Jerome D. Donovan

University performance evaluations: what are we really measuring?

Surveying students to garner feedback on teaching and subject quality is a common occurrence in many universities globally. Despite the criticisms surrounding whether measures associated with these surveys are indeed valid, university managers continue to utilise them in key decision making. These surveys mirror business practices where measuring customer satisfaction via surveys is common. However, some argue that universities are misdirected in measuring satisfaction as a proxy for teaching quality, possibly subverting the potentially conflicting objective of student learning. Even so, both student satisfaction and student learning can be relevant performance measures. Accordingly, we have developed two robust measures of these constructs. We argue that student learning can be measured and used to provide formative feedback for improving teaching effectiveness. Alternatively, student satisfaction can be appropriate for determining whether students are ‘enjoying’ their studies, and likewise offers distinct benefits to university managers measuring performance outcomes.

Cultural context and its influence on managerial leadership in Thailand

In this paper, we explore excellence in leadership in Thailand, a nation that has strong roots in Theravada Buddhism. Summated scales and a structural model were constructed to explain the relationships between the excellences in leadership constructs. A sample frame of 401 Thai managers employed in organizations in Bangkok, North Thailand, and East Thailand participated in this research. The findings suggest that there are strong cultural factors such as non-confrontation, respect, and deference for authority mediating the perceptions of Thai managers with regards to perceptions of an excellent leader. Age and gender are also demonstrated as key differentiating factors in the perceptions of Thai managers.

Entrepreneurship and innovation: Setting an agenda for greater discipline contextualisation

Purpose – The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach – This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings – Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications – The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications – The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value – The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

Flowers in a Greenhouse: profiling excellence in leadership in Singapore

Purpose – The purpose of this paper is to examine the changing cultural values that influence the perception of managers to leadership excellence in their organisations in Singapore. Design/methodology/approach – Summated scales for the importance of excellent leader, personal qualities, managerial behaviours, organisational demands and environmental influences were developed using most of the items categorised by Selvarajah et al. (1995) and several other items rated highly in this study. A structural model was constructed to explain the relationship in excellence in leadership. Findings – In all, 249 managers, from the three main ethnic groups: Chinese, Indians and Malays participated in this research. The findings suggest that ethnic differences are not strong determinants of managerial values in organisations in Singapore. However, gender is seen as a differentiating factor in the behavioural values of Singapore managers. Research limitations/implications – This study is purely an exploratory study an...

Innovation training within the Australian advanced manufacturing industry

Innovation has emerged as a core driver for the future profitability and success of the manufacturing sector, and increasingly both governments and the private sector are examining ways to support the development of innovation capabilities within organisations. In this research, we have evaluated a government-funded innovation training course designed to improve the capacity of businesses to innovate that are operating in the Australian advanced manufacturing sector. Using a well-regarded training evaluation model we identified the parts of the innovation curriculum that tangibly impacts the approach to innovation activities by manufacturing organisations. These include, most broadly, innovation project management, intellectual propert and open/directed innovation. We also identify that skills-based learning and certain pedagogies seem best suited to achieving improvement in innovation management, specifically a workshop method of delivery, experiential learning, trainers with relevant previous experience, and takeaway tools that participants could utilise in their workplaces.

Consideration of Host Nation Laws and Regulations by Japanese MNEs

Multinational enterprises (MNEs) are key players in sustainable development. The ASEAN region represents an area of the planet of significant ecological value but hosting a large number of MNEs. Japanese MNEs are significant players in the region, with Vietnam, Thailand and Indonesia (VTI) representing the top three host nations. This study looks at how the Japanese MNEs work with sustainability related laws in VTI, and the challenges in meeting the requirements. It was found that in a majority of cases in this research, large Japanese MNEs operated at higher compliance levels than those required in the host nation. This implies that the host nation sustainability regulations could be tightened without threatening the economic benefits Japanese MNEs bring to them.

