Search

Purpose The purpose of this paper is to assess the overall alignment of undergraduate accounting degree programmes from all Certified Practicing Accountants Australia and Chartered Accountants Australia and New Zealand accredited higher education providers in Australia with the profession’s minimum educational expectations (MEEs).Design/methodology/approach The paper uses a series of quantitative and qualitative analyses to determine whether or not the content and focus of these programmes prepares students for contemporary accounting practice.Findings The results of these analyses demonstrate that most accredited undergraduate accounting degrees in Australia are largely unaligned with the profession’s expectations, with 18 (out of 57) degree programmes showing no overlap between their learning outcomes and the profession’s MEEs. In addition, only two (out of 57) programmes are shown to address all of the profession’s minimum expectations. A subsequent analysis of the focus and structure of the evaluated degree-level learning outcomes revealed additional inconsistencies between the interpretation of individual MEEs by the profession and the higher education sector.Originality/value This paper demonstrates that accredited undergraduate degrees are predominantly unable to prepare students for entry into the accounting profession, and that the prior efforts to align accounting curricula with the profession’s needs and expectation have thus far been largely unsuccessful. The findings of this paper are relevant for higher education providers and the accounting profession because they reflect the current level of alignment between the content and focus of undergraduate accounting education and the profession’s expectations. In addition, the findings of this paper highlight that the current accreditation process of the professional accounting bodies in Australia does not generate the desired alignment between academia and accounting practice. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the status of university accelerators (UAs) in Australia, expanding a similar paper on related entrepreneurship education (EE) in 2019. The aim is to review neoteric global best practice UA, aligning context and specific inference to the impact of UAs in Australia. Design/methodology/approach: The authors introduce an iterative and emergent inquiry into multi-method research, including a quantitative examination of Australian UAs, Leximancer algorithmic analyses of entrepreneurial strategic intent and narratives from best practice applications. Findings: The paper highlights the sparse and inconsistent distribution across UAs in Australia, further characterized by significant symbolic motives of operation. Furthermore, the integration of EE evidenced on global UA is not as evident in Australia, highlighting outcomes more specific to the success of nascent (student) startups as opposed to educational outcomes. Research limitations/implications: Limitations include the availability and accuracy of online documents and data, although implications have been mitigated using multi-method research design. Practical implications: Despite the provision of critical grounding for practitioners and researchers in developing UAs, further research is recommended regarding the efficacy and impact of these accelerators. Originality/value: This study is the first multi-methods emergent inquiry into UAs in Australia, coupled with integration of EE. The authors provide guidelines and inferences for researchers, educators, policymakers and practitioners alike as they seek to explore and act upon the impact of UAs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the approaches to education and training adopted by manufacturing organisations to identify and develop a set of learning principles for the successful transition to Industry 4.0. Design/methodology/approach: A case study of a manufacturing ecosystem in Queensland, Australia was undertaken, that included semi-structured interviews with a total sample of 22 manufacturing industry representatives, an analysis of secondary data including organisational documents and government reports, and embedded cases of two manufacturing organisations. Findings: Manufacturers successfully transitioning to Industry 4.0 are distinguished by a culture which values learning, management development to understand and lead innovation, experimental learning on the job and strong links to education and training providers through internships and upskilling pathways. These four principles inform approaches to creating tailored training solutions that respond to the unique needs of diverse manufacturing organisations. Research limitations/implications: The two case studies describe exemplary high performing companies only and not companies at earlier stages of adopting Industry 4.0. Therefore, future research could include a broader spectrum of companies across the adoption spectrum. Nevertheless, considered as a study of a total manufacturing ecosystem, there is strong alignment of views of government, industry, union and education stakeholders regarding the key factors of transition to Industry 4.0. Practical implications: There is a strong need for leaders of manufacturing organisations to enable a broad strategy of capability development beyond simple acquisition of new technologies. Detailed consideration and resourcing of on-the-job training and experimentation, talent attraction through innovation workplace cultures and strong relationships with education providers are important. Social implications: Given that Industry 4.0 technologies such as robotics and AI are now rapidly diffusing into other industry sectors, the research has broader implications for education and training for the future of work. These technologies could produce stark differences between efficiency versus innovation-oriented adoption strategies. Whilst the former could displace workers, the latter can open pathways for upskilling, product and process innovation and cross sector employment. Originality/value: Through the ecosystem level case approach, multiple stakeholder perspectives provide triangulated insights into advanced manufacturer's education, skills and training strategies, uncovering four learning principles that underpin the approach of manufacturers successfully transitioning to Industry 4.0. The findings have practical implications for policy makers and industry bodies supporting the transition to advanced manufacturing and provide manufacturing managers with insights into successful education and skill strategies that can be adapted to specific organisational needs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to evaluate the status of entrepreneurship education (EE) in Australia, replicating and expanding a similar study in 2015. The aim is to review neoteric global best practice EE initiatives, enabling the examination and embedding of EE offerings and initiatives at all 40 higher education institutions (HEIs) in Australia. Design/methodology/approach: The authors introduce a review of prominent and recent global EE scholarship, enabling an iterative and emergent inquiry perspective aligned to inductive and nascent multi-method empirical research associated with theoretical underpinnings of symbolic and substantive management theory. Findings: This paper highlights the sparse and inconsistent distribution of EE programs and initiatives across all 40 Australian HEIs, particularly against the backdrop of rapidly expanding start-up and entrepreneurship ecosystems. Furthermore, outcomes provide best practice EE initiatives, which included staff mobility and transferability of skills. HEIs in Australia are experiencing a moderate EE boom, albeit marginally down on global EE transformation initiatives. Research limitations/implications: Limitation of the data is subject to availability and accuracy of online documents and material resources, although implications have been mitigated using multi-method research design. Practical implications: The findings provide critical grounding for researchers, practitioners and HEIs wishing to enhance EE within ever-expanding entrepreneurship ecosystems. Originality/value: This study is the first multi-methods inquiry into the status of EE in Australia, consisting of quantitative, qualitative and algorithmic methods. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach -- The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings -- There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications -- More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications -- The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value -- The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education. [ABSTRACT FROM AUTHOR]

