Relevant bibliographies by topics / Business education Australia Case studies

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Academic literature on the topic 'Business education Australia Case studies'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Business education Australia Case studies"

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Peseta, Tai. "Professional doctorate research in Australia: commentary and case studies from business, education and Indigenous studies." Journal of Educational Administration and History 44, no. 2 (May 2012): 174–76. http://dx.doi.org/10.1080/00220620.2012.659948.

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Stanley, Gordon, and Jeff Oliver. "Variation in student selection within the Australian Unified National System: A case study in undergraduate business studies from Western Australia." Higher Education 28, no. 3 (October 1994): 291–99. http://dx.doi.org/10.1007/bf01383719.

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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.1017/s1833367200002091.

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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.5172/jmo.16.3.467.

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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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Arrighi, Gillian, and Victor Emeljanow. "Entertaining Children: an Exploration of the Business and Politics of Childhood." New Theatre Quarterly 28, no. 1 (January 31, 2012): 41–55. http://dx.doi.org/10.1017/s0266464x12000048.

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This article explores the conflict between the constructions of childhood and their political/legal implications in the context of the entertainment business, as related to the demands imposed upon children by parents and theatre managers in the late nineteenth and early twentieth centuries. Once children could move freely both within and between countries, these conflicts and concerns assumed a global dimension. Through a number of case studies, the authors offer some fresh observations about how legal and social imperatives affected the transmission of values about children employed as entertainers between Britain and Australasia during the period from 1870 to the start of the First World War – from the Education Acts of the 1870s to the legislation of 1910–1913 restricting the export of child entertainers. Gillian Arrighi is a Lecturer in Drama at the University of Newcastle, Australia. She has recently published articles in Theatre Journal (Dec 2008), Australasian Drama Studies (April 2009 and Oct 2010), and in Impact of the Modern: Vernacular Modernities in Australia 1870s–1960s (Sydney, 2008). She is associate editor of the e-journal Popular Entertainment Studies. Victor Emeljanow is Emeritus Professor of Drama at the University of Newcastle, Australia, and General Editor of the e-journal Popular Entertainment Studies. He has published widely on subjects ranging from the reception of Chekhov in Britain and the career of Theodore Kommisarjevsky, to Victorian popular dramatists. He co-wrote with Jim Davis the award-winning Reflecting the Audience: London Theatregoing 1840–1880 in 2001, and his chapter on staging the pirate in the nineteenth century was included in Swashbucklers and Swindlers: Pirates and Mutineers in Nineteenth-Century Literature and Culture, edited by Grace Moore (2011).
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Sablok, Gitika, Pauline Stanton, Timothy Bartram, John Burgess, and Brendan Boyle. "Human resource development practices, managers and multinational enterprises in Australia." Education + Training 59, no. 5 (June 12, 2017): 483–501. http://dx.doi.org/10.1108/et-02-2016-0023.

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Purpose The purpose of this paper is to examine the HRD practices of multinational enterprises (MNEs) operating in Australia to understand the value that MNEs place on investment in their human capital, particularly managerial talent. Design/methodology/approach Drawing on a representative sample of 211 MNEs operating in Australia, this paper investigates the extent (using frequencies) and determinants (using logistic regression analysis) of training and development expenditure, management development strategies, talent management and succession planning policies. Findings The findings suggest that less than 20 per cent of MNEs operating in Australia are investing over 4 per cent of their annual pay bill on training and development. Furthermore, almost a quarter of firms invest less than 1 per cent in training and development. However, most MNEs invest in their managers and those with high potential through the use of management development programmes, talent management strategies and succession planning. Interestingly, in comparison to US MNEs, Australian MNEs were less likely to use management development or talent management programmes for senior management or high performing staff. Research limitations/implications The current study is cross-sectional and represents a snapshot of MNEs’ HRD practices at one point in time. The study measured the perceptions of the most senior HR manager and did not include the views of other organisational participants. The authors suggest the need for future research studies that incorporate longitudinal research designs and the views of different organisational actors. Practical implications HR managers or HRD specialists need to develop a strong understanding of the Australian institutional context, as well as demonstrate the importance/business case for an integrative approach to HRD. Originality/value This paper fulfils an identified need to study the HRD practices of MNEs operating in Australia, particularly focusing on the value that MNEs place on their human capital.
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Goldsmith, Ben, Stuart Cunningham, and Michael Dezuanni. "Screen production for education: digital disruption in an ‘ancillary’ market." Media International Australia 162, no. 1 (November 16, 2016): 65–77. http://dx.doi.org/10.1177/1329878x16678082.

