Blended and online learning : student perceptions and performance

Purpose – The purpose of this paper is to improve educator knowledge of the antecedents and consequences of blended learning in higher education.

Design/methodology/approach – A longitudinal case study approach is adopted. Three case studies each involve tracking a student evaluations of teaching (SET) measure (willingness to recommend) and grade point average for three subjects from the same business discipline over six years. The cases involve comparison of: a business subject taught solely online; a business subject where experimentation in the blend of face-to-face teaching and learning is involved; and a business subject where face-to-face teaching is primarily used, and where in the most recent iteration online content supplements the learners' experiences.

Findings – The findings suggest that there are situations where integrated use of blended learning involving face-to-face teaching, digital media and digital communication with simple navigation between the content items leads to positive student perceptions. This is in contrast to negative student perceptions in the situation where learners must navigate in online learning, and where there is little or no face-to-face instruction. While not examined in detail, nor part of the research question, it is not surprising to find no relationship between learning mode and grade point averages is evidenced.

Research limitations/implications – The effects of prior computer literacy and language proficiency across the students used in this study, and potential demographic and experiential differences between on-campus and off-campus students are not controlled for. Additionally, only three business subjects are investigated and it is recognised that there is a need for a broader study. Finally, with response levels to the university-controlled SET that typically range between 20-43 per cent for these large subjects, there is possible non-response bias that it was not possible to counter over the six years involved.

Practical implications – The findings in this study suggest that while blended learning offers many benefits to higher education institutions and learners alike, care needs to be taken in the manner in which such approaches are implemented in light of possible negative learner perceptions where a less traditional approach is taken.

Originality/value – A major contribution of this study is the fact that experimentation has taken place in terms of the degree of face-to-face and online learning that have been blended in at least one subject (case study two), and the fact that the SET for this subject are compared, longitudinally, with two other subjects which lie on either side of this subject in terms of the extent of online and face-to-face teaching and learning employed – 100 per cent online in case study one and almost 100 per cent face-to-face in case study three.

Structures, processes and performance of corporate and business ethics in supply chains

The objective of this paper is to introduce and describe a conceptual framework of firms' corporate and business ethics in supply chains in terms of ethical structures, ethical processes and ethical performance. A framework is outlined and positioned incorporating an ethical frame of reference in the field of Supply Chain Management (SCM). A number of areas and sub-areas of firms' corporate and business ethics are framed in the context of supply chains. The introduced framework should be seen as a seed for further development and refinement in the field of SCM. It provides opportunities for further research of ethical concerns in supply chains.

Examining the development of the Victorian Certificate of Applied Learning and its implications for schools and teacher education in Australia

The Victorian Certificate of Applied Learning (VCAL) is a very successful senior secondary school qualification introduced in the Australian state of Victoria in 2002. Applied learning in the VCAL engages senior students in a combination of work-based learning, service-learning, and project-based learning and aims to provide them with the skills, knowledge, and attitudes to make informed choices regarding pathways to work and further education. The program has enjoyed rapid growth and its system-wide adoption by Victorian secondary schools, Technical and Further Education (TAFE) institutions, Registered Training Organizations (RTOs), and Adult and Community Education (ACE) providers has broadened significantly the range of senior schooling pathway options for young people. This paper will examine reasons for developing an applied learning senior secondary certificate and its rapid growth in Victoria since 2002. The authors draw on a number of case studies to profile the unique nature of applied learning in the VCAL, including its dimensions of service learning, work-based learning, and project-based learning. These case studies are also used to discuss a number of implications that have emerged from the use of applied learning in the VCAL, including approaches to teaching and assessment that will support applied learning and the development of new partnerships between VCAL providers and community partners. Finally, the paper considers significant implications the VCAL has created for teacher education in Victoria by discussing the new Graduate Diploma of Education (Applied Learning) developed by Deakin University.

Managed fund attributes and performance

This cross-sectional study goes beyond the traditional performance evaluation of managed funds and extends the literature to consider fund-specific attributes that influence performance.. Using a sample of 168 Australian open-ended equity funds, the risk adjusted performance is measured using three alternative evaluation techniques. We found funds with higher management fees and senior in age have contributed to the underperformance. Along with the traditional attributes identified by the literature. market capitalisation of the security held by the fund is included as a unique attribute with significant results indicating that funds targeting small capitalisation companies display superior performance.

Marketing planning in Australia : practice and performance

The study identifies the situations in which marketing planning is especially useful. This enables the key elements of an effective marketing planning system to be traced out, and gives indications regarding how the changeable factors can be altered in order to improve the effectiveness of marketing planning. Gives a detailed summary of marketing planning practices in Australia and provides managers some valuable evidences in the value of formal marketing planning.

Human resource management and performance : a study of Australian joint-ventures in Malaysia

Examines human resource management and performance of successful Australian-Malaysian joint ventures. The findings suggest that each phase of joint venture development has its own pattern of human resource practices. Also discussed are human resource problems in joint ventures, strategies to overcome them and factors associated with success.

Concentration monitoring and performance of a migratory corrosion inhibitor in steel-reinforced concrete

Inhibitor concentration depth profiles for concrete samples treated with a proprietary migratory corrosion inhibitor (of the Cortec MCI range) are presented. The treated concrete was cored and these cores were then sectioned and crushed before being immersed in distilled water to extract the available inhibitor. The amine concentrations were quantified using an ammonium-sensing electrode and were then related to the inhibitor concentration present. The inhibitor examined, reported to contain a combination of volatile amines and amino carboxylate compounds, was found to readily diffuse through concrete. The inhibitor was subjected to a 5-year trial and found to be effective in suppressing corrosion of steel reinforcement in the presence of high chloride concentrations. The concentration profiles indicate that only relatively low concentrations of inhibitor were required to achieve inhibition in this case.

Management control systems use, organisational capabilities and performance in universities: application of the resource-based view

Invoking the resource-based view (RBV), this study investigates relationships between management control systems (MCSs) use, including information use from performance measurement systems (PMSs), and organisational capabilities in the context of academic units of Australian universities. Increased competition and attention to distinctive capabilities amongst universities, particularly at their strategic operating unit level of Schools 1, provides the setting for application of this theoretic perspective. The objective of this study is to model various relationships between diagnostic and interactive use of MCSs, attention given to centrally-imposed and discretionary types of PMS information, the strength of capabilities of the academic unit and, in turn, performance of the academic units. This objective is investigated using a field survey in which a mail survey instrument is administered to a census of all Heads of Schools in all 39 universities in Australia. Valid responses were received from 166 Heads. Principal components factor analysis finds that Heads conceived capabilities of their unit in functional dimensions, not in generic dimensions as found in prior literature; Heads also considered performance measures in terms of their importance (critical or discretionary) rather than type (financial versus non-financial). Partial least-squares analysis is then used for path modelling, and several significant results are obtained. Highlights are that diagnostic MCS use and centrally-imposed performance measures, i.e., key performance indicators, but not interactive MCS use or discretionary performance measures, significantly relate to some or all of the strength of capabilities in the fields of teaching, research and networking, and in turn indirectly relate to performance of the academic units. The findings have practical implications for styles of control systems use; focus on selected key performance measures; and development of organisational capabilities for achievement of superior performance by academic schools in universities.