mean thinking differently about what higher education is and how it gets done.

History researcher development and research capacity in Australia and New Zealand

 This article presents data and discussion on history researcher development and research capacities in Australia and New Zealand, as evidenced in analysis of history PhD theses’ topics. The article is based on two independent studies of history PhD thesis topics, using a standard discipline coding system. It shows some marked differences in the Australian and New Zealand volumes and distributions of history PhDs, especially for PhDs conducted on non-local/national topics. These differences reflect national researcher development, research capacities and interests, in particular local, national and international histories, and have implications for the globalisation of scholarship. Thesis topics are used as a proxy for the graduate’s research capacity within that topic. However, as PhD examiners have attested to the significance and originality of the thesis, this is taken as robust. The longitudinal nature of the research suggests that subsequent years’ data and analysis would provide rich information on changes to history research capacity. Other comparative (i.e. international) studies would provide interesting analyses of history research capacity. There are practical implications for history departments in universities, history associations, and government (PhD policy, and history researcher development and research capacity in areas such as foreign affairs). There are social implications for local and community history in the knowledge produced in the theses, and in the development of local research capacity. The work in this article is the first to collate and analyse such thesis data either in Australia or New Zealand. The comparative analyses of the two datasets are also original.

Distant relations : limits to relational contracting in domestic violence programmes

Purpose – The purpose of this paper is to assess the applicability of relational contract theory in situations where government departments contract with non-government welfare organisations to deliver human service programmes. Its limits are highlighted by an assessment of programmes for domestically violent men that epitomise “management of incomplete contracts” central to the theory.

Design/methodology/approach – The paper is based on an evaluation of contracted-out programmes for perpetrators of domestic violence in Australia that set out to compare and contrast distinct models of service delivery by documenting programme logic, service delivery effectiveness and effects on programme participants. It reflects on the difficulties of monitoring such programmes and considers the implications of this for contracting theory and for human service practice.

Findings – In contrast to critiques of contracting-out in a neo-liberal environment that emphasise how accountability and reporting requirements limit the autonomy of contracted agencies, this paper highlights considerable variation in how programmes were managed and delivered despite standardised service delivery contracts developed by the government department funding the programmes. This leads to a consideration of “incomplete contracts” where service delivery outcomes are hard to measure or there is limited knowledge of the contracted agencies by the contracting government department.

Originality/value – The paper highlights a situation in which the recommendations of relational contracting theory can exacerbate the difficulties of quality assurance rather than minimise them. It then argues a need for workforce development in the government departments and the contracted agencies, to enable a nuanced monitoring of the programmes' service delivery and promotion of quality assurance processes.

How can the impact of cultural development work in local government be measured? Towards more effective planning and evaluation strategies

The field of cultural development in local government is relatively new, with most councils only having dedicated staff or teams within the last ten to fifteen years. Challenges are associated with that newness in the areas of planning, goal setting and formal evaluation of achievements in relation to goals. How can the best decisions be made about what is needed? How can the outcomes of that work be evaluated? What should be measured and how? This paper explores these challenges and presents some solutions. Program Logic is introduced as a methodology for effective planning and evaluation of cultural development work in local government. The need for both performance and outcome evaluation of cultural development work is discussed, as are the levels of evaluation required; considering the contribution of individual workers, departments, whole of council and the overall community outcomes. Factors beyond the influence of local government, which impact the outcomes of arts initiatives, are also considered in arguing that more sophisticated evaluation processes are required.

The characteristics, responsibilities and future of chief information officers in the public sector

This chapter presents a model which depicts the critical factors and assists in understanding the demands and effectiveness of Chief Information Officers (CIO) in public sector organisations. The chapter explores the literature on public sector CIO addressing personal and professional characteristics. It also reviews the literature pertaining to the responsibilities and career advancement and future directions in Government departments. The authors adopt a qualitative methodology by which semi-structured interviews are conducted with CIO representatives from a State Government in Australia. From collation of the interview results, utilising a ‘mind mapping’ strategy, the chapter identifies a model that adequately reflects the critical factors required for a public sector CIO. The chapter concludes that there are certain unique characteristics and responsibilities that a public sector CIO must possess yet a private sector CIO does not require. The chapter also acknowledges the importance of outlining a future direction of the role; something which is neglected by the literature.

Using e-learning to increase the preparedness and confidence of nurses to perform buttonhole cannulation

Arteriovenous fistulae are considered the gold standard for haemodialysis vascular access. Their use can be fraught with complications for both the patient and cannulator, with knowledge, expertise and skills being key factors in reducing access associated morbidity. There is mounting evidence demonstrating the efficacy of the buttonhole technique. One disturbing problem noted with the buttonhole experience has been an increased rate in site infections, anecdotally attributed to poor buttonhole site preparation. Enhanced knowledge and skills for nurses are crucial in increasing patient comfort and improving outcomes.

Although knowledge and skill acquisition related to vascular access are often the focus of individual institutional educational initiatives, a national evidence based program that provides free equitable access to all nurses does not exist in Australasia. A survey of Australasian Nephrology Educators’ identified the need for more effective and consistent delivery of clinical education for nurses using innovative, web‐based approaches that support the tenets of e-learning methodologies. This paper will discuss the development and implementation of an e-learning program for buttonhole cannulation. The preparedness of participants to professionally engage with buttonhole cannulation and their self-efficacy (estimates) in undertaking learning about the clinical procedure using e-learning will be evaluated. In addition it will highlight the benefits of inter‐organizational partnerships and how they can facilitate positive change in teaching and learning practices aimed at improving patient outcomes. This project has unique characteristics that collectively provide value, distinction and innovation to patients, nurses, and renal departments across Australasia. As the e-learning program is founded on evidence based practice this project is easily transferable to an international context.

