Defining fraud: issues for organizations from an information systems perspective

Fraud is one of the besetting evils of our time. While less dramatic than crimes of violence like murder or rape, fraud can inflict significant damage at organizational or individual level.

Fraud is a concept that seems to have an obvious meaning until we try to define it. As fraud exists in many different guises, and it is necessary to carefully define what it is and to tailor policies and initiatives accordingly.

Developing a definition of fraud is an early step of a prevention program. In order to be involved in the protection function, people at all levels of an organization must be knowledgeable about fraud. In this paper, we discuss the risk of fraud from an information systems perspective, explain what fraud is and present a range of definitions of fraud and computer fraud. We argue that without clearly defining fraud, organizations will not be able to share information that has the same meaning to everyone, to agree on how to measure the problem, and to know the extent of the problem, in order to decide how much and where to deploy resources to effectively solve it.

Awareness support in a component-based collaborative environment

The awareness support for activities in collaborative environments is important for effective collaboration and coordination. It helps people know who else is doing what in a shared workspace. The amount of awareness needed varies due to specific roles users undertake during collaboration. While emphasizing the importance of roles, we introduced related research on awareness and a component-based collaboration metamodel. Based on that metamodel, several awareness elements were discussed and implemented in a collaborative environment LiveNet4. Model view controller pattern used to construct the Web-based interface of LiveNet4 was also introduced at the end of this paper.

Supporting awareness in asynchronous collaborative environments

One of the major challenges in asynchronous collaborative environment is to provide a sense of awareness of other users actions. The amount of awareness needed varies due to specific roles users undertaking during collaboration. While emphasizing the importance of roles, this paper discusses awareness-role relationship and proposes a role-based approach to specifying the awareness characteristics in asynchronous collaborative environment. An example of implementation of role-based awareness supporting system LiveNet4 is also illustrated at the end of this paper.

Managing collaborative business process in knowledge-intensive environment

Business processes especially those in knowledge intensive environments often emerge rather than following predefined steps. Supporting emergent processes is one of the key issues for collaborative knowledge sharing. This paper first introduces a component-based workspace metamodel used to support emergent processes. A loose-coupled collaborative process management model WorkPath is proposed based on the workspace structure to support flexible process evolution management and coordination among processes. Key elements that construct workspace and WorkPath, such as role, action, artifact, workspace and reference relation, are described in detail. An implementation prototype and future work is also discussed at the end of the paper.

Introduction of new technology into hydroponic tomato growing at the farm level - a case study in collaborative research

In 2000 Deakin University and Elmac Hydroponics, with funding from the Australian Research Council began a collaborative PhD project researching the management and economics for commercial tomato production using the innovative Autopot® hydroponics system. The collaboration between Deakin University, the Elmac farmers and the wider hydroponics industry was central to this research project. A significant outcome was the education of both the researchers and the farmers. Deakin University researchers benefited from the chance to learn about conducting research within the commercial constraints of the industry. Elmac and the wider industry had the opportunity to learn about the methodology, application and limitations of scientific research. However, there are conflicts between the desired educational outcomes for the stakeholders in a collaborative project of this type. In most cases, the award of the PhD degree to the candidate depends entirely on the thesis. A thesis however, would be of little value to most hydroponics farmers. The desired educational outcome for industry is in the application of the results to their situation for improved management of production and increased profit. This paper highlights the benefits and constraints of collaborative research into the introduction of innovative technology to the hydroponics industry.

Sustainable design education: teaching, learning and assessment in collaborative group design projects

Changes in the funding of tertiary education resulting in less one-to-one staff/student contact time mean that we cannot continue to teach as we have historically been taught. If design schools are unable to implement strategies that successfully overcome resource intensive studio teaching programs, then current architectural education may for many higher education providers be based on an unsustainable course structure. Rather than spreading their time thinly over a large number of individual projects, an increasing number of lecturers are setting group projects. This allows them to co-ordinate longer and more in-depth review sessions on a smaller number of assignments. However, while the group model may reflect the realities of the design process in practice, the approach is not without short comings as a teaching archetype for the assessment of individual skill competencies. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects.
The following describes the background, methodology and early results of a Strategic Teaching and Learning Grant currently running at the School of Architecture and Building at Deakin University. The project is evaluating two design programs at Deakin and it is envisaged that the results of the
investigation may inform other project-based teaching disciplines experiencing a similar need for new knowledge and skill-based delivery due to increasing staff-student ratios.

The need for a culturally inclusive andragogy for collaborative design learning

In recognition of the apparent paradox between the cultural-systems of Asia and the West and the teaching and learning styles they promote, this platform paper aims to propose how research might investigate differences between achievement and diverse learning preferences at various stages of the design process in the multi-cultural studios of Deakin University. The paper presents a Strategic Teaching and Learning Grant project currently running at Deakin as a reflexive research program aimed at resolving the learning difficulties of international students collaborating in three undergraduate design studios. The primary aim of this program is to inform a new culturally inclusive andragogy for problem-based design teaching through experiential
learning theory.

Nurse practitioner competency standards: findings from collaborative Australian and New Zealand research

Background: The title, Nurse Practitioner, is protected in most jurisdictions in Australia and New Zealand and the number of nurse practitioners is increasing in health services in both countries. Despite this expansion of the role, there is scant national or international research to inform development of nurse practitioner competency standards.

Objectives: The aim of this study was to research nurse practitioner practice to inform development of generic standards that could be applied for the education, authorisation and practice of nurse practitioners in both countries.

Design: The research used a multi-methods approach to capture a range of data sources including research of policies and curricula, and interviews with clinicians. Data were collected from relevant sources in Australia and New Zealand.

Settings: The research was conducted in New Zealand and the five states and territories in Australia where, at the time of the research, the title of nurse practitioner was legally protected.

Participants: The research was conducted with a purposeful sample of nurse practitioners from diverse clinical settings in both countries. Interviews and material data were collected from a range of sources and data were analysed within and across these data modalities.

Results: Findings included identification of three generic standards for nurse practitioner practice: namely, Dynamic Practice, Professional Efficacy and Clinical Leadership. Each of these standards has a number of practice competencies, each of these competencies with its own performance indicators.

Conclusions: Generic standards for nurse practitioner practice will support a standardised approach and mutual recognition of nurse practitioner authorisation across the two countries. Additionally, these research outcomes can more generally inform education providers, authorising bodies and clinicians on the standards of practice for the nurse practitioner whilst also contributing to the current international debate on nurse practitioner standards and scope of practice.

Shared learning: reflecting on practice using a collaborative approach

Independent learning and critical thought are developed when students are encouraged to express and review their own understandings and the ideas of others as part of their learning journey. This paper focuses on an innovation to engage and support pre-service teachers (students) in a collaborative approach to learning following a teaching practicum. Through the creation of a learning community, information and practice is shared and further challenged in a supportive environment. The opportunity for students to review their own work in relation to responses of peers enables them to become involved in the process of critiquing their own beliefs and practices as well as their peers, within a set framework. Favourable outcomes for both students and university staff augur well for the future development of the process.

Investigating the shared visual context in distributed collaborative work

Distributed collaborators require computermediated communication (CMC) technologies in order to work together. Various systems have been developed for this express purpose with varying degrees of success. A basic method of evaluating the usability of a system is to compare it with face-to-face interaction. To replicate the face-to-face context, it is necessary to investigate how visual information plays a role in supporting collaborators performing tasks.
This research examines the effects of visual information and its role in both face-to-face and video generated visual contexts. The results were generated by asking participants to collaboratively solve visual tasks in either of the two contexts. The results show that both the face-to-face and the video conferencing contexts have similar effects on subjects’ ability to perform tasks. Task outcomes exhibited no significant difference between these two contexts. Awareness and conversational grounding had positive effects on the subject’s task performance and communication. On the other hand, presence had mixed effects on a subject’s task performance and communication behaviors.

A case for blended and collaborative learning as strategies for teaching editing and publishing within a postgraduate writing program

Several recent studies have called for the breakdown of' arbitrary distinctions between virtual and "face-to-face" classrooms' (Comeaux & McKenna-Byington 2003: 348; see also McDonald 2002; Rosset, Douglis & Frazee 2003; Morse 2003). In 2004 the Professional and Creative Writing discipline at Deakin University added Editing and Publishing (which had previously been available as on-campus-only units at our institution) to an established list of online postgraduate writing units taught via the auspices of the new (to our university) WebCT technology. This paper describes and evaluates our experience of challenging the 'arbitrary distinctions' between our two cohorts of students by incorporating blended and collaborative learning strategies into our course via two specific projects.

Investigating codes of ethics within the largest private sector organizations in Sweden and Turkey

The aim of the study was to examine the ways that private sector organizations in Sweden and Turkey communicated the intent of their codes of ethics to their employees. Primary data was obtained via a self-administered mail questionnaire distributed to a census of the top 500 private sector organizations in each country based on revenue. The study identified some interesting results that showed that the small group of companies in Turkey that have a code may be more advanced in ethics artefacts usage than Sweden. Such a conclusion is counterintuitive as one would have expected a developed nation like Sweden to be more advanced in these measures than a developing nation such as Turkey. The culture of one's country may playa large role in the implementation of ethics artefacts in corporations and could be a major reason for this difference.