Defining the Australian mechanical engineer

The attribute focus in engineering education now adopted by the engineering education accrediting bodies of the US, UK and Australia is based on meeting the assumed needs of professional practice. It is associated with an increasing expectation by employers of work-ready graduates rather than relying on subsequent work-based learning and experience to develop many of the essential professional practice attributes. Yet the scope of the mechanical engineering profession is broad and views of practitioners contributing to debate on attribute requirements are largely influenced by their own often unique professional formation.

In addition, the formative development of the profession in Australia has been significantly influenced by 19th and 20th century UK and US practices, although historically the industrial profile of Australia has been strikingly different. An analysis of current industry distribution of Australian, UK and US mechanical engineers presented in this paper shows continuing, although less marked, differences.

To develop a clearer perception of the profession in Australia, its educational formation, and operational environment, this paper provides a concise study of the formative development of the profession, and presents a breakdown of the industry sectors in which they are currently employed. The effects of momentous global changes in engineering employment and formation over recent decades are also discussed.

Recent changes in engineering employment have included major structural changes to organisations, accelerating technical and educational developments and mounting societal expectations making it imperative that attributes be attuned to the new engineering paradigm as increasing demands are placed on our graduates.

This paper provides an essential foundation for ongoing debate and analysis of attribute needs related to this broadly based engineering discipline. Although presented from an Australian perspective, many issues discussed are applicable worldwide.     

Nostalgia for a beating: discipline,generational authority and corporal punishment at a Soweto High School,c.1960–2000

This paper focuses on the now-discarded practice of corporal punishment at Morris Isaacson High School, an important public school in Soweto. Corporal punishment, widely accepted by both students and parents, was central to the disciplinary regime of the school during the 1960s and 1970s. ‘Morris’ was one of the very few high schools in Soweto to remain open and functional during the turbulent 1980s; some argue that it was the rigid discipline that allowed the school to survive in a context of generational upheaval. During the late 1980s and early 1990s pressure mounted on the educational authorities to abolish corporal punishment until it was eventually outlawed under the new constitution in 1996. Though many saw this an important victory for human dignity, there remains a very popular nostalgic narrative that blames the abolition of corporal punishment for the collapse of school discipline in the democratic era.     

Performance pay for teachers: Determinants and consequences

Theory and evidence on performance-related pay for teaching remain inconclusive. Teachers will respond to rewards, but an appropriate reward structure may not be devised because education is a collaborative endeavor. Here we test three hypotheses: performance-related pay among teachers is more likely to be observed when there are evident indicators of team production; teachers receiving performance pay will earn more in total than otherwise equal teachers without performance pay; and teachers receiving performance pay should have higher job satisfaction. We use the Schools and Staffing Survey (2000) to test each hypothesis. Team production does strongly predict performance-related pay, and that such pay does boost earnings, but that job satisfaction is lower for those who receive such pay awards.     

Ethical Considerations of Quality in Higher Education

In a paper presented at last year's conference, the author argued that there were at least six definitions implied in contemporary discussions of quality in higher education. The paper suggested that, by accepting quality as a measure of expectation, it was possible to place quality issues at the heart of the formulation of corporate strategy for institutions of higher education. It also argued that the linking of quality with funding mechanisms would be a procedure fraught with both conceptual and practical difficulties. In this paper, it is argued that the current position in the UK, with regard to quality issues, is demonstrating the predicted conceptual confusion and is generating practical consequences which can be catastrophic for the future of the higher education sector. It is proposed that this situation has its roots in a disregard of the ethical considerations involved in the determination of the appropriate concept of quality and its implementation in both national strategy and corporate policy. There are many approaches to the problems of ethics, but for these purposes the simple distinction between the ‘Guardian’ and ‘Trader’ syndromes is sufficient. The former identifies those ethical standards which are appropriate to protective, governmental behaviour whilst the latter concerns standards of behaviour in commerce. Whilst there are common elements, there are also codes of behaviour within each syndrome which are irreconcilable. The paper argues that the proper understanding of quality issues in higher education must be related to the choice of ethical standard, whilst the confusion which currently exists is caused by a reluctance to face up to that choice. It is clear that quality issues can never be ‘value free’: what is less evident is that quality can never be ‘amoral’.