ORCID Profile
0000-0003-0112-4067
Current Organisation
University of South Australia
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: IGI Global
Date: 2018
DOI: 10.4018/978-1-5225-3153-1.CH025
Abstract: This chapter overviews the rationale and methodology underpinning the implementation of two ‘purpose written' case studies delivered within two separate undergraduate Management courses. Finding suitable pre-existing Management-related case studies for different student cohorts can be difficult and time consuming, and may only partially align with the learning objectives. Writing one's own case studies to meet the learning objectives of courses is viewed by the writers as a proactive strategy to redress this gap. It is advantageous that the case study author enables students to apply diagnostic skills in erse situations that may range from simple to complex, and to ensure that students are drawing on theoretical underpinnings from their Management coursework. This chapter further presents on how to develop in students the ability to shift from being a reactive learner to examining a case proactively through a strategic managerial lens for diagnosing and solving problems.
Publisher: IGI Global
Date: 2017
DOI: 10.4018/978-1-5225-0528-0.CH004
Abstract: This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diploma of Business pathway, as business-related programs are most common in the Australian pre-university Higher Education (HE) sector. EIBT's diplomas are deemed equivalent to the first-year of the corresponding Bachelor's degree at the partner university for ‘international' students who did not reach direct entry requirements due to their English language proficiency and/or previous academic results. While many sessional academic staff work cross-institutionally, there are few occasions for associating with fellow EIBT colleagues on a personal level and equally few to learn about the professional experiences that have contributed to their pathway teaching philosophy and/or pedagogical practice(s). The author-researchers decided to undertake a period of self-reflection and composed their own narratives to story the notable differences between teaching in a pathway school compared with mainstream university.
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: IGI Global
Date: 03-06-2022
DOI: 10.4018/978-1-6684-6315-4.CH034
Abstract: This descriptive chapter tackles the issue of ‘preventing' academic misconduct via effective assessment design. A dearth of literature is focused on ‘detecting' plagiarism, but assessment (re)design can help ‘prevent' the pervasiveness of ‘cheating' if tasks are relevant, authentic, real-world, educative, and career-focused from the outset. While contemporary society is demanding and complex, many educational assessment practices today remain unimpressively straightforward. Academic faculty are central to confronting cheating. In this chapter, the authors focus on a three-pillar system that empowers higher education institutions (HEIs) to better prevent malpractice rather than reacting to it afterwards. The aim of this chapter is to provide a descriptive investigation into why assessment is so important in the fight against academic misconduct, and a three-pillar approach to bolster assessment practices that will help minimize opportunities for students to engage in academic offences. Within this presentation are included author narratives that will help readers understand the many and varied ways tertiary-level students can challenge faculty assessment design.
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-4666-9691-4.CH002
Abstract: To meet the challenge of bridging the digital ide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally erse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.
Publisher: Springer Netherlands
Date: 2014
Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-8057-7.CH005
Abstract: To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.
Publisher: Emerald Group Publishing Limited
Date: 26-10-2016
Publisher: Emerald Publishing Limited
Date: 14-05-2018
Publisher: Emerald Publishing Limited
Date: 04-12-2020
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-7244-4.CH012
Abstract: To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.10.4018/978-1-4666-7244-4.ch012
Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-5424-0.CH007
Abstract: Supply chains provide many challenges to organizations relating to ethical practices at all levels of the supply chain in an often non-transparent environment, with different operator values through different geographic and cultural locations. Considerations are discussed relating to the link between ethics and brand success, challenges and risk issues relating to ethical supply chains, the role of partnering with others in the supply chain, and the friend or foe consideration of NGOs. The importance and value of bodies such as the UN Global Compact and ACSI to comply with sustainability standards and achieve accreditation as a double benefit strategy for being a responsible organization, as well as enhancing brand, are highlighted. The values of certification and partnership networks are emphasized, with concluding reflections on how partnerships and strength in ethical supply chain are dependent on the need to have every link in the chain be ethical and transparent.
Publisher: IGI Global
Date: 2018
DOI: 10.4018/978-1-5225-3153-1.CH012
Abstract: This chapter describes the Coglin Clothing Company (CCC), the focus of a multidisciplinary Live/Living Case Study (LCS) that was developed and introduced at the Eynesbury Institute of Business and Technology (EIBT) between 2010-2013. The LCS methodology endeavoured to address educational obstacles that had arisen from EIBT's international student population for whom it was first designed, but were typical problems of ‘business education' in general. This work begins by attending to issues such as: generalised problems of the education-experience business-related gap the benefits of integrating more than one business discipline the difficulties of handling various and conflicting sources of information and the indispensability of action learning for deeper comprehension. A LCS was integrated across eight separate courses, including one titled ‘Management Principles'. The relevant literature is presented, followed by a discussion of the value of LCSs for acculturating (international) students to ‘real-life' business scenarios.
Publisher: IGI Global
Date: 2017
DOI: 10.4018/978-1-5225-0504-4.CH008
Abstract: Living Case Studies (LCSs) in the discipline of business provide a bridge from knowledge acquisition to knowledge practice in a real world context. They offer the facilitator a knowledge to application methodology and the student a learning by doing experience, which are oftentimes lacking in business courses. The Eynesbury Institute of Business and Technology (EIBT) offers a Diploma of Business leading to either the University of Adelaide or University of South Australia's degree programs in business-related fields. From 2010-2013, EIBT introduced a simulated LCS in its Diploma of Business program to extend collaborative methods and understanding of how different business courses can work together to achieve heightened student engagement. This chapter provides an overview of the journey from planning to implementation, approaches adapted in different courses, reflections on what was learned, and future recommendations if the LCS were to be re-implemented at EIBT.
No related grants have been discovered for Janine Pierce.