Getting the context right for quality teaching and learning

This is the story of top-down, middle-out, and bottom-up change to promote learning and teaching at a regional university in Australia. The case study documents a whole-of-university change process designed to get the context right to enhance university learning and teaching. It describes the baseline for action, the planning processes, and implementation strategies that adapted a project management approach. The chapter explores contestable issues associated with centralised university change processes versus devolved, faculty initiatives, and it shows how these might be combined. It also outlines the guiding principles of the change process, which was informed by a concern to develop coherent student learning journeys, cross-institutional planning, and a community development approach to engage the hearts and minds of staff. It also featured a systems approach designed to make it difficult for staff to get things wrong

Excess Reserves During the 1930s: Empirical Estimates of the Costs of Converting Unintended Cash Inventory Into Income-Producing Assets

It is often argued that the persistent amounts of excess reserves in the 1934-1941 period were sought either for protective liquidity or as a signal of bank safety to depositors. More recent explanations argue that these excess reserves were unintended inventory due to the high internal adjustment costs of converting reserves to income-producing assets. Our findings support the latter explanation and reveal high internal asset adjustment costs after 1933. Thus, a monetary policy focused on increasing reserves would have been ineffective. A successful monetary policy would be one that increased outside money