Review: Marine natural products

This review covers the literature published in 2003 for marine natural products, with 619 citations (413 for the period January to December 2003) referring to compounds isolated from marine microorganisms and phytoplankton, green algae, brown algae, red algae, sponges, coelenterates, bryozoans, molluscs, tunicates and echinoderms. The emphasis is on new compounds (656 for 2003), together with their relevant biological activities, source organisms and country of origin. Biosynthetic studies or syntheses that lead to the revision of structures or stereochemistries have been included (78), including any first total syntheses of a marine natural product

The Disruptive Changing Accounting University Environment: How Accounting Academics Have Been Gazumped

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them

Accounting Academic Workloads in the Higher Education Sector: Balancing Workload Creep to Avoid Depreciation

Accounting Academics according to the literature are subject to external influences such as preparing graduates for future workplaces, bridging the gap between industry and academia and development of pathways to becoming professional accountants for their student cohort. Add to this the internal influences of delivery methods for student engagement, work integrated learning and casualization of the workforce, the accounting academic is at capacity in terms of how these influences impact on workload. Using the “lived experience”, this research delves further into the academic themselves to find that they categorise their workload into four themes of Teaching, Research, Accounting academic administration and development of Curricula, deemed the TRAC Framework for this study. Using this workload TRAC framework, accounting academics identified five factors they believe will influence their future roles. These include growth in international students, that student success will be a shared responsibility, that student engagement will be critical, that curricula design will involve stakeholder input and that expectations around research will change. These additional impact factors when added to the already at capacity workload model for accounting academics, will create a type of workload creep. The workload impact factor (WIF) model is created for this research to demonstrate just how these additional factors will be absorbed by accounting academics, ballooning their workload. This workload creep can be described as an increase in academic wear and tear, almost like depreciation on capital assets, a recognition of a diminution in economic benefit or value. Accounting academics must be careful to balance their future workload so as to not become commercially obsolete

Is Role Conflict Creating the Nocebo Effect on Accounting Educators?

Opposite to the placebo effect is the nocebo effect (Colagiuri 2019), where negative expectations can create poor results. In this research, workloads of Accounting Educators are reviewed using the Role theory lens to determine if heavy workloads causing role conflict are also causing a negative imbalance in life/work balance (nocebo effect) and overall performance. Like academics in most other disciplines, the Australian University Accounting Educators work in a context that is constantly changing with multiple challenges. Some aspects of their lived experience have been reported elsewhere, but the study reported here aimed to gain an understanding of the Accounting Educators lived experience as a whole, using the lens of role theory. The findings of this study have given a voice to the Accounting Educators and suggest recommendations for how Accounting Educators can adapt to the ever-changing environment of the Australian university system while also finding value and enjoyment in their role. The TRAC (Teaching, Research, Accounting Educator Workload, Curricula) frame work of expectations was developed to document the various expectations that impact on the role of the Accounting Educator, to prevent the negative expectations that create the nocebo effect so detrimental to Accounting Educators performance. Recommendations from the research suggest that Accounting Educators engage with university administrators to find solutions to re-balance the workload model to turn the nocebo effect around by creating positive expectations of workloads and performance, to attract and retain the Accounting Educators of the future

Accounting Academic Workloads: Balancing Workload Creep to Avoid Depreciation in the Higher Education Sector

Accounting academics are subject to external influences such as preparing graduates for future workplaces, bridging the gap between industry and academia and development of pathways to becoming professional accountants. Add to this the internal influences of delivery methods for student engagement, work integrated learning and casualisation of the workforce, the accounting academic is at capacity in terms of how these influences impact on workload. Using the “lived experience”, this research delves into the academic themselves to find that they categorize their workload into four themes of Teaching, Research, Accounting academic workload and development of Curricula, deemed the TRAC Framework for this study. Using this workload TRAC framework, accounting academics identified five factors they believe will influence their future roles. These include growth in international students that student success will be a shared responsibility that student engagement will be critical, that curricula design will involve stakeholder input and that expectations around research will change. These additional impact factors when added to the already at capacity workload model for accounting academics, will create a type of workload creep. This workload creep can be described as an increase in academic wear and tear, almost like depreciation on capital assets

The Challenges of Being an Accounting Academic: What we Can Learn from the Literature Bricolage

This study specifically targets research done in the area of the Accounting Academic. A search of the literature has shown that there are many challenges faced by Accounting Academics in this environment of change. These challenges have been narrowed down into the top four most discussed themes of teaching, research, workload and curricula design. The University Accounting Academic environment is not unlike an ecosystem of interacting organisms or stakeholders which impacts in a variety of ways. These create pressure points that Accounting Academics experience and which they value, are challenged by, or affects their outlook. Accounting Academics are frequently not fully informed about these changes, and may not fully understand them and, as a consequence of not having the power to hold back these changes, Accounting Academics have little option other than to adapt. These changes challenge the traditional perception of a university accounting academic, which can cause role conflict. The traditional accounting academic role then may not align with the expectations of the role held by other parties such as university administrators, accrediting bodies or students. A review of the literature suggests that Accounting Academics are under much pressure from stakeholders to produce quality research, teach larger classes with up to date curriculum all the while trying to balance workload. The challenge ahead is how Universities will manage these workloads of Accounting Academics in the University of the future

Are They Ready? Accounting Academics\u27 Perspectives of the Preparedness of New Student Cohorts

The research reported here has as its central question of how do Australian accounting academics perceive the preparedness of students to study accounting at university. The research looks at how well prepared new cohorts of accountancy students are to engage. The research found that accounting academics identified four success factors required for students to study accounting at first year university level, identifying those needing to be addressed prior to beginning study, and others within the course of study itself. These four success factors included the ability to participate in the course with an apropos level of English language proficiency, to commence with a certain level of assumed knowledge which is then further extended, to develop and utilise higher order thinking skills, and finally to effectively communicate thoughts and ideas through written and verbal means. The findings, of the study reported here, provide insight into what students need as preparation to study accounting at university, using the Success Factor Timeline (SFT). The SFT bring together disparate concepts into one framework for consideration of student selection procedures and course design. It also provides appropriate scaffolding for first year students to better enable them for success, based on attributes they need to possess before commencing university studies, and attributes they can learn whilst at university