Search

Using an analysis of two independent, qualitative interview data sets: the first containing semi-structured interviews with mid-senior academics from across a range of disciplines at two research-intensive universities in Australia and the UK, collected between 2011 and 2013 (n = 51); and the second including pre- (n = 62), and post-evaluation (n = 57) interviews with UK REF2014 Main Panel A evaluators, this paper provides some of the first empirical work and the grounded uncovering of implicit (and in some cases explicit) gendered associations around impact generation and, by extension, its evaluation. In this paper, we explore the nature of gendered associations towards non-academic impact (Impact) generation and evaluation. The results suggest an underlying yet emergent gendered perception of Impact and its activities that is worthy of further research and exploration as the importance of valuing the ways in which research has an influence 'beyond academia' increases globally. In particular, it identifies how researchers perceive that there are some personality traits that are better orientated towards achieving Impact; how these may in fact be gendered. It also identifies how gender may play a role in the prioritisation of 'hard' Impacts (and research) that can be counted, in contrast to 'soft' Impacts (and research) that are far less quantifiable, reminiscent of deeper entrenched views about the value of different 'modes' of research. These orientations also translate to the evaluation of Impact, where panellists exhibit these tendencies prior to its evaluation and describe the organisation of panel work with respect to gender diversity. [ABSTRACT FROM AUTHOR]

Conventional approaches to evaluation of environmental programs have tended to limit themselves to restricted measures of program effectiveness. This paper shows how a social learning approach can be incorporated into evaluating public environmental programs. A social learning approach is particularly suited to complex environmental challenges which are inherently difficult to understand, predict, and manage, thus complicating the evaluation process. The paper presents an Australian case study of dryland salinity management where there are major knowledge barriers impeding conventional management techniques. The research presented in this paper focused on evaluating a public demonstration program to track its impact through its design, implementation, and monitoring phases. The paper shows that, by incorporating social learning principles and practices, program evaluation can promote collective action, critical reflection, and increased knowledge to underpin improved environmental management. [ABSTRACT FROM AUTHOR]

Critiques of the neoliberal governance of agricultural systems have led to a number of political responses which attempt to address the socio-environmental consequences of the dominant regime. In this paper two case study regions (South Australia and England) have been chosen to represent variations in agricultural policy and to highlight subsequent outcomes on the sustainability of agriculture. Interviewed governance stakeholders highlighted issues in regard to the agricultural governance of each area, from social and environmental consequences of minimal policy intervention in South Australia, to issues created by greater economic support in England. As such, the distinct variations in agricultural regimes will continue to demand scholarly attention, in order for the value of diversity within the sector to be more widely understood. The study concludes that it is likely agricultural support will continue to decline in both case study regions. Importantly, however, innovative policy mechanisms that aim to reduce local risks and value local agricultural priorities, without requiring significant financial support, might be the most promising way forward in regard to agricultural system sustainability. [ABSTRACT FROM AUTHOR]

This article questions the assumption that increasing competition among higher education institutions is the best method of achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the importance of higher education institutions for sustainable development, particularly because of their importance to the global knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom. The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. [ABSTRACT FROM AUTHOR]

The paper explores the dynamics of competition in higher education. National competition and global competition are distinct, but feed into each other. Higher education produces ‘positional goods’ (Hirsch 1976) that provide access to social prestige and income-earning. Research universities aim to maximise their status as producers of positional goods. This status is a function of student selectivity plus research performance. At system-level competition bifurcates between exclusivist elite institutions that produce highly value positional goods, where demand always exceeds supply and expansion is constrained to maximise status; and mass institutions (profit and non-profit) characterised by place-filling and expansion. Intermediate universities are differentiated between these poles. In global competition, the networked open information environment has facilitated (1) the emergence of a world-wide positional market of elite US/UK universities; and (2) the rapid development of a commercial mass market led by UK and Australian universities. Global competition is vectored by research capacity. This is dominated by English language, especially US universities, contributing to the pattern of asymmetrical resources and one-way global flows. The paper uses Australia as its example of system segmentation and global/national interface. It closes by reflecting on a more balanced global distribution of capacity. [ABSTRACT FROM AUTHOR]

