This paper focuses on what happens when accountability regimes, represented in calculative planning processes, migrate onto situated, sociomaterial practices. Specifically, the article investigates what happens when the practices of results-based accountability (RBA) are translated into the social justice practices of locally-based community organizations. Based on the tenets of contemporary practice theory and a threeyear participatory action research project with community organizations in Australia, the study illustrates that performance measurement and accountability frameworks such as RBA are not technologies that peer and measure innocently and disinterestedly from a distance. Rather, RBA, as a bundle of materialdiscursive practices, is part of the performance measuring apparatus creating differences that include some things and exclude others. We articulate some of the organizing practices of social justice in a locally-based community organization, follow their translation into RBA planning practices and then return to analyse the introduction of RBA practices into the daily work of an organization. In this way, we demonstrate how situated and ongoing practices begin to unravel through intra-action with RBA boundary-making practices and its redrawn relations of accountability. project with community organizations in Australia, the study illustrates that performance measurement and accountability frameworks such as RBA are not technologies that peer and measure innocently and disinterestedly from a distance. Rather, RBA, as a bundle of material-discursive practices, is part of the performance measuring apparatus intra-acting and iteratively reconfiguring that which is included and excluded from mattering, productive of and part of what materialises. We articulate some of the organizing practices of social justice in a locally-based community organization, follow their translation into RBA planning practices and then return to analyse the introduction of RBA practices into the daily work of an organization. In this way, we demonstrate how situated and ongoing practices begin to unravel through intra-action with RBA boundary-making practices. The paper contributes to current organizational research by contesting overly simplistic, representational approaches to organizing that seek to predetermine outcomes and thereby overlook the situated and emergent character of practice.
The importance of graduate attributes is increasingly recognized internationally in higher education and by industry, government, and accrediting bodies. However, integrating the development of graduate attributes, such as critical thinking and critical reflection, has proved challenging in business education. This article demonstrates the value of constructive alignment for integrating graduate attributes into an intensive marketing course. This illustrative Australian study traces the integration of two graduate attributes from course design, through active student engagement in a range of learning activities, to various assessments of student learning outcomes using standards-based assessment criteria. The study recommends that graduate attributes are expressed as learning outcomes and aligned with assessment criteria, that students' awareness of graduate attributes and their value is developed, that relevance for students' future marketing careers is embedded into learning activities, that substantial opportunities for practice in developing generic skills is offered, that formal and informal feedback from lecturers and peers is provided, and that a programwide approach to developing and integrating graduate attributes is adopted. Finally, the implications for enhancing employability skills of new business professionals and for institutions meeting the assurance of learning standards required for business school accreditation by bodies such as Association to Advance Collegiate Schools of Business, European Quality Improvement System, and Community of European Management Schools and International Companies are considered.
This article extends debates of how organizing practices of reflexivity and collective mindfulness are encouraged and sustained for learning, critique and change. We present, in a practice-based study, a fourfold framework of anticipatory, deliberative, organizing and critically reflexive practices. Our empirical study illustrates how these multiple forms of reflexive practice can support and co-shape one another so that knowing what to do next emerges in the midst of practice. Our analysis demonstrates the value of going beyond the optical metaphor of reflection to that of critical reflexivity and the metaphor of diffraction. This approach extends understandings of reflective practice in ways that foreground entanglement, co-production and the relational qualities of practice. Diffraction encourages managers and practitioners to not only reflect on what has been done but to also map the effects of their practices and interventions. This orientation assists them to notice the impact of their actions and better understand the complexities of organized reflection-in-action.
Abstract:Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has implications for building a mentoring culture in higher education. The program which began with a pilot and has continued for five years with one hundred and twenty one participants, was conducted with mentees selecting their own mentor from a pool of mentors who volunteered to be part of the program. In the pilot program, where mentors and mentees first met as one group, some mentees reported that the process of selecting and approaching a mentor was uncomfortable and intimidating. Nine of twenty-three potential mentees did not form mentoring relationships. Analysis of subsequent program evaluation data pointed to the importance of two factors in the pairing process: personal connections and facilitation of the selection process. This study at a research-intensive university demonstrates that when the pairing process is tailored to individual mentees, they are comfortable selecting a mentor and to then develop a successful mentoring relationship.
4This work was part of an ALTC Funded Project -Facilitating staff and student engagement with graduate attribute development, assessment and standards. The project team would like to acknowledge the work of the teaching team of subject (Dr Peter Docherty & Mr Harry Tse) for their contribution to this study. AbstractSelf-assessment can be conceptualised as the involvement of students in identifying assessment criteria and standards that they can apply to their work in order to make judgements about whether they have met these criteria (Boud, 1995). It is a process that promotes student learning rather than just grade allocation. However, self-assessment does not have obvious face validity for students; and many students find that making an objective assessment of their work difficult (Lindblom-ylanne, Pihlajamak & Kotkas, 2006). Previous business education research has also found that self-assessment does not closely reflect either peer or instructor assessments (Campbell, et al., 2001).The current study aimed to explore: (a) the relationship between self-assessment grading and teacher assessment; and (b) the effect of self-assessment in engaging students with graduate attributes, in order to explore the tenets of self-assessment This process of self-assessment was investigated through application of an online assessment system, ReView, to encourage more effective self-assessment in business education. Data collected from two groups (student and teacher) demonstrated that: (1) initial self-assessment results between the teaching academics and the students' self-assessment, were significantly different with students overestimating their ability on every criterion; (2) however, the variation diminished with time to the point that there was no significant difference between the two assessments; and (3) students' awareness of the graduate attributes for their degree program increased from the beginning to the end of the subject (Note 1).
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