This paper reports one part of a broader Aboriginal Voices Project that has been undertaken by 13 Australian researchers bringing together 10 systematic reviews on Aboriginal School Education. The extent of collaboration and engagement between school and community leaders is important to influence joint decision-making and required to attain lasting change. This review investigates how leadership in both the school and community can contribute to effecting a sustained change in Aboriginal student learning and social outcomes. It also examined the impacts of school policy, governance and decision-making. Findings from the systematic review have highlighted six themes that exemplify the importance of leadership in establishing successful collaborations in Indigenous educational settings to impact positively on student social and academic outcomes.
Integral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.
PurposeThe purpose of this study is to investigate the extent to which TQM has influenced the legal system in Australia, an area seldom investigated in the quality or legal literature.Design/methodology/approachDocumentary and policy analysis of legislation, rules and rulemaking documentation based on a partial application of historical-policy analysis (HPA). Textual analysis was based on Dean and Bowen's (1994) definition of TQM and Vinni's (2007) review of new public management and Swiss (1992) “reformed TQM” concepts.FindingsAustralia's Tertiary Education Quality and Standards Agency Act of 2011 and supporting legal documents such as Guidance Notes include language reflective of TQM principles, providing evidence that present-day administrative law schemes include TQM practices and tools to undergird procedures of regulatory expectations (sometimes in the form of standards), monitoring and general operations. Oftentimes, it is the supporting legal documentation where TQM practices are found and operationalized.Research limitations/implicationsThis is a proof-of-concept research study to determine the feasibility to identify TQM concepts within the existing language of legal statutes and supporting regulatory documentation. As such this study worked out the preliminary research challenges in performing this type of analysis.Practical implicationsUnderstanding TQM's impact on legal systems expands the system's perspective of organizations that do not always factor in the influence government policy has on organizational behaviours and outlooks. More specifically, understanding TQM's influence sheds insight on regulatory requirements imposed on a sector and the normative aspects of regulatory compliance that impact the operations and strategic planning of organizations.Social implicationsThe article provides an example of how legal administrative rulemaking influences organizational operational and strategic activities to remain viable in the organization's business or industrial sector.Originality/valueThere are few research papers or literature reviews pertaining to the subject of TQM concepts embedded in laws and regulations, most of which date from the 1980s through early 2000s.
EXECUTIVE SUMMARY
This is a case study of an Australian higher education institution (HEI) using quality function deployment (QFD) to identify areas of improvement in serving and meeting the needs of international students enrolled at this university. The composite institution reflects what is currently happening at the time of this writing as part of a process of determining international student needs and ensuring that these are met while meeting academic and institutional requirements (IR
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