UCB Boulder report on ECR Computer Scientists indicates early career productivity is linked to university of employment rather than to place of PhD |
THE reports on research from UC Boulder on Computer Science ECRs that
concludes
Early career productivity ‘linked to workplace, not training’
(THE stories are behind a registration wall but are free.) “A common assumption is that faculty’s scholarly productivity mainly reflects their scientific skill, which is often assumed to correlate with the prestige of their doctoral institution,” concludes the study, which was led by researchers from the University of Colorado Boulder. |
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Engagement and Impact report from ARC published March 2019 | The 2018 Engagement and Impact reports from the ARC are published on the ARC website. The results are organised by institution under one tab and by field of research under the other tab. For ACDICT field 08 is most relevant: engagement & impact for FOR 08. The results may be subject to lots of arguments, but on the face of it they illustrate a different ranking than the usual and in some cases contrast with the ERA rankings released recently. (For example, Adelaide, Curtin, Monash, UniSA, UWA are the high impact institutions in FOR 08, other high-ERA institutions are in the medium impact set.) To assist analysis and comparison a csv version of impact and engagement table of FOR 08 has been extracted and available here. | |||
Three university schemes to improve retention | Campus Review is offering a report entitled The Billion Dollar Question: How Much is Student Attrition Costing Australian Higher Education Providers? that describes approaches for increasing retention in three universities (LaTrobe, South Australia, Queensland). The report is introduced by on over-hyped “loss of billions of dollars” line that is thankfully not further developed. I have edited a simple-formatted version of the report for members. There is enough of interest that it may justify registering your contact details to get the report. This is a lead-up to the Campus Review/IQPC Student Retention and Success conference Melbourne 27–28 June 2019. The LaTrobe section is about student experience; UniSA about understanding the student psyche; UQ about building a student employability framework. The reporting is by various central administration directors. | |||
Computer Science Was Invented to Teach Everyone About Everything |
Mark Guzdial was awarded the ACM SIGCSE Outstanding
Contribution to CS Education award for 2019. He wrote up a
two-page summary of his acceptance speech,
claiming that
“Computer Science Was Invented to Teach Everyone About
Everything” which is published in Communications of the
ACM (onine date March 17 2019). “Not computational
thinking but everything thinking ”
The longer summary of his talk is behind the ACM paywall at Computing Education as a Foundation for 21st Century Literacy, Mark Guzdial, ACM digital library |
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Exemplar industry collaboration information booklet available for reuse | Morri Pagnucco from UNSW has offered the UNSW CSE School's brochure Guide for Industry Collaboration [286KB] as a useful example that is available to be modified if you find it useful as a base for your own. | |||
Computer Scientist elected as Fellow of the Australian Academy of Science |
This is something that happens very rarely: a computing person has
been elected as a Fellow of the Australian Academy of Science. Congratulations to Dacheng Tao, University of Sydney. The AAS short citation says he has made ground-breaking contributions in artificial intelligence, computer vision image processing and machine learning. More detail at Newly elected fellow Dacheng Tao. It's always time to think of nominating outstanding information and computing academics for honours and awards like this. There are surely many more also outstanding candidates. |
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Choice of teaching staff for introductory classes matters |
American The Chronicle of Higher
Education reports It Matters a
Lot Who Teaches Introductory Courses. Here’s Why. by Beckie
Supiano, April 15, 2018. Correlating the number of full-time tenured vs part-time staff in four-year colleges (some equivalence to Australian universities) for "gatekeeper" introductory English and mathematics courses, comparing six institutions found that higher numbers of full-time staff doing introductory teaching led to greater retention of students to later-year courses. Something to consider in the challenge of scaling up to greater
numbers in Australian ICT courses: maybe the old strategy of putting your
best senior staff in front of your introductory students still
applies, even if the apparent gap of generations is large. (I remember
best three of my introductory lecturers: one a senior physics
professor who impressed me with untangling relativity for first year
classically-minded physics students; one a not-yet-senior but stellar
computer science professor; and one a junior dazzlingly enthusiastic
maths lecturer on his way up. All impressive in different ways. I
almost stayed with physics... but tripped up in quantum tangles in
later years.)
