Dissertations / Theses on the topic 'Business education Australia Case studies'

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.

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.

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.

Thesis (M.Sc. (Hons)) --University of Westen Sydney, 1997.<br>"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.

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.

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.

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.

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<br>Master of Science (Hons)

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.

This thesis examines the role of market orientation within the field of postgraduate management education in the UK. A detailed study of student expectations and outcomes was undertaken at the Strathclyde Business School in order to test the hypothesis that British management educational institutions are not adequately market orientated. The study was carried out in relation to MCom in Marketing, MSc in Marketing and MBA programmes offered by the SBS. Thus the study involved: a. A survey of the entering students: In addition to the basic purpose of examining the levels of academic, career, social and personal expectations students have when they embark on a study programme, the study attempted to examine the expectations students have about the course, the institution and the study environment. b. Current student survey: The same students surveyed at the entering stage were surveyed again after six months of enrolment to ascertain the extent to which they feel their expectations a re fulfilled by the programmes, the institution and the study environment. C. Past graduates survey: The purpose of carrying out this survey was to ascertain the extent to which past graduates feel their expectations are fulfilled by the programme, the institution and the study environment some time after the completion of the programmes. Analysis of the responses received at the three stages of the survey revealed that there are certain gaps that exist between expectations and outcomes. The direction of the relationship between expectations and outcomes was found to be curvilinear, suggesting that students change their evaluative criteria over time. The major thrust of the study is the necessity to conduct continual research of the market for management education and setting up and maintaining a database of both current and past students. Other recommendations which evolve from the findings of the study are related to internal marketing, staff/student interaction, promotion of programmes and the organisation and management of the programmes.

Strategic alliances are generally perceived as cooperative relationships constrained within the parameters of bounded rationality, seeking to maximise their levels of control in a turbulent economic environment. They are also commonly conceptualised as a means of creating competitive advantage in business. In regional areas of Western Australia they are favoured by government instrumentalities as a means of making small to medium enterprises (SMEs) more competitive. With the dominant global emphasis in the literature on big business, relatively little is known still about strategic alliances in small to medium enterprises. Moreover, the research on strategic alliances within Australia s also limited, and since 92 %or businesses in Australia arc SMEs (ABS 1999), there are significant gaps in the literature about a significant contributor to economic health or the nation. For these reasons this thesis focuses attention on SMEs in Australia, in particular the South West of Western Australia. This thesis is concerned with strategic alliance propensity in selected small to medium enterprises with less than 500 employees but three or more employees including family members. Mixed methodology data collection was used; based on an extensively validated international survey instrument, and a series of in-depth interviews. The outcome of the study was a synthesised model of SME strategic alliance decision-making which addresses the impacts on attitudes of SME Key Decision-Leaders choosing either positive or negative behaviours relating to strategic alliance formation. The development of this model, the Strategic Alliance Participation Paradigm (SAPP) was achieved through an iterative approach to environmental exploration, literature scanning and analysis and the application of a mixed methodological approach to data collection. Chapters One to Three present the development of the research questions and the research process adopted to address important elements or the research. Chapter Four presents the major consolidated findings based on factor analysed outcomes. Variables were subjected to logistic regression statistical analysis determining support for hypothesised research outcomes. In depth interviews provide evidence of the SME domain, in the context initially of the regional area under review. Conclusions arc further reviewed in the context or a recent significant Norwegian culturally based survey. The Strategic Alliance Participation Paradigm reflects the work carried out by a small group of earlier researchers, and further, empirically tests the determinants of SME Key-Decision-Leader strategic alliance behaviour. Recommendations for future research developed from the research findings arc presented in Chapter Five supporting the conclusions und implications of this study for future SME strategic alliance research both regional and global. Benefits from this process will be seen in the enhanced ability to benchmark at source regional differences and similarities, and thereby to further enhance the value of the outcomes to scholars and practitioners. Researchers could do well to pursue understanding of identified gaps in knowledge and to cooperate with industry to enhance alliance behaviour, achieving benefits through philosophy of competitive tendering. Significant within the outcomes however, was the identified need to research ways to support and grow the large sector of Australian business, the small to medium enterprise.

This investigation represents a search for an alternative to the bureaucratic model of career development and addresses the question: how during a period of period of contraction in the education service with associated diminished opportunities for career advancement, do teachers become commi t ted to a schoo I' s work and va lues. The case study was made during a two year period in a secondary school, in which the researcher was headmaster, when the school was undergoing contraction in the mid 1980s due to demographic trends. Its focus is a bounded group of teachers in midcareer who, during a period of low morale and conflicted industrial relations, became engaged in curriculum development for low ability pupils. Staff development is presented as personal and social reconstruction and interest centres on latent social processes and the interactional behaviours of the participants. Attention is directed towards the cultural meaning that spatial and temporal contexts hold and the modes of interaction they invoke. Two broad principles, of bureaucratization and of humanization, are identified, and an attempt is made to uncover moments of social time when conditions are particularly conducive to personal growth. This leads to a fuller exploration of the concept of teacher commitment, extending beyond its calculative or instrumental aspects, to consider its emotional and evaluative components, thus transferring the discussion from issues solely of role to those of social relationships and personal identity. Thus, its contribution to research derives from the deeper insights it provides into teacher motivation and social process in schools. These are considered from the standpoint of the insider and, as such, complement other school ethnographies made by the professional social scientist. Methodological issues of insider research have been addressed, and its special strengths and weaknesses considered. In particular, categories drawn from the tradi tion of social anthropology have been used to render strange the familiar world of schools, and non-probability sampling has been adopted to penetrate its opaqueness.

The last decade has witnessed an unprecedented attempt to improve performance outputs from public sector organizations as a whole. This has culminated in a range of government reforms across the whole of the public sector based on the principles of accountability, targets and measurements. Underpinning the performance improvement drive within the public sector is an emerged concept of new public management (NPM) regime which mirrors the management practices of the private sector. This work focuses on the Further Education sector as an entity within the public sector services underpinned by the broad theoretical context to understand why FE colleges with similar characteristics perform differently. The OFSTED report, “Why colleges succeed or Fail” (2004) found a strong correlation between Ofsted’s assessment of management effectiveness and performance of the institutions. Those that were awarded Grade 1 for leadership and management recorded outstanding overall performance output and those judged to have weak leadership and management recorded overall poor performance output. It is would seem logical to draw a conclusion that the quality of FE leadership impacts on the quality and value of its service. This work explores this relationship in greater depth. The focus of this study was to explore the extent to which managerial competences within a situated cultural and structural content contributed to the differences in the performance of FE colleges in England and Wales. The overall objective was to analyse how the competences of senior managers, defined as formal qualification, professional experience, professional functional skills and personal attributes interact with organizational factors such as structure and culture to impact on performance. There is a lack of knowledge on the subject and this hinders the ability to place a value on the quality of leadership in the FE sector and its importance in organizational performance. Four colleges were chosen for the study from East London. The four colleges were from the same socio- economic catchment and they fell within the four categories of Ofsted performance measurements: Outstanding, Good, Satisfactory and Poor. The methodology used in this study examined the phenomena of interest in the four colleges through a process of semi-structured interviews which provided an in-depth and contextual understanding of the problem in a case study scenario. In total 27 managers were interviewed for the study, of which 3 were the college principals, 16 senior managers and 8 middle managers. A performance framework was developed from the research findings which provides some of the answers to the key research questions. Broadly, the findings suggest that some elements of managerial competences such as formal qualifications, personal attributes and educational or managerial orientations within a specific cultural climate and structure contributed to the differential performance outputs of the four FE colleges. The performance framework identified three strong relationship links between these elements which collectively would produce a strong performance outcome. The thesis makes two key contributions to existing knowledge. First, it introduces a conceptual framework that could inform managerial decision making in such a way as to achieve effective performance output from an FE college. The findings could also have a possible broader application across public sector organizations. In addition, the work also makes contributions to extant management literature by either providing some evidence of the relevance of some of the existing work or providing an alternative view to the current lines of thinking.

