March 8, 2013

 

Nearly three-quarters of Australians believe international students should be encouraged to stay in the country after completing their university studies, according to a survey.

Universities Australia has released research on perceptions of the tertiary sector on the eve of this week’s higher education conference in Canberra.

About 80 per cent of 300 business representatives surveyed and 72 per cent of 1000 members of the public said international students should be encouraged to stay in Australia on completion of their studies, particularly if sponsored by an employer.

”However, some stakeholder respondents have voiced concerns that the university system is perceived to be too heavily reliant on income from international student enrolments,” the report said.

”There is also a view that additional support, for instance with English language learning and better facilities such as affordable student housing, may be required.

”Participants were generally comfortable about the proportion of internationally students, at roughly 20 per cent.”

The study found Australian universities were generally well regarded, with 88 per cent of the surveyed public saying they would encourage their child or young people they knew to attend university.

Most saw the main role of universities to educate for skilled/professional jobs, with far fewer identifying the sector’s contribution to research and development – something Universities Australia described as being of ”some concern”.

Universities Australia chief executive Belinda Robinson said the study showed that people strongly valued international students, who helped build deep cultural ties with their fellow students and the wider community.

”International students are also playing a pivotal role in increasing our engagement with Asian nations during this Asian Century,” she said.

”They are helping Australia forge valuable links with their home countries, providing a cross-cultural dialogue with domestic students and sustaining ongoing relationships with Australia in their post-student lives.”

A spokesman for Universities Australia said the polling involved qualitative and quantitative research, including focus groups and surveys of the public and business.

He said the data was weighted to be representative of the Australian population and the whole business community.

The higher education conference, running from Wednesday to Friday, will include keynote speeches by new Tertiary Education Minister Chris Bowen, Opposition Leader Tony Abbott, Universities Australia chairman Glyn Davis, and former Treasury secretary Ken Henry.

 

By Daniel Hurst Feb. 26, 2013

Source: NewCastle Herald

November 9, 2012

 

The Australian National University (ANU) and University of Canberra have increased their international student numbers, bucking the national trend. So far this year the ANU has enrolled 5,392 international students. That is 40 more than in 2011. At the University of Canberra (UC) overseas students increased by 4 per cent in semester one to 2,130. Nationally, the number of international students has fallen 7 per cent for the year to September, with several interstate universities blaming the high Australian dollar.

ANU Professor Marnie Hughes-Warrington says the national capital remains an attractive place to study. “What it comes down to is reputation for the quality of study, research reputation. Even simple things like is the environment a good place to live and is it a safe place to live?” she said.”All of those things are big ticks for Canberra.”

Professor Hughes-Warrington says the biggest growth has been in post-graduate study. “There’s an evolution towards graduate offerings and research offerings at ANU,” she said. “We’re seen as really strong in those areas because we’re such a strong research institution. We are increasingly seeing ourselves as a graduate destination of choice for students from around the world.”

 

SOURCE: ABC Online

By Clarissa Thorpe

November 7, 2012
November 7, 2012

 With seven of the world’s top 100 universities, Australia has confirmed its position as one of the world’s leading destinations for international students.

Australia has always punched above its weight in the QS World University Rankings, and 2012 is no exception. In fact, Australia’s haul of seven universities in the global top 100 is bettered only by the US and UK.

This tally includes all but one of Australia’s elite Group of Eight, the universities at which the bulk of the nation’s cutting-edge research has traditionally taken place.

  • Australia National University leads the pack in 24th place, extending its lead over second-placed
  • University of Melbourne, which drops slightly to 36.

Fellow Group of Eight members

  • University of Sydney (39) and
  • University of Queensland (46) make the global top 50, with a further three Aussie universities in the top 100:
  • University of New South Wales (52),
  • Monash University(61), and
  • University of Western Australia (79).

 

Great job prospects

So what makes Australian universities stand out? A big strength is their reputation among international employers, which will be good news both for Australian graduates and the 240,000 international students who study there each year.

Interestingly, employers identify the University of Melbourne as the nation’s top producer of graduate talent, and ninth in the world in this measure. The rest of the Group of Eight also performs strongly in this measure, alongside other Australian institutions such as RMIT University and the University of Wollongong.

This high level of international recognition for Australian graduates is testament to Australian universities’ success in preparing candidates for the workplace. Employers are asked to identify the universities that produce the best graduates, meaning the leading Australian universities are regarded as a great place to find highly skilled employees.

 

Global student mix

Australian universities’ success may also be linked to another factor: their internationally diverse character. Australian universities were among the first to really embrace internationalization, and as a result the campuses are meeting points for students and academics from all over the world.

Read More

September 5, 2012

Australian universities ranked amongst the best in the world

 

Five Australian universities have been ranked amongst the world’s top 100 according to the latest Academic Ranking of World Universities (ARWU),  released this month.

 

In 2012,

  • The University of Melbourne (57),
  • The Australian National University (64),
  • The University of Queensland (90),
  • The University of Sydney (93) and
  • The University of Western Australia (96)

were listed amongst the world’s best.

 

This year’s rankings indicate the relative strength of the Australia’s university system and reflect the sector’s significant investment in continuous improvement; in 2012, Australia was just one of two countries to increase the number of universities represented in the top 100.

 

Welcoming the news, Chief Executive of Universities Australia, Belinda Robinson, said the country’s improved standings in the 2012 ARWU is apt recognition of the high-quality of Australian research and teaching programs.

 

“This is an outstanding result for Australia and demonstrates the nation’s commitment to having a world class university system providing teaching and research at the highest levels,” said Ms Robinson

 

“Universities’ central role in creating opportunities for all Australians to study in a world class higher education system should be acknowledged and celebrated,” Ms Robinson said.

 

Source: Austrade, 5 September 2012

August 29, 2012

 

*Please note that these dates may change without notice, please confirm on the Universities /TAFE websites.

DATE

Institute

15-Jul-12

CQUniversity Open Day 2012 Brisbane

22-Jul-12

CQUniversity Open Day 2012 Gold Coast

22-Jul-12

CQUniversity Open Day 2012 Melbourne

25-Jul-12

Southbank Institute of Technology Info Night South Brisbane, QLD

25-Jul-12

Australian Catholic University Open Day & Night Brisbane, QLD

29-Jul-12

QUT Open Day Kelvin Grove, QLD

29-Jul-12

CQUniversity Open Day 2012 Sydney

29-Jul-12

Edith Cowan University Open Day Joondalup Campus

3-Aug-12

CQUniversity Open Day 2012 Gladstone

4-Aug-12

Monash University Berwick, Gippsland, Peninsula, VIC

5-Aug-12

Monash University Caulfield, Clayton, Parkville, VIC

5-Aug-12

University of Southern Queensland Hervey Bay, QLD

5-Aug-12

CQUniversity Open Day 2012 Noosa

5-Aug-12

La Trobe University Open Day Albury-Wodonga

5-Aug-12

University of Queensland St Lucia, QLD

5-Aug-12

Curtain University Open Day Perth, WA

5-Aug-12

James Cook University Open Day Mackay, QLD

8-Aug-12

University of Queensland Ipswich, QLD

10-Aug-12

La Trobe University Open Day Shepparton, VIC

12-Aug-12

CQUniversity Open Day 2012 Bundaberg

12-Aug-12

Edith Cowan University Open Day Mount Lawley Campus

12-Aug-12

Griffith University Gold Coast, Nathan and South Bank, QLD

12-Aug-12

RMIT University Melbourne, VIC

12-Aug-12

Australian Catholic University Open Day & Night Melbourne, VIC

12-Aug-12

Deakin University Warrnambool, VIC

12-Aug-12

University of Sunshine Coast Open Day Sunshine Coast, QLD

12-Aug-12

University of Western Australia Perth, WA

17-Aug-12

La Trobe University Open Day Mildura, VIC

17-Aug-12

Flinders University Adelaide, SA

18-Aug-12

TAFENSW Hunter Institute  2012 Open Day Central Coast at  Ourimbah

18-Aug-12

University of Newcastle Open day Central Coast, NSW

19-Aug-12

University of Notre Dame Fremantle, WA

19-Aug-12

University of Southern Queensland Toowoomba, QLD

19-Aug-12

CQUniversity Open Day 2012 Mackay

19-Aug-12

La Trobe University Open Day Bendigo, VIC

19-Aug-12

Murdoch University Perth, WA

19-Aug-12

University of Queensland Gatton, QLD

19-Aug-12

Deakin University Geelong, VIC

19-Aug-12

James Cook University Open Day Cairns, QLD

19-Aug-12

Swinburne University Melbourne, VIC

19-Aug-12

University of Adelaide Adelaide, SA

19-Aug-12

University of Melbourne Melbourne, VIC

19-Aug-12

University of South Australia Open day Adelaide, SA

20-Aug-12

Holmesglen Institute of TAFE Chadstone, Moorabbin, Waverley, VIC

25-Aug-12

TAFENSW Sydney Institute  Open Day 2012 at Ultimo College

25-Aug-12

University of Notre Dame Sydney, NSW

25-Aug-12

Australia National University Open Day Canberra, ACT

25-Aug-12

Australian Catholic University Open Day & Night Canberra, ACT

25-Aug-12

Sydney Uni Open Day Sydney, NSW

25-Aug-12

University of Newcastle Open day Newcastle, NSW

25-Aug-12

UTS Open day Sydney, NSW

26-Aug-12

University of Southern Queensland Springfield, QLD

26-Aug-12

CQUniversity Open Day 2012 Rockhampton

26-Aug-12

La Trobe University Open Day Melbourne, VIC

26-Aug-12

UTAS Open Day Hobart, Launceston, Cradle Coast Campuses

26-Aug-12

Australian Catholic University Open Day & Night Ballarat, VIC

26-Aug-12

Charles Darwin University Open Day Darwin, NT

26-Aug-12

Deakin University Melbourne, VIC

26-Aug-12

James Cook University Open Day Townsville, QLD

26-Aug-12

University of Ballarat Ballarat, VIC

26-Aug-12

University of Western Sydney Open Day Parramatta, NSW

27-Aug-12

University of Canberra Open Day Canberra, ACT

29-Aug-12

TAFENSW South Western Sydney Institute  Employment Expo and Open Day at Miller College

29-Aug-12

TAFENSW South Western Sydney Institute  SWSi Information Evening at Liverpool College

29-Aug-12

TAFENSW Western Institute  Dubbo College

30-Aug-12

TAFENSW Western Sydney Institute  Nirimba College (Quakers Hill)