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Contract cheating and the attractiveness of its website offerings |
A recent paper on the attractiveness of contract cheating websites and some counter-interventions to increase academic integrity. 'Just turn to us’: the persuasive features of contract cheating websites Susan Rowland, Christine Slade, Kai-Sheng Wong & Brooke Whiting (2017) ‘Just turn to us’: the persuasive features of contract cheating websites, Assessment & Evaluation in Higher Education, 43:4, 652-665, DOI: 10.1080/02602938.2017.1391948 (this is a link to a paywall but your university may give you a tunnel) In this study... we are interested in how a student might be persuaded to use a contract-cheating website to obtain assessable work. We take the stance that some students fall victim to the persuasive devices used by the sites and thus choose to purchase work they later submit for assessment. We ask the questions. For ICT the question is whether similar clever marketing also applies explicitly or implicitly in contract coding sites? The paper has some insights that advanced my understanding. It's a situational ethics approach that would appear to have some bearing on programming assessments, despite the research only looking at text-based work. After the analysis there is a list of interventions that academics might employ with their students to counter the attractiveness and increase integrity generally. One of them triggered with me the thought—we don't often “get our students to work together to critique” the quality of existing programs of the kind of scale they themselves produce: is this teaching method ever used in computing, as it could be as another aspect of improving students' critical thinking skills (a commonly claimed graduate attrubute)? (3) Talk about quality. The sites all make claims about the expertise of their writers, but only one (...) allows a client to choose their writer and none of the sites shows examples of writing with the name of the writer attached. You may wish to ask your students ‘How do you know the writer isn’t an academic from your university who works as a mole?’ or ‘If you feel you need someone else to do the work for you, how are you going to know their work is good?’ Many sites have pieces of work displayed for perusal. It may be educationally valuable to download pieces and ask students to work together to critique the writing. |
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Australia-Europe ICT research and innovation EPIC agreement calls for expert visit proposals |
Intersect Australia and eutema GmbH entered into a European Commission Consortium Agreement for participation in Europe's ICT innovation partnership with Australia, Singapore & New Zealand. The Europe-Pacific Partnership for ICT Collaboration Project (EPIC) aims to improve the research and innovation collaboration in the area of information and communication technologies between Europe and partner countries. EPIC fosters cooperation in ICT research, technology development and innovation-related topics at policy and researcher levels. Intersect Member researchers and the wider Australian research community will benefit from international expert exchanges, EPIC participation in Australian and international conferences and events, and greater awareness of European computing science programmes and initiatives. A call for applications for expert visits from Australia to Europe or Europe to Australia is now open for computer scientists in fields encompassing one or more of seven focus areas:
For more information see EPIC agreement: call for participation and proposals and the EPIC website and the Call for proposals for details, or contact Intersect. |
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Educating Next Generation Computer Scientists — or software developers, or software engineers |
The IEEE Computer Magazine for January 2018 has a
9-page report of a virtual round-table panel that discusses whether
“computer science education is leading technology
forward”, or whether “commercial technology demands are
leaving these programs in the dust.” They do get to some
interesting points about theory, practice, ethical concerns and
whether academic departments are going to split software engineering
(development) off from computer science. The participants are known
CS educators in the US: LaPlante, Lewis, Miller, Offutt, Rokne, and
Shieh (from Taiwan). I recommend it.
The link is http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=8268012 Educating Next-Gen Computer Scientists, Jeffrey Voas et al, Computer, January 2018, p.80–88. |
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December 2017 |
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Research on University Completion Rates reported at TEQSA Quality in Higher Education conference Dec 2017 |
Of note to ACDICT is the research on completion rates at the recent
TEQSA conference. The conference included keynotes and panel sessions
on policy, and a day of short paper presentations on all aspects of
quality, students and success (the conference themes).
The presentation
The Long-term Picture: Exploring university completion rates
by Julie McMillan and Daniel Edwards (ACER) presentation slides pack
in a lot of useful information. On slide 9 National Level Findings ICT
stands out as a discipline with the lowest completion rates.
The research questions of the project include:
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TEQSA Good Practice Note on
Academic Integrity Oct 2017 |
TEQSA has picked up on Tracey Bretag's academic integrity work with a Good Practice Note. Although the Note does not address the specifics of computer programs or other non-text assessments as Simon and Judy Sheard have discussed at recent ALTA meetings, this is a useful practice guide on the issues of contract plagiarism, setting assessments, and processes for handling the educative and disciplinary aspects of work submitted by students. | |||
Mastering the Cyber Security Skills Crisis |
An analysis paper by Adam P. Henry (UNSW Canberra) is of
importance to ACDICT given the widespread interest in creating
cyber security subjects, majors and programs around the country.
