Journal articles on the topic 'Organizational learning Australia'
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Lim, Fion Choon Boey, and Mahsood Shah. "An examination on the growth and sustainability of Australian transnational education." International Journal of Educational Management 31, no. 3 (April 10, 2017): 254–64. http://dx.doi.org/10.1108/ijem-02-2016-0024.
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Purpose The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future. Design/methodology/approach The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning. Findings TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation. Originality/value The paper is original and it is based on Australian TNE.
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Fergusson, Lee, Timothy A Allred, Troy Dux, and Hugo M. Muianga. "Work-Based Learning and Research for Mid-Career Professionals: Two Project Examples from Australia." Interdisciplinary Journal of e-Skills and Lifelong Learning 14 (2018): 019–40. http://dx.doi.org/10.28945/3959.
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Aim/Purpose: Most research on work-based learning and research relates to theory, including perspectives, principles and curricula, but few studies provide contemporary examples of work-based projects, particularly in the Australian context; this paper aims to address that limitation. Background: The Professional Studies Program at University of Southern Queensland is dedicated to offering advanced practice professionals the opportunity to self-direct organizational and work-based research projects to solve real-world workplace problems; two such examples in the Australian context are provided by this paper. Methodology: The paper employs a descriptive approach to analyzing these two work-based research projects and describes the mixed methods used by each researcher. Contribution: The paper provides examples of work-based research in (a) health, safety, and wellness leadership and its relation to corporate performance; and (b) investigator identity in the Australian Public Service; neither topic has been examined before in Australia and little, if anything, is empirically known about these topics internationally. Findings: The paper presents the expected outcomes for each project, including discussion of the ‘triple dividend’ of personal, organizational, and practice domain benefits; as importantly, the paper presents statements of workplace problems, needs and opportunities, status of the practice domain, background and prior learning of the researchers, learning objectives, work-based research in the practice domain, and lessons learned from research which can be integrated into a structured framework of advanced practice. Recommendations for Practitioners: This is a preliminary study of two work-based research projects in Australia; as these and other real-world projects are completed, further systematic and rigorous reports to the international educational community will reveal the granulated value of conducting projects designed to change organisations and concordant practice domains. Recommendation for Researchers: While introducing the basic elements of research methods and expected out-comes of work-based projects, examples in this paper give only a glimpse into the possible longer-term contributions such research can make to workplaces in Australia. Researchers, as a consequence, need to better understand the relationship between practice domains, research as a valuable investigative tool in workplaces, and organizational and social outcomes. Impact on Society: Work-based learning and research have been developed to not only meet the complex and changing demands of the global workforce but have been implemented to address real-world organizational problems for the benefit of society; this paper provides two examples where such benefit may occur. Future Research: Future research should focus on the investigation of triple-dividend outcomes and whether they are sustainable over the longer term.
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Malik, Saleem, Mehmood Chadhar, Savanid Vatanasakdakul, and Madhu Chetty. "Factors Affecting the Organizational Adoption of Blockchain Technology: Extending the Technology–Organization–Environment (TOE) Framework in the Australian Context." Sustainability 13, no. 16 (August 21, 2021): 9404. http://dx.doi.org/10.3390/su13169404.
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Blockchain technology (BCT) has been gaining popularity due to its benefits for almost every industry. However, despite its benefits, the organizational adoption of BCT is rather limited. This lack of uptake motivated us to identify the factors that influence the adoption of BCT from an organizational perspective. In doing this, we reviewed the BCT literature, interviewed BCT experts, and proposed a research model based on the TOE framework. Specifically, we theorized the role of technological (perceived benefits, compatibility, information transparency, and disintermediation), organizational (organization innovativeness, organizational learning capability, and top management support), and environmental (competition intensity, government support, trading partners readiness, and standards uncertainty) factors in the organizational adoption of BCT in Australia. We confirmed the model with a sample of adopters and potential adopter organizations in Australia. The results show a significant role of the proposed factors in the organizational adoption of BCT in Australia. Additionally, we found that the relationship between the influential factors and BCT adoption is moderated by “perceived risks”. The study extends the TOE framework by adding factors that were ignored in previous studies on BCT adoption, such as perceived information transparency, perceived disintermediation, organizational innovativeness, organizational learning capability, and standards uncertainty.
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Malik, Saleem, Mehmood Chadhar, Madhu Chetty, and Savanid Vatanasakdakul. "Adoption of Blockchain Technology: Exploring the Factors Affecting Organizational Decision." Human Behavior and Emerging Technologies 2022 (August 20, 2022): 1–14. http://dx.doi.org/10.1155/2022/7320526.
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Blockchain (BCT) is an emerging technology that promises many benefits for organizations, for instance, disintermediation, data security, data transparency, a single version of the truth, and trust among trading partners. Despite its multiple benefits, the adoption rate of BCT among organizations has not reached a significantly high level worldwide, thus requiring further research in this space. The present study addresses this issue in the Australian context. There is a knowledge gap in what specific factors, among the plethora of factors reported in the extant literature, affect the organizational adoption of BCT in Australia. To fill this gap, the study uses the qualitative interpretative research approach along with the technology-organization-environment (TOE) framework as a theoretical lens. The data was mainly drawn from the literature review and semi-structured interviews of the decision-makers and senior IT people from the BCT adopter and potential adopter organizations in Australia. According to the findings, perceived information transparency, perceived risks, organization innovativeness, organization learning capability, standards uncertainty, and competition intensity influence organizational adoption of BCT in Australia. These factors are exclusively identified in this study. The study also validates the influence of perceived benefits and perceived compatibility on BCT adoption that are reported in the past studies. Practically, these findings are helpful for the Australian government and public and private organizations to develop better policies and make informed decisions for the organizational adoption of BCT. The findings would guide decision-makers to think about the adoption of BCT strategically. The study also has theoretical implications explained in the discussion section.
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Li, Wei, and Hans Hendrischke. "Chinese Outbound Investment in Australia: From State Control to Entrepreneurship." China Quarterly 243 (October 22, 2019): 701–36. http://dx.doi.org/10.1017/s0305741019001243.
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AbstractThis article contributes to our understanding of Chinese corporate expansion into developed economies by using Australia as a case study of how, in the 2010s, Chinese firms began transiting from government-driven resource investment to entrepreneurial expansion in new industries and markets. We contextualize this process by demonstrating how changing market demand and institutional evolutions at home and in the host country created new motivations for Chinese investors. In particular, the decline of active government control in China over the overseas operations of Chinese firms and the more business-oriented regulatory regime in Australia empowered local subsidiaries of Chinese firms to become more entrepreneurial and explorative in their attempts to compensate for their lack of competitiveness and weak organizational capabilities. Consequently, Chinese firms brought their domestic experience and modus operandi to the Australian host market and collectively adapted and deployed dynamic capabilities such as the use of network linkages, experiential learning and corporate reconfiguration. We find that this transfer of capabilities was facilitated by the co-evolution of the Chinese and Australian institutional and market environments and has maintained Australia's position as one of the major recipient countries of Chinese outbound investment, opening the Australian economy to ongoing expansion and disruption.
