Call for 'New Blood' Among Academics
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THE FOUNDATION OF THE MONASH LAW SCHOOL PETER BALMFORD* INTRODUCTION From 1853 to 1878, an Englishman named John Hughes Clayton practised as a solicitor in the City of Melbourne.' At the end of the working day, he was usually driven home by his coachman: a journey of about twelve miles to his property in a district known as "Old Dam~er".~In the course of time, the north-south road running past his property came to be called "Clayton's Road": the name was ultimately shortened to Clayton Road and from it derived the present name of the di~trict.~ Clayton had become a suburb of Melbourne long before 1958, when Mon- ash University was established by legislation of the Victorian Parliament.4 Nevertheless, the Interim Council of the new University was able to find there 250 acres of largely vacant land which it chose as the site on which to build.5 Sir John Monash (1865-1931), after whom the University was named, is celebrated as a soldier, as an engineer and as an administrator. He was a graduate of the University of Melbourne in Arts, Engineering and Law. He never practised as a barrister or solicitor, although, in the 1890s and the early years of the twentieth century, he appeared as an advocate in arbitrations on engineering disputes and frequently gave evidence as an expert witness in engineering and patent mattem6 This article gives an account of the foundation of the law school at Monash University, Clayton, in celebration of the twenty-five years of teaching which have now been completed. -
Structure of the New University. Begins to Emerge
Structure of the new university. ~~ begins to emerge ~ A CLEAR picture of the academic The 10 faculties of the enlarged Monash AMAGAZINE FORTHE UNIVERSITY structure of Monash University after I University will be Arts. Business, Com Registered by Australia Post - publication No. VBG0435 July 1990 has emerged from recent puting and Information Technology. NUMBER 7-89 DECEMBER 1, 1989 decisions of the councils of the univer Economics and Management. Education. sity. the Chisholm Institute of Engineering. Law. Medicine. Professional Studies. and Science. main the same, having no Chisholm but. to allow the college a measure of Technology and the Gippsland In In some of these a new academic group counterparts. autonomy and to maintain its regional stitute of Advanced Education. ing. known as a "school", will be in The new Faculty of Professional Studies flavor. it will retain a college chief ex. ecutive officer. council and academic After that date, the university - an troduced. It is defined as an academic unit will include a School of Social and board which will be responsible-to and ad amalgamation of the three institutions - within a faculty that may include a number Behavioral Studies comprising the vise their Monash counterparts. will consist of 10 faculties spread over ofdepartments. or other academic units. of Graduate School of Librarianship. the campuses in Caulfield, Clayton and similar or related disciplines. Monash department of Social Work, and The college council will have delegated the Chisholm departments of Police authority to allocate the operating budget, Frankston, together with a constituent The present faculty of Arts will gain approve staffing and set up advisory com university college in Gippsland which, the Chisholm department of Applied Studies. -
Pia, Getting a Tertiary Education but If Anything It Develops a Stronger Awareness and Self-Esteem
Vol. 27, No. 228 May 1990 MOSA goes on the road outback THE Monash Orientation Scheme for Aborigines (MOSA) is about to embark on its biggest recruiunent drive since the program was established in 1984 .. MOSA recruitment officer. "We have mainly relied on word Richard Jameson will leave Monash of mouth for publicity. but this year early next month to visit at>out 20 we are targeting ~pecific areas and Aboriginal communities along the communities to let people know Cape York Peninsula and Torres what we have to offer:' he said. Strait Islands. .. I bel ieve what we have to say According to Mr Jameson. his will be well received because there mission is twofold: to speak to the is already a movement there 10 ac community elders about the benefits cept tertiary educalion. " of a teniary education for their pee· Mr Jameson said he was hoping to pie: and to promote MOSA as the enrol about 60 to 70 people into the most unique edocation program for orientation program this year. Aborigines in Australia. "Family ties in the communities MOSA aims to open up access 10 are very strong. so we hope to en leniary education for Aborigines by courage at least five people from the offering a full year of specific one community to sign up preparation for university study. together," he said. Students who complete the orienta· "Once they decide if they want to tion year achieve a standard at least do the program MOSA becomes equal to VCE. and can enrol in the like a bigger family for them and of, j faculties of Ans. -
The Australian Universities'review
