Business Newsroom

La Trobe Business School

Category: News (page 1 of 10)

James Fazzino appointed as Vice Chancellor’s Fellow

At the end of last year, James Fazzino was appointed La Trobe University Vice-Chancellor’s Fellow. James is not new to La Trobe University. He is a La Trobe alumnus, holding a Bachelor of Economics (Honours) from the University. He is also currently a member of the La Trobe Business School Advisory Board, and in 2016 was appointed as an Adjunct Professor in the La Trobe Business School.

 

James Fazzino

James has had a successful career in the international chemicals industry, and has just concluded a highly successful eight-year term as Chief Executive Officer and Managing Director of Incitec Pivot Limited. He also served as the Chief Financial Officer and Finance Director at Incitec, and had senior finance roles in ICI/Orica including CFO Chemicals Group, Assistant Treasurer and Head of Investor Relations. Under his leadership, Incitec was transformed from a fertiliser company operating in two Australian states to a global diversified industrial chemicals business. It is now the world’s second largest supplier of commercial explosives, and Australia’s largest manufacturer and supplier of fertilisers. James is currently Chair of Manufacturing Australia, a CEO-led coalition of Australia’s 10 leading manufacturing companies, and is a member of the Australian Energy Market Operator’s Expert Advisory Panel.

 

In his new role, James will advise the Vice-Chancellor as well as the current and future leadership of the La Trobe Business School on the strategic directions for the School.

 

The Business School will benefit greatly from James’ expertise and experience in leading an ASX Top 50 company. He will share his experience with the next generation of leaders, and will build new industry and research links and partnerships in the School. James will teach students about the practical experience of business delivery, assist in developing a network of business practitioners to teach across the School, and will be available to mentor both staff and students.

 

James has recently been interviewed by NEST, was interviewed about his new position at LTU by Skynews and wrote an article about putting customers at the centre in the energy debate for The Australian.

Watch: What failure can teach you

This article was first published on Nest, a haven of new ideas for people who are all kinds of clever. Read the original article.

Being able to bounce back after failure, learn from your mistakes and forge ahead with resilience are vital skills both in and out of the workplace. According to one survey, 91 per cent of HR decision-makers predict that resilience will be key to employability in the next few years.

For Michelle Gallaher, La Trobe alumnus and 2017 Telstra Victorian Business Woman of the Year, failing is one of the most important things you can do. Watch our video to find out what Michelle learned from failing her first degree, and what failure can teach you.

Develop your resilience through La Trobe’s Career Ready Advantage program.

LBS alumni event a huge success!

On 25 October, La Trobe Business School welcomed Dr Fiona McKenzie from the Australian Futures Project for the school’s annual Alumni Event.

Dr Fiona McKenzie was welcomed by La Trobe Business School’s Head of School, Professor Paul Mather. Event attendees included LBS alumni, university and industry stakeholders.

In her speech, Dr Fiona McKenzie spoke about how businesses today are influenced by massive digital disruption and are taking the opportunity to expand globally. This trend has often caused businesses process transform and jobs performed by people to be redefined.

La Trobe Business School would like to thank Dr Fiona McKenzie for attending!

All LBS School’s Human Resources Degrees now AHRI accredited!

La Trobe Business School AHRI accreditation

Recently, La Trobe Business School received notification that the Master of Management Online (Human Resource Management), has officially been accredited from 2018 until 2020 by the Australian Human Resources Institute.

What does it mean to be a good HR manager?

According to AHRI, working in HR requires more than just good people skills. When evaluating a university’s course, AHRI’s National Accreditation Committee (NAC) focusses on seven key AHRI competencies for tertiary HR management courses. These are set out in their ‘HR Model of Excellence’. The competencies are based on current trends in the industry and university landscape and summarize the key aspects that drive a good HR manager. Being a good HR manager means having the following capabilities:

  1. Being business driven and having the ability to align people management with business objectives and the external environment,
  2. Setting the HR vision for the organisation and driving to success,
  3. Identifying and responding to stakeholder demands, as well as managing relationships,
  4. Building organisational capability through high performing people,
  5. Exercising influence and providing HR advice to achieve objectives,
  6. Applying expert HR knowledge to deliver value to the business,
  7. Facilitating change in response to internal and external operating environments.