Purpose: Work integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development. Design/methodology/approach: This study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis. Findings: The data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective. Research limitations/implications: This study contributes to theory-building within the WIL literature, international internship experiences, students' career adaptability and capital. Practical implications: Although international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study's insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs. Originality/value: This study highlights how the international internships enhanced students' globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student's confidence to enter the global labour market and seek opportunities beyond their original country of residence. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to examine the statistical evidence for the extent of employer training in Australia and analyse this information in the light of three major qualitative projects that have been undertaken into employer training since the mid-1990s. Design/methodology/approach ? The paper reports an analysis of the major statistical databases on employer training in Australia and also draws evidence from three major projects that used a case study method in their qualitative phases. Findings ? The paper finds that assumptions about low levels of employer training expenditure in Australia are not supported by the available statistical data. The three qualitative projects examined also support the conclusion that Australian enterprises are increasing both the quality and quality of the training they provide to their employees. Research limitations/implications ? The research projects reported in this paper were completed during the period 1994-2004. Practical implications ? The paper concludes that the research evidence supports an increasing quality and quantity of training in Australian enterprises. In recent years this increase in training activity has been partly driven by government policies aimed at making nationally recognised training more available to employers and employees. Originality/value ? The paper counters the prevailing assumptions about the quality and quality of training provided by Australian employers and shows that carefully framed government policy can have a major effect on the level of employer investment in training. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide an analytical overview of the current state of entrepreneurship education (EE) in Australia; placing emphasis on programs, curricula and entrepreneurship ecosystems. Design/methodology/approach – The authors performed a contextual review of the literature by delineating entrepreneurship education programs, the entrepreneurial ecosystem and EE learning and teaching. The review was enhanced by a systematic collection of data from higher education institutions web sites, depicting the prevailing situation of entrepreneurship programs, courses, subjects and their ecosystems. Findings – A number of interesting findings emerged from this study. From a curricular perspective, Australian universities offer 584 subjects related to entrepreneurship. This includes dominance at undergraduate level, representing 24 minors/majors and specializations in entrepreneurship. In total, 135 entrepreneurship ecosystems were identified. Research limitations/implications – This paper presents findings from university web sites and as such requires introspection to validate individual university offerings. Practical implications – The study provides the status of EE in Australia, and may guide academic and policy decision makers to further develop entrepreneurship initiatives. Originality/value – This paper provides the first analytical overview of EE in Australia and paves the way for further evaluation. [ABSTRACT FROM AUTHOR]

Purpose – The social and economic disadvantages confronted by many Indigenous Australians are well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. The purpose of this paper is to outline the design of an innovative undergraduate business degree for Indigenous students that: meets the targets set by government, produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills), addresses the employment needs of the Indigenous community and provides the building blocks for Indigenous students to enrol in post-graduate business courses. Australians is well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. This paper outlines the design of an innovative undergraduate business degree for Indigenous students that: (i) meets the targets set by government; (ii) produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills); (iii) addresses the employment needs of the Indigenous community; and (iv) provides the building blocks for Indigenous students to enrol in post-graduate business courses. Design/methodology/approach – The development of the Bachelor of Business Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. The paper outlines how the review was shaped, the innovative mode of delivery and the interdisciplinary nature of the curriculum. Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. Findings – This course provides an integrated approach to business education focusing on the professional, technical and managerial roles in business that is in such short supply in Indigenous communities. The course contextualises the study of business within an Indigenous perspective to demonstrate how Indigenous studies not only contributes to empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly. Originality/value – This paper demonstrates an integrated approach to business education focusing on the professional, technical and managerial roles in business that are in short supply in Indigenous communities. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the HRD practices of multinational enterprises (MNEs) operating in Australia to understand the value that MNEs place on investment in their human capital, particularly managerial talent.Design/methodology/approach Drawing on a representative sample of 211 MNEs operating in Australia, this paper investigates the extent (using frequencies) and determinants (using logistic regression analysis) of training and development expenditure, management development strategies, talent management and succession planning policies.Findings The findings suggest that less than 20 per cent of MNEs operating in Australia are investing over 4 per cent of their annual pay bill on training and development. Furthermore, almost a quarter of firms invest less than 1 per cent in training and development. However, most MNEs invest in their managers and those with high potential through the use of management development programmes, talent management strategies and succession planning. Interestingly, in comparison to US MNEs, Australian MNEs were less likely to use management development or talent management programmes for senior management or high performing staff.Research limitations/implications The current study is cross-sectional and represents a snapshot of MNEs’ HRD practices at one point in time. The study measured the perceptions of the most senior HR manager and did not include the views of other organisational participants. The authors suggest the need for future research studies that incorporate longitudinal research designs and the views of different organisational actors.Practical implications HR managers or HRD specialists need to develop a strong understanding of the Australian institutional context, as well as demonstrate the importance/business case for an integrative approach to HRD.Originality/value This paper fulfils an identified need to study the HRD practices of MNEs operating in Australia, particularly focusing on the value that MNEs place on their human capital. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to investigate examiner reactions to doctorate of business administration (DBA) theses at an Australian university applying Perry’s structured approach to thesis presentation, which had its origin in the marketing discipline, but is now widely applied to other business disciplines.Design/methodology/approach This paper examines 49 DBA examiner reports relating to 19 DBA theses using the structured Perry approach, with emphasis paid to comments relating to thesis structure and presentation. Only those theses that acknowledged Perry or demonstrated Perry-like characteristics were interrogated.Findings The use of Perry’s structured approach can lead to DBA theses that place excessive emphasis on description rather than practical outcomes, as should occur with a professional doctorate, and also fosters excessive repetition and scaffolding that unduly interferes with the candidate’s “story telling”. Many examiners found theses using Perry’s structured approach problematic, particularly with respect to a lack of integration with the literature and reflection on the findings in relation to previous studies.Research limitations/implications The use of Perry’s structured approach potentially acts as a further barrier to DBA theses, and other professional doctorates by extension, sufficiently differentiating themselves from PhDs. This has implications for the examination of such theses, which are sometimes viewed as lower-quality PhDs instead of professional doctorates.Originality/value Applying a traditional PhD thesis structure, such as the model advocated by Perry with its use of five chapters, to DBA theses potentially exacerbates existing professional doctorate “image” issues, thereby leading to ambiguity for examiners and the candidates themselves. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to examine the notion of designing and developing applied, industry-engaged learning environments that embrace ambiguity and uncertainty in overcoming pedagogical inertia in educating young entrepreneurs and innovators. The research reported on proposes a solution to the dual expectations of producing entrepreneurship graduates who can either hit the ground running in driving innovation for employers, or create, launch and sustain their own ventures. Design/methodology/approach |!|#8211; The research is longitudinal in nature, employing a mixed methods approach using both quantitative and qualitative instruments in measuring outcomes, along with development and validation of the proposed Create-Substantiate-Activate (CSA) scale. Findings |!|#8211; Significant triangulated evidence is provided that validates the proposed dynamic, industry-engaged learning model. The skill and capability development of the entrepreneurship students, as well as the positive impacts upon self-confidence and self-efficacy, support the approach adopted in moving beyond the business planning paradigm into rapid innovation prototyping. Research limitations/implications |!|#8211; The paper reports on one program within an undergraduate Entrepreneurship degree at one Australian university. Therefore, the suitability for adoption of the proposed model will be subject to factors germane to particular contexts. Practical implications |!|#8211; The research provides direction for designing and managing collaborative industry-engaged learning programs for students of Entrepreneurship and Innovation. Critical elements of the learning process are identified that foster contexts for producing Entrepreneurship graduates that are both highly valued by employers and capable of launching and sustaining innovative new businesses. Originality/value |!|#8211; The Innovation Fastrack Program reported on in this paper is ground-breaking in the way it engages industry, promotes rapid and deep learning contextualised by creativity, curiousity, uncertainty and volatility and in the way it fosters social interaction in dealing with real-world problems and opportunities. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to compare the performance of area-based vs individual-level measures of socioeconomic status (SES). Design/methodology/approach – Using data from the longitudinal surveys of Australian youth (LSAY), a multidimensional measure of individual SES is created. This individual measure is used to benchmark the relative usefulness of socio-economic indexes for areas (SEIFA), a geographic set of measures often used in Australia to assess the SES of individuals. Both measures are compared in terms of classification bias. The effects of using the different SES measures on participation in post-compulsory education are examined. Findings – SEIFA measures perform satisfactorily with regard to the aggregate measurement of SES. However, they perform poorly when their use is aimed at channelling resources toward disadvantaged individuals. It is at the individual level that the analysis reveals the shortcomings of area-based SES measures. Research limitations/implications – While region based measures are relatively easy to collect and utilise, we suggest that they hide significant SES heterogeneity within regional districts. Hence, the misclassification resulting from the use of regional measures to direct support for low SES groups creates a risk for resource misallocations. Originality/value – The finding that region-based measures are subject to significant misclassification has important research and policy implications. Given the increasing availability of individual-level administrative data, the paper suggests that such data be used as a substitute for geographic SES measures in categorising the SES of individuals. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to provide a reflection on the growth in qualifications available through work, over the 50 years of Education + Training. Design/methodology/approach - The approach adopted is that of providing a viewpoint, reflecting back on the availability of qualifications today compared with the 1950s. Findings - The growth in the availability of qualifications has meant that a greater proportion of the workforce now hold qualifications, and particularly that people outside traditional trades can gain work-related qualifications. The changes have advantaged those in service industries and jobs previously not regarded as skilled. They have especially assisted women and have paralleled the increased participation of women in the workforce. However the current favourable situation has some fragility. Originality/value - This paper is one of a series commissioned by the journal on its 50th anniversary. Its originality stems from the discussion of the significance of the growth of qualifications, particularly for women. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to contribute to the understanding of the development of students' skills in the context of team-based learning. Academics have heeded the call to incorporate team learning activities into the curricula, yet little is known of student perception of teamwork and whether they view it as beneficial to them and their future professional career. Further, this study presents an instructional framework to guide best practice in higher education practitioners with regard to the design of teamwork assessment. Design/methodology/approach - The paper adopts a qualitative approach utilising 190 students' reflections to examine their perception of the benefits of teamwork and whether it will contribute to their future professional work. Findings - Results indicate students perceive team-based assessment tasks require them to adopt a deep approach to learning together with a deep approach to study, as well as improving their skills in the areas of collaboration, team unity and cultural diversity. Further, the study identified a best practice approach that higher education practitioners should adopt in teamwork assessment design giving this study both national and international significance and aids fellow educators in their practices. Research limitations/implications - Because of the chosen research approach, the results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications - The paper presents important implications for those involved in the development of assessment items where objectives include the development of team skills and quality learning outcomes. The findings are vital for unit and course planning and design generally, and assessment planning, design and processes, specifically, both nationally and internationally. Originality/value - This paper fulfils an identified need to study students' perceptions of teamwork, whether they view it as beneficial to them and their future professional career, and presents a best practice approach for teamwork assessment design. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to examine the dynamics of the Doctorate of Business Administration (DBA) in Australia through the lens of a changing higher education landscape. The paper reflects on issues raised in a previous analysis of DBA programmes undertaken a decade ago, and highlights persistent challenges and emerging opportunities for professional Doctorate programmes in the Australian context. Design/methodology/approach -- Interviews were undertaken with higher degree research directors, deans of graduate schools, and DBA programme directors from all 18 Australian institutions offering the DBA in 2013. Quantitative data on enrolments, accreditation requirements, course structures; and demographics are contextualised within a qualitative view of programme purposes, student and institutional motivations, rationales and concerns. Particular focus is given to perceptions of the difference between traditional research doctorates (PhDs) and professional doctorates, especially the DBA. Findings -- In the decade from 2003 to 2013 DBA enrolments are down but enquiries are up, indicating unmet demand. There is a shift in the players, with some smaller, regional universities dramatically increasing their enrolments, and larger, traditional institutions exiting the space altogether. Significant changes in accreditation criteria have generated a perceptual shift: where DBAs previously suffered from "academic snobbery" regarding their legitimacy, this perception is being challenged by standards which require DBA equivalence with a PhD. This shift in standards has also created some confusion amongst supervisors and candidates. Originality/value -- There is limited research into the DBA award or its candidates, and academic literature is generally silent on DBA supervision. This piece of research, one of very few that specifically examine the DBA, reflects on the past decade, analyses the present context and identifies emerging issues for the delivery of DBA programmes in Australia. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the role Australian University marketing students’ cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population. Design/methodology/approach – The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students. Findings – Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort. Research limitations/implications – The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions. Practical implications – The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level. Originality/value – This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to provide description and analysis of how a traditional industry is currently using e-learning, and to identify how the potential of e-learning can be realised whilst acknowledging the technological divide between younger and older workers. Design/methodology/approach |!|#8211; An exploratory qualitative methodology was employed to analyse three key questions: How is the Australian rail industry currently using e-learning? Are there age-related issues with the current use of e-learning in the rail industry? How could e-learning be used in future to engage different generations of learners in the rail industry? Data were collected in five case organisations from across the Australian rail industry. Findings |!|#8211; Of the rail organisations interviewed, none believed they were using e-learning to its full potential. The younger, more technologically literate employees are not having their expectations met and therefore retention of younger workers has become an issue. The challenge for learning and development practitioners is balancing the preferences of an aging workforce with these younger, more |!|#34;technology-savvy|!|#34;, learners and the findings highlight some potential ways to begin addressing this balance. Practical implications |!|#8211; The findings identified the potential for organisations (even those in a traditional industry such as rail) to better utilise e-learning to attract and retain younger workers but also warns against making assumptions about technological competency based on age. Originality/value |!|#8211; Data were gathered across an industry, and thus this paper takes an industry approach to considering the potential age-related issues with e-learning and the ways it may be used to meet the needs of different generations in the workplace. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The aim of the paper is to locate the role of social and emotional support during the school-to-work transitions of apprentices, within the Australian vocational education and training context. Design/methodology/approach |!|#8211; The research reported here is based on an independent evaluation of an apprentice suicide prevention and support program. This program has been implemented in rural and regional Australia, and findings highlight the program|!|#39;s retention of key messages in the long-term (i.e. 6 months to 2 years post-completion). The work is based on both quantitative questionnaires from 119 apprentices as well as 18 face-to-face interviews. Findings |!|#8211; The research showed that apprentices|!|#39; resilience to face school-to-work transitional challenges can be enhanced by increasing knowledge of suicide risk factors and sources of social and emotional support had increased. Findings indicate that a number of apprentices had made significant changes in their lives as a result of participating in the program. While 10 per cent of apprentices identify as |!|#34;socially isolated|!|#34;, it was encouraging to note that peer support, as a result of the program, can be considered an informal referral point to formal help-provision and support. Research limitations/implications |!|#8211; While the program has been successfully applied to building and construction industry apprentices, there is overlap in school-to-work transition issues of other types of apprenticeships/traineeships; this merits consideration of wider application of apprentice support programs within the Australian vocational education sector. Originality/value |!|#8211; This paper draws together a focus on school-to-work vulnerabilities and social-emotional support (similar to that found in youth development programs) as it can be applied to the vocational education and training sector. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore non-technical skills from the perspective of Australian business graduates who had recently made the transition from higher education into full-time employment.Design/methodology/approach A mixed-methods approach was applied through the use of an online survey containing closed and open-ended questions pertaining to graduates’ perceptions of the relative importance of non-technical skills, as well as graduates’ overall confidence levels in displaying these skills within the workplace. Data were analysed and further explored through 12 follow-up qualitative semi-structured interviews by using a constant comparative approach to identify common themes and factors.Findings The study revealed that the non-technical skill of self-management was reported as the most important skill for graduates who were managing the transition from higher education into the workforce. The non-technical skills which were classified to be associated with workplace socialisation and familiarisation were rated higher than those which were classified as being related to task completion.Practical implications Graduates commencing employment within a new workplace environment can benefit from the strategies reported, which assisted with the processes of workplace socialisation and familiarisation.Originality/value Perceptions of non-technical skills, from the perspective of graduates who are managing the transition process from higher education into full-time employment remains a relatively unexplored area within existing literature. This study reveals new insights into the experiences of graduates who are likely to be engaged with the issues surrounding the disparity between the expectations of higher education, industry, and the graduates themselves. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; Career programmes within secondary school curriculum can impact on a young person|!|#39;s sense of direction and meaning in life. The purpose of this paper is to report on an evaluation that was conducted in 2009 of the careers programmes in one secondary college in the western suburbs of Melbourne. Design/methodology/approach |!|#8211; The research team utilised a multi-method approach collecting 273 surveys and undertaking both focus groups and interviews, ensuring the voices of young people were at the centre of the work. Findings |!|#8211; Innovative careers and transition programmes create opportunities for young people to plan for their future. Similarly the absence of established careers programmes can compound the disadvantage that some students experience. The findings evidence how important it is for schools to support inclusive classrooms that enable young people to make informed decisions about their career pathways. Research limitations/implications |!|#8211; The research findings were used to form a model of good practice and highlight the transformational impact of career and transition programmes for young people. The current research explores student knowledge, confidence, attitudes and perceptions while they are still at school. A longitudinal study, tracking these same young people as they progress to tertiary education and/or employment, would enable more definitive evidence on actual transitions and the actual outcomes experienced by young people. Originality/value |!|#8211; This paper is of value to the education sector as it looks to respond to the need to develop a more seamless approach to young people making successful transitions to further education and/or employment. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to examine the effectiveness of participation in workplace learning among senior secondary students in Australia. Work placements are deemed to be effective if they meet policy objectives of improving student transitions by (a) enhancing Year 12 completion rates and (b) increasing the engagement of participants in post-school work or study. Engagement is defined as full-time study, full-time work, some full-time/part-time combination, or two simultaneous part-time engagements (e.g. part-time work and part-time study). Design/methodology/approach |!|#8211; Propensity score matching is used to address selection bias into work placements. After controlling for numerous student background characteristics and creating equivalent comparison groups, we estimate the influence of participation in work placements on Year 12 completion and post-school engagement. Findings |!|#8211; It is found that participation in work placements during Year 11 is associated with a 5.2 percent increase in Year 12 completion and a 3.8 percent increase in full-time engagement one year after the modal Year 12 completion age. Research limitations/implications |!|#8211; The study is somewhat limited by its moderate sample size (n=880; 440 workplace learning participants matched with 440 comparable non-participants). Moreover, it seems likely that considerable variation exists in the quality of workplace learning programmes. It would be useful to examine what specific qualitative aspects of work placements produce positive transition outcomes. Practical implications |!|#8211; The findings suggest potential benefits from increasing participation in work placements during Year 11 for students who undertake vocational education and training in schools (VETiS) and those who are lower-achieving. Originality/value |!|#8211; Previous research has questioned the value of VETiS for Year 12 completion, and the overall benefit of Year 12 completion to lower-achieving students. This paper expands on the extant literature by suggesting that participation in workplace learning may contribute to more successful transition outcomes for lower-achieving students and those taking VET courses. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to discuss whether the availability of qualifications through work-based traineeships in Australia assists social inclusion. Design/methodology/approach – Industry case studies, of the finance and cleaning industries, were undertaken as part of a national research project on quality in traineeships. The two industry case studies were analysed to provide data on social inclusion aspects. A general discussion on the "pros" and "cons" of gaining qualifications through work, from a social inclusion point of view, is included. Findings – The industry case studies show many advantages of work-based qualifications for people who have had disadvantaged economic and social backgrounds. The study presents a model showing how work-based qualifications help to meet the twin social inclusion goals of employment and education. However in economic hard times, the need to have a job may rule out some people. Also, some doubts about quality in work-based delivery may mean that qualifications gained through work may be of lower value than those gained at least partly through formal study. Research limitations/implications – The models put forward are tentative, based on the findings in the research study that has been described and the authors' earlier research. Further research is necessary to establish the social inclusion benefits of this means of gaining qualifications. In particular longitudinal research with disadvantaged people who have gained qualifications through this route is needed to evaluate whether their completion of qualifications through employment has assisted their broader economic and social engagement, and in what ways. In addition, research is needed to compare the quality and utility of qualifications gained through work and those through education providers as a poor-quality qualification may be of limited long-term use to an individual. Practical implications – Work-based qualifications are shown to be a useful investment of public resources. The research also analyses some shortcomings of this method of gaining qualifications so that they can be addressed by employers and training providers. Social implications – The research establishes the social inclusion utility of work-based qualifications, providing insights useful for education systems and social welfare organisations. Originality/value – This is one of very few scholarly studies of the large-scale use of work-based qualifications. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to review the focus and practice of Adult and Community Education (ACE) as well as its conceptualization and delivery and to suggest parameters for an approach based on excellence, a balanced scorecard and performance to meet community needs. Design/methodology/approach – The review examines key aspects of the field of ACE and its strategic shaping, especially towards professionalization and a masculine-oriented approach portrayed through Australian tertiary ACE courses. Findings – A new understanding emerged that sees the practice of ACE in tertiary institutions already leading to the professionalization of work roles such as community educators, developers and counsellors. Through universities, ACE has embraced developments in information and communication technology and new productivity agendas without losing its caring approach. A proposed framework suggests that it is time for ACE to be transformed in the modern era, to become more systematized, to collaborate more deeply with universities and to strengthen its ability to balance a nurturing focus with a stronger masculine strategic approach. Originality/value – A new ACE game of hitting winners is being played by Australian universities engaged in the professionalization of ACE through their accredited programmes. These tertiary strategies are fusing the feminine aspects of ACE such as social connectedness and caring with the masculine characteristics of performativity, strategic policy agendas, standards and scientific approaches to quality. ACE should be fully reviewed, improved and integrated better with the new higher education performance approach. [ABSTRACT FROM AUTHOR]

