Search results

This paper is an extension of a panel presentation delivered in response to a joint call for panels by the Social Informatics and Information Ethics and Policy Special Interest Groups for the 2022 Association for Information Science and Technology conference. The purpose is to introduce critical race frameworks and tenets as a lens to develop, assess and analyze the social informatics (SI) within information science (IS) research, professional discourse, praxis and pedagogical paradigms. This paper spotlights one of the presentations from that panel, an iteration of Critical Race Theory (CRT) designed specifically for information studies: CRiTical Race information Theory (CRiT).

Just as importantly, using SI as part of the context, the paper also includes a discussion that illustrates research and theory building possibilities as both counter and complement to the technocratic advances that permeate society at every level (macro, mezzo and micro), which can also be reasonably framed as the information industrial complex. Thus, CRiT joins other forms of critical discourse and praxis grappling with deconstructing, decolonizing, demarginalizing and demystifying the influence and impact of information technologies. While CRiT has global intentions and implications, this specific discussion has an extensive American focus.

If we consider the rapid pace in which techno-determinism is moving toward the vise grip of techno-fatalism controlled by frameworks generated from the information industrial complex, we can reasonably consider that humanity on a global basis is living within a meta-large technocratic crisis moment. This crisis moment is both acute and chronic. That is, the technocratic crisis is continuously moving quickly while simultaneously worsening over an extended period of time with no remedies and few responses to substantively address the crisis.

Part of the nature of information and data is measurability. Thus, identifying compatible nomenclature connecting the descriptiveness of intersectionality (a seminal CRT tool) as a qualitative research method to the measurability of data connected to quantitative research, a mixed method approach moves from possible to plausible. Additionally, within IS, there are often opportunities to measure human engagement, such as social media content, search engine use, assessing practices of categorizations, and multiple forms of surveillance data as a short list. Hence, the descriptiveness of intersectional qualitative research “mixed” with the measurability of quantitative research within information settings implies exponential methodological possibilities.

CRiT is multilayered, on the one hand, with the intention of being a discipline-specific, information-specific form of CRT. On the other hand, CRiT theory building is interdisciplinary and transdisciplinary based on information as omnipresent phenomena. An ongoing challenge for CRiT theory building is identifying and working within a balance between, practitioners who typically throw anything and everything at practical problems, while scholars often slice problems into such small segments that practical understanding is severely limited. Embracing and integrating the dynamic interplay between developing ideas and using them is the key to evolving CRiT within the social sciences.

There is plenty of room as well as a need for additional narrative discussing or challenging the use or appropriation of information from a technocratic approach, a counter to the information industrial complex.

CRiT is emerging and cutting edge in discussion that addresses the technocratic determinism found in most scholarly discourses.

Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU's existing ESD activity and systems, was an important turning point. Activities undertaken to review and assess “where are we now?”, primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

The purpose of this paper is to use a theoretical framework to investigate the relationships between different innovation-oriented dynamic capabilities, dynamic resilience and firm performance among logistics service providers (LSPs) and in-house logistics departments of industrial companies during the coronavirus disease 2019 (COVID-19) pandemic.

The conceptual theoretical framework relies on the dynamic capabilities framework (DCF) and the relational view (RV), which are rooted in the resource-based view (RBV). It is hypothesized that the dynamic capability to innovate reinforces the dynamic capability to adapt and to recover in highly dynamic and vulnerable environments during the pandemic. This allows LSPs to successfully create new services and respond to the changing market circumstances in terms of logistics service quality (LSQ) and firm performance. Data were collected from 83 LSPs and 30 in-house logistics departments via an online survey. The study determined the general strength and direction of the relationships between latent variables. A correlation analysis was utilized to establish statistical significance of the results.

In this study, a range of innovation-oriented capabilities for achieving more dynamic resilience were bundled in a conceptual framework and were found to be statistically significant for LSQ and firm performance. They are the capability to distribute new knowledge, to train employees effectively, to develop cross-functional collaboration within the firm, to develop inter-firm relationships with business partners on a long-term basis as well as to learn from rivals, and to pursue a win-win relationship with them.

