Quality assurance in higher education: for whom and of what?

Over the past two decades the quality assurance of higher education institutions has captured a growing interest as evidenced by the increasing number of national and transnational bodies engaged in this area. Yet as the first decade of the 21st century draws to a close, higher education systems and thus the regimes designed to ensure their quality are faced with significant complexity. Issues of accountability, authority and responsibility are paramount when responding to industry bodies, to globalisation and the transnational provision of higher education and to the use of market mechanisms. In this paper we raise some of the challenges for quality assurance for higher education presented by this growing complexity through the question, quality assurance in higher education, for whom and of what, highlighting our concern for a need to expand the centrality of accountability to include authority and responsibility as part of the quality assurance regimes for higher educatio

Towards an understanding of Ethical Dilemmas Faced by School Leaders

The field of ethics has attracted increasing interest in educational contexts in recent times and one reason for this heightened interest is the more complex operational milieu (Grace in Campbell 1997, p.223) in which leaders are now working. In the current climate, it is likely that educational leaders could find themselves confronted with ethical dilemmas which require a choice among competing sets of principles, values, beliefs and perspectives. This paper reports on a model for conceptualising ethical dilemmas. To illustrate the application of the model in practice, we provide a scenario and a commentary based on that scenario using the model for analysis

Students drawing conclusions about assessment to inform school change

Student agency in assessment is evident when students make assessment choices, and their voices inform decisions. This paper presents an in-depth case study of a high performing school that sought student voice to reform its assessment culture to enhance student agency. Secondary students in an Australian school were invited to draw a visual metaphor: if assessment were a food, what would it be? Responses were analysed to identify: What can be learnt about assessment culture from students’ drawings and comments? And how did student voice inform changes in school assessment practices and assessment culture? Six years later, the student ideas were revisited by a school leader to identify how cultural and structural conditions for student agency within the assessment culture had changed. Using visual methodologies with students provided insightful commentary on how assessment practices may be modified to support learning and the challenges of engaging in assessment culture reform

Small-scale, semi-automated purification of eukaryotic proteins for structure determination

A simple approach that allows cost-effective automated purification of recombinant proteins in levels sufficient for functional characterization or structural studies is described. Studies with four human stem cell proteins, an engineered version of green fluorescent protein, and other proteins are included. The method combines an expression vector (pVP62K) that provides in vivo cleavage of an initial fusion protein, a factorial designed auto-induction medium that improves the performance of small-scale production, and rapid, automated metal affinity purification of His8-tagged proteins. For initial small-scale production screening, single colony transformants were grown overnight in 0.4 ml of auto-induction medium, produced proteins were purified using the Promega Maxwell 16, and purification results were analyzed by Caliper LC90 capillary electrophoresis. The yield of purified [U-15N]-His8-Tcl-1 was 7.5 μg/ml of culture medium, of purified [U-15N]-His8-GFP was 68 μg/ml, and of purified selenomethione-labeled AIA–GFP (His8 removed by treatment with TEV protease) was 172 μg/ml. The yield information obtained from a successful automated purification from 0.4 ml was used to inform the decision to scale-up for a second meso-scale (10–50 ml) cell growth and automated purification. 1H–15N NMR HSQC spectra of His8-Tcl-1 and of His8-GFP prepared from 50 ml cultures showed excellent chemical shift dispersion, consistent with well folded states in solution suitable for structure determination. Moreover, AIA–GFP obtained by proteolytic removal of the His8 tag was subjected to crystallization screening, and yielded crystals under several conditions. Single crystals were subsequently produced and optimized by the hanging drop method. The structure was solved by molecular replacement at a resolution of 1.7 Å. This approach provides an efficient way to carry out several key target screening steps that are essential for successful operation of proteomics pipelines with eukaryotic proteins: examination of total expression, determination of proteolysis of fusion tags, quantification of the yield of purified protein, and suitability for structure determination

Multiple novel prostate cancer susceptibility signals identified by fine-mapping of known risk loci among Europeans

Genome-wide association studies (GWAS) have identified numerous common prostate cancer (PrCa) susceptibility loci. We have fine-mapped 64 GWAS regions known at the conclusion of the iCOGS study using large-scale genotyping and imputation in 25 723 PrCa cases and 26 274 controls of European ancestry. We detected evidence for multiple independent signals at 16 regions, 12 of which contained additional newly identified significant associations. A single signal comprising a spectrum of correlated variation was observed at 39 regions; 35 of which are now described by a novel more significantly associated lead SNP, while the originally reported variant remained as the lead SNP only in 4 regions. We also confirmed two association signals in Europeans that had been previously reported only in East-Asian GWAS. Based on statistical evidence and linkage disequilibrium (LD) structure, we have curated and narrowed down the list of the most likely candidate causal variants for each region. Functional annotation using data from ENCODE filtered for PrCa cell lines and eQTL analysis demonstrated significant enrichment for overlap with bio-features within this set. By incorporating the novel risk variants identified here alongside the refined data for existing association signals, we estimate that these loci now explain ∼38.9% of the familial relative risk of PrCa, an 8.9% improvement over the previously reported GWAS tag SNPs. This suggests that a significant fraction of the heritability of PrCa may have been hidden during the discovery phase of GWAS, in particular due to the presence of multiple independent signals within the same regio

