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1.
Access to university has improvedfollowing the massification of the Australianhigher education sector which started in 1989,with the expansion being funded by a wideningof the funding base. In the ten years from1989, Australian universities enrolled anadditional 231,000 students, including an extra189,000 in undergraduate bachelor degrees. Specific equity policies have further attemptedto increase opportunities for studentspreviously excluded from higher education. This paper looks at changes in the compositionof the student body, and in the patterns ofuniversity funding. Using aggregated nationalstudent data sets, some of the changes whichhave arisen from massification are identified,with particular consideration of designatedequity groups. 相似文献
2.
Richard James 《Tertiary Education and Management》2013,19(2):105-118
Abstract Despite the expansion of access to Australian higher education in the past decade, the participation shares of rural and isolated people and people from lower socio‐economic backgrounds have altered little and remain unacceptably low. This paper reports findings from two national studies at the Centre for the Study of Higher Education that have examined student choices about higher education, especially the inhibiting factors still present for non‐traditional students. The discussion focuses on the dilemmas and challenges for Australian universities in balancing the adoption of entrepreneurial approaches to student recruitment with an unfinished equity agenda. The paper raises questions about the new ideology of individual choice influencing university policy and whether or not this can be reconciled with social equity objectives. 相似文献
3.
Belmiro Gil Cabrito 《Tertiary Education and Management》2013,19(1):23-39
Abstract The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999). The discussion focuses on the funding of higher education in a quasi‐market situation (Le Grand et al. 1993), as Portugal hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990; Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997; UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies to students to cover the costs of education. Firstly, the economic and social condition of university students is presented. Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition of university students is compared with ‐ that of the Portuguese population in the 90s. Secondly, the expectations of the students of higher education are presented, in order to understand the value attached by them to a university degree, which explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated. From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student and his/her family and to discuss the need for a more interventionist State in higher education financing. 相似文献
4.
The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention
to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it
is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999).
The discussion focuses on the funding of higher education in a quasi-market situation (Le Grand et al. 1993), as Portugal
hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship
between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990;
Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997;
UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies
to students to cover the costs of education. Firstly, the economic and social condition of university students is presented.
Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that
the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in
general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss
the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition
of university students is compared with – that of the Portuguese population in the 90s. Secondly, the expectations of the
students of higher education are presented, in order to understand the value attached by them to a university degree, which
explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated.
From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student
and his/her family and to discuss the need for a more interventionist State in higher education financing.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
5.
Ian R. Dobson 《Tertiary Education and Management》2006,12(2):183-195
The Australian Government has stressed the important role universities play in producing knowledge workers to service the
needs of the technology-driven new economy. The massification of Australian higher education from 1989 rapidly increased the stock of university-educated people in
all disciplines. Although university science enrolments also grew, analysis reveals both that the growth rate has been considerably
less than the sector average, and that there has been a serious decline in the number of students being trained in the enabling
sciences: chemistry, mathematics and physics. Recent Government policies are unlikely to reverse this critical decline. 相似文献
6.
《师资教育杂志》2012,38(2):127-138
This paper takes issue with the 'disabling' of students enrolled in teacher education courses, perpetrated by definitions of students' learning disorders and by the structures and pedagogies engaged by teacher educators. Focusing on one case, but with relevance for similarly affected systems, the paper begins by outlining the changed student entry credentials of Australian universities and their faculties of education. These are seen as induced by a shift from elite to mass provision of higher education and the particular effect on teacher education providers (especially those located in regional institutions) of the politics of government funding and the continuing demand for teachers by education systems. While these changed conditions are often used to argue an increased university population of students with learning disorders, the paper suggests that such arguments often have more to do with how student problems are defined by institutions and how these definitions serve to secure additional government funding. More pertinently, the paper argues that such definition tends to locate the problem in individual students, deferring considerations of teacher educators' pedagogy and the learning arrangements of their institutions. The paper concludes that the place to begin addressing these issues of difficulty would seem to be with a different conception of knowledge production. 相似文献
7.
《Africa Education Review》2013,10(2):187-207
Abstract The academic workplace is experiencing numerous changes in South Africa and around the world, including increasing managerialism, declining governmental funding and massification of university systems. Global trends have impacted South Africa, and additional local contextual factors combine to create a situation in which the pool of prospective academics is limited, particularly with regard to individuals from diverse backgrounds, at the same time as vacancies for academic staff are expected to increase. In order to address the question of who will become the next generation of academics in South Africa, the author investigates potential barriers to developing academics through qualitative research conducted with postgraduate students, academic staff and administrators at two higher education institutions. Two central thematic categories are explored—induction into postgraduate studies and induction into the academic profession. The author posits that systematic socialization, both into postgraduate studies and into the academic profession, is a vital link toward cultivating emerging academics to fill academic positions for an equitable workplace in South African higher education institutions. 相似文献
8.
