Faculty of Education - Research Publications
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ItemThe devil’s in the detail; Guy Neave and comparative higher education(Center for Higher Education Policy Studies (CHEPS), University of Twente, 2007)Professor Guy Neave held the Chair of Comparative Higher Education Policy Studies at the University of Twente and his most substantial contributions to the study of higher education arise from his comparative perspective. However, his approach to the comparative study of higher education is not one that unduly bothers with the niceties of methodological rigour. Rather, he is primarily concerned with the realities and importance of time and place. Context - historical, geo-political and cultural - makes all the difference.
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ItemInternationalisation of higher education and the Australian academic profession(International Centre for Higher Education Research (INCHER), 2007)The term ‘international higher education’ is not easily defined. It means many things to different people, and is often confused with globalisation of higher education. According to Altbach (2002, p. 1), “globalisation refers to trends in higher education that have cross-national implications”, such as student markets, internet based technologies, the global knowledge economy, and massification of higher education, while internationalisation ‘refers to the specific policies and initiatives of countries and individual academic institutions or systems to deal with global trends’, such as international student recruitment. This paper is concerned primarily with international higher education, particularly the international higher education student market, and the role of government policy, rather than globalisation. However, it is recognised that it is impossible to keep the two phenomenon entirely separate.
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ItemIntroduction(UNESCO, 2008)“In December 2007, the Asia-Pacific Programme of Educational Innovation for Development (APEID), UNESCO Bangkok, convened the 11th UNESCO-APEID Conference entitled “Reinventing Higher Education: Toward Participatory and Sustainable Development.” This volume contains selected papers from that conference, which was held in Bangkok from 12 to 14 December 2007.”
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ItemAustralia: adjustment to the new management and entrepreneurial environment(International Centre for Higher Education Research (INCHER), University of Kassel, 2007)Using national survey data and a variety of secondary sources, this chapter explores key challenges facing the academic profession in Australia today and how academics have responded. Particular attention is given to how academics have responded to a more managerial university administration and culture, with a much stronger emphasis on entrepreneurial activities within departments and faculties and enhanced university-industry links. The chapter summarizes major Australian policy and contextual changes, explores how academics in general have reacted, and documents aspects of the impact of changes on academic qualifications, work roles and practices, job satisfaction and academic values.
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ItemSteering of higher education systems: the role of the state(Elsevier, 2010)
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ItemBoundaries of institutional autonomy and their impact on higher education(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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ItemCountry paper on Australia: cross-border higher education in Australia(United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2005)The growth of cross-border higher education and increase in number of international students in Australia has been remarkable indeed. The reasons for this are complex, but rest mainly on the increasing market-like co-ordination of Australian higher education, funding diversification and the continuing privatisation of the public higher education sector. This paper outlines the development of cross-border higher education in Australia. Section I begins with a detailed discussion of the higher education policy background that is essential to an understanding of why Australia has become a world leader in international higher education. Next, in Section II the paper briefly examines some of the reasons for Australia’s success in international higher education. Then Section III examines the rise of cross-border higher education in this country with a policy shift from aid to trade with respect to international students. The discussion is loosely organized around the General Agreement on Trade in Services (GATS) four modes of service delivery. Next Section IV gives a summary of Australia’s GATS commitments and a few of the quality assurance (QA) issues. The paper concludes with a look at where Australia may be heading with respect to cross-border higher education (see Section V).