Search results

In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting claims of political suppression. Through a case study of the subsequent campaign for Bailey’s reinstatement, the purpose of this paper is to explain the emergence of the high school activist as a new political actor in the late 1960s.

The paper draws on newsletters and pamphlets produced by Brisbane activists, alongside articles from the left-wing and mainstream press, to reconstruct the key events of the campaign and trace the major arguments advanced by Bailey and her supporters.

Initiated by the high school activist group, Students in Dissent (SID), the campaign in support of Bailey lasted over two months, culminating in a “chain-in” staged by Bailey at the Queensland Treasury Building on 8 May. Linking together arguments about students’ rights, civil liberties and democratic government, the campaign reveals how high school activism was enabled not only by the broader climate of political dissent in the late 1960s, but by the increasing emphasis on secondary education as a right of modern citizenship in the preceding decades.

This is the first study of the campaign for Bailey’s reinstatement at Inala High School and one of the only analyses to date of the political mobilisation of high school students in Australia during the late 1960s. The case study of the Bailey campaign underlines that secondary school students were important players in the political contests of the late 1960s and, if only for brief periods, were able to command the attention of education officials, the media and leading politicians. It represents an important historical precedent for contemporary high school activism, including the global School Strike 4 Climate movement.

The accumulation of knowledge and learning by firms has been identified as being critical to their internationalisation. This paper aims to explore the knowledge assimilation processes of rapidly internationalising small to medium‐sized enterprises (SMEs).

This is a qualitative enquiry in two stages. First, four case studies were selected from firms that were participating in an internationalisation programme run by Scottish Enterprise, the regional development agency. Data collection involved semi‐structured interviews with chief executive officers (CEOs) and programme providers, and archival data. Second, two focus groups were held with six CEOs participating in the programme.

The findings indicate that knowledge sharing is important for rapidly internationalising SMEs and that firms adopted high levels of formality in assimilating knowledge. Two key aspects of formality were identified as important; formal planned events to share explicit and tacit knowledge and the codification of tacit to explicit knowledge. Knowledge may be assimilated less formally by the retention of tacit knowledge as tacit, while utilising elements of formality. The paper finds that learning for internationalisation can be transferred to support domestic growth.

It is important for firms to develop appropriate knowledge assimilation processes within their management systems to support internationalisation. The CEO and management team need to take the lead in marshalling commitment to learning processes and in cultivating an organisational culture that is supportive of learning.

This research contributes to international entrepreneurship by providing insights into the knowledge assimilation processes employed by rapidly internationalising SMEs to manage the tensions between the need for greater formality to be efficient at learning, and informality to enable speedy decision making.

In order to respond to the call for a broader perspective on the internationalization of entrepreneurial firms, this study aims to bring the business model concept to the context of international entrepreneurship, with special emphasis on the notion of value formation and value exchange at company interfaces.

This is a cross‐case study based on qualitative data from business model workshops with key company informants in each case firm.

The findings of the study indicate that, although the business models of firms with comparable positions may appear similar, there are fine‐grained differences both in their activities and in their value formation. In addition, the data collection workshops revealed that firms tend to neglect the inspection of their incentives to their partners, as they concentrate on value formation to end‐customers.

From the managerial point of view, the study shows how the managers of international entrepreneurial firms may describe and analyze their business model, including the whole value chain, systematically from the perspective of value exchange. Firms may gain insights from examining the business models of similar organizations.

Even though the role of the business model has also been discussed in previous studies, it has not been so explicitly pronounced in the domain of international entrepreneurship. The paper contributes to previous business model conceptualizations by adding the notion of value exchange at the company interfaces.

The relevance of the planning approach for innovative and for young entrepreneurial firms had been subject to debate. It has been argued that planning dampens the realisation of entrepreneurial vision. This study examines the enacted strategy approaches of entrepreneurs who had studied on a Graduate Enterprise programme that aimed to help them to start a business. The approaches they used to strategy formation were compared to the planning approach that had been emphasised to them seven to 12 years earlier. Data were gathered through non‐directive interviews, and were analysed using survey and case study methods. The formation of strategy by these entrepreneurs relied more on emergent than planning approaches, but some elements of the planning approach were strongly associated with growth. Some key resources were essential for the firms and their strategy formation processes. These were key personal relationships, with whom and through whom the entrepreneurs found ways of enacting their visions – the essence of their strategy process. Implications for curriculum and course development are given.