This thesis examines the determinants of student demand for higher education (HE) in Jordan with special attention devoted to the role of expected rates of return (ERRs) to HE. In the context of economic theory, mainly Human Capital Theory (HCT), earnings expectations lie at the heart of students' post-secondary education decisions. Therefore, the study is primarily based on final-year secondary school students' HE decisions and starting earnings expectations. The starting earnings expectations are critically analysed and used to construct short-cut ERRs to HE. Also, comparisons between expected starting earnings and actual public sector starting wage rates are carried out. The findings lend support to the economic explanations of demand and, in particular, the HCT predictions. Through applying logistic models, the study finds that ERRs influence students' post-secondary education decisions to enrol in HE positively. Students from low-income and large families are found to be less likely to consider continuing into HE. Consistent with the empirical literature, student academic ability is also reported to impact positively the likelihood to consider enrolment. Other variables such as parents' level of education and student's area of residence are proved not to be significantly associated with demand. Consumption value of education is greatly perceived, however, among both groups of the participants (i.e. those intending to undertake HE and those not). This indicates a weak prediction role of consumption motives in student demand for HE. Overall, the analysis also indicates a strong role of education in determining students' starting earnings expectations. Furthermore, the calculated ERRs show females to expect higher return from HE than males, a pattern matching with the most recent Jordanian study of rates of return (RORs) to education (Talafeh, 2003). However, students appear to be overoptimistic regarding starting earnings for both secondary education and HE. In this regard, the analysis suggests that students do not base their starting earnings expectations on the current actual wage rates, a finding to consider in future RORs and ERRs and their link with demand for HE studies in the context of Jordan. devoting more resources towards poor students, particularly those characterised with high-academic ability. Making students better-informed about HE and labour market return and conditions may also enhance the efficiency of individual decisions on HE and contribute to alleviating the mismatch between HE and the labour market in the country.

The reasons why non-English speaking background (NESB) shopfloor employees participate in workplace language and literacy classes and the factors that affect their motivation to participate are relative unknowns. This study investigates NESB shopfloor employees' motivation to participate in a Communication Skills Development Program (CSDP) course and the factors that affected their motivation. An inductive analysis of findings revealed that all of the employees participated in one of the CSDP courses for a variety of pre-determined life-specific reasons. These reasons are represented by three main categories of goals (i.e., 'Self-improvement through language and literacy development', 'Work', 'Outside work'). Of these goals, all of the employees reported 'Self-improvement through language and literacy development' as the underlying reason why they participated in one of the CSDP courses. Further, each employee reported a language/literacy practice that is peculiar to all of his/her goals and most sub-goals. An extended analysis of the employees' motivation to participate identified the employees as being 'transactional-', 'vocational-', 'fellowship-', 'social camaraderie-' and/or 'self-satisfaction- oriented' learners. Findings also revealed that a variety of 'personal', 'course-related' and 'context-related' factors either positively or adversely affected the employees' motivation to participate. A qualitative case study design was implemented. Data was collected through interviews, observations, field notes and the review of artifacts. Data was inductively analysed by classifying patterns of relationships into categories that represent the employees' motivation to participate and factors that affected their motivation. ii This study's findings have implications for theory and practice. At a theoretical level, these findings add to the existing theoretical understanding of why English as second language adults participate in workplace language and literacy classes and the factors that affect their motivation. At a practice level, these findings illustrate the need for Food Products management and program teachers to have an understanding of the reasons 'why' NESB shopfloor employees participate in workplace language and literacy classes and the factors that affect their motivation. For with such an understanding, first, Food Products management will be able to implement organisational practices that positively affect the employees' motivation to participate in future CSDP classes. Second, teachers will be able to assist the employees to set realistic goals, and design and implement course content that assists the employees to attain these goals.. For it is when employees attain their goals that they will form and hold positive perceptions of the course in which they participate.

This study reviews the literature in relation to virtual strategic alignment models and strategies. From this the researcher develops a framework to test two new strategic alignment instruments designed to measure the espoused preparedness of organisations to operate virtually and the readiness of an organisation to collaborate virtually. These instruments are designed to assist organisations in recognising and exploiting their degree of virtuality and can support organisations in developing new organisational forms that fully leverage the value of their ICT assests. Prior research has attempted to address strategic alignment issues either internally, externally or holistically. A new approach was necessary.

Thesis (Ed.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.<br>Title from PDF t.p. (viewed on Apr. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2963.

This thesis discusses the impact of economic globalisation on Thai higher education and society. Thailand's severe economic crisis in the second half of 1997 through 1998 has led to education reform at all levels. Since the crisis, Thailand has been focusing on the development of its human potential and creativity and enhancing the capability of communities, societies and the nation as a whole. The education system of Thailand is being redirected away from nation-building objectives towards 'human capital' creation; education is seen as a form of economic investment. Thailand, like its industrialising neighbours in Southeast Asia and close Western neighbours, is striving to adjust to the pressures of economic globalisation. As a result, Thailand's higher education system is undergoing significant intellectual and strategic reorientation to meet the demands of the modern global economy. Urged by government and employers to produce graduates with more globally relevant knowledge and skills, Thai universities are attempting to redefine their relevance with increased emphasis on proficiency in English. This imperative explains the expansion of full-fee English-medium education and the emergence of government policies encouraging the internationalisation of curricula. Since the mid-1990s, successive Thai governments have paid some attention to the concept of internationalisation but have yet to produce a clear statement of what internationalisation means in the Thai context. Thailand's internationalisation policy, such as it is, aims to cultivate a globally skilled workforce and has directly encouraged the establishment of English-medium business graduate programs, branded as 'international' at a number of leading universities in Bangkok. This thesis examines concerns as to the level of English proficiency achieved by students passing through these programs and questions the appropriateness of the term 'international' for programs, many of which appear to be cloned from business studies degrees offered in major native English-speaking countries. While government policies assert the need to reform education at all levels, both the idea and the parameters of 'internationalisation' remain ill-defined. Consequently, this thesis maps out the scope of internationalisation in education from a global and a local Thai perspective to present a more integrated framework for analysing the implications of the policies. The approach taken presents a multilayered and holistic reading of significant economic and cultural change taking place in Thailand through the lens of higher education reforms and public debates about globalisation and education. More specifically, this thesis examines internationalisation of Thai higher education as an aspect of globalisation and 'global' practice at the 'local' level, observable in the policies, statements, actions and intentions expressed by political leaders, government officials, university administrators, teachers, students and employers. Significantly, Thai cultural characteristics have a profound impact on these key acto rs' attitudes towards practice of international education, particularly in the cross-cultural teaching and learning settings. This thesis argues that a more holistic and integrated approach to internationalisation across all related policy domains is needed if the country is to more effectively respond to the challenges of a globalising world.