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The thoroughgoing digital disruption of the entertainment-based screen industries has now been well documented. But the factors that drive such disruption are in no way unique to mainstream media industries. The distribution and use of screen content in education in many ways parallel the experience of the broader screen industries. Just as traditional entertainment and information are being challenged by new online services, so too traditional modes of distributing and accessing screen content in education are being disrupted by online services. This article analyses these dynamics in Australia, placing them in historical perspective and using three contrasting case studies to exemplify key aspects of the digital disruption of education: ABC Splash exemplifies the public service broadcasting (PSB) ‘tutelage’ model; YouTube exemplifies digital disruption— immensely popular despite numerous education authorities’ attempts to restrict access to it; and ClickView exemplifies the ‘born digital’ company employing advanced technology, business strategy, and professional pedagogics.
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Duarte, Fernanda P. "Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 52–67. http://dx.doi.org/10.53761/1.10.1.5.

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This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes ‘good teaching’. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers.
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Corral de Zubielqui, Graciela, Janice Jones, Pi-Shen Seet, and Noel Lindsay. "Knowledge transfer between actors in the innovation system: a study of higher education institutions (HEIS) and SMES." Journal of Business & Industrial Marketing 30, no. 3/4 (May 1, 2015): 436–58. http://dx.doi.org/10.1108/jbim-07-2013-0152.

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Purpose – The purpose of this paper is to understand how and why small to medium enterprises (SMEs) access knowledge from external actors in general and from higher education institutions (HEIs) in particular and what is the extent to which these knowledge access pathways affect SME innovativeness. Design/methodology/approach – The paper involved both quantitative and qualitative approaches: a survey of 1,226 SMEs and a mini case study to follow-up on issues arising from the survey analysis. Survey data were analysed using both non-parametric and multivariate Poisson regression analysis. The case study was based on a medium-sized manufacturing firm in South Australia. Findings – While there are significant differences between the micro-, small- and medium-sized enterprises, the evidence suggests that SMEs generally use “generic” university–industry knowledge transfer pathways (e.g. published research results) rather than university–industry links with high “relational” involvement. More significantly, the results indicate that SMEs are more likely to rely on organisations other than universities and related R&D enterprises for knowledge acquisition like clients/customers or suppliers. While collaboration is most likely to occur within the same state/territory, or Australia, many SMEs also collaborate internationally, usually as part of normal supplier–customer relationships, reinforcing knowledge acquisition from organisationally proximate partners. These findings are also supported by the case study. Research limitations/implications – This research was limited to surveying SMEs in one geographic (metropolitan) region in Australia. It also does not account for the different patterns of HEI–SME interactions in different industry sectors. There is also only one case study. Originality/value – First, the research adds to the few field studies that have investigated accessing knowledge for innovation among SMEs. Specifically, the research contributes to an understanding of the heterogeneous roles that different actors play in facilitating knowledge access for improving innovative SMEs outcomes. Second, the research does not treat all SMEs similarly in terms of size effects but instead accounts for differing SME sizes and how this affects their selection of knowledge access pathways. Third, the research contributes to a small number of studies that attempt to understand how HEIs and SMEs can work better together in the context of a regional innovation system, especially one that is relatively less competitive to the larger economy.
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Taylor, Joy, Ifor Ffowcs-Williams, and Mike Crowe. "Linking desert businesses: the impetus, the practicalities, the emerging pay-offs, and building on the experiences." Rangeland Journal 30, no. 1 (2008): 187. http://dx.doi.org/10.1071/rj07045.

