ORCID Profile
0000-0002-8156-622X
Current Organisations
University of Manchester
,
La Trobe University
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Publisher: Oxford University Press
Date: 26-05-2021
DOI: 10.1093/ACREFORE/9780190264093.013.1459
Abstract: Education in Australia’s history stretches back tens of thousands of years, but only a small number of changes have altered its shape in that time. The first period of education lasted for thousands of years and was an Indigenous education as knowledge of religious beliefs, society, and laws was shared from one generation to the next. Knowledge of Australia’s significant environmental ersity was also taught because possessing the skills to find appropriate shelter for the conditions, while developing methods of hunting, gathering, and fishing, was knowledge that needed to be taught to ensure survival. Education changed when Europeans invaded Indigenous lands. Settlers who brought children as well as those who gave birth to children wanted their offspring to be part of an education system that mimicked England’s. Ex-convicts and later members of the Church provided this service and began the tradition of non-Indigenous education in Australia. It was during the 19th century as cities and towns increased in size, and the population more generally, that the final two significant periods of Australian education began. The nation’s wealthiest required religious and grammar schools that prepared children for secondary education and for university overseas, as well as in Australia as universities were established and slowly increased in number. When private education began, it was largely the only option for those seeking university degrees for their children, but this began a series of events in Australia that still sees approximately one-third of all school students attending private schools. Public and compulsory education began in the late 19th century and gradually became more accessible. Public education, in some respects, began as governments saw the benefit in the social advantages of education, and economic incentives in creating educated laborers. However, even through the austerity of world wars and financial depression, successive generations of publicly educated in iduals saw the need for increasingly continuing education beyond the compulsory school age. Public education subsequently increased in popularity through the 20th century as a growing number of students stayed beyond compulsory schooling age. Education in Australia is still seeing policies change to make schooling accessible and open to all members of society regardless of background. In the 21st century, secondary schooling is being completed by most demographic groups, and university has become accessible to a erse group of students, many of whom may not have had access to such options only a few decades ago. This is not to suggest that systemic issues of racism and ostracism have been eradicated, but steps have been made to begin addressing these issues.
Publisher: Informa UK Limited
Date: 21-12-2020
Publisher: Informa UK Limited
Date: 07-09-2018
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: Informa UK Limited
Date: 29-05-2018
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Wiley
Date: 24-08-2020
DOI: 10.1111/HEQU.12272
Publisher: Springer International Publishing
Date: 2017
Publisher: Informa UK Limited
Date: 16-07-2021
Publisher: Informa UK Limited
Date: 10-02-2020
Publisher: Emerald
Date: 12-05-2021
DOI: 10.1108/IJEM-02-2021-0061
Abstract: Universities claim to provide many benefits to their context. What remains less clear is what is meant by context. Whatever it is, context is fundamental to decision-making. Understanding what context means is crucial to understanding leadership in higher education. Theoretically informed by Eacott's relational approach, this study is based on interview data from a purposive s le of ten English vice-chancellors and nine Canadian university presidents. Transcripts were analysed for the assumptions participants held regarding the work of universities and how that played out in practice. Context is not an external variable engaged with or acted upon. It is not separate to leadership and the work of universities but is constitutive of and emergent from activities. There is no single definition of context, and this has major implications for university activities. Context(s) is based on assumptions. Making explicit the assumptions of participants, without pre-defining them, is a key task of research on leadership in higher education. Leaders need to explicitly articulate their assumptions regarding the work of universities. Assessment should be based on the coherence between the espoused position and activities undertaken. Through the emerging resources of relational scholarship, this paper demonstrates how context is constitutive of and emergent from the activities of universities. More than novel vocabulary, the paper makes a fundamental point about the generative nature of context. De-centring entities (e.g. university, leader, context) and focusing on relations our approach provide a path forward by encouraging the articulation of intended purpose(s) and perspective on the work of universities.
Publisher: Routledge
Date: 30-07-2015
Publisher: Informa UK Limited
Date: 06-03-2021
Publisher: Informa UK Limited
Date: 27-08-2018
Publisher: Informa UK Limited
Date: 27-07-2023
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Science and Business Media LLC
Date: 03-09-2008
DOI: 10.1007/S10734-022-00831-X
Abstract: This paper examines the volume and type of anonymous comments academics receive in student evaluations of courses and teaching (SETs) at the 16,000 higher education institutions that collect this data at the end of each teaching period. Existing research has increasingly pointed to the negative issues of student surveys, but very little research has focused on the volume, type, and impact of anonymous student comments on academics. This paper analyses the survey results of 674 academics to inform higher education leaders and the sector more widely of the amount and type of abusive comments academics are receiving. The work also demonstrates that the highest volume, most derogatory, and most threatening abuse is directed towards women academics and those academics from marginalised groups. The paper finds that previous estimates of the rate and severity of abusive comments that academics receive, and the impact to academics’ wellbeing, mental health, and career progression, have underestimated what is taking place. The paper argues that many universities are failing to protect their staff from this abuse, and the prejudice nature of SET results, which will continue to have a negative impact on the career progression of marginalised academics - a major flaw in a sector that prides itself on ersity and inclusion.
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 14-09-2017
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 21-06-2019
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: Informa UK Limited
Date: 21-03-2021
Publisher: Informa UK Limited
Date: 06-08-2020
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 18-03-2019
Publisher: Wiley
Date: 21-09-2017
DOI: 10.1111/HEQU.12139
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 06-07-2021
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Troy Heffernan.