Emeritus Professor Stephen Crump
Emeritus Professor
School of Education
- Email:stephen.crump@newcastle.edu.au
- Phone:(02) 4921XXXX
Career Summary
Biography
Stephen Crump was the Pro Vice-Chancellor (External Relations) and a Professor in Education at the University of Newcastle. Professor Crump led the University's strategic relationships with community, industry and business on all UON campuses, and with NSW TAFE at Ourimbah on the Central Coast and at Port Macquarie.
Professor Crump's discipline expertise is in education and public policy, leadership/ organisational development, philosophy of education and curriculum reform. He is a Visiting Fellow of the Institute of Education, the University of London [2010/11], working with senior professors on a number of projects around policy enactments, higher education reform and global change. Professor Crump has recently completed an Australian Research Council project on interactive distance e-learning in which he was the Chief Investigator.
He has led two major reports and an ARC project on Vocational Education and Training for the NSW and Commonwealth governments as well as a Taskforce into NSW matriculation certificate reforms. He has over 200 publications. Prior to joining the University of Newcastle in 2006, he held senior positions at the University of Sydney reporting to the Senior Deputy Vice-Chancellor, as well as for the Faculty of Education and Social Work.
He has been involved at grassroots level advocacy and is currently on the Regional Development Australia - Central Coast Board and the Central Coast Grammar School Board, and the Board for the World Association for Cooperative Education.
Stephen has presented to a wide range of audiences for over 25 years including keynote addresses at national conferences, individual and symposium presentations to academic and professional conferences in Australia, the United States of America, Hong Kong, Singapore, New Zealand, Vietnam, England, Austria, Canada and Sweden.
He has presented invited colloquia and professional development seminars at, for example, Cambridge University, Boston University, Uppsala University - Sweden and Kings College London and the University of London 's Institute of Education. Stephen has acted as an advocate and researcher at numerous school-level meetings for both staff and parents, and presented to government departments and curriculum authorities about research and educational policy issues.
* Education policy and practice * Education curriculum, policy and leadership * Social and cultural issues in education
Collaborations
Stephen's key research contributions have been in education policy and practice, across various issues and contexts, focusing on curriculum, policy and leadership in a way that is a particularly relevant to social, political and cultural issues in education.
In 2003-04 , he published a major report (40,000) on outcomes-based assessment and reporting in NSW with Professor Ken Eltis. This report was called Time to Teach - Time to Learn (2003), from which the NSW Government adopted all 29 recommendations.
Between 2000 and 2004 , as first named Chief Investigator, Stephen successfully completed a $501,111 ARC SPIRT, with Bob Connell, Gordon Stanley and David Saltmarsh, on VET and equity in senior schooling based on VET in Schools reforms to the Higher School Certificate in NSW. Stephen also led a team that trialled the McGaw Green Paper recommendations for reforming Higher School Certificate in NSW (Shaping their Future). The Team's report to the HSC Taskforce was instrumental in shaping the Government's final report, Securing their Future (Aquilina, 1997), that became the driving force for improving secondary matriculation in NSW. In the 1990s, he led two major reports on Vocational Education and Training (Key Competencies) for the NSW and Commonwealth governments.
Other research projects compared school-based and private industry organisational change (with an emphasis on management and leadership - supported by an ARC Institutional Grant), and multi-sector educational initiatives in Australia and internationally.