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Small businesses in desert Australia are disadvantaged by remoteness from suppliers and markets, workforce problems, and limited opportunities to explore alliances across the desert. This paper outlines an initiative to support and encourage capacity building in remote desert centres and to create networks to overcome the isolation experienced by desert-based small and medium-sized enterprises. Building on existing local initiatives and seizing the opportunities offered by a range of new information and communication technologies (ICT), businesses are linked together to explore the benefits of networking, to identify possible synergies and opportunities for collaboration, to gain practical ICT and networking skills and confidence in the processes, and create real outcomes for their business. The initiative began with a pilot project focused on training and mentoring business owners and managers in business clustering. In addition to education and training outcomes, this pilot produced more outcomes for the participating businesses than had been anticipated. In the final year $7 million of new business was reported. Many businesses embraced this way of working together to improve competitiveness; as a consequence the networks have continued to operate beyond the life of the pilot project. Several case studies are presented to demonstrate how ICT has been used for the transfer of ideas and knowledge, for collaboration, and to open new commercial opportunities for businesses that arose as a direct result of their participation. Proof of concept has been demonstrated in the value to businesses of this approach to long-distance inter-business cooperation and networking. The paper outlines key findings from the pilot project, including the needs for an appropriate pace of development, mix of technologies used, nurturing of business champions, flexibility, local facilitation, and real business outcomes, among others. These findings are being used to inform future developments in long-distance, cross-border business networking internationally and an expanded project involving nine regions of desert Australia.
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Dissertations / Theses on the topic "Business education Australia Case studies"

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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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edu, aruddy@indiana, and Annie Ruddy. "Internationalisation: Case studies of two Australian and United States universities." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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Higher education has undergone significant change as universities have sought to respond to government reforms in a period of globalisation. One major reform that globalisation has introduced is the reduction in state funding for higher education. Universities have turned to other resources to provide funding and one of these is the recruitment of international students. The focus of this thesis is on contrasting the internationalisation policies of two nations, Australia and the United States, by analysing published policies, statistics and carrying out interviews on two campuses. Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement these policies. Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students. Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. Faculty members and domestic and international students expressed dissatisfaction about cultural insensitivity, lack of adequate services that offered housing and emotional/social support, and language barriers. At the same time, each university was achieving some of its internationalisation goals. In conclusion, strategies are suggested that might improve the implementation of internationalisation at both universities.
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Nishida, Yukiyo. "The challenge of multiage primary education in public education : case studies in Australia, Canada and the USA." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439812.

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Lapanan, Nicha, and Stefan Anchev. "Wealth effects from asset securitization : (the case of Australia)." Thesis, Umeå universitet, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-47813.

