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Peseta, Tai. "Professional doctorate research in Australia: commentary and case studies from business, education and Indigenous studies." Journal of Educational Administration and History 44, no. 2 (May 2012): 174–76. http://dx.doi.org/10.1080/00220620.2012.659948.
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Stanley, Gordon, and Jeff Oliver. "Variation in student selection within the Australian Unified National System: A case study in undergraduate business studies from Western Australia." Higher Education 28, no. 3 (October 1994): 291–99. http://dx.doi.org/10.1007/bf01383719.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.1017/s1833367200002091.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.5172/jmo.16.3.467.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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Arrighi, Gillian, and Victor Emeljanow. "Entertaining Children: an Exploration of the Business and Politics of Childhood." New Theatre Quarterly 28, no. 1 (January 31, 2012): 41–55. http://dx.doi.org/10.1017/s0266464x12000048.
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This article explores the conflict between the constructions of childhood and their political/legal implications in the context of the entertainment business, as related to the demands imposed upon children by parents and theatre managers in the late nineteenth and early twentieth centuries. Once children could move freely both within and between countries, these conflicts and concerns assumed a global dimension. Through a number of case studies, the authors offer some fresh observations about how legal and social imperatives affected the transmission of values about children employed as entertainers between Britain and Australasia during the period from 1870 to the start of the First World War – from the Education Acts of the 1870s to the legislation of 1910–1913 restricting the export of child entertainers. Gillian Arrighi is a Lecturer in Drama at the University of Newcastle, Australia. She has recently published articles in Theatre Journal (Dec 2008), Australasian Drama Studies (April 2009 and Oct 2010), and in Impact of the Modern: Vernacular Modernities in Australia 1870s–1960s (Sydney, 2008). She is associate editor of the e-journal Popular Entertainment Studies. Victor Emeljanow is Emeritus Professor of Drama at the University of Newcastle, Australia, and General Editor of the e-journal Popular Entertainment Studies. He has published widely on subjects ranging from the reception of Chekhov in Britain and the career of Theodore Kommisarjevsky, to Victorian popular dramatists. He co-wrote with Jim Davis the award-winning Reflecting the Audience: London Theatregoing 1840–1880 in 2001, and his chapter on staging the pirate in the nineteenth century was included in Swashbucklers and Swindlers: Pirates and Mutineers in Nineteenth-Century Literature and Culture, edited by Grace Moore (2011).
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Sablok, Gitika, Pauline Stanton, Timothy Bartram, John Burgess, and Brendan Boyle. "Human resource development practices, managers and multinational enterprises in Australia." Education + Training 59, no. 5 (June 12, 2017): 483–501. http://dx.doi.org/10.1108/et-02-2016-0023.
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Purpose The purpose of this paper is to examine the HRD practices of multinational enterprises (MNEs) operating in Australia to understand the value that MNEs place on investment in their human capital, particularly managerial talent. Design/methodology/approach Drawing on a representative sample of 211 MNEs operating in Australia, this paper investigates the extent (using frequencies) and determinants (using logistic regression analysis) of training and development expenditure, management development strategies, talent management and succession planning policies. Findings The findings suggest that less than 20 per cent of MNEs operating in Australia are investing over 4 per cent of their annual pay bill on training and development. Furthermore, almost a quarter of firms invest less than 1 per cent in training and development. However, most MNEs invest in their managers and those with high potential through the use of management development programmes, talent management strategies and succession planning. Interestingly, in comparison to US MNEs, Australian MNEs were less likely to use management development or talent management programmes for senior management or high performing staff. Research limitations/implications The current study is cross-sectional and represents a snapshot of MNEs’ HRD practices at one point in time. The study measured the perceptions of the most senior HR manager and did not include the views of other organisational participants. The authors suggest the need for future research studies that incorporate longitudinal research designs and the views of different organisational actors. Practical implications HR managers or HRD specialists need to develop a strong understanding of the Australian institutional context, as well as demonstrate the importance/business case for an integrative approach to HRD. Originality/value This paper fulfils an identified need to study the HRD practices of MNEs operating in Australia, particularly focusing on the value that MNEs place on their human capital.
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Goldsmith, Ben, Stuart Cunningham, and Michael Dezuanni. "Screen production for education: digital disruption in an ‘ancillary’ market." Media International Australia 162, no. 1 (November 16, 2016): 65–77. http://dx.doi.org/10.1177/1329878x16678082.
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The thoroughgoing digital disruption of the entertainment-based screen industries has now been well documented. But the factors that drive such disruption are in no way unique to mainstream media industries. The distribution and use of screen content in education in many ways parallel the experience of the broader screen industries. Just as traditional entertainment and information are being challenged by new online services, so too traditional modes of distributing and accessing screen content in education are being disrupted by online services. This article analyses these dynamics in Australia, placing them in historical perspective and using three contrasting case studies to exemplify key aspects of the digital disruption of education: ABC Splash exemplifies the public service broadcasting (PSB) ‘tutelage’ model; YouTube exemplifies digital disruption— immensely popular despite numerous education authorities’ attempts to restrict access to it; and ClickView exemplifies the ‘born digital’ company employing advanced technology, business strategy, and professional pedagogics.
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Duarte, Fernanda P. "Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 52–67. http://dx.doi.org/10.53761/1.10.1.5.
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This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes ‘good teaching’. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers.
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Corral de Zubielqui, Graciela, Janice Jones, Pi-Shen Seet, and Noel Lindsay. "Knowledge transfer between actors in the innovation system: a study of higher education institutions (HEIS) and SMES." Journal of Business & Industrial Marketing 30, no. 3/4 (May 1, 2015): 436–58. http://dx.doi.org/10.1108/jbim-07-2013-0152.
