Faculty of Education - Research Publications

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Start date: 1990 × Subject: Australia × Subject: universities ×

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    Performance management and cultural difference in the Australian university
    Sharrock, Geoff (SAGE Publications, 1999)
    A key recommendation of the Higher education management review (the Hoare Report, 1995: 86) was that every Australian university should ‘phase in a comprehensive performance management system for both academic and general staff’. This recommendation received very mixed reactions, due in part to the widespread failure of earlier attempts to introduce schemes with managerialist overtones in universities. A Monash University study (Paget et al., 1992: 3) found widespread ambivalence about the role of appraisal in tertiary institutions. Managers wanted a summative (judgemental) approach, while staff wanted a formative (developmental) approach.
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    After Copernicus: beyond the crisis in Australian universities
    Sharrock, Geoff (National Tertiary Education Union (NTEU), 2007)
    There’s a received view of the troubles of academia which lays the blame on a new corporate culture of soulless managerialism. Geoff Sharrock isn’t convinced. He argues that critical scholars are often ill-placed to be able to understand their own predicament. And many of the problems of the sector lie in its incapacity to adjust to the changed world of knowledge-creation in which we live.
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    Excellent measures precede measures of excellence
    COATES, HAMISH (Australian Universities Quality Agency, 2006)
    This paper identifies quantifiable indicators that might enhance the national evaluation of learning and teaching in Australian higher education. It begins by setting out a framework suitable for guiding the identification and selection of indicators. After a brief critical review of current indicator possibilities, it defines a number of possible indicators that might be developed. The paper works from the premise that as greater significance is placed on the outcomes of measurement, we need to place greater significance on measurement itself. It is imperative that appropriate and contemporary analytical methods are used, and that evaluations are developed in ways that ensure that the basic availability of data does not dictate the approach.
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    What's the difference?: models for assessing quality and value added in higher education
    COATES, HAMISH (Australian Universities Quality Agency, 2008)
    This paper outlines two approaches being piloted by Australian universities in 2008 for assessing the quality and outcomes of higher education. The approaches offer alternative and complementary means of estimating the value that has been added by university education. They also provide a means of assuring the quality of the routine student assessment processes and results which may be used to underpin quality considerations. The paper concludes that the application of these approaches in Australian universities is important, for it flags innovative ways of thinking about how educational institutions measure and verify the quality of student learning.