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Asset securitization is one of the most important financial innovations recently. With an impressive growth in terms of volume of issuance, from almost zero to five trillion USD, in a period of 15-20 years, it is one of the most rapidly growing markets in the financial world. Yet, little is known about this, literally invisible market. Companies engage in asset securitization for a variety of reasons and numerous advantages and disadvantages of asset securitization can be found throughout the literature. Asset securitization has an impact on a number of stakeholder groups: shareholders, managers, employees, investors, the financial markets and ultimately the overall economy and society. Asset securitization is one of the reasons for the financial crisis that started in mid 2007. Since the recent financial turmoil, it became clear the asset securitization was the primary funding source for companies in the financial industry and it was the primary supplier of credit in developed economies. Because of its importance and impact, it is very important that we study the reasons, the motivations, the consequences and the effects from this so powerful financial innovation. And it is important to study it from as many different aspects as possible. Many questions surrounding asset securitization are unanswered and it is important to answer them sooner. This study investigates the wealth effects from asset securitization on the shareholders of the securitizing companies. We study whether the announcement about a pending securitization transaction has any impact on the stock price of the securitizing company. That way we can discover whether asset securitization creates wealth, destroys wealth or has no impact on wealth at all. Not many studies have been done on this topic so far. The existing seven studies are focused mainly on the US and the EU market and report contradicting results. In this study, for the first time, data from Australia is being used. The Australian securitization market is the second, single most active securitization market in the world, after the US market. We conduct quantitative analysis on a sample of 98 securitization transactions during the period 2000-2006. With this sample, we cover almost 29% of the number of securitization transactions during that period and almost 39% in terms of volume of issuance. To analyze the data we use standard event study methodology, common for this type of studies.    Our analysis reveals that investors in Australia do not perceive asset securitization favorably. Securitizing companies’ stock price decreases in the 10 days around the securitization announcement day, resulting in statistically significant wealth losses for the originating companies’ shareholders. Furthermore, the wealth losses are significant for less frequent securitizers, for securitizers that engage in small volume securitization transactions and for securitizing companies with low asset quality.    With this study we make theoretical and practical contribution. We lend empirical support to the previous theories and we help managers, shareholders and investors shape their forecasts.
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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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Jayatilaka, Jennifer A. "An investigation of family literacy practices of eight families with preprimary children and a family literacy program conducted in a low socio-economic area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/991.

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Study of the research literature showed that literacy skills are socialised in young children along with their learning of oral language. This socialisation process occurs within a child's home environment long before they enter formal schooling. Family literacy has been shown to have the potential to impact powerfully on children's perceptions about literacy use through role models and support provided by various family and community members. Literacy activity is often deeply embedded in daily family practices. For some children, differences between home and school literacy practices can occur. Where this mismatch occurs for children in low socio economic homes the problems associated can be compounded. In the present study a formative experimental design was used to investigate and describe some of the literacy practices of eight families living in a low socio-economic environment as identified by the parents of children attending a preprimary centre. Some family literacy programs designed to reduce the effect of the literacy mismatch between home and school have been found, in research literature, to be unsuitable for certain communities because of their inability to address the needs of individual families. The present study reports on the results of a family literacy program jointly planned by the teacher/researcher and parents of eight families from a low socio-economic community. It describes the nature of the family literacy program and the perceptions of the program held by the eight participants. Issues arising from this family literacy program design are highlighted and some implications for educational practice and further research are presented.
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Xie, Shaohua. "Links between devolution and changes in curriculum policy : a case study of year 8-10 social studies curriculum in Western Australia since 1987." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/975.

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This study investigates the links between devolution and Year 8-10 Society and Environment (SAE) curriculum policy in Western Australia (WA) since 1987. It explores whether changes to the structure within which SAE resides, the process through which curriculum decision making occurs, and the content of SAE are consistent with the principles and practice of devolution. An attempt is made in the study to determine whether these changes would have occurred anyway, even if devolution had not been introduced. The investigation is based on a radical humanist model of social inquiry, As such, it uses a critical theory conceptual framework to inform a qualitative research paradigm. Two sources provide qualitative data for the study, namely, interviews and documentary material. The interview material comes from discussions with twenty six senior education officers, school staff, academics and other stakeholders. The documentary material includes key system-wide policy documents, Year 8-10 curriculum frameworks, guidelines and syllabi, and relevant school level publications. Generally, the analysis of data gained from those two sources support the claims made by critical theorists about the impact of devolution upon curriculum policy. More specifically, the findings show that in WA, since 1987, state curriculum development has contributed to a reinforcement of social control, a widening of social inequality and an intensification of the school's role as an agent of narrowly defined economic interests. These links are shown to be consistent with the critical theory argument that devolution is underpinned by corporate managerialism and that it involves not only a decentralisation of responsibility but also a recentralization of power. The study concludes by suggesting that the implications of WA's experience of devolution for China depend largely on whether China's context and needs are examined in terms of a consensus model or a critical theory model of society.
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Wright, Michael Wallace. "Entrepeneurialism, education and training : a case study of South Bank Technopark." Thesis, University of East London, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334801.