The results of the study do not imply that the identified capabilities are the only ones relevant to increasing dynamic resilience during the pandemic. In October 2020, the COVID-19 pandemic was at different stages in different countries, so that the level to which firms were affected varied, and although the data were collected during one month only, due to the high dynamics of the pandemic, data were collected during different stages of disruptions, even among respondents in the same country. This study was set in the context of COVID-19, and it could not be proved whether the conceptual framework is generalizable to other crises or particular industries, but it would be worthwhile to examine this in the future. Finally, it was not tested whether LSQ mediates the relationship between innovative capabilities and firm performance during the pandemic.

The results help managers with regard to their strategic and operational decisions in relation with COVID-19. These findings are useful for executives and logistics managers to improve these capabilities to gain a competitive advantage during pandemic and to find their strengths and weaknesses to develop critical capabilities for situations with a high turbulence and dynamic in their environment, and therefore provide a path for improvement.

This paper operationalizes a multi-theoretical conceptual framework in the context of logistics management (LM) and supply chain management (SCM). This conceptual framework was empirically tested.

Gamification is the use of game elements in different contexts. It is also a tool with potential application in several areas, including training and development. From this reference, this study has a main objective to identify a perception of efficiency and the measurable results in the process of gamification in training and development actions.

The quantitative stage of the research sought to investigate the perception of efficiency of professionals who have already undergone gamified training, collected through an online form with responses on a Likert scale and treated with the Minitab Statistical Software. The qualitative stage, on the other hand, identifies the perception of results through classification with professionals who develop gamified training, with the results found in the content analysis techniques.

The compiled results confirmed the presence of engagement and its influence on motivation as one of the advantage points for the application of gamification. It was also possible to find in these results the relevance of design care for the game/training interaction to work effectively.

Among the trends of greatest incidence found in the research, are the possibility of associating gamification with virtual reality and augmented reality, as well as with simulators to enhance the experience lived by the player during training.

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field.

The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams.

The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work.

Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream.

Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications.

The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream.

According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

Drawing on evidence from ten towns (across England, Wales and Northern Ireland) participating in the High Street UK 2020 (HSUK2020) project, the purpose of this paper is to reveal how local stakeholders involved in place management respond to high street decline through a strategy of repositioning.

This paper identifies the challenges faced by the towns considering repositioning, and highlights examples of good practice of relevance to the practitioners. First, it outlines the perspectives on repositioning from the academic research and theory, before drawing on evidence from across ten UK towns that participated in the HSUK2020 project, to reveal how repositioning involves more than just taking a snapshot profile of a place.

The research revealed major challenges faced by local stakeholders in clearly identifying and communicating their market position, in particular, the maintenance of up-to-date information on catchments was lacking at all the locations. Despite having local knowledge and some data, stakeholders still did not possess a clear (or shared) understanding of the identity or function of their towns. This evidence reflects the complexity of analysing and understanding repositioning and developing coherent strategies.

Knowledge exchange between stakeholders involved in place management can help inform the identification of new strategic objectives, appropriate interventions and project planning and delivery. Where resources are limited, particularly in smaller towns and settlements, the research demonstrates the significance of collecting and sharing data and analysis with other stakeholders, because this can generate positive outcomes for all.

By offering empirical evidence based on the experience of local practitioners, this paper provides valuable insight into how town centre stakeholders collect, interpret and analyse data, revealing the challenges, opportunities and practicalities involved in developing and implementing repositioning strategies.

The authors proposed that participation in large-scale, structured events designed to match students to employers' internship opportunities could support students' employability by focussing students' career goals, strengthening students' career self-efficacy and growing students' social capital.

Interviews were carried out with 49 students both before and after the students took part in the event to assess whether students career goals, self-efficacy or social capital changed after taking part in the events. In the second interview, the authors also asked students what outcomes students gained from the event and how the event process had contributed to these outcomes.

Students' descriptions of their outcomes from the event aligned with social capital theory and self-efficacy theory. The students valued the information, connections, skills and experience they developed through taking part in the interviews and connecting with employers and students. The longitudinal analyses revealed that most students career goals did not change, but students' career self-efficacy improved and students could identify more actions for achieving their career goals after taking part in the event. Importantly, these actions were often explicitly connected with information or connections that students gained from the event.

The interviews illustrate that students can build social capital from short, one-on-one engagement with employers that then enable them to identify ways of furthering students' career goals. The authors' findings suggest that structured, event-based engagement with employers can provide an efficient and equitable means of enhancing students' social capital and career self-efficacy.