The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they would go about it. The interview analysis for each of the nine students was compared with their individual inventory profile. It was anticipated that the use of such complementary methods would increase the validity of the findings, but this was not the case. The participants identified a range of conceptions comparable with those identified by mainstream students, but with a greater emphasis on understanding. However, the descriptions of how learning happens were undeveloped and not likely to result in the kind of learning described. The findings will be useful in making curricula decisions in an Indigenous university preparation course that encourage students to adopt successful strategies for learning. In addition, it will also be useful information for the participants themselves as they become reflective learners.

This study described and analyzed the experiences of administrators in six Indiana school corporations that adopted a school-year budget under authorization provided by Public Law 50 (PL 50-1996). The study had the following objectives: (a) to identify reasons why school corporations became involved in the pilot project, (b) to determine what happened as a result of the pilot project, (c) to determine if the pilot project was perceived as successful by the school officials in the pilot group, and (d) to identify recommendations of superintendents and business officials about further use of a fiscal year budget in Indiana school corporations. A qualitative research methodology was used in this study. Data collection consisted of interviews with superintendents and business officials in the pilot group during January 2000.The administrators joined the pilot group because they believed all Indiana school corporations would eventually convert to a fiscal year budget and that their experiences would facilitate the conversion. They supported the concept of a fiscal year budget because it was congruous with the school-year. During implementation of the fiscal year budget, the administrators felt abandoned and did not receive the support they expected. Yet, based on their experiences with a fiscal year budget, the administrators supported a conversion to a fiscal year budget for all school corporations. Administrators recommended the state phase-in a fiscal year budget for other non-pilot school corporations.These findings suggest that administrators had valid reasons for joining the pilot group. In addition, administrators viewed the absence of key leaders at the state level as problematic for the pilot project. Based on the evidence, it appears that a fiscal year budget produced the following advantages for the participating corporation administrators: (a) allowed for better tracking of expenditures, (b) required less work to determine the cost of a school-year program, (c) allowed for more freedom in the summer, and (d) provided for a less stressful year-end. The success of the pilot group did not produce support for fiscal year budgets from either non-pilot school corporation officials or from state officials. Recommendations for piloting policy change and for further study on fiscal year budgets are included.<br>Department of Educational Leadership

The aim of this thesis is to explore key aspects and problems of the institutionalised teaching and learning of German language and culture in the context of German Studies in British Higher Education (HE). This investigation focuses on teaching and learning experiences in one department of German Studies in the UK, which is the micro-context of the present study, in order to provide an in-depth insight into real-life problems, strengths and weaknesses as they occur in the practice of teaching and learning German. Following Lamb (2004) and Holliday (1994), the present study acts on the assumption that each micro-context does not exist in vacuo but is always embedded in a wider socio-political and education environment, namely the macro-context, which largely determines how and what is taught. The macro-analysis of the present study surveys the socio-political developments that have recently affected the sector of modern languages and specifically the discipline of German Studies in the UK. It demonstrates the impact they have had on teaching and learning German at the undergraduate level in Britain. This context is interesting inasmuch as the situation in Britain is to a large extent a paradigmatic example of the developments in German Studies in English-speaking countries. Subsequently, the present study explores learning experiences of a group of thirty-five first year students. It focuses on their previous experiences in learning German, exposure to the target language, motivation, learning strategies and difficulties encountered, when learning German at the tertiary level. Then, on the basis of interviews with five lecturers of German, teaching experience in the context under study is explored, problems and successful teaching strategies discussed.

<p> This study examines the relationship between higher education (HE) and economic development. Through the use of Algeria as a case study, this study specifically addresses how the Algerian economy needs to integrate HE to promote the country&rsquo;s competitiveness and reduce its dependency on oil. Although the country has adopted European educational paradigms, such as the LMD (Licence, Master, and Doctorate) model, this adoption does not necessarily promote change and progress if the people do not perceive HE as a wealth creator. Thus, although economic investments in HE are essential and economic diversification policies are needed in Algeria, they will remain ineffective without addressing total integration of HE into the economy. Drawing upon existing literature and original qualitative research with key participants in Algerian HE, this study concludes with recommendations on how to make HE a significant contributor to Algeria's economic progress.</p><p>

This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.<br>thesis (PhDEducation)--University of South Australia, 2004.

[Truncated abstract] The commercial developments of the late 20th and early 21st centuries have come to signify profound and far-reaching change in the way that goods and services are designed, produced, marketed and delivered to customers in the world's international and domestic markets. In order to respond to a more intensively competitive trading environment that demands ever-increasing levels of product quality, customer service, organisational efficiency and business performance, the management of business entities has undergone fundamental alteration in form and content. It is within this context that two traditionally disparate business disciplines have emerged to play an important role in the new economic commercial order, that of small business management and that of Strategic Human Resource Management (SHRM). Historically eclipsed by the large and powerful mass-producing corporations, the small business sector has been more recently viewed as playing an increasingly prominent part in the creation of national and regional prosperity within the developed countries. The unprecedented interest in smaller firms and the desire to see them fulfill their economic and social potential have resulted in legislative reform and widespread initiatives by governments and other institutions designed to support and protect the smaller operators in their commercial endeavours. Similarly, in the post-industrial knowledge economy people have risen in prominence over other organisational resources as a key source of competitive commercial advantage. The role of intellectual capital in securing business success has fuelled the development of management technology and methods designed to enhance the contribution of human resources to business performance. Heralded by many as the defining managerial approach for enterprises that wish to build sustainable competitive advantage in the markets of today and the future, SHRM has come to the fore as a means to re-evaluate the importance of human contribution to business outcomes and guide management practice in leveraging the latent potential of a company's human assets. ... In general, the management of business strategy was found to possess low levels of structure and formality, effectively merging into the collective activities associated with owning and operating a small business. Similarly, when compared with the key elements of a strategic human resource management framework constructed specifically for this study, the data indicated that the strategic management of people is prevalent in smaller firms but that this again represents only partial adoption of normative models as commonly promoted for the larger business management context. It was concluded that the theoretical principles and concepts of SHRM demonstrate relevance for small companies on account of the status of the contemporary external commercial environment in which they must compete as well as the range of managerial benefits associated with strategic methodology and practice. However, currently there exist no suitable models of practice with supporting guidelines that respond to the unique contextual and operational needs and experiences typical of smaller firm owner-managers.

The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.

Analysing the role of rankings in the business education field, this study aims to understand how and why rankings build reputation in business schools and how they shape the business education field and field boundaries in the developed and developing countries. Taking a field perspective, the researcher argues that categorisation systems, such as rankings, are used for constructing boundaries of the developed and developing business education fields. Adopting a purposive sampling method, ten highly-rated business schools per country are selected for the United Kingdom (UK) and Pakistan case-studies. Empirical evidence is gathered from 43 interviews with academic experts, business school marketing managers and industry experts, supplemented by internal student surveys and other relevant secondary sources of data for the qualitative analysis adopted in this study. Through categorisation systems, the current study showed boundary-work at different levels such as boundary-work for reputation, international and domestic fields, and new categories. The researcher argues that rankings become a contest that redefine, evaluate, and change the perception of reputation in the field. Categorisation systems also play an active role in field and field boundary formation, and become a contest for authority. Rankings construct the international business education field and set boundaries for new categories, which include defining and determining the authority in the field. Rankings in developing countries are shown to be a contest for authority, which challenges the existing authorities to counter the Western model of rankings and to construct the perception of the domestic field and positions within it. The current study may be useful for policy-makers in developing countries seeking to upgrade their ranking systems by providing them with an understanding of the significance of different transparency instruments.

