The curious case of the missing employee in information systems research

ICT has transformed our working lives. The IS discipline has a great deal to contribute to better understand the employee management issues associated with the implementation of new technologies. This paper analyses the IS literature to ascertain the level of research being undertaken in the area of employee management and human resource management. The analysis illustrates that employee management is currently not a key area of research in the mainstream IS discipline. The antecedents as to why there have not been many papers published in this area are many and as yet unstudied. The paper concludes by suggesting future areas of research addressing employee management issues.

The construction of the racially different indigenous offender

The over‐representation and increased growth of Indigenous offenders in all Western criminal justice systems is longstanding and undeniable. In 2006 Victoria’s Koori offenders were 12 times more likely to be sentenced to a custodial or community sanction than non‐Koori people. Similarly, in New Zealand, Maori men account for 50 percent of the prison population but only 12.5 percent of the general population. Yet, it was not until the 1990s that the issues of Indigenous over‐representation or expanding Indigenous offender populations began to be presented as a problem within the correctional literature. This paper will explore the parameters of these ‘problems’, and present the following three arguments: (1) the issues of over‐representation was constructed within the correctional literature as a symptom of the different nature of Indigenous offending; (2) the different nature of Indigenous offending was in turn constructed as a problem of race; and (3) this construction of Indigenous offending is consistent with the contemporary constitution of mainstream offending behaviour. In concluding, this paper will discuss the implications of the emergence and sustained production of this figure of the Indigenous offender in relation to the capacity of criminologists to reconceptualise Indigenous offending.

After hours schools as core to the spatial politics of in-betweeness

In this article the authors draw on a larger study in which their overall concern is to illustrate how diasporic identifications develop through a range of scales related to self, family, community, nation and beyond. They consider the Melbourne Greek community as an exemplar of diasporic experience and use it as a case study for their investigation, which is aimed at exploring how transcultural literacies relate to spaces which complicate and enrich identifications. In this article they consider the role of 'after hours' schools in the shaping of diasporic identities. These are community-based schools where Greek language and culture is taught. Commonly, classes are held on Saturday morning or in the evenings during the week. Such schools operate in classrooms that are rented from 'real' schools. By existing in spaces that are commonly occupied by mainstream day schools, students who attend 'after hours' schools experience a form of marginalisation that is also a right of passage. Here the authors argue that such 'in-between' spaces assist with the formation of 'in-between' identities that are emblematic of globalization.

Communicating the 'unspeakability' of violent acts in cinema

This paper explores the forensic testimony employed in James Benning‟s experimental narrative film Landscape Suicide (1986, 16mm, 95min USA). As a belated example of Judith Walker‟s „Trauma Cinema‟, this film in part re-enacts the court transcripts of two perpetrators of physical violence: Ed Gein and Michelle Protti. Teenager Protti killed another student with a kitchen knife after having been subjected to bullying by a group of girls and Wisconsin farmer Gein shot a storekeeper‟s wife, took the body home to then skin and dissect it. Gein‟s case is said to have provided the model for the cinematic serial killers portrayed in Psycho (1959), The Silence of the Lambs (1991) and Texas Chainsaw Massacre (1974). In its strategy of communicating or representing the overwhelming and traumatic impact of violence cinematically Landscape Suicide is contrasted to the melodrama and shock of mainstream violence in Psycho, Texas Chainsaw Massacre and Silence of the Lambs for its ability to identify „unspeakable‟ aspects of overwhelming experience. This paper will concentrate on the representation of Ed Gein‟s violent acts, rather than Protti‟s and enlists recent neurological research that suggests a model for forgetting that is identifiable in the film‟s structure and content.

Optimising care for people with chronic disease : foreword

Chronic disease self-management emerged as an organised, formal entity in Australia in the 1980s, when a specific group-based program was introduced from the United States. This program, the Stanford Arthritis Self-Management Course, was promulgated in Australia and other countries by its creator, Professor Kate Lorig of Stanford University. The program showed much early promise, particularly with its dissemination and uptake by an enthusiastic non-government sector. Over subsequent years it has matured, and many other programs endeavouring to support patients to engage in self-management have been developed. In some ways, chronic disease self-management has become mainstream.1-3

Performing Pedagogy and the re(construction) of global/local selves

The eighth chapter, written by Gayle Morris, is entitled “Performing pedagogy and the re (construction) of global/local selves.” Morris tackles a unique perspective with regard to globalization and education. A major characteristic of today’s globalized world is the diversity of people living within societies and communities. Classrooms in public schools and universities in the United States, Canada, Australia, and Britain are comprised of students from all parts of the world, a reality which is increasing the challenges faced by teachers and policy makers. Morris particularly discusses second language teaching and learning and the inadequacy of second language educators who are mostly approaching from “White/mainstream” positivist models and approaches to language teaching (p. 137). Morris highlights the “fixing” of immigrants and ethnic minority identity, and how the inefficient training of ESL teachers is affecting the global/ local selves of students. This chapter is invaluable contribution in this volume given the number of immigrants to western countries is on the rise.

Creative partnerships? Cultural policy and inclusive arts practice in one primary school

This article traces the 'cultural turn' in UK educational policy through an analysis of the Creative Partnerships policy (New Labour's 'flagship programme in the cultural education field') and a consideration of an arts project funded under this initiative in one primary school. It argues that current educational policy foregrounds the economic importance of cultural activity and its contribution to the social inclusion agenda. However, 'creativity' is seen as being located outside mainstream school structures, in projects rather than in the National Curriculum, and in artists rather than in teachers. The emphasis is on enjoyment and inclusion rather than cultural or social critique, or significant curriculum change. The transformative potential of involvement in the arts is marginalised in favour of a relatively weak form of social inclusion.

