Expanding the horizons of accounting education : incorporating social and critical perspectives

This paper examines a case of accounting education change in the context of increased interest in ethical, social, and environmental accountability, presenting a reflexive case study of a new university accounting subject incorporating social and critical perspectives. Foundational pedagogical principles and key aspects of curriculum are outlined. The pedagogy draws on the integration of humanistic and formative education (principally based on Gramscian and Freirean approaches) and deep and elaborative learning. Two key aspects of curriculum and pedagogy are analysed. First, a curriculum based on a broad conception of accounting and accountability as power-laden social processes, drawing on a range of research literature. Second, the adoption of an authentic, supportive, and collegial team teaching approach. Students’ feedback relating to identified issues is presented. The paper contributes to the renewal of the social and ethical worth of accounting education, concluding that deep accounting educational change encompasses both the content and practice of classroom activity and changes in the self-consciousness of staff and students.

Conservation of urban historic districts in China : present models of integration and utilization of historic resources and challenges for authenticity

Chinese urban historic districts retain abundant urban traditional features, local characteristics and historic architecture. They not only gather and display urban cultural heritage but extend and develop urban historic culture and social traditions. In 1964 the “Venice Charter” expanded the concept and scope of historical and cultural heritage conservation from individual building heritage, historical sites comprising heritage buildings and historical environments to whole historic districts. At the same time, authenticity was adopted as a principle of heritage conservation. In 1994 the Nara Document on Authenticity confirmed that authenticity is of great importance to the conservation of cultural heritage. In 2003, “The Hoi An Declaration on Conservation of Historic Districts of Asia” reinforced the significance, integrity and authenticity of historic district conservation. In China, with the accelerated urbanization process and improved living conditions of urban residents, the unique values and historic and cultural heritage of historic districts is being destroyed. Considerable historic and cultural heritage has been reconstructed, leading to the loss of authenticity of these historic districts. This paper provides an overview of the Chinese situation. It highlights the problems and demonstrates a clear need to protect the authenticity of these historic districts. Authenticty is evaluated against various Chinese conservation of historic districts having regard to international experience and methods. As a result, it will be demonstrated that conservation modes of authenticity of urban historic districts in China and historic resources should be employed to ensure: 1) the restoration and conservation of historic architecture; 2) the preservation and renovation of old spaces and structures; 3) the integration and coordination of historic and new buildings; and the 4) the continuation and succession of historic culture and local tradition.

Civic integration for religious community leaders new to Australia : a multifaith peacebuilding approach

We inhabit a mobile world. Globalisation has resulted in the rise of the movement of religion and therefore an increase in religiously diverse societies. A heightened awareness of global risks has also produced an unprecedented interest in global peace and security initiatives. Multifaith peacebuilding is an example of this phenomenon as it has gained increasing prominence on the global agenda since September 11. The role of religious leaders in promoting violence and peace is being examined by scholars, as is the growing multifaith peacebuilding movement. This paper will discuss a recent Australian pilot study, which applied a multifaith peacebuilding approach to civic integration training for religious community leaders. It argues that the peacebuilding potential of religious community leaders must be recognised and that integration strategies that are inclusive and promote the building of networks between multiple function systems, can contribute to security and social cohesion in diverse societies. Alternately, assimilationist, exclusionist strategies can exacerbate security risks. In an increasingly mobile world, religious diversity has become the norm and multifaith peacebuilding strategies require further research and state support.

Avoiding piecemeal research on participation in cervical cancer screening : the advantages of a social identity framework

Background  Cervical cancer screening research has predominantly focused on one type of participation, namely compliance with medical recommendations, and has largely ignored other types of participation. While there is some research that has taken a different approach, findings in this research area are not well integrated under a theoretical framework.

Objective  The aim of this study is to show how consideration of a broader definition of participation and better integration of the theoretical conceptualization of participation in cervical cancer screening are both possible and desirable to enable a better understanding of women’s experiences of cervical cancer screening specifically and to improve women’s health generally.

Main Conclusion  It is suggested that alternative types of participation in cervical cancer screening warrant further investigation and that a social identity theoretical approach offers one way of integrating such conceptualizations of participation. The paper also argues for more explicit consideration of the role of social processes and of the variables, such as power, social identity and relational justice, which are involved in participation in cervical cancer screening.

An integrated management systems approach to corporate social responsibility

A great deal of research has emphasized the strategic management of corporate social responsibility (CSR). However, gaps remain on how CSR can be effectively integrated with existing business processes. One key question remaining is how to design business processes so that they accommodate stakeholder requirements in an integrated manner. The purpose of this paper is to present a framework that can be used to integrate CSR into business processes. The framework highlights the concept of simultaneous ‘top-down integration’ and ‘bottom-up community-related indicators development’ approaches to CSR. These two approaches are elaborated with the help of two cases. The top-down approach focuses on building CSR into existing business initiatives through an integrated management systems (IMS) approach. This paper concludes that an IMS approach provides the infrastructure for the integration of CSR. The bottom-up approach focuses on the development of indicators linked to community initiatives. Examples of best practice for both the top-down and bottom-up approaches are provided in two case studies.

Community languages, linguistic isolation and social exclusion in the Australian context

The detrimental impacts of social exclusion to health and well-being are well-known and are of increasing concern around the world. For many of the population sub-groups who are most at risk of social exclusion, linguistic isolation—the inability to use and understand the majority language—is a major barrier to full participation in the life of the community as well as to full integration into the society in which its members live. This paper, using data obtained from community-based research in Melbourne, Australia, will discuss the problem of linguistic isolation in the context of Australian multicultural policy and use of languages other than English among members of culturally and linguistically diverse (CALD) communities. The experience of members of two specific CALD communities, speakers of Arabic and speakers of Indonesian, will be discussed to illustrate the impacts of linguistic isolation on health and well-being and to elucidate the relationship between CALD status and social exclusion in these communities.