A multi-objective sensitivity approach to training providers' evaluation and quota allocation planning

The practice of solely relying on the human resources department in the selection process of external training providers has cast doubts and mistrust across other departments as to how trainers are sourced. There are no measurable criteria used by human resource personnel, since most decisions are based on intuitive experience and subjective market knowledge. The present problem focuses on outsourcing of private training programs that are partly government funded, which has been facing accountability challenges. Due to the unavailability of a scientific decision-making approach in this context, a 12-step algorithm is proposed and tested in a Japanese multinational company. The model allows the decision makers to revise their criteria expectations, in turn witnessing the change of the training providers' quota distribution. Finally, this multi-objective sensitivity analysis provides a forward-looking approach to training needs planning and aids decision makers in their sourcing strategy.

Perceptions of quality in higher education : a comparative study of Turkish and Australian business academics

Finding a common definition of ‘quality’ in studies of quality and quality improvement in higher education institutions is very important. This study identifies the views of a key stakeholder group, academics, with reference to their beliefs (what is currently occurring) and their attitudes (what ought to be occurring) in relation to quality in their departments. The focus of this paper is on the collection of data from 64 business administration academics in Turkish universities. Face-to-face interviews were conducted using an instrument titled ‘Quality in Accounting Education Survey’. The questionnaire was developed by Watty and is based on the conceptions of quality framework, developed by Harvey and Green. The results are compared with the beliefs and attitudes of Australian accounting academics as reported in an earlier paper by Watty. The findings show that academics from Turkey adopt the perspective of quality as excellent or élitist, both in their beliefs (current situation perception) and in their attitudes (desired situation perception). This compares with the findings that Australian academics’ attitudes reflect a quality perspective as fitness for purpose in the current situation and beliefs that reflect a transformational quality perspective as the desired situation (what ought to be).

Feminist geography 30 years on : they came, they saw but did they conquer?

Feminist geography emerged in Australia in the 1980s, spurred on by the local Women’s Liberation Movement and inspired by the academic activism emanating from England, Canada and the United States. Producing critical evaluations of male-dominated geography departments, curriculum and journals, feminist geographers proceeded to stake claims in each of these spheres while also substantially revising the content of geographical research. There were significant interventions into urban, social, cultural and economic geography, in environmental discourses as well as into the gendered research process. Having arrived, identified and addressed these issues, the discipline was critiqued and transformed over the 1980s and 1990s. Crucial to the strength of this critique were key individuals, the Gender and Geography Group within the Institute of Australian Geographers and the role played by journals such as Geographical Research and the Australian Geographer in providing spaces for feminist work. However, as the new century dawned, the agenda changed and the anger and urgency dissipated as the broader and university contexts altered. It was a period of consolidation, as feminist insights and approaches were focused on key subject areas – such as the home, identity and sexuality – and became more mainstream. But is this work and the presence of women in the academy an indication of success or of co-option? This paper will trace these various shifts – from the arrival to the mainstreaming of feminist geography - and analyse what might be read as a retreat from feminist politics and practice within the discipline in Australia. I will conclude by re-stating the case to advance a new feminist agenda in the face of continuing gender inequality within the academy, in Australia and across the globe.

Mercy health mental health nurse practitioner project report

The Nurse Practitioner – Mental Health model investigates the options for providing a service to a group of clients who present at Werribee and Western Emergency Departments (ED) and currently receive either limited mental health service or have an undiagnosed mental illness. This group comprises at risk young adults who do not meet the criteria for ongoing treatment in public mental health services at present. At risk young adults are those who fit known demographic variables for risk and have a risk catalyst (eg relationship break up) and a situational response to this (self harm). Mercy Mental Health Program service survey indicates gaps in services to this group using current referral pathway with potentially 40-70% lost to follow-up and a significant increase in risk for suicide.

Implementing scanned medical record systems in Australia : a structured case study on envisioned changes to elective admissions process in a Victorian hospital

In recent years, influenced by the pervasive power of technology, standards and mandates, Australian hospitals have begun exploring digital forms of keeping this record. The main rationale is the ease of accessing different data sources at the same time by varied staff members. The initial step in this transition was implementation of scanned medical record systems, which converts the paper based records to digitised form, which required process flow redesign and changes to existing modes of work. For maximising the benefits of scanning implementation and to better prepare for the changes, Austin Hospital in the State of Victoria commissioned this research focused on elective admissions area. This structured case study redesigned existing processes that constituted the flow of external patient forms and recommended a set of best practices at the same time highlighting the significance of user participation in maximising the potential benefits anticipated. In the absence of published academic studies focused on Victorian hospitals, this study has become a conduit for other departments in the hospital as well as other hospitals in the incursion.

Towards a southern theory of student equity in Australian higher education : enlarging the rationale for expansion

Student equity in Australian higher education is a numbers game. While university student recruitment departments focus on ‘bums on seats’, equity advocates draw attention to which bums, in what proportions and, more to the point, which seats, where. But if the counting of ‘bums’ is crude, so is the differentiation of seats. Just distinguishing between courses and universities and scrutinizing the distribution of groups is a limited view of equity. This paper proposes an expanded conception for student equity and an enlarged regard for what is being accessed by students who gain entry to university. Drawing on Connell’s notion of ‘southern theory’, the paper highlights power/knowledge relations in higher education and particularly for ‘southerners’: those under-represented in universities, often located south of cut-off scores, and whose cultural capital is similarly marginalised and discounted. The paper concludes that taking account of marginalized forms of knowledge requires thinking differently about what higher education is and how it gets done.