The Australian Universities'Review Published By NTEU Vol. 36 1993, No Z FEATURE - MARKETING EDUCATION MARKETING EDUCATION IN THE 1990s: AN INTRODUCfORY ESSAY HIGHER EDUCATION AS A COMMODI1Y: THE LONG BROAD TAPESTRY CENTRALISED DECENTRALISATION: SLOANISM, MARKETING QUALIlY AND HIGHER EDUCATION EDUCATION, MARKETS AND THE CONTRADICTIONS OF AsIA AUSTRALIA RELATIONS THAT'S EDUTAINMENT: REsTRUCTURING UNIVERSITIES AND THE OPEN LEARNING INITIATIVE A JOY FOREVER (AND ITS PRICE): ENGLISH AND THE MARKETS THE MARKETISATION OF TERTIARY EDUCATION IN NEW ZEAlAND ARTICLE AUSTRALIAN HIGHER EDUCATION AND THE RELEVANCE OF NEWMAN REVIEW ARTICLE 00 \D o PASfORAL SHADES: SIDNEY ORR AND THE ERaTICIStmON OF 1FACHING 00, 00..... 00 REVIEWS o Z r:J) r:J)...... BOARD Profc:;ssor Le.'llcy Johnson (Chair), Professor John Anwyl, A1isociate Professor Ian Luwc, Ms Anne Learmonth, Professor Ralph I--Iall, Dr Terri Australian Seddon, Mr Simon Marginson, Dr Mandy Lcvcratt and Ms Julie Wells. - " REVIEWS EDITOR Dr Terri Seddon Universi ies' eVlew Published NTEU STAFF Vo!' 36 1993, No 2 Mandy Levcratt (Editorial), Simon Roberts (Production) and Anastasia Kataidis (Proof reading and administrative support) EDITORIAL POLICY CONTENTS The Australian Universities' Review (A UR) is published by the National 'Tertiary Education Union (NTEU). Editorial policy is determined by the Editorial Board. The journal is not bound by NTEU policy. It aims to be a forum for the discussion of issues confronting Australian universities FEATURE: MARKETING EDUCATION with particular reference to -
Focus on Using the Best of Australian and International Technologies to Address Our National Challenges
NUMBER 200 | FEBRUARY 2017 WOMEN IN THE DRIVING SEAT WE NEED A CRITICAL MASS OF WOMEN IN AUSTRALIAN LEADERSHIP ROLES AUSTRALIAN ACADEMY OF TECHNOLOGY AND ENGINEERING 2017 ATSE NATIONAL TECHNOLOGY CHALLENGES DIALOGUE THE CRISIS IN AGEING Technology to manage the challenges in healthcare The Academy’s National Technology Challenges Dialogue is a one day event and will take place in Brisbane on Wednesday 14 June 2017 The 2017 Dialogue will explore the health challenges of Key speakers presenting at the Dialogue will include: Australia’s ageing population. Entrepreneurs, decision nProfessor Ian Frazer AC FRS FAA FTSE, Ambassador and Chair, makers, government officials, researchers, academics and Translational Research Institute business leaders will have the opportunity to exchange nProfessor Elizabeth Gaelhoed, Health Economist, School of ideas and together explore: Population and Global Health, University of Western Australia n The role of technology in active ageing nProfessor Ken Hillman AO, Professor of Intensive Care, nLeap-frog technologies: looking into the future of University of New South Wales health technology nProfessor Rajeny Thomas, Arthritis Queensland Chair of nOpportunities and challenges of the shift towards Rheumatology, University of Queensland personalised healthcare nProfessor Rajesh Vasa, Deputy Ditrctor, Deakin Software nUsing technology to prepare for, adapt to, and mitigate and Technology Innovation Laboratory the challenges in the evolving health sector For more information on the Dialogue program and The Dialogue will examine if health technology can help issues paper see www.atse.org.au/ageing Australia rise to the challenge of adapting to the ageing face of the Nation, in order to mitigate issues of rising For information on sponsorship packages contact and shifting healthcare costs and needs. -
International Networking: Education, Training and Change
Edith Cowan University Research Online ECU Publications Pre. 2011 1996 International networking: education, training and change Nerida F. Ellerton (Ed.) Follow this and additional works at: https://ro.ecu.edu.au/ecuworks Part of the International and Area Studies Commons Ellerton, N. (Ed.) (1996). International networking: education, training and change. Churchlands, Australia: Edith Cowan University. This Conference Proceeding is posted at Research Online. https://ro.ecu.edu.au/ecuworks/6796 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. INTERNATIONAL NETWORKING: EDUCATION, TRAINING AND CHANGE Edited by Nerida F. Ellerton Conference Proceedings International Networking: Education Training and Change Conference 20-23 September 1994, Perth, Western Australia Sponsored By Ansett Australia Department of Commerce and Trade Department of Employment, Education and Training Edith Cowan University Education Department of Western Australia Higher Education International UNESCO Western Australian Department of Training Published by Edith Cowan University Pearson Street Churchlands WA 6018 AUSTRALIA © Copyright 1996 All rights reserved. -
The Ownership of Knowledge in Higher Education in Australia 1939-1996