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Purpose – The purpose of this paper is to understand how and why small to medium enterprises (SMEs) access knowledge from external actors in general and from higher education institutions (HEIs) in particular and what is the extent to which these knowledge access pathways affect SME innovativeness. Design/methodology/approach – The paper involved both quantitative and qualitative approaches: a survey of 1,226 SMEs and a mini case study to follow-up on issues arising from the survey analysis. Survey data were analysed using both non-parametric and multivariate Poisson regression analysis. The case study was based on a medium-sized manufacturing firm in South Australia. Findings – While there are significant differences between the micro-, small- and medium-sized enterprises, the evidence suggests that SMEs generally use “generic” university–industry knowledge transfer pathways (e.g. published research results) rather than university–industry links with high “relational” involvement. More significantly, the results indicate that SMEs are more likely to rely on organisations other than universities and related R&D enterprises for knowledge acquisition like clients/customers or suppliers. While collaboration is most likely to occur within the same state/territory, or Australia, many SMEs also collaborate internationally, usually as part of normal supplier–customer relationships, reinforcing knowledge acquisition from organisationally proximate partners. These findings are also supported by the case study. Research limitations/implications – This research was limited to surveying SMEs in one geographic (metropolitan) region in Australia. It also does not account for the different patterns of HEI–SME interactions in different industry sectors. There is also only one case study. Originality/value – First, the research adds to the few field studies that have investigated accessing knowledge for innovation among SMEs. Specifically, the research contributes to an understanding of the heterogeneous roles that different actors play in facilitating knowledge access for improving innovative SMEs outcomes. Second, the research does not treat all SMEs similarly in terms of size effects but instead accounts for differing SME sizes and how this affects their selection of knowledge access pathways. Third, the research contributes to a small number of studies that attempt to understand how HEIs and SMEs can work better together in the context of a regional innovation system, especially one that is relatively less competitive to the larger economy.
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Taylor, Joy, Ifor Ffowcs-Williams, and Mike Crowe. "Linking desert businesses: the impetus, the practicalities, the emerging pay-offs, and building on the experiences." Rangeland Journal 30, no. 1 (2008): 187. http://dx.doi.org/10.1071/rj07045.
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Small businesses in desert Australia are disadvantaged by remoteness from suppliers and markets, workforce problems, and limited opportunities to explore alliances across the desert. This paper outlines an initiative to support and encourage capacity building in remote desert centres and to create networks to overcome the isolation experienced by desert-based small and medium-sized enterprises. Building on existing local initiatives and seizing the opportunities offered by a range of new information and communication technologies (ICT), businesses are linked together to explore the benefits of networking, to identify possible synergies and opportunities for collaboration, to gain practical ICT and networking skills and confidence in the processes, and create real outcomes for their business. The initiative began with a pilot project focused on training and mentoring business owners and managers in business clustering. In addition to education and training outcomes, this pilot produced more outcomes for the participating businesses than had been anticipated. In the final year $7 million of new business was reported. Many businesses embraced this way of working together to improve competitiveness; as a consequence the networks have continued to operate beyond the life of the pilot project. Several case studies are presented to demonstrate how ICT has been used for the transfer of ideas and knowledge, for collaboration, and to open new commercial opportunities for businesses that arose as a direct result of their participation. Proof of concept has been demonstrated in the value to businesses of this approach to long-distance inter-business cooperation and networking. The paper outlines key findings from the pilot project, including the needs for an appropriate pace of development, mix of technologies used, nurturing of business champions, flexibility, local facilitation, and real business outcomes, among others. These findings are being used to inform future developments in long-distance, cross-border business networking internationally and an expanded project involving nine regions of desert Australia.
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Peterlin, Judita, Vlado Dimovski, Maja Meško, and Vasja Roblek. "Cultivating Management Education Based on the Awareness of Students’ Multiple Intelligences." SAGE Open 11, no. 1 (January 2021): 215824402098827. http://dx.doi.org/10.1177/2158244020988277.
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Educators are emphasizing the need for developing students through arts and literature. Our case illustration demonstrates that business students are motivated to develop their personality through cultural artifacts and different theories. The article has two purposes: the first is to present management education, which emphasizes the importance of valuing culture and students’ implicit management theories, while the second is to suggest recommendations for integrating cultural content into management education, which we present through the managerial challenge of preserving Australian Slovenian cultural homes. The article presents a qualitative study on management perception of 106 business students who are embedded in contemporary culture and innovative cultural management education practices at the University of Ljubljana. The possibility and benefits of converting the complete curriculum of cultural management education emerge from this research. We hope that this article will enlighten educators and researchers to conduct further studies on cultural management education and multiple intelligences development.
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Narendran, Roshni, Shamika Almeida, Rebecca Coombes, Geraldine Hardie, Eunice Quintana-Smark, Nabi Zaher, Hui-Ling Wang, Ahabab Chowdhury, and Barry Stevenson. "The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course." Journal of University Teaching and Learning Practice 15, no. 5 (December 1, 2018): 75–95. http://dx.doi.org/10.53761/1.15.5.6.
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This study examines the influence of adopting a student-centered active learning approach based on selfdetermination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learningapproaches can help to improve student motivation. However, there are no empirical studies to assess the influence of active learningclassroom activities on student academic performance during their first year of tertiary studies. The aim of our study is to contribute to knowledge by integrating self-determination theory, and ‘at-home ethnographic’ research approach to reflect on how active learning-classroom strategies can help tertiary business students become independent learners and improve their academic performance. The active learning-classroom approach included a scaffolded assessment structure; timely and ongoing tutor feedback on assessment criteria and learning outcomes of the scaffolded assessments; and social/peerbased learning activities within and outside of the classroom to support student performance. The authors draw on an ‘at-home ethnographic’ research approach, which allowed the teaching team to use their observations during the 13 weeks of teaching, and team reflections, to describe not only what they witnessed, but also their experiences of how students interacted, and what they did within the classroom environment. The study shows that students became autonomous and positively benefited from the scaffolded assessment structure while evolving to become competent, independent learners due to the continuous feedback they received on their assessments, and to the active peer learning within and outside of the classroom. Moreover, the group assessments provided a platform to engage with academic literature, which, in turn, helped students to challenge their understanding of the concepts by engaging in critical analysis with their peers. The findings can help future tertiary learning designers to develop first year assessments that will support students to become independent learners and reduce the level of attrition during the first year of tertiary education
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Ph.D., Mary Helou,, Linda Crismon, Ed.D., and Christopher Crismon, M. S. P. "A Cross-Culture Study of the Opportunities and Challenges of International Students Attending Schools of Business at Western Universities and Higher Education Colleges: “Now, I Have Sufficient Self-Confidence to Seek Advice, and Act on It”." World Journal of Educational Research 9, no. 1 (December 2, 2021): p16. http://dx.doi.org/10.22158/wjer.v9n1p16.