Perspectives on enhancing educational policy processes

In this article we examine some of the challenges in the educational policy process today. While acknowledging the inherent tensions in, and complexities of, the policy process, we suggest some ways that might help to better understand it. An evidence-based approach to policy making is offered for consideration. While such an approach is not new, we frame the approach around three lenses drawn from the work of Head (2008): these lenses are titled political, research, and technical. It is argued that consideration of the complexities and challenges at play across these three lenses in a context of contested policy terrain can result in better understanding of the policy process and lead to better policy conceptualisation, planning, and implementation

Ethical Dilemmas: The Bread and Butter of Educational Leaders' Lives

Purpose – The purpose of this paper is to report on research into the ethical dilemmas faced by school heads from seven independent schools in Australia. Design/methodology/approach – Data for the research were gathered by semi-structured in-depth interviews with the Heads, all of whom were experienced school leaders. All the schools had religious affiliations. Findings – The findings are broadly consistent with the conclusions reached in other Australian and international studies dealing with school leaders which suggest that ethical dilemmas, usually concerning issues to do with staff or students, are so common now that they have become the "bread and butter" of educational leaders’ lives. The findings contribute to a better understanding of the struggles school leaders experience when faced with such dilemmas and the forces at play as they seek to resolve them. Typically, the dilemmas are not about "right" versus "wrong" but "right" versus "right" options. Research limitations / implications – It is clear that the ethical dimensions of the work of school leaders require further investigation as ethical dilemmas are almost a daily occurrence for them as they strive to make complex decisions in the best interests of their school communities. Practical implications – Professional development in the areas of ethics and ethical decision-making for school leaders is indicated. Problem-based learning offers potential in this regard. Originality/value – The research reported in the paper adds to, and builds on, the growing body of research into ethics in education, particularly how ethical issues emerge when school leaders are required to make complex decisions in contexts where individual, group and organisational interests may be in conflict

Ethical dilemmas: a model to understand teacher practice

Over recent decades, the field of ethics has been the focus of increasing attention in teaching. This is not surprising given that teaching is a moral activity that is heavily values-laden. Because of this, teachers face ethical dilemmas in the course of their daily work. This paper presents an ethical decision-making model that helps to explain the decision-making processes that individuals or groups are likely to experience when confronted by an ethical dilemma. In order to make sense of the model, we put forward three short ethical dilemma scenarios facing teachers and apply the model to interpret them. Here we identify the critical incident, the forces at play that help to illuminate the incident, the choices confronting the individual and the implications of these choices for the individual, organization and community. Based on our analysis and the wider literature we identify several strategies that may help to minimize the impact of ethical dilemmas. These include the importance of sharing dilemmas with trusted others; having institutional structures in schools that lessen the emergence of harmful actions occurring; the necessity for individual teachers to articulate their own personal and professional ethics; acknowledging that dilemmas have multiple forces at play; the need to educate colleagues about specific issues; and the necessity of appropriate preparation and support for teachers. Of these strategies, providing support for teachers via professional development is explored more fully

An exploratory study of ethical dilemmas faced by academic leaders in three Australian universities

Being an academic in universities today is characterised by change and increasing complexity in response to a multitude of factors impacting on the university sector. Among the consequences of such changes are that many academics, and academic leaders in particular, are subjected to both increasing stress and scrutiny in many of the decisions they make. Some of these decisions require critical choices that involve contestation of values (including personal, professional, institutional, and community), resulting in ethical dilemmas for the decisionmakers. This article reports on an exploratory study into ethical dilemmas faced by middle-level academic leaders, drawing on the results of an on-line survey distributed to relevant academics in three universities in Australia. Here, middle-level academic leaders are defined as those holding course coordination roles, locating them between senior university staff and other academics on the one hand, and students on the other hand. As a consequence, these diverse groups of staff and students potentially have an array of conflicting interests in, and expectations on, middle-level academics’ decision-making processes. The findings of the study are clear: ethical dilemmas are evident, and commonly so, for many middle-level academic leaders. While exploratory in nature, the findings of this study suggest that much more attention to ethics and ethical dilemmas is needed in our universities