The Ownership of Knowledge in Higher Education in Australia 1939-1996 Hannah Forsyth Doctor of Philosophy The University of Sydney, 2012 Declaration of Originality This thesis contains no material that has been accepted for the award of any other degree or diploma in any university or institute of higher learning. I affirm that the intellectual content of this thesis is the product of my own work. I certify to the best of my knowledge that all sources of reference have been acknowledged. ................................................... Hannah Forsyth 2 Abstract This thesis traces transformations in the history of higher education in twentieth- century Australia from the perspective of the ownership and regulation of knowledge. Using primarily archival sources from universities and government, I argue that after the Second World War, the university’s place in society and the economy was radically altered because of challenges to its authority over knowledge. In the 1940s and 1950s, the Australian government increased its interest in research. Among political and tertiary leaders, this led to questions about the role of research and higher education for society, resulting in uncertainties about the ongoing independence – and thus reliability – of university knowledge. A growing reliance on higher education to support government aims linked the growth of universities in Australia to nation-building and the government’s economic strategies. But in the 1960s and 1970s, a small but influential group of university staff and students resisted the connection of higher education in Australia to established goals and values, exposing the university’s vested interests in society and its role in legitimising and perpetuating social and economic injustices. -
J. WILLIAM FULBRIGHT: Contemplating the Arrogance of Power
Issue 03 | November 2017 J. WILLIAM FULBRIGHT: Contemplating The Arrogance of Power PLUS: PETER COALDRAKE: A Queensland Great SPACE ARCHITECTURE! It's just like regular architecture, but... in space! 8 14 The Fulbright Program 18 36 The Fulbright Program is the flagship foreign exchange scholarship program of the United States of America, aimed at increasing binational collaboration, cultural understanding, and the exchange of ideas. Born in the aftermath of WWII, the program was established by Senator J. William Fulbright in 1946 with the ethos of turning ‘swords into ploughshares’, whereby credits from the sale of surplus U.S. war materials were used to fund academic exchanges between host countries and the U.S. Since its establishment, the Fulbright Program has grown to become the largest educational exchange program in the world, operating in over 160 countries. 44 32 40 In its seventy-year history, more than 370,000 students, academics, and professionals have received Fulbright Scholarships to study, teach, or conduct research, and promote bilateral collaboration and cultural empathy. Since its inception in Australia in 1949, the Fulbright Commission has awarded over 5,000 scholarships, creating a vibrant, dynamic, and interconnected network of Alumni. Contents 8 Profile: Professor Peter Coaldrake AO 14 Contemplating The Arrogance of Power - Michelle Rourke 18 The Corb Awakens/Lunar Bridge - Craig McCormack 24 Strategies for Diversity and Inclusion - Yolanda Moses 26 Harmonious Connections/Disruptive Separations - Benny Freeman 2 3 Our future is not in the stars 30 The Pursuit of Purpose - Kathleen Heath but in our own minds and hearts. 32 Research on the Range in Rockhampton - Derek Bailey Creative” leadership and liberal education, which in fact go together, 34 Preventing Sports Injury with Biomechanics - Joel Fuller are the first requirements for a hopeful future for humankind. -
Monash-Life-Your-Alumni-Magazine
MONASH UNIVERSITY ALUMNI MAGAZINE 2014 OPINION Anna Skarbek on her 2050 climate vision I NEW PRESIDENT AND VICE-CHANCELLOR Q&A with Margaret Gardner AROUND THE WORLD Six alumni – Six cities MONASH UNIVERSITY ALUMNI MAGAZINE GLOBAL IMPACT Michelle McIntosh's humanitarian breakthrough WELCOME TO THE INAUGURAL EDITION OF HE MAGAZINE IS DESIGNED TO We want Monash Life to give you PROVIDE MONASH UNIVERSITY interesting and useful stories, so Staying in touch T GRADUATES WITH INTERESTING please let us know if you have any Changed jobs or moved house? STORIES ABOUT THE UNIVERSITY recommendations or feedback by Update your details online at TODAY AND THE MANY VARIED emailing [email protected]. monash.edu/alumni/update PATHS TAKEN SINCE GRADUATION We also want to feature you in BY YOUR FELLOW ALUMNI. Contact the Monash Alumni our publication, so send your Engagement team In searching for a title for our career updates and information Email: [email protected] new magazine, we were inspired about your life beyond Monash Tel: +61 3 9903 4602 by the University’s namesake to [email protected]. PO Box 197 Monash University Caulfield campus Sir John Monash and his advice We hope you enjoy the first edition Caulfield East VIC 3145 Australia to “equip yourself for life, not solely of Monash Life as much as we have for your own benefit but for the enjoyed putting it together for you. benefit of the whole community”. The University is part of your life Publisher and we want you to be part of Monash Life is published for the Monash the life of the University. -
A Message from the Vice-Chancellor Study Reveals Hidden Bias in Job Market
