Relevant bibliographies by topics / Business education Australia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Business education Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Business education Australia"

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Lehmann, Caitlyn. "Editorial." Children Australia 42, no. 4 (November 29, 2017): 225–29. http://dx.doi.org/10.1017/cha.2017.44.

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Among the plethora of minor parties fielding candidates in Australia's 2016 federal election was a relative newcomer called Sustainable Australia. Formed in 2010 and campaigning with the slogan ‘Better, not bigger’, the party's policy centrepiece calls for Australia to slow its population growth through a combination of lower immigration, changes to family payments, and the withdrawal of government agencies from proactive population growth strategies (Sustainable Australia, n.d.). At a global level, the party also calls for Australia to increase foreign aid with a focus on supporting women's health, reproductive rights and education. Like most minor parties, its candidates polled poorly, attracting too few votes to secure seats in the Senate. But in the ensuing months, the South Australian branch of The Greens broke from the national party platform by proposing the aim of stabilising South Australia's population within a generation (The Greens SA, 2017). Just this August, Australian business entrepreneur Dick Smith launched a ‘Fair Go’ manifesto, similarly calling for reductions in Australia's population growth to address rising economic inequality and a “decline in living standards” (Dick Smith Fair Go Group, 2017).
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Colic-Peisker, Val, and Ling Deng. "Chinese business migrants in Australia: Middle-class transnationalism and ‘dual embeddedness’." Journal of Sociology 55, no. 2 (March 21, 2019): 234–51. http://dx.doi.org/10.1177/1440783319836281.

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Over the past two decades, four-fifths of the business immigration to Australia originated from China. Australian business migrants are required to undertake a two-step migration pathway: first they demonstrate a certain level of assets and business success to qualify for temporary entry and then, through successful business activity, they qualify for permanent residency (PR). Using in-depth interview narratives and survey data, this article explores migration motives and experiences of Chinese business migrants in Melbourne, Australia and situates them within the conceptual framework of middle-class transnationalism and ‘dual embeddedness’. We found that our respondents were primarily driven by motives other than the likelihood of business success in Australia, such as the prospects of good education for their children and a cleaner environment. Gaining Australian PR emerged as the key milestone in the migration process, allowing migrants to move freely between home and host countries and live as ‘dually embedded’ transnationals.
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Hogan, Owen, Michael B. Charles, and Michael A. Kortt. "The value of public business education in Australia: challenges and opportunities for decision makers." International Journal of Educational Management 35, no. 7 (October 19, 2021): 1538–55. http://dx.doi.org/10.1108/ijem-05-2021-0197.

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PurposeWith their former role as “cash cows” under threat owing to COVID-19, Australian business schools are fighting not only to maintain their status but also their survival. This study aims to look at how the sector might best approach these challenges.Design/methodology/approachThe study reviews the recent literature on business and management education in Australia and compares that with emerging trends and policy directions.FindingsThis analysis of current and emerging trends suggests that business education needs to find alternative arguments for legitimacy, and that business schools in public universities can no longer be regarded automatically as the “keepers of knowledge”.Research limitations/implicationsThe study contends that public resources would be better channelled towards fit-for-purpose business and management education, with this being administered by an array of entities, some of which would include private providers, public–private partnerships or public entities other than “business schools”.Practical implicationsThe study articulates the current and emerging challenges faced by decision and policy makers in the field of public business education and contends that the largely homogeneous business education provided by public universities in Australia is not always in the public interest.Social implicationsThe value of business education provided by public institutions is becoming increasingly contested, with many stakeholders, including employers, questioning the utility of contemporary business education.Originality/valuePrevious studies have looked at the aspects of the future of business and management education, but no overview has hitherto synthesised the findings of such studies and drawn out the practical implications.
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Stenberg, Luz Centeno. "Do International Business Students Who Are Studying in Australia Have Similar Academic Outcomes? A Comparison of Undergraduate and Postgraduate Students." Journal of Education and Training 10, no. 1 (August 25, 2022): 58. http://dx.doi.org/10.5296/jet.v10i1.20217.

