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This paper presents base‐line data about the incumbency or length of time spent in office by Australian vice‐chancellors who held appointments in the years 1963 to 1983. Principal findings of the analysis are that the average length of incumbency has declined from 13.6 years for 1963 to 8.0 years for 1983 vice‐chancellors, that the period 1983 to 1987 will witness an unprecedentedly high rate of turnover among vice‐chancellors, and that an increasing proportion of vice‐chancellors no longer regard their incumbency as their final full‐time professional appointment. The conclusions are related to apparent stratification and ranking among Australian universities in an emerging system of higher education which is becoming more complex.

The purpose of this paper is to identify the key demographics and social characteristics of Vice‐Chancellors of Australian universities so that an accurate profile of Vice‐Chancellors can be established. At present, there is no contemporary profile of incumbents despite the high level of responsibility associated with these roles.

A qualitative approach was used in the research that required the collation and analysis of public domain material regarding vice‐chancellors. Multiple sources were used in order to ensure depth, breadth and accuracy of data collected. A questionnaire that was used as part of the PhD research allowed new data to be accessed and existing data verified. Finally, interviews with various incumbents allowed pertinent information to be discussed where applicable.

The research outlines the changes in the roles of Vice‐Chancellors that have occurred since 1960. The changes in the role reflect changes in government policy and social trends. Further, the research demonstrates that incumbents are now chief executive officers and require a broader range of business competencies and academic experience compared to their predecessors in order to meet contemporary challenges. These changes are reflected in the demographics and social characteristics of incumbents.

This paper addresses this gap in knowledge and provides information about the people who are appointed vice‐chancellors. The research gives an insight into all incumbents between 1960 and 2000 and where possible, examples of post‐2000 trends have also been given. The creation of this profile will allow further and more in‐depth research to be undertaken.

This paper seeks to investigate the role of the university chancellor in the appointment of Australian vice‐chancellors.

Prior to this research it was evident that little research had been undertaken on the role of the chancellor. While the chancellor chairs Council, the incumbent also presides over quite a complex selection process, including chairing the selection Panel, when the need to appoint a new VC arises. Research into the recruitment and selection practices used to appoint vice‐chancellors in Australia, undertaken as part of a PhD, yielded a wide range of useful material. The research also exposed some unexpected surprises, one of which was the role of the chancellor in the appointment process.

The chancellor not only appeared to lead these processes, as would be expected, but was viewed as the key, if not sole, person who determined the successful candidate. It was found that the relationship between the chancellor and vice‐chancellor was crucial and this was evident both in determining successful candidates and the decision for incumbents to seek a role elsewhere. However, in almost all cases the chancellor made the final decision when appointing a new VC. In some cases it appeared that selection panels considered their role as being simply to assist the chancellor to make a decision. This contrasted with the expectation that the panel as a whole would make a decision and recommend it to Council.

Thus understanding the role of the chancellor is important when considering university governance and VC succession. This paper provides the findings of the research highlighting the significance of the chancellor's role in the context of appointing a new VC.

This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study.

A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations.

It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work.

There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs.

Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity.

Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and social capacity are better guided toward focusing on caring for others in the community and establishing peaceful and safe environments. An important implication of the developmental psychology of students within HEIs in Cambodia is the holistic nature of education integrating knowledge, skills, competencies and social responsibility. HEIs should take on the role of equipping students with both cognitive and intellectual capacities for employment; as well as the emotional and social capacities required to build a society based on mutual trust and harmony. Improving the psychological development of students at HEIs in Cambodia may also be significant in achieving the CSDG targets. In terms of policy, HEIs should integrate opportunities for this to be included in the curriculum to increase the opportunities for students to engage in practice-based learning and community engagement activities. This will require providing sufficient learning materials and equipment to enable students to self-learn, think, analyze and innovate, using theories obtained in class, at home. This should be coupled with community engagement programs that provide students with the opportunity to work in the field. All knowledge and skills accessed by students should be integrated with the development of both cognitive and intellectual capacities. Further, social activities organized by HEIs are required to assist in developing the emotional and social capacity of students to interact with communities.

The paper is solely conducted and prepared by SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika and NGUONPHAN Pheakdey. The findings of the research produce both quantitative and qualitative information on the implementation of Sustainable Development Goals at higher education in Cambodia. In particular, this research is one of the most pioneer academic research studies conducted by a local scholar from Cambodia.

The research presented here attempts to identify and analyse the reported selection criteria used in the appointment of Australian vice‐chancellors (VCs) and to contrast this with the selection criteria actually used.

Contemporary research into the nature, role and purpose of section criteria in appointment processes has chiefly been conducted in the private sector and across various hierarchical levels. The research is based on a PhD entitled “The recruitment and selection of vice‐chancellors for Australian universities”. The research for the thesis had ethics approval and involved interviews with former and incumbent chancellors, VCs, consultants, representatives of the Australian Vice‐Chancellors Committee and selection panel members. Central to this research was the selection criteria and the skill bases selection criteria attempted to measure. A questionnaire was also sent to those listed above.