Thesis Statement The thesis argument is that theory can be developed about the implementation, maintenance and dissemination of school health education based on a school development approach. Such theory development can assist teachers to design programs appropriate to the needs of their classrooms, schools and communities. Thesis Setting The implementation and maintenance of school health education programs has not usually been the focus of research and as a consequence is rarely reported in the literature. The research in this thesis draws upon many disciplines and fields but in order to answer the thesis questions methodological processes were required that were consistent with current school situations. The earlier School Development in Health Education (SDHE) program's work in research, development and dissemination provided the setting for the thesis. Methodology of the Research The methodology of the research study involved a case study approach using both multiple and single case studies. Data have been drawn from SDHE schools in South Australia undertaking health, sexuality and drug education. The methodology adopted for the studies in this thesis is a case study design incorporating an iterative theory-study-theory sequence in which an initial theory statement derived from the literature guides the development of a multiple case study which, in effect, 'tests' the theory in a qualitative way. The finding of the case study then informs development and elaboration of the theory statement in its second version. This is then used to test the next multiple case study which leads to further development of the theory in its third version. The third iteration of the theory is tested in a single case study that leads to the fourth and final version of the theory. Data analysis was aided by the use of the Q.S.R. NUD.IST computer package that helped to manage and explore the thesis ideas about the data. In establishing these syntheses the chain of evidence in the data sets was maintained. The analysis also allowed the thesis findings to be used to test theories about the data that answered the thesis questions. Thesis Findings The findings of the thesis are contained in the final version of the theory. The theory is structured around program drivers, phases, types and processes that together produce implementation, maintenance and dissemination. This final theory statement is the basis for drawing the thesis conclusions. Thesis Conclusions It was concluded that patterns of factors that enhance and inhibit the implementation, maintenance and dissemination of school health education programs could be placed in a theoretical framework that can guide practice in school health education. To be successful school health education programs have to include three critical elements: leadership, action research and funding. Leaders or program drivers need to be identified and resourced; they may be principals or designated teaching staff with access to decision making, policy processes and resource allocation in schools. Teachers need to engage in a reflective action research process to develop, modify and sustain their curriculum development work. Programs require adequate funding resources for teachers' professional development, including action research, and the purchase of human and material resources. Schools planning to introduce programs may learn from the experience of others but they must themselves engage in the critical and essential program features identified in the final version of the theory. Implications The thesis conclusions imply the need to use more efficient ways of bringing schools' and teachers' hidden competence to the fore to support school health education program through varied patterns of professional development, technical support and curriculum development and implementation, and through funding of enhanced professional practice for health literacy. A major implication for the health sector is that many health workers need to learn collaborative skills since there is a tendency to take control and attempt to direct what teachers should do rather than work with and support them. An implication for programs in complex social environments is the need for careful planning in collaboration with other stakeholders. The critical elements developed in this thesis also apply - leadership, action research and funding. Evaluation can adopt a case study approach as a more suitable method for examining what happens in programs than an overly simplistic approach of assessing goals and objectives which ignores the differences in program implementation for different sites with the necessary localisation. Further Research Further research suggested by the thesis findings are in the areas of school health education in the changing administrative and management environment today, and of the use of various types of case study research in tandem to answer comprehensive and complex program performance questions.

<p> The objectives of this explorative case study investigated a multistakeholder conflict in Tanzania Africa, using stakeholder theory as the theoretical foundation. While stakeholder theory has evolved and gained prominence as a method for reviewing conflict resolution processes it was important to conceptualize any discrepancies that could establish a framework for resolving conflicts in practice and in strategy. The research design analyzed five factors of framing, reframing, managing, power and trust with four different stakeholders involved in higher education loan conflicts. The results of the study showed distinct differences compared to previous research findings focused on multistakeholder conflicts. One primary distinction was characterization of the conflicts followed other studies however the lack of motivation to change was complex. There was a strong risk aversion which blocked a link for long-term solutions. Though like other studies competitive, collaboration and coalition for managing the conflicts were identified, risk aversion precipitated an unpredictable mixture of these management processes. Furthermore power imbalances and trust were identified as important aspects of multistakeholder conflicts; however this study linked the impact of results when risk aversion is included in the conflict. Finally, like other studies barriers to a strong conflict resolution process were related to normative values. However, this study enhanced the impact of a lack of societal values for motivating stakeholders to include normative values. It is recommended that further research be conducted to explore the implications of the multistakeholder conflict resolution model. </p>

This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.

<p>This study focuses on the nurse education at Uppsala University and more precisely on the final semester of practical training on site, where nurse students are instructed and supervised by their professional equivalents. This training period is supposed to enable the symbiosis of theoretical and practical knowledge for the student, turning her into a fully educated and independent professional. However, the period is however not unproblematic. The aim of the study is therefore to explore this practical training period with particular emphasis on the perceptions held by nurse students and nurse instructors regarding the prerequisites, process and outcome of this training.</p><p>Based on a theoretical framework that draws on Wenger’s social theory of learning and its concept of communities of practice a case study is conducted focusing on the municipality of Uppsala. Interviews with three nurse students and three nurse instructors were carried out. The empirical findings suggest that the training period is an essential part of the nurse education where nurse students’ theoretical knowledge becomes instrumentalised. However, the period has many shortcomings such as a lack of continuity and an unnessary complexity that limit the practical knowledge that can be gained by the nurse students.</p>

This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.

Children are not as active as they may appear and they do not voluntarily engage in moderate to high intensity activity as commonly perceived by the general public. With coronary heart disease risk factors now found to have origins in childhood there is a real need for children to adopt lifestyles that will produce healthier adults. In Perth the Western Australian Schools Physical Activity and Nutrition project (WASPAN) has been implemented, as a Year 6 intervention, addressing the problems of poor nutritional habits and low activity levels. The focus of this case-study was to describe the physical activity component of the WASPAN project and to monitor the process of its implementation. The physical activity programme is founded on the concept of systematically increasing children's activity and fitness levels at school in a secure and enjoyable environment, then planning for this and associated activity to generalise into the children's own settings. Two schools were chosen for the study. One Year 6 class of children at each school was intensively monitored for levels of fitness and physical activity. Their attitudes towards fitness, sports and activity were recorded. At both schools the class teachers and their implementation of the fitness programme became an important area of the study. In addition the influence of the school principal and the children's parents in the promotion of physical activity and their contribution to the behaviour modification of the children's lifestyles was described. Multiple data methods were utilised, centering on participant observation and combining field notes, document analysis, interviewing, questionnaires, fitness testing, heart-rate monitoring, interval recording and surveys. Within both classes low and high fitness children were targeted for additional indepth investigation. The study was directed by the data, which revealed that the two teachers implemented the physical education programme in two vastly different ways. This difference in the implementation process impacted on the influence the programme had on the children at the different schools. Results showed the children were enthusiastic towards the programme and fitness and activity levels increased. Closer analysis revealed that the low fitness/low activity children did not make significant activity increases. These children tended to get little support from home compared with high fitness children. Analysis of the parent interviews indicated that the parents of the low fitness children also tended to live in lower socioeconomic areas than the high fitness children's families. A second 'at risk' group also emerged in the course of the study. These were the 'average' children whose level of fitness caused the teachers little concern. At the end of the study several of these children were antagonistic towards the fitness programme. They had received little praise or encouragement from their teachers and as a result their motivation and attitude towards the programme had declined. Some had been overtaken by several of the low fitness children in the fitness levels measured. The attitude of the principal towards physical fitness proved to have a significant effect on the teacher and the children. The two school principals studied also provided a good contrast in levels of enthusiasm and support for the implementation.

