Want to know about quality in higher education? Ask an academic

How would you decide on the quality of a higher education institution? Would you (1) ask the academic registrar (or equivalent); (2) look up the most recent quality audit report; or (3) contact the teaching staff directly to discuss their perceptions about the quality of the services provided in their institution? While there is no one correct answer to the above question, the proposition underpinning the empirical research reported in this paper is: If you really want to know about quality in higher education, then ask those closest to the student-academic interface—the academics or the students. This paper focuses on the former. Using a postal survey, the views of accounting academics from 39 Australian universities about quality in accounting education were investigated from two perspectives—beliefs (what is currently occurring) and attitudes (what ought to be occurring). The findings suggest differences in those beliefs and attitudes, and an overall view that quality in accounting education has declined over recent years.

Accountancy and academic/professional inter-dependency (or mutual exclusivity?)

This paper is a report on an Accounting Education Symposium held during the 2009 Annual Congress of the EAA in Tampere, Finland. This was the fourth occasion on which there has been an Accounting Education Symposium (or similar) within an EAA Annual Congress. Previous events were as follows:

2005 (Gotenburg, Sweden) EAA Accounting Educators' Forum
2006 (Dublin, Ireland) 'Universities and Professional Bodies: Complementary or Colliding Roles in Educating and Training Future Accounting Practitioners?' (sponsored by the Irish Accountancy Educational Trust)
2008 (Rotterdam, the Netherlands) 'Accounting Education: The Common Content Project' (sponsored by Royal NIVRA).

The embedded academic : a management academic discovers management

In this autobiographical essay, I reflect on three years living a double life as both a management academic and a manager of a department. In particular, I think about the relevance of my own course material to doing a managerial job. Much to my amazement, I found that I rarely used management theory and instead it was my training as an academic that was most helpful to me as a manager. In the concluding section, I consider how I intend to change my management teaching to make it more relevant and useful for prospective and current managers.

An investigation of polypyrrole coated conductive textiles: this research aimed at clarifying some issues occurred in the research project on coloured conductive textiles

Coloured conducting textiles have shown a wide range of potential applications in heating fabrics, electromagnetic wave absorption, and wearable optoelectronic devices. This research aimed at clarifying some issues occurred in the research project on coloured conductive textiles. The investigation firstly clarified a possible chemical reaction that took place between a commercial dispersing dye (Terasil Red G) and the conducting polymer polypyrrole, through chemical separation, structural identification and spectrum characterisations. Then, a series of acidic dyes were introduced into polypyrrole matrix during the vapour coating of conducting polymer on the wool fabrics. Colour and thermal stability studies were conducted. Finally, the polypyrrole nanoparticles (particle size several~200nm) were prepared by a microemulsion polymerisation technique. An acid dye was used as the dopant to re-dope the nanoparticles. The effect of the acidic dye on the optical absorption of nanoparticles was studied. Applying the conducting nanoparticles on wool fabrics may open an alternative path to achieve the coloured conducting textiles.

Ethical tensions and academic leaders

Internationally universities have been characterized by shrinking government funding, fierce competition for student enrolments, and greater pressures to become commercially viable. It is against this complex background that academic leaders have been required to confront and resolve a magnitude of conflicting interests as they seek to balance a variety of values in their decision-making processes. In this article we put forward a model of ethical decision-making developed from empirical research and literature. To test the efficacy of the model, a case scenario is posed. The article concludes by raising a number of implications for academic leaders regarding ongoing professional learning needed in this area.

Can improving working memory prevent academic difficulties? a school based randomised controlled trial

Background: Low academic achievement is common and is associated with adverse outcomes such as grade repetition, behavioural disorders and unemployment. The ability to accurately identify these children and intervene before they experience academic failure would be a major advance over the current ‘wait to fail’ model. Recent research suggests that a possible modifiable factor for low academic achievement is working memory, the ability to temporarily store and manipulate information in a ‘mental workspace’. Children with working memory difficulties are at high risk of academic failure. It has recently been demonstrated that working memory can be improved with adaptive training tasks that encourage improvements in working memory capacity. Our trial will determine whether the intervention is efficacious as a selective prevention strategy for young children at risk of academic difficulties and is cost-effective.

