Marketing for transformational futures: the case of Marshalls PLC

Marketing Strategy Casebook is a collection of contemporary case studies designed to develop students' capacity to analyse challenging situations within a marketing context, to formulate and implement strategies to overcome them, and to act ...

Researching early career teachers and gender differences: ramifications for rural education

Recent research into the lives of early career teachers’ in Victoria and Queensland suggest that gender remains a significant factor in shaping the careers of those teaching in rural and regional schools. The cohort of nearly 5,000 teachers involved in the ARC-funded research project, ‘Studying the Effectiveness of Teacher Education’ (SETE) has a high proportion of females (78%). This composition is consistent with other large-scale datasets and across four rounds of SETE surveys between 2010-2014, and reflected in Case Studies of a selection of Victorian rural and regional schools. Continued perceptions of teaching as an ‘appropriate’ career for women remains - that is, it is reasonably well paid, with holidays and hours that allow a combination of responsibilities in work and family contexts (Acker, 1994). Yet, the analysis of SETE career progression data shows that employment and career chances of female and male graduate teachers diverge. Male graduates were more likely to be employed in full time positions and saw themselves in a leadership role in three years’ time, while female graduates were more likely to be employed in part-time positions and saw themselves teaching or in other education related occupations in the future. Interestingly, there was also significant difference in the perceptions of preparedness and effectiveness scores for males and females, with female teachers consistently reporting higher scores for both scales. In this paper, we examine the research data with regards to gender differences in rural and regional primary schools and ask the question: thirty years after the first Affirmative Action Plan for Women in the Victorian Teaching Service (1986), why do these gender differences in teaching careers still hold true—and does it matter in rural education?

Tackling 'wicked' health promotion problems: a New Zealand case study

This paper reports on a complex environmental approach to addressing 'wicked' health promotion problems devised to inform policy for enhancing food security and physical activity among Māori, Pacific and low-income people in New Zealand. This multi-phase research utilized literature reviews, focus groups, stakeholder workshops and key informant interviews. Participants included members of affected communities, policy-makers and academics. Results suggest that food security and physical activity 'emerge' from complex systems. Key areas for intervention include availability of money within households; the cost of food; improvements in urban design and culturally specific physical activity programmes. Seventeen prioritized intervention areas were explored in-depth and recommendations for action identified. These include healthy food subsidies, increasing the statutory minimum wage rate and enhancing open space and connectivity in communities. This approach has moved away from seeking individual solutions to complex social problems. In doing so, it has enabled the mapping of the relevant systems and the identification of a range of interventions while taking account of the views of affected communities and the concerns of policy-makers. The complex environmental approach used in this research provides a method to identify how to intervene in complex systems that may be relevant to other 'wicked' health promotion problems.

‘We just call them people’: positive regard as a dimension of culture in group homes for people with severe intellectual disability

BackgroundA dimension of the culture in group homes is staff regard for residents. In underperforming group homes, staff regard residents as being not ‘like us’ (Bigby, Knox, Beadle-Brown, Clement & Mansell, 2012). We hypothesized the opposite pole of this dimension, in higher performing group homes, would be that staff regard residents positively.MethodThree in-depth qualitative case studies were conducted in higher performing group homes using participant observation, interviews and document review.ResultsConsistent pattern of staff practices and talk, as well as artefacts, demonstrated staff had a positive regard for residents, who were seen as being ‘like us’. Explicit and continuing attention was given to sustaining positive regard for residents in everyday staff practices and to turning abstract values into concrete realities.ConclusionsThis positive cultural norm was established, operationalized and embedded through structures, such as a formal policy about language, and processes such as peer monitoring and practice leadership.

The threat of autocracy diffusion in consolidated democracies? The case of China, Singapore and Australia

The majority of today’s authoritarian regimes have little hope of promoting autocracy beyond their own borders, let alone to consolidated democratic countries. However, China and Singapore are two prominent examples of non-democratic countries whose soft power arsenals have given them some global appeal beyond that enjoyed by most authoritarian regimes. But to what extent has China’s and Singapore’s power of example influenced consolidated democracies in terms that the latter wanting to replicate some political practices or even norms in these non-democratic regimes? In this article, we engage recent works to examine this question in relation to how Australians perceive the political example offered by China and Singapore. Focusing our analysis on several prominent polls conducted recently by the Lowy Institute for International Policy, we suggest that at present there is little evidence of a causal impact of the rise of authoritarian powerhouses such as China and Singapore on how Australians view democracy at home. Through these case studies, this article sheds some light on the theoretical as well as practical questions about the inherent impediments of authoritarian diffusion in consolidated democracies.