A strong partnership between a school and the surrounding community leads to school success. Schools can be more successful with community involvement and engagement than if functioning in isolation. Community engagement leads to greater academic achievement of students. Utilizing qualitative case study methods, this study focused on the perspective of school and community partners on building relationships. The purpose of this study was to describe and explain selected participants' perspectives on how a school builds partnerships with the community. I studied the relationship between an elementary school and community partners that have been in existence for at least three years to better understand each participant's view of the partnership. The social constructivism theoretical framework was used to better understand how effective partnerships are built and maintained. As the researcher, my goal was to study the diverse significance the participants had established for their contribution in school and community partnerships based on their subjective experiences. Specifically, with this study I attempted to answer these questions: 1) What are the characteristics of a collaborative relationship between a school and the surrounding community that are essential in order to build partnerships that meet the goals of each participant involved? 2) What are the roles of the school leader, support staff, and community members in building relationships between the school and the community? I also aimed at determining how the school's leadership directly relates to and affects the partnership building process between the school and the community partners. Three major themes emerged as a result of the data gathered. Building a solid infrastructure emerged as the foundation of strong partnership between the school and the community. Adhering to mandated policy, focusing on student centered goals, and working within systems were vital elements of building a solid infrastructure. Defining clear roles also emerged as instrumental. The roles of the principal, school staff, and community were clearly defined. Demonstrating collaborative character traits emerged as a third theme that was necessary to build a positive relationship. The meaning that the community partners and school staff have put on building relationships became apparent. Fostering authentic community engagement in communities that leads to expected outcomes for all stakeholders involved is most productive when schools and community members work together.

Technology has provided more people access products and services, yet some individuals who would benefit the most from digital access to resources are frequently excluded from participation. One group that is largely neglected is the disability community. Despite federal regulations intended to ensure that people with physical/mental disabilities are included in public digital platforms, organizations continuously design websites, applications, and interfaces without people with disabilities in mind. This is particularly the case with small businesses, which are most commonly reported as having inaccessible digital platforms. Digital inclusion attempts to ensure equity in digital properties by providing a model to operationalize inclusion across technologies. This qualitative case study examines how a small business owner in an urban U.S. city prioritizes digital inclusion in his daily operations. Using a responsive interview model, the business owner’s experiences, attitudes, and priorities were recorded. Six themes appeared from this study: perceptions of disability influence digital inclusion, powerful branding suggests digital access, unawareness of accessibility guidelines, UX testing overlooks input from people with disabilities, inclusion is tough to enforce on digital platforms, and workarounds hinder digital improvements.

The purpose of this study was to provide both businesses and institutions of higher education with a descriptive analysis of the programs of five companies that have utilized community colleges in their basic skills programs. The five companies represented included Texas Instruments Defense Systems Corporation and SGS-Thomson Microelectronics (electronics companies), Abbott Laboratories (a pharmaceutical company), J & E Die Casting (a small die casting firm), and Company X, a semiconductor company that requested anonymity. The community colleges included were Richland College, Brookhaven College, and North Lake College. Modified case studies were used to obtain data collected through individual interviews with representatives from the community colleges and the companies. The syntheses of documentaries provided details of how the five community college-directed workplace literacy programs met, or failed to meet, their literacy challenges. Descriptions of the curriculum and structure of each program were also included. Numerous factors contributed to the success or demise of the programs studied. Elements that served as powerful assets when adequately supported were detrimental when neglected. Factors common to all of the programs were financial support, management philosophical support, confidentiality, adequate testing instruments, class schedule flexibility, instructor capability, physical classroom facilities, and work-related documentation integrated into the curriculum. The findings of this study support previous research concerning successful and detrimental factors found in workplace literacy programs.

This research project is predominantly aimed at improving our understanding of interest group behaviour. Assessments about 'group interest' and decisions about group engagement in the Australian greenhouse policy network provide a useful opportunity to pursue this research aim. As an empirical contribution to the study of interest groups and policy networks, this research is atypical in a few ways. First, while most of the literature concentrates on the role of interest groups and policy networks in explaining policy outcomes, this study focuses on understanding group behaviour. Second, while the literature concerns itself heavily with group-government relationships, the focus here is on group decision-making about network engagementrelationships with government are addressed only to the extent that they impact on these decisions. Third, while most interest group research assumes that groups know and pursue their interests, or that behaviour reveals group preferences, this research does neither. Instead there is a strong emphasis on what forces shape and change perceptions of group interest and no assumption that groups necessarily pursue those perceived interests. These differences necessarily mean that this work does not deal heavily with some of the main preoccupations in the literature-like why groups mobilise and whether they are good for society. Instead, light is shone on aspects of interest groups and policy networks which are acknowledged as important but receive relatively little attention. Alongside the primary objective--to make the empirical contribution to the literature-the aim here is also to contribute to a greater understanding of the history of greenhouse policy development in Australia. This is seen as being valuable in its own right and it addresses widespread curiosity about why business groups with an apparent interest in climate change policy have responded so differently in the Australian context The result is seven case studies which examine the greenhouse responses of a diverse range of business interest groups that have been active in, or judged relevant to the Australian greenhouse policy network. The case studies rely heavily on analysis of interviews conducted with 56 people drawn both from the case groups and from a broad cross-section of other important players in the greenhouse policy network. As a study of the wider policy network, this work is arguably unprecedented in scope. Those interviewed include party leaders, cabinet ministers, advisors and departmental secretaries spanning the Hawke, Keating and Howard federal governments. Past and present leaders of industry associations, think tanks, environmental organisations, along with academics, and journalists were also interviewed with all sides of the debate represented. The results presented here aim to make an commensurate contribution to our knowledge of both interest group behaviour and greenhouse policy development in Australia.