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The paper explores the characteristics of business students studying in Australia. A total of 1907 students (1033 undergraduate and 874 postgraduate students) are included in the study between 2012 and 2016. These students are either from a higher education (tertiary) private provider of undergraduate business courses or from one of the Australian universities studying at the postgraduate level. The paper attempts to examine if there are similarities in undergraduate and postgraduate business student outcomes that could be attributed to country of origin and gender. The paper argues that the human capital pursuit among international business students studying in Australia is similar due to the linkages between immigration, labor market and education policies. These linkages might have facilitated the perceived risk-return relationship of studying in Australia and as a result led to attracting similar (international) students studying at the undergraduate and postgraduate levels. Ordinary least squares (OLS) models’ results suggest that gender and country of origin are important in predicting success. In particular, being female is positively related to academic success and certain student groups dominate the international students’ landscape in Australia.
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Billett *, Stephen. "From your business to our business: industry and vocational education in Australia." Oxford Review of Education 30, no. 1 (March 2004): 13–35. http://dx.doi.org/10.1080/0305498042000190041.

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Jaric, Ljubica. "Contemporary skill migration in Australia." Stanovnistvo 39, no. 1-4 (2001): 157–82. http://dx.doi.org/10.2298/stnv0104157j.

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Immigration has always been a key of the Australian social and economic development. Australia administers separate Migration and Humanitarian Programs. The Migration Program has two streams: Family and Skill. The smaller Special Eligibility stream includes groups such as former Australian citizens and former residents who have maintained ties with Australia. The Skill stream of Australia's Migration Program is specifically designed to target migrants who have skills or outstanding abilities that will contribute to the Australian economy. The migration to Australia of people with qualifications and relevant work experience can help to address skill shortages in Australia and enhance the size, skill level and productivity of the Australian labour force. Skilled migrants were mainly employed in managerial, administrative, professional or paraprofessional occupations or as traders. Permanent movement represents the major element of net overseas migration. Australia has experienced not only permanent influx of skilled but longterm movement as an affect of globalisation of business, the creation of international labour and education markets and cheaper travel. The level of longterm movements is strongly influenced by both domestic and international conditions of development, particularly economic conditions. More Australians are going overseas to work and study and foreigners are coming to Australia in larger numbers for the same reasons. Skill migration in FRY is mostly correlated with the economic situation in the country. Skill stream from FRY to Australia has been significantly increased since 1990. In the Australian official statistics separate data for the FRY has been available since July 1998. Prior to July 1998. FRY component was substantial proportion of total Former Yugoslav Republics. Estimated Serbian skill stream is around 4500 people.
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Pimpa, Nattavud, and Margaret Heffernan. "Challenges in the Transnational Business Education." Journal of International Students 10, no. 2 (May 15, 2020): 226–43. http://dx.doi.org/10.32674/jis.v10i2.141.

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Management of learning and teaching in a transnational business education program can be a true challenge for institutions in both home and host countries, especially with leadership and governance. In this article, we seek to define challenges in engaging business students in a transnational education program operating in Singapore and Australia. From the interviews with students and staff, we identified feedback, communication, and transferability as important factors promoting engagement among students in the transnational program. We highlight learning strategies to support ongoing engagement among students in a transnational business education program. The findings suggest that contextualizing the local and international issues is crucial in the management of a transnational business education program if students are to develop global competencies.
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Charteris, Jennifer. "Teaching performance assessments in the USA and Australia." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 237–50. http://dx.doi.org/10.1108/ijced-10-2018-0039.

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Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia. Originality/value Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.
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Maritz, Alex, Quan Nguyen, and Martin Bliemel. "Boom or bust? Embedding entrepreneurship in education in Australia." Education + Training 61, no. 6 (July 8, 2019): 737–55. http://dx.doi.org/10.1108/et-02-2019-0037.

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Purpose The purpose of this paper is to evaluate the status of entrepreneurship education (EE) in Australia, replicating and expanding a similar study in 2015. The aim is to review neoteric global best practice EE initiatives, enabling the examination and embedding of EE offerings and initiatives at all 40 higher education institutions (HEIs) in Australia. Design/methodology/approach The authors introduce a review of prominent and recent global EE scholarship, enabling an iterative and emergent inquiry perspective aligned to inductive and nascent multi-method empirical research associated with theoretical underpinnings of symbolic and substantive management theory. Findings This paper highlights the sparse and inconsistent distribution of EE programs and initiatives across all 40 Australian HEIs, particularly against the backdrop of rapidly expanding start-up and entrepreneurship ecosystems. Furthermore, outcomes provide best practice EE initiatives, which included staff mobility and transferability of skills. HEIs in Australia are experiencing a moderate EE boom, albeit marginally down on global EE transformation initiatives. Research limitations/implications Limitation of the data is subject to availability and accuracy of online documents and material resources, although implications have been mitigated using multi-method research design. Practical implications The findings provide critical grounding for researchers, practitioners and HEIs wishing to enhance EE within ever-expanding entrepreneurship ecosystems. Originality/value This study is the first multi-methods inquiry into the status of EE in Australia, consisting of quantitative, qualitative and algorithmic methods.
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Munawar, Hafiz Suliman, Sara Imran Khan, Fahim Ullah, Abbas Z. Kouzani, and M. A. Parvez Mahmud. "Effects of COVID-19 on the Australian Economy: Insights into the Mobility and Unemployment Rates in Education and Tourism Sectors." Sustainability 13, no. 20 (October 13, 2021): 11300. http://dx.doi.org/10.3390/su132011300.