The unintended consequences of simplifying the sea: making the case for complexity

Many over-exploited marine ecosystems worldwide have lost their natural populations of large predatory finfish and have become dominated by crustaceans and other invertebrates. Controversially, some of these simplified ecosystems have gone on to support highly successful invertebrate fisheries capable of generating more economic value than the fisheries they replaced. Such systems have been compared with those created by modern agriculture on land, in that existing ecosystems have been converted into those that maximize the production of target species. Here, we draw on a number of concepts and case-studies to argue that this is highly risky. In many cases, the loss of large finfish has triggered dramatic ecosystem shifts to states that are both ecologically and economically undesirable, and difficult and expensive to reverse. In addition, we find that those stocks left remaining are unusually prone to collapse from disease, invasion, eutrophication and climate change. We therefore conclude that the transition from multispecies fisheries to simplified invertebrate fisheries is causing a global decline in biodiversity and is threatening global food security, rather than promoting it.

Capacity building for post disaster construction and demolition waste management: a case of Sri Lanka

Purpose – The purpose of this paper is to present a theoretical framework for capacity building in post disaster construction and demolition (C&D) waste management at a national level to address the identified capacity gaps in managing disaster waste resulting from natural hazards.

Design/methodology/approach – Data were gathered through pilot interviews, case studies and expert opinion surveys representing government, non-government and other sector organisations involved in post disaster waste management.

Findings – The study revealed unavailability of a single point of responsibility and provision for disaster waste in existing policies and capacity constraints in prevailing peace time solid waste management practices which were identified as major capacity gaps. Establishment of a regulatory body and enforceable rules and regulations with necessary levels of capacities was identified and presented in a theoretical framework comprising of seven identified areas for capacity building in post disaster waste management.

Research limitations/implications – This study is limited to disaster C&D waste as debris generated from totally or partially damaged buildings and infrastructure as a direct impact of natural hazards or from demolished buildings and infrastructure at rehabilitation or early recovery stages. Waste generated during reconstruction phase of post disaster management cycle is not considered as disaster C&D waste for purposes of this study.

Originality/value – The research enabled analysis of existing capacities and presents approaches for capacity building for identified gaps in post disaster C&D waste management to attain sustainable post disaster waste management for future resilience.

How does the act of writing impact on discursively mediated professional identities? A case study of three teachers

This paper explores the effects participation as writers has on the identities teachers take on when they are both writers who teach and teachers who write. This paper focuses on three interview participants and explores their encounters as writers as they engaged in the ‘risky’ business of being writers, within and beyond school. A narrative inquiry methodology is used to interrogate the data about the teachers’ lived experience of being writers while also being teachers of writing. ‘Participant narratives’ are used to present the data and to explore the impact being a writer has on participants’ discursively mediated identities.

Risk management in research and development (R&D) projects: the case of South Australia

A definition of the effective methods of risk management in R&D projects has remained elusive. Similarly, there have been calls to devise effective risk management methods in R&D projects. To develop this area further, the purpose of this study is twofold. First, it validates the veracity of claims about the urgency of introducing effective methods of risk management to R&D projects in South Australia based on nine unstructured interviews with experts. Second, the study presents the outcomes of two case studies that deployed the extended version of the failure mode and effect analysis, namely, the RFMEA method in a South Australian organisation, to investigate how the method can facilitate the identification of effective contingency plans to mitigate high-priority risks. The findings showed that the RFMEA method would be effective for project managers in dealing with risk management issues in R&D projects. The discussions presented will provide guidelines for practitioners in the industry.

Achieving growth in NAPLAN: characteristics of successful schools

Since 2008, Australian students in Years 3, 5, 7 and 9 have been assessed through the National Assessment Program – Literacy and Numeracy (NAPLAN). In 2015, the Office of the Chief Scientist commissioned a study into the processes used by schools that demonstrated successful outcomes in NAPLAN numeracy. A team of researchers across Australia conducted a total of 55 case studies in order to identify practices and policies that were consistent between successful schools. Data were gathered through surveys, classroom observations and interviews conducted with school leaders, teachers, students, and parents. Overall findings indicated there were a number of characteristics that were common to schools who achieved sustained growth in NAPLAN results. These characteristics included the development and implementation of policies that specifically supported numeracy learning and teaching, use of a variety of data sources to develop and refine mathematics teaching programs, team planning, strong numeracy leadership and a consistent school approach to teaching mathematics. This paper presents the findings from three case study schools as illustrative examples of how the identified characteristics were enacted in practice. The study has particular implications for policy makers and school leaders who may be seeking ways to develop consistent and effective mathematical practices in their own schools.