30-Aug-12

University of Newcastle Open day Port Macquarie, NSW

01-Sep-12

TAFENSW North Coast Institute  Spring into TAFE at Taree Campus

1-Sep-12

Australian Catholic University Open Day & Night North Sydney, NSW

1-Sep-12

UNSW Info Day 2012 Kensington Campus, NSW

04-Sep-12

TAFENSW North Coast Institute  Deadly Day, Deadly Night at Wauchope Campus

05-Sep-12

TAFENSW Sydney Institute  Eora College Open Evening

06-Sep-12

TAFENSW North Coast Institute  Deadly Day, Deadly Night at Ballina Campus

08-Sep-12

TAFENSW Sydney Institute  Design Centre Enmore Open Day

8-Sep-12

Australian Catholic University Open Day & Night Strathfield, NSW

8-Sep-12

Macquarie University Open Day North Ryde, NSW

11-Sep-12

TAFENSW Sydney Institute  Sutherland College, Gymea Open Evening

12-Sep-12

TAFENSW Sydney Institute  St George College Open Evening

12-Sep-12

TAFENSW Sydney Institute  Sutherland College, Loftus Open Evening

15-Sep-12

TAFENSW Sydney Institute  Petersham College Open Day

15-Sep-12

TAFENSW Western Sydney Institute  Richmond College

10-Nov-12

TAFENSW Illawarra Institute  Wollongong Campus

13-Nov-12

TAFENSW Illawarra Institute  Cooma Campus

13-Nov-12

TAFENSW Illawarra Institute  Dapto Campus

13-Nov-12

TAFENSW Illawarra Institute  Moss Vale Campus

13-Nov-12

TAFENSW Illawarra Institute  Ulladulla Campus

13-Nov-12

TAFENSW Illawarra Institute  Yallah Campus

13-Nov-12

TAFENSW Illawarra Institute  Yass Campus

14-Nov-12

TAFENSW Illawarra Institute  Moruya Campus

14-Nov-12

TAFENSW Illawarra Institute  Queanbeyan Campus

14-Nov-12

TAFENSW Illawarra Institute  Shellharbour Campus

15-Nov-1
2

TAFENSW Illawarra Institute  Bega Campus

15-Nov-12

TAFENSW Illawarra Institute  Goulburn Campus

15-Nov-12

TAFENSW Illawarra Institute  Nowra Campus

August 25, 2012

 

USQ Bachelor of Commerce (Accounting) student Clare Anthony took advantage of the Tafe pathway by completing a diploma before beginning her degree.

AN initiative developed between the University of Southern Queensland and Tafe Queensland to encourage more students to take up tertiary education has returned promising results.

More than 740 students have already joined USQ after studying at Tafe’s throughout Australia.

It is a 121 percent increase in 2011 and early results indicate an even stronger result for 2012.

The Queensland Tertiary Education Network, established in 2011 is the second initiative of the university, designed to strengthen the connection between industry, the higher education sector and the vocational education and training sector.

QTEPNet project manager Di Paez said the increase in numbers indicated students were taking advantage of new seamless pathways into a university degree from Tafe programs.

“There have been a number of opportunities opened up for prospective students,” Ms Paez said.

“Many Tafe’s now offer dual awards with USQ with the benefit of being able to jointly market courses that give seamless transition into degree programs and expand on the number of articulation pathways that are already in place.”

Bachelor of Commerce (Accounting) student Clare Anthony took advantage of the Tafe pathway by completing a Diploma of Events Management at the Bremer Institute of Tafe before beginning her degree.

“On completion, I was able to gain direct entry into a USQ business degree without having to reapply and it took one year off my three year degree,” Ms Anthony said.

“I decided to take this route as I wasn’t certain my OP would make the cut off to go directly into university.

“This way I still only had to complete a three year program, but I have a diploma as well as my degree.

“The Tafe to uni option really suited my situation and worked for me. USQ were extremely supportive and I think it is one of the best pathways to university I know of.

“There is no time wasting and you receive the credit you deserve for the hard work you already put in. If I can do it, than anyone can.”

Now in her final year of study, Ms Anthony said she planned to work as an accountant and continue studying to become a Chartered Accountant.

Source: The Chronicle 23rd August 2012

April 9, 2012

Australia is the land of work, skill and education for the international students. Many foreign students prefer to live and study abroad in Australia. Australia offers a high quality practical educational environment for international or foreign students to obtain skills and qualifications in any of the related areas in the field of engineering and technology.

International students can enrol in Information Technology, Civil, Software /Hardware, Manufacturing, Multimedia, Automobile, Mechanical, Aeronautical/ Aerospace, Applied Physics, Architectural, Chemical and Environmental Engineering courses. Many technical and engineering colleges in Australia offer technical and further Education (TAFE) programs, university degrees and postgraduate degree courses to students in different engineering disciplines.

Australia educational consultants provide useful information to foreign and international students and also guide them to choose right kind of engineering course from best college and university.Australia educational consultants also guide international students to get admission in the college located at a city university in one of the state capitals or choose a best university located in one of the main regional centres throughout Australia.

Australia provides multicultural and excellent study environment for students to study and so that they feel comfortable to mix in a diverse and tolerant environment. Australian education counselling provides the information of many engineering colleges in Australia. It also offers the international student a wide range of choices of place to study, strength and size of engineering college and educational approach of the engineering institute.

Apart from Study, the technical and engineering colleges in Australia also allows international students to participate in most important research and development activities. Australian education counselling has also running various educational programs in which the students can interact more closely with industry people so that they know how to deal with real-world engineering?

Engineers educated from Australian universities can be found working all over in today’s worldwide community. For example South and East Asia where large numbers of engineers and technical people who have studied from various Australian Universities, Colleges and Institutes will be found at very senior positions in different software, mechanical and chemical industries, or in government sectors, with few of them have their own well established businesses.

If we compared globally, Australia has more engineering graduates and post graduate people per million than the UK, France Germany, USA, Sweden and India. Many universities offer postgraduate degree courses to study abroad in Australia in areas of engineering.

Summary: Australia offers a high quality practical educational environment for international or foreign students to obtain skills and qualifications in any of the related areas in the field of engineering and technology like Information Technology, Civil, Software /Hardware, Manufacturing, Multimedia, Automobile, Mechanical engineering fields to get better career and high senior positions.

 

Source: goodarticles.in April 5th, 2012

March 20, 2012
March 20, 2012

NORTH Coast TAFE has welcomed a Federal Government proposal that would give TAFE students the chance to defer their course fees interest-free in a HECS-style system.

Under the Skills Plan proposal the government would abolish upfront fees for students in vocational education and training (VET) and provide a National Training Entitlement that would give every Australian a guaranteed place in training up to their first Certificate III.

The reforms are expected to cost the government $1.75 billion.

Federal MP Justine Elliot has applauded the announcement saying it will give Tweed residents without a post-school qualification the chance to up-skill and earn more money.

“No longer will local people be locked out of a higher qualification simply because they can’t pay the fees upfront,” Mrs Elliot said.

“Opening up a HECS-style system will put those wanting to undertake vocational education and training on a level footing with university students for the first time.”

The offer is particularly appealing to rural and regional North Coast TAFE students who rely on completing a TAFE course before moving to metropolitan universities or starting distance education.

Institute director Elizabeth McGregor is looking forward to more discussion of the proposal at a meeting of the Council of Australian Governments (COAG) next month.

“COAG has previously set a target of doubling by 2020 the number of people completing higher level VET qualifications,” Ms McGregor said.

“We in North Coast TAFE welcome the thrust of these proposals as they recognise that the capabilities developed through undertaking TAFE diplomas or advanced diploma are equally important to our nation’s productivity as university qualifications, and that students studying them are equally deserving of financial assistance.

“Apart from providing industry recognised, job-ready skills, a higher level TAFE course also gives a significant head start towards a university degree.

“Workers with a TAFE certificate or diploma could earn up to $10,000 a year extra or $400,000 more over their working lifetime.”

The Skills Plan will also see the release of a new My Skills website later this year which will allow students to compare courses, fees, providers and the quality of training on offer.

 

Source: mydailynews.com.au Rebecca Masters | 20th March 2012

March 9, 2012

 

INTERNATIONAL students comprise over a quarter of onshore enrolments at half of the Group of Eight, while one in three students at highly ranked Macquarie University is from overseas, a new Australian Education International report has found.

The AEI snapshot suggests Australia’s elite universities are heavily reliant on fragile overseas markets, with international students representing around 27 per cent of enrolments at Melbourne, ANU, UNSW and Adelaide.

The DEEWR-sourced data shows that the proportion of international students at all Go8 institutions apart from the University of Western Australia is above the national average of 22.3 per cent.

But international education researcher Alan Olsen said this was a reasonable average, and it was no surprise Go8 institutions were above it.

“An aggregate 22.3 per cent is appropriate for Australia, where 22.2 per cent of us were born overseas and 21.5 per cent speak a language other than English at home,” Mr Olsen said.

Mr Olsen said only around 8 per cent of people in the UK were born overseas, and about 12 per cent in the US.

A separate AEI report last month found that Australia’s proportion of international tertiary enrolments was more than three times the OECD average of 6.7 per cent, and six times the US average of 3.4 per cent.

But it found international students in the US were concentrated in about 25 highly ranked institutions, with two – Columbia and the University of Southern California – experiencing international proportions above the Australian average.

The international proportion of enrolments was 22.1 per cent at Stanford, 20 per cent at Cornell, 19.9 per cent at Georgia Institute of Technology and 18.4 per cent at Harvard, it added.

But these figures pale compared to some Australian universities, with the dual-sector University of Ballarat leading the pack at 47.7 per cent, followed by private Bond University at 40.5 per cent.

Ballarat has about 5600 domestic students and 5100 international students, according to the new AEI figures.

But Ballarat vice-chancellor David Battersby said the figures were “disingenuous” because they didn’t differentiate between dual-sector and standalone universities.

“They create a false impression about what a dual-sector university is, suggesting some sort of line in the sand between our higher education and VET students,” he said.

“That’s not the case – we have integrated schools. Why would they want to make the dual-sectors invisible in all this?”

Professor Battersby said Ballarat had a total of about 17,000 domestic students and an international proportion of about 22 per cent.

The AEI figures reveal above average international proportions at the other three Victorian dual-sectors – 32.8 per cent at Swinburne, 29.3 per cent at RMIT and 23.8 per cent at VU.