Lesbian mothers

This thesis explores differences between women who became mothers while identifying as heterosexual, but later identified as lesbian, and those who became mothers while lesbian identified. It discusses power dynamics between the two groups and explores practices and politics that impact on these dynamics within both lesbian and mainstream communities.

In pursuit of cultural partnerships

Documents the development of the Italian Historical Society, especially the initial years of inception and activity. Analyses whether the partnership model and philsosphy adopted by the IHS can continue to be applied, and evaluates if it is the most appropriate model for a community-based cultural organization to follow in an attempt to make worthwhile and tangible links with mainstream cultural institutions.

The master of talkback radio

A case illustrates why politicians like talkback radio. By going on talkback they can appear to be available in an open and unstructured forum, reaching out over the heads of the media to constituents. But far from being open and unmediated, talkback is a highly controlled and contrived forum. Guests like John Howard have the last word, and talkback hosts, Jon Faine included, make sure that they get it. As quantity always seems to win out over quality in mainstream radio, and brevity over depth, the emphasis is on giving as many callers as possible the chance to ask a question. The result is a few rushed seconds of questioning from the caller and a couple of minutes of spin in return from the politician, with no chance for the caller to push the issue further.

The efficacy of using e-mail when researching inclusive teaching practices used by male academics

The paper describes work-in-progress and reflects upon a small research project, ‘A Small Study of Male Academics and Their Inclusive Teaching Strategies’, in which the author trialed the use of e-mail communication as a medium for having repeated conversations with a number of male academics about their inclusive teaching practices. This forms a small part of a larger study concentrating on the non-mainstream leadership practices of male academics.

The study met with mixed results: on one hand, it provided an opportunity for the respondents to express how they teach inclusively; on the other, the study made it apparent that the use of e-mails alone did not facilitate communication with the respondents. The implication for research of a sensitive nature is to ensure that the communication is primarily of a personal, face-to-face nature with the use of e-mails providing a complementary, rather than a primary, means of data gathering.

Entrepreneurship : industry policy priorities and entrepreneurial education in Australia

Four fields of national policy - general economic policy, industry policy, education policy and specific research and development policy - are strongly interrelated. Unfortunately, in Australia, policy makers in the four fields have not recognized that the discipline of Entrepreneurship - with its emphasis on managing the innovation process - holds the key to effective co-ordination between the four vital policy areas. The paper argues that innovation strategy, not cost reduction or research expenditure, is the key to developing successful, export-oriented products and world competitiveness. Viable innovation strategy depends on the relationship between government, capital availability, development capital and industrial developers. In turn, this relationship requires a cadre of entrepreneurial business managers educated not in the 'traditional' MBA mainstream but in the discipline of Entrepreneurship, specifically focused on learning the practical skills involved in venture evaluation and management of the innovation process. The paper concludes by describing the philosophy and performance of Swinburne University of Technology's School of Innovation and Enterprise, a school at the forefront of entrepreneurial education in Australia and thus a school with important implications for the nation's industry policy priorities.

Indigenous entrepreneurship as a research field : developing a definitional framework from the emerging canon

This study investigates the possibility and utility of clearly defining Indigenous entrepreneurship as a distinct disciplinary field of science and charting for it a preparadigmatic framework that distinguishes this field of scholarship from all others. This study uses a strategy of literature search and examination to argue that Indigenous entrepreneurship, as a research area, is sufficiently distinguished from both mainstream entrepreneurship and other social and management sciences to constitute a legitimate, well defined sub-field of research in its own right. The study provides both a formal definition of the field and an illustrated theoretical framework to describe it.

Quaternary beetles : a review and issues for Australian studies

Few Australian entomologists, ecologists, biogeographers or Quaternary researchers are familiar with the details of Quaternary beetle research. Since the 1950s the study of fossil beetles has developed to become an important discipline of the Quaternary sciences. Unfortunately, however, the significance of the discipline for ecological and evolutionary research has been slow to penetrate mainstream entomological, ecological, and evolutionary thought. This paper outlines the history, methods and results of Quaternary beetle studies, based primarily upon research from the well-studied Northern Hemisphere, and then examines issues relevant to Australian research. Analysis of Quaternary beetle assemblages from Australia can contribute to the reconstruction of past environments and climates, in particular quantitative estimation of past temperature regimes, and potentially, effective precipitation. Of more significance to entomology, however, is the potential to reconstruct climatically-induced changes in distribution, essential for understanding the Quaternary biogeographic history of Australia's insect fauna. Furthermore, it will be possible to examine evidence, or the lack thereof, for speciation during the Quaternary, in the context of Quaternary environmental change.

Beliefs, practices, and expectations of oral teachers of the deaf

This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist paradigm, whereas those using an Auditory Oral approach were more likely to adopt a constructivist paradigm. Those using a mixed approach (AV/AO) adopted a paradigm that was a mix of both positivist and constructivist. Results suggest that there is a strong relationship between the underlying beliefs of teachers and the model of practice that they adopt, and that professional experience, professional development and the inclusion movement exert an influence on those beliefs and practices.