《Critical Studies in Education》2013,54(1):45-62
Abstract The massification of higher education in Australia since the early 1990s has foregrounded issues of access and participation for a range of ‘non‐traditional’ students. Such issues can unsettle academics’ normative assumptions of the learning behaviours of the traditional, ‘ideal’, university student and highlight normative beliefs and practices about teaching and learning. This can be seen most acutely in regard to the increasing numbers of students with disabilities, especially students with ‘hidden’ disabilities such as psychiatric disabilities and learning disabilities. The impacts of these disabilities go to the very core of the business of the academy: cognition, intellectual ability and academic success. Using Smith's (1999) notion of ‘cultural cartography’, this article takes a sociocultural approach to investigate and give voice to the responses of a small number of students with a ‘learning difficulty’ at a regional university about problematic aspects of their teaching and learning experiences. This demonstrated that the after‐effects of access and equity admission polices can play out in deeply personal ways for individual students when normative, behaviourist notions of ability and achievement continue to prevail within higher education environments. Although non‐traditional students are now permitted to enter the academy, this occurs at some personal cost to their feelings of belonging and self‐esteem, and can result in students taking on deficit or helpless positions within the academy. 相似文献
9.
Gillian Fowler 《Tertiary Education and Management》2013,19(2):183-197
Abstract Since 1980 the staff student ratio in the UK has halved. This has been contributed to, amongst other factors, by the massification policy of the UK government. The requirement to publish, the view of students as consumers, an increase in managerialism, and reduction in real pay levels as well as the threat of compulsory redundancies have also been changes which have affected the attitudes of staff. As a result of these factors, the experience of both academics and students has deteriorated, and this is likely to continue. This paper uses survey data from three higher education institutions, which indicates a reduction in the satisfaction of staff over a number of years. Interviews with key informants and a literature review also support the view that levels of stress are increasing amongst academic staff within UK Higher Education institutions. 相似文献
10.
Susan Grimes Erica Southgate Jill Scevak Rachel Buchanan 《International Journal of Inclusive Education》2013,17(6):639-655
ABSTRACTStudents with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of ‘reasonable adjustments’ to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as ‘learning challenge’. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design. 相似文献
11.
Matthew Campbell Berni Cooper Caroline Rueckert Judith Smith 《Journal of Higher Education Policy & Management》2019,41(5):500-517
ABSTRACTWithin Australian higher education, there has been an evolving of employability policy, realised in curriculum, at an intersection of the constructs of employment, work-readiness, life-long learning, and career development. The enactment of employability policy has driven an evolution in the practices of higher education in both curriculum and student support. This paper presents a case study of an Australian university which has reimagined the delivery of career and student support services through a framework that envisions preparing students for future worlds of work. The emergent policy framework has transformed organisational structures, human resources, and connections between student support practices and curriculum design. This transformation has generated new intersections of practice and is challenging institutional constructs of expertise. This case study provides transferrable learnings for broader considerations of higher education policy and practice as employability becomes the core driver of student success, and explores layered discourses of policymaking across an institution. 相似文献
12.
Christina Sadowski Margaret Stewart Mika Pediaditis 《International Journal of Inclusive Education》2018,22(2):158-175
In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and success. Twenty-seven students received intensive one-to-one support from a Faculty-embedded ‘academic advisor’, and reflected on this support, their overall student experience, and strategies to enhance student success. Students identified a range of challenges that they experienced across an academic year (personal circumstances, lack of preparedness for university study, timely access to support, course/programme difficulties) and what worked well for them (academic advisor, University support services, growing confidence in self as competent student, peer support). A range of strategies for enhancing student success were identified by students, namely consistency across teaching design and delivery, transparency of delivery modes, mandatory orientation, access to a dedicated academic advisor, and increased peer connectedness. The applicability and viability of the proposed strategies within current higher education settings are explored. 相似文献
13.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1):27-41
ABSTRACT Australia is rapidly moving into the globally competitive higher education market. As a consequence the issue of consumer satisfaction and quality is emerging as an area of interest. This paper focuses on the issue of student understandings of quality by developing a consumer derived scale which identifies the quality variables related to student perceptions with the university experience. The scale was derived from focus groups, in-depth interviews and through an examination of the literature. The scale was tested and refined on a cohort of 351 Australian and Singaporean/Hong Kong students studying business subjects at an Australian University. The refined scale comprised 25 quality variables which factored into four orthogonal components. The mean values of the variables and factors were examined to make inferences about how educational marketing practitioners can be assisted. 相似文献
14.
Trevor Gale 《The Australian Educational Researcher》2011,38(1):5-23
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? 相似文献
15.
Dawn Bennett Elizabeth Knight Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1188-1202
Graduate employment rates and self-reported employability are increasingly a feature of higher education funding measures. However, graduate outcomes do not denote the whole learning experience of the student nor is the student experience reducible to a single statistic. This paper discusses a design-centric approach to employability development which was enacted within a hybrid learning space. The study engaged 52 final-year speech pathology students, their lecturer, the lead researcher and a career practitioner (advisor) at an Australian university. Students first created personalized employability profiles using an established online self-reflection tool. The online tool produced a personalized report and enabled students to access developmental resources relating to employability and student success. The project team used anonymized student data to transform a previously generic “careers” workshop into a targeted workshop in which students explored individual and cohort findings and participated in developmental activities informed by the data. The initiative’s contribution to learning space research is in its composition as a hybrid learning space in which educators and students engaged as learners and developers of their online learning spaces, and educators collaborated to analyze student data and inform learning and teaching enhancements within the same study period. It is anticipated that the data from subsequent years will inform the curricular review, particularly if subsequent student cohorts express similar concerns. Implications for higher education policy and practice are discussed. 相似文献
16.
