Three unusual components of an Australian science degree programme were explored to determine the effect they had on the participation of women in the physical sciences. A common first year with entry requirements that do not include prior science knowledge offered students the opportunity to study the physical sciences. The reasons why very few students have taken advantage of that opportunity are discussed. The degree programme contains both voluntary and compulsory science, technology and society (STS) components. The reaction of women to, and their performance in, these components suggests that STS offers some relief from the masculinity of the physical science component and helps in the learning of that component by supplying overviews and applications. The structure of the post‐first‐year offerings permits forays by students into secondary, but still coherent, programmes of study that are not normally available (for example, electronics courses for chemistry or biology students) and which attract ab...

The effects of an alternative science degree programme on the participation of women in the physical sciences

The computer revolution has affected almost every aspect of life including the scientific disciplines. Higher education in science must take account of this in the preparation of effective scientists. This article is based on an attempt at Griffith University to do this in the School of Science by the introduction of a new concentration area named Electronics and Instrumentation and postulates that the success of the program in enabling students of all scientific disciplines to take this concentration area is due in part to the flexibility available within this interdisciplinary school.

Science with microprocessors: Flexibility in an interdisciplinary school

Griffith University was formally founded in 1971 without being under the patronage of another University, which had been the case for James Cook University, which commenced with strong links to the University of Queensland. A reason for this decision of government was recognition that the patronage style of development was likely to inhibit innovation in the new institution. The Interim Council, chaired by Sir Theodore Bray, played a vital role by accepting the primary importance of university education as assisting the development of a "liberal mind". Achievement of this broad goal was to be aided by exposing undergraduates to knowledge across the "Two Cultures" described by C.P. Snow (1959). This concept challenged the common philosophy and organisation of Australian and British universities at the time.

Environmental studies at Griffith University: a brief history of the foundation years

Alternative courses which present themselves when a new university is being planned are to replicate a traditional model, or to explore new ways of promoting scholarship, drawing on the experience of existing universities and their staffs and students, and on perceptions of external needs and pressures for various sorts of learning. The latter course was followed by Griffith University, Brisbane, which opened in 1975. The decision to organize academic activities in non‐departmental schools, each with a unifying theme or problem set orientation, in combination with concern at the cumbersome decision making processes of more traditional forms, led to the design of a relatively decentralized policy making and executive structure: a Council, supported by a range of policy making and advisory committees each with explicit responsibilities and authorities; a limit number of academic and other operating divisions, each headed by an executive officer with substantial delegated authority; and a structure for an emphasis on horizontal interaction.

The organization of a new university

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The organization of a new university