Being academic : online teaching and the managed university

This research draws on the theoretical resources of Foucault and Bourdieu to focus on the complex relationship between the introduction of a range of new technologies, the lived experience of being academic and the often contradictory subjectivities within the power relations of the managed university in the 21st Century.

Australia and New Zealand: separate states but path-dependent

Australia and New Zealand (Aotearoa) have shared almost two centuries of close relations created through close geographic proximity, shared membership of political associations, and frequent policy exchange. The relevant context has shifted from the British Empire and Commonwealth to a rapidly globalizing world under US military hegemony. Australia and New Zealand were among the early settler colonies of the British Empire and this article argues that, as such, the settler colonies helped shape the form of the Empire, and subsequently the Commonwealth. This history created strong, separate, if somewhat similar, traditions of independent political experimentation. This article explores different models for explaining the cross-Tasman relationship and concludes that the path-dependent approach works best. The path was also influenced by external shocks, notably the second world war and Britain's moves towards Europe, and it was these shocks that created the necessary ruptures to create change. The first world war had catapulted Australia and New Zealand towards separate nationhood, and simultaneously strengthened their cultural and political links. The second world war pushed Australia towards the USA and led both Australia and New Zealand to develop a more explicit role as regional leaders in the Pacific. For New Zealand, Britain's membership of the European Community created an economic crisis and politico-cultural stresses which are reverberating still. Such shocks created the preconditions also for closer association, exemplified in the CER Treaty, which in turn draws upon historical precedents and experiences.

Academic and business ethical misconduct and cultural values : a cross national comparison

Efforts to promote ethical behaviour in business and academic contexts have raised awareness of the need for an ethical orientation in business students. This study examines the similarities and differences between the personal values of Iranian and Australian business students and their attitudes to cheating behaviour in universities and unethical practices in business settings. Exploratory factory analysis provided support for three distinct ethics factors—serious academic ethical misconduct, minor academic ethical misconduct, and business ethical misconduct. Results reveal statistically significant differences between the two cultural groups for ethical (altruism/universalism) values, and for attitudes to serious academic misconduct. No differences were found between the two groups for attitudes to minor academic unethical practices or unethical business practices. Gender influenced responses where females were found to indicate higher levels of unacceptability of unethical practices in academic and business settings than males. This pilot study highlights the need for higher education institutions to develop and enforce policies and practices to publicise, encourage and reinforce higher awareness of the need for adhering to ethical behaviour in university studies as a necessary component of training business professionals.

Corporate sustainability : greenwash or a path to sustainable capitalism?

The problems of unsustainable development and the increased-awareness of corporate power in the global era have contributed to an agenda of corporate citizenship. This thesis explores the meanings and practices that fall under the banner of the triple bottom line of corporate citizenship through forty-two in-depth interviews with representatives from the corporate sector and NGO sector (including trade unions) in Australia. This purposive sample includes a specific range of corporate industries and NGO types, all of which have involvement with various areas of sustainability. Interviewees described their feelings and experiences in relation to the concept of the triple bottom line, the potential and limitations of this type of sustainability and the purpose and impacts of partnerships between NGOs and the corporate sector. On the basis of this research, this thesis argues that corporate citizenship is at best, a set of initiatives for making minor adjustments to the way companies perform their day-to-day operations and at worst, a program for improving corporate image rather than performance and for shifting the agenda of sustainable development toward corporate interests. While radical steps are required to achieve a sustainable society and environment, the terms of corporate citizenship offer very limited opportunities for change. The self-regulatory and market based model of citizenship does not challenge the impact of consumerism or the legitimacy of particular industry types and their products, except where threats are perceived to the longevity of the companies involved. Furthermore, while the exploitation of the environment and society has occurred as a result of corporate self-interest, corporate citizenship is justified on the same basis. The self-interest rationale and the tyranny of the economic bottom line in particular, substantially limit the fields of responsibility that can be included in the citizenship paradigm. While there are undoubtedly some well-intentioned corporate representatives who are working toward attaining a more sustainable corporate culture, the discourse is primarily used to shift the sustainable development agenda toward corporate paradigms and interests.

Telephone-mediated academic discourse

This study investigates the role of spoken language in tertiary teaching and learning as mediated by the telephone. There is recognition also of the mediating role of the tape-recorder and computer in this research. The discourse analysis has avoided the inherent difficulties of restructuring spoken language as written text as, by the use of CD-ROM, the spoken voice has been retained and it has been possible to connect the utterance and the reader. For a thesis that is concerned with the privileging of the written over the spoken in the academy, and the role of communication technologies, the use of CD-ROM is apposite and timely. The study has been conceptualised as the bringing together of three potentially discrete elements (audioteleconferencing, academic discourse and technological mediation) which are framed by distance education/open learning. Set within an interpretive (hermeneutic) paradigm, the research examines tape-recorded ‘teletutorial’ sessions to move towards an understanding of teacher-learner and learner-learner interaction, and to what extent the mediation of the communication technology has impacted on the pedagogy. It draws on data from two minor and two major case studies, using a range of methods. Conceptually, the discussion develops and elaborates the concept of ‘tele’ (as restricted to the telephone) as it engages with the notion of 'telepedagogy’. It articulates the areas of congruence and distinctiveness between teaching and learning by audioteleconference and teaching and learning by correspondence and face-to-face. It examines the relationship between language and technology, with specific reference to distance education/open learning. Empirically, the data support an in-depth discussion of selected excerpts to inform analysis of perceived advantages and restrictions of audioteleconferencing. The study reveals that there are demonstrable occasions when the perceptions of the participants are seen to be at variance from those of the researcher and from other data. This conclusion has relevance to theorists concerned with the validation of qualitative data and to researchers who accept student and tutor feedback as representing an accurate recollection of what eventuated.

