Melbourne Graduate School of Education - Research Publications

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    The attractiveness of the Australian academic profession: a comparative analysis
    COATES, HAMISH ; Dobson, Ian ; EDWARDS, DANIEL ; Friedman, Tim ; GOEDEGEBUURE, LEO ; Meek, Lynn (LH Martin Institute, University of Melbourne & Australian Council for Educational Research & Educational Policy Institute, [2009])
    This briefing provides an analysis of challenges facing the sustainability and development of the academic workforce in Australia. It draws together insights from national statistics collections and a number of recent studies, sheds light on current characteristics of the academic profession, and identifies key problem areas. From a review of the evidence, we argue that now is the time for both policy action at the national and institutional level to address these problems, and for further research that can inform workforce planning and development in the years to come.
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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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    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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    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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    Setting and monitoring academic standards for Australian higher education: a discussion paper
    Australian Universities Quality Agency ; WOODHOUSE, DAVID ; COATES, HAMISH ; Grant, Ruth ; den Hollander, Jane ; Hutchings, Peter ; JAMES, RICHARD ; Marchant, Garry ; Sadler, Royce ; Stella, Antony ; Vandermark, Catherine (AUQA, 2009)
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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.
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    Learning leaders in times of change: Academic leadership capabilities for Australian higher education
    Scott, G ; Coates, H ; Anderson, M (ACER (Australian Council for Educational Research Press), 2008)