A DEEWR spokesperson said AEI had used information supplied by universities. “This ensures comparable data for all institutions,” he said.

“The table compares onshore international and domestic higher education students. [No] VET students were included for any university.”

Professor Battersby said most of Ballarat’s international students were with longstanding partners.

“While there has been a decline in our overall number of international students, our partner provider model has proven to be resilient,” he said.

Meanwhile, draft legislation for the tuition protection service – the new consumer protection facility for overseas students recommended by the Baird review – suggests universities will be required to sign up.

Universities and TAFEs have been exempted from paying fees to the existing ESOS Assurance Fund, and universities had lobbied for the arrangement to continue.

But Professor Battersby said the TPS needed to be seen as part of “a big package of arrangements” for international students including the Knight Review student visa reforms as well as changes stemming from the Baird Review.

Source : Australian

March 9, 2012

 

THE Federal Government is likely to shift its focus for university funding to completions rather than enrolments in its response to a base funding review.

Tertiary Education Minister Chris Evans says the sector already knows he wants to make this shift.

He believes it will help keep quality high in the new era of demand-driven government funding for undergraduate places that began this year.

The Group of Eight, which represents Australia’s eight top research universities, has released a policy paper that says offering more places meant more students who were not well academically prepared would enter higher education.

There was clear evidence that students with lower entrance scores were more likely to drop out of university courses before finishing.

Senator Evans said the notion that opening up access would result in lower quality university education was insulting to universities and insulting to students.

But he agreed there would need to be more support for those students.

“We will have to put greater emphasis on transitional support for some of those students to focus on teaching and learning,” he said at a Universities Australia conference in Canberra on Wednesday.

“I’m looking to refocus funding on completions rather than just commencement to make sure the signals to the sector are strong that the purpose of these reforms is to produce graduates not to produce enrolments.

“If we take the right policy measures to support students we’ll get strong completion rates and we’ll get people who never otherwise would have had the chance going to university.”

The tight fiscal environment prevented him from promising more money for preparatory or transition courses.

But he said many universities already were doing good work in that area and he promised to give it priority in the coming year.

“We can grow and access equity without losing a strong focus on excellence,” Senator Evans said.

“These are not contradictory or mutually-exclusive goals.”

The Government released the independent base funding review in December. It will respond in the next couple of months.

Source:  AAP March 07, 2012

October 13, 2011

IEAA can help your kids to study in Australian High School, then direct entry to University.

One of the option is TAYLOR College. Established in 1920, Taylors College provides world-class secondary school education (Year 10, 11 and 12) and specialised university preparation programs in partnership with leading universities in Australia and New Zealand.

At Taylors College, the unique learning environment allows students to fulfil their ambitions and to enjoy life at university and beyond. With campuses at central locations in Sydney, Melbourne, Auckland, Taylors College is known throughout the world for its success in preparing students for the rigours of tertiary study and providing the smoothest transition to help them achieve the career of their dreams.

English Language Preparation Program (TELP)

The Taylors English Language Preparation program, taught by experienced teachers and delivered in 12 week terms, will prepare you to study their High School or Foundation Programs in Australia or New Zealand.

High School Programs in Australia (Year 10, Year 11 and Year 12)

Taylors College High School program is the passport to the best universities in the world.

Taylors College delivers the final three years of Australian secondary education (Years 10, 11 and 12) for the following qualifications at Melbourne and Sydney campuses and Years10, 11at Perth campus

  • Victorian Certificate of Education (Victoria)
  • Tertiary Entrance Examination (TEE)
  • Higher School Certificate (NSW)

University Foundation program

Taylors College Foundation Programs are unique, dedicated pathways to some of the most prestigious universities in Australia and New Zealand. The Foundation programs are run exclusively at Taylors College campuses in Sydney, Perth and Auckland.

  • Taylors Auckland Foundation Year (TAFY)
  • The University of Sydney Foundation Program (USFP)
  • The University of Western Australia Foundation Program (UWAFP)

Partner Universities in Australia and New Zealand

  • University of Sydney, Sydney
  • Monash University, Melbourne
  • University of Western Australia, Perth
  • University of Auckland, Auckland
  • Auckland University of Technology (AUT), Auckland
  • Massey University, Auckland
for further information please write to sydney@inteducation.com
October 12, 2011
October 12, 2011

Seven Australian universities have secured places in a list of the top 200 higher education institutions in the world, according to the Times Higher Education world university rankings.

Heading the list is the University of Melbourne (37, down from 36 last year).

Big improvements were made by the University of Sydney (58, up from 71 last year) and the Australian National University (38, up from 43 last year).

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The University of Queensland continued its impressive rise in the international standing, reaching 74 from 81 last year.

The University of Adelaide (73 last year) has dropped from the list.

Monash University (117), the University of NSW (173) and the University of Western Australia (189) round out the list of Australian entrants.

Harvard was knocked from the top of the perch for the first time in eight years by the California Institute of Technology to now sit in equal second place with Stanford University.

Oxford, in fourth place, edged past Cambridge, which is sixth.

Arts, humanities and social sciences placed on an equal footing with science in the Times rankings, which are built on what the publication terms the four core missions of a modern global university: research, teaching, knowledge transfer and international activity.

The highest-ranking Asian university is the University of Tokyo in 30th place; China has only three universities in the top 200 list.

The Times list is one of the more authoritative rankings.

Source: Sydney Morning Herald  smh.com.au

October 3, 2011

 

Australia’s 39 universities are preparing for a brand new day in 2012: not only will government quotas on the number of local students they enrol be lifted, but they will also be able to recruit as many foreigners as they wish as a result of a new fast-track visa system.

In an unexpectedly generous move that surprised even sceptical vice-chancellors, the federal government decided to lift most restrictions on the issuing of student visas to overseas students applying for a university place, opening the way for a likely flood of new applications from China, India, Pakistan and other Asian countries.

Universities that agree to meet certain requirements regarding the students they admit will also have access to a new streamlined system that will speed up visa processing.

The government’s imposition of tighter visa rules two years ago was a reaction to dodgy college operators using vocational education courses as a front for their clients to obtain permanent residency visas. As tens of thousands of students enrolled in cooking and hairdressing courses in the hope of staying on after completion, a debate began to rage about Australia allowing relatively unskilled migrants with poor English into the country.

The stricter visa rules also applied to applicants seeking university places while, at the same time, the Australian dollar began rising sharply against the US dollar. These changes made obtaining a visa to study here harder and more expensive than in Canada or the US; and as the number of full-fee international students fell sharply, universities suddenly found a significant source of non-government income drying up.

In 2009, the estimated economic benefit to Australia of having nearly 500,000 fee-paying foreign students enrolled in schools, colleges and universities was AUD18 billion (US$18 billion); two years later this had fallen by AUD2 billion.

As vice-chancellor protests became louder, the government appointed a former New South Wales Labor government minister, Michael Knight, to review the situation.

In a 150-page report just released, Knight proposed a series of changes he claimed would boost the competitiveness of Australian universities in the global student marketplace. Although his 41 recommendations apply mostly to universities, the changes effectively give vice-chancellors almost total freedom to recruit as many foreign students as they want.

To the surprise of every higher education lobby group, the government accepted all the recommendations and promised to implement them before the start of second semester next year.

Among the changes expected to improve the attractiveness of Australian higher education is the scrapping of a rule requiring foreign students to prove they have enough money saved to allow them to study in the country for two years.

A student from China, by far Australia’s biggest source of international students, at present must have access to at least AUD100,000 to obtain a visa. From mid-2012, however, students will only need to declare they can afford to pay tuition and living costs. As well, those who graduate with at least a bachelor degree from a university will be able to stay on and work for up to four years and will not be tied to any particular occupation.

“All applicants will still be subject to basic requirements such as having health insurance and not being a security or health risk. And the Department of Immigration will reserve the right to look separately at applications from any group that poses a particular concern,” Knight says in his report.

“However, beyond those basic requirements, [the Department] will effectively take the university’s word that the student is suitable. Therefore universities can be confident their students will have their applications processed quickly.”

But Knight warns that “these substantial benefits” come with significant obligations: universities will be accountable for the visa outcomes of their students. If these outcomes are consistently poor, the university will be removed from the streamlined processing arrangements and prospective students will be processed under the existing rules.

Despite universities being subject to government “checks and balances and integrity measures” before gaining access to the new streamlined visa procedures, critics say the changes will open the doors to a new wave of foreign student workers who, after graduating, will compete with Australians for jobs and add to the thousands already seeking to stay on a permanent residents.

Monash University social scientist and demographer Dr Bob Birrell said past experience showed that thousands of students from poorer families who could not meet the costs of fees and living expenses were now likely to apply for university. Birrell, founder of Monash’s Centre for Population and Urban Research, said the result would be a significant influx of students seeking through a university education to gain access to the Australian labour market.

“We have had repeated examples of this in the past, starting with the English language college debacle of the late 1980s and more recently the vocational college debacle over cooks and hairdressers,” he said. “I’m amazed the Immigration Department has gone along with this because they know what happened in the past.”

Another critic, Peter Holden, said Knight’s decision to confine the changes to universities was against federal government policy, which wanted an integrated tertiary sector with a single regulatory body. “His old-school approach reinforces outdated stereotypes and elitist views of post-secondary education,” Holden said.

“Knight’s reasoning is that if things go off the rails it will be easier for the Department of Immigration to rein in universities because there are only 39 of them. This is not exactly a ringing endorsement of high quality and low risk. As Knight admits, universities are not perfect.”

Holden is director of international engagement for TAFE Directors Australia, the heads of the country’s public technical and further education colleges. Writing in The Australian newspaper’s higher education section, he said one in five students in Australia’s universities was from overseas – among the highest ratios in the world.

“For the whole public vocational education sector, including all qualification levels, the ratio is less than one in 27. In terms of stability, TAFE institutes are equally well-managed with high levels of accountability and transparency.

“The Knight review perpetuates the flawed impression the problem lies within the vocational education and training sector, as though it can be treated as one amorphous whole.”

Source: Geoff Maslen / 02 October 2011 / Issue: 191  /university world news

 

September 29, 2011

 

September 2011

International Education Agency-Australia, one of the largest education agent of Australia has welcomed the Government’s response to the Knight review into the student visa program, in particular steps to remove barriers for genuine higher education students to study in Australia.