Gatecrashing the research paradigm : effective integration of online technologies in maximising research impact and engagement in legal education

Legal academics are not only teachers but also creators of knowledge. The role of an academic includes a responsibility to share this knowledge through engagement not just of their students, but also of the wider community. In addition, there is increasing emphasis on legal academics having to account for the so-called ‘impact’ of research. In selecting both the topic of their research and the mode of publication of their knowledge, legal academics act as gatekeepers. There is an increasing critique of the existing paradigm of research publication and its emphasis on the metrics of impact. This critique recognises the limitations of the commercial publication paradigm in the present context of open access and the vast array of citizen-mediated platforms for dissemination of legal knowledge and innovation. Susskind (Tomorrow’s Lawyers 2013) for example identifies expert crowd-sourced legal information as breaking down barriers to access to justice. Tracking their experience with publication of a paper on social media in legal education from the ALTA conference in 2012, the authors share an auto-ethnographic account of their insights into the potential for both impact and engagement of a diverse audience in their research. This highlights the ways in which various media can be used strategically to redefine the role of the gatekeeper.

Social media as a learning environment : how, why, where and when people learn

This paper reports on an 18-month high school action research study and how this could be used to inform course designers and educators in other sectors of education. The high school study focused on the integration of social media into the face-to-face classroom. It used action research in a Victorian public high school in a total of 13 of the author’s classes. Data collection was in three phases over an eighteen month period. This involved the teacher creating one online social network and sharing this dynamic environment with up to seven classes in a semester. Blogs, groups, chats, discussion forums, Web 2.0 tools and a wide range of student-generated content were shared online, within a class and between classes. Students were encouraged to interact and to share their thoughts and ideas about planning as well as using their out-of-school skills and knowledge. Each topic, within each class, was one action research cycle. A number of the findings from this high school study were integrated into post-secondary education subjects at Deakin University. In an era of social media, this high school study has provided insight into how, why, where and when students learn, and by blending many of the findings into Deakin University courses, this study offers a new way of approaching teaching and learning in the broader notion of tertiary education and training.

Infusing instructional design principles into an active student-centred social learning framework

Social and participatory media offer a plethora of ways for students to communicate, collaborate, and learn in schools. Using a social learning approach, Casey (2013a) investigated ways that social media could be integrated into Australian public high school classrooms to enhance student learning. In the process, she developed a social learning framework as discussed in Casey (2013b). Similarly, Davidson-Shivers and Hulon (2013; Hulon & Daidson-Shivers, 2013) suggest ways to employ ID principles to prepare college instructors and pre-service teachers to integrate technology into classrooms. Prior to that, Davidson-Shivers with Rasmussen (2006) developed an instructional design (ID) model for creating effective Web-based learning environments. Through collaboration, Casey and Davidson-Shivers consider a wide range of social learning and instructional design principles and approaches to help develop frameworks for new media integration that can work within varying levels of education.

Psychological contract development: An integration of existing knowledge to form a temporal model

The psychological contract has received substantial theoretical attention over the past two decades as a popular framework within which to examine contemporary employment relationships. Previous research mostly examines breach and violation of the psychological contract and its impact on employee organization outcomes. Few studies have employed longitudinal, prospective research designs to investigate the psychological contract and as a result, psychological contract content and formation are incompletely understood. It is argued that employment relationships may be better proactively managed with greater understanding of formation and changes in the psychological contract. We examine existing psychological contract literature to identify five key factors proposed to contribute to the formation of psychological contracts. We extend the current research by integrating these factors for the first time into a temporal model of psychological contract development.

Senior marketers’ insights into the challenges of social media implementation in large organisations: assessing generic and electronic orientation models as potential solutions

The unique characteristics of social media (SM) have made it difficult to implement this tool within many large organisations. This paper seeks to identify the implementation challenges and evaluate alternative organisational orientations that may provide solutions. We aimed to reconcile theory with current practice by integrating the extant literature with data from three focus groups involving 27 senior marketing executives. The managerial discussions identified additional challenges to those previously discussed in the literature, which appear to result from SM’s unique characteristics. These include: interactivity, the integration of communication into distribution channels, collaborative media and information collection. Using both broad orientation models (market orientation and entrepreneurial orientation) and a specific digital orientation (e-marketing orientation), guidelines and research propositions for effective implementation are put forward.

Remixing to design learning: social media and peer-to-peer interaction

Social and participatory media offer opportunities to interact and share user-generated content. After some investigation and research, the authors are in their initial stages of using such media to provide a pathway for thinking about learning design in higher education. Using the concept of remixing, the authors aim to creatively blend and manipulate ideas to build a sustainable approach to course/program enhancement. Remixing is touted as one of the most important practices within the field of open educational resources, but it is not mainstream practice in educational thinking or design. This article highlights the authors’ approach and uses their pre-service teacher education program and their previous high school study as an example of remixing. The high school study involved the integration of social and participatory media into the face-to-face classroom; Author 1 was the practitioner researcher in the high school study. This article articulates the use of online social environments at the high school level to highlight concepts of sharing and remixing as a creative and social approach to designing learning in higher education. It also attempts to consider this within a course-wide approach.