title: Integrated reporting in Sri Lankan PLCs

authors: Attanayake Mudiyanselage, Ishara Lakshan

subjects: Integrated Reporting (IR)

abstract: This thesis focuses on the Integrated Reporting (IR) adoption decision by Sri Lankan Public Listed Companies (PLCs) from different perspectives. The thesis adopts an institutional theory with special reference to institutional isomorphism and institutional entrepreneurs as a theoretical framework for describing and analysing how external and internal forces drive Sri Lankan PLCs towards the adoption of IR. The thesis also identifies the expected benefits of adopting IR through an institutional theoretical lens. Subsequently, the thesis recognises the challenges faced by Sri Lankan PLCs during IR implementation. 
This thesis identifies the determination of materiality levels for non-financial information in the integrated reports of the sample companies including; interviewees’ perception of materiality level, managers’ awareness about the difficulty of determining materiality, techniques used by the sample companies to determine materiality levels, participants in the materiality determination decision and available guidance to determine materiality. 
The International Integrated Reporting Council (IIRC) provides the challenging question to integrated report preparers: “Where does the organisation want to go and how does it get there?” This thesis provides empirical evidence for this question by identifying the extent of future-oriented predictions, the risk inherent in future-oriented predictions and the mechanisms used by the sample companies to manage the risk of predictions in integrated reports. Finally, the expected benefits as specified by the IIRC and the literature are used as a basis against which the perceptions of the interviewees and the individual company’s integrated annual reports (IARs) are assessed.
A qualitative method approach was adopted to answer the research questions. Qualitative semi-structured interviews were conducted with 55 interviewees (who were involved in the IR process) from 12 sample companies (who were practicing IR at different levels). Fourteen annual reports (ARs) before IR adoption and 50 IARs after IR adoption from the sample companies were examined. Qualitative data were analysed thematically. NVivo software was used to organise and manage the qualitative data. 
Findings revealed three types of isomorphic forces (coercive, mimetic and normative) that collectively act to influence the decision to adopt IR by the Sri Lankan PLCs. Of the 55 interviewees, one clear example of institutional entrepreneurship was identified. A path-creating/path-changing individual introduced IR into the company in 2010/11 before the IIRC introduced the consultation draft of the international IR framework.
As early adopters of IR, the sample companies have experienced several challenges during the IR implementation period. Due to newness, lack of experience, lack of research and a lack of clarity in IR guidance, the knowledge the first movers have of IR (including implementation and practical requirements) is limited. There were several challenges with the IIRC guidelines: inadequate guidelines, confusion, understanding the framework and its requirements, business model, connectivity and making a concise report. There were several challenges from employees’ perspectives; lack of knowledge and expertise, changing employees’ mindset in favour of IR, obtaining the support of top management and burden for employees. Lack of proper information systems, lack of communication and coordination among different business units, and a lack of support from other divisions were the internal challenges faced during IR implementation.
All the sample companies placed a high importance on the concept of materiality for non-financial information. While most of the companies used only the GRI guidelines, a few interviewees indicated the use of both IIRC and GRI guidelines to determine materiality levels. The companies used different methodologies to determine materiality levels for non-financial information. Methodologies were based on value creation, investor requirements/stakeholder analysis, relationship with KPIs/strategy, the usefulness of information for decisions, judgments, impact on stakeholders, and benchmarking. In some instances, companies used a combination of two or more techniques in the materiality level determination process. Most of these methods are consistent with IIRC criterion for materiality determination for non-financial information.
The interviewees used preventive and continuing measures to mitigate the risk of making predictions about the future. The interviewees were more prepared to understate future performance predictions than to disclose the growth potential sought by management. They applied some measures to mitigate the risk of not achieving forecasts. These measures are listed under seven themes. However, most of the measures cause to deviate the IIRC objectives of disclosing future-oriented information in integrated reports and hinder the usefulness of information for informed decisions by stakeholders.  The need to reduce risk and make predictions as accurately and realistically as possible is recognised. Another strategy to reduce the likelihood of a negative outcome is to be conservative in predictions, possibly rendering the disclosure less useful. The predictions are not likely to present the best reflection of the future direction of the companies. Another strategy is the incorporation of these predictions in the companies’ strategic planning process. Integration of financial predictions with non-financial predictions is also applied. Integrated reporting impacted each organisation’s risk management process. There was an increase in the frequency of monitoring, and special internal risk assessment procedures were introduced.
The interview findings and analysis of the IARs provide evidence that the sample companies achieved a substantial number of benefits, particularly from external reporting perspectives. The companies achieved benefits at varying degrees according to the IIRC (2011) categorisation: better alignment of reported information with investor needs, availability of more accurate non-financial information, enhanced risk management, greater engagement with investors and other stakeholders, and lower reputational risk. Engagement with stakeholders improved.  However, no evidence was found in support of higher levels of trust with key stakeholders, except from one company. Only a few of the sample companies achieved the following benefits: better resource allocation decisions, better identification of opportunities, an integrated corporate culture, and greater collaboration across different functions within the company. 
The thesis contributes to the emerging field of integrated reporting from multiple perspectives. It provides directions and insights for companies practicing IR, companies considering adopting IR, policymakers, accounting and non-accounting bodies.  This thesis assists understanding of the IR phenomenon and provides an appreciation of the achieved benefits and implementation issues as well as the challenges IR implementers face during the adoption period.

