Western science and Islamic learners : informing constructivism, quality learning and `internationalising the curriculum`

This presentation reports on a two-phase research program which focuses on the experiences of Islamic-background learners in science/environmental education. The research program explores perceived dissonances between western science and Islamic belief as an issue for: the highly visible discourse of constructivism in science and environmental education; the policy challenges of ‘internationalising the university curriculum’; and the pedagogical challenge of ‘Quality Learning’ – in particular responding to ‘faith-based’ commitments in education.
Conceptually, the research program is conducted within a constructivist discourse. Essentially, we are proposing that dissonances experienced by Islamic-background learners in a western science curriculum (as reported in Sharifah, 2003), and the effects of these dissonances on how learners construct meaning in science, can be understood within a constructivist discourse. Further, we believe the research has the promise of not only exploring and explicating some of the issues experienced by teachers and learners in Islamic science education contexts (and thereby contributing to our understanding of the idea of ‘quality learning’), but also expanding our grasp of the expressions, implications and limitations of the constructivist hypothesis in education. In this sense it has a transformative agenda by working to improve access to and experience in the science curriculum for Muslim students.

Internationalising auditing standards : stakeholder views on Australia's strategic directions

Purpose: – The purpose of this paper is to examine and evaluate the internationalisation of Australian auditing standards by analysing the submissions to the Auditing and Assurance Standards Board's (AUASB) strategic directions paper (SDP) and comparing the proposed and approved strategic directions frameworks of the AUASB.

Design/methodology/approach: – A content analysis of the submissions to the SDP is conducted to identify the extent of support, and arguments for and against the proposed strategic directions. This study attempts to find a link, if any, between the proposed strategic directions, the views expressed by the stakeholders, and the final set of strategic directions issued by Australia's Financial Reporting Council.

Findings: – Overall, the final set of strategic directions released in April 2005 are consistent with the views expressed in the submissions, which support minimal divergence from International Standards on Auditing (ISAs) and using the ISAs as the base for developing Australian auditing standards. Major changes from the SDP include a requirement for the AUASB to undertake research and monitor auditing standards issued by national standard setters. However, the AUASB is no longer obliged to contribute to the international standard arena and need only have regard to any program initiated by the International Auditing and Assurance Standards Board.

Research limitations/implications: – The findings of this study provide an insight into the future of Australia's role in the international arena and increase awareness of stakeholders' views on the international harmonisation of auditing standards.

Originality/value: – While there have been several studies examining the international harmonisation of accounting standards, there is comparatively little research on the international harmonisation of auditing standards. This paper attempts to address this void, in part, and contribute to the literature on the convergence of auditing standards with ISAs.

The impact of political behaviours on internationalisation : the case of Australian companies internationalising to China

Purpose – The purpose of this paper is to test a model of cooperation between internationalising businesses and local and host country governments in the context of Australian companies internationalising to China.

Design/methodology/approach – The paper presents a model for the political dimensions of internationalising based on corporate political theory and the cooperative view of management. Data were collected from personal interviews with representatives from 40 Australian organisations with businesses or operations in China. The data were analysed using NVivo.

Findings – Assistance provided by the Australian government was often sought and was perceived to be beneficial. Most participants experienced policies and regulations which affected their entry modes. In ten cases they acted as barriers and significantly influenced entry mode choice. The majority of participants viewed the development of relationships with the Chinese government as important and employed a variety of relationship behaviours. Over half of the participants identified the need to understand and deal with the psychically distant government structures of the Chinese government, namely government intervention in business.

Practical implications – The model links the organisational objectives of businesses internationalising to China, understanding the political/regulatory environment, selecting an entry mode and developing/maintaining a successful business. To achieve these objectives corporate political behaviour must reflect the sovereign powers in place at the time.

Originality/value – The paper presents a model which develops the literature for the political dimensions of internationalisation. It also presents empirical data on the political dimensions of internationalising into China. These findings will assist businesses in understanding political factors when internationalising to China.

Internationalising the curriculum in Australian schools

In the Australian educational context, the International Baccalaureate Diploma has had a measurable effect on both state and independent schools. This globally recognised international program has fostered and encouraged national curriculum innovation through standardization in assessment, criteria based reporting, content rich staff development and whole school change.

Internationalising the curriculum : building intercultural understandings through music

This article reports of the power (influence) of music to develop intercultural understandings to better internationalise the curriculum. It argues that through internationalisation, we learn more about other people’s cultures hence, by providing an international/intercultural dimension into the teaching unit of ‘Discovering Music A’, tertiary students at Deakin University have opportunities to experience, investigate and participate in a different music and culture. Using the metaphor of the ‘talking drum’, this article reports through anecdotal notes, observations, journaling and student evaluation, how a different music, like that of Africa, communicates and promotes intercultural dialogue in a social and learning environment. The 2011 cohort included both international and local students from the Faculty of Arts and Education, Health and Business and Law, opening up a broad range of international dialogue in which all students in the cohort had a voice for expressing themselves about another culture and its music. I contend that the inclusion of a new and different music in the Bachelor of Education (Primary) curriculum and as an elective unit across all faculties provides a pathway for intercultural dialogue and understanding. As tertiary educators by internationalising the curriculum and through the process of reflection, observation and student feedback, we are able to make meaning around our practice and adapt our practice. I argue that units like Discovering Music A are an effective and useful dais to address cultural diversity and build intercultural relations and understandings in our tertiary courses.

Internationalising the curriculum: student learning in the global experience program

Outcomes include critical analyses of student teacher learning from teaching practicum in Vanuatu; the intercultural sensitivity and competence; the notion of professional learning in the light of internationalisation of the curriculum, and the potentials and limitations of the GEP for achieving the goals of internationalisation of the curriculum