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Work-integrated learning through industry-based placements characterises a degree program launched by an Australian University (Deakin) in 2000: the Bachelor of Business Information Technology (Hons) [BBIT]. In this program, industry mentors are the nexus between the world of the university and the world of industry. However, in setting up and running such programs, tertiary educators tend to make fundamental assumptions about the level of commitment and understanding of these industry mentors, about how they will be selected and the skills they will be able to demonstrate and impart. A shared vision of what constitutes a satisfying placement cannot be taken for granted. These tacit assumptions underpin key elements of the BBIT program, such as the preparation of students for their placements, the handbook that is provided for industry partners and the site visits made by academics. Research was undertaken in 2003/4 to test these assumptions, and to determine whether the support infrastructure the university places around the industry placements is optimal. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of the relevant professional body. Reflecting on the rich data generated, this paper seeks to provide some insight into whether assumptions regarding industry mentors and also what constitutes a satisfying placement, are supported. This leads to a consideration of implications for tertiary educators who are directing such segments of degree programs. The paper advocates research to take us beyond assumptions, claiming that the articulation of industry perspectives is instructive for all those involved: industry sponsors/mentors, tertiary educators, students and the industry more broadly, as students are prepared more effectively for their professional roles.

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The professional fields of information systems and information technology are drivers and enablers of the global economy. Moreover, their theoretical scope and practices are global in focus. University graduates need to develop a range of leadership, conceptual and technical capacities to work effectively in, and contribute to, the shaping of companies, business models and systems which operate in globalised settings. This paper reports a study of the operation of industry-based learning (IBL) at three Australian universities, which employ different models and approaches, as part of a series of investigations of the needs, circumstances and perspectives of various stakeholders (program coordinator, faculty teaching staff, the students, industry mentors, and the professional body). The focus of this paper is a discussion of salient pragmatic considerations in an attempt to conceptualize what constitutes best practice in offering industry-based learning for higher education students in the disciplines of information systems and information technology.

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This paper is based on research to identify common factors that contribute to the effective strategic leadership of teaching and learning centres. The second of three phases of data collection involved a survey of Directors of Australian teaching and learning centres. The data collected were quantitatively analysed using a range of descriptive, parametric and non-parametric techniques. Based on a response rate of 81.6 per cent, we present a contemporary, comprehensive and representative quantitative snapshot of Australian teaching and learning centres, as seen through the eyes of their Directors. The time since last restructure, incumbency of the current Director and total Directorship experience of the current Centre Director all have mean values of 'sometime in the previous one to three years'. Most Centres would consider their work in the areas of 'recognition and reward' and 'professional development of staff' as high-impact functions, and they would be pleased with their efforts in the former area, and wish to perform better in the latter. The principal constraint identified by Centres was 'lack of staff time', both in the faculties and in the Centre, to engage in teaching and learning improvement activities. Overall, Centres feel well included in relevant university committees and other activities.

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