- Organisation for Economic Co-operation and Development (OECD) (105)
- Further Education Development Agency (Great Britain) (FEDA) (72)
- Learning and Skills Council (Great Britain) (LSC) (68)
- National Centre for Vocational Education Research (NCVER) (58)
- Australia. Department of Education, Science and Training (DEST) (47)
- Australian Council for Educational Research (ACER) (47)
- Great Britain. Department for Education and Skills (DfES) (46)
- New Zealand. Ministry of Education (MOE) (41)
- Further Education Staff College (Bristol, England) (FESC) (39)
- Great Britain. Department for Business, Innovation and Skills (BIS) (39)
- Higher Education Funding Council for England (HEFCE) (39)
- Great Britain. Learning and Skills Development Agency (LSDA) (37)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (36)
- Moodie, Gavin (35)
- Open University (34)
- Tertiary Education Quality and Standards Agency Amendment Bill 2014
On 6 March 2014, the Senate referred the Tertiary Education Quality and Standards Agency Amendment Bill 2014 (Bill) to the Education and Employment Legislation Committee for inquiry and report by 16 June 2014. The Bill seeks to amend the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) to give effect to the Government's decision to implement recommendations arising from the  Review of Higher Education Regulation. The Bill, which comprises eight parts, aims to increase the efficiency of [Tertiary Education Quality and Standards Agency] TEQSA and reduce the burden on higher education institutions.
On 6 March 2014, the Senate referred the Tertiary Education Quality and Standards Agency Amendment Bill 2014 (Bill) to the ... Show Full Abstract
- Enhancing tertiary teaching and learning through Ako Aotearoa-funded project work: part 1
This National Project Fund (NPF) Impact Evaluation Framework (IEF) report is part one in the series 'Enhancing tertiary teaching and learning through Ako Aotearoa-funded project work'. The report reviews the impact of 27 completed NPF projects with the collated results of the IEF showing that NPF projects have been widely disseminated with over 170 presentations and publications. It is estimated that over 7400 practitioners (2400 teaching staff and 5000 employers) are likely to have benefited and/or improved their practice as a result of these projects. This means that well over three practitioners improved their practice for every 1,000 dollars invested. The report also estimates that over 62,000 learners are likely to have benefited, representing over 30 learners for every 1,000 dollars invested. The second report is due for completion by the end of 2014 and will describe the collated results of IEF conversations about completed Regional Hub Project Fund (RHPF) projects.
This National Project Fund (NPF) Impact Evaluation Framework (IEF) report is part one in the series 'Enhancing tertiary ... Show Full Abstract
- Pathways to social inclusion: the participation of refugee students in higher education
The Australian higher education sector is increasingly culturally diverse. Apart from recent school leavers and mature aged adults from various equity groups, there is a growing trend in the participation of students from refugee/humanitarian entrant backgrounds. This group of students come from a position of social disadvantage and have experienced enormous challenges and adverse events in their countries of birth and in their transit countries. Education in Australia represents the promise of a better life but also encompasses multiple factors which impact on their successful transition through university. Effective enabling and support programs not only help individual students and their families but may also impact on broader engagement in the wider community. It forms an important part of the University's policy framework about issues of diversity and social inclusion. This paper outlines the growth of refugee student participation in enabling programs at the University of Newcastle, New South Wales. It includes a discussion of the educational and cultural barriers to learning faced by such students, the range of support currently provided, and the challenges to effectively support students in their educational endeavours and participation in the broader community.
The Australian higher education sector is increasingly culturally diverse. Apart from recent school leavers and mature aged ... Show Full Abstract
- Massive open online course (MOOC) report 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ... Show Full Abstract
- The Bradley challenge: a sea change for Australian universities?
This paper begins with a focus on the problematic nature of one key term in the 'Bradley report'. Socioeconomic status, or SES as commonly used, lacks clear definition leading to ongoing debates about its measurement. A working consensus on SES and its measurement is necessary for the report's recommendations to proceed effectively. Next [the authors] analyse research on university culture and practice relating to non-traditional students in order to develop the case for cultural transformation at the same time as broader recruitment if the new enrolment strategies are to deliver real change. [The authors] conclude with comments on the likely success of the Bradley recommendations in terms of the future of Australian universities and the broader culture.
This paper begins with a focus on the problematic nature of one key term in the 'Bradley report'. Socioeconomic status, or ... Show Full Abstract
- Performance indicators: a report on where we are and where we are going
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new generation of quality measures emerging in the form of learning outcomes and informed perspectives on employer needs. This report reinforces the importance of better alignment between postsecondary skills and labour market needs, as well as a greater focus on defining and measuring learning outcomes. With new and improved data, more will be known about quality in Ontario's postsecondary system. This report speaks equally to what can be measured successfully and what cannot and it proposes a way forward to enhance the understanding and measurement of performance in Ontario's postsecondary system.
