Reflections on teaching business ethics

The start of the twenty-first century witnessed a number of company scandals and ethical breaches that have brought to the forefront community feelings of anguish and disgust towards large companies in addition to spawning more legislation aimed at avoiding a repeat of these collapses. The question that arises is whether the past measures (including legislation) have worked, given the recent Global Financial Crisis (GFC) as it has raised more questions than it has answered. Against this backdrop, we need to consider whether business ethics can be taught to a person irrespective of their age? Should we as community members, customers, shareholders of today give up on the current senior managers who are mostly representatives of the baby boomers and concentrate on increasing ethical awareness of our current undergraduate students (at least of Generation Y and Z)? If we proceed with this argument as being both valuable and also possible, the next step is to consider the ways by which to teach business ethics to a group of students and this aim is the focus of the chapter.

Creating high challenge/high support academic environments through constructive alignment: student outcomes

Higher education needs to provide challenging yet supportive learning environments catering for students with diverse academic needs. There is also an emphasis on using student-driven outcome measures to determine teaching effectiveness. How can these measures be used to reflect upon and evaluate teaching initiatives? Using an undergraduate occupational therapy programme as the site for exploration, this article reports on an application of constructive alignment principles and describes how available empirical data were used to explore student outcomes. A comparison was made between student evaluations and academic grades prior to, and after the implementation of the initiative. Results provide evidence of improvement in student satisfaction and academic grades as a result of implementing constructive alignment. Whilst it is acknowledged that changes in academic grades and student evaluations can be attributed to a number of factors, findings of this study support a view that constructive alignment facilitates students' learning and experiences.

Elucidation of defence responses and signalling pathways induced in Arabidopsis thaliana following challenge with Phytophthora cinnamomi

Arabidopsis thaliana (Arabidopsis) Col-0 was inoculated with Phytophthora cinnamomi to assess the interaction and defence responses involved. Pathogen ingress and asexual reproduction occurred on root tissue but not leaf tissue. The colonisation of root tissue did not cause disease symptoms or plant death, indicating that Arabidopsis Col-0 was tolerant of the infection. The induction of several plant defence responses including the expression of defence-related genes were found, with differences displayed between inoculated root and leaf tissue. Arabidopsis defence-related gene mutant/over-expressing lines were also inoculated with P. cinnamomi but none of the lines tested exhibited a marked increase in susceptibility to the pathogen.

Telecommunication technology and the professional development of teachers : challenge and opportunity

The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was “How could information technology be used in developing an appropriate professional development model for Thai teachers?” Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers’ Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers’ need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers’ associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers’ professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.

Embedding academic skills development in course delivery

Innovative approaches need to be adopted to meet the challenge of ensuring that graduates at the end of their course of study are not only strong in their discipline, but also have the required generic skills to give them a good standing within their selected professions. This paper reports on a study that examined how well academic skills are embedded into the undergraduate Environmental Science curriculum at Deakin University in Australia. It reports on students’ self evaluation of their essay writing skills, and a case study that involves a discipline specialist working with an academic skills advisor to enhance student generic skills. It discusses the patchy nature of current implementation of programs for generic skill education.

Information technology competencies for Malaysian accountants – an academic's perspective

An increase in the pace of technological change has revolutionised the way accountants perform their jobs. In response to this challenge, the identification of a new comprehensive set of information technology competencies combined with information technology skills and other skills (namely, soft skills) are necessary. This study uses mixed methods to identify which information technology skills and competencies are required for accountants from the perspective of academics in Malaysia. Findings indicate that spreadsheets, word processing and accounting software were ranked as much-needed skills to be acquired by accountants while communication skills were ranked as the most required skills, and delegation skills as the least required. Although academics have an important role to determine accountants’ information technology skills and competencies, they are still unfamiliar with the exact soft skills that should be blended in utilising information technology.

Different shades of the collective way of thinking: Vietnamese and Chinese international students' reflection on academic writing

Investigating ELF/ESL students' experiences in constructing their academic written texts seems to be of great significance in EFL/ESL writing syllabus design and teaching. The case study reported in this paper explores the underlying factors which shape students' ways of supporting ideas in academic essays in English. Drawing on Lillis' (2001) framework for exploring student writing, the study examines the writing experiences of students from Vietnam and mainland China at an Australian university. Based on the students' reflection on their different ways of meaning making, this paper argues for the need to challenge the tendency to essentialize cultural rhetoric patterns and their effects upon Chinese and Vietnamese students' writing in English as a foreign or second language. Several implications for teaching EFL/ESL writing have also been drawn from the findings of this study.

Legal pluralism and progressive constitutionalism: An introduction to the South African challenge for post-national governace

The aim of this article is to contribute to the current academic debate on pluralistmechanisms of post-national governance as a particular type of ‘stateless law’. Moreprecisely, this article is conceived as an introduction to aid further research on the shape(and extent) that post-national governance may eventually assume (and reach) in SouthAfrica. Attention is, therefore, paid to legal pluralism as a key factor of pluralist settings ofpost-national government. An overview of the essence and features of post-nationalgovernance is provided, and a brief comparison is made between hard hierarchical andsoft-networked forms of governance. In pursuing the suggested roadmap, reference is madeto the current European landscape on post-national governance, which is ontologicallyinevitable in discussing the essence, structure, aims, challenges and limitations ofpost-national governance. Moreover, the necessity of adopting a comparative modusinvestigandi is due to the circumstance that although South Africa and the EuropeanUnion (EU) share important elements (e.g., legal pluralism, financial instability andfuture common challenges), South Africa has an extremely progressive constitution — aresult that the EU has been unable to achieve formally. Thus, while explaining whySouth Africa may represent fertile ground for such an architecture of governance, this articlediscusses why the South African Constitution may be a ‘value add’ that may help post-national governance avoid the difficulties thus far encountered on the Europeancontinent.