Communities of practice in Academe (CoP-iA) : understanding academic work practices to enable knowledge building capacities in corporate universities

A form of voluntary workplace engagement, communities of practice are characterised in literature as providing entities with the potential to harness the multiplier effects of collaborative processes by building on informal networks within entities. As knowledge building and sharing institutions it would be reasonable to presume that communities of practice activities have been embraced to facilitate a level of connectedness and engagement in a university context. However, evidence from the Australian higher education environment suggests that the enlistment of communities of practice processes by universities faces a number of challenges that are peculiar to academe. We suggest that academic knowledge work practices are significantly different from the business/industry related applications of communities of practice and that an understanding of the unique aspects of such practices, together with the impediments posed by a 'corporate university' model, require acknowledgment before the knowledge building and sharing aspects of communities of practice activities in academia can emerge.

A case example : integrating ethics into the academic business curriculum

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution.

Heteroglossic spaces : interrogating academic literacies in teacher education

This paper explores the challenges of implementing critical writing pedagogy in conditions of increasing cultural and textual uniformity of literacy and emphasises the need for a pedagogy that takes into account the heteroglossic nature of writing space and its relation to the multiple textual practices of students. In practical terms, we argue for such literacy practices in teacher education that would require students not only to understand the complexities of language and literacy but to actively engage them in a diverse range of textual practices that would both stretch their repertoires as language users and sensitise them to the cultural-semiotic diversity of contemporary classrooms. This task becomes more urgent in the current era of standards, accountability and classroom pedagogies that are not attuned to the particularities of students’ textual practices and the communication networks in which they participate.

Editorial : the construction of academic literacy and difference

In recent years, academic literacy has been a subject of heated scholarly and political debates. How academic literacy is defined, whom it serves, and what its purposes are shape both educational policies and the pedagogical practices adopted in classrooms. Any definition of academic literacy, its purposes and its learners also constructs powerful notions of difference. For instance, many traditional definitions of academic literacy posit “out of school” literacy (or literacies) as its opposite; current literacy standards and performance measures create categories of students as able or struggling; and so on. At a time when English classrooms around the world are becoming more multicultural, multilingual and international, how might understandings of academic literacy respond to cultural, linguistic, gender, economic, (dis)ability and other differences? How can literacy be taught to difference without reducing it to sameness? Framing the curriculum around dominant cultural literacy and establishing communal homogeneity, whilst de-legitimizing the Other and announcing ever-new strangers, is not feasible in a new multilingual, multiculural order. There is an increasing need to resist conservative tendencies and to continue a socially critical model of literacy education that is more response-able to the lives of strangers and other forms of difference in a late-modern, globalized society at the same time that it provides opportunities for all students to expand their communicative repertoires and to gain agency in the “design of their social futures” (New London Group, 2000). Articles in this issue respond in different ways to this agenda.

Factors affecting the career progress of academic accountants in Australia : cross-institutional and gender perspectives

Since the late 1980s, Australian highereducation has undergone significant reforms andpolicy changes based on economic rationalismand modernisation of management. This paperexamines the outcomes of the reform processesbased on the career attributes, status andperceptions of work environment of academicaccountants in Australian universities.Similarities and differences between academicaccountants are explored fromcross-institutional and gender perspectives.The data provide insight into a number ofsystemic inequalities between the older andmore established universities and the neweruniversities. In specific, across-institutional analysis based on fouruniversity types: Sandstones/Redbricks,Gumtrees, Unitechs and New (Marginson 1999)indicates that academic accountants in Newuniversities employ a much lower proportion ofstaff with PhD qualification, a weakerpublication profile, and perceive greaterbarriers for conducting research in terms of ashortage of research mentors, colleagues withresearch experience, and post-graduatestudents. Further, the commitment to flexiblelearning and delivery strategies iscomparatively stronger in Unitechs, and posesadditional demands on accounting academics'overall workload. Perceptions of gender-baseddiscrimination by female academic accountantsare generally stronger than their malecounterparts, particularly, in Newuniversities. These results raise severalissues for academic accountants at both theinstitutional and individual level in terms ofequal employment opportunities, management ofresearch programmes, development of teachingstrategies and individual time management.

A status report on women academic accountants in Australia

This paper reports the findings of a survey of the attributes, career satisfactions and aspirations of Australian Academic Women Accountants (AAWA). The survey sought information about personal characteristics, institutional role expectations and perceptions of gender-related issues involving recruitment, promotion and retention of AAWAs. The data provide not only an interesting insight into respondents' perceptions of a career in academic accounting, but also a comparative measure against which future progress of AAWAs can be evaluated. The paper makes suggestions for facilitating the career paths of AAWAs at both institutional and individual levels.