In the service of the society: the labour management practices of an Australian life Insurer to 1940

This article considers the labour management practices in use in the Australian life insurance industry during the inter-war period. Using the Australian Mutual Provident as a case study, it is argued that the specific human resource management practices evolved to deal with separate sets of problems arising from the functions of the life insurance business and the manner in which the principal/agent problem was manifested. The differing nature of work associated with the sales and management of life insurance fostered the development of primary and secondary labour markets in which the benefits flowing to one were superior to those accruing to the other.

Ethical performance evaluation (EPE) in business practices: framework and case illustrations

Purpose – A set of principal parameters (i.e. time, context, gap, outcome, and consequence) influences the ethical performance evaluation (EPE) of business practices in the marketplace and society. The purpose of this paper is to describe a managerial framework of EPE based upon these parameters.

Design/methodology/approach – Case illustrations are used to underpin the introduced managerial framework of EPE.

Findings – The EPE of business practices is not only dependent upon the ethical values and principles of today, but those principles of tomorrow may be equally, or even more, crucial. The EPE of business practices is also dependent upon the surrounding context and its specific ethical values and principles. Furthermore, it is dependent upon the gap between different perceptions of ethical values and principles and if the outcome of the corporation's ethical values and principles are proactive or reactive in relation to the reigning ethical values and principles in the marketplace and society. Finally, it is also dependent upon the potential and eventual consequences of ethical values and principles.

Research limitations/implications – The only way that we can “objectively” evaluate past ethical values and principles is through the use of ethical values and principles at the time and in respect to the context at hand. Research tends to fail when considering the longitudinal and evolutionary dimensions in the exploration of ethical values and principles in business practices. There is too much focus upon on-the-spot-accounts in the past and in current research efforts. An important area for further research is how to deal with the durability and variability of ethical values and principles in business practices in the marketplace and society. The key may be a stronger emphasis on longitudinal research efforts that may explore them over time and as contexts evolve. Ethical values and principles are connected and re-connected over time and across contexts in one way or another. They have a past, a current status and a future.

Practical implications – The decision as to whether business practices are ethical or unethical is – relatively speaking – easy to determine from a narrow perspective, however, the decision whether business practices are ethical or unethical becomes complicated as the perspective is widened and deepened. An introduced managerial framework of EPE provides a generic foundation and structure to examine the acceptability versus unacceptability of business practices.

Originality/value – The paper introduces a managerial framework of EPE, followed by case illustrations. It addresses the impact of time on ethical values and principles in any context on the potential and eventual gaps, outcomes and consequences in business practices. The managerial framework of EPE may also be used in non-business areas whenever found applicable and convenient to use.

Performing masculinity and leadership : male academics' work practices and identities

In this thesis, a folio comprising a major dissertation and three elective tasks, issues including masculinity(ies), identities, leadership and academics’ work practices are considered against a backdrop of change in the higher education sector. Narrative research methods are applied throughout the folio. The first elective, a discussion and commentary arising from an interview with an experienced practitioner in gender education, amounts to a feasibility study for the dissertation, whereas the second elective experiments with the use of computer mediated communication as a means of interviewing a small number of male academics about their inclusive teaching practices. Primarily curiosity-driven research, the conclusion is drawn that computer mediated communication, if used at all, ought provide a complementary, not primary means of data collection. The third elective conveys the life story of an Asian-Australian academic who expresses different masculinities according to the social settings in which he finds himself. The conclusion is made that there is neither a single colored masculinity nor a single working class masculinity. The milieux of race and class need to be considered together. The research described in the major dissertation was undertaken with a group of eleven male academics from a number of rural and metropolitan universities – men who were thought by their colleagues and peers to practice collaborative approaches to leadership. Whereas the majority of the men practised what could be described as transformational approaches to leadership, a small number exploited the process of collaboration mainly for their own protection. Very few of the men engaged in discourses of gender. One of the principal conclusions reached in the paper is that there are ramifications for future leadership training that universities offer so that it becomes more relevant and socially inclusive. Another main conclusion relates to the intimidation reported by some of the men in the study, and that there are implications for universities in the way they protect their employees from such incidents. A third significant conclusion is that there is some way to go before gender is integrated into the discourse of male academics. Until this can occur, limited opportunities exist for alliances to be formed between most male academics and feminist academics for the advancement of socially just workplaces.

Severed heads and compliant bodies? a speculation about principal identities

When I had to reapply for my own position as principal I felt as if I was facing the prospect of losing a part of myself. Conversations with other women colleagues confirmed that I was not alone in this response. Taking this as my cue, I explore the notion of principal “identification” practices—that is the continuing process of forming a “principal identity”—through personal narrative, a Cartesian metaphor and emerging research evidence. In particular, I focus on how conditions of entrepreneurial governance change a continuing policy commitment to heroic leadership, and how principal and school identities are conflated through accountability regimes, marketing requirements and work intensification. I propose that a study of changing principal identities might fruitfully add to critical leadership and management scholarship, complementing the emergent corpus on emotions in leadership.

