ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Workforce. Go8 Backgrounder 19
Author: Group of Eight (Australia)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Block Grants,Research,International Cooperation,Research Skills,Researchers,Labor Force Development,Foreign Students,Educational Finance,Research Universities,Capacity Building,Program Development,Student Financial Aid,Graduate Study,Program Improvement,Guidelines,Government Role,Economic Factors,Educational Quality,Educational Policy,Public Policy,Policy Formation,College Role,Government School Relationship,Program Effectiveness,Program Evaluation

The demand for workers (employers, self-employed people and employees) having research training extends beyond the researcher workforce itself and is increasing. The research workforce is not uniform but segmented according to disciplines and the economic and sectoral contexts in which researchers work. The growth of cross-disciplinary and multi-disciplinary research places additional demands upon the size and skills of the research workforce. To maintain the supply of students capable of and wishing to undertake research training, the strategy must improve the attractiveness of career options and pathways, especially at the early and mid-career stages. The importance of tapping into the potential supply of high quality international research students and academics cannot be underestimated. Australia must be seen as a welcoming and high performing research destination if it is to be able to build research capacity quickly and effectively in a highly competitive global environment. A world class research training environment requires excellence, scale and diversity. Australia's incremental approach to policy development is no longer adequate to the task of creating such an environment; a radical overhaul of the policy and financing framework for research and research training is essential. What is needed is a framework that provides for: full cost funding of research and research training; the allocation of research block grants based on Excellence in Research for Australia (ERA) and other research quality assessments; the full funding of indirect costs using a unique rate for each university; incentives for &quot;hub and spoke&quot; approaches to research collaboration; and the development of coherent international research collaboration strategies. (Contains 2 figures.)
Australian and International Student Success Rates in Group of Eight Universities. Go8 Backgrounder 5
Author: Group of Eight (Australia)
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Foreign Students,Academic Achievement,Campuses,Universities,Higher Education,Grouping (Instructional Purposes)

This Go8 Backgrounder compares the academic performance of three cohorts of students in Group of Eight (Go8) universities: Australian students, international students on campus in Australia (onshore) and international students overseas (offshore). Analysis of data supplied by Go8 universities shows that in 2007 students passed 91.8% of the courses they attempted. In Go8 universities: (1) international students succeed at the same high rate as domestic students; (2) women have slightly higher progress rates than men; and (3) international onshore students have slightly higher progress rates than international offshore students. Overall, international students on campus in Australia (91.6%) succeeded at the same level as Australian students (92.0%) and at a slightly higher rate than international students offshore (89.2%). (Contains 4 figures and 8 tables.)
International. Go8 Backgrounder 17
Author: Group of Eight (Australia)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Guidelines,Government Role,Scholarships,International Education,Economic Progress,Foreign Students,Student Recruitment,Economic Factors,International Trade,Educational Quality,Educational Policy,Public Policy,International Relations,Immigration

International education, particularly study in Australia, provides significant economic benefits for Australia. It is both a major export industry and a source of domestic economic growth. If Australia can attract talented international students through scholarships and a reputation for quality, they will return to their home countries to become leaders in government, industry and the arts and ultimately help open doors for Australia. These relationships provide access to new ideas and technologies that underpin national innovation. The Go8 wants to work with Government to ensure that international education in Australia is attractive for its quality rather than as merely a path to migration. Australia cannot afford to be isolated or by-passed in a more knowledge-connected world. The nation's future will rely on strong international connections and openness. Recommended solutions include: (1) A major statement by the Prime Minister on the importance of Australia's engagement in international education and research; (2) High-level meetings in major source countries by relevant senior ministers and education leaders; (3) Removal of student visa entrants from the Government's net immigration goals; (4) Review policy settings for student visas, with regulation proportional to risk; and (5) A joined-approach by the Government across its policy departments and administrative agencies.
Research. Go8 Backgrounder 15
Author: Group of Eight (Australia)
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Research Universities,Educational Finance,Scientific Research,International Education,International Cooperation,Policy Analysis,Guidelines,Government Role,Economic Factors,Public Policy,College Role,Government School Relationship,Program Effectiveness,Administrative Principles,Block Grants,Financial Problems

