1,720,961 research outputs found
A binary system of tertiary education: Past ideas, contemporary policy and future possibilities
No full textThis paper draws on a project examining the binary policy of higher education formulated in Australia in the mid-1960s. Its purpose is to discuss history as a policy tool and research impact. The historical analysis identified several enduring problems - beyond the central matter of funding - in tertiary education: insufficient diversity; obstacles to seamless pathways; competition for research dollars; and overly complex governance. Senior figures in Australian tertiary education discussed these themes. The author drew on their bold thinking to present sketches for a new educational landscape. History sparked fresh ideas. The project was being completed as the government proposed to uncap tuition fees and reduce public funding for university study. Its findings did not gain much attention when published because of the misfit between the pace of research and policy development, modest dissemination and the political focus of the debate on fees. It would be possible to assess any longer-term impact using an approach developed by the National Centre for Vocational Education Research
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Employment at older ages in Australia: determinants and trends
Full text linkThe 2002—03 Intergenerational report emphasised the potential role that increased levels of labour
force participation at older ages could play in addressing the policy challenges associated with
population ageing in Australia (Australian Treasury 2002). Increased participation at older ages means
that people will be on the tax-paying side of the ledger rather than on the tax-disbursal side of the
ledger. Working longer would also mean that the people concerned would be able to build up their
superannuation entitlements before retiring, again reducing the government’s potential liability. The
policy direction of the 2002 Intergenerational report was colloquially referred to as ‘work till you
drop’. Other official reports have made the same points (Productivity Commission 2005; House of
Representatives Standing Committee on Health and Ageing 2005)
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration
No full textFederal and state governments in Australia are committed to improving the opportunities for vocational award holders to make a successful transition to higher education. However the outcomes of many students granted entry to university on the basis of a vocational award are generally worse than students admitted on the basis of a Year 12 qualification. With weakening domestic demand for university places, unstructured or overgenerous credit transfer may compound the difficulties faced by articulating students. This research explores the structures for admission of students to the University of Canberra (UC) on the basis of a vocational award completed at the Canberra Institute of Technology (CIT). Under a long-standing articulation agreement between the two institutions, over 170 articulation pathways have been created to enable holders of a CIT Diploma or Advanced Diploma to enter UC Degree courses, and the way in which credit is granted can vary between courses. The authors examine three models for determining the credit granted for completed TAFE awards. The management of each model and the learning outcomes of articulating students under each model are analysed and compared. From their analysis of the students’ experiences under each of the three models, the authors suggest that student transition from TAFE to university is most effective when credit transfer arrangements are characterised by high levels of collaboration at the course delivery level. The authors explore the nature of effective cross-sectoral collaboration and identify the ways in which institutions can support collaboration to enhance opportunities for articulating students. The extent to which the outcomes of this study can be generalised to other institutions is discussed
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration
No full textFederal and state governments in Australia are committed to improving the opportunities for vocational award holders to make a successful transition to higher education. However the outcomes of many students granted entry to university on the basis of a vocational award are generally worse than students admitted on the basis of a Year 12 qualification. With weakening domestic demand for university places, unstructured or overgenerous credit transfer may compound the difficulties faced by articulating students. This research explores the structures for admission of students to the University of Canberra (UC) on the basis of a vocational award completed at the Canberra Institute of Technology (CIT). Under a long-standing articulation agreement between the two institutions, over 170 articulation pathways have been created to enable holders of a CIT Diploma or Advanced Diploma to enter UC Degree courses, and the way in which credit is granted can vary between courses. The authors examine three models for determining the credit granted for completed TAFE awards. The management of each model and the learning outcomes of articulating students under each model are analysed and compared. From their analysis of the students’ experiences under each of the three models, the authors suggest that student transition from TAFE to university is most effective when credit transfer arrangements are characterised by high levels of collaboration at the course delivery level. The authors explore the nature of effective cross-sectoral collaboration and identify the ways in which institutions can support collaboration to enhance opportunities for articulating students. The extent to which the outcomes of this study can be generalised to other institutions is discussed
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