Forging partnerships in health care: Process and measuring benefits

Universally, there is concern that much academic learning has dealt mainly in theory, removing knowledge from context with a resultant lack of practical experience. Here, the catalyst for strengthening university-community engagement, emanated from a desire to foster greater propensity within students to make connections between their academic courses and responsibility toward the community and people in need, and thus develop enhanced skills in social interaction, teamwork and effectiveness. This paper explores a variety of models of university-community engagement that aim to achieve and model good practice in policy making and planning around healthcare education and service development. Ways of integrating teaching and learning with community engagement, so there is reciprocal learning with significant benefits to the community, students, the university and industry are described. The communities of engagement for a transdisciplinary approach in healthcare are defined and the types of collaborative partnerships are outlined, including public/private partnerships, service learning approaches and regional campus engagement. The processes for initiating innovation in this field, forging sustainable partnerships, providing cooperative leadership and building shared vision are detailed. Measuring shared and sustained benefits for all participants is examined in the context of effecting changes in working relationships as well as the impact on students in terms of increased personal and social responsibility, confidence and competence. For the health professions, it is considered vital to adopt this approach in order to deliver graduates who feel aware of community needs, believe they can make a difference, and have a greater sense of community responsibility, ethic of service and more sophisticated understandings of social contexts. In the longer term, it is proposed the strategy will deliver a future healthcare workforce that is more likely to have a strengthened sense of community, social and personal responsibility and thus effect positive social change

Issues in higher education policy : an update on higher education policy issues in 2004 in 11 Western countries

Higher education is a dynamic field. It is, however, also a field where changes don¿t take place overnight. This 2004 update report covers a period of 1.5 years, a period in which some earlier policy initiatives have been implemented and new ones have emerged. It is therefore not surprising to observe that many of the policy issues on the agenda in the previous Update Report (April, 2003) still are a topic of debate today.\ud The main part of the report are the descriptions of the current (2004) higher education debates and policy initiatives for each of the eleven IHEM countries, arranged in four themes educational and research infrastructure, finance, governance and quality. In conclusion, four `overarching¿ policy issues in contemporary European (and Australian) higher education are discussed. These issues are:\ud * The Bologna process and changing degree structures\ud * The changing organisation of research\ud * Financial accountability and responsibility\ud * Interactive governanc

OECD reviews of higher education in regional and city development, State of Victoria, Australia

With more than 5.3 million inhabitants Victoria is the second most populous state in Australia. Once a manufacturing economy, Victoria is now transforming itself into a service and innovation-based economy. Currently, the largest sectors are education services and tourism. In terms of social structure, Victoria is characterised by a large migrant population, 24% of population were born overseas and 44% were either born overseas or have a parent who was born overseas. About 70% of the population resides in Melbourne. Victoria faces a number of challenges, ranging from an ageing population and skills shortages to drought and climate change and increased risk of natural disasters. Rapid population growth, 2% annually, has implications for service delivery and uneven development as well as regional disparities. There are barriers to connectivity in terms of transport and infrastructure, and a high degree of inter-institutional competition in tertiary education sector. The business structure in Victoria includes some highly innovative activities such as in biotechnology, but other sectors, especially those with high number of small and medium-sized enterprises, are lagging behind. Most of the larger manufacturing enterprises are externally controlled and there is uncertainty over the long term investments they will make in the state, as well as the place of Victoria in the global production networks

Indigenous Institutional Inclusion

While attending James Cook University (JCU) in Cairns, Australia and researching Arizona University (UA) in Tucson, Arizona, I noticed differences concerning the inclusion of Indigenous representation within their educational institutions.While UA focuses on academic education and community outreach through external concentration, JCU focuses on positive cultural awareness and acts of reconciliation through internal concentration. The influence of colonization in both the United States and Australia contributed to the presence, or lack, of tribal sovereignty in Indigenous communities therefore effecting federal recognition, reconciliation, and government funding which ultimately impacted the school systems

Surviving and sustaining teaching excellence: A narrative of ‘entrapment’

This paper discusses the key concepts of ‘surviving’ and ‘sustaining’ in the context of teaching excellence in contemporary universities, and reports the findings emerging from a work-in-progress study of Award Winning Teachers. It provides evidence that teachers recognized for their passion, commitment and expertise in teaching, work well beyond their paid hours to achieve excellence. Most become ‘entrapped’ in a culture of over-work that can have a negative impact on their lives and well-being. Factors that influence ‘teaching sustainability’ are presented, to support university teachers, administrators and managers in thinking about ways to improve the teaching and learning environment for teachers as well as for students

How Different are Universities from Companies? Financial Reporting Perspectives and the Market for Vice Chancellors (Part 4)