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Selvarajah, Christopher, John Chelliah, Denny Meyer, Edwina Pio, and Pacapol Anurit. "The impact of social motivation on cooperative learning and assessment preferences." Journal of Management & Organization 16, no. 1 (March 2010): 113–26. http://dx.doi.org/10.5172/jmo.16.1.113.
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AbstractThis study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.
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Ellerbrock, Cheryl, Katherine Main, Kristina Falbe, and Dana Pomykal Franz. "An Examination of Middle School Organizational Structures in the United States and Australia." Education Sciences 8, no. 4 (October 15, 2018): 168. http://dx.doi.org/10.3390/educsci8040168.
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The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning.
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Ling, Peter. "8. Strategic Approaches to Academic Development: Relationship to Learning and Teaching." Collected Essays on Learning and Teaching 2 (June 13, 2011): 48. http://dx.doi.org/10.22329/celt.v2i0.3202.
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Most universities in Australia have established at least one organizational unit with a responsibility for academic development. While ‘academic’ could embrace all aspects of the role of academics, including research, innovation, and contributions to community and professional bodies, the expectation is that the focus will be on learning and teaching. In this paper, I address the extent to which – and the sense in which – this is true. I use the results of several surveys conducted in Australia in 2007 and information emerging from a forum of Australian university personnel associated with the development of academics. These sources show that academic development units often perform a range of functions that go beyond the development of learning and teaching. Reviewing the available data, I conclude that the current role of academic developers is very much influenced by strategic pursuits of universities. In this climate, the potential for academic development to operate with the integrity of a practice informed by the disciplined study of learning and teaching is more limited than it was during periods where the understanding of learning and teaching drove the enterprise.
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Hobson, R. "Master Foods Australia: Lessons in successful organisational learning practice." Asia Pacific Journal of Human Resources 42, no. 3 (December 1, 2004): 348–64. http://dx.doi.org/10.1177/1038411104048171.
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Ingerson, Lynley, and Michael L. Naraine. "It’s Just Not Cricket: A Case of Ethics, Integrity, and Organizational Culture Within a National Sport Governing Body." Case Studies in Sport Management 8, S1 (January 1, 2019): S1—S6. http://dx.doi.org/10.1123/cssm.2018-0014.
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In early 2018, Cricket Australia, the national governing body for cricket in Australia, experienced a critical incident when men’s national test athletes were caught in a ball tampering scandal known as “Sandpaper-gate.” As the “custodians of the game,” integrity and culture are extremely important, and the incident was the catalyst for the organization to hire a new Integrity Manager. This case study concentrates on the story of Patrick Murphy, the new, fictitious hire at Cricket Australia tasked with helping to rebuild the organization’s ethical culture. After learning of Patrick’s past sport experiences, the narrative reveals additional non-fictitious elements that have emanated over the course of the past few years, which are affecting the organization’s present culture. After learning about the doping, human resource management, sex and diversity, and athlete management issues, Patrick is tasked with performing a culture audit and reporting back to his superiors. This case study offers a contemporary context in which to discuss ethics and culture in sport, notably from a large, non-North American sport organization.
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Marzban, Samin, Iva Durakovic, Christhina Candido, and Martin Mackey. "Learning to work from home: experience of Australian workers and organizational representatives during the first Covid-19 lockdowns." Journal of Corporate Real Estate 23, no. 3 (June 7, 2021): 203–22. http://dx.doi.org/10.1108/jcre-10-2020-0049.
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Purpose This paper aims to provide a snapshot of workers’ experience while working from home (WFH) during the Australian lockdown in the middle of the Covid-19 pandemic. It focuses on lessons to inform organizations, employees and the design of the workspaces post-2020, human, organizational and environmental considerations may affect satisfaction, productivity and health. Design/methodology/approach Two separate surveys were designed for this study to target Australian organizations and knowledge workers. Participants included 28 organizations and 301 employees, and descriptive and correlational analyses were conducted. Findings Organizations stated productivity losses, maintaining culture and workplace health and safety concerns with WFH setup while employees were more concerned about their social interactions, internet connectivity and increased workload. Employees also found the social aspects of WFH challenging and disclosed that face-to-face interactions with their colleagues was the most important reason they wanted to return to the office. High level of trust and value was reported amongst the organizations and workers. Originality/value In the scarcity of academic literature around negative and positives of the WFH experiment during the COVID-19 pandemic, the main sources of information have been industry-focused reports. This study aims to contribute to this knowledge gap by identifying positives and negative aspects of WFH during the first wave of lockdowns in Australia in 2020 from the organization and workers’ perspective, including human, organizational and environmental considerations.
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Somerville, Mary M., and Niki Chatzipanagiotou. "Informed Systems: Enabling Collaborative Evidence Based Organizational Learning." Evidence Based Library and Information Practice 10, no. 4 (December 13, 2015): 24. http://dx.doi.org/10.18438/b8vp4x.
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Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances.
Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original theoretical approach.
Results – Over time and with practice, as co-workers design and enact information-focused and evidence based learning experiences, they learn the way to decision-making and action-taking. Increasingly more complex experiences of information exchange, sense making, and knowledge creation, well supported by workplace communication systems and professional practices, further dialogue and reflection and thereby enrich analysis and interpretation of complexities and interdependencies.
Conclusions - Research projects and evaluation studies conducted since 2003 demonstrate the transformative potential of the holistic Informed Systems approach to creating robust workplace learning environments. Leaders are responsible for design of workplace environments supportive of well contextualized, information-rich conversations. Co-workers revisit both the nature of organizational information and the purpose of organizational work. As colleagues better understand the complexities of the organization and its situation, they learn to diagnose problems and identify consequences, guided by Informed Systems models. Systemic activity and process models activate collaborative evidence based information processes within enabling conditions for thought leadership and workplace learning that recognize learning is social. Enabling communication systems and professional practices therefore intentionally catalyze and support collegial inquiry to co-create information experiences and organizational knowledge through evidence based practice to enliven capacity, inform decisions, produce improvements, and sustain relationships. The Informed Systems approach is thereby a contribution to professional practice and workplace renewal through evidence based decision-making and action-taking in contemporary organizations.
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Cartwright, Patricia, Judith Chapman, Judith Chapman, Jacqueline McGilp, Malcolm Skilbeck, Ron Toomey, Marian de Souza, Janet Gaff, and Irene Williams. "Lifelong learning, adult and community education in rural Victoria, Australia." Development and Learning in Organizations: An International Journal 18, no. 5 (October 2004): 17–19. http://dx.doi.org/10.1108/14777280410554960.
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Lagrosen, Yvonne, and Stefan Lagrosen. "Organizational learning in consciousness-based education schools: a multiple-case study." International Journal of Educational Management 34, no. 5 (February 23, 2020): 849–67. http://dx.doi.org/10.1108/ijem-01-2019-0009.