Stephen has also worked on home-school partnerships funding by an ARC Institutional Grant, and worked with the USA League of Schools Reaching Out. He is a member of a number of international research networks, a reviewer for journals of high standing, an examiner of research theses, and an 'Ozreader' for the Australian Research Council. Research Grants and Awards 1989 - 2011 $2,127,979 (as first named Chief Investigator) (more than $2,400,000 including project costs)
Qualifications
- PhD, University of Sydney
- Bachelor of Arts (Dip Ed), Macquarie University
- Master of Education (Honours), University of Sydney
Keywords
- Education Technology
- Educational Policy, Administration and management
- Post-compulsory Education
- Public Policy
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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Editor - Forum of Education (Australia's oldest education journal) | Forum of Education (Australia's oldest education journal) Australia |
|
1/10/1998 - 1/12/1998 | Chief Researcher NSW HSC Taskforce | NSW Department of Education and Training |
Invitations
Participant
Year | Title / Rationale |
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2004 |
ESRC International Seminar Series: Public Private Partnerships Organisation: University of London Institute of Education Description: I was invited to present a case study of private-public finding of education in Australia that led to publication in a leading journal and inclusion of data in a recent book. |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (13 outputs)
Year | Citation | Altmetrics | Link | |||||
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2019 |
Redding G, Crump S, Drew A, 'Maintaining the Contribution of Higher Education to
Societal Progress', The Oxford Handbook of Higher Education Systems and University Management, Oxford University Press, New York 471-480 (2019) [B1]
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Nova | ||||||
2019 |
Redding G, Drew A, Crump S, 'The Description and Comparison of Societal Systems of Higher Education and University Management', The Oxford Handbook of Higher Education Systems and University Management, Oxford University Press, New York 1-14 (2019) [B1]
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Nova | ||||||
2019 | Crump S, 'Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Social, and Personal Advancement', The Oxford Handbook of Higher Education Systems and University Management, Oxford, Oxford 453-470 (2019) [B1] | Nova | ||||||
2019 | Robinson T, Twyford K, Teede H, Crump S, 'Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice', The Oxford Handbook of Higher Education Systems and University Management, Oxford, Oxford 255-267 (2019) [B1] | Nova | ||||||
2019 |
Burke PJ, David M, Moreau M-P, 'Policy Implications for equity, Gender and Widening Participation in Higher Education', The Oxford Handbook of Higher Education Systems and University Management, Oxford University Press, Oxford, UK 432-452 (2019) [B1]
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Nova | ||||||
2019 | Redding G, 'Criticality, Academic Autonomy, and Societal Progress', The Oxford Handbook of Higher Education Systems and University Management, Oxford, Oxford 15-39 (2019) [B1] | Nova | ||||||
2011 | Crump SJ, 'Benefits of cooperative and work-integrated education for educational institutions', International Handbook for Cooperative and Work-Integrated Education: International Perspectives of Theory, Research and Practice, WACE, Lowell, MA 287-294 (2011) [B1] | Nova | ||||||
2010 | Crump SJ, Twyford KA, 'Opening Their Eyes : E-learning for rural and isolated communities in Australia', Rural Education for the Twenty-first Century: Identity, Place, and Community in a Globalizing World, The Pennsylvania State University Press, University Park, Pennsylvania 210-231 (2010) [B1] | Nova | ||||||
2010 | Crump SJ, 'Academic administration: Becoming involved', An Academic Life: A Handbook for New Academics, ACER Press, Camberwell, VIC 140-149 (2010) [B2] | Nova | ||||||
2009 | Ferguson K, Seddon T, Twyford KA, Crump SJ, Hodgetts K, 'Doing place and time differently in practice', Making Schools Different: Alternative Approaches to Educating Young People, SAGE, Thousand Oaks 126-134 (2009) [B1] | Nova | ||||||
2009 |
Crump SJ, 'E-learning technologies and remote students', Making Schools Different: Alternative Approaches to Educating Young People, SAGE, Thousand Oaks 105-115 (2009) [B1]
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Nova | ||||||
2003 |
Crump S, 'Schools and their community: Tensions and tradeoffs', Expertise Versus Responsiveness in Children's Worlds: Politics in School, Home and Community Relationships 44-52 (2003)
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Show 10 more chapters |
Journal article (28 outputs)
Year | Citation | Altmetrics | Link | |||||
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2009 |
Twyford KA, Crump SJ, Anderson AJ, 'Satellite lessons: Vocational education and training for isolated communities', Rural Society, 19 127-135 (2009) [C1]
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Nova | ||||||
2008 | Crump SJ, Twyford KA, Littler M, 'Interactive distance e-learning for isolated communities: The policy footprint', Education in Rural Australia, 18 39-52 (2008) [C1] | Nova | ||||||
2008 | Crump SJ, Boylan C, 'Interactive distance e-learning for isolated communities: Starting and finishing the jigsaw', Education in Rural Australia, 18 1-25 (2008) [C1] | Nova | ||||||
2008 | Crump SJ, Larkings M, Johntson J, Kirkby D, 'TVET on a multi-sector campus: Connecting, collaborating and capacity building on the Central Coast', VOCAL: The Australian Journal of Education and Training in Schools, 7 122-129 (2008) [C2] | Nova | ||||||
