Issues, Models and Cases
Edited by Carmelo Mazza, Paolo Quattrone and Angelo Riccaboni
Chapter 9: Australian Higher Education Transformed: From Central Coordination to Control
9. Australian higher education transformed: from central coordination to control Suzanne Ryan, James Guthrie and Ruth Neumann 1. INTRODUCTION I want to see a sector that provides a world class education of the highest standard for our students, that equips them with the skills employers will seek for the jobs and professions of the 21st century, with universities that create new knowledge to underpin our innovation and competitiveness, that are accountable for their performance, transparent in their operations and eﬃcient in their administration to ensure they are aﬀordable to students and the taxpayers that sustain them. And that means I want to see the development of a diversiﬁed higher education sector, made up of universities which diﬀer from each other in terms of mission, discipline mix, course oﬀerings, modes of delivery, management and in academic structure. (Bishop, 2006a) This quote from the former1 Australian Minister for Education provides the context for our chapter on the Australian Higher Education System (AHES). The chapter continues our work in the area of ‘New Public Management’ (for example, see Guthrie et al., 1990; 1997; 1999; 2005; Guthrie and Humphrey, 1996; Olson et al., 1998; 2001; Jones et al., 2001) with a particular focus on the Australian Higher Education System (AHES). The powerful eﬀects of New Public Management (NPM) and New Public Financial Management (NPFM) reforms have been established over the past decade, with signiﬁcant potential to impact further upon the scope, nature, provision and management of public...
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