Search results

This paper aims to contribute to the analysis concerning how inflation forecasts from different economic agents (professional forecasters and consumers) lead to varying levels of central bank credibility and how it affects the monetary policy interest rate and its expectations.

Based on the Brazilian economy data from June 2007 to May 2022, the authors provide evidence that is useful for search mechanisms that improve the conduct of monetary policy through the management of inflation expectations. The authors perform several ordinary least squares and generalized method of moments regressions inspired by the Taylor rule principle. In brief, the benchmark model considers that the monetary policy interest rate and its expectations respond to departures of inflation expectations to the target (a proxy for central bank credibility) and the level of economic activity.

The main result of the analysis is that inflation expectations from professional forecasters and consumers imply different perceptions of central bank credibility that affect the monetary policy interest rate and expectations for horizons until one year ahead.

The novelty that the authors bring from the analysis is that the authors calculate central bank credibility by taking into account the “public beliefs” of different economic agents. Furthermore, the authors analyze the effect of central bank credibility from professional forecasters and consumers on the monetary policy interest rate and its expectations.

Explores the segmentation by service marketers of the consumer market on the basis of service quality expectations. Measures consumer expectations and various quality dimensions for three commonly purchased professional and three non‐professional services. Evaluates the effect of various consumers′ demographic characteristics on service quality expectations. Concludes with a discussion of research and managerial implications.

This chapter explores the ethics of a critical vulnerability suffered by migrant health professionals (MHPs): the problem of ‘pathways to nowhere’. This problem arises from dynamic change in the processes, practices and policies governing how migrant professionals achieve accreditation, training and employment in destination countries, whereby established pathways to professional practice are unexpectedly altered or removed. The authors detail the significance of this phenomenon in Australian and Canadian contexts. Drawing on the literature on legitimate expectations and the rule of law, the authors outline the ethical stakes and responsibilities that attach to states creating and then disappointing people’s legitimate expectations, and discuss how these considerations apply to destination countries’ treatment of MHPs.

nvestigates whether career expectations of women in construction change once they begin working in the industry, in comparison to men. Focus group interviews and a literature review formed the basis for developing a survey questionnaire. The results revealed that professional women had higher expectations and were more committed to remaining in the construction industry than female students. Female students had significantly higher financial expectations than male students, while male students had significantly higher expectations in relation to the number of people they expect to supervise. Professional men were responsible for supervising significantly more people than professional women. The findings also suggest that there are fewer women in the construction industry over the age of 36 years, in comparison to men. It is recommended that this area of research should be developed further.

The aim of this paper is to identify the competency expectations for property professionals in Australia. It further discusses differences in competency expectations between property professionals who have different professional backgrounds, such as valuers or non-valuers, and property professionals who work in different sectors or different-sized companies and who have differing amounts of experience. The competencies identified in this paper include knowledge areas, skills and attributes.

This paper presents the research findings of a questionnaire survey sent to Australian Property Institute members, which aimed to gather Australian property professionals' views on the knowledge, skills and attributes required to perform their roles effectively. The percentage of the respondents who provided different choices of given answers for each of the 31 knowledge areas, 20 skills and 21 attributes was identified and discussed. The professional backgrounds of the respondents were also identified to see whether these impact on competency expectations for property professionals. Content analysis was used to analyse written comments collected in the questionnaire.

The most important categories of knowledge, skill and attribute for Australian property professionals are valuation, effective written communication and practical experience, respectively. The least important are international real estate, second language and creativity. Knowledge of rural valuation is very important in Australia, although this has not been mentioned in previous studies. Professional backgrounds have a large influence on Australian property professionals' views on knowledge requirements, but less so on skills and attributes.

The findings of this paper can be used as guidance for property professionals in their professional development plan. In addition, property course providers can use the research findings of this paper to inform their curriculum development and redesign.

This project is the first to identify the comprehensive competency expectations of property professionals as a whole in Australia. At the same time, it identifies differences in the competency expectations of property professionals who have different professional backgrounds. Similar types of study have been conducted in the UK, the USA, Hong Kong and New Zealand but not yet in Australia. An understanding of the knowledge, skills and attributes required for property professionals is important for continuing professional development, curriculum development and the redesign of relevant property courses in order to maintain performance and competitiveness in the property sector.

The architectural profession faces an increasingly complex ethical landscape. In recent decades, the ethical foundations for architecture – formally defined in professional codes of conduct and reflected in regulatory frameworks – have expanded to incorporate imperatives derived from environmental and social responsibilities. The present research examines how these expanding ethical expectations are reflected in, and supported by, recent research about architectural ethics.

Analysis is based on a systematic review of recent research (2002–2023) focussing on ethical values and associated behaviours in the architectural profession. The review identifies 37 research articles (from a starting set of 2,483 articles), which are analysed empirically and then qualitatively to draw out views around three types of ethical behaviour. The paper then discusses how these findings align thematically with the evolving ethical needs of architectural practitioners (as defined in the professional codes of ethics and conduct of the RIBA in the UK, AIA in Australia and the AIA in the USA).

