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This paper revisits the issue of institutional diversity in Australian higher education, taking account of international trends and research on the subject. Drawing on empirical studies over the last three decades, I adopt a within-country case study approach to analysing institutional diversity in the Australian higher education policy context and consider post-COVID systemic implications. Catalysts for this analysis include revisions to the Australian provider category standards, government policy shifts influencing the undergraduate curriculum, and the systemic impact of a global pandemic. The paper concludes with three propositions, arguing that institutional diversity will be more important than ever to meet the diverse needs of students and the labour market; an ecosystemic approach to post-secondary education will be a key enabler of sector diversity; and a paradigm shift, enabled by such drivers as government policy and proactive institutional leadership, will be essential to achieve enhanced institutional diversity. [ABSTRACT FROM AUTHOR]

The paper examines 2 recent Australian government issues papers on higher education and research policy, indicating areas both of concern and opportunity for Australian higher education providers in theology and their research efforts. The paper then offers suggestions as to how providers of theological education might position themselves as research institutions in the emerging higher education environment in Australia, and how educational policymakers might regard research in the theological sector of Australian higher education. This paper is directed, within the new research environment in Australia, to 2 groups of readers: those concerned with the administration of theological institutions, and those whose responsibility it is to draft policy with regard to research funding. To the theological institutions I want to say: (1) become more familiar with the emerging higher education culture, especially as it affects research, and pay attention to ensuring your institution's own quality assurance controls; (2) avoid being sidelined in the new environment, seek strategic partnerships with other institutions with a similar vision and mission to your own; and (3) attempt to state clearly the role and value of your own discipline in the Australia of the 21st Century. To the policymakers I say: recognise the value of research done, often in small private but not‐for‐profit institutions, in the theological and biblical disciplines. Recognise it as genuine research. Listen to the particular needs of these institutions, which may be quite different from larger institutions with more attention‐grabbing research profiles. [ABSTRACT FROM AUTHOR]

This paper reports on research conducted to understand key factors impacting the recruitment and selection of senior academic leaders in Australian universities. A key finding emerging from this research was an increasing reliance on executive search firms when recruiting senior academic leaders. This reliance is driven by a range of factors including an ageing and contracting pool of potential academic leaders, growing competition domestically and internationally and the declining attractiveness of academia as a sustainable career in the context of increased casualisation of the academic workforce. Concurrently, workforce planning and succession planning have not been a high priority for many universities. As a result, Australian universities are finding it increasingly difficult to recruit senior academic leaders without the use of executive search firms. These findings have signifi- cant implications for the higher education sector in Australia and warrant further research. [ABSTRACT FROM AUTHOR]

Despite repeated calls to improve the quality of Australian business higher education, sector-wide improvement has been elusive. This paper presents an analysis of a multi-institutional project undertaken by the Australian Business Deans Council Teaching and Learning Network. Earlier studies of change in higher education demonstrated the need to move beyond decontextualised, one-size-fits-all models. Building on this earlier work, we suggest that processual approaches to change management, emphasising the instability of organisations rather than stability, are more appropriate within this complex context. The paper makes a case for effecting adaptive change by working with, and through, a network of associate deans. The evolution of this network and the processes that began with one collaborative project designed with a deliberate aim to identify tangible follow-on projects for sector-wide, sustainable improvement is described. The resultant positive and unfolding outcomes that became a potent vehicle for change within and beyond the duration of the original project is reported. [ABSTRACT FROM AUTHOR]

This paper provides an analysis into the global phenomenon known as credential/qualification fraud, a $US 1 billion dollar ‘cottage’ industry which has tainted higher education in Australia, and does not appear to be abating. The study is developed through a conceptual framework of credentialism, degree creep and screening theory, which the author theorises spawns the demand for degree qualifications, both legitimate and ‘less‐than‐wonderful’ along continuums of legitimacy and acceptability. The paper suggests several key resources and tools that can be used by administrators of universities, non‐self accrediting higher education providers and industry human resource managers. The paper concludes by reviewing key‐global practices currently employed as proactive measures to minimise credential fraud, moving towards a best practice framework for Australia. [ABSTRACT FROM AUTHOR]