text: Integrated reporting in Sri Lankan PLCs This thesis focuses on the Integrated Reporting (IR) adoption decision by Sri Lankan Public Listed Companies (PLCs) from different perspectives. The thesis adopts an institutional theory with special reference to institutional isomorphism and institutional entrepreneurs as a theoretical framework for describing and analysing how external and internal forces drive Sri Lankan PLCs towards the adoption of IR. The thesis also identifies the expected benefits of adopting IR through an institutional theoretical lens. Subsequently, the thesis recognises the challenges faced by Sri Lankan PLCs during IR implementation. 
This thesis identifies the determination of materiality levels for non-financial information in the integrated reports of the sample companies including; interviewees’ perception of materiality level, managers’ awareness about the difficulty of determining materiality, techniques used by the sample companies to determine materiality levels, participants in the materiality determination decision and available guidance to determine materiality. 
The International Integrated Reporting Council (IIRC) provides the challenging question to integrated report preparers: “Where does the organisation want to go and how does it get there?” This thesis provides empirical evidence for this question by identifying the extent of future-oriented predictions, the risk inherent in future-oriented predictions and the mechanisms used by the sample companies to manage the risk of predictions in integrated reports. Finally, the expected benefits as specified by the IIRC and the literature are used as a basis against which the perceptions of the interviewees and the individual company’s integrated annual reports (IARs) are assessed.
A qualitative method approach was adopted to answer the research questions. Qualitative semi-structured interviews were conducted with 55 interviewees (who were involved in the IR process) from 12 sample companies (who were practicing IR at different levels). Fourteen annual reports (ARs) before IR adoption and 50 IARs after IR adoption from the sample companies were examined. Qualitative data were analysed thematically. NVivo software was used to organise and manage the qualitative data. 
Findings revealed three types of isomorphic forces (coercive, mimetic and normative) that collectively act to influence the decision to adopt IR by the Sri Lankan PLCs. Of the 55 interviewees, one clear example of institutional entrepreneurship was identified. A path-creating/path-changing individual introduced IR into the company in 2010/11 before the IIRC introduced the consultation draft of the international IR framework.
As early adopters of IR, the sample companies have experienced several challenges during the IR implementation period. Due to newness, lack of experience, lack of research and a lack of clarity in IR guidance, the knowledge the first movers have of IR (including implementation and practical requirements) is limited. There were several challenges with the IIRC guidelines: inadequate guidelines, confusion, understanding the framework and its requirements, business model, connectivity and making a concise report. There were several challenges from employees’ perspectives; lack of knowledge and expertise, changing employees’ mindset in favour of IR, obtaining the support of top management and burden for employees. Lack of proper information systems, lack of communication and coordination among different business units, and a lack of support from other divisions were the internal challenges faced during IR implementation.
All the sample companies placed a high importance on the concept of materiality for non-financial information. While most of the companies used only the GRI guidelines, a few interviewees indicated the use of both IIRC and GRI guidelines to determine materiality levels. The companies used different methodologies to determine materiality levels for non-financial information. Methodologies were based on value creation, investor requirements/stakeholder analysis, relationship with KPIs/strategy, the usefulness of information for decisions, judgments, impact on stakeholders, and benchmarking. In some instances, companies used a combination of two or more techniques in the materiality level determination process. Most of these methods are consistent with IIRC criterion for materiality determination for non-financial information.
The interviewees used preventive and continuing measures to mitigate the risk of making predictions about the future. The interviewees were more prepared to understate future performance predictions than to disclose the growth potential sought by management. They applied some measures to mitigate the risk of not achieving forecasts. These measures are listed under seven themes. However, most of the measures cause to deviate the IIRC objectives of disclosing future-oriented information in integrated reports and hinder the usefulness of information for informed decisions by stakeholders.  The need to reduce risk and make predictions as accurately and realistically as possible is recognised. Another strategy to reduce the likelihood of a negative outcome is to be conservative in predictions, possibly rendering the disclosure less useful. The predictions are not likely to present the best reflection of the future direction of the companies. Another strategy is the incorporation of these predictions in the companies’ strategic planning process. Integration of financial predictions with non-financial predictions is also applied. Integrated reporting impacted each organisation’s risk management process. There was an increase in the frequency of monitoring, and special internal risk assessment procedures were introduced.
The interview findings and analysis of the IARs provide evidence that the sample companies achieved a substantial number of benefits, particularly from external reporting perspectives. The companies achieved benefits at varying degrees according to the IIRC (2011) categorisation: better alignment of reported information with investor needs, availability of more accurate non-financial information, enhanced risk management, greater engagement with investors and other stakeholders, and lower reputational risk. Engagement with stakeholders improved.  However, no evidence was found in support of higher levels of trust with key stakeholders, except from one company. Only a few of the sample companies achieved the following benefits: better resource allocation decisions, better identification of opportunities, an integrated corporate culture, and greater collaboration across different functions within the company. 
The thesis contributes to the emerging field of integrated reporting from multiple perspectives. It provides directions and insights for companies practicing IR, companies considering adopting IR, policymakers, accounting and non-accounting bodies.  This thesis assists understanding of the IR phenomenon and provides an appreciation of the achieved benefits and implementation issues as well as the challenges IR implementers face during the adoption period.