2007 |
Crump SJ, 'Changing identities and performance of post-compulsory educational providers', Australian Educational Researcher, 34 1-14 (2007) [C1]
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Nova | ||||||
2007 | Crump SJ, 'Editor - Special Edition', Australian Educational Researcher, 34 (2007) [C2] | |||||||
2006 | Crump SJ, 'Reforming Curriculum v. Reforming Schools: Accountability and Reporting School Student Outcomes', Journal of Education, 185 61-71 (2006) [C2] | Nova | ||||||
2005 |
Crump S, Slee R, 'Robbing public to pay private? Two cases of refinancing education infrastructure in Australia', Journal of Education Policy, 20 243-258 (2005) [C1] This paper will explore private sector participation in public sector education in the Australian context, focusing on case studies of Queensland and New South Wales, with referen... [more] This paper will explore private sector participation in public sector education in the Australian context, focusing on case studies of Queensland and New South Wales, with reference to developments in other states and territories and internationally. In Australia, most states and territories have PPP policies and key projects include the Southbank redevelopment in Brisbane and the 'New schools' Project in Sydney. The case studies are both supported by Labor state governments and typify the state of affairs nationally, For Queensland, the Southbank TAPE Institute and Brisbane State High School have been brought into a new education precinct in order to 'free up' the system by outsourcing non-core services and 'free up' valuable inner-city land. In NSW, nine new public schools are being built by a private consortium, for a cost of $100 million as part of a program totaling $5 billion in areas under-serviced by government schools. Yet despite a concerted effort to sell the value of PPPs, Australians appear to be ambivalent about 'privatization' of public services. This paper will look at whether PPPs are robbing the public sector to pay the private sector, and where this strategy is taking Australia and the future of our education systems. © 2005 Taylor & Francis Group Ltd.
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Nova | ||||||
2005 |
Crump S, Stanley G, 'The development of vocational education and training in a senior secondary certificate of education', Journal of Vocational Education and Training, 57 127-148 (2005) [C1] This article outlines the incorporation of vocational education and training (VET) courses into a senior secondary certificate of education, the New South Wales Higher School Cert... [more] This article outlines the incorporation of vocational education and training (VET) courses into a senior secondary certificate of education, the New South Wales Higher School Certificate, in the largest state of Australia. VET courses were introduced in 2000 to broaden the offerings available in post-compulsory schooling and to cater better for the vocational needs of students not primarily focused on university study. This article reviews the progressive implementation of dual recognition of VET courses in the HSC, and the growth in participation through statistical and interview data. It argues that a major reform to curriculum and reporting of the HSC has led to a more integrated approach. To ensure parity of esteem, the opportunity to have the outcomes from VET courses count towards university entrance has been an important policy objective, but it remains unclear whether (a) structures, processes and embedded cultural practices allow students to take full advantage of this option, and (b) whether a VET option is as unproblematic as intended. © 2005 Taylor & Francis Group, LLC.
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Nova | ||||||
2005 |
Crump S, 'Changing times in the classroom: Teaching as a crowded profession ', International Studies in Sociology of Education, 15 31-48 (2005) [C1] This article reports on a study of teachers in New South Wales (Australia) and their practices surrounding outcomes assessment and reporting, which took place in 2003 and 2004 as ... [more] This article reports on a study of teachers in New South Wales (Australia) and their practices surrounding outcomes assessment and reporting, which took place in 2003 and 2004 as a follow-up to a major study in 1995. The study explored whether the main focus of a teacher's work involves planning, teaching, assessing, rewarding and sharing in their classroom and with colleagues, and whether this focus suffered many distractions in the flurry of reforms of the past decade. One example of ¿changing times¿ in the classroom has been the devolution of school management, which caused a number of diversions of energy and time away from teaching and learning. Yet even in the area of curriculum schools were struggling with a range of issues, many brought on by the advent of outcomes-based curricula. In seeking to change what happens in schools, teachers argued that they needed clear and well-argued reasons to change. This article thus provides an update on the relevant research, beginning with national and international experiences, before a discussion of workload, the place of parents and school organizational effects. One finding is that alongside a ¿crowded curriculum¿, teaching has become a ¿crowded profession¿. The article concludes with reflections on how changing times in the classroom mean social reform as well as educational reform, in which teaching and learning shape effects and consequences from educational events so that knowledge grows through experiences, measuring possibilities not outcomes. © 2005, Taylor & Francis Group, LLC.