The findings show that a matching of organisational antecedents with candidate attributes does occur. The research also highlights the key selection criteria used to appoint VCs. It also demonstrates how these key criteria are universally applied but in different orders depending upon the various foci of universities. Non‐stated, but important, criteria and competencies are also discussed.

No other research exists outlining the skill sets and competencies required by Australian VCs. It is hoped that this research will form the basis for further research and discovery into this field that we know so little about.

The purpose of this paper is to introduce an approach to generating a basic bodice based on human body structure. The trimmed non‐uniform rational B‐spline (NURBS) method is applied to develop computer‐aided tailoring and styling capabilities in 3D fashion design.

Based on the body structure of the scanned subject, a parameterized method to intuitively generate adaptable bodices is proposed. NURBS surfaces are applied to provide an interactive styling design based on the preset bodice. To mimic dress shearing for any specific requirement, trimmed curves are applied to the NURBS‐based clothes. A simple periodic function is introduced to develop a wave‐like style garment.

Newly‐styled apparel designed in the third dimension is much more intuitive than conceptual drawings on paper. In order to create wearable garments using the computer‐aided apparel design tools, the expertise of pattern makers is necessary.

Interactive free form surface creation and its associated techniques, by means of trimmed NURBS, are applied to computer‐assisted garment design in three dimensions. The technique provides the designers with a more freely expressive means of creativity.

Portfolios of temporary organisations, particularly portfolios of R&D projects with different project partners, are a common yet understudied phenomenon. We know that these portfolios suffer from tensions inherent in project portfolio ambidexterity (e.g. portfolios balancing R&D projects with new and recurrent partners), yet our understanding of what might lessen these tensions remains limited. This study introduces the idea of project portfolio maturity and theorises how it can mitigate the negative effects of ambidextrous project portfolios. We test our hypotheses by combining proprietary survey and archival data on 136 R&D project portfolios in the German biotechnology industry covering project partnerships with both new and recurrent partners. Our results show that ambidextrous project portfolios hamper firm performance and that portfolio maturity mitigates these negative effects. By introducing a new perspective on project portfolios that accounts for overlooked temporal dimensions, this study provides a new contingency that has the potential to ease the tensions that result from projects with new and recurrent partners. We thereby add to the literatures on temporary organising, project portfolios, and ambidexterity.

The field of special education has come a long way with regard to providing services for young children with disabilities; but, more investigative research is needed. From the very beginning, young children with disabilities were not served in our public schools. This created turmoil for families and parents, and advocacy groups then got involved to spearhead the development of federal laws to support these young children. Through these federal laws and with the help of teachers, researchers, and other key professionals, young children with disabilities were more openly identified, assessments were created and evaluated, and interventions for their success were created and measured. Family-centered services were created so that parents could be involved with the development of their children. In the same vein, evidence-based practices were developed and enacted. Another area that has helped these children is assistive technology with a focus on literacy, communication, and other educational areas. While the field of special education has come a long way, there is more to do. This chapter and volume highlight what has been done and what can be done to enhance the education of young children with an array of disabilities.

Building on my earlier work (Dang, 2007, 2008), this chapter provides an updated review of the private tutoring phenomenon in Vietnam including the reasons, scale, intensity, form, cost, and legality of these classes. In particular, this chapter offers a comparative analysis of the trends in private tutoring between 1998 and 2006 using all available data.

This chapter analyzes data from different sources, including (i) the 2006 Vietnam Household Living Standards Measurement Survey (VHLSS), (ii) the 1997–1998 Vietnam Living Standards Measurement Survey (VLSS), (iii) the 2008 Vietnam Household Testing Survey (VHTS), and (iv) local press in Vietnam. Quantitative methods are used.

Several (micro-)correlates are examined that are found to be strongly correlated with student attendance at tutoring, including household income, household heads’ education and residence areas, student current grade level, ethnicity, and household sizes. In particular, I focus on the last three variables that received little attention in the previous literature on the determinants of tutoring.

This chapter provides an updated and systematic review of the private tutoring phenomenon in Vietnam. Findings are highly relevant to the ongoing debates on private tutoring among all stakeholders in Vietnam, as well as policymakers/researchers in other countries. Suggestions are proposed on current gaps in the literature for future research.

This article explains how joint agency services for children with special needs have been operating in Devon for a number of years. The business processes and ICT systems underpinning the service are described and specific key worker services are explained. The Fair Access to Carers' Breaks model explains how Devon has allocated financial resources to meet individual users' needs. This will be relevant to any authority looking for a transparent means of distributing equitably financial resources such as the additional resources provided by Aiming High for Disabled Children. The article goes on to describe how child and adolescent mental health services were added to the joint agency service and how the choice and partnership approach (CAPA) has virtually removed the waiting list for this service in Devon. The article then describes how further integration of services will be achieved by establishing early response and further response services which will include the Public Health Nursing Service and Education staff.