The Australian federal government commissioned the Knight Review into the student visa program in Dec 2010 to investigate ways to make Australia more competitive whilst maintaining the integrity of the migration system and the quality of its education system.

This followed a steady downturn of international students choosing to study in Australia after changes to visa and migration policy in early 2010.

In June Michael Knight handed his report to the Government and on 22 September the Government, Senator Evans, Minister for Education, and Minister Bowen, Minister for Immigration and Citizenship, released the report with the statement that they were accepting all 41 of Knight’s recommendations.

A number of significant changes are outlined below.

Changes to student visa eligibility and processing:

  • That all higher education students applying to study a bachelor degree or higher at a university or a packaged course, regardless of country of origin, will be treated as a student from an AL1 country. This means a change to a declaration of proof of funds and in many countries the ability to apply via the eVisa system which should significantly reduce the time taken to secure a student visa. English language courses and other preparatory course will also be included in this streamlined process.
  • Allowing English language students to apply for a visa without first meeting minimum English language skills requirements; and
  • The policy of Pre¬Visa Assessment will be discontinued.
  • That student visas be allowed to be granted in advance of four months before the commencement of the relevant course. Where necessary visas should specify a date before which the holder cannot enter Australia.

Changes to student work rights:

  • An enhanced post study work visa regime for international university graduates, particularly withdrawing skills assessment and the requirement to work in any particular occupation.
  • In addition the term of the post study work visa will increase from 18 to 24 months for undergraduates degrees, up to three years for Masters and four years for PhD.
  • That student work entitlements be measured as 40 hours per fortnight instead of 20 hours per week

Changes to be made regarding Agents:

  • That the necessary legislative changes be made to require the name of any agent involved to be entered into the student’s data into PRISMS.
  • That DEEWR take steps to encourage providers to voluntarily enter agent data into PRISMS in the interim before the ESOS Act is changed to make this mandatory.
  • That DIAC upgrade its liaison at overseas posts with migration and education agents in relation to the student visa program, including regular meetings to keep agents abreast of any changes in rules and procedures.

Changes to visa compliance and enforcement:

  • The mandatory cancellation requirement for unsatisfactory attendance, unsatisfactory progress and working in excess of the hours allowed should be removed, giving DIAC officers the discretion to determine cancellation in particular cases on their merits.
  • DIAC should concentrate its compliance and integrity resources in relation to student visas on the highest risk areas.
  • Automatic cancellation of student visas should be abolished and replaced by a system in which information conveyed by SCVs is used as an input into a more targeted and strategic analysis of non‐compliance.

The full list of 41 recommendations has been provided below.

One of the most significant changes is that the onus on judging student visa eligibility has been passed to universities and their partners, who will need to ensure that standards are maintained otherwise the Department of Immigration and Citizenship (DIAC) reserves the right to strip institutions of their ability to streamline visa processing.

Other education providers such as Vocation Education institutions have not yet been granted the ability to streamline their visa processing like the universities but the government has highlighted plans to widen this option based on a provider risk assessment.

In accepting Knight’s recommendations the Australian government has also indicated that it plans to review the current Assessment Level system and take further steps to improve the current risk management framework.

The implementation timeframe for many of these changes is not yet established but the government has committed to having most changes operational by the commencement of the second semester in 2012.

 

Recommendations

Recommendation 1

That a new element be introduced into the eligibility criteria for a student visa. That new criterion will be to assess whether the applicant is a genuine temporary entrant. This new criterion should be the first to be considered in assessing any application for a student visa.

Recommendation 2

A successful applicant must be both a genuine temporary entrant and a genuine student.

Recommendation 3 – streamlined visa processing for universities

3.1 That all students in the categories set out below, irrespective of their country of origin

– but subject to the provisions in 3.5, 3.6 and 3.7 should be treated as though they are all AL1.

 

3.2 This treatment should apply to the following university student applicants:

  • Bachelor Degree;
  • 2 plus 2 (or 3 plus 1) arrangements with partner universities;
  • Masters Degree by Coursework.

3.3 The special treatment should not apply to:

  • short courses;
  • Associate Degree;
  • Graduate diploma;
  • Graduate certificate;
  • Diploma and Advanced Diploma;
  • non‐award courses (except as provided for in Recommendation 18);
  • the non‐university courses at the six universities which are dual sector (VET and university).

3.4 The benefits should also apply to courses which are explicitly packaged with an eligible university course at the time when the offer of university enrolment is made. This might include English language (ELICOS) and/or foundation or pathway courses in circumstances where non compliance by the student at any part of the package would be regarded as non‐compliance with the university enrolment.

3.5 The government should continue to require appropriate health checks, health insurance, character (predominantly criminal record/connections) and security checks.

3.6 The underlying DIAC powers in regard to every individual student application should continue to exist.

3.7 The government should also reserve the right to exclude certain high risk groups from the streamlined approach for university applicants. For example, the government might want to carefully assess all applicants from a persecuted minority group in a particular country. Applicants from such a group might have a huge incentive to apply for protection visas as soon as they reach Australia. The Australian Government may or may not wish to take such people on humanitarian grounds but that should be a separate decision and should not get mixed up with the process of granting visas for university students.

Recommendation 4 Post Study Work Rights

4.1 All graduates of an Australian university Bachelor degree, who have spent at least two academic years studying that degree in Australia, and who have complied with their visa conditions, should receive two years work rights.

4.2 All graduates of an Australian university Mast
ers by Coursework degree, who have studied that degree in Australia, and who have complied with their visa conditions, should receive two years work rights on successful completion of their course.

4.3 This should apply irrespective of the nature of the course (for example whether it be Arts or Engineering) and not be tied to working in any particular occupation.

4.4 The mechanism for taking up these work rights should be administratively very simple with the following components:

  • the university must notify that the course has been successfully completed. (This will be earlier than the formal graduation which could be many months after the course has been completed);
  • DIAC should not undertake any detailed, time consuming, assessment of the applicant;
  • the scheme must be one which can be marketed by the universities to prospective students as almost guaranteeing post study work rights.

Recommendation 5

That all Higher Degree by Research (HDR) students – visa subclass 574 ‐be treated as though they are all AL1 applicants.

Recommendation 6

That where any English language or other preparatory course is required by the Higher Degree by Research provider then the whole package still be treated as AL1.

Recommendation 7

That all Higher Degree by Research students be given unlimited work rights.

Recommendation 8

Masters by Research graduates should receive three years post‐study work rights and PhD graduates four years.

Recommendation 9

That the visa arrangements for Higher Degree by Research students be such that an extension for up to six months after submission of their thesis is available if needed during the interactive marking process.

Recommendation 10

That, provided the integrity measures relating to the revised criteria for a student visa are implemented (as set out in Recommendation 1), the threshold English language test requirements for stand alone ELICOS students be removed.

Recommendation 11

That the English language requirements for school students in AL4 be the same as those applying for AL1 through to AL3 and the associated waiver scheme abolished.

Recommendation 12

That the maximum period of time a school student visa holder can study English be 50 weeks across all ALs.

Recommendation 13

That the current restrictions on student guardians of a maximum of three months of study be maintained but unlimited part‐time study rights for ELICOS study only be allowed.

Recommendation 14

That pre‐paid homestay fees be included in financial assessments on the same basis as pre‐paid boarding fees.

Recommendation 15

That as a matter of some urgency AusAID, DIAC, DOHA and other relevant Australian government agencies develop an integrated policy in relation to the award of scholarships and how visa arrangements for awardees are to be managed. In particular they should address the situation of potential awardees who have a disability or HIV.

Recommendation 16

That PhD students entering under the subclass 576 visa have access to the same extension provisions recommended for Higher Degree by Research students in Recommendation 9, provided AusAID is prepared to fund their extended period.

Recommendation 17

That DIAC and DEEWR meet with State education authorities to work out what can be done to avoid the situation where a visa for a child dependent cannot be granted until proof of enrolment is present and state education authorities will not grant such proof until proof of visa grant is made. Any agreed remedy should apply across all student visa subclasses.

Recommendation 18

That students coming for semester or year¬long non‐award courses at an Australian university as part of their home universities degree and/or as part of an agreed student exchange between universities be given access to streamlined processing as outlined in Recommendation 3.

Recommendation 19

That DIAC undertake specific research targeted at integrity and compliance issues into student visa outcomes, including both primary and secondary applicants, to inform policy development.

Recommendation 20

That DIAC be appropriately funded to further develop research capability across the program.

Recommendation 21

That DIAC, to the extent permitted by legislation, co‐operate with its counterparts across all levels of government to facilitate information sharing, to inform evidence based decision making.

Recommendation 22

In the event that the research over the next 12 months reveals systemic abuse of dependant (secondary applicant) visas, that the government seriously consider mirroring the recent UK policy and restrict dependant visas to Masters and above courses unless the primary applicant is sponsored by a government.

Recommendation 23

Current arrangements whereby SCVs automatically become NCNs should cease. SCV information should continue to be conveyed to DIAC who should use it as an input into a more targeted and strategic analysis of non‐compliance.

Recommendation 24

Automatic cancellation of student visas should be abolished and replaced by a system in which information conveyed by SCVs is used as an input into a more targeted and strategic analysis of non‐compliance.

Recommendation 25

The mandatory cancellation requirement for unsatisfactory attendance, unsatisfactory progress and working in excess of the hours allowed should be removed, giving DIAC officers the discretion to determine cancellation in particular cases on their merits.

 

Recommendation 26

DIAC should concentrate its compliance and integrity resources in relation to student visas on the highest risk areas.

Recommendation 27

DIAC should not only respond to information generated by PRISMS but also be proactive in detecting the sorts of breaches (for example sham marriages and exceeding permissible work hours) which are not reported in PRISMS.

Recommendation 28

That student work entitlements be measured as 40 hours per fortnight instead of 20 hours per week

Recommendation 29

That the necessary legislative changes be made to require the name of any agent involved to be entered into the student’s data into PRISMS.

Recommendation 30

That DEEWR take steps to encourage providers to voluntarily enter agent data into PRISMS in the interim before the ESOS Act is changed to make this mandatory.

Recommendation 31

That DEEWR and DIAC establish a single student identifier to track international students through their studies in Australia.

Recommendation 32

That DIAC undertake a review of the AL framework, with a mind to either abolishing the system entirely or modifying the framework to make it relevant to current and future challenges facing the student visa program. This review should be managed by DIAC but should include reference to an external panel or reference group.

