Melbourne Graduate School of Education - Research Publications

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    Developing generalisable measures of knowledge and skill outcomes in higher education
    Coates, H (Australian Universities Quality Agency, 2007)
    We know much about higher education, but very little about assessing student knowledge and skill in ways which are generalisable beyond specific subjects or courses. This paper argues for greater progress in this rapidly developing area of higher education. It suggests approaches for enhancing the assessment of student knowledge and skill, and considers how these might underpin a model of assessment standards. Preliminary observations are made in conclusion about what might be required to bring such changes into practice. The analysis is by no means intended to be exhaustive, but rather to provide a discursive snapshot of a few main trends and possible developments.
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    International dimensions of the Australian academic profession
    GOEDEGEBUURE, LEO ; COATES, HAMISH ; Van Der Lee, Jeannet ; Meek, Lynn (Research Institute for Higher Education, Hiroshima University, 2009)
    This paper provides insight into the international dimensions of the Australian academic profession. Australia has one of the most internationalised higher education student populations in the world, which leads us naturally to inquire into the international characteristics of its academic staff. It is important to consider, for instance, whether the academic workforce has internationalised in the same way as the student body, and how academic staff are responding educationally to various opportunities and challenges arising from internationalisation.
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    Diversity in Australian higher education: an empirical analysis
    GOEDEGEBUURE, LEO ; COATES, HAMISH ; Van Der Lee, Jeannet ; Meek, V. Lynn (National Tertiary Education Union (NTEU), 2009)
    The concept of diversity has been part of the Australian government’s higher education agenda for several years, but empirical studies on the actual state of diversity in the sector are limited. This situation raises questions regarding the factual basis for the policy claims made. With this in mind, this paper seeks to assess the degree of diversity within the Australian higher education sector through an analysis of the perceptions, aspirations and reported activities of Australian academics in terms of their teaching, research and community service. Using data collected in the 2007 international Changing Nature of the Academic Profession survey, we are able to cautiously conclude that some diversity appears to exist, however not to the extent one might expect given the importance placed on institutional groupings in the Australian higher education debate.
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    Australia's casual approach to its academic teaching workforce
    COATES, HAMISH ; Dobson, Ian R. ; GOEDEGEBUURE, LEO ; Meek, Lynn (Monash University, 2009)
    Australian academics’ response to the Changing Academic Profession (CAP) survey indicates that they are among the least satisfied academics in the world. This dissatisfaction has been expressed after two decades of rapid growth in the student body and structural changes in the academic workforce, particularly an expansion in the amount of teaching provided by casual staff. The growth in casual staff numbers is a factor which has simultaneously created a precariously employed but cheaper and more flexible workforce along with higher levels of stress among the full-time teachers responsible for managing and supervising casual teachers. The academic profession has an important role to play in creating a highly educated workforce for Australia and in generating export income by teaching international students. Careful attention needs to be paid to this situation especially in light of the need to replenish the ageing academic workforce.
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    The Australian academic profession: A first overview
    Coates, H ; MEEK, V (Research Institute for Higher Education, Hiroshima University, 2008)
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    School connections: using ICT to engage students in learning
    Friedman, Tim ; COATES, HAMISH (Australian Council for Educational Research Ltd., 2009)
    “In 2006, one school team from each of the ten NSW Department of Education regions were nominated to participate in the Microsoft Partners in Learning (PiL) Connected Learning Schools Project.” … “This report presents the high-level results of this research based on an analysis of the survey data. It builds on the 2006 survey results, 2008 reports to schools, and a presentation at the final NSW Partners in Learning conference in December 2008.”
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    Engaging college communities: the impact of residential colleges in Australian higher education
    COATES, HAMISH ; EDWARDS, DANIEL (Australian Council for Educational Research, 2009)
    This briefing affirms that residential colleges make a significant contribution to higher education in Australia. Colleges have been part of university life in this country for over 150 years, with the first college being founded in 1856, just six years after the foundation of University of Sydney. Collegiate education is growing today. Colleges are strengthening their links with academic and professional communities. The Association of Heads of Australian University Colleges and Halls Inc (AHAUCHI) provides national leadership. Markwell (2007) has explored the contributions made by colleges to excellence and equity in Australian higher education. Recent educational redesigns hint that the renaissance of residential life underway in the USA and UK is taking shape in Australia.
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    Attracting, engaging and retaining: new conversations about learning
    COATES, HAMISH (Australian Council for Educational Research Ltd., 2008)
    “The primary purpose of the Australasian Survey of Student Engagement (AUSSE) is to develop and support evidence-based conversations that enhance students’ engagement with university education.”
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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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    Tertiary engineering capability assessment: concept design
    COATES, HAMISH ; Radloff, Alexandra (Australian Council for Educational Research, 2008)
    This concept design provides a preliminary overview of the proposed Tertiary Engineering Capabilities Assessment (TECA). It is intended to stimulate discussion and to provide a starting point for operationalising the construct for the purposes of measurement.