Brokering innovation to better leverage R&D investment

What is the contribution of innovation brokers in leveraging research and development (R&D) investment to enhance industry-wide capabilities? The case of the Australian Cooperative Research Centre for Construction Innovation (CRC CI) is considered in the context of motivating supply chain firms to improve their organizational capabilities in order to acquire, assimilate, transfer and exploit R&D outcomes to their advantage, and to create broader industry and national benefits. A previous audit and analysis has shown an increase in business R&D investment since 2001. The role of the CRC CI in contributing to growth in the absorptive capacity of the Australian construction industry as a whole is illustrated through two programmes: digital modelling/building information modelling (BIM) and construction site safety. Numerous positive outcomes in productivity, quality, improved safety and competitiveness were achieved between 2001 and 2009

Who is conducting educational research in Australia and how can their work be supported?

Educational research has long been the subject of lively and agitated debate, not least because of its diversity. Ranging in scope from academic development and broad-scale policy research through to student engagement and discipline-specific research, it includes methods of traditional academic inquiry and investigations and also less traditional modes of research. However, the topography of Australian educational research and the characteristics of the people who undertake this complex body of work are currently unclear. This paper explores some of the complexities of the Australian research community, drawing on the findings of a national online survey of academics who identified as researching in the field of education from within and outside education schools and faculties. The survey attracted 504 responses from 38 of Australia’s 39 universities, and just over two-thirds of respondents were located in a school or faculty of education. We draw on the results to answer the questions of who is undertaking educational research and who how they might be supported. We utilise a conceptual model that ‘segments’ the educational research workforce represented by the survey respondents, and we conclude by indicating strategies that might be utilised to address research barriers indicated by educational researchers

Reconceptualising vocational education and training systems in broader policy domains: monitoring and evaluation

We focus on how the present Vocational Education and Training (VET) system in Australia might be modified to better accommodate possible VET futures change. We begin with the premise that VET’s role is to contribute to skills acquisition through formal education and training. We propose a simple VET futures role and purpose statement and outline a possible futures public policy environment in which its actualisation might need to be achieved. We continue, first by developing a policy intervention framework and a monitoring and evaluation framework germane to that futures purpose and policy mix, and second, by employing those frameworks to explain how a futures VET system might function. We discuss the present VET system in the context of the constructed futures VET system and draw conclusions from comparisons made. We find (a) that skills policy should be redefined to accommodate broader economic and social policy contexts in general, and sustainable industry policy in particular, and (b) that a more sophisticated policy mix, consisting of unified and complementary supply-side and demand-side interventions, should replace the VET sector’s reliance on simplistic supply-side policy responses alone. We outline an incremental approach for transforming the present VET system into the envisioned futures VET system and check and balance our findings through international comparisons

Costs and benefits of mandatory auditing of for-profit private and not-for-profit companies in Australia

This paper addresses the paucity of research surrounding the mandatory auditing of for-profit private and not-for-profit companies in Australia. We document the various mandatory auditing provisions under the Corporations Act and identify over 22 000 companies that lodge audited accounts with the regulator under federal law. In 2011, 6339 large proprietary companies, 186 small proprietary companies, 2797 foreign-owned companies, 3985 unlisted public companies and 8404 public companies limited by guarantee had an obligation under the Corporations Act to lodge audited accounts. While large proprietary and foreign-owned companies have an option to apply to the Australian Securities and Investment Commission for audit relief, we estimate that less than 10% are granted audit exemption. We document that since 1995 an additional 1500 large proprietary companies that should have lodged under the size provisions of the Corporations Act have been granted exemption from doing so (i.e., grandfathered), although these firms appear to be subject to an annual audit even though they do not lodge accounts. We estimate the costs and discuss the potential public interest and firm-level benefits associated with the mandatory auditing of for-profit private and not-for-profit companies in Australia.<br /

Designing research to improve students’ learning: ‘industry/university’ collaborations for educating teacher-researchers

University/industry partnerships provide a vehicle for synthesizing knowledge from the fields of teachers’ professional learning, higher degree research training and research impact. This analysis outlines a conceptual framework for having a direct research impact on socio-cultural, economic and environmental learning (SEEL). The particular case that informs this analysis is called the Sydney–Ningbo Partnership, a longitudinal (10 year) program of research oriented, school engaged teacher-researcher education. ‘SEEL research impact’ provides a framework for understanding the underpinnings of the case study of the partnership which is presented here. This paper identifies how the organisation of a university/industry partnership contributes to teachers’ professional learning and HDR training so that their research impacts on students’ leaning