AHRI accreditation is granted to eligible tertiary institutions by the organisation’s NAC, after an intensive reviewing process based on this HR Model of Excellence. Through these application procedures, the AHRI and the NAC strive to maintain a high standard for HR courses nationally and internationally.

LBS 2017 Open Day a great success!

Open Day was one of the busiest to date for La Trobe Business School

Earlier this month, La Trobe Business School opened its doors for the most successful open day to date. Through presentations and several activities, La Trobe Business School staff encouraged young and interested people to learn more about the perks of studying business, commerce, or management. Here’s three great things we took away from our Open Day presentations:

  1. We prepare you for the jobs of tomorrow, even the ones that don’t exist yet.

    Emma Sherry speaking about the LBS Business degrees

    Thanks to digital disruption, the future of work is changing. At Open Day, our Associate Professor Emma Sherry spoke to a full house about how our degrees will equip you with the skills and tools you need to adapt to new professional settings in a changing world. Through our placements and internships, we aim to put students in real organisations, meeting real people and gaining real experience. This gives students a practical and honest look into what it would be like working in their preferred field, and gives them the opportunity to build their own professional networks. For them, this often results in a job once they graduate.

  2. Prepare for working in a globalised business landscape

    Greg Jamieson speaking to students at Open Day

    Greg Jamieson, the Associate Head of La Trobe Business School, spoke about how graduates of tomorrow need to know how to navigate a more globalised landscape. We aim for our students to graduate with practical business skills, a global perspective and a detailed understanding of complex business environments and how they affect each other. Thanks to La Trobe Business School’s partnerships with prestigious universities in France, Vietnam or China, we can provide you with a learning experience that puts you right in the middle of the action, allowing you to hone your management and business skills. Our students complete an internship, practicum or travel tour, and learn through company visits and industry-led seminars. See how businesses operate all over the world, and learn from industry experts with years of experience.

  3. Be ready to work environments varying from multinational organisations to your local community


    Our Design Thinking Challenge Board was covered in ideas by the end of the day!

    Through our design thinking challenge on Open Day, we were able to show young people how a concept like innovation is multilayered and affects our lives in a range of different ways. Through a transdisciplinary degree like our Bachelor of Commerce, we teach you how to tackle multilayered problems in an appropriate way. Our degree brings together accounting, economics, finance, management and marketing students with students from arts, law, and a range of sciences, so you learn how to communicate and work effectively in multidisciplinary, multicultural teams and solve the type of complex social and commercial challenges faced by corporations and diverse communities.Our commerce students are encouraged to develop multidisciplinary skills through taking a double major or double degree. Throughout this degree, you learn how to create sustainable value in corporations and diverse communities. Through this, you also learn how to communicate your own value to future employers.

Keen to know more about our business degrees? Check out our courses.

A low ATAR doesn’t mean missing out on your dream course

If you’re reaching for the stars when it comes to finding your dream course, don’t let anything get in the way – not even an ATAR that’s lower than you’d hoped for. There are lots of options available to help get you into the course you want – you might just have to take a different road.

Each December, VCE students across the state wait anxiously to find out if all their hard work throughout high school has paid off. It doesn’t matter whether you log in online, get a text message or wait for snail mail, waiting for your ATAR results must rank as one of the most nerve-wracking experiences in a teen’s life.

And no wonder. Your ATAR is a culmination of incredibly hard work, determination and persistence. Some people are rewarded with a great result that propels them directly into their dream course at university. But for every person that gets into their desired course, there is another that has to step back, and reassess their planned career path.

Luke Scicluna works in the student recruitment team at La Trobe University, and while he recognises the benefits of getting a great ATAR score, he doesn’t see it as the be-all and end-all.

‘There’s a lot of pressure and expectation around the ATAR. I think there is merit to it when you’ve been at school for 13 years of your life, and you want to have a good send-off, but there are so many variables around ATAR. It’s totally understandable to not achieve the number you were expecting.’

While it can be incredibly deflating to miss out on the course you had set your hopes on, it’s important to have a plan B in place, well before you get your results.

What’s your plan B?

‘If you can’t get in the first instance there are other courses you can enrol in or subjects you can take which may lead you down the road toward your dream course,’ says Luke.

