This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was 'improving student satisfaction ratings for teaching', an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened. IntroductionThe research-teaching nexus: a myth or a reality? Good examples from this paradigm can be seen in personalities such as Julius Sumner Milner and Karl Kruszelnicki. Their popularity owes much to their engagement with the learning community and their ability to transfer their own thirst for knowledge to the student. These types of higher education leaders are rare, and according to Scott, Coates and Anderson, 'Australia is facing [a] significant higher education leadership succession challenge ' (2008, p. vii/viii). This paper reports on preliminary work from a project seeking to strategically address this leadership need. The project sought to build a changed culture in three Australian universities, where the professoriate lead effectively, not just in research but also in learning and teaching (L&T). The study was positioned within the disciplines of information and communication technology (ICT) and engineering. To determine whether the broader project objectives were achieved, at the commencement of the study we surveyed each university's academic staff beliefs, behaviours and priorities for research and L&T. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the three universities.

This paper presents the findings of a qualitative study on the perceptions and thoughts of elderly people on the use of current sensor network technology for assisted aged care. Focus groups of elderly people were presented with examples of current sensor nodes and example scenarios of their use, and then invited to provide input on a range of issues surrounding the design and use of the technology. The focus group findings were verified with a health care professional as a control measure. This study examines sensing based interaction, implementation methodologies and user acceptance issues specifically for the elderly, and from the elderly's perspective. A significant finding of the study is that the two most important factors for elderly acceptance of sensor technology are cost and control.

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