The paper is ACCS Discussion Paper 4, Mastering the Cyber Security Skills Crisis: Realigning Educational Outcomes to Industry Requirements https://www.unsw.adfa.edu.au/australian-centre-for-cyber-security/sites/accs/files/uploads/ACCS-Discussion-Paper-4-Web.pdf |
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Australia's Universities at the Crossroads |
Recommended: a new report released June 6
Australia's Universities at the Crossroads contains insights
from a variety of university leaders. It presents useful nuggets
encapsulating points of view, policy positions and challenges, well
expressed, well organised, readable. Although the contributors are
anonymised, the views presented here should be useful for policy
arguments within universities. On a topic of strong relevance to ACDICT members, student learning outcomes were considered important but they are not discussed, and the issue of employability is mentioned but not addressed. The report is published by Berkeley and the University of Melbourne, authors William B. Lacy, Gwilym Croucher, Andre Brett and Romina Muelle. Retrieve the report PDF from UniMelb CSHE. An extract from one section (page 28) is an example of the flavour of this report, with relevance to the innovation and application of research associated with ICT.
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Trends in commencing enrolments by field of education 1989-2015 |
Fairfax media has an article 2 May 2017 by Inga Ting The most and least popular university courses since 1989 The first chart— commencing student numbers since 1989—has computer science (not labelled on my screen until I hover on it—it's the yellow area). The Media and Communications category is also shown magenta (is this journalists heading straight for the dole queue, or web designers?) Chart 2 has CS picked out “In most fields of study, demand rises or falls gradually. Demand for computer science degrees reflects the dramatic boom then bust of the dot-com bubble.” |
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ALTA forum 20–21 April 2017 | The ACDICT Learning and Teaching Academy forum was held at the University of Adelaide, 20–21 April 2017. The presenters' slides are available at ACDICT Events— ALTA 2017. | |||
One ICT scholar in the most cited Australians |
The Spanish Consejo Superior de Investigaciones Cientficass Ranking
Web of Universities has released a new list of the worlds most highly
cited scholars. In the Australian list there appears to be only one
ICT scholar in the top set (H-index > 228).
That's Rajkumar Buyya, University of Melbourne in cloud computing (1133). (information via Campus Morning Mail 13/4/17) | |||
Important fraction of attrition is actually students who withdrawn and come back years later |
Attrition and retention are in the political air this year, and ICT schools need better understanding of the phenomenon as statistics are measured and from the students' view. Reported in The Australian Higher Education 15 March
2017, with the headline
Undecided students need a degree of care.
The story highlights the number of students who apparently drop out and (using simple measures) may be counted as attrition, but come back to study within a few years: many to the same institution. The story highlights the apparent lack of support for the students as they withdraw and in attracting them back. The report has analysis of reasons why students left (mostly personal or mixed personal/institution, rather than institution alone); academic difficulties were among several reasons of similar frequency (change of career plans, mental health, employment, financial); but the most common reason was to enrol at another institution. More than half changed discipline when they re-enrolled. Three-quarters of those not studying believed that they would return to study in future. This is noteworthy for ICT Schools: how many of our lost students would come back to study with a little more re-recruiting encouragement? The report is available online: Harvey, A., Szalkowicz, G. & Luckman, M. (2017). The re-recruitment of students who have withdrawn from Australian higher education. Report for the Australian Government Department of Education and Training, Melbourne, La Trobe University. |
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Start-ups report shows software development skills are a key ingredient |
The Startup Smarts: universities and start-up economy is a
joint report between Universities Australia and Startup Muster,
launched 1 March 2017.
According to a (paywalled) story in The Australian, “Start-ups are projected to create more than half a million jobs over the coming decades and are already contributing more than $160 billion to the Australian economy,” Universities Australia boss Belinda Robinson said. “This report confirms universities are the key ingredient in this promising part of our economy. They provide the skills, training, support and the physical space to nurture the next generation of entrepreneurs.”
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Draft Guidelines for Improving Student Outcomes in Online Education |
Online learning in formal courses has notably lower completion rates
than face to face learning. Many universities encourage their Schools to
offer online learning for the whole or part of their students' experience, and
rates of successful completion are under scrutiny. Techniques for better managing online students
and adapting teaching to their needs are of value.