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PurposeAn innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined.Methodology/approachA multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach.FindingsCategories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning.Research limitation/implicationThe study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited.Originality/valueCBE has not previously been studied from an organizational learning perspective.
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Huong, Le, Fung Kuen Koo, Rodney Arambewela, and Ambika Zutshi. "Voices of dissent: unpacking Vietnamese international student experience." International Journal of Educational Management 31, no. 3 (April 10, 2017): 280–92. http://dx.doi.org/10.1108/ijem-07-2015-0099.
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Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.
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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.
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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.
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Short, Tom. "Learning how to lead self before leading others: an industry perspective from Australia." Development and Learning in Organizations: An International Journal 26, no. 3 (April 20, 2012): 11–15. http://dx.doi.org/10.1108/14777281211225758.
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Burdett, Jane, and Sandy Barker. "University students in the workplace strategies for successful industry placement experiences." Development and Learning in Organizations: An International Journal 31, no. 1 (January 3, 2017): 15–18. http://dx.doi.org/10.1108/dlo-11-2015-0090.
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Purpose Increasing numbers of university students in USA, UK and Australia are undertaking industry placements to gain workplace experience. However, outcomes are not always as expected. This paper aims to identify challenges for universities and host organizations in delivering quality student industry placement and presents strategies to achieve successful learning outcomes. Design/methodology/approach The reflections, evaluation and feedback data received from stakeholders, namely, university students, host organizations and faculty mentors in a large Australian university were used to formulate strategies. Findings Lessons learned from the authors’ experience in industry placement programs over 5 years with 180 students in 127 organizations indicate that careful planning and management of placements is needed to achieve successful learning outcomes. Research limitations/implications Further research into the application of these strategies in other universities would be valuable. Practical implications Lessons learned and recommendations offered provide strategies to assist in planning and management of industry placements. Originality/value Given the growing popularity of work experience in university programs, this should be of interest to faculty and organizations.
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Peterson, Mark F., Aycan Kara, Abiola Fanimokun, and Peter B. Smith. "Country culture moderators of the relationship between gender and organizational commitment." Baltic Journal of Management 14, no. 3 (July 1, 2019): 389–410. http://dx.doi.org/10.1108/bjm-04-2018-0143.
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Purpose The present study consists of managers and professionals in 26 countries including seven from Central and Eastern Europe. The purpose of this paper is to investigate whether culture dimensions predict country differences in the relationship between gender and organizational commitment. The study integrated theories of social learning, role adjustment and exchange that link commitment to organizational roles to explain such differences in gender effects. Findings indicate that an alternative modernities perspective on theories of gender and commitment is better warranted than is a traditional modernities perspective. Design/methodology/approach This study examined the relationship between gender and organizational commitment using primary data collected in 26 counties. The cross-level moderating effects of individualism, masculinity, uncertainty avoidance, power distance and restraint vs indulgence was examined using hierarchical linear modeling. Findings Organizational commitment is found to be higher among men than women in four countries (Australia, China, Hungary, Jamaica) and higher among women than men in two countries (Bulgaria and Romania). Results shows that large power distance, uncertainty avoidance, femininity (social goal emphasis) and restraint (vs indulgence) predict an association between being female and commitment. These all suggest limitations to the traditional modernity-based understanding of gender and the workplace. Originality/value This study is unique based on the three theories it integrates and because it tests the proposed hypothesis using a multi-level nested research design. Moreover, the results suggest a tension between an alternative modernities perspective on top-down governmental effects on commitment through exchange and bottom-up personal effects on commitment through social learning with role adjustment in an intermediate position.
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Black, A. E., P. Hayes, and R. Strickland. "Organizational Learning from Prescribed Fire Escapes: a Review of Developments Over the Last 10 Years in the USA and Australia." Current Forestry Reports 6, no. 1 (March 2020): 41–59. http://dx.doi.org/10.1007/s40725-019-00108-0.
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Ftanou, Maria, Anna Machlin, Angela Nicholas, Kylie King, Justine Fletcher, Carol Harvey, and Jane Pirkis. "Mental Health Professional Online Development (MHPOD): a web-based training tool for the non-government community mental health workforce." Journal of Mental Health Training, Education and Practice 9, no. 3 (September 2, 2014): 177–89. http://dx.doi.org/10.1108/jmhtep-05-2014-0014.
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Purpose – The purpose of this paper is to evaluate the usefulness and relevance of the Mental Health Professional Online Development (MHPOD) training package in further developing the skills in mental health and recovery-informed practice of the Australian non-government community mental health workforce. MHPOD is an evidence-based, self-paced, online learning resource that consists of 58 mental health topics. Design/methodology/approach – A total of 349 e-learners were recruited from seven non-government community mental health services across Australia. E-learners were invited to complete up to twelve online surveys, a baseline survey, a topic completion survey for each completed topic, and a follow-up survey towards the end of the pilot. Findings – The majority of e-learners indicated that MHPOD was useful for professional development and relevant to their current employment. E-learners identified that MHPOD led to significant improvement in their knowledge and confidence in their ability. A number of enabling factors such as managerial and organizational supports, technical supports and up-to-date and relevant content materials need to be present for the successful implementation of online programs such as MHPOD. Originality/value – Online training packages such MHPOD that a relatively easy to use are helpful in developing knowledge, and confidence in the skills of the mental health workforce. The evaluation findings suggest that MHPOD is a relevant and appropriate training tool for the non-government community mental health sector within Australia.
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Liaw, Siaw‐Teng, Chris Pearce, and Mike Keppell. "Developing a Web‐based learning network for continuing medical education." Journal of Workplace Learning 14, no. 3 (May 1, 2002): 98–108. http://dx.doi.org/10.1108/13665620210421911.
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Describes the development in Australia of TeleQACE, a Web‐based learning environment, which allows clinicians to participate in interactive learning at times that suit them. The design addressed the balance between richness of content and bandwidth to reach geographically dispersed regions. The guiding philosophy was shared knowledge and interaction based around actual experience and cases developed by practicing academic general practitioners in consultation with specialists. A constructivist approach, focused on discussion to build a “basic case” into an “advanced case” over a learning cycle of 13‐16 weeks, was adopted. Knowledge gaps and suggestions from participants guided the development of a “basic” case into its “advanced” equivalent which was re‐presented to the participants, accompanied by relevant reference material, for reflection and interaction. The final outcome was a “model case”, archived for ongoing reference by the group. Participation rates appear to be consistent with other Internet‐based continuing medical education programs.
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Dickson, Anisah, Laura Perry, and Susan Ledger. "Challenges of the International Baccalaureate Middle Years Programme: Insights for school leaders and policy makers." education policy analysis archives 29 (October 25, 2021): 137. http://dx.doi.org/10.14507/epaa.29.5630.
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Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.
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Hawgood, Jacinta, Karolina Krysinska, Maddeline Mooney, Ingrid Ozols, Karl Andriessen, Carmen Betterridge, Diego De Leo, and Kairi Kõlves. "Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education." International Journal of Environmental Research and Public Health 18, no. 18 (September 21, 2021): 9926. http://dx.doi.org/10.3390/ijerph18189926.
