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Vestes/The Australian Universities' Review Vol. 26, No. 2

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Vestes/The Australian Universities' Review Vol. 26, No. 2 THEAU5TRAUN'J UNIVERSITIES'REVIEW J ApptOlchas to '-.'''1f'IQ .n Uo've~,!,C3 and CArs B ~ n A K;rtry 10 The p,.,vat" Dollat FoJn<I Ra"'f"19 lot CoIIeg8I 8no ~.NefS ,.. rr 'IV Jackson ... 21 The Unl~r, V :>I" A Guest from Another Age tie Ill! 29 PrcIeulQnal E;a Academ 'tJ Tt'Iefe 15 S! I a long Way to Go 16 T,. IrIshlubOnaitnJl on at I(nowledge 40 'Mty "'11 Ever ind.any1h 'IQ the ltlrary 45 Art Study ancIlhe Art ~ II If\e Role )1 -- 48 Book A.... .-ws 'is Lder.!l to me E :l!taI PUBLISHED BY FAUSA Vol. 27. 1983 No.2 ISSN 0042-4560 those to Journal of the Federation of Australian University Stall Associations ir:adwJ's Vol. 27, 1983 No.2 EDITOR Vestes IS published twice a year, in Apni and In November Mr, J, E. Anwyl, \(ildnC lor ;,1 D)ploma ut .1',(iU(atlO!i Editorial Policy Centre for the Study of Higher Education, University of Melbourne Vestes IS the journal of the Federation 01 Australian University Staff Associations, It aims to be a forum for the discussion of issues con­ BUSINESS MANAGER fronting Australian universities with particular referenr::e to those Miss C. P White, matters which concern FAUSA and its member associations, These CI· Federation 01 Austratian University Staff Associations, can broadly be categorised as instltutionat issues and stall issues 33 Bank Street South Metbourne, Vic 3205 The institutional Issues are those covered by such topics a~ unlve(­ Phone, (03) 690 1855 sHy funding and the role of funding bodies, government education policy, commonwealth/state relationships, Co-ordination and ra­ REVIEW EDITORIAL COMMITTEE tionalisation of tertiary education, education inquiries, recurrent and further education in universities, proposals for amalgamation of in­ Dr B Bessant stitutions, tuition fees, research funding, state tertiary education Dr. A. D, Spaull co-ordinating bodies, university autonomy and accountability and Mr, L B. Wallis university and departmental government. The staff issues cover such topics as academic freedom and tenure, fixed-term appoint­ ISSN 0042·4560 ments, study leave and conference leave, academic salarias and conditions, promotion procedures and assessment of teaching The views expressed in articles in this publication, unless other­ wise stated, are those of the authors and do not necessarily In each of these areas articles will be assessed on their intrinsic represent the views of the editor or the publishers. merit, by the use of independent referees, and the contribution which they make to the important issues of the day confronting the Federation, whether the articles in themselves support or oppose Federation policies: although the Editor will strive to achieve a balance 01 views in cases where an article takes an attitude directly opposed 10 mat ot the Federation. A lower priority will be given to articles which are restricted to particular disciplinary areas, which are particularly oriented to student rather than staff needs or prob­ lems, or which deal with the details of educational techniques rather [ than with broader university problems ( Notes to Contributors Manuscripts should normally be limited to 4000 words although longer articles will be considered. Contributors should be gUided by the Style Manual for Authors, Editors and Printers of Australian Government PublicatIOns, 3rd edn" Australian Government Publishing SerVice, Canberra, 1978. Books lor review should be addressed to the Editor; the policy 01 Vestes is to review only books dealing with universities and tertiary education generally $SG Subscriptions mc' Annual subSCription. surtace postage paid, $12,50 Australian currency (airmail $6 extra per year), Overseas payments should be made by bank draft In Australian currency Advertising Rates available on application to Business Manager Current circula· tion approx, 9000 copies per issue FAUSA PUBLICATIONS APPROACHES TO LEARNING J.B. BIGGS ""d HI. KIRBY University of Newcastle A limited number of copies of the following FAUSA publication are available to interested IN UNIVERSITIES AND CAE!> persons: Price Introduction (surface postage paid) Given the context of enforced amalgamations for the profession in question; subject units are not between some universities and CAEs, the question studied for their intrinsic value. Staff are appOinted A Critical Response to the TEC Working Party on the Supply and of the existence of real differences between the two for their teaching ability and their professional expe­ sectors in terms of academic ethos, function, and Demand for New Teacher Graduates in the 1980s: Merv Turner (1980) $6.00 rience; they are not required to undertake research, impact on students, is particularly pertinent. and with some notable exceptions, few do so. Initial Submission to Academic Salaries Tribunal General Review (1980) $10.00 The characteristics typical of Australian colleges Collis and 8iggs 3 have analysed the matriculation and universities are summarised in the CTEC requirements, sequencing of courses, degreestruc­ Final Submission to Academic Salaries Tribunal General Review (1980/81) $7.50 Report for the 1982-4 Triennium. ' This general pat­ tures, and teaching and examining procedures of tern was established in the sixties, following the universities and colleges in terms of their SOLO Martin Report,2 in which advanced education and Taxonomy, and argue that the university structures Submission to 1981 Academic Salaries Tribunal General Review university functions were defined and allocated to are higher up the taxonomy and make more com­ (May 1982, July 1982) $4.00 e.a. the two different sectors. In North America, on the plex and higher level cognitive demands on stu­ other hand, the advanced education function is in dents than do CAE structures. Biggs4 compared the Benefits from Basic Research: Some Results from a Hindsight Survey effect shared between the universities and the eqUi­ motivational patterns and learning strategies used valent of TAFE. Now that CAEs have grown well of ARGC Projects in 1970 (1981) $2.00 by college and university students and found that beyond their original remit to the pOint where they students conformed to these expectations. College duplicate some university functions, it is worth ask­ students were more pragmatically motivated, and Submission to the Inquiry into Tenure by the Senate Standi~g ing if they implement these functions any differently more likely to use a strategy involving the rote repro­ Committee on Education and the Arts from universities. If such differences do exist, there duction of selected parts of their coursework, while - November 1981 (full set) $8.00 would be obvious implications, for example, for allo­ university students were more intrinsically moti­ (without attachments) $4.00 cating teaching responsibilities in advanced educa­ vated and more likely to read widely around course­ tion or university sectors of amalgamated institu­ work in order to deepen their understanding of tions. - March 1982 $4.00 content. Organised study skills were related to aver­ Functions of universities and colleges age and above average functioning in both univer­ Submission to the Inquiry into the Tertiary Education Commission (1982) $4.00 Essentially, universities are discipline oriented. sity and college students, but excellent perform­ Their major function is to promote the study of a ance was related to organised study skills in CAE students only; excellent university students were Summary of Evidence - Tenure Inquiry (a 40 page ~ummary of the diScipline in depth; to extend that discipline through research; to teach both the reasons for and the fruits not so much organised as highly intrinsically moti­ full transcript of evidence heard by the Tenure Inquiry) $4.00 of that research; and to train others in the ways vated. Achievement motivation was actually higher appropriate to researching that discipline. Courses in CAE students only; excellent university students Response to recommendations of the Tenure Inquiry (1982) $2.50 are deSigned to build successively on each other. were not so much organised as highly intrinsically Staff are appointed and promoted for their expertise motivated. Achievement motivation was actually Response to Ralph Report on Management Education (1982) $2.00 in a discipline, in adding to that diSCipline through higher in CAE students in the first year, but it then their own research, and in teaching and otherwise rapidly declined and by third year was well below that of university students; an organised approach Student Loans - Submission to Senate Standing Committee (1982) $2.50 publishing from their expertise. The government of universities, and the protection to academics to study likewise declined from first to third year in accorded by tenure and academic freedom, make CAE students but remained high and stable in uni­ FAUSA Policies and Attitudes Handbook (1983) $4.00 sense only in that context staff need protection to versity students. In general, college students were carry out their research, and to publicise their find­ five times more likely to claim that they were dissat­ The Crisis in Basic Research (1983) $1.50 ings, to allay the fear of sanctions if their findings are isfied with their performance. These findings were unpalatable to the government or to other estab­ least marked in Arts and SCience, and strongest in Higher Education in Crisis (published by Higher Education Round lished interests. Professional training in areas that Education. Table) (1983) $4.00 require an in-depth, enquiring, orientation arose as In this paper, we look at differences between college a natural extension of the university ethos. and university students in what have been termed In addition back copies of most issues of "Vestes" and the FAUSA "Newsletter" are available; Colleges of advanced education are vocationaJly deep and surface approaches to learning. price on application, oriented. Their major function is to mount Courses that supply a community need for tertiary trained For further information and orders, write to: professionals, the demand for which may change Approaches to Learning The Office Manager with market forces.
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