Methods/Design: This randomised controlled trial aims to recruit 440 children with low working memory after a school-based screening of 2880 children in Grade one. We will approach caregivers of all children from 48 participating primary schools in metropolitan Melbourne for consent. Children with low working memory will be randomised to usual care or the intervention. The intervention will consist of 25 computerised working memory training sessions, which take approximately 35 minutes each to complete. Follow-up of children will be conducted at 6, 12 and 24 months post-randomisation through child face-to-face assessment, parent and teacher surveys and data from government authorities. The primary outcome is academic achievement at 12 and 24 months, and other outcomes include child behaviour, attention, health-related quality of life, working memory, and health and educational service
utilisation.

Discussion: A successful start to formal learning in school sets the stage for future academic, psychological and economic well-being. If this preventive intervention can be shown to be efficacious, then we will have the potential to prevent academic underachievement in large numbers of at-risk children, to offer a ready-to-use intervention to the Australian school system and to build international research partnerships along the health education interface, in order to carry our further studies of effectiveness and generalisability.

The relationship between emergence of the shortest path and information value using ant-like agents

Ant-like agents forage between two points. These agents' probabilistic movements are based on the use of two pheromones; one marking trails towards the goal and another marking trails back to the starting point. Path selection decisions are influenced by the relative levels of attractive and repulsive pheromone in each agent's local environment. Our work in [5] evaluates three pheromone perception strategies, investigating path formation speed, quality, directionality, robustness and adaptability under different parameter settings(degree of randomness, pheromone evaporation rate and pheromone diffusion rate). We re-evaluate two of these strategies in terms of the amount of information they provide using Shannon's formulation [3, 4, 8, 9, 12, 14, 15, 16, 17]. We determine information as the difference between uncertainty before and after path selection decisions. Our focus in this paper is on investigating relationships between the emergence of the shortest path and the amount of stigmergic information that exists in the form of pheromone. Agents are deployed centrally and emergence measures are determined using the worst, reference and best cases observed in [5]. Additionally, the amount of local and global information that is available to agents in each movement step is evaluated. Furthermore, Pearson's correlation coefficients between measures of emergence and the amount of information are calculated. The significance of these correlation coefficients is tested using a 2 tailed test at 1% level of significance. Consequently the relationship between the amount of information and emergent behaviour is established. Significant relationships between information and the emergence of the shortest path exist when strong emergent behaviour is present.

A probabilistic movement model for shortest path formation in virtual ant-like agents

We propose a probabilistic movement model for controlling ant-like agents foraging between two points. Such agents are all identical, simple, autonomous and can only communicate indirectly through the environment. These agents secrete two types of pheromone, one to mark trails towards the goal and another to mark trails back to the starting point. Three pheromone perception strategies are proposed (Strategy A, B and C). Agents that use strategy A perceive the desirability of a neighbouring location as the difference between levels of attractive and repulsive pheromone in that location. With strategy B, agents perceive the desirability of a location as the quotient of levels of attractive and repulsive pheromone. Agents using strategy C determine the product of the levels of attractive pheromone with the complement of levels of repulsive pheromone. We conduct experiments to confirm directionality as emergent property of trails formed by agents that use each strategy. In addition, we compare path formation speed and the quality of the formed path under changes in the environment. We also investigate each strategy's robustness in environments that contain obstacles. Finally, we investigate how adaptive each strategy is when obstacles are eventually removed from the scene and find that the best strategy of these three is strategy A. Such a strategy provides useful guidelines to researchers in further applications of swarm intelligence metaphors for complex problem solving.

Academic writing : a handbook for international students

Book review of a resource to improve the academic writing of international students who have English as a second language.