Guidelines for Submissions

Papers submitted to the conference must not be presented previously to any conference. They must be original and unpublished. Abstract will be considered for presentations only, not for publications.

Title of the paper is provided with 16 font in Times Roman 

Sectional titles are provided in bold and 14 font

Text should be provided with single space 

Abstract is provided in italics and justified both with 2 inch margin

Page limit:  Maximum 25 including tables, exhibits and the  references

Mentioned Field of Research just after abstract

All materials are provided in 12 font except sub-tiles 

Affiliation of the author(s), address or emails and acknowledgement are provided at the bottom of the first page in 12 fonts 

Figures, tables, and charts are provided inside (within) the body of the paper( if not provided in Appendix)

Figure , text, word or tables are not colored or shaded 

Both margins of the paper are justified

Checked grammar, syntax and alignment 

References  should be provided in separate page(s)

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Please check the following sections of your paper before submission

• The abstract
• Introduction: Justify why you need this study
• Literature review : Critically evaluate literature
• Methodology ( You may ignore this section if your paper is theoretical or case study)
• Findings/Discussions ( Some points may be ignored for theoretical paper/case study)
• Conclusions
• References

E-mail your paper to Conferences@gaberic.org 

Sample Paper in Proceedings

Self-Directed Learning: Managing Self and Managing Others

Barbara Lasky* and Diana Rajendran**

Abstract

In this age of universities operating on business principles, the student is seen as the focus of the teacher’s endeavors. Engagement in the process of learning, or knowing, is an essential component in the transformation of an individual. The process of engagement, where it involves some degree of learner initiative, is often referred to as ‘self-directed learning’. The article first discusses, albeit briefly, the meaning of learning and how that differs from self-directed learning. Second, the study itself is discussed, and the results given. Some comments are made. Finally, the authors posit that structuring learning opportunities that help student-learners move from inappropriate ideas about learning to be able to facilitate their own learning, not only helps them make the best of their learning opportunities, but is a responsible and valuable way for universities to serve their student community, and ultimately, to serve employer needs for mature, organizationally effective, employees.

Field : Management

1. Introduction

In this age of universities operating on business principles, the student is seen as the focus of the teacher’s endeavors. The authors posit that the opportunity for students to ‘diagnose their learning needs, formulate learning goals …select and implement learning strategies, and evaluate [their] outcomes’ (Knowles, 1975, cited in Lowry, 2003, p.1) will lead to their ‘being able to make the best use of learning opportunities in further education and employment’ (Johnston, 2000, p.1). Further, it is the author’s view that structuring learning opportunities that help students move from their often ‘inappropriate conception of what learning is and involves’ (Gamache, 2002, p. 277) to a point from which they can ‘become their own authority’ (Gamache, 2002, p. 292) is a responsible and valuable way to serve both the short and long term aspirations of the students, and the employers need for mature, organizationally effective employees.

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* Dr Barbara Lasky, Higher Education Division (Lilydale), Swinburne University of Technology. E Mail: blasky@swin.edu.au

** Dr Diana Rajendran, Higher Education Division (Lilydale), Swinburne University of Technology,

E Mail: drajendran@swin.edu.au

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References

References should be complete and in Harvard style. They should contain full bibliographical details and journal titles should not be abbreviated. For multiple citations in the same year use a, b, c immediately following the year of publication. References should be shown within the text by giving the author's last name followed by a comma and year of publication all in round brackets, e.g. (xxx, 1994). At the end of the article should be a reference list in alphabetical order as follows

(a) For books

surname, initials and year of publication, title, publisher, place of publication, e.g. X, M.A. and Ye, M. 2005. Issues in Corporate Governance, McMillan , New York.

(b) For chapter in edited book

surname, initials and year, "title", editor's surname, initials, title, publisher, place, pages, e.g. Bessley, M. and Wilson, P. 1984. "Public policy and small firms in Britain", in Levicki, C. (Ed.), Small Business Theory and Policy, Croom Helm, London, pp.111-26. Please note that the chapter title must be underlined.

(c) For articles

surname, initials, year "title", journal, volume, number, pages, e.g. Fox, S. 1994. "Empowerment as a catalyst for change: an example from the food industry", Supply Chain Management, Vol 2 No 3, pp. 29-33

If there is more than one author list surnames followed by initials. All authors should be shown.

Electronic sources should include the URL of the electronic site at which they may be found, as follows:

Neuman, B.C.1995., "Security, payment, and privacy for network commerce", IEEE Journal on Selected Areas in Communications, Vol. 13 No.8, October, pp.1523-31.

For  Guidelines in Journals: Please check the publishers' web sites.