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2003 |
Te Riele K, Crump S, 'Ongoing inequality in a 'knowledge economy': Perceptions and actions', International Studies in Sociology of Education, 13 55-76 (2003) [C1] The concept of the 'knowledge economy' is increasingly used to underpin education policy in developed countries. In Australia, it has been applied to post-compulsory edu... [more] The concept of the 'knowledge economy' is increasingly used to underpin education policy in developed countries. In Australia, it has been applied to post-compulsory education policy, with efforts to increase retention in senior secondary education and reform of vocational education in the senior years. The article draws on two research projects with senior secondary schools. Many students (and their teachers and parents) perceived qualifications not so much as providing the knowledge considered necessary by government policy for the contemporary economy, but rather as a 'screen' used by employers to sort and select. Knowledge of opportunity structures and access to resources, while not only defined by social class, operated to create differential access to available choices in the educational market place. Despite ongoing inequality, the article argues that the hope many students expressed in relation to education can be fulfilled in practice. © 2003, Taylor & Francis Group, LLC.
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2002 |
Riele KT, Crump S, 'Young people, education and hope: Bringing VET in from the margins', International Journal of Inclusive Education, 6 251-266 (2002) [C1] Vocational Education and Training (VET) plays an important role in the reshaping of upper secondary school curriculum. Retention to the end of secondary education in Australia wen... [more] Vocational Education and Training (VET) plays an important role in the reshaping of upper secondary school curriculum. Retention to the end of secondary education in Australia went from 35% in 1980 to 72% in 2000. This increase caused major problems for the senior school curriculum which historically prepared students for university entrance but now has to serve multiple purposes. While the purposes of VET suit different groups, our interest is those students alienated from, reluctant to complete, or attempting re-entry into senior secondary education. Our objective is to understand policy reforms in this area, in order to assist stopping the spiral of disadvantage in which these young people are caught. We shall argue that VET has the potential to re-engage young people with education. With the labour market becoming more knowledge-based, such re-engagement becomes increasingly important. We ask to what extent is the post-compulsory curriculum serving student and family ambitions for employment in a way that is equitable and inclusive?
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2001 |
Crump S, 'Education in the continuous present', Educational Philosophy and Theory, 33 279-292 (2001) [C1]
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1999 |
Crump S, 'Documents and debates 'e-ducation': Electronic, emotionless and efficient?', Journal of Education Policy, 14 631-637 (1999) Life is now a matter of selling oneself to slave-work, building roads or labouring in quarries or mines or on the railways, purposeless, meaningless, real slave-work, each integer... [more] Life is now a matter of selling oneself to slave-work, building roads or labouring in quarries or mines or on the railways, purposeless, meaningless, real slave-work, each integer doing his [and/ or her] mere labour, and all for no purpose, except to have money, and to get away from the old system. (¿) It is as if the whole social form were breaking down, and the human element swarmed within the disintegration, like maggots in cheese. The roads, the railways are built, the mines and quarries are excavated, but the whole organism of life, the social organism, is slowly crumbling and caving in, in a kind of process of dry rot, most terrifying to see. (D. H. Lawrence, Twilight in Italy, 1997, Penguin Edition: 223/4). © 1999 Taylor & Francis Group, LLC.