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International students attending schools of business at Western universities encounter various interrelated academic, language, cultural and socio-emotional challenges that impact their educational performance and success in their respective study programs, thus, shape their future professional prospects. The purpose of this paper is three-fold. First, develop a better understanding of the cultural and socio-emotional experiences of international Middle Eastern students attending American, British, and Australian universities in 2018, 2019, and early 2020. Secondly, find ways in which American, British, and Australian higher education providers can enhance their efforts in meeting the cultural and social-emotional needs of their international Middle Eastern students. Thirdly, discuss the academic and language experiences of international Middle Eastern students attending schools of business at Western universities in the above mentioned three countries. To this end, case studies have been designed for this purpose, where data is collected through semi-structured in-depth interviews. Accordingly, this study is guided by a series of research questions, as opposed to hypothesis testing. The participants involved in this study are all full-time international Middle Eastern students (n=90), undertaking their programs of study at both the undergraduate, graduate, and doctoral levels at higher education institutions/providers in the three major world leaders in international education.
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Gasevic, Dragan, Yi-Shan Tsai, Shane Dawson, and Abelardo Pardo. "How do we start? An approach to learning analytics adoption in higher education." International Journal of Information and Learning Technology 36, no. 4 (August 5, 2019): 342–53. http://dx.doi.org/10.1108/ijilt-02-2019-0024.
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Purpose The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and supported the education sector in moving toward data-informed strategic decision making. Yet, progress to date in embedding such data-informed processes has been limited. The purpose of this paper is to address a commonly posed question asked by educators, managers, administrators and researchers seeking to implement learning analytics – how do we start institutional adoption of learning analytics? Design/methodology/approach A narrative review is performed to synthesize the existing literature on learning analytics adoption in higher education. The synthesis is based on the established models for the adoption of business analytics and finding two projects performed in Australia and Europe to develop and evaluate approaches to adoption of learning analytics in higher education. Findings The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines an approach to learning analytics adoption that could aid system-wide institutional transformation. The approach also highlights critical challenges that require close attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching. Originality/value The paper proposed approach that can be used by senior leaders, practitioners and researchers interested in adoption of learning analytics in higher education. The proposed approach highlights the importance of the socio-technical nature of learning analytics and complexities pertinent to innovation adoption in higher education institutions.
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Short, Tom, and Roger McL Harris. "Harmonising training and development across an industry: the case of Australian rail." European Journal of Training and Development 41, no. 4 (May 2, 2017): 373–87. http://dx.doi.org/10.1108/ejtd-06-2016-0037.
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Purpose This paper aims to explore why harmonisation, given its potential, is so difficult to achieve. It analyses the issues and challenges in achieving harmonisation of training and development across an industry. Design/methodology/approach The approach was a meta-analysis of six research projects undertaken in the Australian rail industry. These projects varied in duration from 12-24 months. Between 2009 and 2013, rail employees in varying roles and levels of seniority, including middle managers, front-line supervisors, rail incident investigators, track workers and drivers, were interviewed (n = 176) and surveyed (n = 341). Findings The meta-analysis identified a range of characteristics associated with harmonisation. It uncovered three categories of harmonisation, seven types of risk modelled in a layered risk pyramid and analysed key structural, environmental and organisational barriers to harmonisation. The paper concludes that harmonisation struggles to gain strategic significance and is hampered by operational pragmatism. Research limitations/implications There are few published papers examining harmonisation across companies or based on meta-analyses, especially qualitatively. Despite limitations of insufficient detail to allow close analysis, potentially variable quality data across projects from which to develop a meta-analysis and the danger of comparing apples with oranges, more attempts using this approach would be helpful in gaining nuanced insights into an industry. Practical implications Achieving industry harmonisation requires significant change in the mindset of executives. To enhance the chances of harmonisation, there is need for a strong national entity with overview of the entire industry, high-quality training and development resources and activities and cost-benefit analyses and active campaigns. A major outcome of this research is the risk pyramid, which can be used by managers as a strategic evaluation tool. By using such tools based on sound research, leaders can be equipped to make informed decisions and reduce downstream risks. Originality/value This research has value in extending the literature in two main ways: through examining the notion of harmonisation across an industry as distinct from within organisations that has been the focus of most studies and through using qualitative meta-analysis in a field dominated by quantitative approaches. It analyses the grey areas between rhetoric about its potential and difficulties in its achievement.
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Oo, Bee Lan, and Benson Teck-Heng Lim. "Game-based learning in construction management courses: a case of bidding game." Engineering, Construction and Architectural Management 23, no. 1 (January 18, 2016): 4–19. http://dx.doi.org/10.1108/ecam-02-2015-0029.
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Purpose – The game-based learning has been used very successfully in some areas of formal education. In construction management, there is an increased uptake of games in teaching and learning. Focusing on a bidding game, the purpose of this paper is to evaluate its ability in enhancing students’ learning. The specific objectives are to: examine the effectiveness of the game as a teaching mechanism; explore students’ learning experience, preference and motivation to participate in the game; and identify the relationship between game features and students’ learning experience and overall satisfaction. Design/methodology/approach – This paper adopted a survey research design. A questionnaire survey was conducted in two universities in Australia, involving 100 students in the gameplay. Findings – The results show that the overall student feedback is positive with the vast majority of the students enjoying the learning experience. Students from both institutions have indicated their preference for group-based game sessions. However, the students have divergent opinions about the game incentive and motivation. It is found that there are significant correlations between some of the game features and students’ learning experience and overall satisfaction. Practical implications – The bidding game clearly has potential for adaptation in construction bidding-related courses. Educators could consider incorporating the significant game features towards improving students’ learning experience and overall satisfaction. Originality/value – Given there are limited studies that aimed at evaluating educational games, the student feedback in this research should facilitate more critical and reflective process for incorporating similar form of games in teaching construction management and bidding-related courses.
