Faculty of Education - Theses
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ItemA study of transformational and transactional leadership among leaders at the Rajabhat University, Thailand( 2007)The purpose of this thesis was to investigate the leadership styles and organizational culture in The Rajabhat University in Thailand as viewed from the leaders' and non-leaders' perspectives. The study examined leadership behavior based on the notions of transformational and transactional leadership. A survey research methodology was used to gather data from six departments in The Rajabhat University. A total of 96 leaders and 99 non-leaders responded to the Multifactor Leadership Questionnaire (MLQ), and 95 leaders and 101 non-leaders responded to the Organizational Description Questionnaire (ODQ). Leaders perceived their leadership styles to be transformational. Conversely, the non-leaders perceived the leadership styles of their leaders as highly transactional. These results were confirmed by the results of the organizational culture surveys both leaders and non-leaders agreed that the organizational culture were moderately transformational and highly transactional, with non-leaders viewing organizational culture as more transactional than that viewed by the leaders. Transformational leadership culture has been associated with improved organizational outcomes These findings suggest that organizations like The Rajabhat University may need to develop a more transformational leadership culture.
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ItemSchool evaluation practice in Japan : case studies of four public schools in Hiroshima( 2006)This thesis analyses and discusses recent developments in the practice of school evaluation in Japan. Such an investigation was considered to be valuable because there appeared to be little research that had elucidated how Japanese schools actually set about self-evaluation. Therefore, this thesis aimed to identify ways in which school evaluation occurs and how it can be embedded in Japanese public schools. To achieve this aim, four questions were posed to find out: (a) how evaluations are carried out in Japanese schools, specifically in the Hiroshima Prefecture; (b) how such school evaluation contributes towards school improvement; (c) what constitutes 'best evaluation practice' in the Japanese school context; and (d) how other Japanese schools can be assisted to introduce best evaluation practice. To find answers to these questions, a qualitative case study approach was used and data were collected from four Japanese public schools (two primary and two middle schools) in Hiroshima City. The four case schools were selected because they had previously participated in a pilot project of school evaluation and, therefore, were considered to be exemplary. Other information was obtained from a local education board and an educational training centre. Findings from the data analysis demonstrated that: 1. School evaluation in Hiroshima involved a form of Action Research and comprised both school-self evaluation and external evaluation; 2. Positive impacts on teachers from the evaluation experience (both individually and collectively) were considered to contribute towards an evolving process that could eventually lead to overall improvements in the quality of school education in the Prefecture; and 3. 'Best evaluation practice' in the Japanese school context comprised: (1) Systematic planning and implementation of the evaluation; (2) A clear vision and relevant goals set by school principals in relation to all school activities; (3) Involvement of all school staff in undertaking evaluation tasks; (4) School evaluation models that were instigated by schools, rather than imposed by those outside the school; (5) The prioritisation of school goals and improvement strategies; and (6) Teachers who were motivated regarding improvement. It was also suggested that there was a particular local educational culture underlying the embedding of school evaluation in Hiroshima. Such a context was regarded as one of the enabling conditions related to the advancement of school evaluation in the Prefecture. Based on these findings, the research produced some useful lessons regarding how to introduce successful evaluation so that other Japanese schools might be encouraged to evaluate their own practices.
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ItemLaying the foundations for surgical excellence: strategic alignment of questions in program evaluation( 2006)The question of how to prioritise program evaluation questions in the best way is an important issue for evaluation practice. This is because the prioritisation of evaluation questions can determine how resources are allocated to the program evaluation effort. Obviously, if critical questions are not addressed, then the information obtained may not be the most useful in terms of program improvement. In the area of Program Theory Evaluation (PTE), prioritisation of questions, emerging from a program theory, has been highlighted as a need. This thesis used case study methodology to investigate a novel method of prioritising evaluation questions in a program theory evaluation, with the intention of creating a strategically-aligned evaluation plan. The case study concerned the Basic Surgical Training (BST) program of the Royal Australasian College of Surgeon (RACS). The thesis set out first to develop the program theory for the BST program, and to construct a balanced score card (BSC) with respect to education within the RACS. Subsequently, the aim was to develop a strategically aligned evaluation plan for BST using the BSC as a quality framework of reference. Multiple data collection methods were used including document analysis, focus group interviews, and individual interviews. The findings from the data analysis were used as a basis for both the BST program theory and the BSC, termed the "RACS Education Quality Framework". The application of the BSC to the program theory then resulted in an evaluation plan for an aspect of the BST program, which was considered to be a priority by the RACS. The outcomes of this thesis illustrate the utility of this approach in prioritising evaluation questions in program theory evaluation. There are, however, a number of caveats that relate primarily to the commitment needed to develop the BSC and the complex program theory. Despite this, a number of recommendations relating to evaluation within the RACS, evaluation practice in medical education settings, and evaluation practice more widely have been made. Finally, the processes and outcomes described in the thesis provide the basis for further exploration of prioritisation of questions in program theory evaluation, and the concepts explored should have wider applicability to evaluation practice. Further work in other case settings would assist in defining the utility of this approach.
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ItemComputerised accounting systems, curriculum and business needs( 2007)Globalisation, information technology, and in particular the development of sophisticated Computerised Accounting Systems (CAS) software, have become driving forces that continue to enhance and transform business needs and practices. A review of the literature suggests that the design of current accounting curricula does not sufficiently expose students to the concepts of globalisation and technology. This study aimed to discover the extent to which existing Australian CAS curriculum models did reflect business needs. Guidance was sought from the literature and from academics' accounts of how they develop the CAS curriculum, and the perceptions of business needs of business professionals, (key knowledgeables and young gun managers), and current students with business experience were explored. The study also considered the match between the CAS curriculum offered at the university where the researcher is employed as a lecturer and business needs, through an exploration of what the cohort of current students with business experience perceived the subject to offer. A mixed-method research strategy of enquiry, using two separate methods of data collection, was used, to better understand the relationship between curricula and business needs. This approach provided numeric trends from the quantitative research and detail from the qualitative research. The study was conducted in three phases: a survey gathered data relevant to the current students with business experience and the young guns, an Internet search for appropriate subject descriptions was made and an analysis was undertaken, and interviews provided rich data as the perceptions of academics, key knowledgeables, young guns and current students with business experience were explored.. Rogers' (2003) adoption-diffusion study influenced the analysis of data gathered from the Internet search for Australian relevant subject descriptions. Academics were classified into adopter categories on the basis of innovativeness of curriculum content, and thus provided a basis for understanding the aims of their CAS curriculum, their perceived importance of business needs to the curriculum, and why a particular software became a feature of the curriculum. The data was analysed thematically and the key findings were drawn from the participants' experiences in business and at university. All participants were aware of the increasingly dominant role of CAS in business but a variety of different opinions and beliefs were presented as to the value of CAS as a part of university curricula. However, the overall view was that the academic's response must prepare students to participate in the business world, by ensuring curriculum content included learning processes, teaching practices and software offerings that would provide appropriate business solutions. The findings showed a number of impediments to future curriculum design that need to be addressed. These include academic inadequacies, pedagogical beliefs and practices related to the place of software applications in curriculum design, the need for different software solutions for different business problems, and cost factors related to the decision to introduce new technologies. Recommendations were made as to appropriate topics to include in future curriculum design. All cohorts agreed that enterprise resource planning (ERP) solutions will be the future business software solution of choice to both large and small to medium enterprise (SME) businesses, and a solution was proposed for innovative curriculum design in order to master the complexity of such applications.