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Coronavirus Disease 2019 (COVID-19) has affected global economies due to lockdowns, business closures, and travel and other restrictions. To control the spread of the virus, several countries, including Australia, imposed strict border restrictions and lockdown measures. Accordingly, international borders have been closed, and all incoming international passengers are mandated to a 14-day hotel quarantine. Residents’ movements and businesses have been limited to essential services only. Employees have been directed to work from home while businesses moved to a remote working model. Due to such stringent measures, small and medium businesses such as cafes, restaurants, hotels, childcare centers, and tourism-based institutions incurred heavy losses, pushing a considerable portion of such small businesses to close. The airlines, education, tourism, and hospitality sector were the worst impacted among all. Due to such closures and associated effects of COVID-19, the unemployment rates are assumed to be significantly increased in countries like Australia. However, a study investigating this unemployment and reporting its status does not exist for Australia. Therefore, in this study, we investigated the effects of COVID-19 control measures such as travel restriction and lockdown on Australia’s employment status and labor markets. The data for the local transport network, unemployment rates and impacts on the tourism industry in Australia were extracted from the public data sources to assess the unemployment rates at both national and state-wide levels. Further, we also looked into the rehabilitation measures by the Australian government, such as the Job Keeper and Job Seeker programs in March 2020, that aim to provide support to people who are unable to run their businesses or have lost their jobs due to the pandemic. Overall, we observed that despite the global crisis, the Australian unemployment rate has reduced in the last year.
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Dissertations / Theses on the topic "Business education Australia"

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Truscott, Keith. ""More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/925.

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This was an investigation of factors that assisted Australian Aboriginal students complete or incomplete a business course at a University in Perth between 2000 and 2010. The concept of resilience and related factors of inclusion and exclusion from the participants’ past were assumed clues by the researcher. The investigation involved four inquiries. First, the researcher reviewed recent statistics of Aboriginal population, education and employment. A short history of Aboriginal education in Western Australian was also made. Both reviews indicated Aboriginal people endured relative exclusion and a lower status than the mainstream population in areas of education and employment. Second, the researcher assumed that a shared interdependency existed between distinct “ethnic groups” (Barth, 1969) in terms of “levels of engagement at the cultural boundaries”. The cultural boundaries consisted of four layers, namely observable behaviour and material artefacts, institutions, values and worldviews (Barney, 1973; P. D. Milnes & Grant, 1999b). At these “cultural boundaries” that the researcher explored, there were more than three “Rs” (i.e. reading, writing and arithmetic) concerns active in the classroom, namely the silent “R”, resilience. Third, the researcher built upon the theoretical work of Francis’ (1981) ‘teach to the difference’, Nakata’s (1997) idea of ‘cultural interface’ and Milnes’ (2008) concept of ‘meeting place’. The researcher then adapted a new research model called ‘engagement at the cultural boundaries’. Fourth, the researcher conducted a large case study on four samples. A short life-history interview was made of each sample: 1) a pilot study of a previous business graduate; 2) Aboriginal graduates (n=17); 3) Aboriginal non-graduates (n=13); 4) teaching and administrative staff (n=6). Then the pilot study and three groups of stakeholders were rated with a ‘resilience score’ in terms of their engagement at social and economic boundaries based on their personal, public, training and economic identities. The researcher concluded that overall ten factors of resilience had assisted the Aboriginal students complete or incomplete the tertiary business course. These ten factors were: a strong self-reference point, sense of community, structured living, strong support network, stakeholders identifying with struggles, significant role models, strong status and a single mindedness to complete the task at hand, skills in crisis management, and a previous history of successful engagement at the cultural boundaries. Besides the pilot study, the students who completed the tertiary business course had a high resilience score based on previously, strong inclusive engagements at the two key cultural boundaries, the social and economic boundaries. Those students who did not complete the tertiary business course still had a high resilience score, but showed less experiences and examples of inclusive engagement at the overall cultural boundaries prior to and for the duration of the tertiary business course. Teachers of Aboriginal students would do well to discern that Aboriginal students do have a high resilience score overall despite their publicly acknowledged low status and historic loss of economic power. Teachers and key stakeholders in Aboriginal tertiary education also would do well to recognise that some of the ten factors of resilience in Aboriginal tertiary students, especially those resilience factors linked to training and economic identity, require more focus and strengthening. The challenge for all stakeholders of tertiary education is to develop all factors of resilience so that Aboriginal students can experience more inclusion as the latter engage at the tertiary cultural boundary.
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Oliver, Clive P. "Some determinants of success and failure in first-year university business units at private colleges." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1202.

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This study investigates some of the determinates of academic success and failure (and dropout) from first year university level Business units at two private business colleges in Perth, Western Australia. Private business colleges are convenient vehicles for international and Western Australian students who do not possess adequate academic assessments for direct entry into university, and for students who might benefit from an enhanced pastoral support system, in the transition from secondary education to tertiary education. The study is important to private providers and to universities who are trying to help students succeed at university. The study utilises a model of two dependent variables (achievement at first attempt and achievement at second attempt); five independent variables (motivation to achieve, outside work commitments, performance to expectations, family problems, and attendance); and three situation variables (age, gender and whether English is the first language of the student). The variables in the model were identified from various studies in the literature, as likely to be most strongly related to academic success or failure. The model suggests a number of bivariate relationships between the dependent variables andthe independent variables and between the dependent variables and the situation variables. The model also suggests a number of joint relationships between the dependent, independent and situation variables. The dependent variables were measured for eight first year units of study which are generic to Bachelor Degree programmes at most universities for Business or Commerce; Accounting, Economics, Finance, Information Systems, Legal Framework, Management, Marketing and Statistics. The sample consists of 195 students from private provider A and 92 students from private provider B in Perth, Western Australia (a total of 287 students). Data were collected by means of a questionnaire which was distributed to students in both private colleges in mid-semester 1996, and which students completed on a voluntary basis. Each of the independent variables were measured from student self-report data and the private colleges provided the individual student results in each of the eight Business subjects to use as measures of the dependent variables. Analysis took the form of cross-tabulations, zero-order correlations and multiple regression to test the relationships between the dependent and independent variables, as suggested by the model. The computer package SPSS (Statistical Package for the Social Sciences) was used for the analysis. The conclusions relating to the zero-order correlations are presented in two parts: those relating Achievement at the first attempt and Achievement at the second attempt (as dependent variables) with the five independent variables and those relating the dependent variables with the three situation variables. (i) The five independent variables have small or no correlations with the two dependent variables. (ii) The three situation variables have small or no correlations with the two dependent variables. In each case, the amount of explained variance in the dependent variable was 7% or less and hence the relationships are of no practical significance for any of the eight Business subjects, for students or private providers. The conclusions relating to the multiple regression analysis are presented in three parts: those relating the dependent variables with the independent variables, those relating the dependent variables with the situation variables, and those relating the dependent variables with the independent and situation variables together. (iii) The five independent variables together account for less than 9% variance in the dependent variables. (iv) The three situation variables together account for less than 10% of variance in the dependent variables. (v) The five independent variables and the three situation variables together account for less than 15% of variance in the dependent variables. These relationships are so small that they are of no practical significance for any of the eight Business subjects, for students or private providers. While there do not appear to be any direct implications for private providers or students, flowing from this study, there are direct implications for further research. In particular, a better model needs to be developed that uses variables that can explain more of the variance in achievement at the first and second attempts. This may mean that different and better measures of the independent variables need to be made and that new independent variables need to be uncovered, perhaps, by interviewing students at private providers.
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Chien, Chee Fah. "Development, validation and use of an instrument for assessing business management learning environments in higher education in Australia: the Business Management Education Learning Environment Inventory (BMELEI)." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1095.

