Corporate ethics in TQM: management versus employee expectations and perceptions

Purpose – The objective of this research is to develop and describe a conceptual framework of corporate ethics in total quality management (TQM).

Design/methodology/approach – The research is based on a summarised in-depth and longitudinal case illustration. The summarised case describes corporate ethics in an intra-corporate relationship.

Findings – TQM requires human resources and failing to care for them will affect accordingly the success of TQM. The case description illustrates the evolution of management versus employee expectations and perceptions of corporate ethics. It has an emphasis on the human resources of a company that strives towards TQM. As the quality of corporate ethics decreases the outcome of TQM is also affected (i.e. directly or indirectly). The case is initialised in an atmosphere of management and employee optimism and positivism of corporate ethics, which is a requisite from both parties in order to ensure prosperous TQM. The successive change towards pessimism and negativism of corporate ethics in the intra-corporate relationship concludes the in-depth case description.

Research limitations/implications – Four parameters of corporate ethics are used to incorporate corporate ethics into TQM, namely management versus employee expectations and perceptions. Internal corporate quality management should always be regarded as dependent upon the achieved equilibrium between management and employee perceptions. It is also dependent upon the derived equilibrium between management and employee previous expectations.

Practical implications – An important insight of this research is that TQM requires the continuous attention to the management versus employee expectations and perceptions inherent in corporate ethics of internal business operations. Furthermore, corporate ethics is complementary to business ethics.

Originality/value – The case description has shown that TQM may be running well and accomplishing the hard goals. However, TQM is not only about figures, profits and costs. It is also a business approach that should penetrate all activities inside and outside that are related to the company, including the soft issues.

Retirement planning and expectations of Australian babyboomers

The "babyboomer" generation, those who were born between 1946 and 1965, account for over 30% of the population in Australia, and it is no surprise that the government is concerned about the financial implications for future healthcare costs. While many babyboomers are more financially secure than previous generations have been on account of compulsory superannuation contributions made over the past 15 years, there are still some who are financially vulnerable and expect to rely on government pensions and welfare assistance. Changes to family structures and job security also mean that those who are less financially secure will need social support. Using an ecological framework model , we explored the retirement expectations and experiences of some Australian babyboomers through focus groups and individual interviews to identify key issues and their plans to address these issues. Four main themes are reported in this paper: retirement attitudes and expectations, finances, health, and food. The results suggested that for many persons retirement equated freedom. Little future planning was undertaken for retirement other than contributing to superannuation schemes, and expectations were reported in general terms, such as wanting to remain independent and healthy and to have time to socialize and travel.

Student expectations of teaching and learning

Higher education aims to develop students as life-long learners. Facilitative, learning-centred approaches are more likely to develop independent learners. However, these learning methods may challenge students’ conceptions of “good teaching” developed from their previous learning experiences. Student beliefs and expectations about teaching were examined through interviews of a small number of students as part of a wider study looking at developing techniques to assist students to become more aware, engaged and appreciative of their learning experience. The analysis of the interviews offer some useful suggestions for lecturers engaged in teaching professional disciplines wishing to use facilitative, student-centred teaching approaches.

Piecing together the puzzle of graduate employment : factors that shape the graduate work expectations of human resource management students

Providing graduates with a set of skills and attributes relevant to their future employment remains a key topic in both higher education policy and research. This paper reports findings from a pilot study of human resource management (HRM) students' perceptions of the graduate work experience. Specifically, it focuses on how these perceptions are shaped, driven by a concern for the uncertainty - and even fear - expressed by the study's participants in relation to their future workplace experiences. The influences of three key factors in shaping participants' expectations are discussed: the graduate recruitment experience, previous work experiences and 'graduate work folklore' from the stories of family and friends. With these influences not always providing students with a realistic picture of their future work experience, we conclude that educators need to improve the opportunities for practical experience and industry knowledge through work placements, stronger links with industry and increased exposure to the practicalities of work within the curriculum.

Competency expectations for property professionals in Australia

Purpose – The aim of this paper is to identify the competency expectations for property
professionals in Australia. It further discusses differences in competency expectations between property professionals who have different professional backgrounds, such as valuers or non-valuers, and property professionals who work in different sectors or different-sized companies and who have differing amounts of experience. The competencies identified in this paper include knowledge areas, skills and attributes.