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This thesis describes the genesis, evolution, and function of a unique institution: London's South Bank Technopark, in the period 1979-92. A case study of this incubator, innovation centre, and Science Park has revealed several unexpected aspects of its activities. The most notable of these has been the degree of educational and training activity in the Technopark -- both formal and informal - which set it apart from other UK Science Parks, and provide a link between the Technopark and its inner city environment. The multimethod case study involved a largely ethnographic survey of the Technopark's management and tenants and related personnel, supplemented by reference to the Technopark's archives and management file. The study was concluded with a comparative phase of fieldwork involving in-depth interviews with senior figures in seven other UK and US science parks, and in the international science park movement. In all, 67 interviewees in six categories were interviewed in a total of 168 interviews. Entrepreneurialism in the Technopark was investigated via interviews with tenant firms and an intensive study of the management team, enabling key factors in the enterprise process to be identified. The Technopark compared favourably with similar institutions visited as an incubator of new firms, and a creator of jobs and job opportunities via on-site education and training. Models of science park activity have been constructed, from which it is seen that the Technopark is part of an evolutionary continuum leading to science cities and the Multi Function Polis. It is concluded that not only is the Technopark a commercial success; it is also a model inner city incubator, innovation centre, and science park which has brought the benefits of new knowledge based businesses and job creation, as well as innovative training and educational programmes, to a deprived urban area.
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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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Acosta, Fuller Jose Blas 1956. "NAFTA, globalization, and higher education departments of business administration: Case studies from northwestern Mexico." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282587.

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One of the major developments marking the global economy is the emergence of regional trading blocks. This study takes into account this trend and it addresses a question about business administration departments in Mexican universities: To what extent and in what ways do they reflect the influence of NAFTA and globalization on their curriculum, structure, and mission? Conceptually, the study draws on dependency theory and institutional theory. Dependency theory was useful for understanding globalization in Mexican business administration as affected through business and linkages to the U.S. Institutional theory was useful in understanding and explaining specific mechanisms experienced by the departments as they relate to the different professional organizations in society. This study considered four departments located in large public and private universities in Northwestern Mexico. Documents and interviews were the two principal sources of data. This investigation involved the analysis of 46 documents, and 26 interviews conducted with administrators and faculty in Business Administration programs. The analysis of data indicated that private departments hold national and international relationships that influence curriculum change while the public departments are more nationally oriented in relationships and curriculum change.
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Books on the topic "Business education Australia Case studies"

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Smith, Joy. Business studies: Coursework and case studies. Harlow: Longman, 1987.

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John, Evans-Pritchard, ed. Business case studies: Applied GCSE business. Harlow: Pearson Education, 2007.

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Greek ethnic schools in Australia in the late 1990s: Selected case studies. Champaign, Ill: Common Ground Pub., 2010.

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Beyond business/education partnerships: The business experience. New York, N.Y: Conference Board, 1988.

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Rozemond, Sam. Tussen missie en markt: Educatief werk van volkshogescholen en vormingscentra ten behoeve van bedrijven en overheidsorganisaties. Groningen: Wolters-Noordhoff, 1993.

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Bond-Stewart, Kathy. Education. [Zimbabwe]: Mambo Press, 1986.

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Heath, John. Teaching and writing case studies: A practical guide. 2nd ed. Wharley End: ECCH, 2002.

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House, European Case Clearing, ed. Teaching and writing case studies: A practical guide. 3rd ed. Wharley End: European Case Clearing House, 2006.

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Heath, John. Teaching and writing case studies: A practical guide. Bedford: European Case Clearing House, 1998.

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Kannegiesser, H. J. Ever the clever country?: Innovation and enterprise in Australia. Sydney: McGraw-Hill, 1996.

