Faculty of Education - Theses
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ItemThe effectiveness of review planning at the University of Adelaide( 1995)This study investigates the response of academic staff in two faculties (A and B) to the implementation of a new performance appraisal scheme termed Review Planning at the University of Adelaide. Review Planning requires academic staff to participate in annual discussions with their head of department or senior colleague regarding their current work performance and their individual goals for the next 12 month period particularly in relation to professional development. These sessions are designed to create conditions under which staff motivation is enhanced and to assist heads and staff with strategic planning for their departments. Review Planning was introduced to all staff of the University in 1991 and is a condition of the Australian Universities Academic Staff (Conditions of Employment) Award (1988). Most staff have participated in the process at least once but until now no formal review has taken place to explore the response of staff to the implementation of Review Planning. The findings of this study provide a useful comparison with the work of other writers in the field of appraisal from both the private and public sectors. Some contrasts can also be made with studies of related schemes operating within higher education institutions in Australia and overseas. Faculties A and B were chosen because they are both large containing numerous departments and provide contrasts in gender discipline funding and staffing. A quantitative approach to this study was chosen over other qualitative methods as it seemed the most appropriate given the large size of the sample population and the relatively short time frame in which to work. A survey was conducted through use of a questionnaire which was circulated to all academic staff of the two faculties. It was anticipated that there would be some differences in response to the implementation of the scheme at the faculty level or on the basis of gender but no meaningful differences were found Instead an overall view of the response of staff from the two faculties was gained. The key findings of this study show that most full time academic staff have participated in Review Planning and many have found the interviews to be a positive experience. However staff and heads do not yet see a clear link between Review Planning and longer term strategic planning. Staff believe that there are few opportunities and limited resources available for professional development and this affects their motivation. Training materials are viewed as being helpful to staff in their preparations for Review Planning but workshops have not been well attended. Heads of departments generally agreed that Review Planning is a demanding and time consuming role for which training is required.
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ItemChurch and state relations as they affected the Lutheran Church and its schools in South Australia, 1838-1900( 1971)Basically there were three stages in the development of the Lutheran attitude to, and relationship with, the State in nineteenth century South Australia. Education was the main issue involved. 1. Fear of State Interference, 1838-c.1865 The first Lutherans migrated to South Australia after suffering religious persecution at the hands of the Prussian State. They immediately established denominational schools, the first in the colony, and thereby gave effect to two principles of continuing importance for the Lutheran Synods. According to these education was primarily a parental responsibility and schools were nurseries of the Church. The Synods declined State aid for churches and schools between 1846 and 1852. 2. Desire for Cooperation, c.1865-c.1890 Although aid to denominational schools was abolished in 1852, various congregations in two of the three Synods accepted government grants for their schools between c.1865 and 1875. Independent Lutherans, who had no synodical connections, did likewise. To qualify for assistance these schools gave denominational instruction outside normal hours. In 1871 and 1873 synodical Lutherans campaigned for the retention of such an arrangement. However, the 1875 Act introduced a 'secular' solution. Consequently, independent Lutheran schools were ceded to the State and synodical schools had to compete with a much-improved State system. Synodical leaders continued to press for aid to Lutheran schools,. particularly between 1878 and 1884 when attention was focussed on the inspection of private schools, capitation grants and free education. 3. Independence, c.1890 After firmly opposing free education in 1890-1, the Synods adopted a policy of complete independence from the State in education. While the Lutherans had little influence on legislation concerning education, both they and their schools were strongly affected by the various Acts. Before 1875 the grant system led to some bitter controversies. The 1875 Act induced the Synods to introduce teacher training schemes. After 1878 fear of State inspection prompted increased concern about the efficiency of Lutheran schools., The introduction of free education in 1892 adversely affected Lutheran enrolments. It also led to significant curriculum improvements. However, the basic weakness of Lutheran schools, their lack of cohesion, persisted despite attempts at reform.
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ItemThe influence of Alfred Williams, and the Price ministry, on public education in South Australia( 1964)The immediate problem confronting an education historian of the period which includes the lifetimes of Alfred Williams and Thomas Price is the paucity of other investigations on the trends and developments in South Australia at the time. While clearing, breaking the soil, and then farming my selection, I have been made continually aware that my field is a small enclave in miles of unbroken, virgin bush. As a consequence, I have had to look at the lie of the land as well as the quality of the crop, to combine as it were the two jobs of surveyor and agriculturalist. Of all the men who have been permanent heads of the State's education services, only one, John Anderson Hartley, has so far been the subject of critical research. In a State as comparatively small as South Australia, the impact of personalities on the State system is likely to provide the reasons for reform and practice, since one man here and there could in fact be the monarch in so small a kingdom. Thus as this investigation has proceeded, it has become increasingly clearer to me that there are rich areas to be examined outside my frame of reference. The influence of W.T. McCoy, a powerful Director from 1919 to 1929, must soon have to be estimated. H.J. Adey, who is often mentioned in the following pages, seems to me to have given a many-sided contribution to South Australian education, but as yet he is revered without many people knowing exactly why. Dr. Charles Fenner, as initiator of Technical Education after 1915 and then later as Director, is another who needs a just appraisal. The Directors alone, it seems to me, warrant closer attention by research scholars before the history of our State's education can properly be told. Furthermore, the mark of Dr. A.J. Schulz has been left indelibly on Teacher Training in this State if for no other reason than that he controlled the destiny of the State's only Teachers College from 1908 until 1948. My interviews with Mr. Ben Gates and Mr. Reg. West also emphasized the impression that these men were themselves the fabric of the history, for what has happened in the high schools since such schools were instituted has to a large extent been the result of the actions and policies of these men. Yet such extensive areas of research lie virtually unexplored; and without critical research there cannot be a balanced or definite account of how South Australian education has developed. (From Preface)