Fostering deep and elaborative learning and generic(soft) skill development: the strategic use of case studies in accounting education

It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.

Stakeholders and strategic planning in non-profit organisations : case studies in complexity and conflict

The experiences of two Australian non-profit member-benefit associations as they attempt to develop strategic plans are explored, with emphasis on the influence of the many stakeholders in this process. We conclude that
corporate strategic planning is a complex, conflict-ridden, and largely
unsuccessful process in non-profit member-benefit associations because of the number and commitment of stakeholders. Therefore we suggest that future research should focus on clarifying whether such corporate management techniques are actually appropriate for all non-profit organisations, and, if they are, how non-profit organisations can best manage the process, taking into account the values and needs of stakeholders.

Reflective practice in teacher education : learning from case studies of environmental education

This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons which explore issues emerging from the documented reflective practice: aims of environmental education in the educational policy context of the countries, their relationship to the disciplines and the traditional knowledge transmission position, the role of action research approaches for innovation and reflection, and institutional conditions of collaboration in teacher education. This international case study project is research based in adopting professional development approaches that are informed by action research principles. It represents examples of innovation that challenge established practice in schools and teacher education institutions. It provides study material for all who attempt to describe, change and improve their own education practices and who want to adopt an action research approach to professional or program development.

Flexible delivery and student attrition in the vocational education and training sector: case studies of students who dropped out

Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches. This policy shift is supported by key VET stakeholders including Industry Training Advisory Boards. A recurring theme in VET policy documents is an apparent confidence that flexible delivery can meet the diverse needs of individual learners while at the same time providing cost savings. Yet evidence is emerging that Australian VET learners are not typically ready for flexible delivery, and this lack of readiness is reflected in high attrition rates and low pass rates in many flexibly delivered courses. One research project found that over 70% of learners in the Australian VET sector do not have the learning capabilities required to be ready for flexible delivery. A recent review of the module outcomes achieved by VET students nationally found that students studying by external/correspondence and self-paced unscheduled modes had lower module completion rates than students studying by other delivery strategies.

Research on student progress in flexible delivery within the Australian VET sector has largely been quantitative. That research provides useful statistical data on completion and attrition rates for various modes of delivery, but does not explore the reasons underlying the high attrition rates found in flexible delivery. The qualitative research that is available tends to focus on students who successfully complete their courses, not on those who withdraw. As a result, the Australian literature on flexible delivery in the VET sector is lacking in-depth qualitative information about students who enrol in courses but do not complete. In comparison, the broader literature on distance education and flexible delivery in other educational sectors offers some useful insights into student attrition, and can be can be used to inform research into attrition within the Australian VET sector.

This paper reports on aspects of a research project that followed up six adult learners who enrolled in VET courses but who either failed assessment or withdrew. The research project presented the students’ stories in the form of narrative case studies, focussing on the detailed examination of the barriers that each student experienced, and analysing these barriers in relation to issues raised in the literature. This paper reports on two particular themes that emerged from that research project. The literature on distance education and flexible delivery argues that:


· student dropout is often not determined by a single factor, but by the interaction of a number of factors that build up over time;

· students who experience difficulties when studying by flexible delivery can often be reluctant to access the support that is available to them.

This paper uses these themes as a point of reference in presenting the stories of some of the students who participated in the research project.
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Constructing a framework for building relationships and trust in project organisations : two case studies of building projects in China

A framework is constructed that can be used to foster trust and build relationships in construction project organizations in China. The research method was based on in-depth study of two building projects in China and data were collected via face-to-face interviews. The results show that as the project progresses, the dominant relationship within each stage deepens. The deepening relationship gives rise to different types of inherent risks such as a partner's self-interest seeking behaviour and opportunistic actions. To counterbalance these risks, trust fostering tools must be employed such as careful selection and effective management of partners. The framework for fostering trust and building relationship developed in the study suggests that (1) relationship deepens from shallow dependence to deep interdependence as the project progresses; (2) different relationships bring about distinct inherent risks; and (3) different trust-fostering tools counterbalance specific inherent risks. This framework could aid in reducing adversarial relationships by suggesting ways to foster trustworthy relationships.