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Although there are numerous instruments available for assessing classroom learning environments at the tertiary level, no instrument has been specifically designed and validated for measuring the business management education learning environment (Brennan & Ahmad, 2005). My aims were (1) to design, develop and validate an instrument, the Business Management Education Learning Environment Inventory (BMELEI), for assessing business management students’ perceptions of the psychosocial learning environments of university seminars and tutorials and (2) to relate learning environment to attitudes towards the subject and attitudes towards the case study teaching strategy. This study is distinctive in that it involved both quantitative and qualitative methods. The BMELEI and two attitude scales were administered to 480 final-year undergraduate and postgraduate business studies students in 30 classes at both Curtin University of Technology and Edith Cowan University in Perth, Australia. The qualitative component of the study involved semi-structured interviews with 42 randomly-selected participants from the above universities. Factor analysis supported a six-factor structure (Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation and Equity) with scale alpha reliabilities ranging from 0.78 to 0.90 for the actual form and from 0.80 to 0.92 for the preferred form using the individual as unit of analysis. Students’ attitudes were found to be positively associated with classroom learning environment.Also differences were found between students’ perceptions of the actual and preferred classroom environment, and between male and female students’ perceptions of the actual and preferred classroom environment. Findings suggested that students preferred a more positive and favourable classroom learning environment than they perceived as being actually present.
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Chien, Chee Fah. "Development, validation and use of an instrument for assessing business management learning environments in higher education in Australia: the Business Management Education Learning Environment Inventory (BMELEI)." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17957.

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Although there are numerous instruments available for assessing classroom learning environments at the tertiary level, no instrument has been specifically designed and validated for measuring the business management education learning environment (Brennan & Ahmad, 2005). My aims were (1) to design, develop and validate an instrument, the Business Management Education Learning Environment Inventory (BMELEI), for assessing business management students’ perceptions of the psychosocial learning environments of university seminars and tutorials and (2) to relate learning environment to attitudes towards the subject and attitudes towards the case study teaching strategy. This study is distinctive in that it involved both quantitative and qualitative methods. The BMELEI and two attitude scales were administered to 480 final-year undergraduate and postgraduate business studies students in 30 classes at both Curtin University of Technology and Edith Cowan University in Perth, Australia. The qualitative component of the study involved semi-structured interviews with 42 randomly-selected participants from the above universities. Factor analysis supported a six-factor structure (Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation and Equity) with scale alpha reliabilities ranging from 0.78 to 0.90 for the actual form and from 0.80 to 0.92 for the preferred form using the individual as unit of analysis. Students’ attitudes were found to be positively associated with classroom learning environment.
Also differences were found between students’ perceptions of the actual and preferred classroom environment, and between male and female students’ perceptions of the actual and preferred classroom environment. Findings suggested that students preferred a more positive and favourable classroom learning environment than they perceived as being actually present.
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Sebastian, Dipu, and dipu_sebastian@hotmail com. "Enhancing student learning in a first year business program." Deakin University. Education, 2009. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20100401.122742.

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The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.
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Eiseman, John. "Strategies for small business education and training : a case study in the independent supermarket industry in Australia /." [Sydney] : University of Western Sydney, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030811.161842/index.html.

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Thesis (M.Sc. (Hons)) --University of Westen Sydney, 1997.
"A thesis submitted in fulfilment of the requirements for the degree of Masters of Science (Honours)" Accompanied by : Current concerns, future outlook and training needs of independent supermarket retailers / John Eiseman.1994. Bibliography: p. 134-142.
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Eiseman, John, University of Western Sydney, and of Science Technology and Agriculture Faculty. "Strategies for small business education and training: a case study in the independent supermarket industry in Australia." THESIS_FSTA_xxx_Eiseman_J.xml, 1997. http://handle.uws.edu.au:8081/1959.7/36.

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The need to raise the skills and knowledge of both managers and staff in small business through improvement to education and training is the underpinning thematic concern of this research. Another concern is the appropriateness of action research as a process for research and development in education and training for small business. The independent supermarket industry in Australia provided the case study for this action research. The study sought to identify the barriers to participation in education and training programs and to develop strategies to overcome these barriers. Participation in education and training programs in the independent supermarket industry in Australia was found to be constrained by working conditions at store level, geographic location, negative attitudes of owners or principal managers towards education and formalised training and economic pressures on the industry. In this study the action research methodology provided the means to incrementally achieve a rich contextual understanding, to build researcher-client relationships, client receptivity to the research findings and credibility for both the researcher and the study. However, a key constraint to action research was the difficulty of gaining active participation from the client system. Another contribution of this is the documentation of the key issues and characteristics of independent supermarkets which have been poorly reported. The issues and characteristics identified for independent supermarkets, such as those arising from future uncertainity, family ownership, management style and attitude are compatible with those reported for small business generally. This research was guided by, and the results support, the proposition put forward by Gummesson that action research in a business environment is enhanced by the combining of the consultant and researcher roles. This role duality and the cyclic processes of action research provided the opportunity for incremental benefits to the clients which gave incentive for the clients to provide access and support for research in their enviro
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Liveris, Christine. "An investigation of self-regulated learning of young adults in a business vocational education and training program." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1495.