Purpose - The paper seeks to provide perspectives on the job search expectations and job seeking strategies of Australian graduates, including their perceptions of University Careers Centres (UCCs). Design/methodology/approach - A total of 45 new graduates and representatives of five UCCs were interviewed. Findings - Both Australian graduates and UCCs are aware of the misalignment between graduates' high expectations and job search realities, but currently do little to proactively redress it. The study also found major inconsistencies between the viewpoints of graduates and UCCs regarding the usefulness of UCCs, as not only did most graduates not use these services, they were often completely unaware of them. This suggests that many graduates find employment based on learning through adversity and persistence rather than good career management. Research limitations/implications - The research interviewed a small number of new graduates across many disciplines. Focussed interviews from more students in specific discipline areas would be useful. Practical implications - UCCs should develop strategies for engaging students in the career seeking process early in their studies, and promote the availability and utility of their services. In addition, strategies should be developed to increase students' awareness of the realities of job and career seeking, and to develop their resilience in this area. Originality/value - The paper increases understanding of student experiences when job seeking, which can be used by universities and UCCs to better prepare students for, and support students during, this process. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The need for |!|#34;job-ready|!|#34; graduates has catalysed the development of non-technical skills in higher education institutions worldwide. Continued criticism of business school outcomes has provoked this examination of non-technical skill deficiencies in Australian business graduates. The purpose of this paper is to compare findings with existing literature on skill gaps in other developed, culturally-similar economies, underscore the generality of identified problems, and highlight to stakeholders in undergraduate education those areas requiring curricula review. Design/methodology/approach |!|#8211; In total, 211 managers/supervisors of business graduates and 156 business academics assessed the typical performance levels of Australian business graduates against a comprehensive framework of 20 skills and 45 associated workplace behaviours. Ratings were examined within and across the two samples and variations analysed by work area, business activity and business discipline. Findings |!|#8211; Some differences were detected between academic and employer skill ratings of certain workplace behaviours. Respondents agreed that although graduates are confident and proficient in certain non-technical skills, they are deficient in vital elements of the managerial skill set. There were differences in employer ratings across certain business activities and work areas but none detected in academic ratings from different business disciplines. Originality/value |!|#8211; Findings broadly align with literature from previous studies, highlighting the generality of presented skill deficiencies. The study suggests that although business schools are producing well-rounded graduates, they are overlooking the development of certain non-technical skills deemed essential in managers. This urges curricula reform and raises questions on who is responsible for developing work readiness in graduates. The implications of differing perceptions of graduate performance are discussed. [ABSTRACT FROM AUTHOR]

Purpose - The primary purpose of this paper is to compare time availability and its allocation amongst Arts students. In addition it aims to match time availability and use with informants' resource preferences and the variables of language background and residential status. Design/methodology/approach - A sample of 109 students completed quantitatively-based electronic and paper-copy surveys. Empirical data from primary informants form the basis of analysis. Findings - The paper finds that over 90 per cent of informants have non-study commitments and over half have commitments of six or more hours per week. The largest single group (35 per cent) has obligations of six to 14 hours per week. There is only a weak correlation between a higher number of commitments a lower amount of "out-of-class" time to engage with study obligations. Conversely, fewer extra-curricular obligations does not automatically lead to a higher number of hours devoted to study. Differences in resource use are small: paper copy resources are universally popular, regardless of time commitments and allocations. Non-English-speaking background and international students tend to have fewer non-study commitments and devote more time to study in general than English-speaking background and local informants. Research limitations/implications - Research covers one of full-time student informants' four units and does not elicit responses from all units studied by informants. Originality/value - While employment has been examined as a factor affecting student performance and time availability, few studies have matched time availability and declared time allocations to study. Further, time availability as a key feature of academic study is matched against variables highly relevant to today's student populations: resource mode use; language background; and residential status. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to analyse and summarise the Australian research on the impact of vocational education and training (VET) on transitions to work for young people aged 15 to 24 years. Design/methodology/approach - The methodology involved the compilation of statistics on VET participation by young people and a review of research on the topic of young people and the longer-term impact of VET on transitions into work. Research included in the review was restricted to Australian research published during or after 2005. Findings - The findings suggest that young people who participate in VET experience better employment outcomes compared to young people who do not participate in post-school education and training. However, the smoothness of the transition into work varies for young people who participate in VET programs. Programs linked to the workplace provide the most rapid and successful transitions while other VET programs, such as certificate I and II courses, often require further study at a higher level in order for students to achieve their desired job. The paper also shows that school VET programs have a particularly positive effect on transitions into work for early school leavers. Originality/value - The paper consolidates the knowledge on how VET assists young people's transitions into work. By focusing on longitudinal research, the paper enhances the understanding of the longer-term impact of VET for young people. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the paper is to examine the ways in which Australian companies can achieve high quality apprenticeship and traineeship systems in a time of labour shortage through close attention to the recruitment and development of apprentices and trainees. Design/methodology/approach - The paper is based on six qualitative case studies in a range of industries and occupational areas, carried out as part of an international project on apprenticeship. Findings - The paper finds that there are significant differences among companies in the skills and experience that they bring to the processes of recruiting and developing apprentice and trainees. Poor skills appear to lead to poor outcomes in terms of quality of apprentices and trainees while investment of skills and time leads to high quality outcomes that may significantly add value to the company. The effects of shortcomings in this area may be exacerbated in a tight labour market. Research limitations - The research in this paper is limited by the depth of the case studies which primarily rest on in-depth interviews with senior managers. The research could be extended by further case studies that include interviews with apprentices and trainees. Practical implications - The paper shows that companies employing apprentices and trainees need to be very clear about why they are employing them and the development strategies that will be put in place. The inclusion of off-the-job training at a training provider adds a safety net that is particularly important for inexperienced companies. Originality/value - The value of the paper lies in its use of detailed empirical examples to illustrate successful and less successful ways of managing apprentices and trainees. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to explore the debate surrounding quality of training as it has unfolded in Australia and how concerns about high non-completion rates have entered the debate. Design/methodology/approach - This paper bases its discussion of quality in VET training on analysis of qualitative data collected from focus groups and one-on-one interviews conducted with employers, Institutes of Tertiary and Further Education, registered training organisations, trade unions and local, State and Commonwealth government representatives located in the southeastern part of Victoria, Australia. Findings - The paper shows that throughout many parts of the world a growing concern has emerged about the quality of training for apprentices and trainees in what has become an increasingly deregulated environment dominated by private interests. In Australia, where non-completion rates can be as high as 50 percent of those who commence training, government leaders at both State and Federal levels are taking a renewed interested in understanding the relationship between quality of training and non-completion rates. The paper finds that data suggesting training quality in Australia is being threatened by fully on-the-job training, the narrowing of training skills, the loss of transferable skills and a lack of training. It argues that these factors have contributed to high rates of non-completions among apprentices and trainees and that poor regulation of quality standards, government subsidies to employers and training organisations and abuse are contributing to these quality problems. Originality/value - The paper presents useful insights into the relationship between quality in training and attrition among apprentices and trainees in regional Australia. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to share the authors' initial insights into tourism industry capacity building via flexibly delivered online skilling and knowledge sharing. Design/methodology/approach - An online research survey approach was employed, involving a sample of 64 micro tourism operators. Findings - The paper finds that the major benefits perceived by operators across the pilot region, were the time saving aspects demonstrated in the smart form concept. Operators were also drawn in by the best practise examples and direct links to the online resources to bring and keep them up to date with industry information and developments. Research limitations/implications - The data presented in this paper represent initial findings of the pilot project. The project has since been completed. Practical implications - The model used for the pilot in this paper has been adopted by the Tourism Accreditation Board of Victoria and is now being considered for national rollout across Australia. The model is a practical and replicable capacity building model for micro tourism operators anywhere. Originality/value - The paper adopts a collaborative learning network approach to micro business capacity building and training. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to evaluate a small business-mentoring project, which was delivered in regional Australia. Design/methodology/approach - This paper contains a case study of the mentoring project and focuses on the process and the outcomes of that project from different perspectives. Data collected in semi structured telephone interviews with the Project Manager and the volunteer mentors and a mail and telephone survey of the small business owner/managers who participated in the project, is used to develop a narrative about how the project unfolded and what it achieved. The case study is then examined in light of the literature on small business mentoring. Findings - The case study highlights learning through mentoring can increase self-confidence while objective outcomes such as increased sales and new jobs are less likely to be outcomes. Research limitations/implications - This paper focuses on one regional area and a single mentoring project while the research was conducted 18 months after the project finished. Evaluation is best conducted during or close to the completion of a project as the lapse in time can lead distort the participants' memory. Practical implications - The case study in this paper highlights some key features of small business mentoring programs: a structured process, mentor training, and the value of other opportunities for interaction between participants during the life of the project. These are all elements future small business mentoring programs can build upon. Originality/value - This paper will be of interest to practitioners involved in the delivery of small business training programs as well as policy makers as it provides an example of a program in operation and the outcomes of such a program. [ABSTRACT FROM AUTHOR]

Purpose – This purpose of this paper is to investigate the use of on-line training by small businesses in Australia. It explores the relationship between the owner's acceptance and use of the internet, and their current participation in training opportunities. Design/methodology/approach – A sample of small businesses which had participated in an Australian government scheme aimed at improving the participation of this business sector in training, were surveyed using a mailed questionnaire. The scheme provided training vouchers to businesses to fund training activities for the owner managers. Findings – Findings suggest that business characteristics can affect the participation in training, with those having plans more likely to engage in training. The use of the internet for training has improved accessibility for small businesses and offers some potential as a delivery medium, however, the findings also highlight the lack of e-literacy of many small business owners. Research limitations/implications – Given the increasing importance of small business in Australia, it is necessary to continuously promote and encourage the role of training and skills development for owners and their employees. This study highlights a relationship between growth and the need for training, however, acknowledges that many small business owners are reluctant to participate in skill development and training. Originality/value – This paper highlights the need for small business owners and their staff to recognise their training needs, and to have a broader understanding of the importance of their training and development needs. [ABSTRACT FROM AUTHOR]

Purpose - To explore the nature (component parts, degree structure) and purpose (intended outcomes) of the Doctor of Business Administration (DBA) degree, identifying the strengths and weaknesses of the degree as they stand presently, using Australian experience. Design/methodology/approach - A review of DBA programme offerings in Australia identified commonalities and differences in these offerings, and provided information necessary to propose strategic and theoretical implications of DBA education. Findings - The paper demonstrates areas of confusion surrounding the purpose and nature of the DBA degree, especially as a research degree in comparison to the PhD. It concludes that quality controls are needed to ensure that this growing addition to management education adds to, and aids, the goal of strengthening management research, in ways that link theoretical insights with management practice. Research limitations/implications - Theoretical and practical implications of the DBA degree are offered, as well as the extent to which the DBA addresses the educational needs of students and its benefits to the university. Practical implications - The paper provides data useful to administrators interested in establishing a DBA degree in their institution, for researchers wishing to further explore and contribute to the discourse regarding the calibre and content of DBA degrees, and for students wishing to learn more about the fundamental differences between the PhD and the DBA. Originality/value - This paper provides new information about the way the DBA degree is developing in an Australian context, and offers advice on issues that need attention in order to further ground the DBA in a combined research and practitioner ethic. [ABSTRACT FROM AUTHOR]