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Cornes, Isabel Clare, and Brian Cook. "Localising climate change: heatwave responses in urban households." Disaster Prevention and Management: An International Journal 27, no. 2 (April 3, 2018): 159–74. http://dx.doi.org/10.1108/dpm-11-2017-0276.
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Purpose The purpose of this paper is to provide empirical insights into urban household perceptions and (in)action towards the perceived impacts of climate change, based on a case study in Kensington, Victoria, Australia. This case utilises households as sites of active agency, rather than as passive recipients of climate change or associated governance. Design/methodology/approach This research trialled an approach to engaging a community in the context of disaster risk reduction (DRR). It involved a two-stage quantitative door-knocking survey (reported elsewhere), followed by a qualitative interview with interested households. In total, 76 quantitative surveys contextualise 15 qualitative interviews, which are the focus of this analysis. The findings are presented comparatively alongside the current literature. Findings Heatwaves are understood to be the most concerning hazard for the households in this sample who associate their increasing frequency and severity with climate change. However, subsequent (in)action is shown to be situated within the complexities of day-to-day activities and concerns. While respondents did not consider themselves to have “expert” knowledge on climate change, or consider their actions to be a direct response to climate change, most had undertaken actions resulting from experience with heatwaves. These findings suggest there may be an under-representation of DRR, which includes climate change adaptation actions, within the existing research. Research limitations/implications While this sample justifies the arguments and conclusions, it is not a representative sample and therefore requires follow-up. It does however challenge traditional approaches to risk management, which focus on awareness raising and education. The research highlights the unique contexts in which households perceive and act on risk, and the need for risk “experts” to consider such contexts. Originality/value This research provides empirical evidence of urban household responses to perceived climate change-related risk, an often-neglected dimension of heatwave and adaptation studies in Australia. The findings also suggest promise for the methodological approach.
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King, David. "Understanding the Message: Social and Cultural Constraints to Interpreting Weather Generated Natural Hazards." International Journal of Mass Emergencies & Disasters 22, no. 1 (March 2004): 57–74. http://dx.doi.org/10.1177/028072700402200103.
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Globally there is an increase in the social and economic impacts of all natural hazards, and especially those that are generated by weather systems. Climate change is a part of this process, but it is most likely that long-term climate change will first become evident as an increase in natural disasters, especially flooding and drought. However, a major cause of increasing natural disasters is the growth and relocation of population, concentrating into complex urban settlements that proliferate infrastructure and property in vulnerable floodplains and the coastal fringe. While Australia has experienced a decline in the loss of life from natural hazards, the loss to business, agriculture and the economy in general has increased exponentially. Weather generated natural disasters dominate the total disaster bill. Vulnerability to natural hazards may be reduced through hazard education and effective warnings. The communication of weather information is inevitably a top down process. Understanding of information and in particular, warnings about hazardous events involves a public safety transfer of knowledge from highly specialised scientists through emergency managers, local politicians and the media, to every member of society. Research shows that selection, interpretation and expression of information and warnings occurs at institutional and societal levels. Both the media and the general public select, re-interpret, and weigh up information about weather and hazards, applying a complex set of attitudes, perceptions, experience and misinformation to the initial message. An understanding of how people interpret the message is essential to the accuracy and safety of warnings and forecasts. Examples and case studies from post-disaster and behavioural research carried out by the Centre for Disaster Studies, and hazard events illustrate the issues of understanding the message. 1
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Casonato, Federica, Federica Farneti, and John Dumay. "Social capital and integrated reporting." Journal of Intellectual Capital 20, no. 1 (February 14, 2019): 144–64. http://dx.doi.org/10.1108/jic-08-2018-0132.
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Purpose To present the continuation of a case study by Beck et al. (2017) on an Australian bank (CBD) during the period 2004–2013 by examining whether integrated reporting affects relational capital and helps to repair an organisations’ reputation. Both studies examine how a bank rocked by a major scandal in 2004 has attempted to repair its legitimacy through integrated reporting (<IR>). The paper aims to discuss these issue. Design/methodology/approach This study is a post facto analysis based on the original research from Beck et al. (2017). The research process involved a case study approach with an analysis framed by impression management theory to investigate whether the information in CBD’s integrated reports is consistent with other information available to investors. Findings The authors find there is a gap between what CBD discloses in its integrated reports and what is publicly available in other media. CBD’s talk and actions are not aligned, and that asymmetry translates into a decline of trust in CBD. The bank’s integrated reports reveal how management discloses or withholds information to protect their own interests and at their own discretion. These conclusions indicate that the integrated reporting paradigm is being co-opted by IM strategies to improve legitimacy through trust, reputation and social capital. Research limitations/implications Future research needs to reach beyond the organisational boundaries and understand if <IR> adds value for society, or is just a new form of multicapitalism, being an ideology to help the rich become richer? The answers are important if we ever hope to see misconduct disappear from our corporations and for company reports to become documents bearing truth and not espouse rhetoric based on organisational hypocrisy. Originality/value The paper adds to the growing body of research investigating <IR> in practice to understand the impact of <IR> and whether it is a new and useful reporting tool or just another management fashion.
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Fleming, Julie, Karen Becker, and Cameron Newton. "Factors for successful e-learning: does age matter?" Education + Training 59, no. 1 (January 9, 2017): 76–89. http://dx.doi.org/10.1108/et-07-2015-0057.
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Purpose The purpose of this paper is to examine the factors affecting employees’ overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/methodology/approach The project developed an online survey and invited employees of one Australian rail organisation to participate. Questions were structured around the factors that affect acceptance and future use of e-learning. Statistical analysis was used. Findings The findings from the study suggest that, despite the often espoused stereotype, age is not a significant factor impacting either future use intentions or satisfaction with e-learning. In contrast, three variables were found to be useful predictors of intention for future use of organisational e-learning; low complexity, authenticity and technical support. Research limitations/implications The study did not consider other moderating effects related to demographic data other than age, such as educational experience. Further, the case presented is a single organisation and therefore is not necessarily representative of other industries. Future studies should adopt a mixed methods approach. Practical implications This study has emphasised that attention needs to be focussed on factors over which organisations have control when adopting and using e-learning. Employee age should not be seen as an obstacle to e-learning implementation, rather attention needs to turn to effective and user-friendly e-learning interventions along with sufficient technology support. Originality/value Perceptions within industry and indeed in some literature, suggest that employee age stereotypes still exist in relation to technology uptake. This research has demonstrated that this stereotype is an erroneous assumption and emphasised the importance of other factors.
