ORCID Profile
0000-0001-6338-3123
Current Organisation
Deakin University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Informa UK Limited
Date: 02-09-2015
Publisher: Emerald
Date: 04-05-2012
DOI: 10.1108/09513571211225079
Abstract: This paper seeks to extend the development of the historical accounting research agenda further into the area of popular culture. The work examines the discourses that surrounded the drinking of alcohol in nineteenth century Britain and explores how an accounting failure disrupted the tension between the two established competing discourses, leading to a significant impact on UK drinking culture at the end of the nineteenth century. The paper employs both primary and secondary sources. Secondary sources are used to develop the main themes of the discourses deployed by the temperance societies and the whisky companies. Primary sources derived from the contemporary press are employed, as necessary, in support. The paper demonstrates that accounting, although it may not be central to a discourse or other social structure, can still have a profound impact upon cultural practices. The potential for research into culture and accounting should not therefore be dismissed if no immediate or concrete relationship between culture and accounting can be determined. Further support is provided for studies that seek to expand the accounting research agenda into new territories. The study of popular culture is relatively novel in accounting research. This paper seeks to add to this research by exploring an area of cultural activity that has hitherto been neglected by researchers, i.e. by exploring how an accounting incident impacted upon the historical consumption of Scotch whisky in the UK.
Publisher: Wiley
Date: 19-01-2011
Publisher: Elsevier BV
Date: 09-2020
Publisher: Inderscience Publishers
Date: 2002
Publisher: Informa UK Limited
Date: 03-04-2022
Publisher: Wiley
Date: 18-05-2021
DOI: 10.1111/BJET.13113
Abstract: This paper presents a reflexive analysis of how university educators experience the shift to increasing online teaching in 2019. We explore what it means to be an online educator in contemporary higher education and aim to raise questions about how we approach online education and understand ourselves as educators, informed by a sociomaterial lens. The research utilised collaborative autoethnography (CAE) to facilitate meaning‐making and uncover complex perspectives through collaboration and conversation. This enabled us to question what we as educators were losing and what we were gaining as a consequence of shifting to more online modes of teaching via university mandated platforms and processes. Through this methodology, various themes emerged: the role of corporeality how we constructed ourselves through texts how others materialised us in virtual spaces the experience of online time and our transforming practices and identities. This paper provides a snapshot of a significant cultural milieu in academia as we were afforded time to engage in reflexive practice about teaching online just as the academic world was abruptly mandated to shift almost wholly online. It also provides unique insights into the significance of understanding ourselves as both embodied and social, and the importance of community within academia. What is already known about this topic Higher education's shift online, both before and during COVID, has had a substantial effect on university staff, including discomfort and loss of agency. What this paper adds Considering the material and embodied is important in online education, particularly because it can be taken‐for‐granted and hence overlooked. Feelings of disconnection can result from the inevitable gap between how educators represent themselves online and how others perceive (“materialise”) them online. Experiencing a lack of connection with online students provides the opportunity to question assumptions about student experiences and develop more nuanced online teaching practice. Teaching requires some kind of reconciliation between the linear time as laid out in learning design and the not‐yet‐here/always‐there time of online learning. Implications for practice and/or policy Attention must continue to be paid to the experiences of educators as even experienced ones find teaching online disturbs identities and practices. Collegially sharing virtual spaces may assist university educators in making sense of the shifts demanded by online teaching and allow more active modelling of meaning‐making processes for students. Teaching may benefit from deliberate consideration of developing online personas and reflection on how to accommodate them within academic professional identities.
Publisher: Emerald
Date: 07-04-2015
Abstract: – Work-life balance (WLB) is an issue of focus for organisations and in iduals because in iduals benefit from having better health and wellbeing when they have WLB and this, in turn, impacts on organisational productivity and performance. The purpose of this paper is to explore relevant WLB factors contributing to employee health and wellbeing, and to understand the interactive effects of in idual WLB strategies and organisational WLB policies rogrammes on improving employee health and wellbeing. – Using the data collected from 700 employees located in Queensland, Australia, multiple regression analysis was conducted to examine the variables related to in idual WLB strategies and organisational WLB programmes. Several multiple regression models were used to evaluate interrelated relationships among these variables and their combined effects on employee health and wellbeing. – The authors found that employees exercising their own WLB strategies showed better health conditions and wellbeing that those who do not they were also more capable of achieving WLB. Both availability and usage of organisational WLB programmes were found to help employees reduce their stress levels, but interestingly to have no direct association with WLB and employee health. Several control variables such as age, working hours, education level and household incomes were found to have moderate effects on employee health and wellbeing. – Employee health and wellbeing are determined by multiple factors. In distinguishing from prior research in this field, this study discovers an important interface between in idual WLB strategies and organisational provision of WLB policies rogrammes supplemented by several exogenous factors in addressing overall employee health and wellbeing. The results have implications for organisational delivery of WLB policies and other human resource management practices to support employees.
Publisher: Informa UK Limited
Date: 03-2013
Publisher: Wiley
Date: 08-10-2014
DOI: 10.1111/FAAM.12042
No related grants have been discovered for Simona Scarparo.