Determining what is important for sustainability: scoping processes of sustainability assessments

ABSTRACT Over recent decades, there has been a significant proliferation of types of impact assessments. While some argue that this is threatening future use of impact assessments, sustainability assessments have emerged as a potential approach to bridge these diverse approaches. This research focuses on examining sustainability assessments at the project level, looking specifically at scoping practices key to integration. Nine multinational enterprises operating within Indonesia are studied, utilising a case study methodology with semi-structured interviews with 32 respondents. Findings emphasise that while these multinationals sought to address key regulatory requirements through their scoping practices, international standards and global sustainability platforms were critical in informing the practices of these organisations. The recognition of these standards and guidelines saw them addressing a broad range of key sustainability issues; also using prescribed techniques to engage with stakeholders and identify the most critical sustainability issues to focus on in assessment. There was integration of scoping processes through different levels and across the organisations, which were generally managed by teams providing sustainability expertise, including through affiliate personnel for local contextualisation. Abbreviation AMDAL - Analisis Mengenai Dampak Lingkungan (EIA); BAPEDALDA - provincial/regional-level of the Environmental Impact Management Agency; CAQDAS – computer assisted data analysis software; CSR – corporate social responsibility; EIA – environmental impact assessment; EU – European Union; FDI – foreign direct investment; GRI – Global Reporting Initiative; ILO – International Labour Organization; MCA – multicriteria analysis; MNE – multinational enterprise; MOE - Ministry of Environment (now Ministry of Environment and Forestry); NGO – non-government organisation; OECD – Organisation for Economic Cooperation and Development; OH&S – occupational health and safety; SPPL - Letter of Statement on Environmental Management Effort; UKL – Environmental Management Effort; UN – United Nations; UNGC – United Nations Global Compact; UPL - Environmental Controlling Effort.

The development of blended-learning teaching portfolio course using TBL approach

Thisarticlewaswrittentodevelopateachingportfoliothathelpslecturersmaximizethebenefitsof blendedlearning,acombinationofin-personandonlinelearning,throughtheuseofTeam-Based Learning(TBL)teachingandlearningapproach.StudiesshowthatTBLcanprovideopportunitiesin developingteamworkcapabilitiesandenhancingactivelearning,whichareeffectsthatcouldremedy theweaknessesofimplementingblendedlearning.Ablendedteachingportfoliowasdevelopedfor anInternationalHumanResourceManagementcoursethatconsistedofacourseoverview,graduate competency,a syllabus, coursematerial resources, a teachingscenario, a readingassurance test, midterm/finalexams,studentassignments,assessmentoflearningoutcomes,andacoursequality improvementsheet.Eachitemwasconstructedbasedonthecharacteristicsofthecourse.Theportfolio wasconsideredavaluabletoolforlecturerstomanageablended-learningcoursethatcanhelpstudents inachievinghigherscoresandinmotivatingthemtoreadcoursematerialspriortoclasssessions. KEywoRDS E-learning, Face to Face, In Person, Learning Management System, Online Learning, Readiness Assurance Process, Syllabus, Team Based Learning

Entry modes as a component of international marketing strategy: a mixed-method analysis of higher education services

This chapter examines the issue of entry modes as a component of international marketing strategy in higher education. With more and more Higher Education Institutions (HEIs) establishing foreign campuses overseas as part of their international marketing strategies aimed at raising overseas brand awareness and boosting international student recruitment, this study provides a new and interesting perspective on international higher education marketing.

Enhancing the use of digital model with team-based learning approach in science teaching

This study describes the introduction of digital models and team-based learning (TBL) for teaching science; in this case, the teaching of the magnetic induction portion of a physics class. This new approach required students’ active construction of knowledge as both an individual and team. Students were asked to begin their studies through the viewing of digital models in videos through an online learning portal. Camtasia Studio was utilized in creating video contains class material and experiments along with the teacher’s audio explanation. The TBL approach was implemented as the instructional strategy during in-class sessions. A portion of the classroom time was spent ensuring that students master the class material and a vast majority of class time was used for team assignments that focused on problem-based learning and simulating complex questions that the student would face as the course developed. The utilization of digital models and TBL improved the students’ ability to learn independently and to present their ideas coherently, transforming them into more engaged, independent learners, not just in science learning but also in their overall academic experience.