The oldest university still in operation is approximately 1,750 years old (wordiQ.com, 2004). When compared to firms, universities have stood the test of time, while firms seem to lack longevity. The oldest listed firm still operating is around 225 years old (O’Hara and Mandel, 2004), a lifespan of approximately one-eighth that of the oldest university. Whilst this comparison involves extremes, it is still the case that the average university is much older than the average company. What distinctive features of universities promote their long lifespans? Summers (2003) argues that it is the importance placed on knowledge and ideas in universities that help them withstand the test of time. He goes further to suggest that corporations may do better in meeting their challenges if they adopt some of the features of the university model. However, over time, we have seen universities moving away from their traditional positions as nonprofit organisations to institutions that are concerned with their financial viability. To what extent are universities becoming transformed into corporations? There is evidence suggesting that earnings quality for universities has improved over time, consistent with the theory that universities face increased pressure to become more like corporates and for greater public accountability as they seek to raise revenue from non-traditional sources in the face of federal funding cuts to higher education. We look at two dimensions of earnings quality for Australian universities: one based on the adherence of financial statements to prescribed requirements and the second based on accruals and earnings persistence. Although universities are nominally nonprofit organisations, there is evidence that they behave like companies and have incentives to avoid reporting negative earnings results. However, there is little evidence of opportunistic accruals earnings management. How does leadership affect the dynamics of these organisations? We investigate this by looking at the workings of the market for Vice-Chancellors. A picture of the typical Vice-Chancellor emerges. We see that they are appointed at relatively older ages than CEOs in the private sector, although they do not have shorter tenure. On an international comparison between Vice-Chancellors, Australian Vice-Chancellors enjoy the highest real remuneration, favourable taxation arrangements and a better quality of life relative to their counterparts in the United States and the United Kingdom. There is also a large disparity between the remuneration of Vice-Chancellors and CEOs, with the discount associated with university top management positions at 60 percent relative to the private sector. The evidence suggests that on the spectrum of organisation type from nonprofits to corporates, the traditional way in which we view universities as predominantly nonprofits is not consistent with the underlying behaviour of these institutions. This raises interesting implications for the future of higher education in Australia and the quality of the public good provided.

Intermediary Bodies in UK Higher Education Governance, with particular reference to Universities UK

This key note paper offers critical reflections on the role, functions, problems and challenges of intermediary bodies in the United Kingdom, and particularly those of Universities UK, which represents the heads of most HEIs. In an increasingly marketised, competitive and globalised higher education system, the roles and functions of intermediary bodies are being questioned and they face serious problems of credibility with both government and institutions. My special focus is on Universities UK: its role, functions, structure and the problems it faces. However, I present the challenges for all intermediary bodies in the UK and, perhaps, beyond. In particular, I argue that they need to reinvent themselves as key players at both national and institutional levels and thereby make a serious contribution to policy-making at a critical time in the realisation of mass higher education in the UK

Challenges and opportunities to develop a smart city: A case study of Gold Coast, Australia

With the rapid growth of information and communication technologies, there is a growing interest in developing smart cities with a focus on the knowledge economy, use of sensors and mobile technologies to plan and manage cities. The proponents argue that these emerging technologies have potential application in efficiently managing the environment and infrastructure, promoting economic development and actively engaging the public, thus contributing to building safe, healthy, sustainable and resilient cities. However, are there other important elements in addition to technologies which can contribute to the creation of smart cities? What are some of the challenges and opportunities for developing a smart city? This paper aims to answer these questions by developing a conceptual framework for smart cities. The framework is then applied to the city of Gold Coast to identify challenges and opportunities for developing the city into a ‘smart city’. Gold Coast is a popular tourist city of about 600,000 populations in South East Queensland, Australia, at the southern end of the 240km long coastal conurbation that is centred by Brisbane. Recently, IBM has nominated Gold Coast as one of the three cities in Australia for its Smarter Cities Challenge Grant. The grant will provide the Gold Coast City Council with the opportunity to collaborate with a group of experts from IBM to develop strategies for enhancing its ICT arrangements for disaster response capabilities. Gold Coast, meanwhile, has potential to diversify its economy from being centred on tourism to a knowledge economy with focus on its educational institutions, investments in cultural precincts and high quality lifestyle amenities. These provide a unique opportunity for building Gold Coast as an important smart city in the region. As part of the research methodology, the paper will review relevant policies of the council. Finally, lessons will be drawn from the case study for other cities which seek to establish themselves as smart cities

Status report on the NCRIS eResearch capability summary

Preface The period 2006 to 2014 has seen an approach to the national support of eResearch infrastructure by the Australian Government which is unprecedented. Not only has investment been at a significantly greater scale than previously, but the intent and approach has been highly innovative, shaped by a strategic approach to research support in which the critical element, the catchword, has been collaboration. The innovative directions shaped by this strategy, under the banner of the Australian Government’s National Collaborative Research Infrastructure Strategy (NCRIS), have led to significant and creative initiatives and activity, seminal to new research and fields of discovery. Origin This document is a Technical Report on the Status of the NCRIS eResearch Capability. It was commissioned by the Australian Government Department of Education and Training in the second half of 2014 to examine a range of questions and issues concerning the development of this infrastructure over the period 2006-2014. The infrastructure has been built and implemented over this period following investments made by the Australian Government amounting to over $430 million, under a number of funding initiatives