Universities, like other industries, are challenged by disruptive market forces. Today there are nearly forty public universities in Australia. Some predict that by 2070 there may be only ten institutions left globally to deliver higher education. Relentless inventiveness and entrepreneurial agendas promise students a world of unbounded study options. In this powerful meditation on the need for institutional diversity, Glyn Davis argues that experimentation, innovation and resilience are the only way the public university will endure.

In 2014, Chinese president Xi Jinping said there was an ‘ocean of goodwill’ between our country and his. Since then, that ocean has shown dramatic signs of freezing over. Australia is in the grip of a China panic. How did we get here, and what’s the way out? In this brilliant book, David Brophy takes apart Australia’s China debate – its strange alliances and diplomatic failures. Justified criticism of China has too often given way to paranoia and exaggeration. While the xenophobic right hovers in the wings, some of the loudest voices decrying Chinese subversion come, unexpectedly, from the left. They call for new security laws, increased scrutiny of Chinese Australians and, if necessary, military force – a prescription for a sharp rightward turn in Australian politics. In China Panic, Brophy offers a progressive alternative. Instead of punitive moves and chest-beating that will only make Australia more like China, we need solutions and strategies that strengthen Australian democracy. ‘The most stimulating book I've read on the most important question facing Australian foreign and strategic policy. Brophy is not just answering questions others have asked, he's asking new questions.’—Allan Gyngell, author of Fear of Abandonment ‘Anyone who wants to know how and why Australia’s China narrative has descended to such a dismal point needs to read China Panic.’—Wanning Sun, professor of media and communications, UTS ‘David Brophy dissects the clichés and prejudices . . . China Panic is essential reading.’’—Linda Jaivin, author of The Shortest History of China

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

Writing the Australian Beach is the first book in fifteen years to explore creative and cultural representations of this iconic landscape, and how writers and scholars have attempted to understand and depict it. Although the content chiefly focuses on Australia, the beach as both a location and idea resonates deeply with readers around the world. This edited collection includes three sections. Forms of Beach Writing examines the history of beach writing in Australia and in a number of forms: screenwriting, social media writing, and food writing. In turn, Multiplicities of Australian Beach Writing examines how forms of writing—poetry, travel writing, horror film, and memoir—engage with some specific beaches in Australia. And, finally, Reading the Beach as a Text considers how the beach itself functions in cultural narratives: how we walk the beach; the revealing story of beach soccer; and the design and use of ocean baths. Given its scope, the collection offers a unique resource for scholars of Australian culture and creative writing, and for all those interested in Australian beaches.

This book considers the detrimental changes that have occurred to the institution of the university, as a result of the withdrawal of state funding and the imposition of neoliberal market reforms on higher education. It argues that universities have lost their way, and are currently drowning in an impenetrable mush of economic babble, spurious spin-offs of zombie economics, management-speak and militaristic-corporate jargon. John Smyth provides a trenchant and excoriating analysis of how universities have enveloped themselves in synthetic and meaningless marketing hype, and explains what this has done to academic work and the culture of universities – specifically, how it has degraded higher education and exacerbated social inequalities among both staff and students. Finally, the book explores how we might commence a reclamation. It should be essential reading for students and researchers in the fields of education and sociology, and anyone interested in the current state of university management.

"Colonial legacies in knowledge production affect the way the world is represented and understood today. However, the subject is rarely attended. The book, Colonial Legacies and Contemporary Studies of China and Chineseness: Unlearning Binaries, Strategizing Self, is about the colonial construction of intellectual perspectives of the colonized population in terms of the latter's approach to China and Chineseness in the modern world. Relying on the available oral histories of senior China scholars primarily in Asia, authors from various postcolonial and colonial sites present these multiple routs of self-constitution and reconstitution through the use of China and Chineseness as category. The revealed manipulation of this third category, romantically as well as antagonistically, is easier than straightforward self-reflection for us all to accept that, coming to identities and relations, none, even subaltern, is politically innocent or capable of epistemological monopoly. Through comparative studies, it shows a way of self-understanding that does not always require discursive construction of border or cultural consumption of any specific "other""--

This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, relational working, corpus linguistics, data dialogues, instrumental variables, participatory pedagogy, diverse participation, policy discourse, quality management and knowledge structures of research.