‘There are plenty of examples of students who might not have been able to enrol directly in the degree they were gunning for originally, but eventually find their way in.’

Changing preferences

After the VCE results and ATARs are released, you’ll have the opportunity to review your course preferences. Be sure to consider your folio presentations, feedback from interviews and any auditions, as well as your ATAR results when making changes.

You can change your preferences as many times as you like, up until the closing date. Find out all the important dates for 2017 and 2018 from the VTAC website.

What should you do if your ATAR is just a few points off your dream course? Luke suggests keeping the course as your number one preference. But if your ATAR is way off the mark, it’s time to shuffle those preferences and choose a different pathway course on your VTAC preference form instead.

It’s critical to do your research well before you submit your preferences. First of all, you need to make sure you meet all the prerequisites. Secondly, you need to check which course pathways offer the best chance to get you into the course you ultimately want.

If you need advice, talk to the experts. Luke refers to VTAC as the ‘source of truth’, and says it’s the place to get the most up-to-date information about all courses and requirements. If you need more, go to the university directly – La Trobe offers a range of different ways to connect and ask questions.

So don’t be shy. Make sure the next step is the right one for you and get an expert second opinion.

Pathway options

Pathways are like stepping-stones into your preferred course, and there’s lots of different options. The most common pathway is via a related course at your preferred university.

For example, if you missed out on a spot in physiotherapy, you can study a related course. If your marks are good – and there is a place available – you can apply to transfer across to physiotherapy in your second year of study. There are no guarantees, but these options mean the door isn’t completely closed if you don’t get in the first time.

Another popular pathway is to enrol at an alternative campus, then transfer. You’ll find that some of La Trobe’s regional campuses have equivalent courses with slightly lowered ATAR requirements.

That’s not a reflection of the quality of the course, explains Luke. ‘It just comes down to competitiveness and how many people want to get in.’ Transfers depend on your academic performance and places available in your desired course.

Even if you achieved an ATAR  that’s too low to enrol in an undergraduate degree, you have options. VET or TAFE pathways allow you to start your study in an officially recognised diploma, obtain the credit you need, and then transfer across to the course of your choice. TAFE and VET pathways also apply if you studied VCAL instead of VCE, or you don’t satisfy a prerequisite for a particular course.

‘If you achieve a good enough mark in that diploma, you may have credit officially recognised by the time you’re ready to study at La Trobe,’ explains Luke.

With so many pathway options, making your next move after receiving your ATAR can be overwhelming. That’s why it’s important to seek out as much advice as you can. While career teachers are a great resource within a school, Luke suggests future students should consider getting in touch with the university admissions team.

‘If you’re really interested in studying at La Trobe, organise a one-on-one consultation, because we have that up-to-date advice about which pathway would be best for the student.’

Book a one-on-one consultation to find out how you can get into your dream course.

This article was orginally published on NEST.

Another world ranking rise for La Trobe

La Trobe University has continued to improve its world ranking, today recording its best ever result in the respected Academic Ranking of World Universities (ARWU).

La Trobe University is now rated at 301 in the world, a leap of more than 200 places in just two years – to be Australia’s most improved university.

The record ARWU result in its 50th year places La Trobe in the top 1.4 per cent of universities globally.

The University has now cemented its position in the top 400 of all three major world university rankings. The latest QS ranking has the University at 360 in the world. The Times currently ranks La Trobe at 377.

Vice-Chancellor Professor John Dewar said the string of pleasing results was testament to La Trobe University’s incredible research capabilities and staff expertise, combined with close connections to industry and employers.

“The numbers speak for themselves – La Trobe is well regarded as a quality institution with a focus on excellence, industry engagement, student employability and research on issues that matter,” he said.

“We have a great team spread throughout all of our campuses. We continue to attract strong interest from around the world and across the country from high-profile academics wanting to join the team and students coming here in search of the best possible preparation for a successful career.”

La Trobe has risen from 21 in Australia to 15 over the past two years.

The ARWU ranks universities with several indicators of academic or research performance, including alumni and staff winning Nobel Prizes and Fields Medals, highly cited researchers, papers published in Nature and Science, papers indexed in major citation indices, and the per capita academic performance of an institution.