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National reform in vocational education and training (VET) and the raising of the school leaving age legislation in Western Australia have resulted in an increasing proportion of young adults in VET programs. VET teaching and learning practices are learner-centred, work-centred and attribute-focused. A shift from a teacher-centred approach to a more learner-centred approach can be a major transition for some younger learners. The challenge for practitioners is to help these young adults develop generic, transferable employability skills and attributes, in order to facilitate self-directed lifelong learning.Educational psychologists and policy makers view academic self-regulation as the key to successful learning in school and further education; however, agree that most learners struggle to attain this in their methods of study. The term ‘academic self-regulation’ is synonymous with self-directed learning. The primary research question for this study was: What are the self-regulatory characteristics of 18- to 24-year-olds completing a business administration assessment? Specifically: 1 What cognitive strategies did they use to comprehend and perform the task? 2 What metacognitive strategies did they use to control and regulate their cognition? 3 How did they regulate their behaviour?Within the framework of a social cognitive view of learning, this study adopted a phenomenological approach. A purposive sample group of eight students aged from 18 to 24, participated in the study. Participants were full-time Certificate IV Business Administration students enrolled at a TAFE college in Perth, Western Australia. Their four teachers also participated. This study was intended to produce inferences that may suggest ways we can better understand academic self-regulation.Semi-structured interviews with the participants were undertaken after the submission of a written assessment task and the teachers were interviewed at the end of the semester. Raw data were coded using broad categories from Pintrich’s (2004) theoretical framework. Data were then reduced to clusters of statements and placed into categories. Case by case results provide a snapshot of each case and cross-case results have been reported under six major themes. Quality control was achieved through a combination of data from participant interviews, teacher interviews and the researcher’s interpretations; the latter have been linked to previous research and reviewed through peer debriefing.Findings suggest that the self-regulation characteristics of these young learners are dependent on a range of factors, including: purpose of engagement; differences in developmental stage, culture, commitments, and learning environment; and the task. This thesis identifies areas for further research; specifically, the relationship between personality and styles of self-regulation, practitioner education programs that support early identification and intervention for students with learning difficulties and the impact of internet distractions on time and effort.
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Orth, Ashley Mark. "International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84623/4/Ashley_Orth_Thesis.pdf.

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This study examined perceptions of international students from Saudi Arabia living and studying in Australia. As a qualitative study that featured case study methodology, the thesis discusses the experiences of Saudi Arabian students in the light of two important factors: students' expectations prior to coming to Australia and the impact of intercultural competency on students' experiences. The study found that while study participants reported mostly positive experiences, there were challenges faced such as coping with English language and culture shock. The thesis culminates in a comprehensive list of implications for educators in the light of the study's findings.
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Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.

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Books on the topic "Business education Australia"

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Misko, Josie. Linking vocational education and training with industry in Australia and China. Adelaide: National Centre for Vocational Education Research, 2005.

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Cumming, James. Resourceful communities: Integrating education, training and work for young people in rural Australia. Belconnen, A.C.T: Australian Curriculum Studies Association, 1992.

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Public relations writing in Australia. South Melbourne, Vic: Oxford University Press, 2008.

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Vicary, Adrian. In the interests of education: A history of education unionism in South Australia. St. Leonards, N.S.W: Allen & Unwin, 1997.

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Smith, Larry. Business of school leadership: A practical guide for managing the business dimension of schools. Camberwell, Vic: Acer Press, 2010.

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TC3 WG3.4 International Conference on the Place of Information Technology in Management and Business Education (1996 Melbourne, Vic.). The place of information technology in management and business education: TC3 WG3.4 International Conference on the Place of Information Technology in Management and Business Education, 8-12th July 1996, Melbourne, Australia. London: Chapman & Hall, 1997.

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General, Western Australia Office of the Auditor. On-line and length?: Provision and use of learning technologies in government schools Western Australia. West Perth, W.A: The Office, 2001.

