- National Centre for Vocational Education Research (NCVER) (232)
- Organisation for Economic Co-operation and Development (OECD) (104)
- Tea Tree Gully College of TAFE (100)
- Australian National Training Authority (ANTA) (99)
- TAFE National Centre for Research and Development (Australia) (89)
- South Australia. Department of Employment and Technical and Further Education (70)
- European Centre for the Development of Vocational Training (Cedefop) (68)
- Columbia University. Teachers College. Community College Research Center (CCRC) (67)
- Australian Council for Educational Research (ACER) (63)
- Further Education Development Agency (Great Britain) (FEDA) (62)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (62)
- Great Britain. Office for Standards in Education (England) (Ofsted) (61)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (61)
- Great Britain. Department for Education and Skills (DfES) (55)
- Australia. Department of Education, Science and Training (DEST) (54)
- The social inclusion meme in higher education: are universities doing enough?
Universities in the developed world have engaged in many attempts to transform unequal social relations, inherited from the past, through restructuring their tertiary education systems. On the whole, this endeavour has been generated by national governments. Discourses about 'diversity' and 'social inclusion' have driven this policy drive, and they present as a moral imperative whilst obscuring the socio-cultural dynamics which generate both academic success and failure. Whilst all universities are required to embrace social inclusion rhetorically, their practices vary enormously. This paper examines the foundation of the arguments which employ both social and individual benefits of mass tertiary education, and discusses the impact of massification on universities themselves. It explores the ways in which low socio-economic status (LSES) students experience universities, and argues that a socio-cultural impasse has generated a strongly stratified tertiary sector where non-elite institutions cater for disproportionally high numbers of LSES students. Finally, the paper makes a judgement about the collective responsibility universities should have for increasing the participation of LSES students.
Universities in the developed world have engaged in many attempts to transform unequal social relations, inherited from the ... Show Full Abstract
- Educated reform: striving for higher quality of education at Ontario universities
While few would characterize Ontario's economic situation as ideal to facilitate quality improvement at universities, students believe that this time should be conceived of as an opportunity to innovate, not stagnate. 'Quality' means many things to many different stakeholders, but broadly it can be agreed that successful students should graduate as informed, engaged citizens with the ability to approach problems critically. Many students attend school in the hope that they will be able to apply their skills to the labour market. In both cases, [the] university system could be doing better than it is now. While Ontario is quite competitive on the world-stage with regards to higher education, the maintenance of [this] leadership will depend not only on how well the sector [is financed], but also how efficient it is. An oft forgotten fact is that both public and private spending on higher education in Canada, including Ontario, leads the world.
While few would characterize Ontario's economic situation as ideal to facilitate quality improvement at universities, ... Show Full Abstract
- Bridging the language divide: an innovative teaching project to help international students from China in learning business law subjects
This paper describes and evaluates a teaching and learning project at the University of Technology Sydney that involved providing bi-lingual notes for corporate law in English and Chinese. The project can be seen as a novel response by educational institutions in Australia to problems associated with the internationalisation of education. Although educational institutions concentrate efforts on helping international students overcome 'culture shock', the authors argue that another level of assistance is needed, and one that more directly targets learning difficulties stemming from language issues. It is the writers' hypothesis that language barriers and the lack of learning materials in the student's first language represent a gap in teaching and learning mechanisms that are not adequately covered by focusing on learning difficulties as part of 'culture' alone. The argument is put forward that educational institutions can enhance the learning experience of international students by providing basic learning materials in the student's first language.
This paper describes and evaluates a teaching and learning project at the University of Technology Sydney that involved ... Show Full Abstract
- Tiddas showin' up, talkin' up and puttin' up: Indigenous women and educational leadership
Indigenous women continue to face the double obstruction of being Indigenous and being women in their efforts to negotiate a respected place within Australian universities. This has limited Indigenous women to junior positions of leadership and created significant stress. This project sought to build the capacity of Indigenous women academics in order to support and encourage their agency addressing this imbalance. Women gained practical knowledge about negotiating the day to day challenges of academic life. The participants learnt to be strategic about planning their careers. They developed awareness of the need to be selective and discerning regarding participation in committees, strategic alliances and mentoring relationships. Participants were informed about university structures and processes and how these can be utilised more fully.
Indigenous women continue to face the double obstruction of being Indigenous and being women in their efforts to negotiate a ... Show Full Abstract
- Academic staffing trends in Go8 and other Australian universities, 2000-2010
This paper presents an analysis of trends in actual full-time equivalent (FTE) university staff over 2000-2010 for [Group of Eight] Go8 and non-Go8 universities. Staff are classified by function as 'academic' or 'other'. Academic staff are classified as Research Only (RO) or Teaching and Research (T&R) or Teaching Only (TO). Key findings include: (1) the coursework student to teaching staff ratio in 2010 was 21.7 for Australia’s universities in aggregate; (2) academic staff with a teaching only function have increased as student enrolments have grown; (3) academic staff with a research only function have increased as research funding has grown; (4) academic staff with a teaching and research function have increased but at a lower rate than teaching only and research only staff; (5) the proportion of casual staff rose only modestly over the decade; and (6) non-academic staff have increasing at a slightly higher rate than academic staff.