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Hay, Rachel, Lynne Eagle, Muhammad Abid Saleem, Lisa Vandommele, and Siqiwen Li. "Student perceptions and trust of sustainability information." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 726–46. http://dx.doi.org/10.1108/ijshe-12-2018-0233.
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Purpose The purpose of this paper is to report student attitudes and beliefs towards climate change adaptation and sustainability-related behaviours. Design/methodology/approach A paper-based questionnaire was completed by 247 first-year (students in their first semester of study) and third-year (students in their final semester of study) students in the same year (2012) of the study (Table I). A factor analysis shows that common themes previously identified failed to reflect the diverse range of influences on young people, including family, friends and news media. Findings Contrary to the literature, few significant differences were found in sustainability-related behaviours between first- and third-semester students, with an increase in scepticism regarding the reality of climate change among the latter. Research limitations/implications The study focused on Australian undergraduate university business students. As a single-institution case study, the results may not be generalised to all university students. As such the authors recommended that the study be completed in other universities from around the world. The study was undertaken over one year, but the participants may not have necessarily been the same students in third semester as they were in first semester. Therefore, it is recommended that the study be repeated in future years so that the same cohort can be measured over time, providing a more accurate account of the development of student knowledge and perceptions of sustainability during their time at university. Practical implications Achieving significant long-term changes in behaviours will be a substantial challenge for tertiary curricula. The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value This paper reports on the second phase of a longitudinal research project examining the effects of an undergraduate business studies curriculum on student views of sustainability. The authors confirm that the research is original and that all of the data provided in the study are real and authentic. Neither the entire work nor any of its parts have been previously published.
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Rein, Tony. "Case studies II — Australia." Computer Law & Security Review 6, no. 6 (March 1991): 33–36. http://dx.doi.org/10.1016/0267-3649(91)90180-4.
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Pulla, Venkat Rao, and Kalpana Goel. "Globalisation: Rethinking Development in the Context of the Pandemic." Space and Culture, India 10, no. 3 (November 28, 2022): 134–42. http://dx.doi.org/10.20896/saci.v10i3.1268.
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The stark reality of human existence with a predictable 90 per cent of most reported cases emerging from these showcases of development, urbanisation, and industrialisation — our cities and towns tell us something that we cannot ignore. The cities took the brunt and revelled as the epicentres of the pandemic and a public health disaster, with the lockdowns remaining prolonged, severe, and even punitive in many cities of the world. We discuss here, the impacts of unprecedented crisis as we continue to rely on a globalised economy, and gaze at the helplessness with which the state handles our lives and appears to compromise our destinies through in a market full of uneven players. COVID-19 first hit the global power centres, the developed nations, and the business capitals in developing countries. Excited holidaymakers cruising passenger returnees from Ruby Princess began infecting others and those others infected capital cities like Sydney and Melbourne, Australia. It is intriguing and highly disturbing that how responsibility for a disease that travelled across borders with passports and through commercial airlines came to be laid at the poor of Mumbai’s slums or Brazil’s favelas. It is really the well-off and the powerful who seem to rule the roost in cities. The density of populations in urban habitats and the intensity of local and global interconnectivity have made these urban habitats clearly more vulnerable to the spread of the virus. Be it the social housing that is vertical for low-income earners in Melbourne or the urban sprawls of Dharavi, Mumbai; evidence suggests that density per se correlated to higher virus transmission.
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Стрёмберг, Пер, Per Stremberg, Сергей Илькевич, Sergey Ilkevich, Елена Сахарчук, and Elena Sakharchuk. "look at the russian eduCation in the field of tourism through the paradigm prism of sustainable tourism (summarizing the ConCeptual results of international sCientifiC-praCtiCal seminar of the russian-norwegian projeCt of rsuts «eduCation in the field of sustainable tourism development in russia»)." Universities for Tourism and Service Association Bulletin 10, no. 4 (December 19, 2016): 15–26. http://dx.doi.org/10.12737/23571.
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The full and comprehensive inclusion of sustainable tourism in Russian tourism studies and thematic plans of disciplines at the present time are particularly important nowadays. Meanwhile we can note very superficial and simplified understanding of the concept of sustainable development in tourism, when they simply proclaim the necessity of taking into account natural, social limitations, and interests of the local economy, but at the same time, the Russian researchers and teachers do not have enough awareness of all the possible refractions of this problem. Passed at the 22nd of September 2016 in RSUTS scientific-practical seminar «Sustainable rural tourism in Russia» was drafted to help resolve the identified problems. Leading international and Russian experts in the field of sustainable tourism development gave the examples of their own researches which demonstrate the breadth and multi-dimensionality of sustainability in tourism. There were presented and illustrated with the method of case studies such topics as 1) the correlation of center and periphery as a factor in the long-term sustainability in tourism; 2) service orientation as a factor of long-term competitiveness of destinations; 3) the problem of finding the optimal balance between state regulation and ethnic autonomy; 4) the interests of local residents and their informing with the positive results of tourism development; 5) factor of liminality in tourist experiences; 6) avoidance of excessive standardization and universalization of tourism products as a factor of competitiveness of peripheral destinations; 7) the concept of touristscapes and taskscapes; 8) optimal route network and reference point for the sustainable development of tourism; 9) the importance of tourism for the depressed rural settlements of Russia; 10) the peculiarities of small businesses processes in rural tourism, 11) entrepreneurship as the factor of increase of stability and competitiveness of the tourism industry under crisis conditions. These and other aspects of sustainable tourism development were the subject of extensive discussion at the scientific-practical seminar, which resulted in a more complete understanding of the paradigm of sustainability in the current realities of the Russian tourism industry. The article presents views, concepts and elements of academic debate, which took place during the seminar from representatives of five countries: Russia, Norway, Australia, Sweden and Iceland. The purpose of this publication consisted in the systematization of the academic content of the reports and scientific messages, and the explanation of how they can contribute to strengthening the concept of sustainable tourism as a comprehensive and productive paradigm in tourism research and education-conceptual approach.
