- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
The implications of current changes occurring in HE for healthcare research and practice are the focus of discussion in this chapter. Building capacity for the implementation and translation of healthcare research is a critical issue in HE. Both sectors have to increasingly negotiate common challenges that include technological disruption, decreased funding, and the need for collaborative partnerships. This chapter considers the role of universities in building the relationships and connections that foster human well-being and build social capital to create societies where all people can participate and have equitable access to healthcare. It explores the importance of research that adds value at the coalface and how industry can support this endeavour through working in collaboration with HE to produce work-ready or profession-ready graduates with the skills and attributes to facilitate and lead the change required of the future workforce in building social and human capital.
Tracy Robinson currently works as a Senior Research Fellow at the Monash University Centre for Health Research and Implementation (MCHRI) in Melbourne, Australia. She works with the Monash-Warwick (UK) Alliance, an important strategy between the two universities that aims to prepare students for working in global contexts. She is currently collaborating with colleagues at Warwick University to co-design postgraduate courses and professional development programmes for health clinicians on leading healthcare improvement. Tracy completed a postdoctoral fellowship in implementation science at the University of Sydney and has extensive experience at designing curriculum and professional development programmes for the health workforce. She has a particular interest in work integrated learning, implementation science, quality and safety, and emotional well-being programmes. Tracy’s background is in mental health nursing and her PhD is in Psychology.
Kylie Twyford has held the Work Integrated Learning (WIL) coordinator role at the University of Newcastle since 2011. This centralized position is a strategic role with them main focus to drive the momentum of WIL university-wide. The position enables and strengthens relationships, programmes, and initiatives that encompass WIL through collaboration with internal and external stakeholders, and by providing support and leadership to enhance the student experience and business/industry engagement. Dr Twyford is currently an elected member of the University Council of the University of Newcastle. Internationally, Dr Twyford was the World Association of Cooperative Education (WACE) International Research Community Regional Vice-Chair for the Asia and Pacific region from 2013 to 2016 prior to moving to her current position of Chair of Communications in mid-2016. Dr Twyford has also been on the WACE International Review Team since 2012, and the WACE International Advisory Committee since 2014. Nationally, Dr Twyford has been an active member of Australian Collaborative Education Network (ACEN) since 2012 and, at a state level, as a member of the ACEN NSW/ACT state chapter executive committee. Prior to Dr Twyford’s involvement in the WIL sector, she was a Senior Research Associate, managing a $1.314 million Australian Research Council Linkage project on Interactive Distance Learning (IDL) in Australia. In addition to Dr Twyford’s doctoral thesis, ‘Student Retention in Distance Education Using On-Line Communication’, her publications include book chapters, refereed journal articles, and conference papers.
Helena Teede is Executive Director of Monash Partners Academic Health Sciences Centre. She led the establishment of and currently chairs the Australian Health Research Alliance. She is the Director of the Monash Centre for Health Research and Implementation, School of Public Health, Monash University. She is an endocrinologist at Monash Health and a National Health and Medical Research Council (NHMRC) Practitioner Fellow. Professor Teede has held leading roles in healthcare, research, translation, policy setting, and with the not for profit sector and sits on the NHMRC Research Committee. Her research and clinical interests are in women’s reproductive health including PCOS, preconception and pregnancy health, and prevention and treatment of GDM and diabetes in pregnancy. She is also passionate about research translation, guideline development and translation, and healthcare improvement.
Stephen Crump was Pro Vice-Chancellor External Relations and Professor of Education at the University of Newcastle, Australia and is currently Honorary Professorial Fellow at the University of Melbourne, as well as holding adjunct positions at Newcastle and the University of Tasmania. Before taking up senior higher education management positions, Stephen lectured in educational leadership and policy studies, before being appointed as the inaugural Head of the School of Professional Studies at the University of Sydney. His discipline expertise is in education and public policy, leadership/organizational development, philosophy of education, and curriculum reform. Stephen has been awarded over $2 million in research grants, has more than 100 publications and has held positions on government and private boards/councils in Australia and internationally. He has presented in Asia, North America, Europe, and Africa and was a Visiting Fellow at University College London for two years. His most recent reports focus on local educational communities and improving educational and employment opportunities for young Indigenous Australians.
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