School innovation in science: transformative initiatives in Victorian secondary schools

The School Innovation in Science intiative is operating in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of SIS, and provides an overview of the different types of initiatives pursued by secondary schools arising out of an action planning process. case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs.

Back from the brink: reclaiming `quality` in the pursuit of a transformative education agenda

Discussions about ‘quality’ and ‘quality assurance’ abound in contemporary Australian universities. Since 1992, the Australian federal government has ‘promoted’ and/or mandated the use of particular quality assurance mechanisms within higher education and in 2001 The Australian University Quality Agency began to conduct the first of a series of ‘audits’ aimed at determining how well particular institutions meet standards and achieve
outcomes overseen, at least indirectly, by government agencies.

Disorienting VET : enhancing VET practice through transformative learning theory

This paper will explore the contention that Australian VET may be an environment in which transformative learning can occur, and indicate ways to enhance VET practice in relation to this kind of learning. Mezirow’s theory of transformative learning is surveyed to provide background. Two examples of VET programs are described to show how VET can serve as a context for transformative learning. It is suggested that if there are VET programs that produce conditions favourable to transformative learning, then practitioners working in these areas can enhance their practice through familiarity with the features of transformative learning and ways that have been promoted for the support and facilitation of transformative learning.

The transformative potential of adult literacy learning

This paper explores the potential of literacy education to promote transformative learning in adults. Transformative learning theory is a flourishing area of research in adult education, and is concerned with describing and analysing fundamental changes in how adults view themselves and their world. According to the leading theorist of transformative learning, Jack Mezirow, literacy education has unique transformative potential. Although there is little research on this question, the available studies suggest that there is enormous potential for literacy education to act as a catalyst for transformative learning in adults.

Teleological business ethics : formative, rationalist and transformative – illustrations and analogies

The strategic, tactical and operational levels of an organization may have different perceptions and convictions on how the organization’s behaviours and practices of business ethics should be managed in the marketplace and the surrounding society. We examine organizations’ behaviours and practices of business ethics in the marketplace and the surrounding society with the aid of complexity sciences. The objective is to describe organizations’ behaviours and practices of business ethics using different teleological approaches. Unethical behaviours and practices may be the outcome of conscious actions, but they may also be subconscious. We will discuss reasons for both possibilities of unethical behaviours and practices by organizations, their managers and employees. An important insight based upon the presented illustrations and analogies is that the different teleological approaches to business ethics in behaviours and practices may be consecutive and simultaneous within an organization. An essential subject for further research is how to deal with the durabilty and variabitlity of behaviours and practices of business ethics of organizations in the marketplace and the surrounding society.

Transformative green marketing : impediments and opportunities

Green marketing is not achieving its potential for improving the quality of life of consumers, while improving the natural ecosystem. The failure is the result of the inability of consumers, firms and governments to adopt systems thinking, in which macro-marketing perspectives are integrated into their respective micro-decisions, that is, the anthropocentric view of the natural world is disregarded. The paper discusses why the three groups above have had difficulties in embracing environmental issues, thus impeding real transformative green marketing from occurring. To address the difficulties three proposed actions need to be undertaken: (1) Marketers need to look for new ways of calculating and communicating value that integrates environmental value, thereby moving away from financial measures which have no real environmental meaning. (2) Change the discourse regarding the environment, highlighting the importance of action and inaction, which needs to be based on increased education about the human–environment interface. (3) Marketing needs to refocus its emphasis on want satisfaction, shifting away from the acquisition of goods, thereby enhancing how marketers create value. Making these changes will allow marketers to operationalize transformative green marketing so the human condition and the natural system that humans operate within are both improved and bring about transformative green marketing.