The Impact Of Changes In Microelectronic Technology On Tertiary Education
ACKNOWLEDGEMENT
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DECLARATION
I, [name of the author], hereby declare the best of my knowledge, the entire contents of this thesis represent my real job, and that such a thesis was submitted prior to any academic research or other qualifications. In addition, he represents his own personal opinions and do not have anything to do with them at university.
Teaching and unit evaluations have been used in most Australian universities for more than two decades. The main aim of such evaluations is to monitor student perception of teaching and unit quality and identification of areas of good practice and areas needing improvement. In some institutions the results of such evaluations are used to review academic staff performance and for the identification of professional development needs. Recent government policies in Australian higher education related to quality assurance and performance based funding using teaching quality measures such as student satisfaction or experience has resulted the shift of voluntary teacher and unit evaluations to mandatory tools in some universities to assess and reward academic staff performance. This paper attempts to analyse the trend and direction of teaching and unit evaluations in some Australian universities, in particular the shift from using voluntary teacher evaluations to mandatory evaluation to assess and reward academic staff performance. The paper provides a case of an Australian university that has made teacher and unit evaluations mandatory and the outcome is used in academic staff performance development and review process (PDR). The paper finally argues that government policy to improve teaching quality via performance based funding may achieve political needs rather than using such tools to enhance educational experience of students. Further, the paper sheds some light on how the renewal of quality in Australian higher education and the new performance based funding may have impacted on academic autonomy with increased scrutiny of teaching quality.
Table Of Content
ACKNOWLEDGEMENT2
DECLARATION3
CHAPTER 1: INTRODUCTION8
Introduction8
Background of the Study9
The Increasing Use of Technology in Higher Education12
Research Aims and Objectives13
Five Focus Areas14
Problem statement15
CHAPTER 2: LITERATURE REVIEW16
Review of the Diffusion Literature at the National Level16
Internet and Information Technology Diffusion Studies17
Summary of the Diffusion Literature at the National Level22
Review of the Diffusion Literature at the Institutional Level22
Technology as a Means to Increase Access25
Factors in Successful Diffusion of Technology into Higher Education Institutions27
The Administrator's Role28
Institutional Administration in an International Context30
Diffusion of Technology into Institutions in Other Cultures32
Summary of the Literature at the Institutional Level32
Review of the Diffusion Literature at the Classroom Level33
Summary of the Literature at the Classroom Level37
Advancing knowledge and the (knowledge) economy: the promises of e-learning38
Living up to the promises: a quiet rather than radical revolution41
E-learning adoption42
What do we know about the major trends in the adoption of e-learning ...