This paper addresses the contemporary development and reform challenges in tertiary education in Malaysia in both national and global contexts. The critical role exercised by the Malaysian Qualifications Agency in driving strategic change in higher education cultures, both in public and private universities is described and analysed. The paper examines the adoption, generation and institutionalisation of global standards of practice in teaching and learning and in other fundamental dimensions of the provision of quality education. Contending ideas, rationales and models of universities and the contributions this institution makes to educational provisions are examined. The analyses are informed by the development reforms in other sectors of government and society within the integrated framework of the nation's strategic vision of development - Vision 2020. [ABSTRACT FROM AUTHOR]

Many studies have examined the reasons for students' satisfaction or dissatisfaction with their higher educational experience. However, no single paper reviews the major attributes of an educational program that are most commonly found to be significant predictors of student satisfaction. This paper reviews the major attributes that most influence students' perceptions of overall satisfaction with particular emphasis on business students' satisfaction. Not surprisingly, academic factors such as the quality of teaching, skills and knowledge acquired and the curriculum itself are the most significant determinants of overall satisfaction. A number of other non-academic factors, however, such as the student's feeling of 'belonging' and perceptions of the institution's responsiveness and concern, also contribute significantly to overall satisfaction. This paper is intended as a starting point for those who may be designing a student satisfaction survey or those who simply wish to learn about the attributes of an academic program most likely to influence student opinion of the program. [ABSTRACT FROM AUTHOR]

Changing student expectations of higher education is an increasing challenge to the university sector. How one institution responds to those changing expectations is examined close up. While student non‐completion is a feature of the contemporary higher education landscape, little analysis of the role played by higher education institutions in stabilising retention rates has entered the public domain. The paper acknowledges the influence by state policies and of student disposition towards higher education as factors that may affect non‐completion rates but questions the role played by higher education institutions themselves in reducing the rate of non‐completion. From a theoretical perspective, barriers are identified which, coupled with institutional data, provide a first‐cut analysis of possible strategies that could work to limit poor retention rate trends. An underlying question embedded within the paper is: should universities faced with high first‐year non‐completion rates expect students to accommodate to university life, or should they seek to adjust institutional culture to adapt to changing student demands and expectations? [ABSTRACT FROM AUTHOR]

Based on a study of research partnerships with industry across the higher education sector in three high technology fields in South Africa, the paper identifies five key tensions, the resolution of which shapes the way partnerships are facilitated and constrained in distinct institutional contexts. The paper highlights the significance of policy coherence between organizational levels within an institution, the importance of seeking a balance between financial and intellectual research imperatives, the necessity of promoting a strategic balance between the forms of partnership that are allowed and encouraged to develop, and the need for flexible regulation within institutions to provide levers and incentives without being heavy‐handed or constricting. [ABSTRACT FROM AUTHOR]

There has been much concern in the higher education sector recently about the well-being and the safety of slightly more than 200,000 international students studying in higher education in Australia. In recognition of the economic and socio-cultural value of the international student cohort, as well as the significant challenge and risk of studying away from family and friends in a foreign community, CQUniversity has focused for the last two years on improving social integration for over 5000 international students. These students are studying at CQUniversity metropolitan campuses in Brisbane, Gold Coast, Melbourne and Sydney, which are popular destinations for international students. Initiatives to enhance social integration for these students were achieved in partnership with the local community, staff and other students. This paper reports the results of a survey of 446 CQUniversity international students who have had access to these enhanced opportunities for integration as well as a focus-group discussion with staff and students. Results determine the success of these initiatives from the perspective of students as well as key staff and identify further initiatives considered beneficial to supporting continuing social integration. [ABSTRACT FROM AUTHOR]

