Firm social, cultural and intellectual capital : strategic indicators of international client satisfaction

Despite the increasing significance of the construction industry as an emerging sector of the Australian economy, there is inadequate research performed on construction design firms in terms of theoretical and empirical foundations. Although past research has identified the barriers and success factors for firm market entry, evidence suggests that to date no research has explicitly explored the sustainability of construction design firms in international markets. SMEs and their approach to firm internationalisation differ significantly from large manufacturing firms and a vast majority of construction design firms operate as SMEs. This paper develops a sustainable business model for construction design SMEs, which rely upon the development of clear Client Following (CF) versus Market Seeking (MS) strategies to support internal firm strategic and operational management. The understanding of these strategies is vital as the application of either will shape the design management approach of firms, which would in turn impact on the sustainability of these firms in foreign markets. Long-term sustainability of firms in international markets relies heavily upon client satisfaction. Client and project team participants’ communication during various design processes has often been problematic and the added difficulty of communicating across international boundaries further compounds the problem of capturing and maintaining client’s requirements. Therefore this paper develops a model for economic sustainability of Australian construction design firms working in international markets by exploring factors that affect client satisfaction across international boundaries, through the development of business performance indicators. These include not only the critical financial capital but also other ‘softer’ indicators, namely: social, cultural and intellectual capital. These act as a firm’s measure of success and the acquisition of this type of capital will provide significant advantages to firms’ success, hence sustainability in international markets.

Australia : The Challenges of Poverty, Pedagogy, and Pathways

A discussion of 2008/2009 developments in Australian educational policy, with specific reference to the adoption of US and UK trends in accountability, testing and school reform.

Identifying effective leadership practices for implementing a new mathematics curriculum in Taipei

This study explores successful junior high school principals’ leadership practices for implementing the reformed mathematics curriculum in Taipei. Avolio and Bass’s (2002) full range leadership theory was used to record data through interviews and observations of five Taipei “Grade A” junior high school principals. Findings revealed that specific leadership practices linked to management by exception-active and contingent reward (transaction leadership), and individualised consideration and idealised influence (transformational) were considered effective for implementing reform measures. Ensuring principals are aware of effective measures may further assist reform agendas.

A new look at leadership in collaborative networks : process catalysts

Collaborative networks have come to form a large part of the public sector’s strategy to address ongoing and often complex social problems. The relational power of networks, with its emphasis on trust, reciprocity and mutuality provides the mechanism to integrate previously dispersed and even competitive entities into a collective venture(Agranoff 2003; Agranoff and McGuire 2003; Mandell 1994; Mandell and Harrington 1999). It is argued that the refocusing of a single body of effort to a collective contributes to reducing duplication and overlap of services, maximizes increasingly scarce resources and contributes to solving intractable or 'wicked’problems (Clarke and Stewart 1997). Given the current proliferation of collaborative networks and the fact that they are likely to continue for some time, concerns with the management and leadership of such arrangements for optimal outcomes are increasingly relevant. This is especially important for public sector managers who are used to working in a top-down, hierarchical manner. While the management of networks (Agranoff and McGuire 2001, 2003), including collaborative or complex networks (Kickert et al. 1997; Koppenjan and Klijn 2004), has been the subject of considerable attention, there has been much less explicit discussion on leadership approaches in this context. It is argued in this chapter that the traditional use of the terms ‘leader’ or ‘leadership’ does not apply to collaborative networks. There are no ‘followers’ in collaborative networks or supervisor-subordinate relations. Instead there are equal, horizontal relationships that are focused on delivering systems change. In this way the emergent organizational forms such as collaborative networks challenge older models of leadership. However despite the questionable relevance of old leadership styles to the contemporary work environment, no clear alternative has come along to take its place.

Power over, with and through : another look at micropolitics

Understanding micropolitics has become an important part of understanding leadership and power relations within schools. In this paper we review some of the pertinent literature and writing in the field, particularly as it relates to school leadership. Drawing on a couple of existing models, we present a new model that highlights three central power-based leadership approaches—‘power with’, ‘power through’ and ‘power over’. We put forward two contrasting vignettes that reveal a variety of micropolitical strategies used by school principals in the governance of their schools. These strategies range from favouritism and control at one end to empowerment and collaboration at the other. The vignettes are analysed in the light of the model and micropolitical literature presented in this article.

An investigation of cross-cultural differences in binge-drinking perceptions and behaviours

This paper examines the variance in binge-drinking attitudes and behaviours between university student cohorts from Western and Eastern countries who reside in Australia. In particular, we investigate the impact of social influence on these consumer responses. An online survey resulted in 190 useable responses from university students at three different Australian universities. The results show that students from Western countries consume alcohol at higher levels and demonstrate more ‘approach’ behaviours towards binge-drinking, whereas students from Eastern countries demonstrate more ‘avoid’ behaviours. Social distancing from drunk or story-telling people is evident as students from Eastern countries while students from Western countries were more likely to indulge in story-telling and either ignored or encouraged surrounding people who were drunk.

Coping with Generation Y in schools

In recent times, complaining about the Y Generation and its perceived lack of work ethic has become standard dinner-party conversation amongst Baby Boomers. Discussions in the popular press (Salt, 2008) and amongst some social commentators (Levy, Carroll, Francoeur, & Logue, 2003) indicate that the group labelled Gen Y have distinct and different generational characteristics. Whether or not the differences are clearly delineated on age is still open to discussion but in the introduction to "The Generational Mirage? a pilot study into the perceptions of leadership by Generation X and Y", Levy et al. argue that "the calibre of leadership in competing organisations and the way they value new and existing employees will play a substantial role in attracting or discouraging these workers regardless of generational labels". Kunreuther's (2002) suggests that the difference between younger workers and their older counterparts may have more to do with situational phenomena and their position in the life cycle than deeper generational difference. However this is still an issue for leadership in schools.