This paper aims to present preliminary findings regarding the types of adaptations made to dialectical behavior therapy (DBT) and their effectiveness in working with a population who have both intellectual disabilities and mental illnesses.

A pilot study conducted with adolescent clients in a day treatment program was completed in an effort to determine the effectiveness of dialectical behavior therapy for special populations (DBT‐SP). The study utilized all three components of DBT, in addition to the normal milieu management techniques. As such, clients received DBT‐SP focused individual therapy, skills training groups using the DBT‐SP skills training manual, and the whole treatment team staff participated in a DBT‐SP supervision/consultation group. Observations of client behavior by staff, client outcome when leaving the program, and daily diary card information was collected.

Although there are a number of issues that must be addressed when providing psychotherapy to individuals with intellectual disabilities and mental illnesses, many psychotherapeutic techniques are effective if they are suitably modified (Bütz et al., 2000; Nezu and Nezu, 1994) as has been found with DBT‐SP.

As with most pilot studies, there are many limitations to the data. While each client serves as his/her own control, there is no random control group as all the youths receive DBT‐SP. Further, DBT‐SP is used in conjunction with other techniques and the study lacks the ability to control for any additional factors in the students' environment that may influence their behavior. In addition, clients enter and leave the program at different times, and so the data gathered can be hard to interpret. Thus, far, the data are suggestive, but not conclusive, regarding the effectiveness of DBT‐SP.

The information in this paper will be useful to therapists providing treatment to clients with intellectual disabilities and mental illnesses.

Drawing on the dynamic capabilities perspective and the resource‐based view (RBV) of the firm, this paper seeks to further understanding of international new ventures (INVs) operating in a traditional low technology sector – an understudied context in international entrepreneurship.

Exploratory research merited qualitative research as the chosen methodology. Multiple case study design and critical incident technique were the main qualitative techniques employed.

The case entrepreneurs' objective and subjective capabilities emerge as a critical key resource for strategically managing and developing the dynamic capabilities of the firm in areas of research and development (R&D), logistics and production. The firms' capability to adapt and renew themselves through product diversification strategies was also critical for sustainable competitive advantage in a highly turbulent and competitive sector of seafood.

The study is sector‐specific and, while the sample size is small, findings are consistent. The paper presents a conceptual research framework for exploring further dynamic capabilities theory across diverse empirical high and low‐tech industry contexts.

Low technology sectors are considered a “forgotten sector” of innovation policies in small‐developed economies. Findings from this study identify a number of important implications of relevance to policy‐makers and managers.

This study contributes to the knowledge and understanding of how INVs in traditionally low‐tech sectors develop competitive advantage on international markets. The study presents an entrepreneurial perspective to the dynamic capabilities theory of the firm and presents a conceptual research framework to further understanding on INVs.

The paper seeks to identify the quality characteristics of critical action research and action research theses compared to traditional research thesis writing.

Drawing on the literature and the authors' experience with supervising and examining action research theses, the paper identifies key problem areas in the literature and suggests effective strategies for meeting these challenges and avoiding pitfalls through reflective practice and questioning insight. The paper includes sets of crucial questions for higher degree students to address.

The paper presents definitions of and checklists for quality action research, a quality thesis, and a quality action research thesis. It also presents two conceptual models that illustrate the differences between the “research” and thesis “writing” activities and processes in general, and the collaborative core action research in the fieldwork and the critical action research thesis that needs to be the candidate's independent contribution to knowledge in theory and practice.

The definitions, checklists and conceptual models will be useful to postgraduates, supervisors and examiners of action research theses, because they clarify for them the similarities and differences between a traditional thesis in the social sciences and a thesis by action research.