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Article
Publication date: 1 January 1970

W.G. WALKER

The centralization of power in the state and federal legislatures and in their associated professional bureaucracies is a notable feature of both educational and general political…

Abstract

The centralization of power in the state and federal legislatures and in their associated professional bureaucracies is a notable feature of both educational and general political decision making in Australia. In this paper “governance” refers to the process of exercising authoritative control, “politics” to public policy making and its resolution. Formal public participation in Australian educational decision making is shown to be minimal, being limited to representation by elected members in the state and federal legislatures. There is no local governmental structure or tax for education. The existing structures and their origins are explained. Two hypotheses derived from the work of Iannaccone are tested. The first states that the longer educational issues remain unsolved in the extra‐legal social networks and lower level legal areas the more likely it is that decisions on these questions will be made by central government departments and agencies. The second states that the more that questions of educational policy are resolved by central departments and agencies the more likely it is that educational policies will become undifferentiated from other kinds of politics or from politics as relating to other policy areas of government. An examination of political developments in the nineteenth and twentieth centuries supports both hypotheses.

Details

Journal of Educational Administration, vol. 8 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 February 1976

DON SMART

The years 1964–1975 saw an unparalleled expansion of the Commonwealth Government's involvement in Australian education at all levels. At the beginning of that decade the Menzies…

Abstract

The years 1964–1975 saw an unparalleled expansion of the Commonwealth Government's involvement in Australian education at all levels. At the beginning of that decade the Menzies Liberal‐Country Party Government, which had repeatedly asserted that education was a State not a Commonwealth responsibility, was directly involved only in the university sector. Yet by 1975 Federal involvement had been extended to include not only the creation of a Federal Department of Education and Science but also the assumption of broad responsibility for determining the national priorities and levels of funding in the college, school, technical and further education and pre‐school sectors.

Details

Journal of Educational Administration, vol. 14 no. 2
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 February 1993

Han Yan‐Ming

An organization is broadly defined to be a formally co‐ordinatedeffort by groups of individuals to realize specific goals. A university,as an organization, can be distinguished…

Abstract

An organization is broadly defined to be a formally co‐ordinated effort by groups of individuals to realize specific goals. A university, as an organization, can be distinguished from a wide range of business organizations and government agencies, both by the manner of co‐ordination and the goals of profession. Reviews some characteristics of university academic and administrative organizations in both Australia and China. Includes a comparative examination of supervising organs above the university; governing bodies within the university; teaching organizations of the university between Australia and China, and the classification of China′s universities.

Details

Journal of Educational Administration, vol. 31 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 9 October 2020

Tamson Pietsch

The purpose of this paper is to create comparable time series data on university income in Australia and the UK that might be used as a resource for those seeking to understand…

Abstract

Purpose

The purpose of this paper is to create comparable time series data on university income in Australia and the UK that might be used as a resource for those seeking to understand the changing funding profile of universities in the two countries and for those seeking to investigate how such data were produced and utilised.

Design/methodology/approach

A statistical analysis of university income from all sources in the UK and Australia.

Findings

The article produces a new time series for Australia and a comparable time series for the UK. It suggests some of the ways these data related to broader patterns of economic change, sketches the possibility of strategic influence, and outlines some of their limitations.

Originality/value

This is the first study to systematically create a time series on Australian university income across the twentieth century and present it alongside a comparable dataset for the UK.

Details

History of Education Review, vol. 49 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 1 January 1971

W.G. WALKER

Among the recommendations of the first International Intervisitation Program held in North America in 1966 was the organization of a second program at a later date. The 1970…

Abstract

Among the recommendations of the first International Intervisitation Program held in North America in 1966 was the organization of a second program at a later date. The 1970 International Intervisitation Program, held in Australia, was jointly sponsored by the University Council for Educational Administration and the University of New England. The themes of the Program were Centralization and Bureaucracy, Planning and Systems Analysis, Accountability and Assessment and Teacher Negotiation and Participation in Policy Making. These themes were the subject of papers at the orientation phase, of observation in a two week visitation phase and of group discussion at a conference held in Armidale. Perhaps the most important outcome of the Program was the decision to establish a Commonwealth Council for Educational Administration, a professional association for those interested in educational administration, which seems likely to hold its first plenary meeting at the third International Intervisitation Program to be held in England in 1974.

Details

Journal of Educational Administration, vol. 9 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 14 November 2023

Nicole Mockler

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and…

Abstract

Purpose

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and movements over this timeframe and aims to better understand the ongoing reforms in the changing contexts of their times.

