THE HEAD OF SCHOOL'S ANNUAL REPORT 2009 - St Hildas School

statistics of male and female enrolments in our universities and colleges and why so few
women are in leadership roles in business when statistics reveal this should not be the
situation when there are more females in higher education than males. Below are recent
statistics for two institutions located in Brisbane, which highlight his point.
Queensland University of Technology statistics 2003-2007
By Gender 2003 2004 2005 2006 2007
Female 21841 21890 21188 21396 21778
Male 18137 18029 17339 17152 17470
QUT statistics http://www.qut.edu.au/about/university/qutstats.jsp 9/9/09
University of Queensland 2004-2008
Gender 2004 2005 2006 2007 2008 2004 2005 2006 2007 2008
Female 20,850 20,492 20,661 20,867 20,933 54.7% 55.1% 55.1% 55.0% 55.0%
Male 17,289 16,685 16,857 17,083 17,117 45.3% 44.9% 44.9% 45.0% 45.0%
Total 38,139 37,177 37,518 37,950 38,050 100.0% 100.0% 100.0% 100.0% 100.0%
Management information section https://www.mis.admin.uq.edu.au/Content/
KeyStatistics.aspx 9/9/09
Research Associate at Vienna University of Economics and Business Mr Christoph Schwarzl
presented a paper on how video-graphical analysis can be used for evaluating learning
outcomes in the classroom. From his research he has been able to identify that only six
per cent of an experienced teacher’s class time will be spent on resolving classroom
disruptions. On the other hand, an inexperienced teacher will spend no less than 35
per cent of the class time on classroom disruptions and conflict management which
has been brought about by the teacher. He identified a number of issues which cause
this inordinate amount of wasted time which included the use of many open questions,
incorrect spelling and grammatical errors and asking questions to which the teacher does
not know the answer.
Another networking discussion revolved around the notion that schools in reality are
global enterprises that must learn from global businesses. Global economic integration
and the development of information, communications and technologies have shrunk the
world into a mutually supporting and interrelated community. Just like big businesses such
as Apple and Microsoft, schools need to consider what kind of products (students) can
meet the needs of the global market; how can they compete with students from other
schools and what ‘value’ can a school add to its students. By the end of the discussion
it was felt that schools need to reconsider what curriculum can be offered, what talents
need to be focussed on and what skills and knowledge really count. The answers should
not be thought of from a local perspective only as global integration of education is taking
place; schools need to also consider themselves as resources and assets to other schools.
The wide variety of formal workshops and presentations offered the opportunity to
participate in informal conversations and discussions about how education can develop
moral, responsible, global citizens and immersing students in experiences with other
people and cultures are just a few of the benefits I have been able to experience. Being
given the opportunity to attend this international conference through the Athena Fellowship
has been a valuable experience, not only for my own learning but also for the School.
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Mrs Janelle Maurer
Head of Business and Enterprise Education