Recommendation 33

That DIAC upgrade its liaison at overseas posts with migration and education agents in relation to the student visa program, including regular meetings to keep agents abreast of any changes in rules and procedures.

Recommendation 34

That Austrade be asked to prepare a more detailed outlook document that provides effective business planning intelligence demonstrating the opportunities, for offshore provision of vo
cational education.

Recommendation 35

That the highest quality Australian VET providers including TAFEs, be encouraged to explore offshore market opportunities.

Recommendation 36

That the Australian Government, through programs such as the Export Market Development Grants Scheme and other forms of assistance, support high quality Australian vocational education providers in expanding their offshore training services.

Recommendation 37

That DIAC constitute an Education Visa Advisory Group as a primary means of regular two way communication between stakeholders in the international education sector and DIAC.

Recommendation 38

That the policy regarding Pre‐Visa Assessment (PVA) be discontinued.

Recommendation 39

That student visas be allowed to be granted in advance of four months before the commencement of the relevant course. Where necessary visas should specify a date before which the holder cannot enter Australia.

Recommendation 40

That DIAC regularly reviews the current living cost amount, and based on the CPI or other measure amend the amount, as required.

Recommendation 41

That DIAC review the exclusion criteria and policy which relate to student visa non‐compliance.

 

September 28, 2011
September 28, 2011

 

UNIVERSITIES will be allowed to entice foreign students with quick visa approvals and the right to two years of work after graduation as part of a reform package to stem further losses of overseas student income.

 

Immigration Minister Chris Bowen and Tertiary Education Minister Chris Evans said yesterday they would act on a remarkably frank report on Australia’s education export industry by former NSW politician Michael Knight.

 

By mid next year, foreign students keen on an Australian university degree will have access to a new, fast-track visa system.

 

Students from supposedly high-risk countries, such as China, no longer will have to show $75,000-plus in a bank account to prove they can cover fees and living costs.

 

Regardless of where they are from, would-be students will simply have to make a declaration they can support themselves.

 

Onerous financial requirements have been bitterly criticised as an over-reaction to past failings when migration was the motor of education, especially in private colleges.

 

Under yesterday’s Knight reforms, which single out universities for special treatment, foreign graduates emerging with a bachelor’s degree will be entitled to two years of work with no restriction on the type of job.

 

But if they want to stay for good they still have to satisfy stricter rules for skilled migration, which are much less generous to on-shore foreign students with low value skills.

 

University leaders yesterday welcomed the liferaft thrown them by the government.

 

“The reforms announced are more positive than anyone we spoke to expected [and] they come when competitors are kicking own goals _ riots in the UK and US funding cuts,” said University of NSW vice-chancellor Fred Hilmer.

 

“We expect a moderate lift in 2012 and a significant lift in 2013.”

 

In New Delhi yesterday, Professor Hilmer said education agents had told him that a streamlined student visa system was “the key to restoring our competitive position”.

 

Violence against students and tighter rules for skilled migration drove Indian students away while the US and Canada were making inroads on the China market.

 

In 2010-11, Australia’s education export earnings fell by almost 10 per cent from their $18 billion peak. Sharp declines in numbers at English language colleges and tertiary preparation courses suggest that universities are heading into tough trading conditions next year.

 

The education export industry complains of “a perfect storm” _ meaning rapid and unsettling changes in visa rules and skilled migration policy, the strong dollar and more competition for students overseas, and lingering reputational damage done by attacks on Indian students.

 

Under the Knight reforms, broadly adopted by the government, students wanting to study for a bachelor’s or higher qualification at university will find it easier and quicker to get a visa, regardless what country they are from.

 

“Unfortunately the worst perceptions about visa processing times are in Australia’s biggest market, China,” Mr Knight said.

 

From next autumn, would-be university students would benefit from an end to the requirement that they show large amounts of money upfront as evidence of capacity to pay.

 

Also promised next year is a comprehensive review of the so-called risk assessment levels that immigration officials use to vet would-be students. This system makes it harder for students from China and India, for example, to get visas.

 

Mr Knight recommended a new work rights regime for foreign students who graduate from an Australian university.

 

He said this had to be “administratively very simple”.

 

“The scheme must be one which can be marketed by the universities to prospective students as almost guaranteeing post-study work rights,” he said.

 

Glenn Withers, chief executive of Universities Australia, said the work entitlement was “one of the biggest breakthroughs”.

 

“This [work right] is as good or better than the Canadian or the US provisions,” he said.

 

But Monash University researcher Bob Birrell said the labour market implications had not been thought through.

 

Locals already were competing with thousands of former overseas students who were on bridging visas following a reform of the skilled migration rules, he said.

 

Stephen Connelly, from the International Education Association Australia, welcomed the Knight reforms.

 

He praised the extension of the new streamlined visa rules to packages including university study with foundation programs or English language courses.

 

“Australia has world’s best practice in pathways and preparatory programs for university studies, and this aspect of the recommendations will help cement our competitive advantage in this area,” Mr Connelly said.

 

He urged rapid implementation of the reform package to try to reverse the downward trend in on-shore student numbers.

 

Mr Knight justified special measures to boost overseas student recruitment by universities, rather than by TAFEs or private colleges, on the basis that universities were of “universally high” quality.

 

He also cited the “huge financial stake” of taxpayers in a university sector that had become heavily dependent on fees paid by foreign students.

 

He expressed surprise at the degree of dependence, pointing out that in 2009, about 25 per cent of students at the elite group of eight universities were internationals.

 

Andrew Norton, higher education expert at the Grattan Institute, was troubled by the favouritism shown to universities.

 

“My concern is that this is a big blow to the private higher education sector and the TAFES … and that this will distort the market further,” he said.

 

He said public universities already enjoyed a privileged position in the demand-driven system starting next year.

 

Adrian McComb, from the Council of Private Higher Education, said the “university centric nature” of the Knight report was disappointing.

 

He said this ran counter to the unified system of regulation for higher education, public and private, under the Tertiary Education Quality and Standards Agency.

 

Mr Knight said universities were “not perfect”.

 

He put universities on notice that they would be held accountable for systematic migration abuses by their students or for lower standards.

 

“The financial dependence which universities now have on the fees from international students could create pressure to soften entry standards and assessment standards,” he said.

 

He said his freeing up of student visas would be “quite dangerous” unless immigration officers put new effort into checking that applicants were genuine temporary visitors as well as genuine students.

 

However, Dr Birrell said the guidelines for this new student visa test were “so opaque that it’s almost impossible to apply. I cannot see how [an immigration] officer could possibly implement them.”

 

BY: BERNARD LANE From: The Australian September 23, 2011 12:00AM

August 21, 2011

Parents – secure your childs future

The University of Queensland Foundation Year (UQFY) program prepares international students for entry into the first year of all undergraduate courses at UQ. Students from more than 40 countries are enrolled on this course. Graduates enter all faculties of UQ including Arts, Sciences, Business Economics and Law, Engineering, Architecture and IT, Health Sciences, Social and Behavioural Sciences, Natural Resources, Agriculture and Veterinary Sciences. Graduates of the program also enjoy a high measure of academic success at UQ. Studies undertaken indicate that UQFY alumni have an average GPA higher than that of other international students.

Since the program commenced, UQFY has become one of the most respected foundation programs in Australia with more than 85% of students continuing on to study undergraduate programs at UQ. To date, more than 3,000 undergraduate students who have entered UQ through UQFY.

The University of Queensland (Ranked third in Australia) was ranked as one of the top 50 universities in the world by the QS World University Rankings. The quality of the delivery can be judged by the teaching staff and their experience. Here are some of the teachers on the Foundation programmes:

Dr Peter Munro BSc (UQ, Hons Chem) PhD (UQ, Biochem) – CHEMISTRY CO-ORDINATOR

Peter taught for ten years in primary and lower-secondary Catholic schools in country Queensland. He enjoyed teaching but also wanted to gain a Bachelor of Science. He entered The University of Queensland as a mature age student in 1985 and studied chemistry, mathematics and physics. He enjoyed university so much that he stayed on to complete his PhD in 1994.

He moved to the USA for three years to undertake research work in the computer simulation of living systems. He returned to teaching in 2000 and taught maths and science in various high schools around Brisbane. He started teaching on the Foundation programme in 2008. His varied background gives him a good insight into the different paths open to university students. He enjoyed playing rugby and cricket when he was younger. Now, he is a keen bridge player.

Mr Max King – B.Arts (Mathematics), Teaching Diploma – DIRECTOR OF STUDIES

Teaches Mathematics on the UQ Foundation Year program since its inception in 1998. Mathematics has always been one of his passions and he really enjoys the interaction with students in the classroom. Some people tell him he is crazy because he also enjoys the timetabling part of his job.

It is treated like a mathematical puzzle and he tries to come up with the best possible solution to the problem to ensure that students are able to select a variety of subjects and not miss out because of conflicts.

Mr David Hooper – BAppSc (Biol)-QUT, Grad Dip Teaching (Science)-QUT – BIOLOGY CO-ORDINATOR

 

David has been a science teacher since 1985, with much of this time spent as the Head of Science in various public schools throughout Queensland. He has been the Biology Co-ordinator since 2000 and enjoys interacting with his students and how they politely laugh at all of his jokes!

The field excursion to North Stradbroke Island is a highlight of the course as it allows students to work with teachers outside of class and interact with nature. Most of his spare time is spent with his family, but he also has a long-standing interest in aviation, nature conservation and food! His latest passion is travel, and he has recently visited Hong Kong, Japan and Malaysia.

Mr Theo Skordilis – MEd (Leadership), BEd(Phys/Chem), Dip Teach (Sc/Ma) – PHYSICS CO-ORDINATOR

Theo coordinates and teaches the Physics program and has also taught Chemistry for many years. Being a migrant and of Greek origin, Theo is well aware of the language, social and emotional needs of international students. Theo is a very experienced and innovative teacher having worked in many private colleges since 1985.

 

Source: Sunday Times, 21 Augusrt 2011

December 9, 2009

 

Technical and Further Education or TAFE (pronounced [tæɪf]) institutions provide a wide range of predominantly vocational tertiary educationcourses in Australia, mostly qualifying courses under the National Training System/Australian Qualifications Framework/Australian Quality Training Framework. Fields covered include hospitality, tourism, construction, engineering, secretarial skills, visual arts, computer programming and community work.

 

Individual TAFE institutions (usually with many campuses) are known as either colleges or institutes, depending on the state or territory. TAFE colleges are owned, operated and financed by the various State and Territory Governments. This is in contrast to the higher education sector, whose funding is predominantly the domain of the Commonwealth government and whose universities are predominantly owned by the state governments.