The Monash Plan: A message from the Vice-Chancellor A draft version of 'The Monash Plan: A Strategy for the Future' has been distributed by the Vice-Chancellor, Professor Logan, to all members of staff for discussion and comment prior to finalisation of the document at the end of this year . .,... The draft attempts to outline Ihe university's strengths and weaknesses, to sel targets and goals and to develop strategies to reach them. Its purpose is to provide a framework 10 direct university decision-making and the allocation of Registered by Australia Post publication No. VBG0435 resources. The final Monash Plan will, however, be subject 10 review with NUMBER 9-87 NOVEMBER 16,1987 changing circumstances. In introducing the Monash Plan to the university community, Professor Logan as part of a national strategy for overall new circumstances for universities. said: economic growth, and in these countries These new circumstances will innuence new industries have expanded and the type and style of course we teach, niversities have traditionally been teT fosters creative activity and scholar grown alongside the investment in and already we can feel pressure from reactive and have depended on collegiate ship. as well as a productive learning education and training. sUldents upon certain courses where it is and bureaucratic procedures to under environment. I think Australian society is beginning known job demand is great. They will pin their decision-making and long-term That older perspective is now being to expect similar outcomes. In this same also innuence the research we do, and direction. questioned as society begins to query the spirit, the education sector has been call· call into Question older ideas about the This provided the environment for links between education and the ed upon to account for its share of oa· difference between basic or pure what OECD researchers have described economy. -
Annual Report 2015-16
Australian Academy of the Humanities ANNUAL REPORT 2015–16 THE AUSTRALIAN ACADEMY OF THE HUMANITIES promotes excellence in the humanities in Australia for the benefit of the nation. Established by Royal Charter in 1969, its nearly 600 distinguished Fellows are elected in recognition of the excellence and impact of their work in fields including archaeology, art, Asian and European studies, classical and modern literature, cultural and communication studies, languages and linguistics, philosophy, musicology, history, and religion. The Academy: • is the authoritative organisation for the humanities in Australia; • provides services to its Fellows; • hosts annual events and workshops; • informs and influences humanities-related policy development; • supports excellence in the humanities through a grants and awards program; • promotes the next generation of humanities researchers and teachers; • demonstrates the value of the humanities to governments, industry, the media and the public; • supports, conducts and publishes humanities-related research; and • encourages international research collaboration. LIST OF ACRONYMS AAH Australian Academy of the Humanities NGA National Gallery of Australia ABC Australian Broadcasting Corporation NMA National Museum of Australia ACOLA Australian Council of Learned NPG National Portrait Gallery Academies NSCF National Scholarly Communications Forum ACT Australian Capital Territory NSW New South Wales AGM Annual General Meeting RSNZ Royal Society of New Zealand ANU Australian National University SAF Securing -
Teaching Specialist Positions: Creating Elite Teachers Or an Academic Under-Class in Australia’S Research-Intensive Universities?
Teaching specialist positions: creating elite teachers or an academic under-class in Australia’s research-intensive universities? Julie Ann Hayford B.A., Dip. Ed, M.Ed. Thesis submitted in the fulfilment of the requirements for the degree of Doctor of Philosophy School of Education, Faculty of Arts The University of Adelaide July 2020 Table of Contents Table of Contents…………………………………………………………………………......i List of Tables and Figures………………………………………………………….viii Tables………………………………………………………………………..ix Figures……………………………………………………………………….x List of Abbreviations………………………………………………………..xii Abstract……………………………………………………………………………………..xvi Declaration…………………………………………………………………………………xvii Acknowledgements………………………………………………………………………..xviii Chapter 1 Introduction…………………………………………………………………...1 1.1 Background…………………………………………………………………...1 1.2 Research questions and aims………………………………………………….3 1.3 Research methodology………………………………………………………..8 1.4 Significance and contribution of the study…………………………………..18 1.5 Limitations…………………………………………………………………...20 1.6 Thesis structure……………………………………………………………....21 Chapter 2 Developing a utilitarian system of Australian higher education…………….26 2.1 Introduction………………………………………………………………….26 2.2 Australia’s first universities (1850 – 1938)………………………………….28 2.2.1 World War I………………………………………………………….30 2.2.2 Higher education policy and legislation……………………………...32 2.2.3 External influences…………………………………………………...34 2.2.3.1 Britain………………………………………………………...34 i 2.2.3.2 America………………………………………………………...36 2.2.3.3 Germany……………………………………………………......38