Design/methodology/approach – This paper presents the research findings of a questionnaire survey sent to Australian Property Institute members, which aimed to gather Australian property professionals’ views on the knowledge, skills and attributes required to perform their roles effectively.  The percentage of the respondents who provided different choices of given answers for each of the 31 knowledge areas, 20 skills and 21 attributes was identified and discussed. The professional backgrounds of the respondents were also identified to see whether these impact on competency expectations for property professionals. Content analysis was used to analyse written comments collected in the questionnaire.

Findings – The most important categories of knowledge, skill and attribute for Australian property professionals are valuation, effective written communication and practical experience, respectively.  The least important are international real estate, second language and creativity. Knowledge of rural valuation is very important in Australia, although this has not been mentioned in previous studies.  Professional backgrounds have a large influence on Australian property professionals’ views on knowledge requirements, but less so on skills and attributes.

Practical implications – The findings of this paper can be used as guidance for property professionals in their professional development plan. In addition, property course providers can use the research findings of this paper to inform their curriculum development and redesign.

Originality/value – This project is the first to identify the comprehensive competency expectations of property professionals as a whole in Australia. At the same time, it identifies differences in the competency expectations of property professionals who have different professional backgrounds.  Similar types of study have been conducted in the UK, the USA, Hong Kong and New Zealand but not yet in Australia. An understanding of the knowledge, skills and attributes required for property professionals is important for continuing professional development, curriculum development and the redesign of relevant property courses in order to maintain performance and competitiveness in the property sector.

What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses

This article reports on and discusses the findings of an investigationcarried out to explore the expectations of an English language enhancementcourse (ELEC) held by a group of undergraduate students at anAustralian university. For the study, a mixed-methods approach was utilised,with two instruments: a survey with a combination of closed- andopen-ended questions and semi-structured interviews. The research wasguided by the following three questions: (1) What do the students expectto learn on the course? (2) How are they developing their expectations?(3) Are the students’ expectations being met? The literature concerningstudent expectations foregrounds the complexity and multi-faceted natureof the concept, the satisfaction of which can impact on student engagement,satisfaction, performance, retention and attrition. Findings showthat the participants’ expectations of the course content and teachingstaff were largely met; nonetheless, a lack of class attendance was notedthroughout. Expectations were reported to have been developed largelythrough consultation with previous students of the course (43 per cent)and information materials provided by the university (42 per cent). Thearticle concludes with a discussion regarding the implications of thefindings for universities and education providers both in Australia andabroad.

Accountability, completeness, credibility and the audit expectations gap

This article deals with two concerns in achieving greater accountability in social reports: the lack of completeness of reporting, and the lack of credibility of reports. The article focuses, in particular, on the role of social audits in improving the completeness and credibility of reporting, thereby reducing the audit expectations gap. We suggest that this gap arises due to an over-emphasis on the validity of performance data at the expense of addressing completeness and credibility, both of which, we argue, require stakeholder involvement. The article reviews recent guidelines aimed at ensuring that companies produce reports that are complete in all material respects including those produced by the Global Reporting Initiative and the Federation des Experts Comptables Europeens, focusing particularly on AccountAbility's AA1000 Standard and AA1000S Assurance Standard. Finally, the article considers the development of a practical approach to social audit following principles increasingly being incorporated into developing assurance guidelines aimed at reducing the audit expectations gap.

University and employer expectations of new dietetic graduates

Objectives:  The first objective of this study was to identify the knowledge, skills and attributes (KSAs) that employers seek in newly graduated dietitians. The second objective was to compare the KSAs that employers seek in newly graduated dietitians to the Deakin University Graduate Attributes and to the Dieticians Association of Australia (DAA) Competencies in order to determine if there is a mismatch.

Methods:   Views were gathered from a combination of group and individual in-depth, semistructured interviews with 19 employers from a range of employment settings and sorted into an existing framework using the DAA Competencies and the Deakin University Graduate Attributes. Data from taped interviews were transcribed and sorted into a table of generic skills and a KSAs matrix.

Results: Employers sought graduates who had practical knowledge of dietetics and the workplace, Key skills sought included communication, interpersonal, work management and information technology skills. Key attributes sought were the ability to be a team player, to demonstrate some insight into one's own limitations, to demonstrate an appropriate level of initiative, and to be flexible and adaptable. There was a large overlap between the KSAs identified by employers as being important and those that have been identified by the DAA and Deakin University. However, there were some areas of mismatch. The University and employers valued information technological skills, whereas the DAA did not state these as a competency. The University and the industry employers were concerned about the global perspective, but the DAA and the clinical employers were not.

Conclusions: The results of this study show a large overlap between the KSAs valued by the profession, the University and the employers.

