Uneven development: The disjointed growth of university staffing since Dawkins

People and Place

Volumn 18, Issue 1, 2010, Pages 31-38

  Dobson, Ian R ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

HIGHER EDUCATION; HUMAN RESOURCE; STUDENT; UNEVEN DEVELOPMENT; UNIVERSITY SECTOR;

AUSTRALIA;

EID: 77957287745     PISSN: 10394788     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (20)

1. M. Trow. 'From mass higher education to universal access: the American advantage', Research and Occasional Paper Series, CSHE 1.00 Berkeley, Center for Studies in Higher Education, 2000. Trow's theoretical perspective was that massification has occurred in a higher education system once participation was seen as a right among many classes of society, not just the elite. Higher education starts to become universal once access is possible for 50 per cent or more of the appropriate age cohorts of the population.
2. Department of Employment, Training and Youth Affairs (DETYA), Higher Education Student Statistics Time Series Tables 2000, Canberra, Australian Government Publishing Service (AGPS), 2001, Table 1
3. Department of Education, Employment and Workplace Relations (DEEWR), Staff Statistics 2007, 2008 Table 25 at accessed 25 February 2009
4. Excludes FTE students enrolled at institutions for which staff numbers are not reported. For reasons best known to the DEEWR, numbers of students (both enrolments and full-time equivalents) are reported for all registered higher education providers (including private providers), but numbers of staff for these private institutions are not reported. In order to compensate for this situation, the student figures shown in Table 2 exclude those for private providers, with the exception of private universities Bond University and Notre Dame Australia and the Melbourne College of Divinity, which do report their staff numbers. In order to match the student numerator with the staff denominator in 2007, the former needs to be reduced by something like 24,000 FTE in institutions.
5. See for example A. Junor, 'Casual university work: choice, risk, inequity and the case for regulation', The Economics and Labour Relations Review, vol.14, no.2, 2004, pp. 276-304;
6. A. Percy, M Scoufis, S.Parry, A. Goody, M. Hicks, I. Macdonald, K. Martinez, N. Szorenyi-Reischl, Y. Ryan, S. Wills and L. Sheridan, The RED report: recognition • enhancement • development: the contribution of sessional teachers to higher education, Australia Learning and Teaching Council (ALTC), Canberra, 2008;
7. A. Lazarsfeld Jensen and K. Morgan, Overload: the role of work-volume escalation and micro-management of academic work patterns in loss of morale and collegiality at UWS: The way forward, South Melbourne, National Tertiary Education Union, 2009;
8. and H. Coates, I.R. Dobson, L. Goedegebuure and L. Meek, 'Australia's casual approach to its academic teaching workforce', People and Place, vol.17, no.4, 2009, pp. 27-54.
9. Lazarsfeld-Jensen and Morgan, 2009, op. cit.
10. The staff numbers shown in this paper include all types of university staff, except for those employed by dualsector institutions to work in TAFE/VET (Technical and Further Education/Vocational Education and Training) divisions and CRCs (Cooperative Research Centres). In 2007, there were about 1300 and 337 of these staff, respectively. The reason for their exclusion is that not all universities have these staff types. University staff are formally described in at least two ways in the statistical reporting required by the government. First, they can be described according to what their 'duties' are. About 45 per cent of staff are 'academic' (described as professors, lecturers, research fellows, etc.) The remaining staff are support staff of various types, employed as managers, administrators, laboratory technicians, etc. Second, staff can be described according to their 'function'. These functions are 'teaching-only', 'teaching-and-research', 'research-only' and 'other'. The first two of these functions are the exclusive domain of 'academic' staff. However, 'academic' staff can be employed to undertake all four functions.
11. A. McCue, 'Gartner: outsourcing costs more than in-house', CNET News.com, 2005 accessed 17 December 2009
12. See for example S. Marginson 'Steering from a distance: Power relations in Australian higher education', Higher Education, vol.34, no.1, July 1997, pp. 63-80.
13. See for example S. Marginson 'Steering from a distance: Power relations in Australian higher education', Higher Education, vol.34, no.1, 1997, ibid., p. 63
14. DEEWR, Finance Statistics 2007, Table 1: Adjusted Statement of Financial Performance, 2007 ($'000), 2008
15. J. Goldsworthy, 'Research grant mania', Australian Universities' Review, vol.50, no.2, 2008, pp. 17-24
16. Phillips KPA, Australian Vice-Chancellors' Committee, University Reporting Requirements: Final Report (revised), Byron Bay, NSW, Australia, May 2006, p. 35.
17. Phillips KPA, University Reporting Requirements: Final Report (revised), Byron Bay, NSW, Australia, May 2006, p. 35., ibid.
18. See for example, J. Gora, 'Run that funky slogan by me', Australian Universities' Review, vol.53, no.1, 2010.
19. Department of Education Employment and Training, Selected Higher Education Statistics: Higher Education Institution Income 1989, 1990, Table 36
20. DEEWR, Finance Statistics 2007, 2008, Table 1: Adjusted Statement of Financial Performance, 2007 ($'000)