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1998 |
Crump S, 'Riders in the Chariot: Curriculum Reform and the National Interest 1965-1995', Journal of Education Policy, 13 737-742 (1998)
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Show 25 more journal articles |
Conference (13 outputs)
Year | Citation | Altmetrics | Link |
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2013 |
Crump S, 'From radio, to satellite, to mlearning: Interactive distance education in Australia', Proceedings of the IADIS International Conference Mobile Learning 2013, ML 2013 (2013) This paper provides reflections on M-learning as a form of 'distance education', based on a summary of the findings of the Interactive Distance eLearning (IDL) research ... [more] This paper provides reflections on M-learning as a form of 'distance education', based on a summary of the findings of the Interactive Distance eLearning (IDL) research project in rural and remote Australia under an Australian Research Council Linkage grant. This project was a joint undertaking between 3 government agencies and an information technology service provider. The implementation of the IDL system to replace former School of the Air radio networks which traditionally supported distance education for school students living in remote NSW and the NT began in 2003 and was completed in 2012. IDL provides satellite-supported two-way broadband voice, Internet and one-way video for school age and adult distance education and is moving towards mLearning trials for some delivery centres. The education and training outcomes offer genuine hope to the thousands of participants spread across remote areas of NSW and the NT, allowing them to participate more fully, more meaningfully, and more productively at home, work and in society, despite the tangible difficulties and complexities of living in regional or rural Australia. |
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2011 | Crump SJ, Qualters D, Karlsson K, Te Riele K, 'Transformative engagement: Three international case studies of knowledge practices in WIL/Coop', WACE 17th World Conference on Cooperative and Work Integrated Learning Abstracts, Philadelphia (2011) [E3] | ||
2011 | Crump SJ, 'Crossing cultural borders: Designing and delivering interactive distance elearning', 2011 AADES National Conference, Hobart, TAS (2011) [E3] | ||
2011 | Crump SJ, 'Expanding horizons : New approach to open and distance learning', 24th ICDE World Conference on Open & Distance Learning, Nusa Dua Bali, Indonesia (2011) [E3] | ||
2008 | Crump SJ, 'Opening our eyes: E-learning for isolated Australians', Proceedings of ED-MEDIA 2008: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vienna, Austria (2008) [E1] | Nova | |
2008 | Crump SJ, 'Work, education and knowledge: A case study of educational partnerships and pathways', WACE Asia Pacific Conference: E-Proceedings, Manly, NSW (2008) [E1] | Nova | |
2007 | Crump SJ, 'Work, education and validated knowledge: Australian policy and experience', International Conference on Researching Work and Learning (RWL5). Papers, Cape Town, South Africa (2007) [E1] | ||
2007 | Crump SJ, Williams A, 'Regional campuses and regional development. The University of Newcastle - Central Coast 'Examining Expectations'', Australian Financial Review Higher Education Summit: 5th Annual Higher Education Summit. Presentations, Melbourne (2007) [E2] | ||
2007 | Crump SJ, Larkins M, Mills M, 'VET in a multi-sector context: Strengthening the Central Coast Region', NCVER "No Frills" Conference: 16th National Vocational Research Training Conference. Papers, Alice Springs, ACT (2007) [E2] | ||
Show 10 more conferences |
Report (1 outputs)
Year | Citation | Altmetrics | Link |
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2009 | Crump SJ, Twyford KA, Anderson AJ, Towers L, Devlin B, Hutchinson A, ''Opening Our Eyes': Project Report : Australian Research Council Linkage Project on Interactive Distance eLearning', Australian Research Council, 32 (2009) [R1] |
Grants and Funding
Summary
Number of grants | 5 |
---|---|
Total funding | $709,000 |
Click on a grant title below to expand the full details for that specific grant.
20091 grants / $15,000
Improving access to patient education and health education in regional and remote Australia$15,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Stephen Crump |
Scheme | Internal Research Support |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2009 |
GNo | G0190631 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20063 grants / $210,000
Interactive Distance E-Learning for Isolated Communities: 'Opening Our Eyes'$75,000
Funding body: Northern Territory Department of Employment, Education and Training
Funding body | Northern Territory Department of Employment, Education and Training |
---|---|
Project Team | Emeritus Professor Stephen Crump |
Scheme | Linkage Projects Partner Funding |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2008 |
GNo | G0186904 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Interactive Distance E-Learning for Isolated Communities: 'Opening Our Eyes'$75,000
Funding body: NSW Department of Education and Training
Funding body | NSW Department of Education and Training |
---|---|
Project Team | Emeritus Professor Stephen Crump |
Scheme | Linkage Projects Partner Funding |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2008 |
GNo | G0186905 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Interactive Distance E-Learning for Isolated Communities: 'Opening Our Eyes'$60,000
Funding body: Optus
Funding body | Optus |
---|---|
Project Team | Emeritus Professor Stephen Crump |
Scheme | Linkage Projects Partner Funding |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2008 |
GNo | G0186903 |
Type Of Funding | Contract - Aust Non Government |
Category | 3AFC |
UON | Y |
20051 grants / $484,000
Interactive Distance E-Learning for Isolated Communities: 'Opening Our Eyes'$484,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Emeritus Professor Stephen Crump, Associate Professor Brian Devlin |
Scheme | Linkage Projects |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2008 |
GNo | G0186588 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Emeritus Professor Stephen Crump
Position
Emeritus Professor
School of Education
College of Human and Social Futures
Contact Details
stephen.crump@newcastle.edu.au | |
Phone | (02) 4921XXXX |
Mobile | 0418 214 120 |
Fax | (02) 4921 XXXX |
Office
Room | CH 320A |
---|---|
Building | Chancellery |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |