Solution-focused work in individual academic development

There is one account in the literature of the application of a solution-focused approach to individual teaching development at university level (Devlin, 2003). The solution-focused approach is based on solution-focused brief therapy (SFBT). The current paper elaborates on the existing account, further outlining and illustrating the techniques that make up the solution-focused approach to academic development. The central tenets of SFBT-based academic development and the core components of solution-focused work are articulated. Current research in this area is outlined.

Ethnocentricity in academic marketing journals: a study of authors, reviewers, editorial boards and editors

Purpose – This paper aims to examine and compare a set of key characteristics of ethnocentricity that influence the policy of academic marketing journals, and hence the provenance, authorship and nature of articles in academic marketing journals.

Design/methodology/approach – The “fundamental” characteristics of three major marketing journals, published in the USA, the UK and New Zealand, were examined for the six-year period from the start of 2000 to the end of 2006. Data were collected from editorials and web homepages. Analysis was conducted of 811 articles, 1,676 authors, three editorial teams and three sets of reviewers

Findings – There is a challenging academic ethnocentricity in the management and implied policy of the three journals. The extent varies, but the inescapable conclusion is that the world-wide research community in marketing is not properly represented by leading journals.

Research limitations/implications – The sample was intentionally small, and unrepresentative of any category except “leading quality”. The findings are intended to add momentum to a debate and point ways forward, not to provide generalisable answers.

Practical implications – The findings suggest that: the editorial boards and reviewing teams should be made more representative geographically; editorships should be organized around the concept of a team of geographically differentiated editors; editorial and review teams should be ethnographically representative of individuals who do research and wish to publish it, particularly beyond the English-speaking world. In general, the world-wide research community in marketing would benefit from less ethnocentricity in academic journals, and these leading examples should strive to reduce it.

Originality/value – The impact of ethnocentricity is underestimated in this context. The issue needs to be discussed, because of paradigmatic influences that it can have on a journal and the profile of its authors, and hence on journal ranking and perceptions of journal quality.

The Australian auditing and assurance standards board after the implementation of CLERP 9

This paper traces the establishment of the reconstituted Auditing and Assurance Standards Board (AUASB) as a result of the CLERP (Audit Reform and Corporate Disclosure) Act 2004, and its progress in developing auditing standards that are "in the public interest". The paper canvasses the composition of the AUASB, its transparency and due process, its relationship with the International Auditing and Assurance Standards Board and the Financial Reporting Council, and its resourcing and attitude to researching issues of importance in auditing. The paper discusses methods that might be used to provide evidence of the efficacy of the reforms to auditing standard-setting.

The academic acclimatisation difficulties of international students of the built environment

Teaching models common to Australasia can be antithetical to those of its Asian neighbours. Australasian andragogy is a bottom-up student-centred mode of knowledge transmission promoting extroverted learning styles, whilst in Asia andragogy is commonly a top-down teachercentred model promoting introspective learning. Yet these teaching styles are in opposition to the cultural-systems attributed to Asia and the West. Such socio-cultural differences are recognised in this research as contributing to the difficulties international Built Environment undergraduates experience when asked to learn in multi-disciplinary collaborative teams. This paper presents the initial stages of a study currently running as a reflexive research program aimed at resolving these learning difficulties. The primary aim of this program is to inform a new culturally inclusive andragogy for design teaching. The outcome of the research questions are addressed through a triangulated analysis including: the formative appraisal of student satisfaction through questionnaires; the summative evaluation of student achievement through the analysis of grades and the assessment of knowledge and skills gained through the measure of student design projects; and illuminative evaluation through focus group discussions and the observation of tutorials.

Is it worth the effort? How feedback influences students' subsequent submission of assessable work

This paper explores the extent to which students appear to their assessors to act on feedback they have received, and questions the assumption that providing feedback alone is sufficient to effect higher standards of work by students. Feedback provided to 51 undergraduate social work students, on two consecutive assignments involving a similar task, was examined to ascertain the number of problem areas noted from seven predefined categories. While the greatest increase in marks was associated with the greatest reductions in the number of problem areas identified in the comments, overall two-thirds of all students (66.7%) were awarded marks for both assignments within four percentage points. As such, this study found only limited support for the idea that students respond to feedback by making changes which are consistent with the intent of the feedback received. Hence the assumption that providing feedback alone is sufficient to effect higher standards of work by students was not supported. These findings invite educators to critically reflect on their own practices in providing feedback to students.

