Civic integration for religious community leaders new to Australia : a multifaith peacebuilding approach

We inhabit a mobile world. Globalisation has resulted in the rise of the movement of religion and therefore an increase in religiously diverse societies. A heightened awareness of global risks has also produced an unprecedented interest in global peace and security initiatives. Multifaith peacebuilding is an example of this phenomenon as it has gained increasing prominence on the global agenda since September 11. The role of religious leaders in promoting violence and peace is being examined by scholars, as is the growing multifaith peacebuilding movement. This paper will discuss a recent Australian pilot study, which applied a multifaith peacebuilding approach to civic integration training for religious community leaders. It argues that the peacebuilding potential of religious community leaders must be recognised and that integration strategies that are inclusive and promote the building of networks between multiple function systems, can contribute to security and social cohesion in diverse societies. Alternately, assimilationist, exclusionist strategies can exacerbate security risks. In an increasingly mobile world, religious diversity has become the norm and multifaith peacebuilding strategies require further research and state support.

An exploratory study of ethical dilemmas faced by academic leaders in three Australian universities

Being an academic in universities today is characterised by change and increasing complexity in response to a multitude of factors impacting on the university sector. Among the consequences of such changes are that many academics, and academic leaders in particular, are subjected to both increasing stress and scrutiny in many of the decisions they make. Some of these decisions require critical choices that involve contestation of values (including personal, professional, institutional, and community), resulting in ethical dilemmas for the decision makers. This article reports on an exploratory study into ethical dilemmas faced by middle-level academic leaders, drawing on the results of an on-line survey distributed to relevant academics in three universities in Australia. Here, middle-level academic leaders are defined as those holding course coordination roles, locating them between senior university staff and other academics on the one hand, and students on the other hand. As a consequence, these diverse groups of staff and students potentially have an array of conflicting interests in, and expectations on, middle-level academics’ decision-making processes. The findings of the study are clear: ethical dilemmas are evident, and commonly so, for many middle-level academic leaders. While exploratory in nature, the findings of this study suggest that much more attention to ethics and ethical dilemmas is needed in our universities.

Developing leaders of change in the teaching of large university chemistry classes

Final report of the the Active Learning in University Science (ALIUS) project.

This project aims to establish a new direction in first year chemistry teaching – away from didactic teaching methods in large lecture style teaching to more active, student centred learning experiences. Initially six universities have been involved in practice-based innovation: Charles Sturt University (NSW), The University of Sydney (NSW), Curtin University of Technology (WA), The University of Adelaide (SA), Deakin University (Vic), University of Tasmania (Tas).

Three domains have been identified as the architecture upon which sustainable L&T innovation will be built. These domains include Learning and Teaching innovation in project leaders’ and colleagues’ classrooms, development of project leaders as Science Learning Leaders, and creation of a Science Learning Hub to serve as a locus and catalyst for the development of a science teaching community of practice.

Progress against specified outcomes and deliverables

Learning and Teaching Innovation

The purpose of this domain is to improve student learning, engagement, retention and performance in large chemistry classes through increased use of student-centred teaching practice.
• The Project is named: ALIUS (Active Learning in University Science) - Leading Change in Australian Science Teaching
• All six ALIUS universities have now implemented Teaching Innovation into ALIUS team member classrooms
• Chemistry colleagues at three ALIUS universities have now implemented Teaching Innovation into their classrooms
• The ALIUS member in physics has implemented Teaching Innovations into his classrooms
• Chemistry colleagues at three ALIUS institutions have tried some Teaching Innovations in their classrooms
• Non-chemistry colleagues at four ALIUS institutions have tried, or expressed an interest in trying, Teaching Innovations in their classrooms
• The POGIL method has proved to be a useful model for Teaching Innovation in the classroom
• Many classroom resources have been developed and used at several ALIUS institutions; some of these have been submitted to the ALIUS database for public access. The remainder will continue to submitted
• Two seminars about Teaching Innovation have been developed, critiqued, revised, and presented at five ALIUS universities and three non-ALIUS universities
• Particular issues associated with implementing Teaching Innovations in Australian classrooms have been identified and possible solutions developed
• ALIUS members have worked with Learning and Teaching Centres at their universities to share methods.

Developing Science Learning Leaders

The purpose of this domain is to develop leadership capacity in the project leaders to equip them with skills to lead change first at their institutions, followed by developing leaders and leading change at other local institutions
• ALIUS members participated in Leadership Professional Development sessions with Craig McInnis and Colin Mason; both these sessions were found to be valuable and provide context and direction for the members and the ALIUS team
• The passion of an ‘early adopter’ was found to be a significant element in each node of the distributed framework
• Members developed an awareness of the necessity to build both the ‘sense of urgency’ and the ‘guiding coalition’ at each node
• ALIUS found the success of the distributed framework is strongly influenced by the relational aspects of the team.

Create a Science Learning Hub

The online Hub serves as a local and national clearinghouse for development of institutional Learning Leaders and dissemination of L&T innovation.
• The ALIUS website is now active and being populated with resources
• The sharing resource database structure is finalised and being populated with contributed materials.

Lessons Learnt

In order to bring about change in teaching practice it is necessary to:
• demonstrate a convincing benefit to student learning
• show that beyond an initial input of effort classroom innovations will not take more time than what is now done
• maintain a prominent exposure among colleagues - repeatedly give seminars, workshops, and everyday conversations; talk about teaching innovation; talk about easy tools to use; invite people to your classroom; engage colleagues in regular peer review of classroom practice
• have support from people already present in leadership roles to lead change in teaching practice
• have a project leader, someone for whom the project is paramount and will push it forward
• find a project manager, even with money budgeted
• meet face-to-face.

