The relationship between entertainment producers and higher education providers

Cameron, Verhoeven and Court have noted that many screen producers do not see their tertiary education as being beneficial to their careers. We hypothesise that Universities have traditionally not trained students in producing skills because of the division of labour between Faculties of Art and Faculties of Business; and because their focus on art rather than entertainment has downplayed the importance of producing. This article presents a SOTL (Scholarship of Teaching and Learning) whole-of-program evaluation of a new cross-Faculty Bachelor of Entertainment Industries at QUT, devoted to providing students with graduate attributes for producing including creative skills (understanding story, the aesthetics of entertainment, etc), business skills (business models, finance, marketing, etc) and legal skills (contracts, copyright, etc). Stakeholder evaluations suggest that entertainment producers are highly supportive of this new course

Middle-out approaches to reform of university teaching and learning: Champions striding between the top-down and bottom-up approaches

In recent years, Australian universities have been driven by a diversity of external forces, including funding cuts, massification of higher education, and changing student demographics, to reform their relationship with students and improve teaching and learning, particularly for those studying off-campus or part-time. Many universities have responded to these forces either through formal strategic plans developed top-down by executive staff or through organic developments arising from staff in a bottom-up approach. By contrast, much of Murdoch University's response has been led by a small number of staff who have middle management responsibilities and who have championed the reform of key university functions, largely in spite of current policy or accepted practice. This paper argues that the "middle-out" strategy has both a basis in change management theory and practice, and a number of strengths, including low risk, low cost, and high sustainability. Three linked examples of middle-out change management in teaching and learning at Murdoch University are described and the outcomes analyzed to demonstrate the benefits and pitfalls of this approach

Knowledge and technology transfer from universities to industries: A case study approach from the built environment field

Enabling kowledge societies and knowledge based economies is a key policy in the UK. KTP (Knowledge Transfer Partnership) scheme initiated by the Technology Strategy Board is a pathway for collaboration and partnerships between Higher Education institutions and companies to transfer innovative knowledge based solutions from universities to businesses in order to equip them with the leading edge knowledge and technology infrastructure for sustainable long term competitive advantages in both national and international market. The paper explains a KTP project between the University of Salford and John McCall Architects (JMA) in Liverpool in the UK that aimed to identify, map and re-engineer JMA’s strategic and operational change processes through Lean thinking and the implementation of Building Information Modelling (BIM), which is a foundational tool for implementing an efficient process and invariably leads to lean-orientated, team based approach to design and construction by enabling the intelligent interrogation of designs; provide a quicker and cheaper design production; better co-ordination of documentation; more effective change control; less repetition of processes; a better quality constructed product; and improved communication both for JMA and across the supply chain whereas it provided opportunity to increase business relevance of knowledge based research and teaching for the Higher Education. Case Study approach is employed in the paper and the KTP project is assessed for i) how it helped in improving JMA’s knowledge and technology capacity in conducting their practice, and, ii) how it helped the university in improving its knowledge based research and teaching

An Analysis of Logistics Pedagogical Literature: Past and Future Trends in Curriculum, Content, and Pedagogy

There presently is no comprehensive review which systematizes and summarizes the burgeoning body of logistics educational literature. The purpose of this paper is to provide a guide for both educators and practitioners to assess the history, current status, and future trends in logistics education in order to nurture advancement in logistics education. This paper draws its conclusions based upon a literature review and categorizes the evolution of logistics education into three areas: defining curriculum, developing content and skills taught, and refining teaching methods. Logistics education continues to benefit from strong ties to industry. Additionally, four principle macro-environmental factors were discovered that impact the current status of logistics education: an increase in the number of logistics educational programs, limited supply of logistics-trained faculty, changes to content requirements, and a changing teaching environment. Future research directions from the published literature are summarized. As current logistics programs continue to evolve and the number of logistics and supply chain management programs continue to increase in response to industry demand, this comprehensive review of the logistics literature may help serve as a benchmark for past and current practices in logistics education. The early partnership between industry and education set the stage to help guide educators to evolve logistics education to address practitioner needs. Increased interest in logistics education and changing environmental factors suggest the need for continued collaboration to further logistics education. The literature demonstrates successful dynamic behavior in response to dynamic industries. It highlights factors which may drive further evolution of logistics education and proposes areas impacted

Staff development at RMIT: Bottom‐up work serviced by top‐down investment and policy

Effective staff development is the weaving together of many strands. We need to support staff in their current work, while providing them with ideas, incentives and resources to look for new ways to design learning environments which will enhance student learning. Staff development must be combined with specific projects where change is occurring. Ideas are not hard to find Incentives and resources are another matter. The paper will outline some general principles for effective staff development. These principles will be applied in the description of the substantial investment RMIT has made in order to realize our teaching and learning policy. We have a model of ‘grass‐roots’ faculty‐based work funded by large‐scale corporate ‘investment’. ‘Bottom‐up’ meets ‘top‐down’

New england- a research-reliant region

New england universities and nasa progra

B2C Mass Customization in the Classroom

The purpose of this article is to describe an internet-based mass customization assignment in Operations Management/Supply Chain Management classes where students utilize the Web site of a company that offers a customized product. Students evaluate the user interface, judge the value proposition of the product they demonstrate, and discuss issues of product design, process design and scheduling, inventory management, Supply Chain Management, marketing, and competitors. The students learn about mass customization from both the producer\u27s perspective and the consumer\u27s perspective. Through their own research and the class presentations students are able to develop a better understanding of the implementation requirements and challenges of mass customization. The assignment is highly interactive and has been successfully used in Operations Management and Supply Chain Management courses at under-graduate and graduate levels and at multiple universities. In addition, practitioners interested in implementing a mass customization process can use the assignment as a brainstorming or benchmarking exercise

Critical practice of grant application and administration: an intervention

Introduction: Researchers experience increasing pressures to connect with bodies that finance their projects. In this climate, critical scholars face many obstacles as they seek to navigate the treacherous waters of securing external funds. To debate these challenges, the ACME Editorial Collective organized a panel for the 2009 Annual Meeting of the Association of American Geographers in Las Vegas. This intervention represents a follow-up discussion and collective writing process among some of the panelists and members of the audience who attended the panel. Below, we examine the neoliberalization of the current funding systems, discuss the implications for research practice, and make suggestions for critical engagement and transformation. Our suggestions, however, will not be easy to implement, as we can infer from the experience of the radical scholars of the post-1968 generation whose ascension into the upper echelons of North American and European university systems was also associated with the neoliberalization of the funding systems. This intervention represents a modest contribution in the tradition of critical research practice of creating the possibilities for progressive change