The shifting ground of Australian Higher Education through the lens of reflexive modernisation: compromising the quality of planning education?

‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool

“…It is more likely that students' perception of collaborative assessment as unfair is exacerbated in cases where the peer assessment activity is not properly explained or moderated by tutors or convenors, and is implemented with the aim of reducing tutor workload. Student's negative reaction to the summative peer assessment review approach may also be influenced by broader trends in the commercialisation of university sector and the now widespread perception, in Australia at least, that a university degree is something that is bought rather than earned (Bok 2003;Brennan, King, and Lebeau 2004;Bosman, Coiacetto, and Dredge 2011).…”

“…(440) This trend in responses contradicts de Raadt, Toleman, and Watson (2005) assertion that 'Most students recognise the benefits of electronic peer reviewing' (8). The cross-contextual nature of student responses may also be reflective of the increasing commercialisation of the university sector, and the expectation among many students that they are paying for, as opposed to achieving, a university degree (Bok 2003;Brennan, King, and Lebeau 2004;Bosman, Coiacetto, and Dredge 2011).…”

Accreditation of Australian urban planners: building knowledge and competence

“…One view of accreditation standards is that they are a sort of quality assurance, representing a method by which a profession 'controls its own work', in terms of the abilities possessed by graduates, at least (Broadbent, et al 1997: 10). That is, they can provide 'guidance' in the way particular knowledge types can be achieved and overall values maintained in providing direction in teaching, such as studios (Bosman et al 2011) or other means. A lack of appropriate guidance may erode the ability of accreditation to necessarily lead to true professionalism in graduates (Wise, 2005).…”

“…However, it must be acknowledged that professional learning presents challenges for higher education, if the types of knowledge imparted are understood from the perspective of educational theory (Leinhardt, et al 1995: 403). One reason for this is because practised professional knowledge is based to a large extent on functional ability (competence), while universities tend to find it easier and more economically efficient to teach declarative knowledge (Biggs & Tang, 2007), particularly as class sizes increase and teaching loads for academics become greater alongside decreased use of studio learning (Bosman et al, 2011;Coiacetto et al 2011).…”

“…Added to this are periodic shortages and surpluses of urban planners in Australia and internationally, and greater acknowledgment of environmental and social imperatives and changes in the overall educational landscape. As noted by Bosman et al (2011) in their consideration of wider changes occurring in the Australian higher education landscape, there is an increasing tendency to treat education as a marketable commodity, encouraging competition between planning schools. They argue that increased competition between schools has resulted in changed approaches, that are not necessarily carefully considered, such as use of internships and work practicums to make graduates work-ready.…”