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Bashir, Nouruddeen, and Choi Sang Long. "The relationship between training and organizational commitment among academicians in Malaysia." Journal of Management Development 34, no. 10 (October 12, 2015): 1227–45. http://dx.doi.org/10.1108/jmd-01-2015-0008.
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Purpose – The purpose of this paper is to address the question “what is the relationship between employees’ perception on training and employees’ organisational commitment?” using the widely accepted theories of three-component model of organisational commitment and training-related variables. Design/methodology/approach – This study utilises the survey methodology approach. The study design is an associational descriptive research designed to identify the relationship between employees’ training measured by five training variables (perceived availability of training, motivation to learn in training, perceived co-worker support for training, perceived supervisor support for training and perceived benefits of training) and employees’ organisational commitment measured by three organisational commitment components (affective commitment, continuance commitment and normative commitment). The target population of this study consisted of academic staffs of one of the faculty in a public university in Malaysia. The name of the University is not disclosed due to the request from the management of the University. Comprehensive sampling approach was used in this survey, whereby the survey was distributed to all the target population. This approach was chosen to ensure higher response rate from the respondents. The target population is academic staff and 60 responses were analysed. Findings – Findings from the study revealed a significant and positive relationship between the training-related variables (availability of training, motivation to learn, co-worker support for training, supervisor support for training and benefits of training) the affective and normative commitment components of the organisational commitment; while a non-significant relationship with continuance commitment. Additionally, the results of the study revealed that the best predictor of affective commitment is co-worker support for training followed by availability of training. For normative commitment, the best predictor was availability of training. Research limitations/implications – Although this study was conducted in the education industry, the results of this study were consistent with previous studies conducted in western countries and the few studies conducted in some Asian countries such as Qatar, China, Australia and Malaysia that are non-education industries. However, the study was conducted in a single university in Malaysia and therefore results of the study may not be generalisable to all higher institutions nor the universities excluded in the sample. The study was limited to academic staffs, and does not involve other employees such as non-academic staff. Therefore the result may not be generalisable to those excluded staff as training policies, skills and knowledge requirement among various staff categories differ. Practical implications – This study has indicated that co-worker support for training and supervisor support of training enhance emotional attachment/sense of belonging (i.e. affective commitment) and loyalty (i.e. normative commitments) among academic staff. Thus in this view the university authority could create an environment where there is a strong encouragement by colleagues and supervisors towards participating in training activities. Supervisors in the context of this study refer to HoDs, Deans, head of research groups, etc. This research has also revealed that availability (or access) to training has a strong relationship with both affective and normative commitments; with availability of training a strong predictor of the former type of commitment. Therefore the university through supervisors can play a role in publicising the availability of training to the academic staff. The university can also design more in-house training and development programmes/activities as well as encourage and financially support external training programmes that will enhance the academic staff teaching and research skills. Such move by the university could be perceived by the academic staff as support and care which ultimately leads to better organisational performance. Originality/value – This is a pioneering study on perception on training towards organisational commitment among academic staff in a public university in Malaysia. The result of this study will spur public universities in Malaysia to find ways to improve their training plan and design to achieve maximum satisfaction among the academician.
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Stokes, Jennifer, and John Pike. "Future ready? Engaging learners and building transferable skills through authentic assessment and digital literacy." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 13, 2022): 46–47. http://dx.doi.org/10.24135/pjtel.v4i1.139.
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Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers.
Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches.
Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and mentorship, following a production company ethos. Students adhere to industry standards for copyright and ethical practice in assessments, while building their professional portfolio and skills for future success.
The combination of digital literacy and authentic assessments motivates students to follow their passions and create digital products they care about. This approach has resulted in outstanding student evaluations and learning outcomes, above average retention, and institutional recognition through a Digital Learning citation. Importantly, this approach supports students to build professional skills and knowledge for emerging industries and future career opportunities.
References
ACEL. (2016). Authentic learning: what, why and how? e-Teaching, 10. http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf
Australian Government. (2020). Foundation Skills for Your Future Program: Digital Literacy Skills Framework, Canberra: Commonwealth of Australia.
Australian Technology Network. (2020). ATN joint statement on authentic assessment, Australian Technology Network. https://www.atn.edu.au/news-and-events/latest-news/atn-joint-statement-on-authentic-assessment
CAST. (2011). Universal Design for Learning Guidelines Version 2.0. Massachusetts: Wakefield.
Foundation for Young Australians (2017). The new work smarts. https://www.fya.org.au/report/the-new-work-smarts
Stokes, J. (2017). Inclusion and engagement by design: Creating a digital literacy course to inspire diverse learners in an Australian university enabling program. International Studies in Widening Participation, 4(2), 65–78. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/download/85/103
Stokes, J. (2021). Those skills to take on the world: developing capitals through university enabling programs. The International Journal of Learning in Higher Education, 28 (2), 133-146. DOI: 10.18848/2327-7955/CGP/v28i02/133-146
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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
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Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
References:
Abry, T. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 11.
Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., & Foxworth, K. (2011). Classroom Effects of an Early Childhood Educator Professional Development Partnership. NHSA Dialog, 14(4), 246–262. https://doi.org/10.1080/15240754.2011.613125
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Bukoye, R. O. (2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling. Proceedings, 2(21), 1395. https://doi.org/10.3390/proceedings2211395
Choo, K. K. (2010). The Shaping of Childcare and Preschool Education in Singapore: From Separatism to Collaboration. 4, 12.
Driscoll, K. C., & Pianta, R. C. (2010). Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships. 29.
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Eggum-Wilkens, N. D. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 12.
Goodfellow, J. (2001). Wise Practice: The Need to Move beyond Best Practice in Early Childhood Education. Australasian Journal of Early Childhood, 26(3), 1–6. https://doi.org/10.1177/183693910102600302
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Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7
Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M.-L. (2013). ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394
Hedges, H., & Cooper, M. (2016). Inquiring minds: Theorizing children’s interests. Journal of Curriculum Studies, 48(3), 303–322. https://doi.org/10.1080/00220272.2015.1109711
Hughes, A., & Menmuir, J. (2002). Being a Student on a Part-time Early Years Degree. Early Years, 22(2), 147–161. https://doi.org/10.1080/09575140220151486
Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing. Child & Youth Care Forum, 45(3), 451–465. https://doi.org/10.1007/s10566-015-9338-6
Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century. International Journal of Child Care and Education Policy, 4(2), 67–80. https://doi.org/10.1007/2288-6729-4-2-67
Katz, L. G. (2015). Distinctions between academic versus intellectual goals for young children. 4.