Online pedagogy and academic work

This paper emerges from a study that foregrounds the complex nature of the consequences of a decision to implement a range of new technologies including a Learning Management System at one university. The paper draws upon data from interviews with academics to provide insights into the experience of being academic in the 21st century during a time when new technologies of teaching, learning and administration impact on the work of professional academics. It focuses on how academics view and understand online teaching environments; how they make professional judgments about their use of online environments in their teaching and how they make professional judgments about pedagogy. In doing this the paper looks at the differing levels of uptake of new technologies by academics, their levels of engagement and disengagement, the complexity of their relationship with these technologies and their impact on the pedagogy of academics in the study as it looks at patterns of usage in terms of age, gender and levels of experience of academics. It demonstrates the importance of pedagogy to academics and the problems that academics face many of which can be attributed to the impact of measures of bureaucratisation and standardisation including the introduction of an LMS that some argue has lead to the homogenisation of the experience of teaching and learning for both academics and students.

What about the parents and the teachers of boys? Contemporary challenges for academic work on literacy, masculinity and educational innovation

The past ten years have seen a dramatic increase in the number of educational ‘innovations’ designed to respond to the contemporary literacy needs of boys in schools. Intense public anxiety about the apparent under-achievements of boys in literacy can make it difficult for those at the heart of these innovations—teachers, parents, boys themselves—to identify the extent to which the solutions they are offered actually are able to make a sustainable, long-term difference to the literacy achievements of the specific boys they are concerned about. Acknowledging the contested nature of the masculinity and literacy terrains this paper explores contemporary responsibilities for academics engaged in gender based, literacy interventions in the 21st century.

Trace metal concentrations in edible tissue of snapper, flathead, lobster, and abalone from coastal waters of Victoria, Australia

The concentrations of heavy metals in the edible tissue of commonly fished species of the Victorian coast of Australia are reported. The metals studied were As, Cd, Cu, Hg, Pb, Se, and Zn and the fish species examined were snapper (Pagruss auratus), flathead (Platycephalus bassenssis and Neoplatycephalus richardsoni), lobster (Jasus edwardsii), and abalone (Haliotis rubra). None of the fish species studied had average concentrations exceeding the maximum levels specified for As, Cd, Hg, and Pb by the Food Standards Australia and New Zealand Food Standards code. Additionally, the concentrations of Cu, Se, and Zn were close to or below the median values generally expected in these species. Essential trace elements Se and Zn were found to be well regulated by all fish species. Although also essential, Cu was not so well regulated, especially in abalone. Nonessential metals As, Cd, and Hg are not regulated in the studied fish and their concentrations in the fish tissue are dependent on size and fishing zone. Metal concentrations were not largely affected by sex. Surprisingly, the concentrations of metals in fish in Port Phillip Bay, a zone, which includes the major cities of Melbourne and Geelong and is known to have high concentrations of metals in the water and sediment, were not consistently higher than those in other less-populated fishing zones.

Competency and capability: imperative for nurse practitioner education

Objective:
The objective of this study was to conduct research to inform the development of standards for nurse practitioner education in Australia and New Zealand and to contribute to the international debate on nurse practitioner practice.
Setting:
The research was conducted in all states of Australia where the nurse practitioner is authorised and in New Zealand.
Subjects:
The research was informed by multiple data sources including nurse practitioner program curricula documents from all relevant universities in Australia and New Zealand, interviews with academic convenors of these programs and interviews with nurse practitioners.
Primary argument:
Findings from this research include support for master's level of education as preparation for the nurse practitioner. These programs need to have a strong clinical learning component and in-depth education for the sciences of specialty practice. Additionally an important aspect of education for the nurse practitioner is the centrality of student directed and flexible learning models. This approach is well supported by the literature on capability.
Conclusions:
There is agreement in the literature about the lack of consistent standards in nurse practitioner practice, education and nomenclature. The findings from this research contribute to the international debate in this area and bring research informed standards to nurse practitioner education in Australia and New Zealand.

Information security standards for e-business

The process of buying, selling or interacting with customers via Internet, Tele-sale, Smart card or other computer network is referred to as Electronics Commerce. Whereas online trade has been touting its flexibility, convenience and cost savings, the newest entrant is wireless e-commerce. This form of business offers many attractions; including 24 hours seven days’ open shop–business, vastly reduced fixed cost, and increased profitability. Amazon.com is an example of a successful venture, in e-business. Internet Service providers (ISP/ASP) have a significant influence on the feasibility, security and cost competitiveness of an e-business venture. In the ISP model of services, multiple users and their databases are normally offered on a single hardware, platform sharing the same IP address and Domain name. Clients will require a mechanism, which allows them to update their Web contents and databases frequently even many times daily without intervention of local system Administrator (ISP Admin). The paper overviews few steps to enable corporate clients to update their web content more securely.