Cathy Stone at the National Centre for Student Equity in Higher Education (NCSHE) at Curtin University will soon release a report on Improving Student Outcomes in Online Education. She has released a summary as Ten Draft Guidelines. |
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Mind that employment gap: the future of coding is blue-collar jobs | A story in Wired Business (Clive Thompson, The Next Big Blue-Collar Job is Coding) argues that computer coding is becoming routine, and that the future of many jobs is for skilled, trained blue-collar workers rather than needing graduates — like the displaced mining workers who are already used to keeping focus, working with engineering technology, working in teams. Is this where Australia will look to fill the huge gap between the number of IT graduates and the number of job vacancies? What opportunities for universities and other training organisations? | |||
The form of the academic faculty for the 21st century |
A recent posting to Tomorrow's
Professor is an informative review by Colleen Flaherty of a
book A direct link to the review. One form of appointment that they consider is the clinical medical faculty appointment, who continues to practise and also to teach. Could this be fruitfully applied to ICT and systematically, sustainably bring current practioners from the workplace into education? Does ICT workplace employment have the conditions of being as stable, as strongly filtered for quality, as strongly related to an established education program in a practising setting, as medicine? Do we have suitable forms of academic employment and suitable remuneration and other rewards to match medical faculties? |
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Report from the frontline: the first year out experience of a graduate |
Breanne Boland has posted her experience of her first year out in the workplace.
Is this what we prepare our new graduates for? 11 Lessons from My First Year in Software Engineering Breanne works in Oakland (or Seattle?), describes herself as A software engineer with a lot of interests, including shell scripting, devops and infrastructure, Python and Python and Python, team processes, and beautiful documentation |
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2016 |
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Notes for ACDICT on the Higher Education Compliance and Quality Network Conference, November 2016 |
The HECQN conference presentations are available on line. Interesting items:
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Multiple Measures course design and design benchmarking tool |
Multiple Measures is a completed OLT project now on their roadshow round of dissemination workshops. Although this project is nominally focused on the design of assessment for interdisciplinary courses/subjects/units, I can see four broader uses for ICT Schools and faculties:
To follow up and use the tool go to the project at multiplemeasures.org.au; for conversations contact Kit Wise (Tasmanian College of the Arts, UTas), Kate Tregloan (Monash Faculty of Architecture). |
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University 4.0: course delivery, qualifications, career building, brokering relationships |
It is sometimes good to get a coherent package around the multiple pressures for tactical changes to courses, research directions, industry links, and teaching modes. Prof John Dewar Vice-Chancellor of LaTrobe has neatly framed the trend in universities in a neat packaging that combines graduate employability and industry relationships as “engaging and brokering relationships,” in a fourth generation of university model (“University 4.0” in modern shorthand)
[summary from Campus Morning Mail 3/11/16] For the full story see the report of the CEDA talk. |
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Ada Lovelace medal awarded to Mary O'Kane |
Congratulations to Mary O'Kane who has received the inaugural Ada Lovelace medal for an Outstanding Female Engineer. The award is by UNSW Faculty of Engineering. Mary O'Kane has a career as a computer scientist (speech recognition, AI) and chief scientist of NSW. For details see Women In Engineering Awards (as a long term fan of Ada Lovelace— a mathematician (and gambler) commonly known as the first computer programmer — I am puzzled why the engineers should have used her name, but it's good recognition for both of them.) |
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New ACDICT executive elected, new president takes office |
Morri Pagnucco (UNSW), took office as president of ACDICT at the
Annual Council Meeting July 19 2016, for a period of 2
years. |
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Peer Review of Assessment Workshop presentations |
The workshops held around Australia in the last couple of months have released their collection of presentations. |
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Science Meets Parliament - descriptive report | Katrina Falkner (Adelaide) went to Science Meets Parliament in March 2016, an annual event organised by Science and Technology Australia (STA) of which ACDICT is a member. |
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Digital Careers program update |
The
Digital Careers program which was run from NICTA, managed by Karsten
Schultz, in the past few years has moved into CISRO Education and
Outreach, headed by Mary Mulcahy, from 1 July. Digital Careers runs a
program of engagement and events with school students that has increased
the awareness and career prospects of upcoming university students. |
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International Olympiad in Informatics Australian team includes first female member |
from the Australian Mathematics Trust June 2016
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ACDICT Annual Council meeting for Deans or their representative
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July 18-19th - see our Events page for the agenda. |
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Science and Technology Australia Newsletter | ACDICT is a member of STA here's their latest June 2016 newsletter. |
Welcome to the website of the Australian Council of Deans of Information and Communications Technology (ACDICT). The Council which was formed in July 2008 represents all Australian universities and the many disciplines comprising Information and Communications Technology (ICT):
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On behalf of the Australian universities and ICT disciplines, the Council seeks to promote ICT education, research and scholarship by liaising with all relevant stakeholders including government, industry and professional bodies. Our Mission and Objectives elaborate on this role. This website provides information and records of Council activities. If you have any comments, suggestions or queries please feel free to contact the Executive Officer who is a member of the Executive.