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Background: There has been limited attention to the development and delivery of tertiary suicide prevention curricula. The aim of this work was to describe the status of postgraduate suicide prevention education, with specific attention on examining the needs of the suicide prevention sector in Australia. Method: An online survey was completed by 76 stakeholders in Australia. Current curriculum learning outcomes from Griffith University’s postgraduate suicidology programs guided the development of the survey. Results: Four key learning domains were rated highest in importance by stakeholders. According to most stakeholders, skills-based qualifications were the most relevant type of qualification, and online modulized education was the most preferred delivery mode. Half of stakeholders supported suicide prevention professional development through a combination of financial support and study leave. Conclusions: The survey provided invaluable feedback regarding the priorities of Australia’s suicide prevention sector for content domains and delivery mechanisms for tertiary suicidology education. The findings showed the preferred type of organizational (employer) support that may be provided for employees to undertake such education. These findings will inform the future developments of Griffith University’s suicidology programs and may motivate other universities to consider offering same or a similar type of education to support the suicide prevention sector toward saving lives.
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Maley, Moira A. L., Helen M. Wright, Sarah J. Moore, and Kirsten A. Auret. "Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students." Journal of Medical Education and Curricular Development 2 (January 2015): JMECD.S22214. http://dx.doi.org/10.4137/jmecd.s22214.
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Students in the Rural Clinical School of Western Australia (RCSWA) spend one year of clinical study learning in small groups while embedded in rural or remote communities. This aims to increase the locally trained rural medical workforce. Their learning environment, the clinical context of their learning, and their rural doctor-teachers all contrast with the more traditional learning setting in city hospitals. The RCSWA has succeeded in its outcomes for students and in rural medical workforce impact; it has grown from 4 pilot sites to 14 in 12 years. This reflective piece assimilates observations of the formation of the RCSWA pedagogy and of the strategic alignment of education technologies with learning environment and pedagogy over a seven-year period. Internal and external influences, driving change in the RCSWA, were considered from three observer perspectives in a naturalistic setting. Flexibility in both education technologies and organizational governance enabled education management to actively follow pedagogy. Peter Senge's learning organization (LO) theory was overlaid on the strategies for change response in the RCSWA; these aligned with those of known LOs as well with LO disciplines and the archetypal systems thinking. We contend that the successful RCSWA paradigm is that of an LO.
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Shah, Dhara, and Michelle Barker. "Cracking the cultural code." International Journal of Cross Cultural Management 17, no. 2 (May 17, 2017): 215–36. http://dx.doi.org/10.1177/1470595817706383.
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The growth of Indian Information Technology (IT) sector has resulted in many Indian IT expatriates conducting projects at international client sites. Yet little is known about the sociocultural communication challenges these expatriates encounter. Adopting a qualitative, interpretive approach, semi-structured interviews were conducted with 47 Indian IT expatriates at client sites in Australia. The cultural validation and sociocultural competencies framework of the Excellence in Cultural Experiential Learning and Leadership Intercultural Skills Program was used to analyse expatriates’ workplace interactions. Respondents reported a lack of understanding of the ‘unwritten’ sociocultural communication rules in Australia. Communication differences contributed to their frustrations and dissatisfaction during expatriation. Insights into Indian IT expatriates’ experiences of negotiating communication competencies abroad can inform cross-cultural management scholarship and cross-cultural training. Making cultural norms explicit by embedding a cultural learning framework in cross-cultural training programs can contribute to productive, culturally diverse workplaces. The findings may provide fresh perspectives for organizations who prepare or receive expatriates, especially Indian professionals on assignment in Australia or other western countries.
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Seminikhyna, N. "BUILDING LEADERSHIP COMPETENCE WHILE TRAINING MASTERS OF EDUCATION IN UNIVERSITIES OF AUSTRALIA." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 165–79. http://dx.doi.org/10.33989/2226-4051.2020.22.222018.
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Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.
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Lizier, Amanda Louise. "Investigating work and learning through complex adaptive organisations." Journal of Workplace Learning 29, no. 7/8 (September 11, 2017): 554–65. http://dx.doi.org/10.1108/jwl-05-2016-0033.
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Purpose The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex adaptive systems approach, which forms the basis of a specifically developed conceptual framework for explaining professionals’ experiences of work and learning. Design/methodology/approach Semi-structured interviews were conducted with 14 professionals from a variety of organisations, industry sectors and occupations in Sydney, Australia. The transcripts were subjected to an adapted phenomenographic analysis, and an analysis using the complex adaptive organisations conceptual framework (CAOCF). Findings The findings indicated that professionals experienced learning mainly through work, where work was experienced as fluid and influenced by varying degrees of emergence, agency, complex social networks and adaptation. Further, the greater the degree of work fluidity, the greater the impetus towards learning through work, empirically indicating that the experience of learning in contemporary organisations is entwined with work. Originality/value This study used the concept of complex adaptive organisations as a conceptual framework, coupled with an adapted phenomenographic methodology, to investigate individual professionals’ experiences of work and learning. The adoption of the concept of complex adaptive organisations provided a rigorous way to adopt a complexity approach. In particular, the concept of emergence provides insights into how organisational complexity influences work and, subsequently, learning and adaptation.
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Nevile, John. "Learning from full employment history: The 1945 Australian White Paper in practice." Economic and Labour Relations Review 29, no. 4 (November 19, 2018): 446–58. http://dx.doi.org/10.1177/1035304618810973.
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The part played by unemployment in the rise to power of Hitler weighed on the minds of leaders in Western democracies. There was a determination to create a world in which large-scale unemployment was abnormal and at worst only a temporary phenomenon. The war had shown that this was possible in a community united to pursue a common goal and the aim was to create such a community in a world free from the horrors of war, by creating communities in which the welfare of every person was important. Australia was remarkably successful in achieving this for 30 years. Its success depended on governments responding to any sustained increase in unemployment by undertaking large increases in public sector expenditure supported by accommodating monetary policy and tax cuts if desirable. In bad times as well as good, there was a determination to ensure that both the incomes and prices paid for necessities by the less well-off did not force anyone to live in poverty. The biggest obstacle to achieving this today is the growth of neoliberalism with its emphasis on ‘freedom’ or giving individuals the ability to act as they please with minimal constraints and an ideological commitment to small government. JEL Codes: E02, E61, N1, N4
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Smith, Andrew, Eddie Oczkowski, Charles Noble, and Robert Macklin. "New management practices and enterprise training in Australia." International Journal of Manpower 24, no. 1 (February 1, 2003): 31–47. http://dx.doi.org/10.1108/01437720310464954.
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The widespread implementation of new management practices (NMPs) in industrialised countries has had a significant impact on employee training. Examines five NMPs: the learning organisation; total quality management; lean production/high performance work organisations; teamworking; and business process re‐engineering. Focuses on the relationship between organisational change and training at the enterprise level. The research identified important findings in six key areas: small business; the use of the vocational education and training system; the importance of the individual; the nature of training; the importance of behavioural skills; and organisational change. The study confirmed that workplace change is a major driver of improved training provision in enterprises. It showed unambiguously that most NMPs are associated with higher levels of training. The integration of training with business strategy was found to be the most important factor in driving training across a wide range of training activities and appears to lead to an across the board boost to enterprise training in all its forms.