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new ... Show Full Abstract
Corporate authors: Higher Education Quality Council of Ontario (HEQCO)
Geographic subjects: Canada; North America
Resource type: Report
Subjects: Performance; Teaching and learning; Higher education;Quality; Research; Equity; Outcomes; Providers of education and training; Culture and society show more
- Leading WIL: a distributed leadership approach to enhance work integrated learning
Work integrated learning (WIL) has rapidly expanded as a curriculum approach in Australia in recent decades. This rapid growth has meant tertiary institutions, employers, and the academic and professional staff of those organisations have had to quickly adapt and enhance their skills to ensure quality student learning through a curriculum which relies on shared oversight and direction of the student's learning experiences. This project, in response to an identified need for professional development of WIL staff, developed, trialled and validated a WIL leadership framework and associated suggested uses. The project responded to the need to support WIL leadership capacity building in universities and industry and set out to describe the characteristics of WIL leadership; to develop and test a WIL leadership framework which was underpinned by a distributed leadership approach; and to nurture communities of practice for WIL leaders.
Work integrated learning (WIL) has rapidly expanded as a curriculum approach in Australia in recent decades. This rapid ... Show Full Abstract
Authors: Patrick, Carol-joy; Fallon, Wayne; Campbell, Malcolm;Devinish, Ian; Kay, Judie; Lawson, Justin; Russell, Leoni; Tayebjee, Freny; Cretchley, Patricia show more
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Teaching and learning; Management; Workforce development;
- So you want to earn a PhD?: the attraction, realities, and outcomes of pursuing a doctorate
This paper is a detailed synthesis of current research about the changing landscape of the doctorate in Ontario. While it requires a significant amount of time and persistence, completing a [Doctor of Philosophy] PhD is not now - nor has it ever been - a guaranteed path to a lucrative end, and its general value has come under increasing scrutiny in recent years. This paper is written for aspiring doctoral students, current doctoral students or candidates, recent doctoral graduates, as well as their families and friends. It provides detailed information about the evolution of the PhD and of the broader labour market and educational environment in which it is embedded. The analyses provided in this paper also lead to recommendations to government and institutions about PhD programs. The paper: (1) provides a detailed explanation of the PhD as an academic credential; (2) outlines the expectations that accompany admission to a doctoral program; (3) chronicles the recent rise in doctoral enrolments in Ontario universities; (4) explores the various labour market pathways available to doctoral graduates; (5) offers recommendations to doctoral candidates, graduate programs and governments.
This paper is a detailed synthesis of current research about the changing landscape of the doctorate in Ontario. While it ... Show Full Abstract
- Challenges for higher education policy in India
There has been a significant growth in enrolment in higher education in recent years, which has been substantially contributed to by the private sector in technical education. However, despite various initiatives, a new education policy after 1992 is yet to be promulgated which is in sync with India's liberalization policy to foster quality and improve its Human Development Index (HDI). Research and excellence remain a serious challenge, compounded by policy prevarication. Public funding arrangement is grossly inadequate and largely to elitist institutions. The paper argues that [the country's] obsession with improving enrolment has to give way to credible quality improvement measures. Specifically there is a need to upscale public spending, treat the private sector as a partner, improve the industry academia interface, encourage research, Public Private Partnership (PPP), improve infrastructure, and encourage [foreign direct investment] FDI into higher education sector through [memoranda of understandings] MoUs with reputed foreign universities. The paper also cautions against recent ambivalence towards open distance learning (ODL).
There has been a significant growth in enrolment in higher education in recent years, which has been substantially ... Show Full Abstract
- Building leadership capacity in undergraduate students
This Fellowship addressed the significant issue of leadership. Its primary focus was researching and developing leadership skills in undergraduate students. The Fellowship was designed to develop and trial a leadership program specifically to enhance the competencies and skills of undergraduate students beyond their discipline knowledge. Over 100 students engaged with the program over a period of nine months. All students completed a pre- and post-program questionnaire identifying their leadership knowledge and skills. Analysis of the data indicated that 100 per cent of participating students increased their leadership knowledge and skills. Overwhelmingly, both staff and students suggested that the leadership program be offered to all undergraduate students prior to graduating from an undergraduate degree. If possible, the leadership program should be incorporated into the undergraduate curriculum.
This Fellowship addressed the significant issue of leadership. Its primary focus was researching and developing leadership ... Show Full Abstract