While business ethics remains the focus of past research, there has been a rise in research about ethics and social and environmental factors. The content of professional codes reflects this shift, setting the conditions for architects to aspire to increased expectations of environmental and social responsibility.

This article undertakes the first systematic review of recent research about architectural ethics and its alignment with the content of contemporary professional codes. Organised thematically, recent research about ethical values and associated behaviours can offer guidance for the evolving ethical needs of architects.

This paper seeks to advance the understanding of the relevance of management accounting (MA) as a profession by examining societal role expectations of MA professionals in Australia.

The study presented in this paper is based on a questionnaire survey.

Findings of the study show that Australian MA professionals are expected to have skills in cost management, corporate social responsibility, carbon accounting, risk management, business analysis, corporate governance, and asset valuations. The demand of MA professionals exceeded the pool of MA talents in Australia. The role expectations of MA professionals from different stakeholder groups are fairly consistent.

The study adds to the immigration institution discussion by demonstrating that there are inadequate professionals in Australia with the skills and experience in MA to meet the projected demand. Australia has very little option but to fill the supply-side shortfall in the short-term with overseas MA professionals.

The study adds to the literature of the societal relevance of MA by providing evidence of an increasing demand for MA skills in Australia.

Tenders are generally considered important in auditing research and practice, and are associated with significant difficulties for the auditing profession, as well as for individual auditors in the context of client relationships. The purpose of this paper is to explore the way auditors respond to complex client expectations related to the audit tendering process.

Using a role-theory perspective, the authors analyzed 75 client evaluations of auditors, along with in-depth interviews with high-level auditors.

The authors present a theoretical framework of audit tenders that identifies different formal and informal practices auditors may employ in response to evolving client expectations that arise throughout different phases of the tendering process, and elucidate relevant conditions that may enable or impede these practices.

First, the study reveals that, in the context of auditor-client relationships, expectations cannot be considered stable, but may vary significantly throughout the tendering process. Second, the study indicates that auditors are not only determined by the formal tendering procedures, but are also influenced by their level of agency.

The framework has practical value by providing individual auditors guidance in managing their client relationships and, further, top management guidance for creating favorable conditions for auditors to meet client needs.

The findings provide a deeper and more nuanced understanding of the autonomy auditors have in responding to the contemporary pressures exerted on them.

The purpose of this paper is to validate measures of professional self-efficacy for detecting and responding to child abuse and neglect presentations, and then evaluate a clinical training programme for health professionals in a tertiary-level hospital in Vietnam.

A prospective, cohort design was used and professional self-efficacy was measured immediately prior to, and shortly after, training 116 nurses and doctors in emergency settings. Longer-term follow-up was measured six months later.

Linear mixed modelling showed that there was a statistically significant improvement in efficacy expectations for both suspected and known cases of child abuse and neglect between the pre- and post-test measures at zero and six weeks. These improvements did not persist to the six-month follow-up.

The training succeeded in improving detection and clinical response to child abuse and neglect presentations but not faith in the provision of ongoing support for children and families.

Practice change in emergency settings in Vietnam can be achieved using a sustainable theoretically driven training programme.

Building the capacity of health professionals to respond to cases of child abuse and neglect relies on the strength of the community and support services within which the hospital is located.

Measures of self-efficacy expectations and outcome expectations for responding to child abuse and neglect presentations in emergency settings in Vietnam are now validated.

The purpose of this paper is to direct attention to the intersection of external and internal accountability systems within urban schools, and the role of school leadership, especially that of the principal, in managing this intersection. In particular, the paper explores how school leaders are able to strengthen and sustain the school's internal accountability system, in pursuit of school‐defined learning improvement agenda, and at the same time respond productively to external accountability demands. The paper also seeks to identify consequences of these leaders’ efforts to navigate an often problematic set of converging demands.

This paper draws on findings from a larger multi‐case study of learning‐focused leadership in 15 schools in four urban school districts in the USA. Schools were chosen to represent those that were “making progress” (by local measures). Data were collected over 18 months, spanning two school years, from Spring 2007 to Fall 2008. Data collection included multiple site visits, semi‐structured interviews and observations of leadership activity across school and district settings, and a variety of documentary evidence.

Though working in substantially different contexts, these leaders found remarkably similar ways of crafting tools and creating occasions, from the array of external accountability demands and resources, to serve internal accountability purposes. They did so by internalizing external expectations and developing accountable practice within the school, leading through data, and modelling what it meant to learn to lead in a fully accountable way. As they did so, they reshaped the scope of instruction and the instructional improvement conversation, and also made teaching and leadership practice more public.

This paper extends discussions of school‐level accountability in two ways. First, it updates scholarship on accountability by examining school‐level responses at a time five years into the new accountability context in the USA defined by strict system‐wide expectations and mechanisms. Second, the paper demonstrates ways in which the often onerous demands of external accountability systems can be treated as a resource by school leaders and used in ways that bolster the school's capacity for accountable professional practice.