In Australia, as in many other countries, initiatives are constantly being developed which aim to assist school students' transition into work. One such initiative, which was introduced towards the end of the 1990s, was the introduction of school-based apprenticeships and traineeships, often referred to by the umbrella term "school-based new apprenticeships" (SBNAs). Students taking part in these programs, normally in the final two years of schooling (Years 11 and 12), combine part-time work, study towards a vocational education and training (VET) qualification, and normal attendance at school. This paper reports on the first large-scale research study of school-based apprentices and trainees, which was carried out in late 2001 through a survey of students involved in the programs. The survey was carried out in the three Australian States with the highest numbers of school-based apprentices and trainees, Queensland, Victoria and South Australia. The paper commences with a description of the nature of school-based apprenticeships and a description of their introduction and rapid growth. It then gives an overview of the young people's jobs, their learning and training, and concludes by discussing four problematic areas. [ABSTRACT FROM AUTHOR]

The article focuses on the study which analyzes and describe the views of employers of retail and hospitality industry from training and trainers. It mentions that this research project was conducted for Service Skills Australia, the Australian Industry Skills Council that oversees formal training for a range of service industries in Australia. It also discusses that the prioritised industry skills and knowledge above education skills and knowledge, a complex mixture of the two was required, which was generally felt to be lacking.

Purpose - The purpose of this paper is to overview the Backpack-to-Briefcase project which established a set of prototype career development learning strategies for Australian university career services, with the aim of contributing to their services for supporting students and graduates to make a smoother transition into graduate employment and the world-of-work. Design/methodology/approach - A case study analysis of the development and implementation of three career development learning interventions is described. These interventions include: employability skills workshops for students; career mentoring for students; and services to small and medium sized employers to support their recruitment and induction of new graduates into their worksites. Findings - The prototype interventions developed in the project extended the work of the university's Career Service. The interventions were judged as having the capacity to be readily implemented by university career services. A key outcome was the success of the graduate-induction initiative which engaged small and medium sized employers traditionally unfamiliar with or unable to enter the graduate recruitment market. Originality/value - This case study highlights the value of university career services' contributions to undergraduate preparation for the world-of-work, particularly in regional areas. Furthermore, the case study highlights the importance of inter-departmental cooperation within the university environment, and the value of university-industry collaboration toward the goal of improving graduates' transitions into the workforce, particularly in rural and regional areas. [ABSTRACT FROM AUTHOR]

The article examines whether business ethics education has a positive effect on student ethical behavior. It uses a matched-pairs design to see the responses before and after students have taken a semester-long unit in business ethics. It used ethical scenarios and analyzed both the beginning position and changes in responses for the total student group, and by gender and citizenship.

Purpose |!|#8211; The purpose of this study is to examine variables explaining students|!|#39; positive and negative experiences of groupwork and connect country of residence with the perception of generic skills development and self-reported satisfaction with groupwork. It also aims to examine the effect of prior training in groups from the perspective of Australian and Non-Australian permanent residency Business students. Design/methodology/approach |!|#8211; Respondents were 389 undergraduate and postgraduate Business students at an Australian metropolitan university. A path model was developed and analysed using partial least squares modeling. Findings |!|#8211; Students|!|#39; country of residence had a significant influence on reporting of generic skill development and experience of groupwork. Self-reported improvement in generic skills after groupwork assessment was associated with reporting of fewer negative and more positive aspects of working in groups. Research limitations/implications |!|#8211; The findings were limited by using data collected from students enrolled in one undergraduate and one postgraduate subject at the conclusion of a group assignment from one university. Future research should test the model by extending it to other universities and non-Business units. Future research should rely on a longitudinal design, where the survey is carried out at the beginning and the end of the group assessment. Practical implications |!|#8211; It is important to ensure both domestic and international students acquire generic skills through groupwork and that prior training in groupwork takes place before group assessments. Originality/value |!|#8211; The study provides empirical evidence supporting the incorporation of generic skill teaching into academic practice prior to assigning groupwork to students. [ABSTRACT FROM AUTHOR]

Undertakes a gender-comparative review and comparison of the Australian and international literature on the use, needs and awareness of government and independent sources of training and assistance for women in small business to identify whether women's needs differ from those of men and whether existing delivery mechanisms disadvantage them. Consolidates findings of research and sets an agenda for researchers, policy makers and assistance providers. The findings highlight: the potential for accountants, the most used source, to expand their role; the formulation of quality standards and accreditation for consultants engaged by government; electronic information technology systems to mitigate location and language barriers; and user-friendly training content and delivery. Future research should clearly delineate between the various sources of training and assistance; their use and usefulness; the awareness, use and needs of women; and variations over business life-cycle stages. [ABSTRACT FROM AUTHOR]

Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised semi-structured interviews with 30 small businesses about how they had learned about and implemented the GST. A case study was written about each small business' experience that were verified for their accuracy by each small business. These case studies became the data source. It was found that the small business operatives that appeared to have learned most about the GST were those who were highly engaged in the task of learning about the GST - active learners and also accessed high levels of support from localised sources. A typology comprising dimensions of support needed and engagement by small business operatives was synthesised from the findings and is discussed. [ABSTRACT FROM AUTHOR]