Dennis Murray - Academia.edu (original) (raw)

Papers by Dennis Murray

This paper examines the leadership knowledge and skills needed by international higher education ... more This paper examines the leadership knowledge and skills needed by international higher education leaders in Europe and Australia and raised questions for discussion during an InternationalEducation Association of Australia (IEAA) and European Association for International Education (EAIE) International Symposium, "Advancing Australia-Europe Engagement in International Education", held in Sydney in October 2009.

These Australian case studies were prepared for Fielden, J. (2011), Leadership and Management of ... more These Australian case studies were prepared for Fielden, J. (2011), Leadership and Management of International Partnerships, Research and Development Series 2, No. 7 of the UK Leadership Foundation for Higher Education (UK) and the LH Martin Institute (Australia). These organisations are responsible for providing management development and training for university leaders. The aim was to explore what leadership skills are needed to enter into and operate successful international partnerships between institutions.

The study involved a literature survey and the completion of six case studies of partnerships involving Australia and the UK with each other, China or Malaysia

Chapter 6 of a Stella, A. and Bhushan, S. (eds.) (2011) "Quality Assurance of Transnational Highe... more Chapter 6 of a Stella, A. and Bhushan, S. (eds.) (2011) "Quality Assurance of Transnational Higher Education: The Experiences of Australia and India"

This stimulus paper was prepared for a high-level policy dialogue held between Australian and UK ... more This stimulus paper was prepared for a high-level policy dialogue held between Australian and UK Vice-Chancellors in October 2012 in Melbourne. The paper proposes areas of potential bilateral cooperation in research and data in the internationalisation of higher education.

Any survey of research in the internationalisation of higher education demonstrates its reliance on conceptual frameworks drawn from a wide cross range of the social sciences – education, political science (including public administration, public policy, international relations and diplomacy), economics (including the labour market), law (including international, migration, consumer protection law, and human rights), sociology, geography (especially human geography/demography), history, commerce and management, foreign languages, and area and cultural studies. Conceptually, the internationalization of higher education is not a disciplinary field in its own right. The basic disciplines speak to it and there is an opportunity for it to speak back to them (Rizvi, 2011).

Research in the internationalisation of higher education also traverses a very broad range of issues and topics (Harman 2005, Murray, et. al. 2011) – the business of international education (business models, demand and supply, national positioning, branding and marketing, pricing, competitors and competitiveness, enrolment trends); education matters (comparative education systems, learning and teaching); impacts and outcomes (educational, institutional, social, diplomatic, economic); student experience; transnational education; student mobility; globalization of research; international partnerships; quality assurance, regulatory and public policy frameworks - to mention just a few.

Despite this conceptual and practical breadth, much thinking and research about internationalisation of higher education both within and beyond the academy frequently reflects parochial national or discipline interests and concerns. While there is strength up to a point in such focus, its narrowness leads us to overlooks the comprehensive picture. Public policy and institutional strategy, policy and practice all suffer. Unimagined opportunities and benefits are missed.

The development of advanced leadership capabilities amongst up and coming international education... more The development of advanced leadership capabilities amongst up and coming international education professionals is an area of particular concern to both the International Education Association of Australia (IEAA) and the European Association for International Education (EAIE) and was a focus of a joint Symposium, Advancing Europe-Australia Cooperation in Higher Education, held in 2009 in Sydney.

The research sought to identify the generic and specific leadership capabilities required by the future generation of international education leaders in Australia and Europe.

A two-phase Delphi methodology was adopted and a first phase web-based questionnaire developed based on a conceptual framework (Quinn et al, 2007).

Respondents for the study were drawn from the membership of EAIE and IEAA. The intention in Phase 1 was to identify if there are differences in the way international education leaders in Australia and Europe perform their role, and where gaps exist between what leaders perceive as their realities and what they ideally would like their jobs to consist of in terms of a mix of the eight roles. Answers to these questions could then inform the design of appropriate leadership development activities for EAIE and IEAA, separately and jointly.