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Dwyer, Michael. MBA programs at Australian universities: A guide to graduate management education. 2nd ed. [Sydney]: Financial Review Library, 1994.

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Mohannak, Kavoos. Fostering linkages in innovation systems: Japanese and Australian models. [Wollongong, N.S.W.]: University of Wollongong, 2000.

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Australia. Parliament. Senate. Employment, Education, and Training References Committee. Report of the inquiry into the Australian National Training Authority. [Canberra]: Secretariat, The Committee, 1995.

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Book chapters on the topic "Business education Australia"

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Marjanovic, Olivera, and Wasana Bandara. "The Current State of BPM Education in Australia: Teaching and Research Challenges." In Business Process Management Workshops, 775–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20511-8_69.

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Bodle, Kerry, and Levon Blue. "Indigenizing the Business Curriculum at an Australian University." In Indigenizing Education, 181–92. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4835-2_9.

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Alshurafat, Hashem, Jebreel Mohammad Al-Msiedeen, Mohannad Obeid Al Shbail, Husam Ananzeh, Seif Alshbiel, and Zaid Jaradat. "Forensic Accounting Education Within the Australian Universities." In Explore Business, Technology Opportunities and Challenges ‎After the Covid-19 Pandemic, 679–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08954-1_58.

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Burgess, Stephen, and Arthur Tatnall. "Information Technology for Managers: Australian Generic MBA Programs." In The Place of Information Technology in Management and Business Education, 35–42. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35089-9_5.

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Chukhlomin, Valeri, and Irina Chukhlomina. "Outsourcing Global Skills Development to Australian Vocational Colleges: A Case Study on Reverse Transnationalization." In Innovation in Business Education in Emerging Markets, 222–38. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137292964_15.

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Issa, Tomayess, and Theodora Issa. "CSR, Sustainability and Green IT in Higher Education: An Australian Perspective." In Responsible Business in Uncertain Times and for a Sustainable Future, 89–106. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11217-2_4.

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Medhekar, Anita. "Australia-India." In Emerging Business and Trade Opportunities Between Oceania and Asia, 57–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4126-5.ch004.

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India is Australia's fourth largest export market and investment destination, and fifth largest trading partner, with access to a large and youthful market of 1.4 billion population. In 2018, India was the second largest source of skilled professionals after the UK and third largest source of immigrants after the UK and New Zealand. Increasing number of Indian nationals and businesses are choosing Australia as a destination of choice for education, tourism and for doing business. The Independent India Economic Strategy – 2035 was launched on 22 November 2018 for promoting bilateral trade and export market for Australian goods, services, and investment opportunities for mutual economic benefit. This chapter examines the economic significance of bilateral trade relationship between Australia and India and opportunities and challenges faced by the two countries with focus on education, tourism, health, agri-business, alternative energy, and mining sectors to meet the demand and supply gap and the sustainable development goals.
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Sandhu, Kamaljeet. "Digital Strategic Partnership for Australian and South Asian Enterprises." In Strategic Cooperation and Partnerships Between Australia and South Asia, 76–94. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8657-0.ch004.

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This study aims to identify the important roles in digital strategic partnership for Australian-Asian enterprises. Research has shown that the world's two biggest economies in the coming years will be in Asia, and they are China and India. Australia's strategic location and close geographic proximity to Asia and its engagement in economic, business, education, health, cultural, and technological cooperation have led to opportunities in digital strategic partnership for Australian-Asian enterprises. A case study approach is used to analyse the strategic investment opportunities in digital and telecommunication technologies with Australia and Asian trading partners to develop a digital strategy. Over many years, Australia has demonstrated leadership for exchange of strategic information, ideas, and closer participation with Asia, which has led to building a strong relationship in terms of government-to-government, people-to-people, and business-to-business, which can be transformed for innovative digital strategic partnership in the South Asian region.
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Fernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 662–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch030.

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There is a significant lack of documented research on Australian school improvement that is contextualized within business improvement model settings. This is the case even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing what educational quality is within schools. It will present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organizational level and that focus remains on the important core business of student learning. This adapted version has been described as strategic TQM and a case is made for its use in Australian schools through five transformations that are brought about through the SCOPE cycle for school improvement.
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Velliaris, Donna M., Craig R. Willis, and Janine M. Pierce. "International Student Perceptions of Ethics in a Business Pathway Course." In New Voices in Higher Education Research and Scholarship, 232–50. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7244-4.ch012.

