Faculty of Education - Research Publications

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End date: 2011 × Start date: 2010 × Subject: higher education ×

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    Boundaries of institutional autonomy and their impact on higher education
    Meek, V. L. (Elsevier, 2010)
    Institutional autonomy and the related concepts of academic or scientific freedom are defining characteristics of academe. ‘‘The university is the corporate realization of man’s basic determination to know’’ ( Jaspers, 1960: 20), and it is this classic notion of knowledge as sacrosanct upon which arguments for the autonomy of the university are ultimately grounded. Traditionally, it was assumed that the purpose or idea of the university was best served by its separation from government, on the one hand, and society, on the other. The state served as the guardian rather than the determiner of academic principles, with the issue being ‘‘how far higher education institutions are licensed to be free to set their own norms, or even to be in conflict or tension with the society that sponsors them to be its antibodies’’ (Kogan, 1984: 67). For most contemporary higher education institutions, however, the boundaries of institutional autonomy have become exceedingly porous.
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    Rethinking equity in tertiary education: why we need to think as one sector and not two
    Wheelahan, Leesa (Australian Vocational Education and Training Research Association (AVETRA), 2010)
    Equity policy in Australian tertiary education is differentiated by educational sector, with the higher education and vocational education and training sectors having different policies, and in some cases, different definitions of equity groups. This is problematic because pathways from VET to higher education are meant to act as an equity mechanism by providing students from disadvantaged backgrounds with access to higher education. This presentation examines equity policies and definitions in both sectors, and it examines data on student pathways within VET and between VET and higher education. It finds that, apart from students with disabilities, students from disadvantaged backgrounds are over- represented in VET and under-represented in higher education. However, students from disadvantaged backgrounds are over-represented in lower-level VET qualifications and under-represented in higher-level qualifications, particularly in diplomas and advanced diplomas. This matters because diplomas are the ‘transition’ qualification which VET students use as the basis for admission to higher education. The presentation argues that the diploma is the key qualification for equity policy in both VET and higher education. Rather than separate VET and higher education equity policies and separate sectoral policies that mean pathways are of some importance only ‘at the borders’, a tertiary education policy framework will be needed that considers equity outcomes and pathways within and between sectors and places these outcomes as key concerns of both sectors. The presentation first problematises the extent to which pathways are able to act as a mechanism to support students from disadvantaged backgrounds to access higher level studies. Second, reasons why we need to consider equity from a post-compulsory or tertiary education perspective are presented, and it argues that the diploma is the key qualification for pathways and thus for equity policy. This is followed by an analysis of the relative position of equity groups in VET. Finally, the presentation considers the implications for equity policy.
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    Doing more for learning: enhancing engagement and outcomes
    (Australian Council for Educational Research, 2010)