This discussion paper investigates the research evidence about the English language preparedness ... more This discussion paper investigates the research evidence about the English language preparedness of international students and their selection for entry to tertiary study in Australia, in universities and VET. education institutions, standards agencies, governments, business groups and professional bodies around this complex topic. It takes account especially of the changed context facing tertiary education, in particular the establishment and emerging responsibilities of the Tertiary Education Quality and Standards Agency (TEQSA) and the Australian Skills Quality Authority (ASQA) for threshold standards, including the particular focus on English language standards for all students. include: Revising the GPPs to align them within the current focus on threshold standards and learning outcomes. Extending the GPPs to other sectors, especially private higher education, public and private VET and if appropriate schools. Developing enrolment practices which consider English language and academic ability for entry to courses. Implementing comparable research across schools, VET and higher education to establish a strong evidence-base to inform practices. Incorporating English language within the increasing use of learning analytics in universities, to enable monitoring of students from diverse entry pathways. In summary, increased accountability through TEQSA and ASQA, and the introduction of learning and teaching standards means that tertiary institutions need to become better at assessing, monitoring and vital role to play within this context. We have made some progress in this since the 2007 Symposium, but more research is needed to better inform policy and practice.

The National Symposium was conceived and led by Dennis Murray, who was also the author of the Out... more The National Symposium was conceived and led by Dennis Murray, who was also the author of the Outcomes Report.

The symposium sought to discuss and to critically examine efforts to educate for “global citizenship” and “global competence”, concepts that are gaining increasing currency among Australian higher education institutions and governments. The research evidence suggests that the issues around the notions of global citizenship and global competence for higher education students are complex, in conceptualisation and practice, and to a degree contentious.

While recognising that the expectations and aspirations of young people are central to the issue of teaching for global citizenship and global competence, the question of how young people interpret and see their role in relation to the wider world tends to be ignored in the framing of programs for global citizenship within universities.

The interests and objectives of employers and higher education institutions in educating for global citizenship are closely intertwined; the potential for better outcomes is likely to be strengthened by closer collaboration between the two groups.

In addition, clear and supportive public policy is needed if education for global citizenship is to succeed.

Some of the greatest challenges are internal to education institutions. While increasing numbers of Australian universities aspire to the goals of global citizenship and global competence for their students, the organisational frameworks and programs to achieve these goals – and evaluations of success or otherwise – are for the most part lacking.

There are identifiable organisational constraints and enablers requiring closer consideration and, in the case of enablers, their most effective use. Issues of leadership, governance, student and parent expectations of learning, curriculum and pedagogy, diversity of the student body, inequalities of student experience and resource allocation need to be addressed.

Finally, if education for global citizenship and global competence is to proceed effectively, critical future research on which to base sound and effective decision-making is needed. These key symposium outcomes reflect the considered views of the
major stakeholder groups and are a clear pointer to future action. The task is a joint responsibility of governments, education institutions and employers. Clear and consistent messages, as well as practical programs, are needed.

An agreed framework for future action is the top priority and should be the focus of follow-up to the symposium. Such effort should be comprehensive, but should not be too ambitious. The task is to perceptively identify and work on critical, touchstone issues for all stakeholders.

This guide for UK universities examines the financial aspects of all stages of offshore higher ed... more This guide for UK universities examines the financial aspects of all stages of offshore higher education operations and highlights key messages arising from interviews with 23 institutions in the UK, US, and Australia.

The report was written in conjunction with John Fielden, Erica Gillard, Madeleine Green and Michael Pearson.

This chapter argues that the future vitality and prosperity of Australian society lies with the g... more This chapter argues that the future vitality and prosperity of Australian society lies with the global engagement of Australian higher education institutions, especially its universities. Lack of vision, strategic and policy drift, regulatory contradiction and overkill, and the fundamental failure to adopt a long-term jointly planned approach to the internationalisation of Australian higher education, continue to undermine confidence and constrain innovation. The basic principles for future success assume a partnership between the education sector and government. It is increasingly doubtful, however, such a partnership will eventuate, in which case Australian universities collectively might be better advised to articulate their own vision and strategy in order to frame and guide their actions while at the same time attempting to influence the direction of public policy.

The development of advanced leadership capabilities among up and coming international education p... more The development of advanced leadership capabilities among up and coming international education professionals is an area of particular concern to both the International Education Association of Australia (IEAA) and the European Association for International Education (EAIE). The matter was a focus of a joint symposium, Advancing Europe-Australia Cooperation in Higher Education, held in 2009 in Sydney.