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Lancaster, Sue, and Lee Di Milia. "Developing a supportive learning environment in a newly formed organisation." Journal of Workplace Learning 27, no. 6 (August 10, 2015): 442–56. http://dx.doi.org/10.1108/jwl-08-2014-0061.
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Purpose – The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees’ perspective. Design/methodology/approach – This case study used a qualitative phenomenological constructivist approach. Data were collected through semi-structured interviews and analysed with the aid of NVivo. The study was conducted in a large government-owned organisation in Australia and the sample consisted of 24 recent graduates of leadership development programs. Findings – The results suggested that together with the organisation’s leadership, there are several distinguishing characteristics of a learning environment. These include learning with colleagues, openness to new ideas and change, building relationships, open communication, sharing the learning, coaching and reflection. Providing support for managers to gain confidence and self-awareness was important to their ability to apply their learning. The results also suggest that learning with colleagues from different regional and functional areas helps to reform subcultures and contributes to an overarching learning culture and hence to creating a supportive learning environment. Some hindrances were also discovered. Originality/value – This study gives voice to employee perceptions of the important factors required to create a supportive learning environment. The authors used a qualitative methodology in a field dominated by quantitative studies to provide rich data that extends the extant literature.
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Kummer, Tyge-F., Kishore Singh, and Peter Best. "The effect of fraud on risk management in not-for-profit organizations." Corporate Ownership and Control 12, no. 1 (2014): 641–55. http://dx.doi.org/10.22495/cocv12i1c7p4.
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Not-for-Profit (NFP) organizations have specific organizational characteristics as their objectives are ethically motivated and trust is indispensable. Additionally, NFP organizations are often small sized and do not have the expertise to prevent fraud. As a result, an effective risk management is of substantial importance. We use survey data from NFP organizations in Australia and New Zealand (N = 652) to identify factors that influence fraud prevention strategies. Our findings indicate that organizations that have not experienced fraud rely partially on ineffective prevention measures. The occurrence of fraud seems to trigger a learning process that leads to a more sophisticated understanding of internal controls and a more suitable risk management. Our results are applicable to support fraud prevention strategies and are highly relevant for practitioners
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Huang, Liuyu, and Hattie Liew. "A bibliometric overview of the Journal of Workplace Learning." Journal of Workplace Learning 33, no. 7 (May 27, 2021): 547–60. http://dx.doi.org/10.1108/jwl-01-2021-0005.
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Purpose This study aims to analyze the Journal of Workplace Learning (JWL), focusing on articles between 1997 and 2020. Specifically, this study will examine articles in JWL, themes in JWL and the influence of JWL. Design/methodology/approach This study adopts bibliometric analysis methods, with indicators such as total articles, total citations, citation per article, h-index, Citescore, citation per year and considers different dimensions, including the leading articles, the most productive and influential authors, universities and countries, top keywords and keywords concurrence clusters and top journals, universities and countries that cite JWL. Findings JWL is an international journal with growing influence over workplace learning research. JWL’s leading articles focused on learning activities and learning environments, with single-authored and multi-authored articles evenly distributed. Dealtry and Billett are among the most productive and influential authors, and universities from Europe, Australia and North America dominate in JWL. Persistent topics and new topics that emerged in recent years in JWL are identified. JWL’s influence is well-evidenced by citations from over six continents. Originality/value This study represents the earliest attempt to study workplace learning using bibliometric analysis. It serves as a baseline for future bibliometric studies on workplace learning and guides authors in identifying research directions through the shift in keywords. It offers objective information about JWL, thus providing a reference for authors who are considering JWL as a potential publication outlet.
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Kavanaugh, Jeff. "Cultivating digital cultures." Strategic HR Review 19, no. 1 (December 16, 2019): 2–6. http://dx.doi.org/10.1108/shr-11-2019-0083.
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Purpose This paper aims to describe the findings of a recent Infosys survey that found digital technologies are being used to meet focused objectives such as improving customer experience or increasing productivity. This is contrary to much of the earlier rhetoric that large companies must quickly make an exponential change to survive against the digital upstarts. Design/methodology/approach This paper is based on an Infosys survey of more than 1,000 senior management executives globally at companies with more than US$1bn in annual revenue across the USA, Europe, Australia, China and India. Findings This paper expands upon findings that outline why soft skills are just as important as technical ones to foster an organizational culture that ensures the success of digital initiatives. Specifically, the paper elaborates on findings across five key areas: planning, hiring, training for skills, incentives and workplace for organizational culture. Originality/value This paper will help HR leaders build a lifelong learning culture and use it to retain top talent. This includes pursuing multiple talent approaches and initiatives, providing training programs, rigorous hiring methods and working toward sustainably smarter infrastructures.
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Rule, John, Roger Dunston, and Nicky Solomon. "Learning and change in the redesign of a primary health care initiative." Journal of Workplace Learning 28, no. 7 (September 12, 2016): 451–67. http://dx.doi.org/10.1108/jwl-09-2015-0069.
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Purpose This paper aims to provide an account of learning and change in the redesign of a primary health-care initiative in a large metropolitan city in Australia. Design/methodology/approach The paper is based on research exploring the place and role of learning in the re-making of health professional practices in a major New South Wales Government health reform called HealthOne. The analysis and findings presented here make reference to data drawn from a longitudinal ethnographic study (2011-2014) conducted by an inter-disciplinary team of researchers from the University of Technology Sydney. Socio-material and practice-based approaches for understanding learning are used in working with the data. Findings There were substantial changes in professional practice, especially in the role of the General Practice Liaison Nurse. Changes, and the learning connected to the changes, were dynamically influenced by the macro-context. HealthOne was a reform initiative with a strong focus on achieving health service redesign and a consistent focus on staff developing new ways of thinking and operating. Although learning was often discussed, it was, for the most part, expressed in general terms, and there was a lack of a formal and well-developed approach to learning collectively and individually. Originality/value This research paper will inform future attempts at service redesign in community and primary health contexts and provides a site-specific examination of workplace learning in a context of rapid change.
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Bhatti, Muhammad, Suzanie Mat Saat, Megbel Aleidan, Ghadah Al Murshidi, Mansour Alyahya, and Ariff Juhari. "Are Business Graduates’ Employability Skills and Learning/Teaching Techniques Universal? Exploring the Role of Culture: A Comparative Study among Australia, China, Pakistan, and Saudi Arabia." Sustainability 14, no. 5 (March 6, 2022): 3069. http://dx.doi.org/10.3390/su14053069.