Mito, Susanna K. A.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2008.<br>Includes bibliographical references (p. 211-226).<br>Abstracts in English and Chinese; appendix also in Japanese.<br>ABSTRACT (English) --- p.i<br>ABSTRACT (Chinese) --- p.ii<br>ACKNOWLEDGEMENTS --- p.v<br>TABLE OF CONTENTS --- p.vii<br>LIST OF TABLES --- p.xix<br>ACRONYMS --- p.xx<br>Chapter CHAPTER 1 --- INTRODUCTION<br>Chapter 1.1 --- Background to this Study --- p.1<br>Chapter 1.2 --- Purpose of this Study --- p.2<br>Chapter 1.3 --- Research Questions --- p.3<br>Chapter 1.4 --- Significance of this Study --- p.4<br>Chapter 1.5 --- Organization --- p.5<br>Chapter CHAPTER 2 --- LITERATURE REVIEW<br>Chapter 2.1 --- Introduction --- p.7<br>Chapter 2.1.1 --- Terminology --- p.7<br>Chapter 2.1.1.1 --- Study Abroad --- p.7<br>Chapter 2.1.1.2 --- Program Duration --- p.8<br>Chapter 2.2 --- Overview of Study Abroad Literature --- p.8<br>Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9<br>Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11<br>Chapter 2.3 --- Intercultural Communicative Competence --- p.16<br>Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21<br>Chapter 2.4 --- Individual Differences and Study Abroad --- p.27<br>Chapter 2.4.1 --- Attitude --- p.28<br>Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31<br>Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33<br>Chapter 2.4.4 --- Language Anxiety --- p.35<br>Chapter 2.4.5 --- Self-Efficacy --- p.36<br>Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37<br>Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39<br>Chapter 2.5 --- Summary --- p.44<br>Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY<br>Chapter 3.1 --- Introduction --- p.46<br>Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46<br>Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46<br>Chapter 3.2.1.1. --- Program Aims --- p.46<br>Chapter 3.2.1.2 --- Home Institution --- p.47<br>Chapter 3.2.1.2.1 --- Background --- p.47<br>Chapter 3.2.1.2.2 --- International Course --- p.47<br>Chapter 3.2.1.3 --- Host Institution --- p.48<br>Chapter 3.2.1.3.1 --- Background --- p.48<br>Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48<br>Chapter 3.2.1.3.3 --- The Buddy System --- p.49<br>Chapter 3.2.2 --- Program Components --- p.49<br>Chapter 3.2.2.1 --- Pre-Sojourn --- p.49<br>Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49<br>Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50<br>Chapter 3.2.2.1.2 --- Orientation Materials --- p.51<br>Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53<br>Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53<br>Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53<br>Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54<br>Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54<br>Chapter 3.2.2.2 --- Sojourn --- p.54<br>Chapter 3.2.2.3 --- Post-Sojourn --- p.55<br>Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55<br>Chapter 3.3.1 --- Research Design --- p.55<br>Chapter 3.3.2 --- The Researcher --- p.56<br>Chapter 3.3.3 --- Pilot Study --- p.57<br>Chapter 3.3.3.1 --- Aims --- p.57<br>Chapter 3.3.3.2 --- Instrument Testing --- p.57<br>Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58<br>Chapter 3.3.3.4 --- Findings --- p.59<br>Chapter 3.3.3.5 --- Lessons Learned --- p.60<br>Chapter 3.3.4 --- Main Study --- p.61<br>Chapter 3.3.4.1 --- Stakeholders --- p.61<br>Chapter 3.3.4.1.1 --- Home Institution --- p.61<br>Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61<br>Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62<br>Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62<br>Chapter 3.3.4.1.2 --- Host Institution --- p.63<br>Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63<br>Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63<br>Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64<br>Chapter 3.3.4.1.2.4 --- Mr French --- p.64<br>Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64<br>Chapter 3.3.4.2 --- Data Collection --- p.66<br>Chapter 3.3.4.2.1 --- Questionnaires --- p.67<br>Chapter 3.3.4.2.2 --- Interviews --- p.70<br>Chapter 3.3.4.2.3 --- Journals --- p.71<br>Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72<br>Chapter 3.3.4.3 --- Triangulation of Data --- p.73<br>Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73<br>Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75<br>Chapter 3.3.4.6 --- Participants --- p.76<br>Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76<br>Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77<br>Chapter 3.3.5 --- Validity and Reliability --- p.79<br>Chapter 3.3.6 --- Ethics --- p.80<br>Chapter 3.3.7 --- Limitations --- p.81<br>Chapter 3.3.8 --- Summary --- p.83<br>Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI<br>Chapter 4.1 --- Introduction --- p.85<br>Chapter 4.2 --- Hiroko's Journey --- p.85<br>Chapter 4.2.1 --- Profile & Family Background --- p.85<br>Chapter 4.2.2 --- Background in English --- p.86<br>Chapter 4.3 --- Pre-Sojourn --- p.87<br>Chapter 4.3.1 --- Concerns --- p.87<br>Chapter 4.3.2 --- Sojourn Aims --- p.87<br>Chapter 4.4 --- Sojourn --- p.88<br>Chapter 4.4.1. --- Sabrina & the Host Family --- p.88<br>Chapter 4.4.2 --- First Impressions --- p.88<br>Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90<br>Chapter 4.4.4 --- School Recess Time --- p.91<br>Chapter 4.4.5 --- Stomachaches --- p.91<br>Chapter 4.4.6 --- Rejecting her Buddy --- p.92<br>Chapter 4.4.7 --- Outpourings --- p.93<br>Chapter 4.4.8 --- Different Styles of Mentoring --- p.94<br>Chapter 4.4.9 --- Growing Calm --- p.95<br>Chapter 4.4.10 --- A Good Ending --- p.96<br>Chapter 4.5 --- Immediately Post-Sojourn --- p.96<br>Chapter 4.6 --- Four Months Post-Sojourn --- p.98<br>Chapter 4.7 --- Kenji's Journey --- p.100<br>Chapter 4.7.1 --- Profile & Family Background --- p.100<br>Chapter 4.7.2 --- Background in English --- p.102<br>Chapter 4.8 --- Pre-Sojourn --- p.103<br>Chapter 4.8.1 --- Concerns --- p.103<br>Chapter 4.8.2 --- Sojourn Aims --- p.103<br>Chapter 4.9 --- Sojourn --- p.104<br>Chapter 4.9.1. --- Nancy & the Host Family --- p.104<br>Chapter 4.9.2 --- Sudden Apprehension --- p.104<br>Chapter 4.9.3 --- Feeling I11 --- p.106<br>Chapter 4.9.4 --- Return to School following his Illness --- p.108<br>Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108<br>Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110<br>Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111<br>Chapter 4.9.8 --- Program Participation --- p.112<br>Chapter 4.9.9 --- Departure from the Australian School --- p.113<br>Chapter 4.10 --- Immediately Post-Sojourn --- p.114<br>Chapter 4.11 --- Four Months Post-Sojourn --- p.116<br>Chapter 4.12 --- Summary --- p.118<br>Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI<br>Chapter 5.1 --- Introduction --- p.119<br>Chapter 5.2 --- Chiaki´ةs Journey --- p.119<br>Chapter 5.2.1 --- Profile & Family Background --- p.119<br>Chapter 5.2.2 --- Background in English --- p.120<br>Chapter 5.3 --- Pre-Sojourn --- p.121<br>Chapter 5.3.1 --- Concerns --- p.121<br>Chapter 5.3.2 --- Sojourn Aims --- p.121<br>Chapter 5.4 --- Sojourn --- p.122<br>Chapter 5.4.1 --- David & the Host Family --- p.122<br>Chapter 5.4.2 --- First Impressions --- p.123<br>Chapter 5.4.3 --- “Enviable´ح --- p.123<br>Chapter 5.4.4 --- A Full Homestay Program --- p.124<br>Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125<br>Chapter 5.4.6 --- Lack of Agency --- p.126<br>Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128<br>Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128<br>Chapter 5.4.9 --- Departure from the Australian School --- p.129<br>Chapter 5.5 --- Immediately Post-Sojourn --- p.130<br>Chapter 5.6 --- Four Months Post-Sojourn --- p.132<br>Chapter 5.7 --- Yumi´ةs Journey --- p.134<br>Chapter 5.7.1 --- Profile & Family Background --- p.134<br>Chapter 5.7.2 --- Background in English --- p.135<br>Chapter 5.8 --- Pre-Sojourn --- p.136<br>Chapter 5.8.1 --- Concerns --- p.136<br>Chapter 5.8.2 --- Sojourn Aims --- p.136<br>Chapter 5.9 --- Sojourn --- p.137<br>Chapter 5.9.1 --- Joy & the Host Family --- p.137<br>Chapter 5.9.2 --- First Impressions --- p.138<br>Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139<br>Chapter 5.9.4 --- An Ethnocentric Lens --- p.140<br>Chapter 5.9.5 --- The Role of the Japanese Group --- p.141<br>Chapter 5.9.6 --- Host family Perspectives --- p.142<br>Chapter 5.9.7 --- Breakdown and Mediation --- p.143<br>Chapter 5.9.8 --- Identifying with her Group --- p.144<br>Chapter 5.9.9 --- Departure from the Australian School --- p.146<br>Chapter 5.10 --- Immediately Post-Sojourn --- p.146<br>Chapter 5.11 --- Four Months Post-Sojourn --- p.147<br>Chapter 5.12 --- Summary --- p.150<br>Chapter CHAPTER 6 --- RESULTS AND DISCUSSION<br>Chapter 6.1 --- Introduction --- p.152<br>Chapter 6.2 --- Guiding Question One --- p.152<br>Chapter 6.2.1 --- Savoir etre --- p.152<br>Chapter 6.2.2 --- Savoirs --- p.157<br>Chapter 6.2.3 --- Savoir faire --- p.159<br>Chapter 6.2.4 --- Savoir apprendre --- p.163<br>Chapter 6.3 --- Guiding Question Two --- p.166<br>Chapter 6.3.1 --- Personal Development --- p.166<br>Chapter 6.3.2 --- Intercultural Development --- p.167<br>Chapter 6.3.3 --- Linguistic Development --- p.169<br>Chapter 6.4 --- Guiding Question Three --- p.170<br>Chapter 6.4.1 --- The Japanese Home Institution --- p.170<br>Chapter 6.4.2 --- The Australian Host Institution --- p.173<br>Chapter 6.5 --- Guiding Question Four --- p.173<br>Chapter 6.5.1 --- Yumi --- p.173<br>Chapter 6.5.2 --- Hiroko --- p.175<br>Chapter 6.5.3 --- Chiaki --- p.175<br>Chapter 6.5.4 --- Kenji --- p.176<br>Chapter 6.6 --- Summary of Findings --- p.178<br>Chapter 6.7 --- Summary --- p.180<br>Chapter CHAPTER 7 --- CONCLUSION<br>Chapter 7.1 --- Introduction --- p.182<br>Chapter 7.2 --- Pedagogical Implications --- p.182<br>Chapter 7.2.1 --- Pre-Sojourn --- p.183<br>Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183<br>Chapter 7.2.1.1.1 --- Needs Analysis --- p.183<br>Chapter 7.2.1.1.2 --- Program Design --- p.184<br>Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186<br>Chapter 7.2.1.2 --- Home Institution --- p.186<br>Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187<br>Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188<br>Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190<br>Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191<br>Chapter 7.2.1.2.5 --- Student Goals --- p.191<br>Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192<br>Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193<br>Chapter 7.2.1.3 --- Host Institution --- p.193<br>Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193<br>Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194<br>Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195<br>Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196<br>Chapter 7.2.2 --- Sojourn --- p.198<br>Chapter 7.2.2.1 --- Arrival Orientation --- p.198<br>Chapter 7.2.2.2 --- Program Content --- p.198<br>Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199<br>Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200<br>Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201<br>Chapter 7.2.2.6 --- Activities with Buddies --- p.202<br>Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203<br>Chapter 7.2.2.8 --- Closure --- p.204<br>Chapter 7.2.3 --- Post-Sojourn --- p.204<br>Chapter 7.2.3.1 --- Home Institution --- p.204<br>Chapter 7.2.3.1.1 --- Reentry Shock --- p.204<br>Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205<br>Chapter 7.2.3.2 --- Host Institution --- p.205<br>Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205<br>Chapter 7.3 --- Research Implications --- p.206<br>Chapter 7.3.1 --- Limitations of this Study --- p.206<br>Chapter 7.3.2 --- Suggestions for Further Study --- p.207<br>Chapter 7.4 --- Summary --- p.209<br>REFERENCES --- p.211<br>APPENDIX A Stakeholder Interviews<br>Chapter A.1 --- Mr Oda (JTB) --- p.227<br>Chapter A.2 --- Mr French --- p.228<br>Chapter A.3 --- Mr Cressing --- p.229<br>Chapter A.4 --- Mrs Farmer --- p.230<br>APPENDIX B Pilot Study - Questionnaires (Japanese & English)<br>Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231<br>Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236<br>Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239<br>Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241<br>Chapter B.5 --- Adapted SES Survey 1 --- p.243<br>Chapter B.6 --- Adapted SES Survey 2 --- p.247<br>APPENDIX C Main Study - Questionnaires (Japanese & English)<br>Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251<br>Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257<br>Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261<br>Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265<br>Chapter C.5 --- Adapted SES Survey 1 --- p.268<br>Chapter C.6 --- Adapted SES Survey 2 --- p.272<br>Chapter C.7 --- Homestay Family Questionnaire --- p.276<br>Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278<br>Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282<br>Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286<br>Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289<br>APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured)<br>Chapter D.1 --- Group Interview Session --- p.291<br>Chapter D.2 --- Individual Interview - Hiroko --- p.292<br>Chapter D.3 --- Individual Interview - Kenji --- p.293<br>Chapter D.4 --- Individual Interview - Chiaki --- p.294<br>Chapter D.5 --- Individual Interview - Yumi --- p.295<br>APPENDIX E Nisshi Diary (Japanese & English) --- p.296<br>APPENDIX F Consent Form --- p.302