This paper provides a cost benefit analysis of undergraduate and graduate international dual degree programmes, which are relatively new and innovative educational approaches to preparing students to succeed in a contemporary international arena. A comparative model of international educational and experiential systems is offered and examples of two-way and one-way dual degree models are investigated. We conclude that international dual degree models are significantly superior in terms of academic, intellectual and experiential learning; therefore, graduates of these programmes will be better prepared to lead international ventures and serve as global citizens. Dual degree programmes require an institution-wide commitment to succeed in the short and long term. Academic institutions need to be flexible, creative, resourceful and forward thinking in order to successfully adopt and implement dual degree offerings. Most students who choose such programmes are positive risk takers and high achievers. Like any new and innovative initiative, the international dual degree offering has its own learning curve and constraints but offers the potential for a great outcome. [ABSTRACT FROM AUTHOR]

The achievement of greater gender equity within Australian universities is a significant issue for both the quality and the strength of Australian higher education. This paper contributes to our knowledge of academic workloads, observing individual workloads in business faculties. A multiple case study method was employed to observe individual academic workloads. Two regional universities were selected for this research on the basis of their senior staff profiles. Multiple sources of evidence were used to gather teaching and research workload data for all faculty members. Differences in workloads were not always evident between genders. Our results suggest that universities that are over-represented with females in senior academic positions when compared to the national average achieve equity in workload. Universities that are underrepresented with females in senior academic positions do not achieve workload equity with male academics producing more research and coordinating more teaching. [ABSTRACT FROM AUTHOR]

There have been many changes to the Higher Education Contribution Scheme (HECS) since its introduction in 1989. The most significant of these is possibly the reforms announced in the 2003 Federal Budget, which allow universities to increase the contributions required of students by up to 25%. This paper considers the distribution of deferred HECS liabilities according to the socioeconomic status of students. An algorithm is presented for converting area‐level data to its individual‐level equivalent. It is found that students of lower socioeconomic status defer a much larger proportion of their HECS than students of higher socioeconomic status. The adverse side effects of HECS identified in the literature will therefore be more acute for low socioeconomic status background students than for their wealthier counterparts. [ABSTRACT FROM AUTHOR]

Advocating a customer focus, the Total Quality Management model of leadership has led to success in raising performance levels throughout various manufacturing and service industries. Many education stakeholders, however, are resistant to the notion that postsecondary students benefit from being treated like customers. While many critics oppose the traditional business philosophy that ‘the customer is always right' and maintain that pandering to students' short-term demands is damaging to the learning process few studies explore alternative notions of what it means to ensure student satisfaction. This paper promotes a conceptual interpretation that is not governed by the philosophy that ‘the customer is always right’. [ABSTRACT FROM AUTHOR]

The process of reforming Hong Kong's higher education sector commenced in 2001, and the system moved into the post-massification era. Within five years, the post-secondary participation rate for the 17-20 age cohort had increased to 66 per cent. This target was achieved much earlier than the Government had planned. More educational opportunities have been made available in order to help society cope with the challenges of the knowledge-based economy. This policy has drawn repeated criticism from the media, students, and pressure groups concerned about the quality of the self-financed sub-degree programmes. Drawing upon the literature and published data, this paper examines the development of the higher education sector in the past decade. The key motives for the Government to expand the mass higher education sector include a globalised economy, unemployment, ideological changes in political leadership, and weaknesses inherent in the elitist approach. Self-financed programmes are offered in the sectors where the Government has not faced problems of financial stringency. However, articulation opportunities, quality of education and educated unemployment are the key challenges ahead. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of the potential impact of changes in recruitment and hiring processes in Portuguese higher education institutions - under the New Public Management framework - on the representation of women in academia. Based on official data from the Portuguese Ministry of Science, Technology and Higher Education, two major conclusions emerge. First, Portuguese higher education institutions reproduce the same inequalities in career structures that are dominant in other occupational spheres, with the same phenomena of horizontal and vertical segregation both in universities and polytechnics careers. Second, recruitment and selection processes have an important influence on women in academia with the use of informal procedures emerging as an obstacle for women entrance into academic careers. [ABSTRACT FROM AUTHOR]