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The purpose of this study is to explore the employability skills required in different countries/cultures and to further explore how cultural differences influence teaching/learning techniques required to equip students with required employability skills. Data were collected from 158 human resource managers working in different organizations and 169 faculty members who were engaged in teaching business graduates in four culturally different countries: Australia, China, Saudi Arabia, and Pakistan. SPSS version 20 was used to calculate the average and compute the values. Results of this study indicated that employability skills for business graduates vary among different counties/cultures but the five employability skills are common regardless of cultural differences: entry-level digital skills, problem-solving skills, organizational skills, decision making, and goal-oriented skills. In addition, the findings of this study also indicated that teaching/learning techniques such as case studies, conventional lectures, and simulations, etc., are not completely culture-sensitive and could be used in almost every country/culture. The findings of this study will be helpful for higher educational institutions, vocational training centers, and other stakeholders to use in determining the most effective teaching/learning techniques to equip the students with the employability skills required in their country/culture including common employability skills and make their graduates more employable.
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Sauer, Chris, Rajeev Sharma, and Barbara Potter. "Are General Managers Well Prepared to Manage It? the Role of it in General MBA Programmes in Australia." Journal of Information Technology 12, no. 4 (December 1997): 261–76. http://dx.doi.org/10.1177/026839629701200403.
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This paper reports on the results from a survey of the provision of information technology (IT) course units in general MBA programmes in Australia. The results establish a baseline for future studies. They show widespread penetration of IT courses in general MBAs, but the amount and type of content they provide is only sufficient to give students a partial preparation for the general management task with respect to IT. There is an internal expectation gap between what IT academics view as core and the time and space available in the Master of Business Administration (MBA) curriculum. There is an external expectation gap between the issues currently of concern to business and the topics taught. At present the gap is widest in respect of business managers’ concerns about information infrastructure and organizational learning. The evidence suggests that neither expectation gap will decline over the next 5 years and may increase. We conclude that there is a need for increased provision in the curriculum. Recommendations are made for two core courses, with more attention to be given to topics of current concern to business managers.
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Calma, Angelito. "The long and winding road." International Journal of Educational Management 31, no. 4 (May 8, 2017): 418–29. http://dx.doi.org/10.1108/ijem-09-2015-0122.
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Purpose The purpose of this paper is to provide an analysis of specific learning outcomes in an undergraduate commerce degree in a large research-intensive university in Australia. Design/methodology/approach It uses data collected from assurance of learning activities as part of Association to Advance Collegiate Schools of Business accreditation. A total of 267 assessments were marked using nine different rubrics in nine different subjects. It assessed six learning outcomes. Findings Results indicate that a number of skills deficits exist among commerce students’ application of mathematical tools, analysis of business issues or problems, demonstration and application of theories, models or concepts, describing alternative methods of analysis, and generating supported conclusions or solutions, and analysing the research of others. These findings tell us that there are a number of higher order thinking skills that students need to develop when they pursue a commerce degree. It also creates a challenge for universities to foster an environment where these skills are developed in the curriculum. Practical implications The wider implications to higher education include a reconsideration of the purpose of the commerce degree, the importance of feedback from various stakeholders (e.g. alumni, employers) to inform the commerce curriculum, and the range of learning experiences that develop these skills. More importantly, this study has identified specific skills deficits across the broad generic skills embedded in the commerce degree. It can assist academic staff and program managers in planning for future curriculum improvements as they see fit in the context of their own commerce programs. Originality/value This is a novel contribution in that it provides specific assessment of skills deficits in business undergraduate education.
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Dessaix, A. "Implementation Learnings From a Cancer-Prevention Multirisk Factor Public Education Campaign." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 133s. http://dx.doi.org/10.1200/jgo.18.50200.
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Background and context: The Cancer Council New South Wales (CCNSW) is one of Australia's leading cancer charities and is uniquely 95% community funded. Cancer prevention is one of five strategic priority areas for CCNSW. An estimated to 37,000 cancer cases are preventable each year in Australia; 33% of cancers in men and 31% in women. The CCNSW developed and implemented the 1 in 3 Cancers Campaign in 2016, the first Australian multirisk factor cancer prevention campaign. This was also the organization's first experience in implementing a social marketing mass media campaign. Over two years, the campaign's primary objective was to raise awareness that one in three cancers are preventable, to highlight why preventing cancer is important and practical steps for prevention. Aim: To undertake an organizational review of internal learnings from the development, implementation and evaluation of the 1 in 3 Cancers Campaign and make recommendations for future campaign practice. Strategy/Tactics: Cross-organizational perspectives were provided from 20 Cancer Council staff from the areas of cancer prevention, research, fundraising and community engagement through a one-day workshop. Program/Policy process: Workshop participants: 1) reviewed best practice social marketing processes, 2) reviewed published evidence on mass media public education campaigns, 3) against this framework, determined internal organizational learnings from the 1 in 3 Cancers Campaign and made recommendations for future practice. Outcomes: A summary report of key lessons learnt from the implementation of the 1 in 3 Cancers Campaign and recommendations for future practice. What was learned: Areas of strengths were identified including cross-organizational collaboration, the development of an interactive cancer risk quiz, good community awareness of the campaign and key message take out. Areas for improvement included the need for greater resource investment (namely staff capacity, skills and budget), greater lead times for thorough campaign planning and the need to focus on singular behavioral cancer risk factors in communication messaging rather than multiple risk factors. The workshop concluded that well-planned, well-resourced mass media campaigns were an important evidence-based strategy for future cancer prevention practice.
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McAllister, Margaret, Dixie Statham, Florin Oprescu, Nigel Barr, Teressa Schmidt, Christine Boulter, Penny Taylor, Jo McMillan, Shauna Jackson, and Lisa Raith. "Mental health interprofessional education for health professions students: bridging the gaps." Journal of Mental Health Training, Education and Practice 9, no. 1 (April 8, 2014): 35–45. http://dx.doi.org/10.1108/jmhtep-09-2012-0030.
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Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT.
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Presbitero, Alfred, and Mendiola Teng-Calleja. "Ethical leadership, team leader’s cultural intelligence and ethical behavior of team members." Personnel Review 48, no. 5 (August 2, 2019): 1381–92. http://dx.doi.org/10.1108/pr-01-2018-0016.
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Purpose Drawing from Social Learning Theory and Multiple Loci of Intelligence Theory, the purpose of this paper is to assert that, through the mechanisms of social learning and role modeling, perceived ethical leadership is positively and significantly related to ethical behavior of individual members of global teams. Moreover, this study argues that perceived cultural intelligence (CQ) of leaders which consists of perceptions of members regarding leader’s cultural knowledge and skills on how to act ethically in different cultural contexts would moderate the relationship between ethical leadership and ethical behavior of individual members of global teams. Design/methodology/approach To test these assertions, a survey study was conducted involving individual members of global teams in Australia (n=234). Findings Results demonstrate that perceived ethical leadership is positively and significantly related to an individual’s ethical behavior. Furthermore, results show that perceived leader’s CQ serves as a moderator in strengthening the relationship between perceived ethical leadership and individual member’s display of ethical behavior. Originality/value This study fills the gaps in the literature by examining ethical behavior of individual members of culturally diverse teams and the role that leaders play in influencing their individual display of ethical behavior. Such knowledge can provide insights particularly for human resource practitioners on how to effectively generate and ensure the display of ethical behavior in contexts that are culturally diverse like in global teams.