ABSTRACTIn the last two decades, we have witnessed a rapid expansion of higher education in Mainland China and Taiwan, recording a significant increase in higher education enrolments in these two Chinese societies. The massification of higher education in China and Taiwan has inevitably resulted in an oversupply of university graduates, with growing social concerns for skills mismatches being found in the labour market, stagnant graduate employment and social mobility. This article critically examines how university students and graduates in these two Chinese societies reflect upon their employment experiences. Human capital theory predicts that other things being equal, raising participation in higher education will initially increase inequality as rates of return rise, and then it will reduce inequality as expansion reaches mass levels and rates of return decline. If the output of graduates outpaces the demand for their skills, which appears to be the current case in many countries, then supply and demand pressures reduce the pay premium for degrees and lower income inequalities. However, this study clearly demonstrates that the massification and the universalisation of higher education in Mainland China and Taiwan, respectively, have actually intensified inequality. 相似文献
17.
Jenny Roberts 《Journal of Higher Education Policy & Management》2018,40(2):140-153
ABSTRACTStudent attrition remains a persistent problem within the Australian higher education sector. Contributing factors include financial, reputational and quality issues, which can pose significant risks for a university’s sustainability. Institutional culture is fundamental to decisions student make about withdrawing or remaining in higher education. Therefore, student retention requires a sustained, deeply embedded commitment from all parts of the institution, placing student experience at the forefront of all activities in the student lifecycle. Applying a lifecycle approach to the way in which institutions think about student retention benefits students by providing comprehensive and consistent support. Given that less is known about how professional staff contribute to student academic learning journeys as part of whole of institution responses to student retention, this paper focusses on the contributions that professional staff make within the student lifecycle and how they can most readily map their contributions to student retention and success. 相似文献
18.
Student Performance and the Cost of Failure 总被引：1，自引：0，他引：1
This paper examines student performance and calculates the theoretical cost of academic failure by Australian undergraduates, using factors implicit in government funding formulae. In order to survive, higher education institutions have had to diversify their funding base and at the same time the government appears now to perceive its contributions as a subsidy to university students, rather than as being an investment in society's broad human infrastructure. The demand for accountability has increased, and output-based funding is much discussed. The ultimate university output is student success, and governments could place a monetary value on this in a very direct way. This paper takes a methodological approach in analysing the cost of failure. 相似文献
19.
Min Hong 《Higher Education》2018,76(4):717-733
There are several common trends and challenges in the higher education (HE) system around the world, like expansion and diversification of HE, fiscal pressure and orientation to markets, demand for greater accountability and great quality and efficiency (e.g. The financing and management of higher education: a status report on worldwide reforms, 1998; Internationalisation of higher education and global mobility 43-58, 2014; Global policy and policy-making in education, 2014; Higher Education Policy 21:5-27, 2008). These trends and changes have reshaped university governance as well. Public universities are the main institutions to carry out HE in Australia and China. The engagement between Australia and China in HE sector has become closer and closer in recent years. To conduct better and further cooperation and collaboration between Australian and Chinese universities, it is critical to understand and acknowledge the differences in two nations’ university governance. Moreover, by conducting this comparative study of two nations, it also helps us to figure out the changes in university governance over times under the global trends and the interactions between global and local factors. This comparative study focuses on the university level and attempts to identify the differences of university governance in Australian and Chinese public universities in three dimensions, state-university relation, university internal governance and university finance. This paper sketches the university governance in Australia and China and finds that the relationship between government and university is looser in Australia than that in China and Australian universities enjoy more autonomy and power than Chinese universities; as to university internal governance, Australian universities use a more business-oriented management mechanism; funding associated with full-fee paying international students has become very important for Australian HE while Chinese government funding has been decreasing as well but funds from international students play a minimal financial role. 相似文献
20.
In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These
students face many barriers to education, and appropriately educating this diverse student population presents many challenges
to schools and education departments. We argue that a whole of school approach that includes school structures, culture and
pedagogy is needed to provide equity for students with refugee experience. This approach to reform requires that the ‘structures
and programs [that] are designed for a dominant group’ (DETE, South Australian Curriculum Standards and Accountability Framework,
South Australia 2001), and which disadvantage minority groups, are challenged and changed. Implementing such change raises many practical difficulties,
and there are few documented examples of good practice. This prompted the authors’ ethnographic study of a South Australian
primary school, with a New Arrivals Program, which positions itself as taking a whole of school approach to educational reform
for refugees. This paper reports on the structural changes the school has implemented in its class organisation, staff roles
and curriculum. We consider the effects of government funding and neoliberal education policy on these reforms. 相似文献