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This paper presents the lessons learnt during the analysis of the corporate databases developed by IBM Global Services (Australia). IBM is rated as CMM level 5. Following CMM level 4 and above practices, IBM designed several software metrics databases with associated data collection and reporting systems to manage its corporate goals. However, IBM quality staff believed the data were not as useful as they had expected. NICTA staff undertook a review of IBM's statistical process control procedures and found problems with the databases mainly due to a lack of links between the different data tables. Such problems might be avoided by using M 3 P variant of the GQM paradigm to define a hierarchy of goals, with project goals at the lowest level, then process goals and corporate goals at the highest level. We propose using E-R models to identify problems with existing databases and to design databases once goals have been defined.

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This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate non-Aboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a 'Pathway of Knowledge' acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the teachers were brought together with local Gumbaynggirr Elders, creating a space for the sharing of social capital. Teacher cultural knowledge and understanding was strengthened, enriching the student's learning experience. The findings are of relevance to primary school teachers, curriculum stakeholders and education providers in the broader field of Aboriginal education.