Electronic markets and service delivery: requisite competencies for virtual environments

Electronic markets have a short but dynamic history. How an electronic market can be successfully developed remains in dispute. There is a clear need to better understand the nature of electronic markets themselves and, in particular, to review important developments in their conceptualisation. To enable a deeper understanding of these issues, we decided to restrict our investigation to electronic markets in the agricultural export sector. Agribusiness is a natural early adopter of digital marketplaces because of the industry’s traditional reliance on markets and current take-up of global supply chain management (Wilkins, Swatman and Castleman, 2002). We review two portals from this sector that aimed to simplify access to regulatory documentation. The earlier implementation had its funding withdrawn after one year, whilst the more recently established portal is rapidly becoming a showcase project for the stakeholders. We use a composite theory based on Bijker (1995) and Nowotny et al (2001) to establish a framework for analysing our data. We also refer to a body of literature characterising intangible services and their design and its implications for emarket implementations. Our findings indicate that governance style is in fact closely related to the success or failure of specific sites. We also found support for earlier research indicating that expectations and understanding of electronic markets are still evolving.

Sustainable knowledge management systems: integration, personalisation and contextualisation

Many knowledge management (KM) systems have proven unsustainable to date, exhibiting low quantities and quality of knowledge, with systems falling into disuse. In this paper, we provide and explore a model for sustainable KM systems, focusing on the advantages to be gained from integrating knowledge work with everyday work practices, and enabling sensemaking through personalisation and contextualisation. We employ a discourse analysis of email as an exemplar of a sustainable KM system, thereby identifying a number of key characteristics for sustainable KM systems. Our model for sustainable KM systems adds to existing KM theory and, more immediately, assists companies by providing an understanding
of the kinds of characteristics likely to make KM systems more effective, and sustainable in the long term.

The 6 by the power of 3 model for enhancing academic teachers' capacities for effective online teaching and learning: benefits, initiatives and future directions

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach of academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a '6' by the power of '3' model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.

Teaching and learning online with wikis

Wikis are fully editable websites; any user can read or add content to a wiki site. This functionality means that wikis are an excellent tool for collaboration in an online environment. This paper presents wikis as a useful tool for facilitating online education. Basic wiki functionality is outlined and different wikis are reviewed to highlight the features that make them a valuable technology for teaching and learning online. Finally, the paper discuses a wiki project underway at Deakin University. This project uses a wiki to host an icebreaker exercise which aims to facilitate ongoing interaction between members of online learning groups. Wiki projects undertaken in America are outlined and future wiki research plans are also discussed. These wiki projects illustrate how e-learning practitioners can and are moving beyond their comfort zone by using wikis to enhance the process of teaching and learning online.

Development of an internet supportive platform for online teaching and learning of construction planning and scheduling

Construction Planning and Scheduling is taught for the fIrst time ill Semester 2, 2004 in the School of Architecture and Building, Deakin University. During the unit development process and the implementation of teaching activities, several issues arose in relation to implementing computer-aided construction scheduling and unit delivery in a unitary environment. Although various types of construction planning and scheduling software have been developed and applied, none of them can be run inside an online teaching software package, which provides powerful functions in administration. This research aims to explore the strategies to connect a project planning and scheduling software package and an online ~aching and learning software package by a Web-based support platform so that both the lecturer and students can draw up and communicate a construction plan or schedule with tables and fIgures. The key techniques of this supportive platfonn are idt;nlifies and they include a web-based graphically user-interfaced, dynamic and distributed multimedia data acquisition mechanism, which accepts users' drawings and retrieval information from canvas and stores the multimedia data ona server for further usage. This paper demonstrates the techniques and principals needed to construct such a multimedia data acquisition tool. This. research will fill the gap.in the literature in respect to an online pedagogical solution to an existing problem.

The role of benchmarking and service level agreement (SLA) practices in IT outsourcing success

Despite claims in the trade literature that a number of recommended practices have been proved to lead to IT outsourcing success, few of these practices have been subject to disconfirmatory research. Even fewer have been tested statistically to determine whether they generalize to wider populations, or to determine the magnitude of their effect. In this paper, several recommended outsourcing practices associated with service level agreements (SLAs) and benchmarking are investigated. These practices are recommended extensively on the basis of case study research, yet they do have downsides, and they add substantially to the transaction costs of outsourcing. Based on a large survey of organizations engaged in IT outsourcing, this paper established that developing detailed SLAs did improve cost and service outcome, and that clients who met with vendors more frequently to renegotiate service levels reported greater outsourcing success. The research also established that benchmarking both before outsourcing commences, and once the outsourcing contract is in place, led to improvements in cost and service outcomes. Benchmarking during the outsourcing contract had the greatest effect, accounting for 10% of the variance in a success vector that included strategic, technical, cost-related and service outcomes plus an overall evaluation of satisfaction and value.

An investigation of scale economies and quality issues in the teaching and management of large subjects

Many in the tertiary education system have had concerns with the issues surrounding the teaching of large classes, including teaching quality and whether there are effective learning outcomes for students. An issue closely related to quality is the cost of providing an efficacious education system. It is a common perception that large classes are economical to run and small subjects are not. As with any complex issue there are several perspectives that could be utilised, the needs of the institution, the teaching staff, the community or the students, and whether or not these needs are being met.

