title: Accounting for the costs of recruiting and training

authors: Twiname, Linda J.

abstract: We investigate the investments made by accounting firms into recruiting and training new employees into entry-level positions. This includes developing a model to capture both the direct and indirect investments/ costs associated with recruitment and training. We quantify time, effort, resources, and associated opportunity costs, on entry-level recruits. The model was converted into a quantitative questionnaire and administered to accounting firms. We administered it to twelve accounting firms. The findings from this study build upon earlier studies (Bliss, 2001; Hansen, 1997; Phillips, 1990) which estimated the cost to recruit and train new employees at approximately 150% of their annual salary. Results revealed that the true investment in recruitment and training is significantly greater for the accountants in our study. On average accountants in our study invest an additional 241% of new employees’ annual salary. The findings provide insight into the true financial investments firms make during recruitment and the first year of employee training for entry-level positions. Our model is a simple tool which managers can use to quantify their investments in new employees during their first year of employment. It has proved insightful for accounting firms and has potential for use in other industries. Further, we found that generally new employees do not reach full productivity within their first year of employment. This highlights the importance for employers to retain new employees to maximise their returns on investment.

text: Accounting for the costs of recruiting and training We investigate the investments made by accounting firms into recruiting and training new employees into entry-level positions. This includes developing a model to capture both the direct and indirect investments/ costs associated with recruitment and training. We quantify time, effort, resources, and associated opportunity costs, on entry-level recruits. The model was converted into a quantitative questionnaire and administered to accounting firms. We administered it to twelve accounting firms. The findings from this study build upon earlier studies (Bliss, 2001; Hansen, 1997; Phillips, 1990) which estimated the cost to recruit and train new employees at approximately 150% of their annual salary. Results revealed that the true investment in recruitment and training is significantly greater for the accountants in our study. On average accountants in our study invest an additional 241% of new employees’ annual salary. The findings provide insight into the true financial investments firms make during recruitment and the first year of employee training for entry-level positions. Our model is a simple tool which managers can use to quantify their investments in new employees during their first year of employment. It has proved insightful for accounting firms and has potential for use in other industries. Further, we found that generally new employees do not reach full productivity within their first year of employment. This highlights the importance for employers to retain new employees to maximise their returns on investment.

year: 2011-06-27

title: Beyond lecture capture: Student-generated podcasts in teacher education

authors: Forbes, Dianne Leslie

abstract: Podcasting in higher education most often takes the form of lecture capture or “coursecasting” as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment.

text: Beyond lecture capture: Student-generated podcasts in teacher education Podcasting in higher education most often takes the form of lecture capture or “coursecasting” as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment.

year: 2015

title: Using the stars to indigenize the public sphere: Matariki over New Zealand

authors: Hardy, Anna

subjects: Arts & Humanities

abstract: As the rate of affiliation to Christian identity continues to decline in Aotearoa New Zealand (only 49 percent of the population said they were Christian in the last census), public space has become more receptive to other forms of religiosity. In particular, community rituals around the winter movements of the Matariki (Pleiades) constellation have gained support since the year 2000. For instance, the capital city, Wellington, has replaced a centuries’ old British fireworks festival, Guy Fawkes, with an enlarged version of its Matariki celebrations: an action seen as a tipping point in the incorporation of Māori spiritual values into public life. Interactions between European colonisers and Māori have been characterised for more than 250 years by tensions between the relational thinking of Māori who see human beings as both participating in and constrained by an environment resonant with divine energies, and the quantitative, hierarchical, ‘Great Chain of Being’ model that had long been dominant among Europeans. Now, when the natural environment worldwide is under strain from population and economic pressures, it seems to some both appropriate and vital to look to epistemological and spiritual models that are intimately responsive to the specificities of location.

text: Using the stars to indigenize the public sphere: Matariki over New Zealand As the rate of affiliation to Christian identity continues to decline in Aotearoa New Zealand (only 49 percent of the population said they were Christian in the last census), public space has become more receptive to other forms of religiosity. In particular, community rituals around the winter movements of the Matariki (Pleiades) constellation have gained support since the year 2000. For instance, the capital city, Wellington, has replaced a centuries’ old British fireworks festival, Guy Fawkes, with an enlarged version of its Matariki celebrations: an action seen as a tipping point in the incorporation of Māori spiritual values into public life. Interactions between European colonisers and Māori have been characterised for more than 250 years by tensions between the relational thinking of Māori who see human beings as both participating in and constrained by an environment resonant with divine energies, and the quantitative, hierarchical, ‘Great Chain of Being’ model that had long been dominant among Europeans. Now, when the natural environment worldwide is under strain from population and economic pressures, it seems to some both appropriate and vital to look to epistemological and spiritual models that are intimately responsive to the specificities of location.

year: 2019