- 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)
- European Education Information Network (EURYDICE) (33)
- Autonomy lost: the bureaucratisation of South African HE
Transformation of the higher education (HE) sector in post-1994 South Africa serves a dual purpose. Firstly, it is a response to the local imperative of democratisation, in the sense of developing citizenship and social redress. Secondly, it is an attempt to reposition South African universities within the global HE terrain, which had changed considerably during the preceding period of South Africa's isolation. The authors argue that this transformation is better understood as a process of bureaucratisation that has imported and imposed an administrative structure which, in turn, has brought academics increasingly under surveillance. This has changed the nature of the job and eroded the autonomy of individual academics.
Transformation of the higher education (HE) sector in post-1994 South Africa serves a dual purpose. Firstly, it is a ... Show Full Abstract
- World university rankings: ambiguous signals
Australia's universities are doing reasonably well on the published world rankings. That is a cause to celebrate because it signals to the world that [Australia has] several high quality universities whose presence underpins a national system of generally good quality higher education. Being placed among the top universities in the world on a range of rankings has reputational and strategic positioning advantages for individual universities and their home countries, and status benefits for the students and alumni of institutions. While the specific positions of universities on the rankings may vary, the clustering of the same institutions within the top band on multiple measures cross-validates a leading group of Australian universities.
Australia's universities are doing reasonably well on the published world rankings. That is a cause to celebrate because it ... Show Full Abstract
- University student access and success
Group of Eight (Go8) universities currently provide a wide range of services and programs to facilitate access and support for students from disadvantaged backgrounds. However, Go8 Vice-Chancellors have also agreed to develop jointly a coordinated equity strategy to increase the participation and success of students from disadvantaged backgrounds. This backgrounder reports the results of some initial research being undertaken to inform the design of the proposed joint Go8 equity initiative.
Group of Eight (Go8) universities currently provide a wide range of services and programs to facilitate access and support ... Show Full Abstract
- Equity in an educational boom: lessons from the expansion and marketisation of tertiary schooling in Poland
This article shows how the probability of enrolment in tertiary schools has evolved for different social groups in Poland during the period of the educational boom. It also analyses how the socio-economic status influences the choices between full-time and part-time studies (the latter being of relatively low quality), and the probability of admission to subsidised, free programmes versus programmes with tuition fees. Between 1994 and 2008, Poland improved the participation of students with a low socio-economic status in university education. However, if [one] looks at the change in the ratios of enrolment probabilities for different layers of the social strata, [one] finds that the improvement refers to those with a low family educational background who live in small cities, but not to those from low income families. Further investigation shows that the policy makers should focus not only on ensuring equal access to tertiary education for all social strata, but on allowing the unprivileged groups access to education of acceptable quality.
This article shows how the probability of enrolment in tertiary schools has evolved for different social groups in Poland ... Show Full Abstract
- Perceptions of Australia as a postgraduate research destination
In 2009 the Group of Eight (Go8) commissioned market research to examine the attitudes, perceptions and experiences of Australia as a destination for study at the higher research degree level. This backgrounder highlights some of the positive aspects of the Australian experience. The top five aggregated strengths of Australia as a research destination were: (1) Australia's multicultural society; (2) the friendly and welcoming nature of Australian society; (3) the quality of Australia's universities; (4) the safe environment; and (5) the research culture. In addition there are very high levels of satisfaction with the quality of academic supervision amongst current and former research students and students are attracted to the shorter duration of the Australian [Doctorate of Philosophy] PhD.
In 2009 the Group of Eight (Go8) commissioned market research to examine the attitudes, perceptions and experiences of ... Show Full Abstract
- Accounting for the future: more than numbers: a collaborative investigation into the changing skill set for professional accounting graduates over the next ten years and strategies for embedding such skills into professional accounting programs
This project is a collaborative investigation into the changing skill set deemed necessary for professional accounting graduates over the next 10 years and the strategies for embedding such skills into professional accounting programs. The goals for the 12-month project were to: (1) identify whether there is a consensus as to the relative importance of key technical and non-technical skills for graduates of professional accounting programs to meet the challenges of the profession over the next 10 years; (2) identify the range of non-technical skills required of professional accountants over the next ten years; (3) identify examples of best practice for the embedding of relevant non-technical skills in professional accounting programs; and (4) widely disseminate findings to accounting academics for use in accounting programs in the higher education sector and to other stakeholders, with presentations at seminars in each mainland state and at [Accounting and Finance Association of Australia and New Zealand] AFAANZ conferences.
This project is a collaborative investigation into the changing skill set deemed necessary for professional accounting ... Show Full Abstract
- IT governance in the context of HE governance in South Africa
This article refers to four different, but related, levels of governance that span the landscape of public [higher education] HE: firstly, within the global context; secondly, in the context of the country with all of its government ministries; thirdly, the 'system' of education in the context of legislative governance within the public higher education sector in South Africa; and finally, the institutional governance arrangements required in terms of legislation or regulation, which will be reviewed with particular attention being given to information technology (IT) governance. The layered approach to governance investigated in the article provides insight into the factors that influence the ability to govern subsystems, particularly the IT subsystem, in the public HE sector in South Africa.
This article refers to four different, but related, levels of governance that span the landscape of public [higher ... Show Full Abstract
- Review of education in mathematics, data science and quantitative disciplines
This report investigates the state of mathematics and data sciences in the Group of Eight universities. It also examines the teaching of mathematics at primary and secondary levels in relation to its impacts on the competency levels of students seeking to undertake university courses in mathematics and related disciplines. The future demand for qualified graduates in these fields is discussed and options for strengthening education in these fields identified.
This report investigates the state of mathematics and data sciences in the Group of Eight universities. It also examines the ... Show Full Abstract
- Next generations, catwalks, random walks and arms races: conceptualising the development of quality assurance schemes
The emergence and development of quality assurance schemes in European countries over the last 15-20 years has inspired many national case studies of the systems and procedures adopted. The methods, contexts, and procedures associated with this policy change are diverse. But although individual countries have set about changing policy in different ways there appear to be some common developmental patterns within the Europe of the Bologna Process. How can these developments be conceptualised? In a first step this paper advances a typology based on the quality assurance literature. In a second step, the paper applies the typology to quality assurance developments in three countries. The third part of the paper discusses the strengths and weaknesses of the modelling approach in the light of the empirical evidence and a political science analysis of policy change. The paper concludes with a discussion on future directions for the comparative study of policy change within the European Higher Education Area on the basis of this conceptualisation of developments in quality assurance policy.
The emergence and development of quality assurance schemes in European countries over the last 15-20 years has inspired many ... Show Full Abstract
- Introduction to MOOCs: avalanche, illusion or augmentation?
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over five million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery. This policy brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development.
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open ... Show Full Abstract