This study aims to assess whether universities are meeting the needs of students in large marketing classes. For this purpose the study investigates the application of selfdetermination theory and psychological needs satisfaction. The basic needs scale, comprising of three constructs; Control, Competence and Caring was adapted and used to evaluate students' perception of an introductory marketing subject.

The study used a multi-method approach consisting of a literature review, a qualitative phase involving in-depth interviews and focus groups. A survey of 366 students who had undertaken an introductory level marketing subject in a large class format was also conducted. The results show that the psychological needs satisfaction of many students are not being fully realised. It was also found that marketing degree students enjoyed the challenges and were more stimulated by the subject (than students in other degree streams). The higher achieving students enjoyed the challenge of the subject more than the lower achieving students. The implications of these findings and suggestions for
further investigation are discussed.

Casing out teaching and learning online: enhancing fidelity into the mainstream

In this paper we present the rationale and outcome of a University strategically funded project aimed at developing a broad range of cases illuminating good practices in the development and use of digital media and online technologies at Deakin University. The project is aimed at supporting the ongoing implementation of the University’s suite of e-learning technologies, Deakin Studies Online (DSO). It was seen as a significant strategic academic professional development initiative by the University in bringing together perspectives on effective teaching and learning in the context of various disciplines and professional fields of practice, with DSO possibilities for enhanced teaching/learning quality, efficiency, accessibility and satisfaction. The ‘case’ as a useful means of developing practice is outlined, along with the various project processes involving case selection, development, production and promotion. Finally, reflections on the outcomes of the project are considered. A number of positive though largely unintended consequences are identified

Designing contemporary e-supported professional development environments to enhance tertiary teaching and learning

National and organsational imperatives in Australian higher education are demanding systematic and cost-effective approaches to the professional development of staff in their teaching in order to enhance the quality of student learning. Many universities are geographically distributed, multi- campus, multi-city and multi-modal in nature, and highly dependent for their effective operation on information and communications technologies (ICT). Deakin University is one such university operating in Australian higher education. Consistent with the progressive principles and practices of the learning organisation, new approaches and environments are required to support the professional development of staff for enhanced teaching and learning in higher education. These environments now require substantial use of e-learning for both learning about teaching online and the development of teaching capacities in the world of the modern-day, technologically-supported physical classroom. This article outlines the imperatives to establish and operate cost-effective e-supported environments for professional development for excellence in teaching and learning. The key principles underlying these emergent environments are outlined, along with the major tools, resources and features of such environments. A contemporary online teaching case site is highlighted as indicative of new approaches to supporting professional development of staff for excellence in online teaching and learning.

Students perceptions of learning outcomes from group-based, problem-based teaching and learning activities

Objective: A study aimed at exploring the variation in perceptions of learning outcomes reported by undergraduate nursing students enrolled in a problem-based learning subject in a pre-registration Bachelor of Nursing course (BN).
Method: Students were asked to respond to four open-ended questions which focussed on their learning outcomes in the different teaching/learning modalities of the subject. Data were analysed in two phases using a modified phenomenographic analysis. In the first phase a set of categories of description were developed from the student responses to questions related to the learning modalities. In the second phase the individual responses were classified in terms of the categories. Finally, correlations between the learning modalities were identified. In this paper the approach to analysis, the process of category identification and the correlations between the learning modalities will be described and the implications for further research and teaching will be discussed.
Results: The findings indicated that there were two distinct groups of student responses. Inward focussed students who described outcomes in terms of their own learning and students whose focus was outward i.e. describing learning in terms of patient care and how learning relates to that care. Another important result shows the relationship between the learning modalities and outcomes. From the students' perspective, the most sophisticated outcomes of the lectures and laboratories were ideas and skills to be used and applied in clinical settings. Whereas, the group-based activities in which clinical problems were presented to the students in the form of Situation Improvement Packages (SIPS) focussed their attention on the clinical setting which constituted a preparation for the realities of clinical practice.
Conclusion: The findings from this study indicate that students perceive their learning in the group based teaching/learning modality (SIPS) as effective in focussing them on the reality of their role in the clinical practice environment while lectures and laboratories provided the skills and knowledge required for this setting.

Improved questionnaire for gathering student perceptions of teaching and learning

An instrument used to gather university students’ perceptions of their learning environments, the Perceptions of Learning Environments Questionnaire (PLEQ) has been used recently in higher education research. The current paper examines the strengths and limitations of the PLEQ, particularly in relation to uncovering student perceptions about responsibility for their own learning. A study trialling a modified questionnaire, which
builds on the advances and addresses the limitations of the PLEQ, is reported.

Communicating outcomes of students' evaluations of teaching and learning: one-size-fits-all?

Student evaluations of teaching are increasingly used to measure the teaching of individual academics in Australian higher education. The outcomes of these evaluations are variably made available to the individual academics themselves, to university management and to the public. However, communicating evaluation outcomes to each of these audiences assumes a different purpose and necessitates different objectives, foci and methodology. The need for these differences is sometimes forgotten with a ‘one-size-fits-all’ approach in Australian higher education. This paper examines these differences and discusses some of the issues surrounding the communication of the outcomes of student evaluations of teaching.