Case studies in human rights education and critical educational science

This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

Using competencies in human resource management : case studies in Australian companies

This study investigated the use of competencies for human resource management in seven Australian companies. Despite advocacy for the use of competencies by Government Committees and Task Forces (For example Carmichael (1992), Mayer, (1992) and Karpin, 1995), and the existence of competency standards for eighty per cent of the Australian workforce, the competency approach has not been widely adopted. A review of the literature indicated that the term competency had several meanings with different implications for its use depending on the meaning. The study looked at how individuals have defined the term and applied the approach to human resource management practices. Interviews were conducted with Human Resource and Training managers, and operative staff in companies using competencies. How they defined the term, described the rationale for using competencies, and applied competencies to selection, training, performance appraisal and remuneration were determined. Case studies were written for each company to describe their particular application of competencies. Competencies were found to be defined in several ways by those interviewed. Some advantages of using competencies in human resource management applications were found. The amount of work involved in introducing the competency approach was described as a reason why competencies have not been more widely adopted.

Provision of meals on wheels to the elderly : case studies in the era of local government reform

Australia’s ageing population is on the increase. It is predicted that by 2021 one quarter of Victoria’s elderly population will be aged 60 and over. Not only are people living longer, but they also wish to remain living in the community. The Home and Community Care (HACC) Program was established in 1985 to facilitate and assist the elderly and disabled to remain in their home. In Victoria around 51% of HACC funds are managed by local governments, a level of government that has recently undergone major reforms, which ultimately impacted on the manner in which services were provided. The HACC program funds Meals on Wheels, a service that provides meals for those elderly who no longer can prepare their own meals. The aim of this study was to assess the Meals on Wheels service provided by two Melbourne councils with different service philosophies. The study has four main components: (1) Menu analysis by food and variety; (2) Analysis of actual meals; (3) Clients assessment of Food Services; and (4) Client assessment of the organoleptic qualities of Meals on Wheels. Two Melbourne councils were chosen for their different approaches to service delivery. The City of South tendered out both meal production and delivery, while the City of North maintained its MOW service in-house. The case study method of research allowed for each council’s service to be assessed objectively and without comparison. Several methodologies were used for collecting data in this study. Menu analysis was carried out by comparing the MOW menus with the HACC menu planning guidelines together with general menu planning principles. Analysis of actual meals was in two stages. The weights of the meals were recorded and compared with the HACC recommended food serving portions and meal combinations over a five-day period were analysed for their nutrient contents. Face to face interviews were conducted with clients for their assessment of MOW and the assessment of the organoleptic qualities of the meals was carried out over a five-day period. The results concluded that both councils menus were based on sound menu planning principles, but did not conform with Home and Community Care menu planning guidelines fully and did not include a serve of bread, fruit and milk. The weight analysis of the meal combinations revealed some discrepancies between actual meals and Home and Community Care guidelines by not meeting the recommended serving sizes. Meal combinations generally met Home and Community Care standard for kilojoule and protein, but other nutrients, such as thiamin, riboflavin, magnesium, calcium and zinc were generally below the recommended levels for Meals On Wheels. The majority of study group lived alone and received four to five meals per week. Delivery times of meals, selective menus and food quality were issues raised by clients. Whilst the quality and variety of vegetables was raised by clients they generally rated the organoleptic qualities of the meals as satisfactory. This study examined the four components of the service. A simple method of evaluation the service was developed, which highlight discrepancies with HACC standards and encouraged the councils to set a customer satisfaction standard. A number of recommendations are made to ensure that meals are aesthetically pleasing, including a list of different methods for preparing vegetables. The provision of additional foods, such as a “snack pack” is recommended to improve the supply of essential nutrients that were below the Home and Community Care standards. Meals on Wheels is a vital support service for the elderly living in the community and as such should aim to provide a high quality service that meets the needs of its clients.

Performing arts management in a climate of adjustment : case studies from Vietnam and Australia

This paper presents a series of empirical case studies to discuss impacts of economic globalisation on the development of performing arts organisations in Vietnam (Hanoi Youth Theatre and Vietnam National Symphony Orchestra) and Australia (Melbourne Theatre Company and Sydney Symphony Orchestra), and focuses on how Vietnamese organisations have adapted to these changes. The paper also identifies cultural policy implications for the development of the sector; for arts management training in Vietnam so that the sector (and more importantly, the artists) may fully benefit from the open market context. The findings indicate that Vietnamese performing arts organisations have attempted to adapt to the new market context while struggling to balance artistic quality, freedom and financial viability in the new socialist regime. The Australian case studies offered a relevant management model to Vietnamese arts management practice and training.