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Cover Story : Being Innovative About Innovation
In this issue's cover story, Professor Simon Marginson, Chair of Higher Education at the CSHE, discusses moves by Senator Kim Carr, the new Minister for Innovation, Industry, Science and Research, and the concept of 'innovation' in the context of the newly-elected Rudd Government. View the complete article here.
From The Director
Professor Richard James This is the first issue of an occasional newsletter designed to help the CSHE’s international and national colleagues keep in touch with the Centre’s range of research and development activities. The first issue coincides with the 40th anniversary of the CSHE, which was established in March 1968 under the leadership of Dr Barbara Falk. The past year has been a period of intense activity for the CSHE’s academic staff in supporting the University of Melbourne during its transition to a novel curriculum model for Australian higher education. The ‘Melbourne Model’, as it has become known, is characterised by three-year, liberal undergraduate degrees and two year professional masters degrees conducted by graduate schools — this is a two-tiered approach that is quite new in Australia. The CSHE has played a significant role in the formulation of the Melbourne Model and its implementation in 2008. The Centre’s research program continues to have a strong policy orientation and much of our recent work has focussed on the themes of internationalisation, equity of participation and the student experience. The CSHE has recently undertaken two major research projects for Universities Australia (the peak body for university vice-chancellors) – on domestic students’ financial circumstances and issues of participation for people from low socio-economic backgrounds. Presently, the CSHE is carrying out two major R& D projects for the Australian Learning and Teaching Council, one on the teaching-research nexus and one on peer review of teaching, led by Dr Kerri-Lee Harris. Simon Marginson has two projects underway funded by Australian Research Council Discovery Project grants. The winning of two of these highly competitive grants, reported in detail below. In the past month we have finalised a set of recommendations to the federal government for an Australian Higher Education Graduation Statement, which has been designed to be a distinctively Australian response to the European Diploma Supplement. This project was jointly undertaken with colleagues at the University of New England. Finally on the research front, we were pleased last month to be the successful tenderer for a federally-funded project on international students’ language proficiency and their employment outcomes. This project, to be led by Dr Sophie Arkoudis, CSHE Deputy Director, is focussed on a policy issue of much significance in Australian higher education. Later this year the CSHE will enter an important new phase in its history. The Centre will be co-located in new premises alongside the newly formed LH Martin Institute for Higher Education Leadership and Management . In a first for Australia, the Martin Institute under Professor Lynn Meek’s direction will offer high level professional development programs for senior tertiary leaders and managers. The CSHE-Martin Institute collaboration establishes a formidable presence in higher education research in Australia and the neighbouring region. The CSHE continues to maintain a fine balance of national and international research activity and service to the University of Melbourne. Overall, the Centre’s research productivity and profile in public commentary on higher education issues is extraordinarily high. CSHE Post
Simon Marginson Wins Two ARC Grants The research projects are titled University position-taking strategies in the global environment: a cross-country study of the Asia-Pacific region (2008-2011, $318,000, solo grant), and Boundary making and strategy making in knowledge-forming organisations (2008-2010, $295,000, joint grant with Prof. Mark Considine, Dean of Arts). ARC grants are awarded on the basis of open competition and rigorous academic peer scrutiny and are the premier grants for basic research in the social sciences in Australia. Both of Simon’s project proposals were ranked in the top third of the projects successful at the ARC Social, Behavioural and Economic Sciences Panel. More information on the grants Bookshelf
Australian University Student Finances A major national study undertaken for Universities Australia that unpacks student income, expenditure, and patterns of paid work. This study had a direct influence on improving income support for students in the last federal budget. Prospects of Higher Education: Globalization, market competition, public goods and the future of the university, Sense Publishers, Rotterdam. Bruce, N. & Davison, C. (eds) Language Issues in English-Medium Universities Across Asia, Hong Kong: Hong Kong University Press. In the chapter 'English language teaching and offshore education', Sophie Arkoudis uses the notion of communities of practice to raise some of the issues pertaining to EMI and the implications for developing teaching practices that consider the role of English language and learning within offshore education. A national analysis of urban and rural people from low socioeconomic backgrounds and Indigenous people's access to university. Commissioned by Universities Australia. Social Capital in Theory and Practice A report that explores the use of social capital theory in understanding educational advantage/disadvantage from a public policy development perspective. Spotlight
This issue we acknowledge two of our staff who will both be taking maternity leave from the Centre in 2008, Emmaline Bexley and Kelly Farrell. Very best wishes to both of them. 
Dr Emmaline Bexley Emmaline joined the CSHE in 2006, with the transfer to the CSHE of the Linkage Project, “Tertiary education and social capital in Victoria: The contribution of the New Economy students in Business and IT." She is principal author of the report of this project. Recently, Emmaline completed a project on Australian university student finances. The project, based on a survey distributed in 2006, examined the financial situations of a large sample (n=19,000) of domestic university students studying at all levels and in all public universities. The study built upon previous studies of Australian university student finances (the last one undertaken in 2000), but for the first time include a thorough analysis of a large sample of postgraduate students studying both coursework and research degrees. Emmaline has also played a major role in the Universities Australia review of the participation in higher education of people from low socioeconomic backgrounds and Indigenous people. 
Dr Kelly Farrell Kelly also joined the CSHE in 2006. She manages the Peer Review of Teaching in Australian Higher Education project, which is creating a new, easy-to-use set of resources to assist institutions to effectively implement policies and programs of peer review of teaching. While peer review of teaching has been used extensively overseas, this project is developing resources specifically for use in the Australian university context, taking into account the nature and diversity of institutions across the sector. The project will culminate in a national conference on peer review of teaching to be held at the University of Melbourne on 21 November 2008 at which the resources will be launched. Kelly’s other research interests lie in the area of the research-student experience. Funded by an Early Career Researcher Grant from the University of Melbourne, she recently completed a study of the relationship of PhD students’ to the community of practice in their academic department, examining how this relationship contributes to socialisation and identity formation of students, but also mapping the contribution PhD students feel they, in turn, make to the academic department. For further information on the Peer Review of Teaching in Australian Higher Education project please visit this page |
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