Determining the professional sport broadcasting landscape : an Australian football club perspective

The professional sport broadcasting landscape has received much attention from an economic and legal perspective. While the economic and legal focus has been the predominant association with sport broadcasting, there has been little research undertaken into the breadth of delivery and significance of broadcast coverage. The aim of this paper was to identify the professional sport broadcasting landscape in Australia. The sport broadcast landscape was examined from the perspective of two professional football codes. In-depth interviewing of senior managers of 11 AFL, and 10 NRL clubs was undertaken with the resulting data analysed, coded and emergent themes identified. Three core themes emerged: identified as territory, distribution and profile. A further seven sub-themes specific to the outcomes associated within each category were also identified. Major findings highlight the territorial nature of the Australian professional football league market, identifying the way in which clubs are representative of particular regions. Issues associated with free-to-air delivery, brand recognition and core market attributes were also identified. Results are presented; implications for management and opportunities for future research are discussed.

Some care, little responsibility? Promoting directors'and managers' legal accountability for Occupational Health and Safety in the workplace

Health and safety at work remains a serious and under-recognised problem in Australia. This paper argues for the importance of increasing the individual responsibility and accountability of senior managers and directors of corporations for the development and maintenance of occupational health and safety (OHS) standards in the workplace. In order to do so, the paper first sets out the range of statutory and general law duties and liabilities to which directors and senior managers are subject, considers to what extent these obligations have relevance in the OHS area and argues for the extension of these duties and liabilities in some circumstances. The paper then goes on to argue for a better legislative model for the legal responsibility of managers and officers, supported by the increased prosecution of individuals in appropriate circumstances, as well as acknowledging the benefits of a broader range of non-legal strategies to improve board level commitment to OHS that will influence corporate compliance overall.

Interpersonal trust and formal controls in hierarchical relationships

This paper examines the influence of the level of interpersonal trust between superior and subordinate managers on the control behaviour of the former. On the basis of a questionnaire survey and interviews of senior managers from business organisations in Sri Lanka, and a survey of managers in Beijing-China the study explores the control behaviour of superior managers when their trust in a subordinate is high or low. Sri Lanka and China, societies in which the dependence on interpersonal trust is believed to be high, were chosen for the study to maximise the effect of interpersonal trust.

The findings of this study indicate that a superior’s high (low) trust in a subordinate is associated with a low (high) level of monitoring and a high (low) level of social interactions. The hypothesis that a superior’s high (low) level of trust is associated with a low (high) level of reliance on formal control was supported only in the Sri Lankan sample. These findings are at least indicative of control behaviour of superior managers in Sri Lanka and China and possibly of other countries in Asia. An understanding of the trust-sensitive control behaviour of managers in this region is particularly important for designing and implementing effective control systems for international organizations operating in the region.

New product development process in the Australian grocery market

This paper examines the new product development processes in the Australian grocery market and provides a new product development process that can be applied to large, medium and small grocery organisations. The research findings highlight the importance of senior management support during the new product development process. This support is a key factor in the performance of the new product development activity and the proposed new product development process for Australian grocery organisations emphasises senior management's role as a key element in the new product development process.

Interpersonal trust and formal controls in low systemic trust societies

This study is concerned with the role of interpersonal trust in management control. On the basis of a questionnaire survey and interviews of senior managers from business organisations in sri lanka, the study explores the control behaviour of superior managers when they trust or distrust their subordinates. Sri lanka, a society in which the dependence on interpersonal trust is high, was chosen for the study to maximise the effect of interpersonal trust.

The findings of this study indicate that a superior's high trust in a subordinate is associated with a low level of monitoring, a high level of social interactions, and a low reliance on formal controls. In contrast, a superior's low level of trust in a subordinate is associated with a high level of monitoring, a low level of social interactions, and a high reliance on formal controls. Because the data emanate from experienced senior managers, these findings are at least indicative of control behaviour of superior managers in sri lanka and possibly of similar countries in asia. An understanding of the control behaviour of managers in this region is particularly important for designing and implementing effective controls systems for firms, subsidiaries, branches or joint-ventures operating in the region.

The challenges for quality managers in Britain and Australia

Purpose – This paper aims to compare and contrast the career experiences and development needs of British and Australian quality managers.

Design/methodology/approach – The results of a postal survey of the careers of British quality managers are compared with Australian quality managers based on two surveys.

Findings – The study finds that quality managers in both countries brought wide functional experience to their roles. Their current jobs are major sources of intrinsic job satisfaction for both groups of managers but they utilise a very limited range of quality tools. Also British and Australian managers show little awareness in terms of their development needs for a broader background in quality.

Practical implications – The findings suggest a worrying lack of innovatory zeal amongst quality managers who appear to be more concerned with the maintenance of standards rather than taking a more dynamic approach. Thus it is argued that while quality managers bring wide functional experience to their current roles, there are many who do not appear to be at the cutting edge of knowledge in their field. Neither do the British quality managers in particular appear to be sufficiently aware of the need to address such shortfalls through professional development opportunities.

Originality/value – The roles of those charged with carrying the flag of quality in the two countries have only previously received limited research coverage. This paper, based upon empirical research in Britain and Australia, identifies issues which require the attention of senior management to ensure future competitiveness for their organisations.

New teachers, professional knowledge and educational reform in New Zealand

This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study. The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry. The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals. The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'. The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general. This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.

Laptop computers as a mediating tool between teacher beliefs and pedagogy

This study focused on teachers of senior secondary classes and the impact on pedagogy of the use of laptop computers. It was found that in schools operating a mature laptop program, pedagogy was influenced by teacher beliefs, prevailing school culture, and the assessment requirements of students in their final year.

Professional development for school administrators : computer applications in data communication

This action research project set out to develop the competence of senior personnal from a private vocational college in Thailand in the use of administrative computer systems. The findings demonstrate the critical significance of progressive incremental learning that is tailored to the professional personal needs of learners. Learner competence was found to be dependent upon the creation of an environment promoting learner confidence.

Re-presenting women and leadership : a methodological journey

Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed.