The job strain model is enough for managers : no augmentation needed

This paper reports on the results of a study aimed at identifying the relative influence of generic and job-specific stressors experienced by a cohort of Australian managers. The results of a regression analysis revealed that both the generic components of the job strain model (JSM) and job-specific stressors were predictive of the strain experienced by participants. However, when looking at the total amount of variance that is explained by the predictor variables, the combined influence of job demand, job control and social support contributed 98 per cent of the explained variance in job satisfaction and 90 per cent of the variance in psychological health. The large amount of variance explained by the JSM suggests that this model provides an accurate account of the work characteristics that contribute to the strain experienced by managers and no augmentation is needed.

`Just give me someone who can hit the ground running`: an investigation into the job-ready public relations graduate

Public relations educators perform an academic and vocational balancing act. Employers demand graduates with developed vocational skills. In the meantime, academics strive to provide students with work skills as well as solid theoretical base, and to also address emerging issues. This paper uses a case study in Geelong, Victoria to examine what Australian regional employers see as desirable attributes in public relations graduates. It then explores how educators address the needs of the employers as well as the needs of the public relations profession.

The right tool for the job? Use of the multiple intelligences and Bloom's taxonomy grid

This article explores the tacit understanding of teachers in the field of gifted educational practices after their participation in gifted education professional development. The data for this article are drawn from a single-case qualitative study where semi-structured interviews were held with teachers, administrators and support staff in a metropolitan Victorian primary school. The findings lead to two main arguments: first, that some teachers preserved their deeply entrenched beliefs and assumptions about the gifted, the talented and intelligence[s]; and second, that teachers, without critical examination, eagerly adopted and adapted Gardner's Multiple Intelligences theory, overlaid with Bloom's Revised Taxonomy of Thinking as a means for addressing individual differences in the classroom. The article argues that teachers welcomed the Gardner/Bloom matrix for its 'tick-the-box' simplicity, with little insight into the theoretical models. Whilst the matrix had an immediate value in the mixed ability classrooms, in the long term it did not support the learning needs of gifted students. [Author abstract]

Retail franchising : management and support within the franchise network

Management and support within the franchise network has been an underdeveloped area in the literature to date, especially in the international context. In light of this acknowledgment, the current paper will focus on management and support within the franchise network, by looking at coercive and non-coercive power sources, as methods used for control in the franchisor-franchisee relationship. The relationships between these power sources, the degree of uniformity and the franchise offering will subsequently be addressed.

Interaction perspectives of individuals and destination marketing organizations in the tourism network of Australia

This paper seeks to assess the nature, perspectives and characteristics of interactions in the tourism network in Australia. The pattern of interactions between network participants is crucial in defining the network and its boundaries. Ford and Hakansson (2007) develop a structure of interactions between participants in a network. Time dimensions of the interactions are sequence, ordering and trajectory. Relativity dimensions are jointness, interdependence and heterogeneity. Interaction can be problem solving both incurring costs and producing benefits.
There are two stages of this research. The first stage obtained the perspectives from 35 organizations regarding the challenges facing tourism, key growth segments, brand and promotional strategies and customer insights and satisfaction levels. The second stage of this research uses follow up personal interviews and assesses the interaction patterns among network participants. The sequence, ordering and trajectory of the interactions are examined as are the jointness, interdependence and heterogeneity of the interactions. A network map is produced based on the frequency and importance of the communications and interactions. The research will also address key questions identified by Johnston, Peters and Gassenheimer (2006). Is the network characterized by tighter or looser coupling? How important is collaboration to the survival (or success) of each participant?

Changes in higher education and valuing the job : the views of accounting academics in Australia

In a previous article (Bellamy et al., 2003), the authors reported on survey research that investigated reasons why academics from business disciplines enter and remain in academia, and the conditions they deem necessary to creating ideal work satisfaction. For both entering and remaining, as well as in achieving ideal work satisfaction, the most important factors were found to be autonomy and flexibility, with teaching and research the next most important factors. In a subsequent analysis of the data, reported in this article, the authors identify and explore significant differences between accounting academics and other business academics in the relative importance placed on these key factors. The findings may be used to inform policy makers and university administrators of the importance of discipline differences when identifying key factors for recruitment and retention of accounting academics specifically, and business academics generally.

Early career teaching : learning to be a teacher and staying in the job

This article provides insights into the ways that teacher education programs might equip early career teachers beginning their professional identity. Situated in Melbourne (Australia), it discusses tertiary music education preparation for the profession and recognises the value and importance of having critical friends and mentors as a beginner teacher. By using narrative reflection both lecturer and graduate allow their voices to be heard as they make a contribution to understand the challenges new teachers face when building their professional identity and ‘staying in the job’. The discussion provided by the graduate, outlines her experience and engagement regarding the ‘positives’ and ‘negatives’ as she establishes her professional identity. Concerns and issues raised may be similar to those experienced by others. The lecturer contends that ongoing research with graduates is necessary when preparing pre-service students as they begin developing their teacher identity and remain within the profession after graduation.

Microengineering of soft functional materials by controlling the fiber network formation

The engineering of soft functional materials based on the construction of three-dimensional interconnecting self-organized nanofiber networks is reported. The system under investigation is an organogel formed by N-lauroyl-L-glutamic acid di-n-butylamide (GP-1) in propylene glycol. The engineering of soft functional materials is implemented by controlling primary nucleation kinetics of GP-1, which can be achieved by both reducing thermodynamic driving force and/or introducing a tiny amount of specific copolymers (i.e., poly(methyl methacrylate comethacrylic acid)). The primary nucleation rate of GP-1 is correlated to the number density of GP-1 spherulites, which determines the overall rheological properties of soft functional materials. The results show that the presence of a tiny amount of the polymer (0.01-0.06%) can effectively inhibit the nucleation of GP-1 spherulites, which leads to the formation of integrated fiber networks. It follows that with the additive approach, the viscoelasticity of the soft functional material is significantly enhanced (i.e., more than 1.5 times at 40 °C). A combination of the thermal and additive approach led to an improvement of 3.5 times in the viscosity of the gel.

The social network virtual design studio : integrated design learning using blended learning environments

Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.