Sarah Bolton, Dennis W. Duncan, Nicholas E. Fuhrman and Frank Flanders
Collegiate livestock judging is primarily an extracurricular activity that reinforces concepts taught in the classroom. Previous research has determined that participating on a…
Abstract
Collegiate livestock judging is primarily an extracurricular activity that reinforces concepts taught in the classroom. Previous research has determined that participating on a livestock judging team can aid in the development of perceived life skills. Participants of this study indicated that their experience on a collegiate team helped them develop professional public speaking skills, learn the value of hard work and dedication, and be task and goal- oriented.
Jasper Truyens and Marc Theeboom
In 2008, Paul De Knop (Vrije Universiteit Brussels) stated that “in spite of the social value of sport and its role as a policy tool, human sport sciences still lack a fulfilling…
Abstract
In 2008, Paul De Knop (Vrije Universiteit Brussels) stated that “in spite of the social value of sport and its role as a policy tool, human sport sciences still lack a fulfilling position in the academic world.” In Belgium and in Flanders (the northern and Dutch-speaking part of the country), the sociology of sport is still a small field of research among the sport sciences. The discipline is institutionalized within the institutes of physical education of the three universities (University of Ghent; Katholieke Universiteit Leuven; Vrije Universiteit Brussels). The scarcity of academic funding streams resulted in a focus on more applied, policy-based research in Flanders. Additionally, all institutes emphasize increasingly an interdisciplinary cooperation to connect with stronger research fields (e.g., health sciences, social studies, or international studies on sport participation). Even though each university has its own research tradition, the universities and the government cooperate in a longitudinal study on sport participation in Flanders. De Knop, who became rector of the Vrije Universiteit Brussels (VUB) in 2008, was the first lecturer of the course sociology of sport at his university. He graduated in 1975 as licentiate in physical education and his career at the university converged with the development of the discipline. Together with Roland Renson and Bart Vanreusel (KU Leuven), he was one of the academic pioneers for the sociology of sport in Flanders.
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This paper presents an historical reconstruction of the radicalisation of Alan Fox, the industrial sociologist and a detailed analysis of his early historical and sociological…
Abstract
Purpose
This paper presents an historical reconstruction of the radicalisation of Alan Fox, the industrial sociologist and a detailed analysis of his early historical and sociological writing in the classical pluralist phase.
Design/methodology/approach
An intellectual history, including detailed discussion of key Fox texts, supported by interviews with Fox and other Biographical sources.
Findings
Fox’s radicalisation was incomplete, as he carried over from his industrial relations (IR) pluralist mentors, Allan Flanders and Hugh Clegg, a suspicion of political Marxism, a sense of historical contingency and an awareness of the fragmented nature of industrial conflict.
Originality/value
Recent academic attention has centred on Fox’s later radical pluralism with its “structural” approach to the employment relationship. This paper revisits his early, neglected classical pluralist writing. It also illuminates his transition from institutional IR to a broader sociology of work, influenced by AH Halsey, John Goldthorpe and others and the complex nature of his radicalisation.
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The last 15 years have seen an upsurge of writings, research and debate in the field of industrial relations. Allan Flanders in the early 1960s, the Royal Commission on Trade…
Abstract
The last 15 years have seen an upsurge of writings, research and debate in the field of industrial relations. Allan Flanders in the early 1960s, the Royal Commission on Trade Unions in the late 1960s, the Training Boards and the Commission on Industrial Relations in the 1970s, have all emphasized the need for increased industrial relations training. In this paper it is intended to consider only one aspect of this training — the development of negotiating skills. The paper will be concerned with the elements that go to make up negotiating skills, the methods of training, and thereafter look at the limitations of these methods, based as they are on ‘manager development’, as opposed to developing more effective industrial relations policies — that is, ‘industrial relations development’.
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Anne-Marie Cotton and Els Van Betsbrugge
This chapter analyses how the six undergraduate programmes in communication management in Flanders (Belgium) refer to or include management in their curricula in order to support…
Abstract
This chapter analyses how the six undergraduate programmes in communication management in Flanders (Belgium) refer to or include management in their curricula in order to support the career plans of their students. As communication is inherently integrated in business courses, it will attempt to determine how management is included in BAs in communication management, and how it is defined both from the perspective of the programme responsible and of practitioners’. It proposes a six-point model for a ‘managerial attitude’ extracted from the interviews and reflections of the practitioners’ managerial needs for public relations to be embedded in a company’s policy and brought on the board’s agenda when strategic decisions are made.
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Examines the history of the Commission on Industrial Relations (CIR) 1969‐74 ‐ its origins, organization and policies ‐ and then evaluates its contribution as an agent of reform…
Abstract
Examines the history of the Commission on Industrial Relations (CIR) 1969‐74 ‐ its origins, organization and policies ‐ and then evaluates its contribution as an agent of reform in the context of the perceived problems of the 1960s and 1970s. Considers whether there are any lessons to be learnt for the future given the possibility of a Labour Government, developments in Europe and the 1995 TUC policy document Your Voice at Work. Despite the drastic changes in industrial relations and in the economic, political and social environment, the answer is in the affirmative. In particular, the importance of a new third‐party agency having an independent governing body like the CIR and not a representative body like the Advisory, Conciliation and Arbitration Service (ACAS); in its workflow not being controlled by government; and in its decisions on recognition being legally enforceable.
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Introduction In Britain, discussions of the role of third parties in industrial relations have almost entirely concentrated on Government or quasi‐government bodies concerned with…
Abstract
Introduction In Britain, discussions of the role of third parties in industrial relations have almost entirely concentrated on Government or quasi‐government bodies concerned with administering incomes policy or offering conciliation and arbitration services. Such discussion has rarely, however, been extended to include private third parties, such as consultants and lawyers. This deficiency seems somewhat surprising, not to say unfortunate, as one would expect that both consultants and lawyers have considerably expanded their role in the British industrial relations system from the 1970s, largely as a consequence of the increased legal regulation of the system. This is not, of course, to suggest that such individuals did not play an often important role in some situations, prior to that decade. For example, consultants certainly figured in the build‐up to the Fawley productivity agreements, although according to Allan Flanders,
Everard van Kemenade and Teun W. Hardjono
The purpose of this paper is to define what factors cause willingness and/or resistance among lecturers in universities towards external evaluation systems, especially…
Abstract
Purpose
The purpose of this paper is to define what factors cause willingness and/or resistance among lecturers in universities towards external evaluation systems, especially accreditation.
Design/methodology/approach
A model has been designed to describe possible factors of willingness and/or resistance towards accreditation based on Ajzen and Metselaar. A literature review has been undertaken on the effects of external evaluation like ISO 9000 as well as accreditation systems such as Accreditation Board for Engineering and Technology and European Quality Improvement System. A questionnaire has been administered to a group of 63 lecturers from three departments at Fontys University in The Netherlands. The results of this preliminary survey have been presented to 1,500 academics in The Netherlands and Flanders to collect empirical data.
Findings
Resistance to accreditation can be found in the consequences of accreditation for the work of the lecturer (workload), negative emotions (stress and insecurity); the lack of knowledge and experience (help from specialists is needed); and lack of acceptance (other paradigm).
Originality/value
The paper provides more insight into the difficulties that organizations, especially universities, have to commit their employees to external evaluation. It might be possible to generalize the findings to other professionals in other organizations. Little research in this field has been undertaken so far.
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Leo Van Audenhove, Lotte Vermeire, Wendy Van den Broeck and Andy Demeulenaere
The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European…
Abstract
Purpose
The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens.
Design/methodology/approach
This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data.
Findings
Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness.
Originality/value
Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.