Managing student expectations online

In contrast to other studies of students in online environments, which examine the skills and attitudes that students bring to an online university learning environment, we are interested in the expectations with which students come to online university study. Four expectational barriers, which arise from students’ background and cultural history, are identified as being: who is responsible for learning, who is responsible for student interaction with content, who is responsible for the use of appropriate learning strategies and who is responsible for required ancillary skills. There is a discussion of how these barriers arise and how one might attempt to manage the students’ expectations and ameliorate their effects.

Media influences on body image and disordered eating among Indigenous adolescent Australians

There has been no previous investigation of body image concerns and body change strategies among indigenous Australians. This study was designed to investigate the level of body satisfaction, body change strategies, and perceived media messages about body change strategies among 50 indigenous (25 males, 25 females) and 50 non-indigenous (25 males, 25 females) Australian adolescents (mean age 14.05, SD = 1.05). Consistent with past studies, girls were more likely to be dissatisfied with their weight and engage in strategies to lose weight. However, contrary to expectations, indigenous adolescents engaged in more strategies to lose weight, increase weight, and increase muscles than did non-indigenous adolescents, despite perceiving fewer media messages about losing weight. Additional factors that may explain the findings and the need for further research with different cultural groups are highlighted.

Understanding student expectations in developing environmental science courses

Developing relevant and innovative University courses is a complex and often difficult task. This is particularly true when developing environmental science courses as the banner of environmental science has the potential to include an extremely vast array of subject material and course content. Added to this is the diversity of students entering these courses, and their associated course expectations and aspirations. A third component that cannot be ignored when developing courses includes employer demands and expectations of graduates at course completion. As tertiary educators we therefore have the challenge of developing innovative environmental science courses that are academically challenging, but meet the expectations of students, staff and potential future employers. To ensure that we meet this challenge it is vital that we determine the expectations of all relevant parties (students, staff, and potential employers) and develop our courses accordingly.  Here we report on the 'student expectations' component of this. To determine student expectations we conducted a survey of all commencing first year environmental science students. The survey asked students to provide information on drivers for course selection, preferred learning styles, the importance of different approaches to teaching, subject interest areas and employment aspirations. Our results found that environmental science students have a preference for fieldwork and hands-on experience and are very supportive of teaching that combines different teaching methods. On-line teaching was not supported by commencing environmental science students. Commencing students showed a very strong interest in key subject areas of environmental science such as Wildlife, animal conservation, national and marine parks, conservation and marine Wildlife; however, some of the critical areas of environmental science such as population statistics, social sciences and chemistry did not attract the same level of interest. Most commencing students had some idea on where they would like to gain employment on course completion. Knowledge relating to student expectations is Vital, particularly when designing courses, developing specific unit content and undertaking marketing and course information sessions. With this knowledge we can be confident that students enrolling in environmental science will, to a large extent, have their expectations met.

Gatekeeping or redressing social exclusion : expectations on social work educators in relation to incarcerated students

Until recently, the author was in Scotland, where professional registration in social work extends to students and involves criminal record checks prior to acceptance into a course of study. She is now teaching at Deakin University in Australia, which places a high priority on making higher education available to persons and groups who have traditionally been excluded, both through the provision of courses through off campus (distance education) study mode and an innovative and culturally sensitive mode of provision for indigenous Australians. One result of our attempts to redress social exclusion is that, on occasion, we discover that some of our students are incarcerated. There are important logistical issues which may emerge as a consequence of accepting prisoners into a program of social work education. However, it would seem that the inclusion of prisoners is symbolic of a fundamental difference in philosophy with programmes of social work education in countries where there is a strong expectation that social work educators act as gatekeepers to the profession, especially in respect of students with criminal convictions. This in tum reflects an expectation among social work educators in Australia that it may be more appropriate for professional associations or registration bodies to determine whether or not a graduate with a criminal record is suitable for employment as a professional social worker. In some settings, a prior criminal record is not a barrier to being an effective service provider, as well as international differences in understandings of the social work role and employment
destinations of social work graduates.

The impact of service intangibility on consumer service quality expectations

Research consistently demonstrates the strategic benefits of providing quality in service delivery (Tse and Wilton 1988; Anderson and Zeithaml 1984). However, to deliver a quality service, it is first necessary to determine the level of quality expectations that consumers have for a particular service industry. This paper examines whether quality expectations vary across services based on their degree of total intangibility. A controlled, repeated measures design is utilised, whereby subjects are each asked to evaluate three services that vary in their degree of intangibility. Contrary to past findings, results indicate that consumer expectations for service quality do not vary with the level of intangibility of the service.