Buried high-pressure natural gas pipelines crisscross both urban and rural areas transporting fuel gas from where it is produced to where we use it. The general public is mostly unaware of their existence, but the consequences of failure are significant. The most common cause of failure of such pipelines is from third-party activities, particularly excavation around a pipeline. As a result, urban expansion to accommodate growing cities in historically rural areas containing high-pressure pipelines poses a significant risk given that a pipeline rupture and fire can cause multiple fatalities over a significant area. Currently, this risk is managed with varying degrees of success, with competing stakeholder needs and conflicts in regulatory frameworks across jurisdictions resulting in a lack of awareness of risk, or responsibility shifting between stakeholders. In worst cases, homes and infrastructure have been built in close proximity to pipelines with no prior consultation with relevant experts. This paper uses a systems approach to understand the effects of regulatory frameworks on practices in three case study sites, two in Australia and one in the UK, that manage development around pipelines in different ways. The comparative case studies, informed by interview data with stakeholders and a desktop analysis of regulation and policy, highlight how the different regulatory processes within the three governance systems shape different outcomes in stakeholder practices and pipeline safety and community amenity. A systems approach to evaluation sheds light on the limitations of some reductionist efforts to address the issue by stakeholders and highlights more systemic opportunities for regulatory reform. [ABSTRACT FROM AUTHOR]

In countries like UK and Australia, the comparability of model-based analyses is an essential aspect of reimbursement decisions for new pharmaceuticals, medical services and technologies. Within disease areas, the use of models with alternative structures, type of modelling techniques and/or data sources for common parameters reduces the comparability of evaluations of alternative technologies for the same condition. The aim of this paper is to propose a decision analytic model to evaluate long-term costs and benefits of alternative management options in patients with depression. The structure of the proposed model is based on the natural history of depression and includes clinical events that are important from both clinical and economic perspectives. Considering its greater flexibility with respect to handling time, discrete event simulation (DES) is an appropriate simulation platform for modelling studies of depression. We argue that the proposed model can be used as a reference model in model-based studies of depression improving the quality and comparability of studies. [ABSTRACT FROM AUTHOR]

This paper builds on earlier work by the author to explore the international dimensions of a study of the changing roles and identities of professional staff in higher education (Whitchurch , ). It further develops the concept of the blended professional, characterising individuals with identities drawn from both professional and academic domains, and examines the institutional spaces, knowledges, relationships and legitimacies that they construct. Comparisons between the United Kingdom, Australia and the United States are used to provide indicators of possible futures for this group of staff, including their positioning in the university community, the challenges they face, and the potentials that they offer to their institutions. [ABSTRACT FROM AUTHOR]

There has been a growing research debate over the relations between university teaching and research. This paper contributes to that debate by describing the variation in the way university academics’ experience research, then linking that empirical evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers who were unable to explain their understanding of their subject matter in these ways were more likely to experience their teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia. The study methods and results are described and we conclude that qualitative variation in the experience of research is related (a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter. [ABSTRACT FROM AUTHOR]

Copyright of Voluntas: International Journal of Voluntary & Nonprofit Organizations is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A new variant of Streptococcus pyogenes serotype M1 (designated 'M1UK') has been reported in the United Kingdom, linked with seasonal scarlet fever surges, marked increase in invasive infections, and exhibiting enhanced expression of the superantigen SpeA. The progenitor S. pyogenes 'M1global' and M1UK clones can be differentiated by 27 SNPs and 4 indels, yet the mechanism for speA upregulation is unknown. Here we investigate the previously unappreciated expansion of M1UK in Australia, now isolated from the majority of serious infections caused by serotype M1 S. pyogenes. M1UK sub-lineages circulating in Australia also contain a novel toxin repertoire associated with epidemic scarlet fever causing S. pyogenes in Asia. A single SNP in the 5' transcriptional leader sequence of the transfer-messenger RNA gene ssrA drives enhanced SpeA superantigen expression as a result of ssrA terminator read-through in the M1UK lineage. This represents a previously unappreciated mechanism of toxin expression and urges enhanced international surveillance. A variant of group A Streptococcus serotype M1 (UK) has been increasingly reported and can be differentiated from the global variant by its overexpression of the superantigen SpeA. Here, Davies et al probe the mechanism behind enhanced SpeA expression and demonstrate that a SNP in the 5' leader sequence of ssrA is responsible for this virulence phenotype. [ABSTRACT FROM AUTHOR]

The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US. [ABSTRACT FROM AUTHOR]

This article presents an abstracts of the research paper "An International Examination of Country-Specific Determinants of Audit Fees," by Michele Lecouteur Wingate. This research addresses the question of whether auditor fee functions differ across countries. Auditor fee functions have been represented as a theoretical relationship between the audit fee charged by the audit firm and characteristics of the audit environment. These characteristics may include client factors, audit firm factors and country-specific factors. Prior research in this area has found significant relationships between audit fees and client size and complexity and audit firm size. The form of the auditor fee function has previously been studied using data from Australia, Canada, India, New Zealand, and Great Britain. Researchers assumed that the business and audit environments in these countries were similar and therefore should not be considered as a factor in explaining any variation in audit fees. This study contributes to the existing research in this area in two ways.