Snapshots of complexity: using motion capture and principal component analysis to reconceptualise dance

This article brings together the disparate worlds of dance practice, motion capture and statistical analysis. Digital technologies such as motion capture offer dance artists new processes for recording and studying dance movement. Statistical analysis of these data can reveal hidden patterns in movement in ways that are semantically ‘blind’, and are hence able to challenge accepted culturo-physical ‘grammars’ of dance creation. The potential benefit to dance artists is to open up new ways of understanding choreographic movement. However, quantitative analysis does not allow for the uncertainty inherent in emergent, artistic practices such as dance. This article uses motion capture and principal component analysis (PCA), a common statistical technique in human movement recognition studies, to examine contemporary dance movement, and explores how this analysis might be interpreted in an artistic context to generate a new way of looking at the nature and role of movement patterning in dance creation.

Principal led school improvement and teacher capacity building in the Barwon South Network : final report, May 2013

The period of interest for this report is the beginning of 2011 to the end of 2012. The period commenced when the Regional Network Leader of the Barwon South Network of schools in the Barwon South Region of the Department of Education and Early Childhood contacted the School of Education at Deakin University, Waurn Ponds Campus Geelong. The Regional Network Leader outlined a desire to engage with Deakin University to research a short-term-cycle model of school improvement to be implemented in the region. While the model was expected to be taken on by all schools in the region the research was limited to the 23 schools in the Barwon South Network with four schools to be investigated more closely for each of two years (2001 & 2012) – eight focus schools in total.

Many positive outcomes flowed from the implementation of short-term-cycle school improvement plans and their associated practices but there was wide variation in the nature and degrees of success and of the perception of the process. The research team asked the following questions of the data:

1. What aspects of the School Improvement Plan (SIP) approach were important for initiating and supporting worthwhile change?
2. What might we take from this, to provide guidance on how best to support change in teaching and learning processes in schools?

The School Improvement Plan (SIP) worked in a range of ways. At one level it was strongly focused on school leadership, and a need to improve principals’ capacity to initiate worthwhile teaching and learning processes in their schools. Underlying this intent, one might think an assumption is operation is that the leadership process involves top down decision-making and a willingness to hold staff accountable for the quality of their practice.

The second strong focus was on the translation into practice and the consequent effect on student learning, involving an emphasis on data and evidence led practice. Hence, along with the leadership focus there was a demand for the process of school improvement to reach down into students and classrooms. Thus, the SIP process inevitably involved a chain of decision-making by which student learning quality drove the intervention, and teachers responsible for this had a common view. The model therefore should not be seen as an intervention only on the principal, but rather on the school decision-making system and focus. Even though it was the principal receiving the SIP planning template, and reporting to the network, the reporting was required to include description of the operation of the school processes, of classroom processes, and of student learning. This of course placed significant constraints on principals, which may help explain the variation in responses and outcomes described above.

The findings from this study are based on multiple data sources: analysis of both open and closed survey questions which all teachers in the 23 schools in the network were invited to complete; interviews with principals, teachers and leaders in the eight case study schools; some interviews with students in the case study schools; and interviews with leaders who worked in the regional network office; and field notes from network meetings including the celebrations days. Celebrations days occurred each school term when groups of principals came together to share and celebrate the improvements and processes happening in their schools. Many of the themes emerging from the analysis of the different data sources were similar or overlapping, providing some confidence in the evidence-base for the findings.

The study, conducted over two years of data collection and analysis, has demonstrated a range of positive outcomes in at the case study schools relating to school communication and collaboration processes, professional learning of principals, leadership teams and classroom teachers. There was evidence in the survey responses and field notes from ‘celebration days’ that these outcomes were also represented in other schools in the network. The key points of change concerned the leadership processes of planning for improvement, and the rigorous attention to student data in framing teaching and learning processes. This latter point of change had the effect of basing SIP processes on a platform of evidence-based change. The research uncovered considerable anecdotal and observational evidence of improvements in student learning, in teacher accounts in interview, and presentations of student work. Interviews with students, although not as representative as the team would have liked, showed evidence of student awareness of learning goals, a key driver in the SIP improvement model. It was, however, not possible over this timescale to collect objective comparative evidence of enhanced learning outcomes.

A number of features of the short-term-cycle SIP were identified that supported positive change across the network. These were: 1) the support structures represented by the network leader and support personnel within schools, 2) the nature of the SIP model – focusing strongly on change leadership but within a collaborative structure that combined top-down and bottom-up elements, 3) the focus on data-led planning and implementation that helped drill down to explicit elements of classroom practice, and 4) the accountability regimes represented by network leader presence, and the celebration days in which principals became effectively accountable to their peers. We found that in the second year of the project, momentum was lost in the case study schools, as the network was dismantled. This raised issues also for the conduct of research in situations of systemic change.

Alongside the finding of evidence of positive outcomes in the case study schools overall, was the finding that the SIP processes and outcomes varied considerably across schools. A number of contextual factors were identified that led to this variation, including school histories of reform, principal management style, and school size and structure that made the short-term-cycle model unmanageable. In some cases there was overt resistance to the SIP model, at least in some part, and this led to an element of performativity in which the language of the SIP was conscripted to other purposes. The study found that even with functioning schools the SIP was understood differently and the processes performed differently, raising the question of whether in the study we are dealing with one SIP or many. The final take home message from the research is that schools are complex institutions, and models of school improvement need to involve both strong principled features, and flexibility in local application, if all schools’ interests in improving teaching and learning processes and outcomes are to be served.