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Book chapters on the topic "Business education Australia Case studies"

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Winoto, Pinata, and Tiffany Y. Tang. "From Market Place to Collusion Detection: Case Studies of Gamification in Education." In Gamification in Education and Business, 277–90. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10208-5_14.

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Su, Chunmeizi. "Regulating Chinese and North American Digital Media in Australia: Facebook and WeChat as Case Studies." In Palgrave Global Media Policy and Business, 173–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95220-4_9.

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AbstractAs the Australian government has legislated for a ‘News Media and Digital Platforms Mandatory Bargaining Code’ to compel Google and Facebook to pay for news content, platform regulation in Australia has prompted a heated discussion worldwide. Questionable business practices have incited issues such as anti-competition behaviour, online harms, disinformation, algorithmic advertising, trade of data, privacy breaches and so on. Consequently, these technology tycoons are reinscribing industries and societies alike, posing a threat to digital democracy. This chapter examines how Facebook and WeChat are (or should be) regulated in Australia, the current regulatory frameworks, and the overall effectiveness of self-regulation. Through the lenses of comparative research, this study is focused on infrastructuralisation, techno-nationalism (censorship), and civil society (media diversity), to identify distinct features and common themes in platform regulation and explore possible solutions to regulating global platforms in Australia.
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Lawrence, P. J. "Business simulations: dynamic, computer based case studies for management development." In The Place of Information Technology in Management and Business Education, 128–36. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35089-9_17.

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Mangiatordi, Andrea, and Magda Pischetola. "Sustainable Innovation Strategies in Education: OLPC Case Studies in Ethiopia and Uruguay." In Organizational, Business, and Technological Aspects of the Knowledge Society, 94–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16324-1_11.

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Colliver, Yeshe, and Libby Lee-Hammond. "A Cultural–Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational Practices in Solomon Islands and Australia." In Cultural Psychology of Education, 79–105. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28412-1_6.

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Cai, Jinfang, and Xian Qian. "Effect of New ICTs on Vocational Education in China: A Case Study of Wuxi Vocational Institute of Commerce." In Business Innovation with New ICT in the Asia-Pacific: Case Studies, 233–53. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7658-4_11.

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Terjesen, Siri. "Reducing Higher Education Bureaucracy and Reclaiming the Entrepreneurial University." In International Studies in Entrepreneurship, 111–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94273-1_7.

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AbstractThis chapter documents the worrying trend of increased levels of top-down policies that stifle universities’ innovativeness and autonomy. I highlight the bureaucratization of corporations and higher education institutions, and how this sclerosis results in a widespread sapping of individual initiative and innovation. The chapter next reviews regulation and bureaucratization in higher education with a special focus on commonalities and differences at two levels: university-wide and one sub-unit, the college of business. I describe successful case studies in anti-bureaucracy policies and practices across higher education at the individual, business unit, university, and other levels to highlight cross-level best practices in higher education, including calculating the present bureaucratic mass and administrative burdens of proposed changes, implementing technology solutions, leading change management efforts across all levels, and employing best practices in decision-making. I conclude with a discussion of research directions that will lead to theoretical, methodological, and phenomenological contributions.
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Pattaro, Anna Francesca, Patrícia Moura e Sá, and Johan A. M. de Kruijf. "Transparency and Accountability in Higher Education as a Response to External Stakeholders and Rules: A Comparison Between Three Country-Case Studies." In SIDREA Series in Accounting and Business Administration, 15–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85698-4_2.

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Hatt, Lucy. "Learning Enterprise and Entrepreneurship Through Real Business Projects." In Applied Pedagogies for Higher Education, 215–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_10.

