The paper analyses the current process of government accounting development in Albania using an integrated diffusion‐contingency analytical framework. This framework…
The paper analyses the current process of government accounting development in Albania using an integrated diffusion‐contingency analytical framework. This framework synthesises elements of contingency theory with theories of diffusion of innovations to provide greater insight into the organisational processes of innovation. The paper observes that the level of innovativeness of the government organisation in Albania appears to be marginally positive and that, at present, developments in government accounting are being clarified as part of the implementation phase of the innovation process.
The purpose of this paper is to utilise Williams' writings on hegemony in order to examine why and how in the last 25 years efficiency has come to dominate the public…
The purpose of this paper is to utilise Williams' writings on hegemony in order to examine why and how in the last 25 years efficiency has come to dominate the public sector and to explore the consequences of this development.
The paper employs a literature‐based analysis and critique.
Williams' model is able to explain why and how the public sector has become preoccupied with a selective version of efficiency, the significant role played by accounting, and the cultural clashes encountered in the public sector.
Williams' model could be used in a variety of settings for a variety of purposes.
Williams' writings are new to the accounting literature. The paper is novel also in that it uses Williams' writings to explain efficiency's dominance.
This chapter reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who…
This chapter reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who are studying at regional universities. Interviews with 69 successful students from low SES backgrounds and with 26 stakeholders experienced in supporting these students were carried out across six regional universities. The chapter focuses on one of the key findings to emerge from the study – the criticality of the technology use in facilitating the success of these particular equity group students. The ways in which the use of technology enables flexibility and facilitates connectedness for students are foregrounded as research-based strategies for improving practice within universities.
This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly diverse higher education environments and populations, higher education needs to move from seeing student diversity as problematic and deficit-based, to welcoming, celebrating and recognising diversity for the contributions it makes to enhancing the experience and learning outcomes for all students. The principles of Universal Design for Learning (CAST, 2011) provide a framework for high-quality university teaching and learning, as well as guidance on the multiple methods and means by which all students can be engaged and learn in ways that best suit their individual styles and needs. An inclusive approach is important pedagogically and applies to both the physical and virtual environments and spaces inhabited by students. When the design of physical environments does not incorporate universal design principles, the result is that some students can be locked out of participating in campus or university life or, for some, the energy required to participate can be substantial. With the digital education frontier expanding at an exponential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevant research and the combined experience of the authors to explore an approach to inclusive practices in higher education next generation learning spaces and beyond.
In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable…
In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships with low socioeconomic status (SES) secondary schools across the state of New South Wales. Focused on discipline-centered engagement, LINK positions pedagogic work as a vital site for the advancement of a social inclusion agenda. However, the operative logic of such programs present a distinct set of pedagogical challenges if they are to negotiate the established scholarly frameworks that resist principles of inclusion and threaten to displace and exclude the cultural knowledges, skills, and capitals of students of low SES backgrounds.
This chapter postulates a framework for productive disciplinary engagement that generates new spaces for “relational equity” (Boaler, 2008) between post-secondary institutions and outreach high schools and within diverse tertiary classrooms. It draws on three LINK learning modules designed to foster new ways of forming attachments and enhancing achievement in outreach contexts. In doing so, it describes an approach that seeks to open higher education institutions to multiple knowledges and ways of knowing (Gale & Mills, 2013) in the pursuit of what Jacques Rancière (1987, p. 2) calls “the minimal link of a thing in common.”
- Equity and diversity
- English studies
- widening participation
- social inclusion
- university-school partnerships
- low socioeconomic status (low SES) students
- first-in-family/first-generation students
- socioeducational disadvantage
- discipline-centered outreach
- sociocultural incongruence
- inclusive learning activities
- universal teaching
This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups…
This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key benefits identified are: enhanced retention rates; improved academic performance; and strengthened social networks. While the focus is on commencing students (mentees), significant positive outcomes for third-year mentors are also apparent. Internal and external challenges that may influence access to mentoring among students include shifting institutional support and roles and curriculum change. Enablers include training, clarity of purpose, strong support networks, and fostering student sense of ownership. The effect of disciplinary culture on uptake and effectiveness of mentoring is also important. Overall, the program compares well against published frameworks of successful student mentoring. Nevertheless, critical questions remain regarding the effectiveness of general versus targeted mentoring programs for students in equity groups.