In recent years there has been an overall lack of a clear and cohesive research funding policy for higher education which poses real risks in Australia's ability to sustain research excellence and is likely to lead to a decline in Australia's research performance at the international level. This could well lead to a decline in the reputation of Australian universities and a consequential decline in Australia's ability to attract the best researchers and research students and be detrimental to Australia's economic competitiveness. This lack of policy direction has led to the implementation of policies and programs which have the effect of spreading the limited resources available to higher education research funding thinly across the higher education system rather than on following the principles of selectivity and concentration that are the key to building an internationally competitive research system. The Go8 considers that it is time for a major overhaul of Australia's higher education research arrangements. Suggested solutions include: (1) Binary model of research funding; (2) Establishment of a research block grant program; (3) Continued development of Excellence Research Australia (ERA) so that outcomes can be used to drive future research funding to drive selectivity and concentration of Australia's higher education research system; (4) Full funding of the indirect costs of research funded by the research councils using a unique indirect rate for each university; (5) Development of a &quot;hub and spokes&quot; model as a way of managing the needs of universities that are unable to develop research excellence in a particular field; and (6) Strengthening of the government's engagement in international research collaboration through the establishment and funding of a successor program to the International Science Linkages program and related measures. Attached are: (1) &quot;The Chronicle of Higher Education&quot; article on &quot;Germany Pursues Excellence over Egalitarianism&quot;; and (2) Go8 response to the Report of House of Representative's Standing Committee on Industry, Science and Innovation Inquiry into Australia's International Research Collaboration.
Equity in Higher Education. Go8 Backgrounder 16
Author: Group of Eight (Australia)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Foreign Countries,Undergraduate Students,Student Diversity,Socioeconomic Status,Indigenous Populations,Educational Improvement

The Government has placed a strong emphasis on social inclusion across all social policy settings. In higher education the focus has been on the participation of low SES students at the undergraduate level. This has been done within the context of a push for growth in the attainment of Bachelor level qualifications to improve overall productivity and social outcomes. The narrow focus of the equity policy has been successful in concentrating the efforts of universities on the low socio-economic status (SES) undergraduate cohort; however it poses some challenges for research intensive universities, particularly those that are seeking to shift their load profile to a greater proportion of postgraduate enrolments. The national equity agenda will be stronger when different universities can contribute according to their varying strengths rather than all having to contribute in the same way. The focus needs to be broadened to include other groups such as students with a disability, students who are first in their family to attend university, those with family responsibilities, and Indigenous students. The Go8 will work actively towards the low SES undergraduate student equity participation target outlined by the &quot;Government in Transforming Australia's Higher Education System,&quot; however universities should be able to respond in ways which align with their stated missions. The broad national low SES target outlines a positive goal for the country but this is best achieved by universities determining how they can contribute to successful outcomes. Go8 approach to social inclusion is attached. (Contains 1 figure.)
Scoping Paper--Shaping a Career Development Culture: Quality Standards, Quality Practice, Quality Outcomes
Author: McMahon, Mary
Date: 2004-00-00
Type: Reports - Research
Subjects: Foreign Countries,Career Development,Career Guidance,Standards,Counselors,Counselor Certification,National Standards,Professional Associations,Best Practices,Group Membership,Prior Learning,Qualifications,Recognition (Achievement)

This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.
Legislation for a Demand-Driven System. Go8 Backgrounder 22
Author: Group of Eight (Australia)
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Stakeholders,Policy Formation,Public Policy,Enrollment,Foreign Countries,Grants

One of several important pieces of higher education legislation in Parliament in 2011 is the &quot;Higher Education Support Act Amendment (&quot;Demand-Driven System and Other Measures&quot;) Bill&quot;. As its title makes clear, this Bill is intended to bring into effect the Government's commitment (announced in March 2009) to uncap the supply of Commonwealth-supported places (CSPs) in universities, as recommended by the Bradley Review. The Bill qualifies the commitment, by setting up mechanisms to limit growth in places and Commonwealth spending, should this become necessary in the future. The Group of Eight (Go8)--like other higher education stakeholders--views this as sensible public policy. Proposed changes will contain the future fiscal impact of growth in the system and reduce incentives to badly planned growth. While the Government's decision not to proceed with a fully uncapped system is welcome, the approach set out in the Bill continues to rely completely on the public university sector to accommodate growth in demand at common funding rates. A more effective policy framework would adopt Bradley's further recommendations to open access to CSPs to a wider range of providers, and would reconfigure both Commonwealth and student contributions to provide for flexibility, choice and value for the student's and the Government's dollar. (Contains 1 table and 9 footnotes.)
Future Demand for Higher Education in Australia. Go8 Backgrounder 10
Author: Group of Eight (Australia)
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Qualifications,Higher Education,Foreign Countries,Population Growth,Enrollment,Age,Postsecondary Education,Foreign Students,Participation,Surveys

This paper produces two sets of estimates of future student demand for higher education in Australia. The two sets of estimates allow Go8 to consider the capacity of the university sector to accommodate future growth in student numbers (including staff and facilities), and to identify the costs involved, including for the Government which has undertaken to fund student demand at the undergraduate level and postgraduate coursework level for programs leading to a first professional qualification. The first projection method, &quot;Method A,&quot; uses Department of Education, Employment and Workplace Relations (DEEWR) data on university and FEE-HELP approved Higher Education Provider (HEP) enrolments (student numbers) by age and level of study. Method A is a conservative approach in that it counts only university and HEP enrolments, not broader tertiary education participation. The second approach to estimating future student demand, &quot;Method B,&quot; uses Australian Bureau of Statistics (ABS) estimates of participation in education and training through its annual survey of &quot;Education and Work.&quot; Method B is more expansionary than Method A in that it captures participants across the range of education and training institutions, public and private, funded and unfunded. It also includes those international students who were resident in Australia for 12 months or more. Attached are: (1) The choice of &quot;Series A&quot;; (2) Estimating Method A: data; (3) Estimating Method B: data sets; (4) Projected enrolment growth by qualification: Access Economics; and (5) Projected increase in 16-19 year olds under ABS &quot;Series A&quot; population growth. (Contains 6 figures, 15 tables, and 13 footnotes.) [This is an updated version of &quot;Go8 Backgrounder 10&quot; previously released in June 2010. A number of amendments have been made due to errors found in the base participation rates used in the modelling for Method B. The key findings have not significantly altered.]
Perceptions of Australia as a Postgraduate Research Destination. Go8 Backgrounder 11
Author: Group of Eight (Australia)
Date: 2010-06-00
Type: Reports - Research
Subjects: Student Attitudes,Foreign Countries,Perception,Higher Education,Satisfaction,Supervisors,Supervisor Supervisee Relationship,Focus Groups