This post was originally posted on the La Trobe University web pages.

National Innovation Forum: Call for Best Practice Case Studies


For more information on the forthcoming LBS Northlink National Innovation Forum, see the conference website.

The focus of the LBS/NORTH Link National Innovation Forum is on delivering international and national speakers, and case studies, of successful university-industry collaboration, including examples of business incubators and accelerators. It is an opportunity to engage with industry and government perspectives on how we can continue to improve university-industry interactions and engagement, particularly for startups and SMEs in the Australian context.

We are now calling for case studies on the themes of the Forum. Case studies will be reviewed by the Forum academic panel, and those accepted will be made available to Forum participants. The best two case studies will be selected for presentation in a session at the Forum.

The deadline for submissions of abstracts is Monday 28 August 2017. A template is available via the corresponding Eventbrite page. Please submit the case studies through the online submission form.

If you have any questions, please contact Tim Marjoribanks.

Forum Themes

  • The role of incubators, accelerators and TTOs (Technology Transfer Offices) in facilitating sustained university-industry innovation and engaging startups and SMEs
  • Understanding the global forces shaping opportunities for business innovation (including for startups and SMEs) over the coming decade
  • Business perspectives on enablers and barriers to university-industry collaboration
  • Developing innovative ecosystems and facilitating their leadership and coordination
  • Regulation and legal framework of the innovation ecosystem (patent law, licensing, federal and state jurisdictions and university policies)
  • The economic, political and societal framework in which businesses and universities operate (incentives, competitiveness, regulation, competition policy, innovation and technology policy)

Important dates

  • Monday 28 August for case study submissions
  • Friday 1 September acceptance notification to successful authors
  • 27/28 September National Innovation Forum

Background

The Federal Government flagged innovation in Australia as a major policy focus with its $1.1 billion National Science and Innovation Agenda in November 2015. A central element of the statement was to substantially increase university-industry collaboration on the basis that such alliances have become a prominent feature of the knowledge-based economy, dealing with the speed of transformation, and economic disruption. The statement also recognised that Australia lags behind university-industry partnerships internationally and in translating research into commercial outcomes (i.e. innovation efficiency).

 

Innovate or Perish! – Australia’s Innovation System


For more information on the forthcoming LBS Northlink National Innovation Forum, see the conference website. Early Bird tickets available until 31 August 2017.

Dr Mark Cloney, Professor of Practice, Economics

Dr Mark Cloney, Professor of Practice, Economics

LBS Professor of Practice in Economics, Dr Mark Cloney, questions popular reports that Australia performs badly in industry-university collaboration and innovation when compared to other OECD countries.

Australia, like the rest of the global economy, is facing significant structural change in the coming decades which offers both challenges and opportunities. Some suggest 40 per cent of today jobs will no longer exist in 10 years and that changing technology (robotics and artificial intelligence etc.) and new business models will continue to disrupt ‘old’ business processes and structures. Others say that this same disruption will also create new growth markets. So is Australia’s innovation glass half full or half empty?

One strategy in meeting challenges and opportunities is adopting continuous innovation and the uptake of innovative skills and technologies. Continual innovation results in new markets, mindsets, skills and organisational re-design which are critical drivers of productivity and growth. According to Universities Australia (2017), universities are central to skilling and upskilling the next generation of Australian entrepreneurs and startups and thereby improving Australia’s innovation system and sustainable growth. Its research finds that more than four in five Australian startup founders are university graduates (Universities Australia, 2017, p.3) and that startups were the largest contributor to job creation in Australia in the last decade (Universities Australia, 2017 p.8).

However,  the health of Australia’s innovation system remains subject to conjecture and contrasting opinions with, for example, Australia sitting at the bottom of OECD (2015) rankings in terms of university-industry collaboration. Moreover, according to Global Innovation Index (2017), Australia slid further down the world rankings in terms of innovation inputs and outputs from 19 to 23 in the latest world rankings among 127 countries (Cornell University, INSEAD, and WIPO, 2017). Is this really the case?

