[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595318-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-595318-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","a-study-of-counting-read-online-free","A study of counting - read online free","","Analysis of staffing and educational planning for mathematics and related disciplines, centered on how to estimate the number of new academics required to meet university growth. It critiques Allen’s approach for underestimating shortages by relying on studies where the discipline is a major area of study rather than teaching load and workforce flows. Using student projections, retirements, and student/staff ratios, it estimates additional EFTSU and highlights impacts on mathematics teaching 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is the document’s main question about staffing mathematics?","Question",{"text":62,"@type":63},"How to estimate the number of new mathematicians (or related academics) needed to fully staff universities as higher-education growth occurs.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the text criticize Allen’s figures?",{"text":67,"@type":63},"Because Allen based estimates on the number of studies where the discipline is the major area of study, which fails to reflect the teaching load and increases in student numbers.",{"name":69,"@type":60,"acceptedAnswer":70},"What additional burden on mathematics does the document estimate?",{"text":71,"@type":63},"It argues mathematics must deal with an increased load on the order of thousands of EFTSU, driven by overall student growth and effects not captured by simplified calculations.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595318,1792080882,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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PaperNo.4,Canberra,AGPS.DITAC(1989),Measures of Science and Innova-tion,Canberra,AGPS.DITAC(1990),Briefing Paper,Science andTechnology Awareness Program.  \ntunities,It is incumbent on those who are  \ncommitted to the excellence of our univer-  \nsities to rage against the dying of the light.  \n# References\n\nD.Fielding(1987),Setting the Scene,inAACOBS Queensland Seminar ProceedingsAcquisitions Rationalization,Brisbane.  \nASTEC(1990),Government funding of academic  \nand related research in Australia,Canberra,  \nAustralian Government Publishing Scene.  \nD.Horne(1988)Think or Perish!,Commissionfor the Future,Melbourne.  \nASTEC(1990),Seting Directions for Australian  \nResearch,Canberra,AGPS.  \nJ.Irvine (1990),Australian Government Fundingof Academic and Related Research-The In-  \nCommonwealth Government(1990),Science and  \n# A study of counting\n\nIan Doust  \nUniversity of New South Wales  \nHow do you estimate how many new  \nAn unfortunate aspect of Allen's report is  \nthat it seriously underestimates the shortages  \nmathematicians (or physicists,or  \nthat will occur in mathematics.  \nphilosophers)we will need to produce to  \nAllen based his figures on the number of  \nfully staff our universities in the coming  \nstudies taking that discipline as their major  \nyears?The equations are quite simple.  \nDecide how many students we expect to be  \narea of study —not on the teaching load  \nteaching and divide by a^suitable  \ngeneratedl in that area.For subjects like  \nstudent/staff ratio and you come up with the  \nmathematics which perform substantial  \nserviceteaching roles in the universitics,thisgives a very inaccurate measure of how the  \nnumber of teachers you expect to need.Then  \nsubstract off the number of staff we already  \nincrease in student numbers will affect them.  \nhave,add the nunber of staff who are  \nexpected to retire,and then make a few  \nadjustments for the peoplc who will come  \nEven if there were to be no increasein  \nmathematics majors,the expected 5000  \nand go between the academic workforce and  \nthe outside world.  \nincrease in engineering students over the  \nThe problem of course is not in theequations,but in estimating the quantitiesinvolved.In 1989,Dr Ian Allen of theVictorian Post-Secondary EducationCommission prepared a discussion paper,Staffing implications of growth in highereducation(Allen 1989),which addressed thequestion of whether Australia was going tobe able to produce enough academics tocater for the large growth in the highereducation system planned for the next fewycars.His conclusions are quite startling;ashortfall of over 5000 academic staff over alldisciplines by 1991 and perhaps as many as  \n1989-91 triennium would produce an  \nincreased teaching load for mathematics of  \nabout 700 EFTSUs.In fact,an increase in  \nstudent numbers in almost any field causes  \nsome increase in teaching load in  \nmathematics.  \nSome idea of how much of the burden  \nmathematics carries is given by the fact that  \nat my university,21 per cent of the 405  \nEFTSU increase in teaching load last year  \nfell in mathematics.By comparing the areas  \nof planned student number expansion with  \nthe mathematics components of those  \ncourses,it seems that we should expect that,  \nof the 62,550 increase in student numbers  \n12,000 by 1994.This paper has been animportant factor in policy decisions at boththe university and government levels.  \nplanned over the present triennium,  \nmathematics will have to deal with an  \nincreased load of 5000 EFTSUs.At Allen's  \nThe staffing situation varies greatly fromone discipline to another and Allen makes an  \nquoted student/staff ratio of 16:1 that  \ncorresponds to an extra 320 academic  \nattempt in his report to estimate future  \nrequirements for various subject areas.  \nmathematicians required —much larger  \nMuch of the planned growth is in business  \nthan Allen's estimate of 93.  \nstudies and engineering.for e","cbCaieM8hLuINtrr","https://ap.wps.com/l/cbCaieM8hLuINtrr","pdf",377158,"English","# A study of counting\n## Estimating required new academics\n## Allen’s underestimation and its causes\n## Case figures and projected EFTSU impact\n## Staffing variation across disciplines","[{\"question\":\"What is the document’s main question about staffing mathematics?\",\"answer\":\"How to estimate the number of new mathematicians (or related academics) needed to fully staff universities as higher-education growth occurs.\"},{\"question\":\"Why does the text criticize Allen’s figures?\",\"answer\":\"Because Allen based estimates on the number of studies where the discipline is the major area of study, which fails to reflect the teaching load and increases in student numbers.\"},{\"question\":\"What additional burden on mathematics does the document estimate?\",\"answer\":\"It argues mathematics must deal with an increased load on the order of thousands of EFTSU, driven by overall student growth and effects not captured by simplified calculations.\"}]","A study of counting - read online free | PDF"]