Kim, K. (2018). Early childhood teachers’ work and technology in an era of assessment. 14. https://doi.org/10.1080/1350293X.2018.1533709
Molla, T., & Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551–566. https://doi.org/10.1080/19415257.2018.1449006
Moyles, J. (2001). Passion, Paradox and Professionalism in Early Years Education. Early Years, 21(2), 81–95. https://doi.org/10.1080/09575140124792
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Hockley, Charmaine. "Internal collaborative partners:a business agreement case study." Australian Health Review 24, no. 1 (2001): 79. http://dx.doi.org/10.1071/ah010079.
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In the future many organisations in Australia will be turning towards collaborative arrangements with otherindustry partners in order to survive financially. This paper introduces an internal collaborative arrangementresponsive to the challenges of meeting increased demand for services with limited resources. The development of thisexciting approach has in part provided a solution to funding and management issues within one organisation. Thispaper is about the first two years of a negotiated service agreement between the education director and three regionaldirectors of the same organisation.
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O'Donnell, Jonathan, Margaret Jackson, Marita Shelly, and Julian Ligertwood. "Australian Case Studies in Mobile Commerce." Journal of Theoretical and Applied Electronic Commerce Research 2, no. 2 (August 1, 2007): 1–18. http://dx.doi.org/10.3390/jtaer2020010.
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Sixteen wireless case studies highlight issues relating to mobile commerce in Australia. The issues include: the need for a clear business case; difficulty of achieving critical mass and acceptance of a new service; training and technical issues, as well as staff acceptance issues; that privacy and security issues arise through the potential to track the location of people and through the amounts of personal data collected; difficulties in integrating with existing back-end systems; projects being affected by changes to legislation, or requiring changes to the law; and that while there is potential for mobile phone operators to develop new billing methods that become new models for issuing credit, they are not covered by existing credit laws. We have placed the case studies in a Fit-Viability framework and analyzed the issues according to key success criteria. While many organizations are keen to use the technology, they are struggling to find a compelling business case for adoption and that without a strong business case projects are unlikely to progress past the pilot stage.
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Pimpa, Nattavud. "Marketing international higher education: a case of Thai students in Australia." International Journal of Management in Education 2, no. 2 (2008): 154. http://dx.doi.org/10.1504/ijmie.2008.018390.
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Rosanova, N., and E. Savitskaya. "Economics in Business Education." Voprosy Ekonomiki, no. 11 (November 20, 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.
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The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.
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Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.
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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.
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Tan, David, and Kan Tsui. "Investigating causality in international air freight and business travel: The case of Australia." Urban Studies 54, no. 5 (July 20, 2016): 1178–93. http://dx.doi.org/10.1177/0042098015620520.
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Few studies have examined the link between air cargo and business travel, despite there being a generally accepted understanding that these two variables are inextricably related to each other. This paper examines the relationship between air cargo and business travel at the international level and analyses how these two variables are causally related. Moreover, we break down the sample into three major Australian states (New South Wales, Queensland, and Victoria), as each possesses a distinct flavour in trade and commerce. Utilising Granger causality methods, we have found evidence that there is a direct causal relationship between business travel and air cargo in the short run, and a bi-directional relationship in periods of 12 months and longer. The nature of the Granger causality at the state-level substantially differs from state to state, suggesting that the economic landscape of Australia’s local economy has a significant impact on the air cargo and business travel relationship.
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Hogan, Owen, Michael B. Charles, and Michael A. Kortt. "The value of public business education in Australia: challenges and opportunities for decision makers." International Journal of Educational Management 35, no. 7 (October 19, 2021): 1538–55. http://dx.doi.org/10.1108/ijem-05-2021-0197.
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PurposeWith their former role as “cash cows” under threat owing to COVID-19, Australian business schools are fighting not only to maintain their status but also their survival. This study aims to look at how the sector might best approach these challenges.Design/methodology/approachThe study reviews the recent literature on business and management education in Australia and compares that with emerging trends and policy directions.FindingsThis analysis of current and emerging trends suggests that business education needs to find alternative arguments for legitimacy, and that business schools in public universities can no longer be regarded automatically as the “keepers of knowledge”.Research limitations/implicationsThe study contends that public resources would be better channelled towards fit-for-purpose business and management education, with this being administered by an array of entities, some of which would include private providers, public–private partnerships or public entities other than “business schools”.Practical implicationsThe study articulates the current and emerging challenges faced by decision and policy makers in the field of public business education and contends that the largely homogeneous business education provided by public universities in Australia is not always in the public interest.Social implicationsThe value of business education provided by public institutions is becoming increasingly contested, with many stakeholders, including employers, questioning the utility of contemporary business education.Originality/valuePrevious studies have looked at the aspects of the future of business and management education, but no overview has hitherto synthesised the findings of such studies and drawn out the practical implications.
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Dantas, Jaya A. R., Penelope Strauss, Roslyn Cameron, and Claire Rogers. "Women Migrants in Western Australia: Case Studies of Resilience and Empowerment." Social Change 50, no. 1 (March 2020): 77–94. http://dx.doi.org/10.1177/0049085719901074.
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This article presents findings from an exploratory research using descriptive case studies of 12 migrant women in Western Australia. The purposive sample represents the government, academia, the private sector, community, civil society and not-for-profit organisations and is ranged in age from the late 20s to the 70s. Underpinned by theoretical frameworks of resilience and empowerment, women have shared their personal case narratives, and five case studies are presented in this paper. Our findings resonate with the vital and uncontested importance of education, the desire to be empowered, the capacity to be resilient and adaptive and the importance of giving back to the community. Key recommendations include the need for migrant women’s continued access to avenues of empowerment and furthering education. The provision of adaptive structures builds resilience and grows strong communities where women feel empowered. We propose that women migrants, through alliances and collaboration, cross borders of learning and work towards generating change and transformation.
