Higher Education Review Process
Higher Education at the Crossroads: An Overview Paper
1. expectations of higher education
1 The
Australian higher education system makes a fundamental contribution to the
nation’s future. The strength, diversity and flexibility of our
universities are vital to the building of a nation:
-
in which all
Australians over their lifetimes have equal opportunities to be educated
to a level that will maximise their potential, both in a personal sense
and in terms of their capacity to make a productive contribution to the
community;
-
whose economic
growth is sustained and supported by a dynamic synergy between research
and development and innovation;
-
making a
significant contribution to international education and research, the
global economy and international relations;
-
in which all
communities are nourished and enriched economically, socially,
environmentally and culturally by the contributions of educational
institutions;
-
of rich cultural
diversity, recognising the unique place of its Indigenous people and
many ethnic groups; and
-
in which the
rights of the individual are celebrated and protected and individuals
are fully aware of their responsibilities to each other and to society
as a whole.
a.
purposes of higher education
2
Higher education fulfils significant functions in our society. It values
learning throughout life. It promotes the pursuit, preservation and
transmission of knowledge. It extols the value of research, both ‘curiosity-driven’
and ‘use-inspired’. It enables personal intellectual autonomy and
development. It provides skills formation and educational qualifications to
prepare individuals for the workforce. It helps position Australia
internationally.
3
The Government has emphasised that not all Australians may wish to undertake
higher education. Acquisition of competency-based vocational and trade
skills are an equally appropriate choice for young Australians developing
their abilities for the labour market. However, for increasing numbers of
Australians, universities are perceived as the most appropriate way to
invest in their future.
4
The Government sees the purpose of higher education as much greater than
preparing students for jobs. It regards higher education as contributing to
the fulfilment of human and societal potential, the advancement of knowledge
and social and economic progress. The main purposes of Australian higher
education are to:
-
inspire and
enable individuals to develop their capabilities to the highest
potential;
-
enable
individuals to learn throughout their lives (for personal growth and
fulfilment, for effective participation in the workforce and for
constructive contributions to society);
-
advance
knowledge and understanding;
-
aid the
application of knowledge and understanding to the benefit of the
economy and society;
-
enable
individuals to adapt and learn, consistent with the needs of an
adaptable knowledge-based economy at local, regional and national
levels; and
-
contribute to
a democratic, civilised society and promote the tolerance and debate
that underpins it.
b.
principles for a higher education system
5
A framework of principles is presented below to guide thinking about the
sort of higher education Australia seeks and needs.
6
In broad terms, Australia needs a sustainable higher education system with
institutions that are:
-
Value
adding—Australian higher education institutions should add value
to and enrich Australian society, culture and the economy. There is an
expectation that in their role as caretakers, creators and
transmitters of knowledge, higher education institutions will add
value to individuals and to the society of which they are part. They
should seek to harness the intellectual property that resides within
them.
-
Learner-centred—Effective
learning is facilitated by effective teaching, and every institution
should focus on the needs of its undergraduate and postgraduate
students. A learner-centred institution will ensure that students
acquire and develop knowledge and skills that are relevant to the
individual, employers, professional associations, labour market and
society. They will inspire learning for life.
-
High
Quality—Australian higher education institutions must deliver
high class teaching and enable excellence in research. Higher
education institutions must provide services that are worthy of
continuing public and private investment and community confidence.
-
Equitable—There
must be equality of opportunity in higher education to allow
individuals to fulfil their potential, regardless of their personal
circumstances and backgrounds. There should be no systemic barriers to
participation. There should be provision for the varying needs of
students from different backgrounds. Special intervention measures may
be needed to encourage participation from groups that are
under-represented in certain areas, or to sustain their success,
including ‘second chance’ opportunities and dedicated support.
-
Responsive—Higher
education institutions are expected to be responsive to the diverse
needs of students and the demands of other stakeholders including
staff, employers of graduates, clients of consulting services,
industry, venture partners and regional communities. They need to meet
the expectations of the Australian community and government and the
changing needs of the economy. Higher education institutions need to
develop an outward looking perspective not an insular one.
-
Diverse—Diverse
and changing student expectations require a system that is able to
accommodate varied choices and interests. Higher education
institutions should not aspire to the same purpose, goals or
organisational structure. Institutions need to evaluate their
strengths, challenges and opportunities to forge their distinct and
apposite mission within the higher education system. Universities need
not have a monopolistic position or favoured status as service
providers. There is room in the system for a range of providers that
can cater for the needs of an increasingly diverse student population.
-
Innovative—Higher
education institutions need to generate new ideas, solve problems,
improve products or processes and adapt to new and changing
environments. The need to be innovative relates not only to
improvements in teaching and learning but also to the direction and
commercialisation of research, and engagement with industry, research
institutions and other education providers.
-
Flexible—Student
demand is increasingly unpredictable. The higher education system
needs resilient absorptive capacity for accommodating unforeseen
changes in demand. Higher education institutions need to have
organisational flexibility. National priorities develop over time.
Student expectations change. Institutions need to be able to operate
in different ways at different times. They need to be able to
re-deploy resources and adjust staffing to meet opportunities as they
arise. Flexibility in relation to learning calls for the creation of
effective pathways for learning – through admissions procedures,
through entry and exit points, through modes of learning, delivery
methods, assessment, and availability of learning resources.
-
Cost-effective—Australians
expect that higher education institutions will efficiently use the
financial resources provided to them and achieve intended results. The
challenges posed by this goal are considerable in complex
organisations such as universities, and apply to the full range of
activities, including capital development, commercialisation
initiatives and the number of subjects or units that may be offered
within an institution.
-
Publicly
accountable—Higher education institutions need to be good
stewards of the financial resources provided to them. As the
recipients of large amounts of public funding and private investment,
higher education institutions are accountable to their respective
stakeholders. Their policies and actions need to be transparent and
open to public scrutiny.
-
Socially
responsible—All higher education institutions have a broad
public responsibility. They must act ethically in all their
activities, including their research and commercial undertakings. They
must ensure they operate in ways that meet public health and safety
requirements and are environmentally responsible.
There will at times be tensions between some of these
principles. Appropriate balances need to be struck through policy and
administration.
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