Design/methodology/approach

The paper engages a critical policy historiography approach, focusing on four “policy moments” each linked to a review commissioned by the Commonwealth government of the day. It draws upon the reports and government responses themselves, along with media reports, extracts from Hansard, and ministerial speeches, press releases and interviews related to each of the four policy moments, asking critical questions about the “public issues” and “private troubles” (Gale, 2001) of each moment and aiming to shed light on the complexities of these accounts of policy and the trajectory they represent.

Findings

The paper charts the construction of the problem of ITE in Australia over time, highlighting the discursive continuities and shifts since 1998. It traces the constitution of both policy problems and solutions to explain the current policy settlement using a historical lens.

Originality/value

Its value lies in offering a reading of the current policy settlement, based on a close and systematic historical analysis. Where previous research has focused either on particular moments or concepts in ITE reform, this analysis seeks to understand the current policy settlement by taking a longer, contextualised view.

Details

History of Education Review, vol. 52 no. 2/3
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 23 March 2010

Neil Cranston, Megan Kimber, Bill Mulford, Alan Reid and Jack Keating

The paper aims to argue that there has been a privileging of the private (social mobility) and economic (social efficiency) purposes of schooling at the expense of the public…

19748

Abstract

Purpose

The paper aims to argue that there has been a privileging of the private (social mobility) and economic (social efficiency) purposes of schooling at the expense of the public (democratic equality) purposes of schooling.

Design/methodology/approach

The paper employs a literature review, policy and document analysis.

Findings

Since the late 1980s, the schooling agenda in Australia has been narrowed to one that gives primacy to purposes of schooling that highlight economic orientations (social efficiency) and private purposes (social mobility).

Practical implications

The findings have wider relevance beyond Australia, as similar policy agendas are evident in many other countries raising the question as to how the shift in purposes of education in those countries might mirror those in Australia.

Originality/value

While earlier writers have examined schooling policies in Australia and noted the implications of managerialism in relation to these policies, no study has analysed these policies from the perspective of the purposes of schooling. Conceptualising schooling, and its purposes in particular, in this way refocuses attention on how societies use their educational systems to promote (or otherwise) the public good.

Details

Journal of Educational Administration, vol. 48 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

Article
Publication date: 14 October 2021

Garry D. Carnegie, Ann Martin-Sardesai, Lisa Marini and James Guthrie AM

The Australian higher education sector faces severe risks from the consequences of COVID-19. This paper aims to explore these risks, their immediate impacts and the likely future…

Abstract

Purpose

The Australian higher education sector faces severe risks from the consequences of COVID-19. This paper aims to explore these risks, their immediate impacts and the likely future impacts. The authors specifically focus on the institutional financial and social risks arising from the global pandemic.

Design/methodology/approach

The authors collect data using the 2019 annual reports of the 37 Australian public universities and relevant media contributions. The findings of identified sector change are interpreted through Laughlin’s organisational change diagnosis.

Findings

The sector confronts significant financial and social risks because of its over-reliance on income from fee-paying onshore overseas students resulting in universities primarily undertaking morphostatic changes. These risks include job losses, changing employment conditions, mental health issues for students, scholars, other staff, including casual staff, online learning shortfalls and the student expectations of their university experience. The study reveals how many of these risks are the inevitable consequence of the “accountingisation” of Australian public universities.

Practical implications

Despite material exposure, the universities provide only limited disclosure of the extent of the risks associated with increasing dependence on overseas student fees to 31 December 2019. The analysis highlights fake accountability and distorted transparency to users of audited financial statements – a major limitation of university annual reports.

Originality/value

Research on the Australian higher education sector has mainly focussed on the impact of policies and changes. The public disclosure of critical risks taken by these universities are now addressed.

Book part
Publication date: 28 October 2005

Grant Harman

Australia has made impressive efforts over the past two decades in the internationalisation of higher education. Particularly impressive has been the expansion of fee-paying…

Abstract

Australia has made impressive efforts over the past two decades in the internationalisation of higher education. Particularly impressive has been the expansion of fee-paying international students. Australia today is the third largest exporter of higher education services internationally, with international students comprising well over 20% of total student enrolments in Australian universities. Expansion of international student enrolments has had major impacts on Australian universities and Australia. On balance, the effects have been strongly positive, producing substantial financial benefits and export income, attracting large number of well-qualified undergraduate and postgraduate students, and leading to a more international orientation for Australia's universities.

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

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