The Council is grateful to the Australian Computer Society for hosting this website.
June 2016 |
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Undergraduate research experience in early years improves STEM degree outcomes - including those for computer science |
Reported in a formal peer-reviewed report in the journal CBE-Life Sciences Education. <http://www.lifescied.org/content/15/2/ar20.full.pdf> An eight-year study at the University of Texas at Austin has found that including postgraduate-style research in the first years of bachelor courses can dramatically improve students outcomes.The improved outcomes were those that we would relate to retention in Australian higher education - but not to final GPA. "Using propensity scorematching to control for student-level differences, we tested the effect of participating in FRI [Freshman Research Initiative] on students probability of graduating with a STEM degree, probability of graduating within 6 years, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 years. FRI had no significant effect on students GPAs at graduation." -------- |
OLT project report published - plagiarism and programming assignments |
Just published June 2016 is the PRIANIT report Plagiarism and related issues in assessments not involving text (Simon, Minichiello, Lawrence, Sheard, Carbone, Johnson, Cook). This includes assessments with computer programming and graphic design. Simon reported on this at ALTA forum in April 2016. http://www.olt.gov.au/project-plagiarism-and-related-issues-assessments-not-involving-text-2012 |
May 2016 |
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Office of Learning and Teaching Fellowships 2016 |
The last set of OLT fellowships have been announced (16 May 2016).
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Building productive industry-university collaboration in ICT - the Office of the Chief Scientist, ACED, AIIA, ACDICT |
Employers are struggling to get workers whilst graduates are struggling to get jobs. The Office of the Chief Scientist has released a communique following
the industry-ICT education forum held in Sydney 21 April, which more
than 90 people attended. Some of the specific actions that will be considered include:
Read more detail here. For more information contact Professor Maurice Pagnucco, m.pagnucco (at) unsw.edu.au |
ARC Consultation Paper on Impact of Researchresponses invited 2/5/16 |
The ARC has released a consultation paper on Engagement and Impactsee <http://www.arc.gov.au/nisa>. Responses are requested by 24 June.
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Building Productive Partnerships - CSIRO Scientists and Mathematicians in Schools Program 2/5/16 |
This "scientists and mathematicians" program includes ICT. Claudette Bateup spoke on this program at our ALTA forum in April. "An evaluation report of the CSIRO Scientists and
Mathematicians in Schools program shows that it's a highly effective
program in terms of the scale of its operation, the multiple significant
benefits for students, teachers and STEM professionals, and the clear
return on investment of resources." See <http://www.csiro.au/en/Education/Programs/SMiS/SMiS-partnerships-report> for an introductory description, a link to the executive summary (1MB PDF), and an address to get the full report. |
April 2016 |
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Industry-university collaboration for work-ready graduates |
The Office of the Chief Scientist, AIIA, ACDICT and ACED jointly held
a one day forum at Women's College, Sydney University on Thursday 21
April. |
Employment market update report from Adzuna |
It's described as bad news for most of the job market, but salaries are best in ICT. The employment website Adzuna report on vacancies, salaries and job-seekers for the first three months of 2016 says:
The report is at https://www.adzuna.com.au/blog/2016/03/30/average-salaries-drop-and-sa-the-worst-place-to-find-a-job/ |
TEQSA statistical summary report for 2014 - release 2016 |
The TEQSA statistical summary report for 2014 university statistics |
ALTA forum 31 March - 1 April 2016, University of Technology Sydney |
The ACDICT Academy of Learning and Teaching forum for all Associate
Deans (L&T) or equivalents ran just after Easter for two intensive days of updates and discussion on
perspectives, policy and practice in university ICT education.. |
Decadal Plan for Mathematical Sciences in Australia |
The Academy of Science Mathematics committee has launched its Decadal Plan for mathematical sciences in Australia
for 2016-2025 today 17/3/16 at Parliament House. The Minister for
Education Simon Birmingham and the Deputy Minister for Science Karen
Andrews both spoke up in support and urged continuing action to continue
to persuade parents to support students taking harder options like
