Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university

The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was selected, with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related to the affective commitment of university academics. More specifically, academics’ level of affective commitment was enhanced in a learning climate where they were encouraged to take risks, had plenty of time to learn new tasks and were encouraged to openly express their ideas and opinions. This study is important in a practical sense for academic managers and universities to build relationships and develop better connections with their academics.     

Information Technology and Social Transformation: GIS for Forestry Management in India

In this article, we examine an in-depth case of the introduction of geographical information systems (GIS) in the Indian forestry sector and associated social transformations. Our study is informed by Giddens's recent theoretical developments on globalizing influences at the institutional level and their interconnectedness to new trust systems and self-identity at the individual level. We examine how some elements of our case analysis are illuminated by Giddens's theoretical concepts, and also highlight some potential areas for further theoretical development. In particular, our case suggests that there are ongoing processes of stability as well as reflexivity, and we also develop the concept of trust systems to support interactions with new groups of people. Finally, our analysis notes some limitations of Giddens's ideas, especially the somewhat homogeneous form of his theory in suggesting the nature of social transformations in current times. Instead, the case emphasizes the need to examine more closely cultural and other sociocultural characteristics in particular contexts, and how they play out with global influences.     

Navigating the ambiguous policy landscape of student participation

ABSTRACT

Student participation at school is receiving heightened attention through international evidence connecting it to a range of benefits including student learning, engagement, citizenship and wellbeing, as well as to overall school improvement. Yet the notion of student participation remains an ambiguous concept, and one that challenges many deeply entrenched norms of traditional schooling.

Informed by understandings of ‘participation’ linked to the UN Convention on the Rights of the Child, this article takes the Australian state of New South Wales (NSW) as a case study to explore how student participation is currently articulated in educational policy. It reports the findings of an analysis of 142 state and federal government policy-related documents, along with qualitative interview data from nine policy personnel. The findings suggest that students are conceptualised within these policies in contradictory ways, interpretations of participation are diverse yet frequently instrumentalist, and there is little conceptual coherence across the educational policy landscape in NSW in relation to ‘student participation’. The findings are discussed in light of international interest around student participation. The analytical framework used in this analysis is proposed as a possible tool for critically examining the place and purpose of student participation at school, regardless of jurisdiction.

Abbrevations: NSW = the Australian state of New South Wales; UNCRC = United Nations Convention on the Rights of the Child; SRC = Student Representative Council