This paper presents an analysis of trends in actual full-time equivalent (FTE) university staff over 2000-2010 for [Group of ... Show Full Abstract
- Oxford review of education, vol. 40, no. 4. August 2014
This special issue entitled 'Contributions to the sociology of education: past, present and future: a festschrift for John Furlong' is guest edited by Ingrid Lunt and Geoffrey Walford. It includes the following feature articles: Anansi's still at school: John Furlong's contribution to school and classroom ethnography / Sara Delamont (pages 415-429); The study of talk between teachers and students, from the 1970s until the 2010s / Neil Mercer and Lyn Dawes (pages 430-445); Evolving theories of student disengagement: a new job for Durkheim's children? / Roger Slee (pages 446-465); Recent developments in teacher training and their consequences for the 'university project' in education / Geoff Whitty (pages 466-481); The sociology of education and digital technology: past, present and future / Neil Selwyn and Keri Facer (pages 482-496); Teachers' professional knowledge and state-funded teacher education: a (hi)story of critiques and silences / Alis Oancea (pages 497-519); John Furlong and the 'university project' / David Watson (pages 520-524).
This special issue entitled 'Contributions to the sociology of education: past, present and future: a festschrift for John ... Show Full Abstract
- Construction education in Australia: a review of learning and teaching challenges and opportunities
This report documents the first comprehensive study of university construction education in Australia. The project was funded by the Australian Learning and Teaching Council (ALTC), as a discipline based initiative project, and provides a detailed overview and analysis of the issues facing the providers of construction degrees (construction management, quantity and building surveying) in Australia. This report achieves the following: (1) showcases the disciplines to all stakeholders including universities, industry and community and makes clear that the disciplines of construction management, quantity surveying and building surveying (collectively referred to hereafter as construction disciplines) deserve greater recognition for their contributions to stakeholders' interests; (2) raises self-awareness of the disciplines' characteristics, issues, opportunities and boundaries; (3) identifies teaching and learning challenges and opportunities for construction providers and highlights directions for future changes and developments; (4) provides a foundation for future research into construction education across the region; and (5) identifies areas for future research and changes required for the disciplines.
This report documents the first comprehensive study of university construction education in Australia. The project was ... Show Full Abstract
- International students and the UK immigration debate
Repeated opinion polls show the breadth of public concern about immigration: about the pace of change in some towns and cities; about impacts on jobs and wages; about cultural issues and the failures of some migrants to successfully integrate. As the [UK] General Election draws nearer, politicians will be required to engage in the debate and to address these views. [This] research finds that, despite these debates around immigration, the public is not concerned about international students - students from outside the [European Union] EU - coming to study at British universities. This report proves that there is strong public support for international student migration, and that people seem to understand the economic and educational benefits brought to Britain by those who come to study.
Repeated opinion polls show the breadth of public concern about immigration: about the pace of change in some towns and ... Show Full Abstract
Authors: Ballinger, Steve; Rhodes, Matthew; Morton, Ian;
Geographic subjects: Great Britain; Europe
Resource type: Report
Subjects: International education; Migration; Governance;Students; Higher education; Policy; Providers of education and training; Skills and knowledge; Outcomes show more
- A world of learning: Canada's performance and potential in international education
In chapter one, this report examines internationalisation in Canada and the growing importance of international education, including an overview of policy, marketing efforts and immigration issues. Chapter two focuses on the students, with an analysis of where the students come from and what makes them choose Canada for their education. Chapter three examines the results from the 2013 International Student Survey and their general satisfaction with their student experience. Chapter four looks at Canadian students who study abroad. Chapter five presents case studies of programs that serve as pathways to education and employment. Chapter six explores two trends in international education: offshore campuses through public-private partnerships and massive open online courses (MOOCs).
In chapter one, this report examines internationalisation in Canada and the growing importance of international education, ... Show Full Abstract
- Higher education financing
University funding is complex. It covers a range of different activities, sometimes in not entirely transparent ways. Policies and programs change over time. Inflation and movements in enrolments complicate the picture further. For all of these reasons, it is easy to make claims about funding over time that are only partly right. This paper looks at aggregate university funding, and funding for different university activities over time, adjusting for inflation and changes in student and staff numbers in order to develop a more informed and nuanced picture of trends.
University funding is complex. It covers a range of different activities, sometimes in not entirely transparent ways. ... Show Full Abstract