A report by IP Australia challenges the notion that Australia is at the bottom of the OECD university-industry collaboration index arguing that this finding is based on poor data selection. For example, when you focus on patent applications filed by an Australian university with a collaborator (business partner) Australia moves to the middle of comparable international tables (IP Australia, 2017). Moreover, the city of Melbourne, home to nine universities, was recently named as the ‘most intelligent community’ in the world at the Intelligent Community Forum in New York in June 2017. Based on six intelligent community indicators the New York think tank pointed to Melbourne’s broadband speed, research institutions, new innovation precincts and its focus on sustainability as its major strengths.

Concerns over the performance of Australia’s innovation system caused the Federal Government to undertake a Senate Inquiry (2014) and then flag innovation as a major policy focus when it announced its $1.1 billion National Science and Innovation Agenda (Commonwealth of Australia, 2015). A central element of that policy statement was to substantially increase university-industry collaboration on the basis that such alliances internationally have become a prominent feature of the knowledge-based economy, dealing with the speed of transformation and economic disruption.

The challenge seems to be that Australian universities specialise in innovative research to answer fundamental questions, while businesses have specialist skills in commercialising and implementing products, services and ideas. However, university research can be often disconnected from the innovative needs of business (e.g. startups and SMEs) and not-for-profits.

So is there a disconnect? If so, why the disconnect? Or, are we doing better than we think?

LBS in partnership with NORTH Link is exploring these questions at its National Innovation Forum to be held over September 28 – 29, 2017 at its Bundoora Campus. The Forum offers a unique opportunity not only to hear from recognised national and international thinkers and business leaders on the topic of innovation and university-business collaboration but to also engage with them in Q&A. Two of the speakers, Dr Benjamin Mitra-Kahn, chief economist at IP Australia, and Dr Charles Day, CEO of Office of Innovation and Science Australia, will explore the current health of Australia’s innovation system in some detail. The Forum also presents industry and academic perspectives on how we can continue to improve innovation through university-industry interactions and engagement, particularly for startups and small to medium size enterprises (SMEs) through the use of business accelerators and incubators.

The Forum will no doubt provide new insights on whether Australia’s innovation glass is indeed half full or half empty.

References:

Commonwealth of Australia (2015), National Innovation & Science Agenda: Welcome to the Ideas Boom, Department of Prime Minister and Cabinet.

Cornell University, INSEAD, and WIPO (2017), The Global Innovation Index 2017: Innovation Feeding the World, Ithaca, Fontainebleau, and Geneva.

IP Australia (2017), Australian Intellectual Property Report 2017, Commonwealth of Australia (https://www.ipaustralia.gov.au/ip-report-2017).

OECD (2015), OECD Innovation Strategy 2015: An Agenda for Policy Action, October 2015.

Universities Australia (2017), Startup Smarts: Universities and the Startups Economy, University Australia, March, universitiesaustralia.edu.au

Innovative Teaching is Rewarded

At La Trobe Business School, Teaching Awards and Teaching Support Staff Awards in our College reflect the extent to which our academics are able to make a real difference to student satisfaction and experience.  This year, there were five College Teaching Awards: LBS staff picked up three of the five awards in total.  In addition to the College Academic Staff Teaching Awards, the College also recognises the important role tutors and casual teaching support staff play in supporting academics to deliver a quality student experience. This year LBS staff picked up two of the four awards made.

Winners of the teaching awards were:

Peter Matheis (Entrepreneurship, Innovation & Marketing) for developing effective, engaging and innovative approaches to student learning and collaborative teaching initiatives in Marketing through blended flip-class room designs and resource curricula development

Esin Ozdil (Accounting and Data Analytics) for implementing diverse and timely formal and informal evaluation techniques that improve teaching and enhance students learning experience and engagement in different subject delivery modes

Seema Miglani and Biserka Siladi (Accounting and Data Analytics) for the development and delivery of a multi-campus, third year core subject using blended-learning technologies and resulting in improved levels of students’ satisfaction and understanding of real-word issues of auditing and assurance.

Winners for the Teacher Support Staff  category were:

Muhammad Saqib Manzoor (Economics & Finance) for the effective development of learning materials and co-developing assignments that engage and stimulate students as reflected by the high students satisfaction scores

Saedi Khosroshahi (Economics & Finance) for stimulating the students’ curiosity, encouraging critical thinking and promoting effective communication.

 

Older posts

© 2018 Business Newsroom

Theme by Anders NorenUp ↑