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This chapter explores the development and the role of accounting for research quality in Australia’s Excellence in Research for Australia (ERA) assessment exercise. It tracks the progress of performance measurement systems from quantitative to qualitative measurement within the Australian higher education sector since 1970, leading up to the implementation of a formal ERA in 2010, and its subsequent iterations in 2012, 2015, and 2018. Although only a part of the ERA submissions, now certain published research outputs provide the primary evidence for research quality to most ERA panels and are a significant driver of the final rating awarded. Before the authors assess the 2018 exercise, they will examine the ever-changing role of journal publications as a vehicle for academic research output.

Australian universities have a rich history for enabling, promoting and evaluating innovation and excellence in learning and teaching. Universities have used this practice to respond to drivers from government and the changing global educational environment, as well as accommodating for the characteristics of Australian universities such as scale, equity of access and the balance of domestic and international students. Often through institutional collaborations, educators have challenged pedagogical practices and introduced and tested innovative ways to enhance student learning, which has contributed to an international reputation for quality learning and teaching. However, the recent removal of specific government funding to support innovation, the increased emphasis on student success and employability outcomes and the threat of performance-based funding means that Australian universities will need to commit to the ongoing development of learning and teaching and demonstrate the potential for learning gain.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.

The social science research community in higher education in the United Kingdom constitutes the largest group of staff covered by any of the six research councils. Over 25% of the people entered in the 2001 Research Assessment Exercise (RAE) had a social science base. This chapter examines the way the pattern of social science research in the UK has been affected by, mainly, the RAE, the interpretations and strategic implementations that flow from it, and the funding allocations it informs. It draws on my own previous work, and that of others across a range of social science disciplines, as well as a small survey of active researchers conducted in late 2004/early 2005 as processes were set in train for the 2008 exercise. The critique of a process based mainly on peer review provides food for thought for those in Australia, where a research quality assessment exercise is in prospect. Paradoxically, the UK may be moving, after 2008, to an approach close to the one being abandoned in Australia.

This chapter considers the opportunities and challenges for HE to develop, support and celebrate excellent teaching. Drawing on conceptualisations of teaching excellence in quality frameworks and in the literature, it considers how teaching quality has traditionally been interpreted, suggesting (as in Chapter 2) that there is a need for more nuanced and comprehensive understandings of teaching excellence to be developed, demonstrated, recognised and rewarded, to reflect the complex nature of teaching excellence across the academic career profile. It considers how institutions might build and communicate shared understandings of excellence in teaching and promote a culture in which excellence at all levels of teaching is valued in the same way as research. It discusses the ways in which the professional learning and support needs of academics can be met at various stages of the academic career, to develop in teaching faculty and education leaders a sense of being appreciated, connected and competent in their contribution and commitment to teaching excellence.

Higher education institutions (HEIs) have multiple roles including teaching, research and more recently projects for the benefit of local communities. From a management and leadership perspective, the formation and implementation of strategic plans and the collaboration with stakeholders have traditionally been based on formal agreements based on existing operational organizations and structures. Their strategic plans and collaborations with stakeholders are now evolving to become more organic and collaborative. They have become essential participants of the innovation and learning ecosystems and knowledge intensive communities as shown here in the case of Finland and Australia. New businesses and regions, especially in Europe and non-European Union countries such as Australia, are encouraged to identify and develop their own competitive advantages by analyzing their strengths and strategic potential growth areas.

This so-called Smart Specialization (RIS3) strategy brings HEIs together with the local authorities, business companies and civil society to co-operate in order to prioritize research and development (R&D) investment in the region. The need for Smart Specialization also challenges HEIs to rethink their visions and renew the present siloed and closed-ended practices.

This chapter examines and compares the management and leadership of the HEIs as actions are undertaken to effectively lead the Finnish and Australian HEIs toward their visions. These case studies demonstrate approaches which influence good institutional governance and management. It describes how LAB-ammattikorkeakoulu (LAB University of Applied Sciences) in Finland, and Royal Melbourne Institute of Technology in Australia have implemented a RIS3 strategy, notably in health and well-being and agricultural (R&D) projects. These enhance the scope of accountability and participation of stakeholders. The chapter provides practice-based evidence to policy makers in higher education regarding HEIs’ responsible contribution to society.

This chapter discusses the development of evidence-informed practice in Australian education. It highlights growing system-wide aspirations and support for Australian teachers, school leaders, and jurisdictions to be engaging productively with research and evidence. Our aim here is to step back from these developments and consider them in the context of: (1) the nature and distinctive characteristics of the Australian school system; (2) what is known (and not known) about Australian educators' use of research and evidence; and (3) recent insights into enablers and barriers to research use in Australian schools. We argue that the development of evidence-informed practice in Australia needs to take careful account of the complex history and fatalist nature of the wider school system. This will make it possible to identify and work with the productive places that exist within a system of this kind. It is also important to recognize that research use in schools is a topic that has been investigated surprisingly little in Australia relative to other countries internationally. Current policy aspirations around evidence-informed approaches therefore need to be matched by greater efforts to understand the dynamics of research engagement in Australian schools and school systems.

The creation of a Unified National System of Higher Education in Australia (https://en.wikipedia.org/wiki/Dawkins_Revolution) in the late 1980s resulted in many new universities and significantly increased research funding for the sector. The result was the emergence of the modern Research Management Office (RMO) and eventually the establishment of the Australian Research Management Society (ARMS) to support the development of research management professionals in the region; including Singapore, New Zealand, Pacific Islands, and Papua New Guinea. In 2013, ARMS launched an accreditation program to recognise and develop careers in research management. There are now more than 3,500 ARMS members with nearly 30% only having been in the profession for less than 5 years. The role of ARMS in helping Research Managers and Administrators (RMAs) redefine their roles and upskill is ever important in growing the profession and its leaders.