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Scherrer, Pascal. "Tourism to serve culture: the evolution of an Aboriginal tourism business model in Australia." Tourism Review 75, no. 4 (February 14, 2020): 663–80. http://dx.doi.org/10.1108/tr-09-2019-0364.
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Purpose This paper aims to track the evolution of an innovative Aboriginal tourism business model with deliberate social and community enterprise objectives in a remote setting. Design/methodology/approach It adopts an in-depth exploratory case study approach to discover key characteristics of an emerging tourism enterprise. The qualitative data sources include publically available planning, promotional and organizational materials, in-depth interviews with key informants and on-site observations. Yunus et al.’s (2010) social business model provides the framework for the case analysis. Findings Findings highlight the gradual deepening of Indigenous engagement – from simply providing a place for a non-Indigenous tourism business – to running a fully Indigenous-controlled, staffed and themed on-country tourism business. Complementing existing non-Indigenous tourism experiences reduced the need for start-up infrastructure and market recognition, thus reducing business risk for the Traditional Owners. Despite substantial changes in the business structure in response to political and maturation factors, the core motivations seemed to remain strong. The business model facilitates value creation to stakeholders in varying ways. Research limitations/implications The contextual nature of Indigenous tourism reflects limitations of qualitative case study methodology. Practical implications The resulting business model provides a contextually appropriate structure to engage in tourism for achieving cultural and societal goals. It mitigates against the identified risk of low market demand for Indigenous tourism experiences by connecting with established non-Indigenous tourism products, while also allowing for product offering independent thereof. Social implications Social benefits are high and have potential for replication in similar contexts elsewhere. Originality/value The paper contributes to the emerging research on culturally appropriate business models in Indigenous tourism contexts and validates a strategy to overcome low demand. It offers a model that for the tourist facilitates a sustainable experience which enables co-production while for the hosts fosters community resilience, intergenerational learning and improved livelihoods. The case highlights opportunities for further research into the interrelationship, dependencies and thresholds between the social and economic profit equations, particularly in the context of the culture conservation economy.
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Munir, Rahat, and Kevin Baird. "Influence of institutional pressures on performance measurement systems." Journal of Accounting & Organizational Change 12, no. 2 (June 6, 2016): 106–28. http://dx.doi.org/10.1108/jaoc-09-2014-0051.
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Purpose Grounded in DiMaggio and Powell’s (1983) institutional isomorphism perspective of institutional theory, the purpose of this study is to examine the influence of institutional pressures on the performance measurement system (PMS) within banks and financial institutions. Design/methodology/approach A survey was used to collect data from 71 banks and financial institutions operating in Australia. Findings Four institutional pressures, the normative pressure “corporate change” and the coercive pressures “economic and financial legislation”, “socio-economic political pressures” and “banking regulations” were found to be associated with the use of multi-dimensional performance measures. In addition, the coercive pressure “economic and financial legislation” and the normative pressure “corporate change” were associated with the use of financial, internal and learning and growth performance measures. Finally, the use of internal and learning and growth measures was positively associated with the coercive force “socioeconomic-political pressures”, and the use of financial measures was associated with the coercive pressure “banking regulations”. Research limitations/implications Given the recent global financial crisis, the study offers a reference within the contemporary performance measurement literature in relation to the influence of institutional pressures on the PMS within banks and financial institutions. Originality/value While prior research has focused on manufacturing organisations, this study deepens our understanding of the institutional environment of banks and financial institutions and how specific coercive, mimetic and normative forces influence the PMS.
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Agung Priambodo, Ervin. "Kepemimpinan Transformasional Yang Melayani Masyarakat Dalam Bingkai Kebhinekaan." Jurnal Wahana Bina Pemerintahan 4, no. 2 (December 30, 2017): 107–26. http://dx.doi.org/10.55745/jwbp.v4i2.78.
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Diversity is a gift from the almighty power of the Indonesian people that cannot be denied anymore, which is a form of national strength and noble values possessed by the Indonesian people. Diversity is a spirit in providing good services for all Indonesian citizens who do not look at ethnic origin, skin color, groups and groups. Transformational leadership is a leadership style used by a leader if he wants a group to widen its boundaries and have performance beyond the status quo or achieve a whole new set of organizational goals. Transformational leadership is the answer in providing excellent service quality for all people in the scope of government. The leadership of transformation that provides quality of service within the frame of diversity will satisfy the community so that it will usher in the corridor of the Unitary Republic of Indonesia. DAFTAR PUSTAKA Buku-Buku Brundet, Mark, Neil Burton, Robert Smith, Leadership in Education, London : Sage Publish, 2003. Cassidy, Carlene M, Robert Kreitner, Principles of Management 12th, USA :SouthWestern Cengage Learning, 2011. Daft, Richard L, The Leadership Experience 6th, USA : Cengage Learning, 2015. Gibson, Organizations, New York : McGraw-Hill Companies, Inc, 2006. Hamengku Bowono X, Sultan, Merajut Kembali Ke indonesiaan Kita, Jakarta :Gramedia Pustaka Utama, 2008. Hill, Arthur V, Field Service Management, America : RICHARD D. IRWIN, INC,1992. Hughes, Bass, Leadership Enchanging The Lessons of Experience 8th, New York :McGraw Hill, 2015. Jason A. Colquit, Jeffery A. Lepine and Michael J. Wesson, Organizational Behavior: Improving Perfor mance and Commitment in the Workplace, Bston: McGraw-Hill, 2011. Kaelan, Pendidikan Pancasila, Yogyakarta :Paradigma, 2004. Kasmir, Customers Services Excellent, Jakarta :Raja Grafindo, 2017. Majid, Suharto Abdul, Customer Dalam Bisnis Jasa Transportasi, RAJA WALI PERS:PT. Raja Grafindo, 2012. Malau, Harman, Manajemen Pemasaran, Bandung : Alfabeta, 2017. Nelson, Debra L., James Campbell Quick, Organizational Behavior: Foundation, Realities and Chalenge,Canada:Thomson, 2006. Palmer, Andrian, Principles Of Services Marketing, Singapore : McGraw-Hill, 2001. Rangkuti, Freddy, Customer Service Satisfaction & Call Center, Jakarta :PT. Gramedia Pustaka Utama, 2014. Customer Care Excellence, Jakarta :Gramedia Pustaka Utama, 2016. Robert, Lussier N, Achua, Management Fundamentals, Concept, Aplications, Skill Development, Australia: South Western, 2010. Scermerhorn, John R. Jr, Daniel G. Bachrach, Introduction to Management 13th, Singapore : Wiley, 2015. Wibowo, Manajemen Kinerja, Jakarta : PT. Raja Grafindo Persada, 2014. Yukl, Gary A, Leadership in Organizations 8t, New England : Pearson, 2013. Jurnal Gao-Liang Wang, Yu-Je Lee, Song-Fen Cheng, The Impact of Organizational Climate, Service Quality and customer Satisfaction on Organizational Performance: a Case of International Tourist Hotel Industry in Taipei City,International Journal of Business and Management Invention., Volume 5 Issue 6 ||June. 2016 ||., h. 58 Roland K. Yeo, Servicing service quality in higher education: quest for excellence, VOL. 16 NO. 3 2008, Q Emerald Group Publishing Limited, ISSN 1074-8121, h. 100. Internet http://www.astalog.com/974/asal-mula-terbentuknya-bhineka-tunggal-ika.htm http://www.beraunews.com/serba-serbi/3052-melayani-masyarakat-mulailah-dari-yang-sederhana https://damainegerikutercinta.wordpress.com/2012/05/14/kita-butuh-pemimpin-yang-amanah-dan-menjaga-kebhinekaan-5/ https://dkn.go.id/ruang-opini/9/jumlah-pulau-di-indonesia.htm. http://jateng.tribunnews.com/2016/09/01/data-terkini-jumlah-penduduk-indonesia-2579-juta-yang-wajib-ktp-1825-juta. https://www.bps.go.id/KegiatanLain/view/id/127).