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To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.10.4018/978-1-4666-7244-4.ch012
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Conference papers on the topic "Business education Australia"

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Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.

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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
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Tatnall, Arthur, Mohini Singh, Stephen Burgess, and Bill Davey. "Curriculum Change and the Evolution of Postgraduate e-Business Subjects." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3196.

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E-business courses were introduced in many universities around the world about ten years ago. Sometimes they were introduced at the undergraduate level, sometimes at postgraduate level and sometimes at both. This paper will present a case study examining the postgraduate e-business courses in two Australian universities and how they have changed over the last few years. The paper describes factors that influence the development of e-business courses and outlines a theory of subject development, originally intended to explain the development of new school subjects in 19fe century England. We make use of this theory to explain what has happened, and is still happening, in the case of e-business curriculum in Australia.
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Tatnall, Arthur, Chris Groom, and Stephen Burgess. "Electronic Commerce Specialisations in MBAs: An Australian University Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2578.

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This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.
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Warren, Matthew, and Shona Leitch. "Information Security Management Curriculum Development: An Australian Example." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3316.

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The development of Information Security as a discipline has only occurred in recent years. Currently Information Security topics are widely taught at tertiary institutions but these topics are taught from a technical perspective and in other cases from a business perspective. This paper discusses the development of a new security curriculum within Australia and how Australian tertiary institutions responded to that curriculum, the paper also puts forwards a framework that assists in curriculum development.
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Qiu, Jianna, and Ke Xu. "A Critical Understanding of English Language Provision in Australia." In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.42.

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Barker, Sandra, Harsh Suri, Brent Gregory, Audrea Warner, Amanda White, Vivek Venkiteswaran, and Una Lightfoot. "Learning from COVID-19 to futureproof assessment in Business Education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0140.

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The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID-19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.
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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Alan Hodgett, R. "A Role for Information Systems Education Programs." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2503.

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The international media continually reports a worldwide shortage of skilled information technology literate people. An intermediary role or disciplinary area between business requirements and computer science has been identified in the past. A number of institutions have developed information systems education programs to fill this role. A survey of pasl graduates and employers evaluates the performance of several information systems education programs at the University of South Australia.
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Van Der Vyver, Glen, and Michael Lane. "Are Universities to Blame for the IT Careers Crisis?" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2990.

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At a time when the IT industry in general and the IT academy in particular face major challenges, some accuse universities of producing graduates with poor or inappropriate skills. This qualitative study, based on interviews with fifteen senior IT executives and managers in the Australian financial services industry, examines what employers seek when they recruit new graduates. We find that employers now expect much more from IT graduates. They require a blend of technical, business and people skills combined with the right attitude. Furthermore, requirements are highly mediated by contextual factors such as company size and corporate culture. We also find that universities are not perceived as negatively as some would have it. Universities face a significant challenge in producing graduates with much wider skill sets. Although this study was conducted in Australia, we are of the opinion that the issues discussed are relevant in the wider international context.
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Smolčić Jurdana, Dora, and Romina Agbaba. "DESTINATION CRISIS MANAGEMENT EDUCATIONAL PROGRAMS – BACKGROUND FOR BETTER PERFORMANCES." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.46.

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Purpose – Paper points out the importance of introducing and attending various educational programs, courses and workshops that are crucial in times of crisis. Knowledge resources need to be more integrated within management organizations, to ensure efficiency and effectiveness in overcoming challenging conditions. Managers must learn and devise new ways of managing in times of crisis. Methodology – Secondary data sources, relevant studies closely related to this area of research, indexed in the databases WoS, Scopus, Hrčak, and others where used. Countries Australia, Croatia and China were selected and analyzed, with the intention of indicating the degree of representation of educational programs in the field of crisis management, or whether they exist in university education, business activities, are they publicly available and is their theme exclusively based on the still present COVID-19 pandemic? Findings – Based on the research of educational programs in the field of crisis management in three selected countries (China, Australia, Croatia) from three different continents, it was noticed regardless of the difference in their size and education systems, that there are no significant deviations in the modalities of educational programs in crisis management. Contribution – The contribution is manifested in the representation and the literature review of contribution of educational programs in the field of crisis management. Given the occurrence of crisis situations in tourism, which are increasingly common and come from different sources, the need to strengthen educational programs in this area has undoubtedly been identified.
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Reports on the topic "Business education Australia"

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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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