Native or Novice?: An Exploratory Study of the Access to and Use of Digital Technologies among Pathway Students

Access to and use of technology by students deemed to be ‘Digital Natives' studying in the Higher Education (HE) sector has been an area of much interest, speculation and publication. This chapter reports on a small-scale exploratory study that aimed to uncover the digital technology access and practices in both everyday life and academic study of ‘new' international first-year ‘pathway' students at the Eynesbury Institute of Business and Technology (EIBT). The purpose of this study was to contribute to the debate on digital natives by providing a ‘piece of evidence' on the access to and use of digital technologies by a group of pre-university pathway students. This exploratory study stemmed from the realisation that EIBT lecturers could better meet the needs of the current generation and cohort of 20+ ethnically diverse students, and help them acculturate and transition as lifelong learners who are able to adapt to an evolving information landscape in Australian HE and upon their return home

Different Approaches to Wealth Creation: A Comparative Study of the American and Japanese Automobile

This chapter deals with the simple yet important question of whether national culture matters in today’s rapidly globalizing world. This study explores the automobile sectors in Japan and the USA and examines the relevance to the cultural constructs of individualism/collectivism, time orientation, and uncertainty avoidance. To maximize research confidence with limited resources, it triangulates its qualitative findings and the literature concepts generated from quantitative research. The grounded findings include the connection between business practices and cultural values, the interrelated nature of cultural dimensions, and a clarification of the cultural construct of uncertainty avoidance

Reflections on the impact of social technologies on lecturers in a pathway institution

Education has evolved over time from face-to-face teaching to computer-supported learning, and now to even more sophisticated electronic tools. In particular, social technologies are being used to supple- ment the classroom experience and to ensure that students are becoming increasingly engaged in ways that appeal to them. No matter how educationally beneficial, however, new technology is affected by its users. To investigate this, lecturers at the Eynesbury Institute of Business and Technology (EIBT)—a Higher Education pathway provider—were surveyed to determine their perception and application of social technolog(ies) in their personal, but predominantly ‘professional’ lives. Utilising a qualitative and autoethnographic approach, one author provides an insight into their own attitude toward social technologies, coupled with responses to three open-ended questions. Thereafter, the same questions were posed to EIBT academic staff to understand their willingness or reluctance to use social technologies in their practice as part of their first-year pathway course(s)

eHR Cloud Transformation: Implementation Approach and Success Factors

[EN] The article covers process models for HR IT projects and in particular for HR transformation projects. Based on the authors' experience, an applied process model for HR transformation projects in a cloud-based environment is derived. The article identifies findings applicable to the fields of organisation, business, and IT as well as decisions and critical success factors in the specific context of cloud-based HR solutions.Ziebell, R.; Albors Garrigós, J.; M.Schultz; Schoeneberg, KP.; Perelló Marín, MR. (2019). eHR Cloud Transformation: Implementation Approach and Success Factors. International Journal of Intelligent Information Technologies. 15(1):1-21. https://doi.org/10.4018/IJIIT.2019010101S12115

Exploring collective leadership and coproduction: An empirical study

Replaced version without front matter with version with front matter 2021-02-08.This chapter explores coproduction through a collective leadership lens. It draws from the public administration and leadership fields and a 2019 empirical study of public service collaboration in Scotland, UK. It is suggested that tensions generated by working within a New Public Management model combined with frustrations felt from current collaborative practice have motivated an exploration into alternative conceptions of leadership and different ways of working when collaborating. The findings reveal that collaboration can be strengthened through the application of four key processual and attitudinal modifications. This approach is described as working in an emergent and relational way while applying a systems and inquiry mind-set. It is the effect of the sum of these parts that boosts the intensity of collaborative work, offering a number of benefits, including an enriched and dynamic coproduction process embedded within its practice.https://doi.org/10.4018/978-1-7998-4975-9pubpu

Times of change, times of turbulence: seeking an ethical framework for curriculum development during critical transition in higher education

Rapid changes in academic work environments raise ethical dilemmas in supporting students, implementing policies, and developing professional practice. New teaching technologies require academics to consider community aspects of learning and teaching and impacts on student learning in networked environments. This paper critically reflects on recent experience at a small Australian regional university adapting teaching-notably through on-line environments- to respond to student learning need diversity. Applying Shapiro’s use of the ethics of care, critique, justice and the profession to examine ethical dilemmas associated with increasingly networked and on-line learning, the authors propose that an ethics of community will assist finding practical solutions to ethical dilemmas in curriculum development and delivery. This approach shifts from the individual as moral agent to ethical practice as communal processes. Considering community practices and processes can frame and critique learning and teaching approaches, policies and administration to assist students and staff develop ethical scholarship and professionalism