 

  1. Qualifications awarded by TAFE colleges

TAFE colleges generally award qualifications up to the level of advanced diploma, which is below that of Bachelor degree within the Australian Qualifications Framework. In many instances TAFE study can be used as partial credit towards Bachelor degree-level university programs.

 

From 2002 the TAFE education sector has been able to offer Bachelor degrees and post-graduate diploma courses to fill niche areas, particularly vocationally focused areas of study based on industry needs. As at June 2009 10 TAFE colleges (mainly in Victoria, but also Western Australia, ACT, and Queensland) now confer their own degree-level awards and post graduate diplomas, though not beyond the level of Bachelor degree; this practice is somewhat controversial due to the blurring of once clearly defined boundaries between sectors.[1][2]


Students who enroll in these undergraduate degree courses at TAFE are required to pay full fees and are not entitled to Commonwealth Government supported student fee loans. While Universities have the ability and power to design and offer their own degree courses, each TAFE degree course must be assessed and approved by the Higher Education Accreditation Committee (HEAC).[1]


TAFEs in some states can also teach senior high school qualifications, like the VCE and the HSC. Some universities, e.g. Charles Darwin University and Swinburne University of Technology, offer TAFE courses; these are funded by the local state and territory governments. Some High Schools also deliver courses developed and accredited by TAFEs.

 

Some private institutions also offer courses from TAFEs, however they more commonly offer other vocational education and training courses.

 

Note that many Australians refer to all sub-degree courses as ‘TAFE’ courses, no matter what institution creates or delivers the course. Before the 1990s, the TAFEs had a near monopoly in the sector. TAFE courses provide students an opportunity for certificate, diploma, and advanced diploma qualifications in a wide range of areas.

 

  1. Links to immigration outcomes

Taking TAFE courses may entitle the trainee to be eligible for the skilled immigration program of Australia [3]. This results in large numbers of international students who have enrolled into TAFE courses for seeking immigration outcomes.

 

  1. TAFE colleges by state/territory

In most cases, TAFE campuses are grouped into TAFE institutions along geographic lines. Most TAFEs are given a locally recognised region of the country where they exclusively operate covering a wide range of subjects.

 

A few TAFEs specialise in a single area of study. These are usually found near the middle of the capital cities, and service the whole state or territory. For example, the Trade and Technician Skills Institute in Brisbane, (from 1 July 2006), specialises in automotive, building and construction, manufacturing and engineering, and electrical/electronic studies for students throughout Queensland. Or the William Angliss Institute of TAFE in Melbourne which specialises in food, hospitality and tourism courses for Victoria.

  1. 4 Australian Capital Territory

In the Australian Capital Territory these include:

 

  1. 5 New South Wales

There are ten TAFE NSW Institutes in NSW which include:

 

  1. 6 Northern Territory

In the Northern Territory these include:

 

  1. 7 Queensland

In QueenslandTAFE Queensland includes:

 

  1. 8 South Australia

In South AustraliaTAFE SA includes:

  1. 9 Tasmania

In Tasmania, there are two government TAFE organisations:

 

  1. 10 Victoria

In Victoria these include:

 

  1. 11 Western Australia

In Western Australia TAFEWA includes:

 

  1. References
    1. a b TAFE gears up to offer degrees By Rebecca Scott, The Age July 24 2002. Accessed August 3 2008
    2. ^ Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly, Higher education in TAFE, Research report published by National Centre for Vocational Education Research (NCVER), September 3, 2009. Accessed September 24, 2009
    3. ^ Skilled migration coursesQueensland Government December 3 2008. Accessed November 9 2009

 

 

Source: From Wikipedia, the free encyclopedia

 

October 30, 2009
October 30, 2009
  1. Monash University

Monash University

Motto

Ancora imparo (“I am still learning”)

Established

1958

Type

Public

Endowment

$1.178 billion

Chancellor

Dr Alan Finkel AM

Vice-Chancellor

Professor Edward Byrne,AO[1]

Faculty

6,000 [2]

Undergraduates

39,000

Postgraduates

16,000

Location

ClaytonVictoria, Australia

Campus

Urban

Affiliations

Group of EightASAIHL

Website

www.monash.edu.au/

A panorama view of Robert Menzies Building in Clayton Campus

Robert Menzies Building at the Clayton Campus

Monash University is a public university based in Melbourne, Australia. It is Australia’s largest university with about 55,000 students.

The University has a total of eight campuses: six in Victoria, Australia (ClaytonCaulfieldBerwickPeninsula,Parkville and Gippsland), one in Malaysia and one in South Africa.[3] The University also has a research and teaching centre in PratoItaly[4] and a graduate research school in MumbaiIndia.[5]

Monash University is a member of the prestigious “Group of Eight“, a group composed of some of the most research-intensive universities in Australia. It was recently ranked by The Times Higher Education-QS World University Rankings at number 45 of the world’s top 200 universities for 2009. It is one of only three post World War II universities in the world’s top 50.[6] With 11 universities in Victoria,[7] Monash attracts 33% of the top 5% of students from Victorian schools.[8][9] It has the largest number of first and total preferences from school leavers in Victoria seeking university places.[10]

Monash is home to a range of major research facilities, including the Australian Synchrotron, the Monash Science Technology Research and Innovation Precinct (STRIP), the Australian Stem Cell Centre, 100 research centres[11] and 17 co-operative research centres.

The university is named after the prominent Australian general Sir John Monash. One of his most well known statements is inscribed along a walkway between the Robert Blackwood Hall and Performing Arts Centre at the Clayton campus: Adopt as your fundamental creed that you will equip yourself for life, not solely for your own benefit, but for the benefit of the whole community.

The University’s motto is Ancora imparo (Italian), meaning ‘I am still learning’,[12] a saying attributed toMichelangelo.

  1. History

Main article: History of Monash University

One of the lakes at the University’s foundation campus, Clayton

  1. 4 Early history

Monash University is a commissioned Victorian university. It was established by an Act of the State Parliament of Victoria in 1958 as a result of the Murray Report which was commissioned in 1957 by the then Prime Minister Sir Robert Menzies to establish the second university in the state of Victoria. The university was named after the prominent Australian general Sir John Monash. This was the first time in Australia that a university had been named after a person, rather than a city or state.[13]

The original campus was in the south-eastern Melbourne suburb of Clayton (falling in what is now the City of Monash). The first University Council, led by Monash’s first Chancellor Sir Robert Blackwood, selected SirLouis Matheson, to be the first Vice-Chancellor of Monash University, a position he held until 1976. The University was granted an expansive site of 100 hectares of open land in Clayton.[14]

From its first intake of 347 students at Clayton on 13 March 1961, the university grew rapidly in size and student numbers so that by 1967, it had enrolled more than 21,000 students since its establishment.[citation needed] In its early years, it offered undergraduate and postgraduate degrees in engineering, medicine, science, arts, economics and politics, education and law. It was a major provider for international student places under the Colombo Plan, which saw the first Asian students enter the Australian education system.

In its early years of teaching, research and administration, Monash had the advantage of no entrenched traditional practices. This enabled it to adopt modern approaches without resistance from those who preferred the status quo. A modern administrative structure was set up, Australia’s first research centres and scholarships devoted to Indigenous Australians were established, and, thanks to Monash’s entirely new facilities, students in wheelchairs were able to enroll.[citation needed]

  1. 5 1970s onwards

From the mid-1960s to the early 1970s, Monash became the centre of student radicalism in Australia.[15][16] It was the site of many mass student demonstrations, particularly concerning Australia’s role in Vietnam War and conscription.[17] By the late 1960s, several student organisations, some of which were influenced by or supporters of communism, turned their focus to Vietnam, with numerous blockades and sit-ins.[18]

In the late 1970s and 1980s, Monash’s most publicised research came through its pioneering of in-vitro fertilisation (IVF). Led by Professors Carl Wood andAlan Trounson, the Monash IVF Program achieved the world’s first clinical IVF pregnancy in 1973.[19] In 1980, they delivered the first IVF baby in Australia.[20] This eventually became a massive source of revenue for the University at a time when university funding in Australia was beginning to slow down.

In the late 1980s, the Dawkins Reforms changed the landscape of higher education in Australia. Under the leadership of Vice-Chancellor Mal Logan, Monash transformed dramatically. In 1988, Monash University had only one campus, Clayton, with around 15, 000 students.[21] Just over a decade later, it had 8 campuses (including 2 overseas), a European research and teaching centre, and more than 50,000 stude
nts, making it the largest and most internationalised Australian university.[22]

  1. 6 Expansion in the 1990s

The expansion began in 1990, with a series of mergers between Monash, the Chisholm Institute of Technology, the Gippsland Institute of Advanced Education. In 1991 a merger with the Victorian College of Pharmacy created a new faculty of the University. Monash University’s expansion continued in 1994, with the establishment of the Berwick campus.

In 1998, the University opened the Malaysia campus, its first overseas campus and the first foreign university in Malaysia. In 2001, Monash South Africa opened its doors in Johannesburg, making Monash the first foreign university in South Africa. The same year, the University secured an 18th Century Tuscan Palace to open a research and teaching centre in Prato, Italy.

At the same time, Australian universities faced unprecedented demand for international student places, which Monash met on a larger scale than most, to the point that today around 30% of its students are from outside Australia.[23] Today, Monash students come from over 100 different countries, and speak over 90 different languages. The increase in international students, combined with its expansion, meant that Monash’s income skyrocketed throughout the 1990s, and it is now one of Australia’s top 200 exporters.[24]

  1. 7 2000 onwards

In recent years, the University has been prominent in medical research. A highlight of this came in 2000, when Professor Alan Trounson led the team of scientists which first announced to the world that nerve stem cells could be derived from embryonic stem cells, a discovery which led to a dramatic increase in interest in the potential of stem cells.[25][26] It has also led to Monash being ranked in the top 20 universities in the world for biomedicine.[27]

On October 21, 2002 Huan Yun “Allen” Xiang shot two people dead and injured five others on the Clayton campus.

For more details on this topic, see Monash University shooting.

On 30 May 2008, Monash University celebrated its 50th Anniversary.

The current Vice-Chancellor and President of Monash University is Professor Edward Byrne AO (since July 2009).