Over the last decade, the Early Childhood Education and Care (ECEC) sector in Australia has undergone major reform with both federal and state governments introducing learning frameworks to address the quality of early education and care. The National Quality Framework (NQF) (Australian Children’s Education and Care Quality Authority [ACECQA], 2018a) was established to raise quality and ensure that every Australian child receives the best possible start in life. As part of these reforms, the National Quality Standard (NQS) (ACECQA, 2018a) stipulates a requirement for the appointment of an Educational Leader in all prior to school settings: someone who will support, guide, and build the capacity of educators. The role of Educational Leader in ECEC is relatively new and there is a limited amount of research in this area. The aim of this research was to gain a deeper understanding of, and insight into, the day-to-day pedagogical leadership enactment and decision-making of Educational Leaders, with a view to broadening current definitions and understandings of the role. A constructionist approach that ascribes to an interpretivist theoretical perspective underlies the qualitative single-case study design adopted in this study. The research was conducted within the context of one early childhood education setting in Melbourne, Victoria, Australia. It involved participants with different roles in the setting, aimed at exploring how pedagogical leadership is understood and enacted. A qualitative single-case study design was selected to generate thick descriptions of how the Educational Leader gives direction, professional insight and informed expertise to educators in an ECEC setting, with major attention given to the uniqueness and complexity of the single case. Multiple methods of data collection were used over a six-month period: semi-structured interviews, shadowing, and the analysis of documents, artefacts and social media posts. Shadowing is not a commonly used method in early childhood research but was used in this study because of the richness of descriptive data that it offered and because of its suitability to the setting. The study sought to address two research questions: ‘How does the Educational Leader provide pedagogical leadership to early childhood educators in a particular early childhood setting?’ and ‘What are the influences that determine how the Educational Leader provides pedagogical guidance to educators in a particular early childhood setting’? Analysis of the data identified two main findings that addressed these questions. The first highlights the main features of the day-to-day functions of the Educational Leader at the setting. The second highlights some factors that influence the work of the Educational Leader. At times, these factors encourage success in their work and at other times they constrain success. The findings from this study provide a better understanding of the Educational Leader role in early childhood education and have the potential to inform policy. Of scholarly significance is the contribution of the shadowing method in research methodology, which is particularly useful in small-scale studies such as this one. Furthermore, the study contributes knowledge to the ECEC sector by providing insight into factors that influence how leadership practice is shaped and how the role of the Educational Leader is enacted in an ECEC setting.

