Is there an Australian Idea of a University?

Duke, Chris

doi:10.1080/1360080042000290168

Cited by 22 publications

(21 citation statements)

References 2 publications

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“…A number of universities have strongly prioritized regional engagement, often drawing on the community engagement approaches popular with some American universities (Garlick, 2000; Winter et al ., 2006). For instance, the University of Ballarat in Victoria describes itself as a ‘regional university’, while the University of the Sunshine Coast in Queensland states that ‘the University's mission is to be the major catalyst for the sustainable advancement of the region’ 4 Duke (2004…”

Section: Contextsmentioning

confidence: 99%

The University and the Region: An Australian Perspective

Tomaney

Wray

2011

International Journal of Urban and Regional Research

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This article examines the role of universities in regional development. It is a response to Harloe and Perry's call for empirical case studies of different types of higher education institutions operating in different regional and national systems and circumstances, in order to reveal the links between contemporary social and economic transitions and changes in higher education and its institutions. The article situates the contemporary transformation of the Australian university in the context of the global tension between the pursuit of excellence and accessibility. It shows the particular way in which this tension is expressed in the context of a distinctive Australian political economy of higher education through a case study of one of Australia's leading universities.

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Section: Contextsmentioning

confidence: 99%

The University and the Region: An Australian Perspective

Tomaney

Wray

2011

International Journal of Urban and Regional Research

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“…This form of collegiality is often the foundation of academic life where experts in a field share their knowledge. However, Duke (2004) describes Australian academics as resentful that resources are scarce (p. 9) and suggests that as a 'socially altruistic and purposeful community of scholars' (p. 16) this sense has eroded. He also suggests that self-valuing has been replaced by 'proletarianisation'.…”

Section: Communities Of Practice In Academe (Cop-ia)mentioning

confidence: 94%

“…Universities have a character and national identity developed in relation to the cultural and historical norms of the societies in which they operate (Duke, 2004). With historical roots as colonial outposts of the United Kingdom, universities in Australia are modelled on the British tradition of a western style university.…”

Section: The Context For This Studymentioning

confidence: 99%

Communities of Practice in Academe (CoP‐iA): understanding academic work practices to enable knowledge building capacities in corporate universities

Nagy

Burch

2009

Oxford Review of Education

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A form of voluntary workplace engagement, communities of practice are characterised in literature as providing entities with the potential to harness the multiplier effects of collaborative processes by building on informal networks within entities. As knowledge building and sharing institutions it would be reasonable to presume that communities of practice activities have been embraced to facilitate a level of connectedness and engagement in a university context. However, evidence from the Australian higher education environment suggests that the enlistment of communities of practice processes by universities faces a number of challenges that are peculiar to academe. We suggest that academic knowledge work practices are significantly different from the business/industry related applications of communities of practice and that an understanding of the unique aspects of such practices, together with the impediments posed by a 'corporate university' model, require acknowledgment before the knowledge building and sharing aspects of communities of practice activities in academia can emerge.

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“…It was also limited to institutions in national contexts with former colonial connections to British, and more particularly English, higher education. While it is recognised that these national systems have their own distinctive political and cultural dimensions, there is a common heritage of cultural values derived from the ‘mother country’ (Duke, 2004). The survey thus excludes consideration of continental European post‐compulsory systems that have not been shaped by distinctive English cultural attitudes to industry and vocational education (Wiener, 1981).…”

Section: Scoping Analysismentioning

confidence: 99%

Scoping the Duals: Structural Challenges of Combining Further and Higher Education in Post‐Secondary Institutions

Garrod

Macfarlane

2007

Higher Education Quarterly

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Dual sector universities (or duals) are a growing international phenomenon that cut across the divide that typically exists in post-secondary education. Duals combine 'further' and 'higher' education within a single institution providing enhanced opportunities for student transition between post-secondary sectors. This paper reports the results of an international survey of duals in Australia, Canada, New Zealand, South Africa and the UK. The results indicate that duals operate divergent operational models in managing the structural challenges of cross-sector education characterised as unitary and binary. Many duals contend that state and provincial government regulation militates against the integration of structures, processes and human resources within a dual sector context.

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Is there an Australian Idea of a University?

Cited by 22 publications

References 2 publications

The University and the Region: An Australian Perspective

The University and the Region: An Australian Perspective

Communities of Practice in Academe (CoP‐iA): understanding academic work practices to enable knowledge building capacities in corporate universities

Scoping the Duals: Structural Challenges of Combining Further and Higher Education in Post‐Secondary Institutions

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