Islam and political violence : Muslim diaspora and radicalism in the West

How do we engage with the pressing challenges of xenophobia, radicalism and security in the age of the "war on terror"? The widely felt sense of insecurity in the West is shared by Muslims both within and outside Western societies. Growing Islamic militancy and resulting increased security measures by Western powers have contributed to a pervasive sense among Muslims of being under attack (both physically and culturally). Islam and Political Violence brings together the current debate on the uneasy and potentially mutually destructive relationship between the Muslim world and the West and argues we are on a dangerous trajectory, strengthening dichotomous notions of the divide between the West and the Muslim world.

Values in science, environmental education and teacher education

The aim of this chapter is to establish values as a key component of science and environmental education, consistent with the troika framework, and to explore the implications of this for teacher education. In the chapter, we review research that has increasingly placed values at the centre of the process of learning science, and central also in framing students' responses to school science. We then present findings from three projects that explore the relationship of values to teaching and learning science: first, an exploration of the pedagogies of effective teachers of science; second,an environmental education project in which students explore science and sustainability ideas in the context of a community exchange program in Mexico and Alaska; and, third, a teachcr education initiative focused on place-based education. In the chapter, we argue that learning science and engaging with the environment entails pedagogies that link conceptual learning, values and community.

Design management methodology to strengthen firm and industry competitiveness in the construction design services export sector

The aim of this research was to investigate strategies deployed by successful construction design-related firms towards achieving high levels of firm competitiveness in international markets. A reflexive capability model, developed through a critical analysis of related internationalisation literature, is composed of three key areas; internationalisation process, market knowledge and design management. Firm reflexive capability is explored through the management of social, cultural and intellectual capital. The concept of reflexivity is borrowed from sociology. Reflexivity is reinterpreted as the ‘firm’s’ ability to be aware, responsive and adaptable to self, market and project needs assessment. A cross case analysis explored the barriers and success factors through three constructs; internationalisation process, design management and market knowledge of three firms. This paper demonstrates that international firm competitiveness is dependent upon the strategic inter-relational management of social, cultural and intellectual capital for maximum advantage of the utilisation and leverage of one form of capital to gain another. This leads to the development of increasing reflexive capability to support internationalisation. An outcome of this research is the identification of the central relation between a level of reflexive capability within the firm and the firm’s level of success in international markets. This research is part of an ongoing program of research on international collaborative practice. A Reflexive Capability Matrix was developed from the findings of one research project and then validated through a second research project (only the capability matrix is presented in this paper though). The reflexive capability approach is appropriate to all firms but what is speculated upon is that the reflexive capability is particularly intrinsic to small to medium sized construction design firms who work globally. A reflexive capability is a characteristic of successful and innovative firms internationalising and working within global models of practice.

Reflexive capability maturity assessment for firm management of multipartner international projects

This paper reports the findings of a research project which was aimed at developing and promoting a greater understanding of the uniqueness of successful Australian-Malaysian partnerships and joint ventures undertaken on complex multi-partner mega construction projects. The aim of the investigation was to identify the critical success factors specific to such partnerships. The theoretical framework was grounded in a previous empirical study on design firm internationalisation which demonstrated that long-term success in international markets is enhanced by the management of integration of transformation of social, cultural and intellectual capital within the firm. A generic adaptive performance framework mapping the key performance indicators for each of these dimensions was developed which can be modified to unique contexts related to specific geographical localities. In the Australian Malaysian Institute study the framework is tested within the context of firm and shared partnership capital. The broad interpretive framework of adaptive performance was refined as a result of the findings of the four case studies of Malaysian organisations to develop a partnerships capacity performance measurement framework for Malaysian firms working on international projects. Six in-depth interviews were conducted with ten participants across the four Malaysian firms and a thematic analysis was undertaken of the transcripts. A reflexive capability maturity assessment tool was developed from insights gained into the underlying causes of key barriers coupled with common themes emerging in relation to the successful approaches used by case study firms to overcome those barriers. Specific examples of the case study firms' demonstration of reflexive capability in the areas of market knowledge, design management and market entry are presented.

Parallel TAFE and higher education studies in construction management : from collaboration to dual qualifications.