A university's key resource is its staff, both academic and general. However, relatively little attention has been paid to the work of general staff. Yet general staff comprise more than half the workforce in Australian universities and a more rigorous understanding of the contribution of general staff towards the strategic goals of their institutions has the potential to enhance their institutions' organisational sustainability. Universities have multiple and diverse stakeholders, but students are the key stakeholders in universities' core business of learning and teaching. Consequently, the interaction of general staff with students has potential to have an impact on the sustainability of an institution. This paper describes a preliminary study into how general staff contribute to student outcomes. A meta-study by Prebble et al. derived 13 propositions for support of student outcomes that focused on the contribution by academic staff and Middleton subsequently surmised that general staff are also central to those outcomes. This study uses the Delphi method to test Middleton's assertion by engaging general staff in ranking the propositions in terms of their contribution to student outcomes. [ABSTRACT FROM AUTHOR]

Universities face constant scrutiny about their plagiarism management strategies, policies and procedures. A resounding theme, usually media inspired, is that plagiarism is rife, unstoppable and university processes are ineffectual in its wake. This has been referred to as a 'moral panic' approach (Carroll & Sutherland-Smith, forthcoming; Clegg, 2007) and suggests plagiarism will thwart all efforts to reclaim academic integrity in higher education. However, revisiting the origins of plagiarism and exploring its legal evolution reveals that legal discourse is the foundation for many plagiarism management policies and processes around the world. Interestingly, criminal justice aims are also reflected in university plagiarism management strategies. Although universities strive for deterrence of plagiarism in a variety of ways, the media most often calls for retribution through increasingly tougher penalties. However, a primary aim of the justice system, sustainable reform, is not often reported in the media or visible in university policies or processes. Using critical discourse analysis, this paper examines the disjunction between media calls for increased retribution in the wake of moral panic and institutional responses to plagiarism. I argue that many universities have not yet moved to sustainable reform in plagiarism management. [ABSTRACT FROM AUTHOR]

The aim of this paper is to use agency theory as the theoretical framework for an examination of the government-university relationship and to assess the main strengths and weaknesses of the theory in this context. Because of its logically consistent framework, agency theory is able to manifest many of the complexities and difficulties that governments face in their attempts to govern universities. Agency theory also offers unique explanations for the government's choice and use of certain governance procedures, low performance by universities and cost growth in the higher education sector. [ABSTRACT FROM AUTHOR]

Contemporary universities, serving mass higher education markets, find themselves delivering complex, broadly based projects such as student support and welfare, human resource development, and business enterprise. Established concepts of academic administration and devolved management have been overlaid by more fluid institutional structures and cultures, with a softening of internal and external boundaries (Whitchurch, 2004, 2005). These developments have caused major shifts in the identities of professional administrators and managers as they adopt more project‐oriented roles crossing functional and organisational boundaries. This paper considers the dynamics of these changes, in terms that move beyond conventional assumptions about administration and management. While identities have been defined traditionally via structured domains such as professional knowledges, institutional boundaries, and the policy requirements of the higher education sector, an emergent project domain has fostered the development of an increasingly multi‐professional grouping of staff, with implications for career futures. [ABSTRACT FROM AUTHOR]

A general inductive analysis was applied to 98 submissions made to a recent review of New Zealand’s tertiary education system, primarily to enable those interested to engage with multiple viewpoints about this highly complex educational system. The analysis yielded three substantial themes that reoccur throughout the submissions and that may warrant further research. The three themes relate to: competition, incorporating willingness and ability to compete at different levels in the sector; trust, incorporating expectations of being trusted to provide high-quality educational support for all learners as well as, to varying degrees, an expectation that the broad outcomes of this high-quality educational support should be trusted, rather than measured, by all stakeholders; and the purpose of the educational endeavour being considered and whether or not different parts of the sector do, or should, emphasise different purposes. The analysis yielded a model or theory about the underlying structure of the experiences illustrated by the 98 submissions that may assist those interested in tertiary education to address the new models of tertiary education being considered by the review. [ABSTRACT FROM PUBLISHER]

