Benchmarking for archaeology honours degrees in Australian universities

Beck, Wendy; Balme, Jane

doi:10.1080/03122417.2005.11681818

Cited by 18 publications

(7 citation statements)

References 9 publications

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“…In particular, the skills and skill gaps identi fi ed by practising professionals provide useful grist for debates about benchmarking undergraduate (Gibbs et al 2005 ) and honours degrees (Beck 2008 ;Beck and Balme 2005 ) in archaeology.…”

Section: Resultsmentioning

confidence: 99%

“…Beck 2008 ;Beck and Balme 2005 ;Colley 2004 : 198), yet nearly 15% of respondents worked in archaeology with only an undergraduate pass degree, practical experience or no academic quali fi cations ( Fig. 3.7 ).…”

Section: Quali Fi Cations and Experiencementioning

confidence: 99%

“…Despite these concerns, respondents clearly identi fi ed accreditation and benchmarking as key issues in archaeology teaching and learning, with 86.9% agreeing that there is a need for national accreditation of all professional archaeologists, and 85.7% agreeing that Australian undergraduate and honours degrees in archaeology should be benchmarked nationally to ensure that graduates have common basic skills (see Beck and Balme 2005 ) .…”

Section: Accreditation and Benchmarkingmentioning

confidence: 99%

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Training and Practice for Modern Day Archaeologists

Jameson¹,

Eogan²

2013

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Section: Resultsmentioning

confidence: 99%

Section: Quali Fi Cations and Experiencementioning

confidence: 99%

Section: Accreditation and Benchmarkingmentioning

confidence: 99%

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Training and Practice for Modern Day Archaeologists

Jameson¹,

Eogan²

2013

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“…The trend towards an honours (or four year) degree as the 'minimum industry standard' for professional archaeologists in Australia (Beck 2008;Beck and Balme 2005;Colley 2004:198) is continuing, with the percentage of respondents working in archaeology with an undergraduate pass degree or less steadily falling from 15% in 2005, 12.8% in 2010 and 9.7% in 2015. The continued trend in professionalisation has also seen the percentage of respondents working in archaeology without formal university qualifications remain low with 6.2% in 2005, 2.5% in 2010 and 3.5% in 2015.…”

Section: Qualifications and Experiencementioning

confidence: 99%

Another snapshot for the album: a decade of Australian Archaeology in Profile survey data

Mate

Ulm

2016

Australian Archaeology

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A comprehensive survey of Australian professional archaeologists undertaken in 2015 is used to explore key aspects and emerging trends in the state of the archaeological profession in Australia. Comparisons are made with data collected using the same survey instrument in 2005 and 2010 to allow consideration of longer-term disciplinary trends related to working conditions, changing participation and access, trends in qualifications and workplace confidence and re-evaluating skills gaps identified in previous surveys. Substantial changes in the archaeological workplace are identifiable with deterioration in employment conditions and an increasingly casualised workforce, contrasting with a growth in professionalisation observed through an increasingly qualified workforce. Restructuring of the discipline observed in previous surveys, showing increases in Indigenous archaeology and a corresponding decrease in other subfields, are less pronounced. Survey data demonstrate the Australian archaeological workforce to be a highly qualified discipline by world standards but also a discipline that is being reshaped by downsizing of government regulation of heritage issues and volatility in the private sector related to external economic factors. ARTICLE HISTORY

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“…Recent discussions surrounding archaeological education in Australia have mainly focussed on the archaeology curriculum at university level (Beck and Balme 2005;Colley 2003Colley , 2004Hall et al 2005;Lydon 2002). Such discussions have been necessitated by a variety of factors, including the professional and ethical requirements of a growing heritage management sector, and the colonisation of our higher education environments by the forces of so-called 'academic capitalism' (see Hamilakis 2004).…”

Section: Australian Archaeology and The Education Systemmentioning

confidence: 99%

Hearts and minds: Public archaeology and the Queensland school curriculum

Nichols¹,

Prangnell²,

Haslam³

2005

Australian Archaeology

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The school education system is an important public sphere where popular notions of archaeology and the archaeological past are produced and reproduced. Within the framework of an interpretive public archaeology, schools represent a significant social context in which archaeologists might seek meaningful engagement with the wider community. Analysis of the Queensland Education Studies of Society and Environment (SOSE) syllabus reveals that there are many opportunities for the inclusion of Australian archaeology examples in the curricula of both primary and secondary schools. In this paper we develop a public outreach strategy for engaging the Queensland school curriculum and report on two case studies from southeast Queensland where this strategy was implemented.

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Benchmarking for archaeology honours degrees in Australian universities

Cited by 18 publications

References 9 publications

Training and Practice for Modern Day Archaeologists

Training and Practice for Modern Day Archaeologists

Another snapshot for the album: a decade of Australian Archaeology in Profile survey data

Hearts and minds: Public archaeology and the Queensland school curriculum

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