Collaboration between TAFE (vocational colleges) and universities in Australia in construction management has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Articulation pathways have traditionally been viewed as the poor relation of university entry. In 2005, the first pilot project in dual sector construction education was conducted at RMIT University in Melbourne. Higher education students completed electives in practical units within the TAFE sector. Due to the overwhelming success of the project, practical electives were firmly embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009 which has seen construction management students graduate with a dual qualification – both a TAFE qualification and a Higher Education degree. The case studies of this final phase reveal that students and industry want the benefits of a practical qualification. The data raises critical questions about education pathways and suggests long-term implications for construction and dual sector education in Australia.

Social capital for knowledge management : the case of small and medium-sized enterprises in the Asia-Pacific Region

This article proposes a conceptual framework that explains that the social capital of a community shapes the innovation performance of small and medium-sized enterprises (SMEs) through knowledge management within the firm. The study's significance stems from the unprecedented effort in explaining how community social capital matters in the innovation performance of SMEs, a departure from previous studies that have typically examined market-related or hierarchical social capital in the form of formal networks and directly linked them to a firm's innovation performance without due regard for knowledge management within the firm as an antecedent of organisational innovation performance. The aim is to stimulate further thinking and empirical research on the subject of social capital of a community in the SME and/or entrepreneurial context.

Book review : Entrepreneurship in the creative industries : an international perspective

Colette Henry (Ed) (2007) Entrepreneurship in the Creative Industries: An International Perspective, Edward Elgar, Cheltenham, United Kingdom

Nature, extent and antecedents of risk management in accounting, law and biotechnology firms in Australia

This paper provides empirical evidence on the nature and the extent of risks faced by small and medium-sized biotechnology and professional service firms (accounting and law) in Australia, as well as on the style of their adopted risk management methods and approaches. The findings of the study indicate that the top three risks faced by these firms are related to reputation, recruiting and retaining skilled staff, and cost management. The study also finds that more than half of the respondent firms manage risk in an integrated manner. The results of this study provide useful insights into the nature, extent and driving forces of risk management practices in these firms.

Teaching primary science : emotions, identity and the use of practical activities

This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers’ planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers’ objectives for their students’ learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers’ identities as scientific thinkers and their emotional commitment to their students’ learning of science.

Starting out in STEM : a study of young men and women in first year science, technology, engineering and mathematics courses

In late 2011, first year university students in science, technology, engineering and mathematics (STEM) courses across Australia were invited to participate in the international Interests and Recruitment in Science (IRIS) study. IRIS investigates the influences on young people's decisions to choose university STEM courses and their subsequent experiences of these courses. The study also has a particular focus on the motivations and experiences of young women in courses such as physics, IT and engineering given the low rates of female participation in these fields. Around 3500 students from 30 Australian universities contributed their views on the relative importance of various school and non-school influences on their decisions, as well as insights into their experiences of university STEM courses so far. It is hoped that their contributions will help improve recruitment, retention and gender equity in STEM higher education and careers.

Towards a diversity justice management model : integrating organizational justice and diversity management

Purpose – Contemporary organizations are increasingly paying attention to incorporate diversity management practices into their systems in order to promote socially responsible actions and equitable employment outcomes for minority groups. The aim of this paper is to seek to address a major oversight in diversity management literature, the integration of organizational justice principles.

Design/methodology/approach – Drawing upon the existing literature on workforce diversity and organizational justice, the authors develop a model based on normative principles of organizational justice for justice-based diversity management processes and outcomes.

Findings – The paper proposes that effective diversity management results from a decision-making process that meets the normative principles of organizational justice (i.e. interactional, procedural and distributive justice). The diversity justice management model introduced in this article provides important theoretical and practical implications for establishing more moral and just workplaces.

Research limitations/implications – The authors have not tested the conceptual framework of the diversity justice management model, and recommend future research to take up the challenge. The payoff for doing so is to enable the establishment of socially responsible workplaces where individuals, regardless of their background, are given an equal opportunity to flourish in their assigned jobs.

Practical implications – The diversity justice management model introduced in this paper provides organizational justice (OJ)-based guidelines for managers to ensure that OJ can be objectively benchmarked and discussed amongst diversity stakeholders to continuously improve actual and perceived OJ outcomes.

Social implications – The social implication of this conceptual paper is reduction of workforce marginalization and establishment of socially responsible organizations whereby those marginalized (e.g. people with disabilities) can effectively work in their organizations.

Originality/value – This is the first attempt to establish a diveristy justice management model, which incorporates normative principles of organizational justice into diversity management processes and outcomes.