Implementing Comprehensive National Higher Education Reforms: The Australian Reforms of Education Minister John Dawkins, 1987–90

Harman, Grant

doi:10.1007/1-4020-3411-3_11

Cited by 12 publications

(4 citation statements)

References 8 publications

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“…Yet, as noted the Dawkins reforms of 1987-1990 reconfigured the governance and management of Australian universities (Harman, 2005). These new public management changes (some refer to them as managerialist) corporatised university governance and management, there was a shift in power and authority from academics to university executives (councils, vice chancellors and their deputies) (DEST, 2001, pp.…”

Section: Organisational Culture and Values In Higher Education Studiesmentioning

confidence: 96%

Organisational culture and values and the adaptation of academic units in Australian universities

Zilwa

2006

High Educ

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This study explores connections between the organisational culture and values of academic units in Australian universities and their efforts to adapt to external environmental pressures. It integrates empirical findings from case studies with theories of organisational culture and values and adaptation. It identifies seven dimensions of academic unit's organisational culture and values that influenced how case study academic units adapted. Then patterns of heterogeneity and homogeneity within these dimensions are noted and their associations with different modes of adaptation are discussed.

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Section: Organisational Culture and Values In Higher Education Studiesmentioning

confidence: 96%

Organisational culture and values and the adaptation of academic units in Australian universities

Zilwa

2006

High Educ

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“…Since its establishment in 1987, the role of the ARC has been to provide (along with other government agencies) both research funding and research policy advice to the AHES (Harman and Meek, 1988). However, the Australian Research Council Act 2001 transformed the ARC into an independent body.…”

Section: Reconfigured Research Assessmentmentioning

confidence: 99%

Performance management in the Australian higher education system – A historically informed critique

Parker,

Guthrie,

Martin-Sardesai

2024

Accounting History

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This article aims to provide a historical perspective of neoliberalism and new public management practices in the Australian higher education system from the early 1980s to contemporary times. Drawing on historical and contemporary data sets and research articles, it evaluates historical changes in control systems and metrics applied to university teaching and research. From an audit culture framework, it examines the emerging rationales driving financially focused university governance. Organisational and individual audits of performance have become standard practice, couched in the conventional language of transparency, performance and accountability. Accounting-based performance measurement, control and audit are found to dominate university operations, fostering mass delivery of education, research outputs and knowledge commercialisation. Neoliberal performance management is shown to have dramatically altered accounting models and changed internal power relations, transforming university identities and roles into a commercialised corporate model pursuing a self-interested financial bottom line aided by a private sector performance control orientation.

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“…These are the University of Sydney, the University of Melbourne, the University of Adelaide, the University of Queensland, the University of Western Australia, the Australian National University, the University of New South Wales, and Monash University (Gallagher, 2011). These institutions were in an advantaged position when the Australian higher education sector changed gear to a more competitive model as the result of the Dawkins reforms (Harman, 2005). Two of the ten oldest universities, the University of Tasmania and the University of New England, were situated in peripheral locations and did not have the advantage of metropolitan populations to expand their size and research intensity like the other oldest universities (Ingram, 2023;Marginson & Considine, 2000).…”

Section: Australian Go8 and Non-go8: Difference In Status And Rankingsmentioning

confidence: 99%

Publishing during a sociology PhD in Australia: Differences by elite and non-elite universities and gender

Rajčan,

Burns

2024

Journal of Sociology

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We examined the latest decade of Australian sociology PhD completions for differences in the number and quality of research outputs students published during doctoral enrolment. There was no evidence of a statistically significant difference between Go8 PhD students and their non-Go8 PhD counterparts in terms of either the quantity of research publications achieved, or the quality of these publications as measured by high-impact journals. There was also insufficient evidence statistically to conclude that Go8 men and Go8 women differed from one another, or that non-Go8 men and non-Go8 women differed from one another in overall quantity of outputs and publishing in high-impact journals. However, publishing success of men and women, when combined, regardless of whether they were at elite Go8 or non-Go8 institutions, showed gender had a marginally significant effect on publication productivity, men outperforming women, in both publication counts and in publishing in high-impact journals.

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Implementing Comprehensive National Higher Education Reforms: The Australian Reforms of Education Minister John Dawkins, 1987–90

Cited by 12 publications

References 8 publications

Organisational culture and values and the adaptation of academic units in Australian universities

Organisational culture and values and the adaptation of academic units in Australian universities

Performance management in the Australian higher education system – A historically informed critique

Publishing during a sociology PhD in Australia: Differences by elite and non-elite universities and gender

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