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Zwoliński, Grzegorz, Dorota Kamińska, Anna Laska-Leśniewicz, Rain Eric Haamer, Mário Vairinhos, Rui Raposo, Frane Urem, and Pedro Reisinho. "Extended Reality in Education and Training: Case Studies in Management Education." Electronics 11, no. 3 (January 22, 2022): 336. http://dx.doi.org/10.3390/electronics11030336.
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This paper presents and concludes the ATOMIC project, which was to create an XR-based educational environment that enables students to meet the challenges of a natural business environment such as planning and organizing, staffing and control, problem solving, critical thinking, creativity, and teamwork. Four different approaches were taken utilizing different XR technologies (projector-based AR, mobile-based AR, HMD AR, and HMD VR), and their efficacy and educational value were juxtaposed. A universal 34-question usability questionnaire was proposed that can be applied in future XR usability studies. Four versions of the application were tested among 20 students to identify the advantages and disadvantages of each approach in an educational context.
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E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.
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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
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Wahlberg, Madeleine, and Denis Gleeson. "‘Doing the business’: paradox and irony in vocational education – GNVQ business studies as a case in point." Journal of Vocational Education & Training 55, no. 4 (December 2003): 423–46. http://dx.doi.org/10.1080/13636820300200238.
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Wahlberg, Madeleine, and Denis Gleeson. "‘Doing the business’: paradox and irony in vocational education – GNVQ business studies as a case in point." Journal of Vocational Education and Training 55, no. 4 (December 1, 2003): 423–46. http://dx.doi.org/10.1080/13636820300200243.
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Haslam McKenzie, Fiona. "Case Studies of Rural Business Women in Western Australia and their Contribution to the Region." Rural Society 8, no. 3 (January 1998): 257–68. http://dx.doi.org/10.5172/rsj.8.3.257.
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Han (韩逸平), Stone, Artemis Ching-Fang Chang (张静芳), and Hsi-Mei Chung (钟喜梅). "Transgenerational Intent of Taiwanese Business Families in Brisbane, Australia." Journal of Chinese Overseas 17, no. 2 (October 13, 2021): 365–98. http://dx.doi.org/10.1163/17932548-12341449.
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Abstract This study investigates the impact of immigrant context on continuity and success in Chinese family business. We conceptualize the immigrant context as exposure to country differences in family logic, arguing that the immigrant context influences transgenerational intent by affecting family practices and relations. Based on a multiple-case study of Taiwanese business families in Brisbane, Australia, we show that variations in three family practices – parental control, children’s filial piety, and parental role in children’s career development – play an important role in this matter. To explain why, we theorize that the extent to which Taiwanese immigrant business families continue with or depart from traditional Chinese family logic in terms of these three practices enables particular meaning of intrafamily succession to prevail in the family, which ultimately affects their transgenerational intent.
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Andersson, Tommy, Jack Carlsen, and Donald Getz. "Family Business Goals in the Tourism and Hospitality Sector: Case Studies and Cross-Case Analysis from Australia, Canada, and Sweden." Family Business Review 15, no. 2 (June 2002): 89–106. http://dx.doi.org/10.1111/j.1741-6248.2002.00089.x.
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This paper compares three case studies of family businesses in the rural tourism and hospitality sectors in Canada, Sweden, and Australia. Goals for start-up, development, and ultimate disposition of the businesses are examined through cross-case analysis within the theoretical framework of the business and family life-cycle. Analysis reveals remarkable similarities reflecting the prominence of lifestyle considerations, location preferences, and uncertainty over disposition of the businesses. This paper assesses goals revealed through these cases and pertinent literature from the tourism and hospitality sectors in the context of three stages in family business evolution. It also draws research and management implications.
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Mejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
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This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
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Nishida, Yukiyo. "The challenge of multiage primary education in public education: case studies in Australia, Canada and the USA." Compare: A Journal of Comparative and International Education 38, no. 4 (August 2008): 513. http://dx.doi.org/10.1080/03057920802259809.
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Burgess, John, Lindy Henderson, and Glenda Strachan. "Women Workers in Male Dominated Industrial Manufacturing Organisations: Contrasting Workplace Case Studies from Australia." management revu 16, no. 4 (2005): 458–74. http://dx.doi.org/10.5771/0935-9915-2005-4-458.
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Tao, Xiangyi, and Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.
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This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.
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Tunstall, Richard, and Martin Lynch. "The role of simulation case studies in enterprise education." Education + Training 52, no. 8/9 (November 23, 2010): 624–42. http://dx.doi.org/10.1108/00400911011088953.
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Jenkinson, Josephine, and Lyn Gow. "Integration in Australia: A Research Perspective." Australian Journal of Education 33, no. 3 (November 1989): 267–83. http://dx.doi.org/10.1177/168781408903300306.
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In spite of the lack of supporting research data, those responsible for education throughout Australia at both federal and state levels have released policies on integration; and there is a trend towards moving students with disabilities out of special education facilities into regular school settings. This paper reviews the findings of Australian research on integration, identifies deficiencies, and points to future directions that research might take if integration is to proceed with the backing of relevant data. A major deficiency is seen in available statistical information, so that it is difficult to estimate the real impact of integration on education systems. Although studies so far reveal some success in integration of disabled students, this depends on individual characteristics, on early educational experiences, and on the provision of support services in the school. Attitudes of school staff are generally positive towards the concept of integration, but this is conditional on the availability of adequate resources and support. Several areas for future research are identified, including longitudinal research, individual case studies, and action-based projects.
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Hicks, David, and Jennifer Gidley. "Futures education: Case studies, theories and transformative speculations." Futures 44, no. 1 (February 2012): 1–3. http://dx.doi.org/10.1016/j.futures.2011.08.001.
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Wynn-Williams, Kate, Rosalind H. Whiting, and Ralph W. Adler. "The Influence of Business Case Studies on Learning Styles: An Empirical Investigation." Accounting Education 17, no. 2 (June 2008): 113–28. http://dx.doi.org/10.1080/09639280601026030.
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