  1. Campuses
  2. 9 Clayton campus

Howitt Hall at the Clayton campus in Victoria, Australia

The Clayton campus covers an area over 1.1 km² and is the largest of the Monash campuses. Clayton is the flagship campus for Monash, demanding higher ENTER scores than all the other campuses, with the exception of Parkville. Clayton is home to the faculties of Arts, Business & Economics, Education, Engineering, IT, Law, Medicine, Nursing and Health Sciences and Science. The Clayton campus has its own suburb and postcode (3800).

In 2001, the State Government of Victoria decided to build the first Australian synchrotron adjoining the campus. The Australian Synchrotron opened in July 2007 and creates beam light to make it capable to view matter at the molecular level. Monash University contributed $5M towards the $220M cost of the synchrotron as a member of the funding partnership for the initial suite of beamlines.[28]

The campus is also home to a number of halls of residence, colleges and other on-campus accommodation that house several thousand students. Six halls of residence are located at theClayton campus in Clayton, Victoria. There is an additional private residential college affiliated with the University.

  • Howitt Hall is the tallest Monash residential building, standing 12 stories high, with a good view of the other halls and the university. Howitt Hall is the third oldest hall, and was opened in September 1966. The hall is named after Alfred Howitt, a scholar and prominent figure in early Gippsland.
  • Farrer Hall is divided into two buildings, Commons and Lords, with an annex to Commons called Chastity which is located above the common room. The Hall has more focus on floors, with kitchens, laundries and common rooms shared across them.
  • Richardson Hall (Richo) is the newest of the Halls of Residence at Monash University. Richardson is home to 190 residents. Richardson ‘has’ been known as the ‘International hall’ to residents of other halls, due to the high numbers of international students residing in Richardson.
  • Deakin Hall was the first residence hall established at Monash University in Australia, in September, 1962. [1] The residence hall was named afterAlfred Deakin, Prime Minister from 1903-1910 and father of the Australian Constitution.
  • Roberts Hall is named after Tom Roberts, an Australian artist who was affectionately known as ‘the bulldog’. The mascot of Roberts Hall is a bulldog in recognition of this.
  • The South East Flats is located at the south-eastern corner of the university’s Clayton campus. It is made up of two block of flats|blocks of flats, and the flat sizes range from 2 bedrooms to 5 bedrooms. There are 30 flats in total, designed to accommo
    date 130 students.

The campus is also adjacent to Mannix College, a residential college affiliated with Monash University.[29]

  • Mannix College is located near the south-western corner of the university’s Clayton campus, adjacent to the Monash Clayton bus interchange. It is made up of two wings of dormitories, Hoevers and Malarkey, each with three levels and approximately 40 students per floor, giving a total student residence of approximately 240. Mannix is the only on-campus residence to provide fully catered board and lodging.
  1. 10 Caulfield campus

H Building on the Caulfield campus in Victoria, Australia

The Caulfield campus is Monash University’s second largest campus. Its multifaceted nature is reflected in the range of programs it offers through the faculties of Arts, Art & Design, Business & Economics, Information Technology and Medicine, Nursing and Health Sciences. A major building program has been announced, to expand teaching facilities, provide student accommodation and redevelop the shopping centre. The Law faculty for Monash University will relocate to the Caulfield campus by the end of 2011.[30]

  1. 11 Other Australian campuses

One of Monash’s newest, Berwick campus was built on the old Casey airfield in the south-eastern growth corridor of Victoria, Australia. The town of Berwick has experienced an influx of people and development in recent times, which includes the new campus of Monash University. With a presence in the area since 1994, the first Monash Berwick campus building was completed in 1996 and the third building in March 2004. It is situated on a 55-hectare site in the City of Casey, one of the three fastest growing municipalities in Australia

The Gippsland campus is home to 2,000 on-campus students, 5,000 off-campus students and nearly 400 staff. The campus sits in the Latrobe Valleytown of Churchill, 142 km east of Melbourne on 63 hectares of landscaped grounds. It is the only non-metropolitan campus of Monash University. The campus offers many undergraduate degrees, and attracts many students from the Latrobe Valley, East and West Gippsland. The Gippsland Medical School, offering postgraduate entry Bachelor of Medicine / Bachelor of Surgery (MBBS) courses was officially opened by the Federal Minister for Health and Ageing,Nicola Roxon in June 2008, providing students with a unique opportunity to learn medicine in a rural setting working with rural practitioners.[31]

The Parkville campus is situated in the Melbourne suburb of Parkville, around 2 km north of the Melbourne CBD on Royal Parade. The campus is the home of the Faculty of Pharmacy and Phamaceutical Sciences. The faculty has a reputation for innovation[citation needed], particularly in the areas of formulation science and medicinal chemistry and offers the Bachelor of Pharmacy and Bachelor of Pharmaceutical Science undergraduate degrees, the latter replacing the Bachelor of Formulation Science in 2007 and the Bachelor of Medicinal Chemistry in 2008. Double degrees are also offered including the Bachelor of Pharmacy/Commerce with the Business and Economics faculty at Clayton, and also the Bachelor of Engineering/Pharmaceutical Science with the Engineering faculty. It also offers postgraduate degrees.

The Peninsula campus has a teaching and research focus on health and wellbeing, and is a hub of undergraduate and postgraduates studies in Nursing, Health Science, Physiotherapy and Psychology – and particularly in Emergency Health (Paramedic) courses.

The campus is located in the bayside suburb of Frankston on the edge of Melbourne. Peninsula campus also offers a range of courses including those from its historic roots with early childhood and primary education (during the 1960s and 1970’s the campus was the State Teacher’s College), and Business & Economics (since the merger of the State Teacher’s College with the Caulfield Institute of Technology to create the Chisholm Institute of Technology in 1982). The campus was also home to the Peninsula School of Information Technology, which in 2006 was wound back with Information Technology units previously offered being relocated to the Caulfield campus.

  1. 12 Overseas campuses

The Monash University Sunway campus in Malaysia opened in 1998 in Bandar Sunway, Kuala Lumpur, Malaysia. The Sunway campus offers various undergraduate degrees through its faculties of Medicine and Health Sciences, Engineering, Information Technology, Business, and Arts and Sciences. It is currently home to almost 4,000 students. The new purpose-built campus opened in 2007, providing a high-tech home for Monash in Malaysia. In addition to a wide range of undergraduate degrees, the campus also offers both postgraduate Masters and PhD programs. Its degrees in Medicine and Surgery are the first medical degrees outside Australia and New Zealand to be accredited by the Australian Medical Council.

Monash South Africa is situated on the western outskirts of Johannesburg, and opened its doors in 2001. The campus is expanding, with student numbers growing at 35% per year and expected to be 2,400 in 2008.[citation needed] A new learning commons opened in 2007 and in early 2008, new housing will mean the campus will be able to provide secure on-campus accommodation for 1,000 students. The campus offers undergraduate courses from the faculties of business and economics, arts and IT.

The Monash University Prato Centre is located in the 18th Century Palace, Palazzo Vaj, in the historic centre of Prato, a city near Florence in Italy. Primarily, it hosts students from Monash’s other campuses for semesters in Law, Art and Design, History, Music, as well as various international conferences. The Department of Business Law and Taxation, in the Faculty of Business and Economics also runs subjects in Prato. It was officially opened in 2001 as part of the University’s vigorous internationalisation policy. It is now the largest Australian academic institution of its kind in Europe.[citation needed]

The IITB-Monash Research Academy opened in 2008 and is situated in MumbaiIndia.[32] It is a partnership between Monash and the Indian Institute of Technology Bombay. It aims to carry out high impact research in engineering and sciences, particularly clean energy, biotechnology and nanotechnology. Students undertake their research in both India and Australia, with supervisors from both Monash and IITB. Upon graduating, they receive a dual PhD from the two institutions.[33] In the month following its official opening, 36 joint projects had commenced, with a further several hundred planned. Construction of a new $5m facility began in November 2008.[34]

  1. 13 Monash College

As a wholly-owned subsidiary of Monash University, Monash College is an educational institute providing students with an alternative point of entry to Monash University. The institution offers pathway studies for students who endeavor to undertake studies at one of Monash University’s many campuses. Monash College’s specialised undergraduate diplomas (Diploma Part 2 is equivalent to first-year university) provide an alternative entry point into more than 50 Monash University bachelor degrees, taught intensively in smaller classes and an environment overall similar to that offered by the university.

Monash College offers programs in several countries throughout the world, with colleges located in Australia (Melbourne), China (Guangzhou), Indonesia (Jakarta), Singapore and Sri Lanka (Colombo).

  1. 14 Monash University English Language Centre

As a wholly-owned subsidiary of Monash University, Monash University English Language Centre (MUELC) is an educational organisation providing students with an alternative pathway to Monash College and Monash University courses.

  1. Faculties

Monash is divided into 10 faculties. These incorporate the University’s major departments of teaching and research centres.

Stand-alone, interdisciplinary research centres, which are not located within one faculty, include:

  1. Rankings

The following publications ranked universities worldwide. Monash University ranked:

Publications

Ave.

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

Times Higher Education Supplement[35]

39.8

33

33

38

43

47

45

Shanghai Jiao Tong University[36]

152-200

202-300

203-300

201-300

201-300

201-302

Global University Ranking[37]

74-77

Newsweek[38]

73

Economist Intelligence Unit‘s MBA rank[39]

46

49

43

47

Webometrics:[40]

124

144

104

111 (Jan.), 137 (Jul.)

Research produced by the Melbourne Institute in 2006 ranked Australian universities across seven main discipline areas: Arts and Humanities, Business and Economics, Education, Engineering, Law, Medicine, and Science.

For each discipline, Monash University was ranked:[41]

Discipline

R1*

No.

R2*

No.

Arts and Humanities

4

38

4

35

Business and Economics

5

39

4

34

Education

2

35

3

32

Engineering

4

28

5

28

Law

5

29

5

28

Medicine

3

14

4

13

Science

6

38

8

31

* R1 refers to Australian and overseas Academics’ rankings in tables 3.1 -3.7 of the report. R2 refers to the Articles and Research rankings in tables 5.1 – 5.7 of the report. No. refers to the number of institutions in the table against which Monash is compared.