maths, and pressure industry and other parliamentarians to express
support, more frequently than once a year. Comment: Can ICT faculties afford to stiffen the prerequisite for bachelor entry? can we afford not to in the mid- to long-run? If commerce and science have the same requirements then there would be less danger of losing those averse to mathematics from ICT. The currently increasing demand for computing enrolments could be an opportunity to improve student intake and outcomes. Major recommendations include 1.1 Australian governments, schools and universities should urgently increase their provision of professional development for existing out-of-field school teachers of mathematics and enhance their commitment to the recruitment and retention of new, properly qualified staff. 2.1 Australian universities should immediately plan for the staged reintroduction of at least Year 12 intermediate mathematics subjects as prerequisites for all bachelors programs in science, engineering and commerce. Some universities have responded to (or anticipated) the issue:
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The cyclical nature of ICT student numbers: lessons to remember |
With the anecdotal reports of strong increases
in ICT undergraduate enrollments at many Australian universities, this
very important analysis on A History of Capacity Challenges in Computer Science [for USA] by Eric Roberts of Stanford. Thanks to Alan Fekete for pointing this out. One of the implications: Australia's claimed "over-production" of ICT PhDs may have a ready market in USA jobs: Although the precise number is impossible to determine because many of the listings use imprecise phrases like several positions or multiple positions, it appears that the number of open computer science faculty positions [in USA] in 2014-15 was around 1000. According to the Computing Research Associations most recent Taulbee survey, North American institutions produced 1,651 computer science Ph.D.s in 2014.21 Of this number, 244 (15 percent) accepted faculty positions at North American institutions. By this calculation, the current rate of Ph.D. production is sufficient to fill about one of every four open positions. Although the ratio of applicants to open positions is less than the one-in-seven shortfall of the early 1980s, the number of unfilled positions is significantly larger in absolute terms. If the number of Ph.D.s is sufficient to fill only a quarter of the open positions, then the number of positions that cannot be filled from this pool is around 750. Unlike other fields, computer science has no reserve labor force in the form of Ph.D.s who received their degrees in prior years but who have been unable to find positions. |
Australia's Digital Pulse report 2016 |
The ACS / Deloitte Access Economics report on Australia's digital economy and workforce is released 16 March 2016 |
March 2016 |
ICT Education Statistics update |
Australian Information Technology Higher Education Student and Staff Statistics now available, an ACDICT report presenting statistics on ICT higher education updated to cover 2009-2014. The report shows the start of the recent growth trend in undergraduate enrollments, and shows student numbers broken down into types of degree, gender, and domestic/international across the Australian universities. The report includes some analysis. Link above, or at |
Report on the future of work in Australia 29/2/16 |
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ACS Employment Survey for 2015 29/2/16 |
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Breaking News: Work Integrated learning in STEM 24/2/16 |
An article in the Australian Higher Education section Weds 24
February describes the ACER report for the Office of the Chief Scientist
on WIL in STEM. ICT is the "stand-out field" in the sciences. Reporter
John Ross writes
The report is not actually new. It dates from June 2015: Edwards, Daniel. Work integrated learning: A lesson in good WIL, Research Developments, ACER. http://rd.acer.edu.au/article/work-integrated-learning-a-lesson-in-good-wil |
Teaching coding in schools — Infographic on the USA issues |
Shane Ryan <sryan@datascience.smu.edu> "recently published a graphic with our online data science program, DataScience@SMU. We explored computer science and coding education for grades K-12 in the US and across the world. You can check it out here: https://datascience.smu.edu/blog/kids-and-computer-science-infographic/" |
Breaking News |
School mathematics, university prerequisites, and the study of STEM science technology engineering and mathsThe dilemma is of having too much choice of subjects perceived to be interesting but some seen as less difficult.
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Members Newsletter update November 2015 |