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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (May 10, 2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.
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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
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Hennekam, Sophie, and Dawn Bennett. "Creative industries work across multiple contexts: common themes and challenges." Personnel Review 46, no. 1 (February 6, 2017): 68–85. http://dx.doi.org/10.1108/pr-08-2015-0220.
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Purpose The purpose of this paper is to examine the precarious nature of creative industries (CIs) work in Australia, Canada and the Netherlands, with a focus on job security, initial and on-going training and education, and access to benefits and protection. Design/methodology/approach The paper reports from a largely qualitative study featuring an in-depth survey answered by 752 creative workers in the three locations. Findings Survey data identified common themes including an increase in non-standard forms of employment and the persistence of precarious work across the career lifespan; criticism of initial education and training with particular reference to business skills; the need for and challenges of life-long professional learning; and lack of awareness about and access to benefits and protection. Respondents also reported multiple roles across and beyond the CIs. Practical implications The presence of common themes suggests avenues for future, targeted creative workforce research and signals the need for change and action by CIs educators, policy makers and representative organizations such as trade unions. Originality/value While precarious labour is common across the CIs and has attracted the attention of researchers worldwide, a lack of comparative studies has made it difficult to identify themes or issues that are common across multiple locations.
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Gamble, Jenny, Jocelyn Toohill, Valerie Slavin, Debra K. Creedy, and Jennifer Fenwick. "Identifying Barriers and Enablers as a First Step in the Implementation of a Midwife-Led Psychoeducation Counseling Framework for Women Fearful of Birth." International Journal of Childbirth 7, no. 3 (2017): 152–68. http://dx.doi.org/10.1891/2156-5287.7.3.152.
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BACKGROUND:Around 20% of women report high levels of childbirth fear. An evidence-based psychoeducation intervention delivered by midwives reduced maternal childbirth fear and increased confidence for birth. Implementation of the intervention into practice is now required. Translating evidence into practice, however, remains challenging.AIM:This study aimed to explore organizational factors, including barriers and possible solutions that may impact on the successful application of the midwife psychoeducation intervention in practice.METHODS:Mixed methods data collection included a self-administered survey (n= 62), clinician-led focus groups (n= 28), and interviews with key stakeholders (n= 5). Simple descriptive statistics were used to analyze the quantitative data. Latent content analysis was used to analyze the qualitative data.RESULTS:Midwives were perceived to be best placed to deliver psychoeducation to women fearful of birth. Support for normal birth was high. There was, however, disparity between positive attitudes toward evidence-based practice in theory and its clinical application. Similarly, although the workplace learning culture was generally assessed as positive, many participants believed changing practice was difficult and reported a low sense of agency for challenging or facilitating change. Participants reported that barriers to implementing the evidence included time constraints and heavy workloads. There was a lack of awareness and confidence to implement evidence-based practice (EBP) with participants identifying that resistance to change was often the result of clinician fear and self-interest. The way services were routinely structured was considered problematic as fragmentation actively worked against midwives forming meaningful relationships with women. Enablers included organizational support, education, local champions, and continuity of midwifery care.CONCLUSION:The study identified the clinicians’ readiness, barriers, and possible solutions to the widespread implementation of an evidence-based psychoeducation intervention delivered by midwives for women fearful of birth at one maternity facility in South East Queensland, Australia. Many of the identified barriers were commensurate with the international literature on translating evidence into practice.
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Pillay, Janet. "A Guide to Learning Independently (4th edn)L Marshall and F Rowland (2006) Pearson Education Australia, Frenchs Forest; ISBN 1 74103 372 1; PB; 294 pages; AUD 42.95." Journal of Management & Organization 13, no. 3 (September 2007): 282–83. http://dx.doi.org/10.1017/s1833367200003746.
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Pillay, Janet. "A Guide to Learning Independently (4th edn) L Marshall and F Rowland (2006) Pearson Education Australia, Frenchs Forest; ISBN 1 74103 372 1; PB; 294 pages; AUD 42.95." Journal of Management & Organization 13, no. 3 (September 2007): 282–83. http://dx.doi.org/10.5172/jmo.2007.13.3.282.
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Veres, Jennifer Chelsea, Nathan Eva, and Andrew Cavanagh. "“Dark” student volunteers: commitment, motivation, and leadership." Personnel Review 49, no. 5 (December 6, 2019): 1176–93. http://dx.doi.org/10.1108/pr-02-2019-0085.
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Purpose Drawing from the cognitive evaluation theory, the purpose of this paper is to explore the relationship between student volunteers’ narcissism, Machiavellianism and psychopathy, and commitment to university volunteer programmes through the mediating mechanisms of self-orientation and pro-social motivation. Further, it investigates the roll of servant leadership in mitigating these personality types and encouraging student volunteers to become more pro-socially motivated. Design/methodology/approach The study uses data collected via questionnaire from 156 student volunteers across Australia. Hypothesis testing was conducted using ordinary least squares regression with the path-analytic conditional process modelling (PROCESS) macro for SPSS. Findings The study’s analysis indicated that self-orientated motivation mediated the relationship between narcissism and normative commitment, and pro-social motivation mediated the relationship between both Machiavellianism and psychopathy, and affective commitment. Further, servant leadership was found to moderate the relationship between both Machiavellianism and psychopathy, and pro-social motivation, such that the negative relationship became weaker under a servant leader. These findings suggest that servant leaders play a significant role in encouraging “dark” personalities to see the light. Originality/value This research is the first to examine the use of the Dark Triad in a student volunteering context. It extends the cognitive evaluation theory by revealing that extrinsic (in contrast to intrinsic) motivations are “crowded out” as intrinsic (in contrast to extrinsic) motivations develop within individuals. The study also refines the social learning theory, by examining the influences of “positive” leadership attributes (servant leadership) on “darker” (Dark Triad) personalities.