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Abstract Enterprise and entrepreneurship are widely regarded as important for economic, social and political change, and higher education (HE) institutions are seen as appropriate places to develop entrepreneurial competencies. This chapter describes an experiential, real world approach to entrepreneurship education in HE known as ‘Team Academy’ and suggests a complementary conceptual grounding to the accepted curriculum using candidate entrepreneurship threshold concepts and pedagogical approaches identified from doctoral research. Four case studies taken from the two oldest and largest UK Team Academy programmes illustrate the approach and highlight the way in which an understanding of a selection of candidate entrepreneurship threshold concepts have been successfully developed in the students.
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Vaiciukynaite, Egle, Orsolya Ihasz, Sergey Portyanko, and Shailendra Vyakarnam. "Transforming a Highly Tactile Entrepreneurship Course “Ideas to Innovation” to an Entirely Online Delivery Model: Lessons for Theory and Practice." In FGF Studies in Small Business and Entrepreneurship, 131–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11371-0_7.

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AbstractRecent changes in education due to COVID-19 required a shift from classroom to online delivery. This chapter illustrates how a highly complex training program, Ideas to Innovation (i2i), responded to this challenge. i2i is based on experiential learning including a variety of activities carried out both in large and small groups with the intention to raise delegates’ entrepreneurial self-efficacy. In this case study, we illustrate the process by which the program was delivered online for the first time since its existence and how the online delivery of an entrepreneurial program contributed to participants raised level of entrepreneurial intent. We took a qualitative approach by conducting structured (written) and semi-structured interviews with participants. We triangulated the data with insights and reflections of the facilitators engaged in the online delivery. The findings indicate that even when i2i is delivered online, it raised participants’ level of entrepreneurial intent. We also found that digital interaction and collaboration among participants and facilitators on various platforms promoted the development of an entrepreneurial mindset. By highlighting this change in delivery and design, we contribute to the ongoing debate of digitally supported education for entrepreneurship and provide insights to redesign entrepreneurial training programs.
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Conference papers on the topic "Business education Australia Case studies"

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Roy, Sylvie, Simone Smala, and Karen Dooley. "BILINGUAL EDUCATION IN MAJORITY ENGLISH SPEAKING COUNTRIES: CASE STUDIES IN AUSTRALIA AND CANADA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0353.

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"Interactive 3D Representation of Business Case Studies in the Classroom." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4047.

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Aim/Purpose: In our previous paper, we have proposed a methodology to deliver an applied business course to the multicultural audience having in mind embedding into the course cultural sensitivity and create a safe place for multicultural students to use own cultural metaphors in a learning place. We have proposed a fusion of ancient storytelling tradition creating an overall context for the teaching process and specific use of rich picture coming from Soft System Methodology (SSM). The used teaching approach is promising and brings the required results. However, the proposed method, to be fully effective requires a computerized supporting tool in a form of sophisticated graphical editor/presentation application displaying in real-time case study progress along with the in-class discussion. This tool is a central topic for this paper. Background: The existing tools like for example MS PowerPoint, MS Visio, or Prezi used by us so far cannot be used for our purpose as the interactive image update distract the students. The MS PowerPoint and Prezi require visible mode switching between design mode (edit) and presentation mode. Whereas MS Visio editing is too slow for our purposes. This switching or editing time create a meaningful distraction during the discussion. Methodology: As a solution for the above problem, the authors work on the development of own specialized tool using open source software Blender 3D (http://blender.org) along with Python. The code will be released to open source domain to enable further co-operation with other researchers. Contribution: The described effort, if successful, should create a new presentation tool allowing among the other features, seamless in-class knowledge transfer and in the future will enable the way for gamification of case studies. Impact on Society: A definite improvement of teaching quality in applied business (however, not limited to) with further possibility to extend to deliver courses e.g. for company’s executives. The tool and methodology allow embedding cultural sensitivity into the learning process and will have an impact on digital inclusiveness. Future Research: The tool enables possibility for further analysis of the business situation by artificial intelligence interface. In fact, a whole interactive process of reaching the case conclusion may be observed (allowing collecting analytics and insights on teacher and student’s behavior and performance).
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Vanhoucke, Mario, and Mathieu Wauters. "Blended Learning in Project Management - Experiences on Business Games and Case Studies." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005467002670276.