Dissemination
• Seminars presented 19 times including over 400 individuals and more than 24 Australian universities
• Workshops presented 25 times, over 80 participants at 11 Australian and two New Zealand Universities
• Two articles published in Chemistry in Australia, the Australian Chemistry Industry Journal of the Royal Australian Chemical Institute
• One refereed paper published in the Journal of Learning Design.

(Un)ethical practices and ethical dilemmas in universities : academic leaders’ perceptions

In this paper we report on the qualitative component of a study that explored middle-level academic leaders’ experiences of (un)ethical practices and ethical dilemmas in their daily work. An electronic survey was distributed to academic leaders from universities across three Australian states. There are three major findings in this study. First, the messy context of universities is providing a fertile ground for ethical dilemmas to flourish. Second, the two main categories of unethical practices identified by participants were academic dishonesty and inappropriate behaviour towards staff and students. Third, the ethical dilemmas that emerged focused on the academic leaders’ strong sense of professional ethics that were in conflict with an ethic of care, supervisors’ directives, and the rules and policies of the organisation.

The silicon ceiling : women managers and leaders in ICT in Australia

When I was in high school, it was always talked up that women could do science, engineering and technical [work] too. While we are just as capable as men, when we get into these industries, we face other challenges. There have been brave women who have done their bit to overcome these challenges, but it also requires brave men to challenge the attitudes of these industries to women participating in their workplaces. (APESMA, 2010) Silicon: Elemental silicon has a large impact on the modern world economy ... Because of wide use of silicon in integrated circuits, the basis of most computers, a great deal of modern technology depends on it. (Wikipedia, 2011) The chapter begins with a historical and current analysis of female participation in the workforce, in education and in leadership. The second section focuses on the information and communication technology (ICT) workforce in particular. The third section presents findings from a recent case study that gathered both quantitative and qualitative data from a diverse group of professional women in ICT. The case study provides a view into the ICT profession from the female perspective and identifies a selection of factors that would make a significant difference to female participation and longevity in the profession. The conclusion reached after this investigation is that the silicon ceiling is certainly not visible, yet remains fixed due to nonessential job characteristics that persist in the industry. The future looks bleak unless more female managers and male champions ensure that these nonessential employment characteristics are removed from ICT positions.

Critical pre-implementation elements in engendering change for sustainability in SMEs : insights from SME sustainability leaders

Despite the increased awareness surrounding sustainability issues and growing pressure on businesses to adopt sustainable business practices, there is little understanding of management processes and practices necessary for SMEs to implement environmental sustainable (ES) practices. Through qualitative in-depth interviews, this paper draws on the experiences and perspectives from twelve SME sustainability leaders to present answers to the 'what' and 'why' of critical pre-implementation elements in engendering change for sustainability within the SME context. The research questions examined in this study are: In the views of SME sustainability leaders: what pre-implementation elements are important in setting the foundations of ES success in SMEs; what are the most important elements in the decision to introduce and encourage improved ES practices; and how do SME sustainability leaders plan for ES change in their firms. We also examine how the pre-implementation elements identified in this study, fit with the steps of one of the most well-known sustainability change management frameworks by Dunphy et al (2003). The results show that elements playing a role in setting the foundations for ES success in participating firms include: the SME leader challenging the status quo, gathering of initial information; clarifying the internal know-how about ES, identifying who the ES leader(s) is, and what the associated roles are; creating a theme of environmental sustainability in the firm (what sustainability means to the firm); and the personal mindset of leaders regarding ES. In addition, it was evident from the interview data that apart from providing valuable data regarding what must change and why, the drivers and benefits of ES provide a strong rationale and motivation to the rest of the organisation why sustainability is important to the organisation. Furthermore, it is evident from the interview data that the most used strategic approach to planning by SME sustainability leaders, is a deliberate approach even though the emergent approach to planning has also featured in some SMEs. Furthermore, the CEOs are the main players in the strategic process, with the majority involving staff in planning for ES. The results also indicate that in matching the pre-implementation elements to Dunphy et al‘s (2003) sustainability change management steps, the execution of two of their steps may need adjustment to be fully applicable to SMEs. Several practical implications for other SMEs are outlined. In conclusion, the framework outlined in this paper provides an example of a critically reflective approach to a specific phase of the environmental sustainability puzzle in SMEs.

Teachers' perceptions of their abilities to be educational leaders in Victorian childcare settings

In the context of new national regulatory requirements for designated educational leaders in early childhood settings, 11 Victorian teachers participated in semi-structured interviews exploring their perceptions of their ability to act as educational leaders in their childcare centres. Analysis of these interviews showed that, while teachers successfully made changes within their rooms, only those with a formal title or authority expressed confidence in their ability to lead change across their centres. Barriers to leadership included lack of time and a perception that their teacher qualifications 'did not buy authority'. A hierarchical model of leadership appeared dominant within the centres. The findings suggest both time allowance and formal role designation as strategies to support the new leadership roles, but also raise questions about the most effective models for supporting teacher leadership in childcare contexts.

Symbolic interactions and the development of women leaders in higher education

The under-representation of women in higher education (HE) leadership is a persistent global phenomenon. The purpose of this research is to re-examine this issue through symbolic interactionism (SI). Eight women aspiring to leadership were invited to participate in semi-structured interviews after attending a leadership programme specifically designed to enhance their leadership prospects. Analysis indicated ambiguities and contradictions that surround notions of leadership, in particular how the participants position themselves and are positioned in their workplace. This was evidenced by the meaning they attributed to: recognizing a leader; interactions with existing leadership; and speculation regarding their leadership capacity. Gendered notions were apparent in their constructed meanings. Similarity attraction was also evident, with men being observed as ‘paying it forward’, therefore facilitating promotion. Formal leadership training was advocated rather than experiential processes.