Competitive National Vocational Education and Training Research and Evaluation (NVETRE) funded project that is researching the growth of ‘mixed-sector’ provision in single sector universities that offer a small amount of VET provision, and private providers that offer both higher education and VET provision. More...
Results of this study are detailed in a new report - VET Leadership for the Future: Contexts, Characteristics & Capabilities published by the LH Martin Institute and the Australian Council for Educational Research (ACER). More...
This study has produced a research-based understanding of the contexts and capabilities that underpin effective leadership in vocational education and training. It involved context reviews, consultations, research on leadership effectiveness, a national survey of VET leaders and a symposium. More...
This National Vocational Education and Training Research and Evaluation (NVETRE) funded project (2008-2009), explored the growth of higher education provision in TAFE. More...
The NSW Board of Vocational Education and Training (BVET) commissioned LH Martin Institute Associate Professor Leesa Wheelahan and RMIT University's Gavin Moodie to prepare a paper on skills.The result is a report which argues that vocational training has to adapt to meet the needs of a changing society and economic conditions. More...
Assoc Prof Leesa Wheelahan was commissioned by the Australian Qualifications Framework Council (AQFC) in 2009 to prepare a research report on pathways and programs in tertiary education in Australia. More...
This three-year project, funded by the National Centre for Vocational Education Research (NCVER), investigates how to improve pathways within education, within work and between them. The project is using the notion of vocations to explore how we can better link educational and occupational progression. More...
Following on from Alison Johns’ recent Guardian post, Five ways to improve leadership in universities, we look to ways to develop leadership capacity for the many who contribute towards leadership in higher education. Johns asserts that university leaders would do well to consider a focus on creating development opportunities, proactively improving diversity, addressing work-life balance, attracting leaders with outside experience, and analysing the motivations of potential leaders. More...
The challenge of universities is to be more engaged with adding value to the competencies of their students in a supportive research environment. Competencies are broader than cognitive skills and extend also to the behavioural side. More...
This paper explores the key public policy assumptions underlying three of the four sequential and overlapping phases of higher education and university research in Australia:
The pre-1945 phase, which largely pre-dated Australian government involvement in higher education, is not explored in this paper, except to the extent of its academic-elite and market legacies. More...
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