The article emphasizes the need of Australia and Great Britain to return their focus on climate change.

This volume on the archaeology of urban poverty arises from a three-day symposium hosted by York Archaeological Trust and the University of York in July 2009 to establish the wider intellectual framework for the investigation of the nineteenth- and twentieth-century archaeology of the Hungate neighborhood of York. In this opening article, the trajectory of medieval and post-medieval archaeology in Britain is contrasted with historical archaeology in the United States and Australia, and the influence of the pre-modern history of the Hungate neighborhood on its development since 1800 is explored. [ABSTRACT FROM AUTHOR]

This study discusses benchmarking the use of information and communication technologies (ICT) in teaching and learning between two universities with different missions: one an Australian campus-based metropolitan university and the other a British distance-education provider. It argues that the differences notwithstanding, it is possible to develop a useful and rigorous benchmarking relationship between such institutions that draws on previous benchmarking research and improves the approach by benchmarking key processes, not just outcomes. By defining a process used to embed ICT in subjects and using this as a focus of the benchmarking, a relational and prospective approach to quality assurance for ICT can be clarified, one which promotes coherence amongst the benchmarks that can be used for the purposes of improvement. [ABSTRACT FROM AUTHOR]

It is now commonplace for governments in Western countries to require the unemployed to work in exchange for their unemployment benefits. In this article I raise some serious doubts about the most promising and philosophically interesting defence of this argument, which relies on the ‘principle of reciprocity’. I argue that it is seriously unclear whether the obligations imposed on welfare claimants by ‘workfare’ schemes are legitimate and justified according to the principle of reciprocity. I do this by reconstructing the arguments for the obligations of the unemployed put forward in both the United Kingdom and Australia. [ABSTRACT FROM AUTHOR]

Issues of identity are crucial in current political debate. This article analyses narratives of identity using three very different examples, namely colonial-settler Australia, lesbian romance genres, and the role of class in contemporary American and British politics. It explores both privileged and marginalized identity narratives and the tensions between them. For example, lesbian romance narratives are contrasted with religious right arguments against same-sex marriage. Some argue that the complex intersections, compatibilities, and differences between conflicting narratives of identity reveal a great deal about how specific concepts of identity are formed. The narratives examined do not produce explicit binary constructions of dominant and subordinate identity categories. Rather, being able to imagine (or not imagine) other narratives plays an important part in the process of constructing identities within these discourses. Narratives that foreclose empathy facilitate the denial that discrimination or subordination is taking place. Similarly, privileged narratives of identity facilitate subjects’ ability to think well of themselves and their treatment of others. [ABSTRACT FROM AUTHOR]

The study reported here examines, in the context of Crawford's (1970) items, differences in research ethics attitudes among marketing professionals in Australia, Canada, Great Britian, and the United States. The study results indicate the lack of significant differences in research ethics attitudes among marketing professionals in the four countries. This finding is interpretable as implying the generalizability of the results of previous research ethics studies involving "domestic" (United States) marketing professionals as respondents. [ABSTRACT FROM AUTHOR]

Opinion polls in Canada, the United States, Great Britain, Australia, and elsewhere suggest that most members of the public would like their criminal courts to be harsher. Does media coverage of criminal sentencing contribute to a preference for harsher sentencing? Most people derive their information about sentencing from the news media, and content analyses of news stories in Canada and the United States demonstrate that crimes of violence and sentences of imprisonment are overrepresented. Moreover, the news media provide little systematic information about the sentencing process or its underlying principles. This article reports the results of three studies examining the effects of media coverage on public opinion about sentencing. Subjects who read actual newspaper stories about sentencing that appeared in Canadian newspapers rated most reported sentences as too lenient. However, the specific account they read influenced their leniency judgments. Furthermore, in one experiment, participants assigned to read a newspaper account of a sentencing decision supported harsher sentences than participants who read a summary of actual court documents from the sentencing hearing. [ABSTRACT FROM AUTHOR]