In 2009 the Group of Eight (Go8) commissioned market research to examine the attitudes, perceptions and experiences of Australia as a destination for study at the Higher Research Degree level. This backgrounder highlights some of the positive aspects of the Australian experience. The top five aggregated strengths of Australia as a research destination were: Australia's multicultural society, the friendly and welcoming nature of Australian society, the quality of Australia's universities, the safe environment and the research culture. In addition there are very high levels of satisfaction with the quality of academic supervision amongst current and former research students and students are attracted to the shorter duration of the Australian PhD. The results of this study confirm that Australia is regarded as a progressive, dynamic and innovative country in which to study at the Higher Degree by Research (HDR) level. (Contains 1 footnote.)
Answering the Global Challenge--Experiences from European Excellence Initiatives. Go8 Backgrounder 24
Author: Grabert, Martin
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Organizational Change,Educational Innovation,National Programs,Competition,Program Effectiveness,Financial Support,Educational Finance,Research and Development,Doctoral Programs

There is now a great deal of experience across different countries as they act in their own ways to improve the productivity and excellence of their higher education institutions. Each nation wants to create an international reputation for excellence that will attract students, academic staff and business. This involves change at the national level, in terms of programs, structures and policies, as well as action by individual institutions. It is important that Australia learn from and build on this experience and examine how it might benefit from the successes of other countries. This paper describes and explores the lessons of the German Excellence Initiative (and a similar program from France). The Excellence Initiative is a major, national program that has helped and is helping to revitalise the German higher education sector by focussing on excellence, supporting success and promoting innovation within the sector. In setting out to support excellence by concentrating resources in institutions able to demonstrate a strategic commitment to superior performance, the program has influenced institutions across the whole sector--and had the deliberate intention of doing so. One of its underlying objectives was to target the perceived inertia in the faculty structure of the universities and it has served to create a new, more competitive culture which promotes superior performance even beyond those institutions receiving funding. (Contains 4 footnotes.)
Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Main Report
Author: Munns, Geoff
Date: 2006-00-00
Type: Reports - Research
Subjects: Foreign Countries,Males,Student Motivation,Learner Engagement,At Risk Students,Indigenous Populations,Rural Population,Geographic Regions,Socioeconomic Status,Evidence,Teaching Methods,Case Studies,Educational Principles,Educational Strategies

This report is the outcome of a research project carried out between December 2004 and June 2005 by the University of Western Sydney. The project was commissioned by the Australian Government Department of Education, Science and Training (DEST) as a quality teacher initiative under the Australian Government Quality Teacher Programme (AGQTP). The aim of the report was to examine the motivation and engagement of boys, in particular those from Indigenous, low socioeconomic, rural and isolated backgrounds. These boys have historically been over-represented among those students who are under-achieving academically and/or experiencing social difficulties. The objective of this project is to inform teachers' professional learning, knowledge and practice, and school curriculum development in relation to the education of boys in the early and middle years of schooling. In particular, the project sets out to identify and describe evidence-based teaching practices that have proved effective in improving the motivation, engagement and academic and social outcomes of boys, particularly those boys at risk of disengaging from school-based learning activities. The case studies presented in this report provide evidence of the interrelated psychological factors and socioeconomic and cultural circumstances that affect the schooling of boys, particularly those from Indigenous, rural, regional and low-SES backgrounds. These boys are not necessarily passive in their schooling--in fact many struggle against its confines. The case study evidence points to the sensitivities, perceptions and evaluations that such boys invest, mentally and physically, in their everyday schooling. This research indicates that knowledge, not only of their behaviours, but also of their interests, aspirations and imaginings, is necessary to understand boys' motivation and engagement with school. These interdependent factors play a significant part in the confidence and competencies that these boys develop in making their schooling meaningful or otherwise. (Contains 7 tables and 2 figures.) [This paper was written with the support of Janet Fellowes, Margot Ford, Susanne Gannon, Shirley Gilbert, Bobby Harreveld, Chris Hickey, Bronwyn Hubbard, Justine Lawson, Andrew Martin, Shalmalee Palekar, and Helen Woodward. For &quot;Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Appendices,&quot; see ED536198.]