Other rankings[42]:

  • The Monash Clayton campus was ranked number 1 in Australia for student experience by the National Union of Students of Australia in 2007[43]
  • In life sciences and biomedicine, Monash was ranked 25th best in the world by Times Higher Education in 2009
  • In social sciences, it was ranked 26th best in the world by Times Higher Education in 2009[44]
  • In the employer review category, in which employers rate the quality of a university’s graduates, Times Higher Education ranked Monash 15th best in the world in 2008.[45]
  • In the international students category, Times Higher Education ranked Monash 17th best in the world in 2008.[46]
  • The Monash MBA was ranked number 2 in the world by the Economist Intelligence Unit in the category of “personal development and educational experience”[47]
  • The Monash Faculty of Business and Economics School was ranked the best business school in Australia by Webometrics in 2009.[48]
  1. Notable alumni and faculty

Main article: List of Monash University people

Monash has a long list of alumni who have become prominent in a wide range of areas. 1100 Monash graduates (or 8.33% of the total) are listed among the 13,200 biographies of Australia’s most notable individuals in the 2008 edition of Who’s Who in Australia.

Monash graduates who are currently leaders in their fields include the Governor of Victoria, the Chief Justice of Victoria, the Treasurer of Victoria, the Vice President of Indonesia, the Australian Cardinal of the Catholic Church, the Australian Minister for Trade, the Lord Mayor of Melbourne, the Chief Judge of theCounty Court of Victoria, the Chief Magistrate of Victoria, the Coroner of Victoria, the Chief Justice of the Family Court of Australia, the Chief Justice ofNorfolk Island, two of the past three Australians of the Year, several Australian Living Treasures, the Chairman of the Australian Securities and Investments Commission (ASIC), the Chairman of the Singapore Economic Development Board, the Chairman of the Australian Competition and Consumer Commission(ACCC), numerous Government Ministers throughout Australia and overseas, Ambassadors to the United Nations, prominent entrepreneurseconomists,public servantsdiplomatsfilm producers (including this year’s only Australian winner of an Academy Award), artists (including winners of the Dobell Prize),actorsplaywrights (including winners of AWGIE Awards), novelists (including winners of the Booker Prize and the Miles Franklin Award), journalists,musicians (including winners of ARIA Awards and the Grand Prix du Disque), mayorsphilanthropistsscientistssurgeons and sportspeople (includingOlympic Games Gold medallists).

  1. Libraries, Museums and Galleries
  2. 19 Monash University Library

Monash University Library is one of Australia’s leading academic libraries, with a long-standing reputation for technological innovation and excellence in customer service. Currently it operates several libraries in all of its campuses, spanning over 3 continents. Monash University Library has just under 3 million items.

  1. 20 Rare Books Collection

Located at the Sir Louis Matheson Library on the Clayton Campus, the Rare Books Collection consists of over 100,000 items, unique due to their age, uniqueness or physical beauty, which can be accessed by Monash staff and students. The collection was started in 1961 when the University Librarian purchased original manuscripts by Jonathan Swift and some of his contemporaries. The Collection now consists of a range of items including photography, children’s books, 15th-17th century English and French literature, original manuscripts and pamphlets. A variety of exhibitions are hosted throughout the year in the Rare Books area.[49]

  1. 21 Monash University Museum of Art

The Monash University Museum of Art (MUMA) was founded in 1961 and is located in a large building on the University’s Clayton Campus. The establishment of the Museum reflected a desire by the University’s founders for students to obtain a broad education, including an appreciation and understanding of the arts. Its collection has now grown to over 1500 works,[50] including a variety of items from artists such as Arthur BoydWilliam Dobell,Sidney NolanHoward ArkleyTracey MoffattJohn PercevalFred Williams and Bill Henson. While the gallery’s focus is on Australian art, it houses a number of international works and exhibitions. It hosts regular exhibitions which are open to Monash students and staff, as well as the general public.[51] The current Curator of the Museum is Geraldine Barlow. In 2009, the University announced that the Museum would be moving to a new facility at the Caulfield Campus, reflecting Caulfield’s role as the University’s home of visual arts.[52]

  1. 22 Switchback Gallery

The Switchback Gallery was opened in 1995 in the landscaped gardens of the University’s Gippsland Campus, and has become a cultural focal point for the region. It hosts a diverse range of exhibitions each year, from work by Monash students, to displays by international artists.[53]

  1. 23 Monash Faculty of Art and Design Gallery

The Art and Design Faculty houses its own collection of artwork. It is located at the University’s Caulfield campus. Its collection includes a wide range of media including painting, tapestry, printmedia, ce
ramics, jewellery, photomedia, industrial design, digital media and installation. In addition to being a public gallery, it runs a Visiting Artists program which attracts artists from around the world to spend a year at the gallery.[54]

  1. Sport

Sport at Monash University is overseen by Monash Sport, a department of the University which employs over 200 staff.[55] Currently, there are 47 sporting clubs at the University.[56]

Each campus has a range of sporting facilities used by students and staff, including football, cricket, hockey, soccer, rugby and baseball fields; tennis, squash and badminton courts; gyms and swimming pools. The University also has an alpine lodge at Mt Buller.

Monash’s sporting teams compete in a range of local and national competitions. Monash sends the largest number of students of any Australian university to the Australian University Games, in which it was Overall Champion in 2008 and 2009.[57]

  1. Vice-Chancellors & Chancellors

The Vice-Chancellor is the chief executive of the University, who is head of Monash’s day-to-day activities. The Vice-Chancellor is also the University President. In North America and parts of Europe, the equivalent role is the President or Principal.

The Chancellor is chair of the University Council and provides advice to the Vice-Chancellor, but serves primarily as the ceremonial figurehead.

  1. 26 Vice-Chancellors
  1. 27 Chancellors
  1. Colleges and Halls of Residence

Monash Residential Services (MRS) is responsible for co-ordinating the operation of on-campus halls of residence. MRS manages a variety of facilities at all five Australian campuses and South Africa.

The following residences are based at the Clayton Campus:

List of colleges

College

Affiliation

Howitt Hall

1966-

Farrer Hall

1965-

Richardson Hall

1972-

Deakin Hall

1961-

Roberts Hall

1971-

Normanby House

1960s-

Mannix College

1969-

South East Flats

Facilities are diverse and vary in services offered. Information on residential services at Monash University, including on-campus (MRS managed) and off-campus, can be found at http://www.mrs.monash.edu.au/.

  1. Student organisations

There are approximately 55,000 students at the university, represented by individual campus organisations and the university-wide Monash Postgraduate Association.

Other notable student organisations include:

  1. See also
  1. Notes and references
    1. ^ http://www.monash.edu.au/about/vcmessage.html
    2. ^ http://www.monash.edu/about/overview/snapshot.html
    3. ^ http://www.monash.edu.au/about/
    4. ^ http://www.ita.monash.edu/
    5. ^ http://www.iitbmonash.org/about.html
    6. ^ Did you know? – (Monash Memo, 9 July 2008)
    7. ^ VTAC:Institutions
    8. ^ Monash Memo – University News
    9. ^ http://www.adm.monash.edu.au/execserv/council/meetings/2007/07-05cnm.html

10.  ^ http://www.monash.edu.au/news/newsline/story/1401

11.  ^ Top VCE students choose Monash, Monash University

12.  ^ Official shield and motto, Monash University

13.  ^ List of Australian Universities with date of foundation

14.  ^ History, Clayton campus, Monash University

15.  ^ Previous exhibitions – Rare Books Collection (Monash University Library)

16.  ^ Where have all the rebels gone? – About the University – The University of Sydney

17.  ^ About the Trust

18.  ^ Those were the days, Monash Magazine article

19.  ^ Monash University 50th Anniversary, Monash University

20.  ^ Our Contribution – Monash IVF Australia

21.  ^ Simon Marginson, Monash: Remaking the University, Allen & Unwin, 2000, p. 97

22.  ^ Brief history of Monash (Monash University)

23.  ^ Statistics, Monash University

24.  ^ Simon Marginson, “Monash University” in The Encyclopaedia of Melbourne, Andrew Brown-May & Shurlee Swain (eds), Cambridge University Press, Port Melbourne, 2005

25.  ^ Australian Stem Cell Centre

26.  ^ Media Release: VICTORIA TO HOST KEY SEMINARS AT BIO2006

27.  ^ Monash academic to head Victoria’s Regenerative Medicine Institute – (Monash Memo, 9 May 2007)

28.  ^ Official Australian Synchrotron website

29.  ^ Mannix College

30.  ^ http://www.monash.edu.au/campuses/caulfield/campuspresentation21may2008.pdf

31.  ^ News, Gippsland Campus, Monash University

32.  ^ http://www.iitbmonash.org/about.html

33.  ^ http://www.monash.edu.au/news/newsline/story/1474

34.  ^ http://www.campusreview.com.au/pages/section/article.php?s=Faculty+Focus&ss=Engineering%2C+IT%2FComputer+Science%2C+Architecture+%26+Design&idArticle=6117

35.  ^ The Times Higher Education Supplement

36.  ^ Institute of Higher Education, Shanghai Jiao Tong University.

37.  ^ http://www.globaluniversitiesranking.org/images/banners/top-100(eng).pdf

38.  ^ “The Top 100 Global Universities, Newsweek” Newsweek’s ranking of Monash University.

39.  ^ Monash University’s MBA rank with EIU.

40.  ^ Monash University’s Webometric ranking

41.  ^ Melbourne Institute rankings

42.  ^ Reputation

43.  ^ Student union lashes unis for ‘poor support’ The Australian

44.  ^ http://www.monash.edu.au/news/newsline/story/1519

45.  ^ http://www.topuniversities.com/university-rankings/world-university-rankings/2008/indicator-rankings/employer-review

46.  ^ http://www.topuniversities.com/university-rankings/world-university-rankings/2008/indicator-rankings/international-students

47.  ^ Monash Newsline (Monash University)

48.  ^ http://business-schools.webometrics.info/rank_by_country.asp?country=au

49.  ^ Rare Books Collection (Monash University Library)

50.  ^ 50 years of art, Monash Magazine, issue 21, 2008

51.  ^ MUMA Monash University Museum of Art

52.  ^ http://www.monash.edu.au/pubs/monmag/issue24-2009/features/on-the-move.html

53.  ^ Switchback gallery

54.  ^ Faculty Gallery

55.  ^ http://sport.monash.edu.au/about.html

56.  ^ http://www.sport.monash.edu.au/sportsprograms/sports-clubs.html

57.  ^ http://www.sport.monash.edu/aug/

58.  ^ New Monash University Vice-Chancellor appointed

59.  ^
MAD – The Monash Association of Debaters – We’re MAD

  1. External links

 

From Wikipedia, the free encyclopedia