The introduction of performance appraisal (PA) in Australian universities in the 1990s was an attempt to make academics more accountable and, in so doing, improve efficiency in the higher education sector. Since PA was introduced in academia there has been a paucity of research into its efficacy. What began as a simple process has now evolved to become part of a wider approach to managing human resources, namely performance management. The aim of this research is to determine how universities implement their performance management (PM) systems from a strategic and operational perspective.

The stakeholder management framework of the 1980s and the triple bottom line framework of the 1990s strengthened corporate social responsibility but these frameworks could not bring about fundamental change in the role of businesses in society in relation to value creation. Hence, by the beginning of the present century, drawing on the ‘Sustainable Value’ and ‘Shared Value’ business models, the selected Australian banking and property organisations are striving to leverage on business strategies for generation of social and economic values. However, the Australian academic literature and industry reports demonstrate limited contributions to the sustainable and shared value literature, and hence, failing to support and deliver a comprehensive business model. To fill this conceptual and practical gap in the Australian industrial context, this study is undertaken with a view to recommend an alternative business model to integrate socioenvironmental issues and opportunities into core business strategy. Research objectives of the underlying study are to: a) explore the adoption of components of the applied sustainable value and shared value business models by Australian banking and property organisations for social and economic value creation; and b) empirically develop an alternative business model for the Australian banking and property industries based on emerging thematic components from industry-wide interview responses. Based on the interpretive paradigm, this study has adopted a qualitative multiple case study design to conduct semi-structured open-ended face-to-face interviews. The cases (n=8) in the banking and property industries have been selected through a purposive critical sampling approach. A thematic NVivo analysis was conducted based on four thematic components derived from the applied sustainable and shared value business models, namely clean technology, sustainability vision at the bottom of the pyramid, reconceiving of products/services and redefining of the value chain. This study explores how the selected Australian banking and property organisations are utilising various thematic components for social and economic value creation in addition to other components (i.e. customer/stakeholder engagement, community resilience) not otherwise categorically mentioned within both the above-mentioned models. The major findings show a number of industry-wide differences, which include a) banking organisations predominantly leverage sustainability based on product/service innovation at the bottom of the pyramid level, and b) property organisations predominantly leverage environmental sustainability based on the application of clean technology through redefining the value chain. The primary interview data findings suggest that the selected Australian sustainable and shared value organisations also emphasise the co-creation of value based on their engagement with customers, stakeholders, and communities. The secondary data findings suggest that the selected Australian property organisations have ensured a higher increase in net profit after tax and return on equity compared to the banking organisations. The secondary data further suggest that organisations (i.e. Suncorp, Charter Hall, Company X, Stockland) which used the combination of the elements of sustainable and shared value business models performed better in terms of profitability (i.e. economic value) than the organisations which only used either the sustainable value (ANZ, Lendlease) or the shared value (Bendigo, NAB) model. The only exception being Stockland, which experienced a slight decrease in the return on equity during the 2014- 18 period inspite of almost triple digit increase in net profit during the above-mentioned period. In terms of social value, the secondary data further suggest that the selected banking and property organisations have undertaken quite considerable social and community investments while leveraging on the components of various business models. The main recommendation of this study is an empirically developed alternative business model for value co-creation based on two new thematic components, which are customer/stakeholder engagement and community resilience that emerged from the industry case interviews. The significance of the study lies in the fact that all future academic researchers and practice managers should be able to implement the recommended business model for value co-creation to enhance social and economic value. One of the other major implications of the study lies in its application of a stakeholder-centric (i.e. customers, communities) value creation model by Australian banking organisations which have recently gone through the Financial Services Royal Commission investigation. The future theoretical implications of this study on value cocreation can be considered in terms of a better understanding of stakeholder theory (encompassing customers and communities) and agency theory (encompassing valueseeking organisational agents) with respect to the banking and property industry in Australian context.

Business educators and employers recognize the importance of quantitative methods to business professionals, and subjects in quantitative methods are among the most frequentiy required in the business undergraduate curriculum. However, both business employers and graduates have expressed some dissatisfaction with business education and comment that school ttaining fails to prepare graduates adequately for the particular needs of business organisations. Because of recent changes in technology in the business environment, business educators need to understand what employers consider important, what quantitative methods are required in industry, and how education in quantitative methods can best be prepared in order to meet the needs of business in the 21st century. This research study attempts to answer these questions by investigating the content of quantitative programs offered at the Victoria University of Technology, the effectiveness of associated teaching methods in undergraduate business comses and the viewpoints of final-year students, graduates, educators and business employers about the courses.

碩士<br>國立臺灣大學<br>臺大-復旦EMBA境外專班<br>101<br>In this era with a fast developing economy, there is a growing demand of personalized and international education, and many families are looking for an alternative to traditional schooling for their children. Against this background, there are more and more educational institutions which committed to promoting international curriculum and programs to young Chinese students by exploring and integrating global education resources. This dissertation focuses on international education services in secondary education area, and takes KADI International as a case to discuss the developmental strategy of education institutions under the vision of international trade in educational services. It mainly comprises of two parts: the literature review and the strategic planning of KADI International. The literature review part examines the macro-background, industry environment and resource condition of international education services, and makes SCP analysis of the competitive markets, in order to examine the basic trend of industry development. In the part of analysis of KADI International it gives an overview of the developmental history, competitiveness and resources of KADI International, and applies SWOT (Strength, Weakness, Opportunities, and Thread) approach to examine its educational services and conducts a strategy planning for KADI International of its market positioning of educational service, competitive and marketing strategies, HR and financial strategies. With the study of a prospering industry and a prospering enterprise, the dissertation is expected to provide a systematic analysis in formulating the company’s developing strategy and promoting the sound development of international education industry.

Total Quality Management is a set of time tested norms and practices being used in the management of organizations. The thesis aims at understanding Total Quality practices in the Australian Public Service and evaluating the extent to which Total Quality Management practices have been successful in Public Sector organizations.