title: Rethinking XML-enabled agile supply chains

authors: Ahn, Hyung Jun

subjects: agile supply chain

abstract: This paper critically discusses the use of Extensible Markup Language (XML) for agile supply chains and proposes practical guidelines and future research directions for the field. XML has been identified by many as a prominent technology for enabling electronic supply chain integration, but the adoption of it in the industry has been rather slow and limited. This paper discusses the factors that enable agility in supply chains, and explains why XML is the best candidate for facilitating such factors. Then the major XML-based integration initiatives such as ebXML, RosettaNet, and Web Services are diagnosed in terms of their pros and cons for supply chain agility, as well as the reasons for their slow diffusion. Based on the discussion, this paper proposes that: the integration efforts need to first focus on the industries that need agility; stringent business process standards are necessary; and implementation should be made much easier and more affordable for small and medium enterprises (SMEs). Further research issues are also suggested based on the discussion.

text: Rethinking XML-enabled agile supply chains This paper critically discusses the use of Extensible Markup Language (XML) for agile supply chains and proposes practical guidelines and future research directions for the field. XML has been identified by many as a prominent technology for enabling electronic supply chain integration, but the adoption of it in the industry has been rather slow and limited. This paper discusses the factors that enable agility in supply chains, and explains why XML is the best candidate for facilitating such factors. Then the major XML-based integration initiatives such as ebXML, RosettaNet, and Web Services are diagnosed in terms of their pros and cons for supply chain agility, as well as the reasons for their slow diffusion. Based on the discussion, this paper proposes that: the integration efforts need to first focus on the industries that need agility; stringent business process standards are necessary; and implementation should be made much easier and more affordable for small and medium enterprises (SMEs). Further research issues are also suggested based on the discussion.

year: 2011

title: The impact of culture on women's leadership in Vanuatu secondary schools

authors: Warsal, Daisy

subjects: Educational leadership

abstract: The government of Vanuatu ratified the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) in 1995. Following the ratification, Gender Equity in Education Policy was developed in 2005 by the Ministry of Education of Vanuatu. One of the objectives was to increase the number of women principals. However, recent statistics on women in educational leadership in Vanuatu show a decline in the number of women principals. The low percentage of women in educational leadership in the secondary schools of Vanuatu indicates that gender equity in educational leadership is still far from being achieved.

This study looks at how Vanuatu culture affects women's leadership in secondary schools and identifies ways in which women's leadership might be developed. Qualitative methods were employed to study the experiences of six women leaders and five aspiring women leaders in several Vanuatu secondary schools. The findings from the study indicate three main areas inherent in Vanuatu culture that significantly impact upon the leadership practices of the participants. The findings reveal the existence of entrenched cultural barriers in the education system, in the social structures of Vanuatu and in the attitudes of individual men, women and some students towards women leaders. These barriers, it seems, are the major impediments to women's advancement in educational leadership in Vanuatu secondary schools.

text: The impact of culture on women's leadership in Vanuatu secondary schools The government of Vanuatu ratified the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) in 1995. Following the ratification, Gender Equity in Education Policy was developed in 2005 by the Ministry of Education of Vanuatu. One of the objectives was to increase the number of women principals. However, recent statistics on women in educational leadership in Vanuatu show a decline in the number of women principals. The low percentage of women in educational leadership in the secondary schools of Vanuatu indicates that gender equity in educational leadership is still far from being achieved.

This study looks at how Vanuatu culture affects women's leadership in secondary schools and identifies ways in which women's leadership might be developed. Qualitative methods were employed to study the experiences of six women leaders and five aspiring women leaders in several Vanuatu secondary schools. The findings from the study indicate three main areas inherent in Vanuatu culture that significantly impact upon the leadership practices of the participants. The findings reveal the existence of entrenched cultural barriers in the education system, in the social structures of Vanuatu and in the attitudes of individual men, women and some students towards women leaders. These barriers, it seems, are the major impediments to women's advancement in educational leadership in Vanuatu secondary schools.

year: 2009

title: Student voice and agency for Indigenous Maori students in higher education transitions

authors: Amundsen, Diana Leigh

subjects: Social Sciences

abstract: This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

text: Student voice and agency for Indigenous Maori students in higher education transitions This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

year: 2019