Principals as architects of formal mentoring programs in schools

An important responsibility of principals in schools is fostering a healthy learning-rich environment for both staff and students. Previous research (Duignan & Gurr, 2008; Ehrich, 1998; Leithwood & Day, 2007; Nias, Southworth, & Campbell, 1992) has shown that effective principals create opportunities for teachers to learn with and from each other. For instance, they are involved in establishing supportive structures and creating environments for collaboration and learning to take place (Leithwood & Day, 2007). They do this in a variety of ways such as providing resources and professional development opportunities, structuring time for staff to learn and work together, and establishing a host of other conditions to facilitate learning and sharing.

Introduction and chapter summaries

School leadership now rightly holds centre stage in discussions about schools, their performance and student learning. However, the availability of quality evidence on school leadership in our country is scarce and what is available is scarcely used. There have been few examples of collected pieces of writing from Australians focusing on school leadership. There are a small number of research studies on Australian school leadership and there is a variable quality of the research that has been published (Mulford, 2007).

Examining the issues and dynamics of ethical dilemmas faced by school leaders

The roles and responsibilities of school leaders in most countries across the world have become more complex and challenging in recent years. In large part, this complexity has resulted from the discontinuously changing contexts and day-to-day dynamics within which principals lead their schools. Indeed, principals are now faced with having to make a plethora of decisions in an environment of competing priorities, and with consideration for the interests of students, teachers, parents and the school and wider community. Many of these decisions present as dilemmas for school leaders, where the choices for action often involve not just choosing from ‘right’ versus ‘wrong’ alternatives but also frequently from ‘right’ versus ‘right’ alternatives (Kidder, 1995). Underlying many such decisions are issues of values, principles and ethics. Dilemmas of an ethical nature arise such that principals enter a complicated ‘minefield’ of decision-making (Dempster & Berry, 2003) where significant implications results not only for those at the core of the particular decisions but also potentially for the wider school community and beyond.

Transformational learning in the workplace

Although transformative learning theory remains one of the most influential theories in the field of adult education, studies on fostering transformative learning, particularly in groups and in the workplace, remain sparse. This article summarises some evidence of transformational learning that influenced changes to practice, processes, and the organisational culture in a case study. It is based on a cohort of 12 worker-learners enrolled in a Graduate Certificate in Education (Executive Leadership) course offered by an Australian university (Queensland University of Technology). Data for this article were drawn from interviews with 10 participants, a focus group with 6 of them, their assessment presentations, and reflective notes of the course facilitators. Also included here are the effects on transformational learning of Taylor’s five elements of work-based learning design, Fuller and Unwins’ features of expansive learning, and Billett’s workplace pedagogies.

Cross-cultural differences in self-reported decision-making style and confidence

The Melbourne Decision Making Questionnaire (Mann, Burnett, Radford, & Ford, 1997) measures selfreported decision-making coping patterns. The questionnaire was administered to samples of University students in the US (N = 475), Australia (N = 262), New Zealand (N = 260), Japan (N = 359), Hong Kong (N = 281), and Taiwan (N = 414). As predicted, students from the three Western, individualistic cultures (US, Australia, and New Zealand) were more con® dent of their decision-making ability than students from the three East Asian, group-oriented cultures (Japan, Hong Kong, Taiwan). No cross-cultural differences were found in scores on decision vigilance (a careful decision-making style). However, compared with Western students, the Asian students tended to score higher on buck-passing and procrastination (avoidant styles of decision making) as well as hypervigilance (a panicky style of decision making). Japanese students scored lowest on decision self-esteem and highest on procrastination and hypervigilance. It was argued that the con¯ ict model and its attendant coping patterns is relevant for describing and comparing decision making in both Western and Asian cultures.

Science teacher leadership for transforming the curriculum and classroom practice

While teacher leadership is the basis for innovation and reform within schools, few international studies have focused on the leadership practices of science teachers and heads of science departments. This chapter reviews the Australasian literature that addresses the issue both directly and indirectly. The transformational practices of heads of science departments as well as influential science teachers within departments are identified in this chapter.

Getting skilled for education, training and employment : Indigenous Cultural Knowledges and mainstream knowledges of mathematics

This abstract is a preliminary discussion of the importance of blending of Indigenous cultural knowledges with mainstream knowledges of mathematics for supporting Indigenous young people. This import is emphasised in the documents Preparing the Ground for Partnership (Priest, 2005), The Indigenous Education Strategic Directions 2008–2011 (Department of Education, Training and the Arts, 2007) and the National Goals for Indigenous Education (Department of Education, Employment and Work Relations, 2008). These documents highlight the contextualising of literacy and numeracy to students’ community and culture (see Priest, 2005). Here, Community describes “a culture that is oriented primarily towards the needs of the group. Martin Nakata (2007) describes contextualising to culture as about that which already exists, that is, Torres Strait Islander community, cultural context and home languages (Nakata, 2007, p. 2). Continuing, Ezeife (2002) cites Hollins (1996) in stating that Indigenous people belong to “high-context culture groups” (p. 185). That is, “high-context cultures are characterized by a holistic (top-down) approach to information processing in which meaning is “extracted” from the environment and the situation. Low-context cultures use a linear, sequential building block (bottom-up) approach to information processing in which meaning is constructed” (p.185). In this regard, students who use holistic thought processing are more likely to be disadvantaged in mainstream mathematics classrooms. This is because Westernised mathematics is presented as broken into parts with limited connections made between concepts and with the students’ culture. It potentially conflicts with how they learn. If this is to change the curriculum needs to be made more culture-sensitive and community orientated so that students know and understand what they are learning and for what purposes.