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Keeping up with our neighbors.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hacker, Joseph Franklyn |
| Copyright Year | 2004 |
| Abstract | What motivates different forms of partnerships in the Australian tertiary-education sector? What are key types of partnerships? How important is technology to support the work of the partnerships? This perspective report begins by noting some of the key motivations for partnerships before focusing on two key categories of partnerships for the Australian tertiary-education sector: (a) among educational institutions, particularly between an Australian institution and institutions outside of Australia, and (b) industry partnerships. Different initiatives for stimulating and supporting partnerships are noted, both at the sector level as well as in institutions themselves. The role of communication and information technologies in the partnerships is an on-going point of attention. Technology, particularly web-based resources and systems, are indispensable for the partnerships. The context for partnerships in the Australian tertiary sector Tertiary-education institutions are separate entities, each concerned about its own profile and viability. What motivates these institutions in Australia to seek partnerships either with other educational institutions or training centres or with other partners such as public agencies or the corporate sector? Three major types of motivations were identified. For each of these, technology plays a role. Government policy and funding Unquestionably, the most important single driver for partnerships in the Australian tertiaryeducation system is the Federal Government’s funding policy. This funding policy requires the higher-education sector to handle more students and improve ‘quality’ while keeping funding the same or at reduced levels, and also expects individuals to contribute more personally to the cost of their higher and further education. ‘The balance of university funding has shifted such that public investment in teaching has reduced while funding for university research and feebased teaching has increased. It is important for universities to have a range of income sources... Income from fee-paying students is an important and growing source of university revenue. Overseas fee-paying students contribute 79% of the fee-paying revenue’ (Australian Vice-Chancellors' Committee, 2002a). For research, the picture is more complicated, as a substantial amount of money comes from Commonwealth (central government) funding with the requirement that private sector partners be involved as paying partners. ‘The increasing proportion of research funding from other sources reflects universities' increasing involvement with industry...Over the past decade, Australia's universities have become more involved with the private sector and the community. They are now balancing the more traditional forms of basic research with contract work, consultations, and research project involving specific commercial objectives’ (Australian Vice-Chancellors' Committee, 2002b). Thus Australian universities need external funding sources to meet their budgets. Internationalisation The need for fee-paying students relates directly to another major aspect of the context for Australian tertiary education: Internationalisation. Most fee-paying students are from outside Australia; in the decade between 1990 and 2000 the number of international fee-paying students 127 PE RS PE CT IV E 3. Partnerships in the Australian Tertiary-Education Sector |
| File Format | PDF HTM / HTML |
| PubMed reference number | 15510971 |
| Journal | Medline |
| Volume Number | 76 |
| Issue Number | 9 |
| Alternate Webpage(s) | http://e-learning.surf.nl/docs/e-learning/australian_book.pdf |
| Journal | Delaware medical journal |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