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Muzdalifah. "Study of Regional Expenditure Dependence on Fund Transfer; Case Studies South Kalimantan Province." In 23rd Asian Forum of Business Education(AFBE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200606.081.

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Strelchonok, Angela, and Iveta Ludviga. "THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING." In CBU International Conference on Integration and Innovation in Science and Education. Central Bohemia University, 2013. http://dx.doi.org/10.12955/cbup.2013.27.

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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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Sinkus, Tatjana. "Development of Business-Related Competences in a Case Study-based Professional English Course in Business Administration Studies." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.033.

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A professional English course in business administration studies at the university should lay emphasis on the specific demands and interests of students studying in this programme and requirements of English language knowledge imposed by the business domain. Development of business-related competences in the professional English course is essential for future entrepreneurs who will use English in multiple business contexts to run a successful and competitive business. The aim of the study was to develop and to approbate such business-related competences as business management and personal management in a professional English course in business administration studies. The author of the article emphasizes the idea that the development of business-related competences can be enhanced if the case study method is applied. The results of the study were obtained in a pedagogical experiment involving business administration students in case study modules within a professional English course. Participating in the professional English case study-based course the students developed business related competences comprising business management and personal management and the article describes the process of these competences’ practical acquisition.
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Monakhova, Elena. "USE OF ROLE PLAYS AND CASE STUDIES IN THE COURSE OF BUSINESS ENGLISH." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1666.

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Rajan, Pramod, P. K. Raju, and Chetan S. Sankar. "Improving Mechanical Engineering Education Through Use of Case Studies." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12872.

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Business is increasingly conducted in a global environment, and mechanical engineering students are expected to be proficient in leadership skills as well as strong technical skills. Many authors state that instead of adding more material and more courses to the engineering curriculum, which would likely turn students away from engineering, engineering educators need to respond by opening up access to engineering with the larger world. We found that one of the effective ways of bringing real-world issues related to the areas of manufacturing and design, thermal engineering, acoustics, vibration, welding and nondestructive evaluation into classrooms is through the use of case study methodology. The Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University has developed eighteen multimedia case studies over the past ten years. Faculty and students partnering with various industries develop these case studies. The case studies focus on real-world problems that actually occurred in the chosen industry. All the technical and business details related to the problem are provided in the case study. Through the use of information technologies we created multi-media case studies that bring real-world decision making from the engineering industry into the classrooms. The students analyze the problem in the class using role-playing, thereby simulating the decision-making scenario that occurred in the industry. The students also have an opportunity to compare their solutions to what happened in the industry. This paper describes the steps involved in developing a LITEE case study, administering this case study in engineering classrooms, and the results of evaluating the effectiveness of this method of instruction. This paper also discusses the details of different case studies related to the above-mentioned areas available through LITEE.
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Sinkus, Tatjana. "Development of Transversal Competences in Case Study-based Professional English Course in Business Administration Studies." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.017.

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Reports on the topic "Business education Australia Case studies"

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Kaleagasi, Bartu, Sean McCarthy, and Peter Beaumont. Geospatial Public Policy: Global Best Practices for Harnessing the Potential of Satellite Technologies and Applications. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004484.

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This publication presents six case studies of public policies that promote the development and use of geospatial technologies and applications, which can be categorized in five layers: institutions, tools, data, skills and industry. The evolution of these technologies and applications over the past decade has been driven by the understanding that where people and things are located is central to smart decision making. As a result of low-cost launch vehicles, increasing numbers of satellites in orbit, new sensor technologies, machine learning algorithms, advances in cloud computing, and the emergence of other technologies such as drones and high-altitude platforms, the geospatial economy is now expanding into many new geographies and sectors. This expansion calls for the development of innovative applications that benefit government in areas such as agriculture, environment, energy, aviation, maritime, transport, health, education, business, and society.
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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