year: 2018

title: International Posture, L2 Motivation, and L2 Proficiency among South Korean Tertiary EFL Learners

authors: Courtney, Matthew Gordon Ray

subjects: International posture

abstract: Today, English is spoken by more non-native speakers than native speakers; current estimates by Graddol (2007) indicate five to one. With this transformation English has become the international language of business and intercultural communication. The emergence of English as Lingua Franca is apparent in Korean society where English plays a defining role in educational, career, social, cultural, and economic domains. Despite such inextricable links the acquisition of English in Korea has not been successful. This study examines the relationship between Korean university students' International Posture or  non-ethnocentric attitude  (Yashima, 2002, p. 57) and their L2 (Second Language) Learning Motivation, and L2 Proficiency in English, first described by Yashima (2002) in her study of Japanese EFL (English as a Foreign Language) tertiary students. The methodology used in this thesis was quantitative as it employed Likert scales in order to elicit students' International Posture, and L2 Motivation, and obtained L2 Proficiency from percentile grades in the TOEIC exam. With the use of path analysis software, AMOS 7, data from 118 university freshman (majoring in English literature) from Hannam University, South Korea were analyzed in order examine the relationship between International Posture, L2 Learning Motivation, and L2 Proficiency among South Korean EFL students. The results indicated a significant and very strong relationship between International Posture and L2 Learning Motivation and a significant and moderate relationship between L2 Learning Motivation and overall L2 Proficiency. The findings of the study conclude that EFL learner motivation can be understood by an agglomeration of integrative and instrumental motivational orientations. The findings in this study also suggest that the tendency for Korean EFL learners to approach, rather than avoid, interaction with people of different cultures is especially important to understanding Korean tertiary level students' attitude, motivation and performance in EFL. These findings could be implemented in the classroom by providing Korean EFL learners with safe and appropriate opportunities to interact with foreigners. Potential areas for further research include longitudinal studies (utilizing both quantitative and qualitative research methodologies) that look into the effect of EFL learner age, gender, and teaching pedagogy on International Posture, L2 Learning Motivation, and L2 Proficiency.

text: International Posture, L2 Motivation, and L2 Proficiency among South Korean Tertiary EFL Learners Today, English is spoken by more non-native speakers than native speakers; current estimates by Graddol (2007) indicate five to one. With this transformation English has become the international language of business and intercultural communication. The emergence of English as Lingua Franca is apparent in Korean society where English plays a defining role in educational, career, social, cultural, and economic domains. Despite such inextricable links the acquisition of English in Korea has not been successful. This study examines the relationship between Korean university students' International Posture or  non-ethnocentric attitude  (Yashima, 2002, p. 57) and their L2 (Second Language) Learning Motivation, and L2 Proficiency in English, first described by Yashima (2002) in her study of Japanese EFL (English as a Foreign Language) tertiary students. The methodology used in this thesis was quantitative as it employed Likert scales in order to elicit students' International Posture, and L2 Motivation, and obtained L2 Proficiency from percentile grades in the TOEIC exam. With the use of path analysis software, AMOS 7, data from 118 university freshman (majoring in English literature) from Hannam University, South Korea were analyzed in order examine the relationship between International Posture, L2 Learning Motivation, and L2 Proficiency among South Korean EFL students. The results indicated a significant and very strong relationship between International Posture and L2 Learning Motivation and a significant and moderate relationship between L2 Learning Motivation and overall L2 Proficiency. The findings of the study conclude that EFL learner motivation can be understood by an agglomeration of integrative and instrumental motivational orientations. The findings in this study also suggest that the tendency for Korean EFL learners to approach, rather than avoid, interaction with people of different cultures is especially important to understanding Korean tertiary level students' attitude, motivation and performance in EFL. These findings could be implemented in the classroom by providing Korean EFL learners with safe and appropriate opportunities to interact with foreigners. Potential areas for further research include longitudinal studies (utilizing both quantitative and qualitative research methodologies) that look into the effect of EFL learner age, gender, and teaching pedagogy on International Posture, L2 Learning Motivation, and L2 Proficiency.

year: 2008

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024