This is the final report of a two phase Delphi study carried out jointly by the two Associations over 2013 and 2014.

The research sought to identify the generic and specific leadership capabilities required by the future generation of international education leaders in Australia and Europe. A two-phase Delphi methodology was adopted and a first phase online questionnaire developed. This was based on a conceptual framework (Quinn et al, 2007) which identifies eight “competing” leadership roles: facilitator, mentor, innovator, broker, director, producer, monitor and coordinator. Details of the eight roles are given in the Appendix (see p. 24).

Phase 2 was conducted in light of the findings from Phase 1. Phase 2 involved semi- structured interviews with selected respondents from Phase 1, as well as a number of other senior international education professionals and academic staff in Australia and Europe. A separate report is available on the findings of phase 1.

The Australia chapter, one of 17 country reports, as part of a study, "Internationalization of Hi... more The Australia chapter, one of 17 country reports, as part of a study, "Internationalization of Higher Education" (de wit, H., Hunter, F., Howard, L., and Egron-Polak, E. eds.) (2015) for the European Parliament.

Five case studies covering good practice in learning and teaching in Australian universities cove... more Five case studies covering good practice in learning and teaching in Australian universities covering the following themes for a report "Learning Excellence" (Middlehurst, R. and Fielden, J., eds., 2015) for the the UK Higher Education Academy:

International students and learning and teaching across cultures
Improving student retention and attainment
Recruiting new kinds of domestic students and the pedagogical developments required.

Talks by Dennis Murray

Invited presentation to an international workshop, "Policies on Foreign Nationals in Post-disaste... more Invited presentation to an international workshop, "Policies on Foreign Nationals in Post-disaster Japan", hosted by the Japan Ministry of Foreign Affairs, Meiji University and the International Organization for Migration.

Drafts by Dennis Murray

This paper has been prepared as a prompt to discussion and a background resource for an AEI suppo... more This paper has been prepared as a prompt to discussion and a background resource for an AEI supported International Education Research‐Policy Symposium held in Melbourne on 8 April 2011. The paper is not a definitive summary or analysis of research on international education. It will need to be refined and validated to provide a longer term resource to researchers, policy makers and others interested in sustained development of international education in Australia.

Books by Dennis Murray

This Guide aims to assist Australian practitioners in transnational education (TNE) in all educat... more This Guide aims to assist Australian practitioners in transnational education (TNE) in all education sectors to achieve good practice in transnational delivery of their education programs.

The Guide will be useful to existing and potential transnational education providers in the planning, delivery, evaluation and management of educational programs offshore.

The Guide builds on and takes to a new level the Australian good practice projects in the higher education (HE), vocational and education and training (VET) and English language teaching (ELT) sectors funded
by the former Australian Department of Education, Science and Training (DEST) and conducted in 2004 and 2005. The reports of the 36 DEST-funded projects and the three associated good practice projects synthesis reports can be found at: <http://aei.gov.au/AEI/GovernmentActivities/ QAAustralianEducationAnd TrainingSystem/Grants_GdPract.htm>.

The three DEST-funded projects which disseminated the outcomes of the TNE good practice projects in each of the HE, VET and ELT sectors carried out in 2005 and 2006 demonstrated an emerging consensus
on where efforts to assist improvements in Australian practice should be focused. For example, the higher education good practice dissemination project concluded that: ‘There is a need to disseminate practical advice, exemplars, resources and tools to enhance good practice in TNE—involving independent evaluation and integration of the diverse range of existing good practice examples and resources, but tailored to suit a variety of provider circumstances.’

Dennis Murray
Editor

Commissioned case studies for the UK Leadership Foundation and UUK International Unit.

Chapter 11 of a 25th Anniversary book, Davis, D. and Mackintosh, B. (eds.) (2011), "Making A Diff... more Chapter 11 of a 25th Anniversary book, Davis, D. and Mackintosh, B. (eds.) (2011), "Making A Difference: Australian International Education".

Introduction:

Australians working in international education began early to reflect on professional practice. After 1986, in the context of a new enterprise with mostly novice players, practitioners in all education sectors began to network and to establish structures to support and learn from each other. ‘Professionalism’ was sensed before its importance was properly understood and realised.