This article examines the introduction of variable tuition fees for university students in the UK - an initiative that has become totemic in British higher education policy. The article seeks to identify the origin of this policy, using the work of Michael Oakeshott (1962) as a framework for discussing the rationality of new Labour. The rhetoric of the government during the passage of the 2004 Higher Education Act is analysed to identify the extent to which rationalism is demonstrated in the policy-making process and this is contrasted with Oakeshott's conception of policy as evolution. The article concludes that variable tuition fees resulted from a process of conservative evolution, notwithstanding rhetoric of rationality, and discusses the implications of this for the future direction of British higher education policy. [ABSTRACT FROM AUTHOR]

The accountability of colleges and universities is a high priority for those making policy decisions. The purpose of this study was to determine institutional characteristics predicting retention rates, graduation rates and transfer-out rates using publicly available data from the US Department of Education. Using regression analysis, it was determined there are 14 predictors of the full-time retention rate, 7 predictors of the part-time retention rate, 15 predictors of the graduation rate and 12 predictors of transfer-out rates. Institutions and policymakers could use the results of this analysis to determine the policies that would be beneficial to improving the analysed outcomes. All four analyses indicate good fit withR2ranging from .273 to .828. Some possible policy implications include addressing selectivity if institutions want to improve retention rates and addressing affordability to improve retention and graduation rates. [ABSTRACT FROM AUTHOR]

The recommendations of the 'Bradley Review' of higher education in Australia identified a clear need for examination of the academic labour market and the limited attractiveness of academia as a profession. Reasons for the lack of attractiveness include increased academic workloads, as evidenced by larger class sizes and staff-student ratios. This article examines the relevant academic workload clauses from collective bargaining agreements, operating in a cross-section of 'public' universities in Australia. Our findings challenge a common belief that workload clauses in university collective agreements are regulating academics' autonomy as they are largely unregulated and hence left to the domain of managerial prerogative. We suggest that this situation serves the needs of university managers, but not necessarily the needs of students, staff and policy makers. [ABSTRACT FROM AUTHOR]

Awareness of factors associated with academic performance in tertiary accounting education courses is useful for selection officers, educators, administrators and students. Yet research shows findings relating to this topic area to be inconclusive. Also, investigations are typically cross-sectional rather than longitudinal, and as such can have limited application. Furthermore, issues concerning the effect on academic performance of transferring between institutions appear not to have been investigated in relation to TAFE-to-university accounting students. This investigation evaluates the effects of a range of demographic, behavioural and educational variables on the Year 1, Year 2, and Year 3 academic performance of Year 12-to-university, and TAFE-to-university accounting students at one Australian university. Findings reveal that the best predictor of academic performance in any one year is the performance in the same discipline in the previous year. Notably, successful Year 12 Accounting completion had an enduring positive effect for all university accounting grades. Type of secondary school attended, previous year's academic grades, and level of interest in accounting as a discipline and profession also proved to be significant influences on academic performance. In addition, findings suggest that transfer shock is apparent for TAFE-to-university transferees. Recommendations include consideration to be given to applicants' prior performance in that discipline when universities make offers, closer liaison between university and TAFE accounting departments when accepting TAFE-transfer students, and dedicated university-orientation programs for transfer students. Possibilities for further research are also discussed. [ABSTRACT FROM AUTHOR]

Exploratory focus group research with undergraduate students reveals a series of related tensions that students experience about vocational marketing and communication degrees that have been promoted to them primarily on the basis of job prospects and university location. We summarise these tensions in six themes: short versus long-term goals; academic/social life balance; time to study/work; importance of theory versus practical skills; intrinsic motivations to study versus assessment orientation; and the differing requirements of a tutor. We argue that the often intuitive choices that students make as a result of these tensions may result in their failing to engage with much of what constitutes a degree, especially scholarly activity. Although these tensions may be common to all students, we question whether some approaches to promoting vocational degrees, and the curriculum priorities sometimes given to these types of degree may influence the resolution of tensions in ways that do not encourage effective learning. Does the presence of practical aspects in the curriculum encourage or excuse the rejection of theory that is not immediately applicable to practice? Does the marketing of universities as “fun”, and of degrees leading directly to employment, undermine intrinsic motivations to engage with study? We conclude by suggesting the need for reflection and responsibility in the higher education sector's promotional activities and in the teaching of vocational degrees. [ABSTRACT FROM AUTHOR]