In deeply divided societies such as Northern Ireland the question of police reform cannot be divorced from broader political issues. This article looks at the connections between…
Abstract
In deeply divided societies such as Northern Ireland the question of police reform cannot be divorced from broader political issues. This article looks at the connections between police reform and the political process, in the particular context of the recommendations of the Patten Report, which put forward a framework for a fundamental reform of policing in Northern Ireland. The problems encountered during the subsequent reform process – both political and institutional – are discussed. It is argued that the model of a decentralized and democratically accountable police service, based on the core principle of community policing, although not fully realized, offers a model for policing in societies which are becoming increasingly multi‐ethnic.
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Xia Shu, Stewart Smyth and Jim Haslam
The authors explore the under-researched area of post-decision evaluation in PPPs (public–private partnerships), focusing upon how and whether Post-decision Project Evaluation…
Abstract
Purpose
The authors explore the under-researched area of post-decision evaluation in PPPs (public–private partnerships), focusing upon how and whether Post-decision Project Evaluation (PdPE) is considered and provided for in United Kingdom (UK) public infrastructure projects.
Design/methodology/approach
The authors’ research design sought insights from overviewing UK PPP planning and more focused exploration of PPP operational practice. The authors combine the extensive analysis of planning documents for operational UK PPP projects with interviews of different stakeholders in PPP projects in one city. Mobilising an open critical perspective, documents were analysed using ethnographic content analysis (ECA) and interviews were analysed using thematic analysis consistent therewith. The authors theorise the absence and ambiguities of PdPE drawing on the sociology of ignorance.
Findings
The authors find a long-standing absence and lack of PdPE in PPP projects throughout planning and operational practice, reflecting a dynamic, multi-faceted ignorance. Concerning planning practice, the authors’ documentary analysis evidences a trend in PdPE from its absence in the early years (which may indicate some natural or genuine ignorance) to different levels or forms of weak inclusion later. Regarding this inclusion, the authors find strategic ignorance played a substantive role, involving “deliberate engineering” by both public sector and private partners. Interview findings indicate lack of clarity over PdPE and its under-development in PPP practice, deficiencies again suggestive of natural and strategic ignorance.
Originality/value
The authors draw from the sociology of ignorance vis-à-vis accounting's absence and ambiguity in the context of PPP, contributing to an under-researched area.
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In revisiting the very first ethnographic research the author ever completed has ‘unearthed’ a significant project that speaks to policy makers, educators and teachers with a…
Abstract
In revisiting the very first ethnographic research the author ever completed has ‘unearthed’ a significant project that speaks to policy makers, educators and teachers with a greater impact than it did when written and shelved over a decade ago. This insider’s journey in reclaiming teaching, conducted within a public high school in Australia, captures the author’s experiences of daily events and is intertwined with the narratives of other teachers interviewed. This ethnography occurred during the implementation of a ‘School Development Plan’ that was sweeping swiftly though the institution. The execution of this plan was unreservedly implemented with little, if any, consultation, explanation or collaboration with the teachers on site. Even though it had been anticipated, and indeed encouraged to publish from this nascent thesis, it did not happen. In reaching for it once again off the shelf, dusty and neglected, was the discovery of a ‘lost thing’. This was a recommendation ‘found’ on the final pages of the thesis; that if one should choose to partake in a similar journey in reclaiming teaching, then they would be wise to garner the support of significant ‘others’. Throughout this chapter, the author finds her own silenced voice (no longer a nom de plume) and the voices of her neglected colleagues to ‘speak back’ to neoliberal policy practice with renewed confidence and clarity. It is the teachers’ voices within their collective ‘present’ that this ethnography unifies and provides transforming nexus points and dialogic spaces to discover, and also maintain hope, possibility, trust, respect and relationships in teaching.
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T.J. Shields, B. Smyth, K.E. Boyce and G.W.H. Silcock
Facilities to cater for the needs of people with learning difficulties are provided in a range of accommodation which includes new build and adapted buildings. Issues related to…
Abstract
Facilities to cater for the needs of people with learning difficulties are provided in a range of accommodation which includes new build and adapted buildings. Issues related to the life safety of building occupants with learning difficulties, particularly where there are sleeping risks, have not been given sufficient prominence. To assist facilities managers in the difficult task of prioritising space and resource allocations, a method for development of assessing the evacuation capabilities of residents with learning difficulties is offered for discussion.
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Aims to provide a theoretical basis for, and overview of,self‐evaluation as a beneficial practice. Discusses six issues: (1)types of entrepreneurial organizations and metaphors…
Abstract
Aims to provide a theoretical basis for, and overview of, self‐evaluation as a beneficial practice. Discusses six issues: (1) types of entrepreneurial organizations and metaphors which may be used to think about them; (2) how self‐evaluation is usefully seen as a learning process; (3) common problems which trigger learning by organizations; (4) Self‐Evaluation and Effectiveness Review Model (SEER) as a proposed learning process; (5) how learning can help firms to overcome problems and improve members′ effective performance; and (6) the utility of the SEER concept in a world with variable national management cultures. Hopes to persuade an influential entrepreneur of the need to plan a process which will network members′ learning for the benefit of their organization.
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John Bruen, John P. Spillane, Jim Bradley and Tara Brooks
This study aims to uncover managerial representations of achieving competitive advantage in architectural practices operating within the United Kingdom (UK).
Abstract
Purpose
This study aims to uncover managerial representations of achieving competitive advantage in architectural practices operating within the United Kingdom (UK).
Design/methodology/approach
A sequential qualitative methodology is applied, underpinned by nine managerial interviews in five architectural practices, which are analysed using computer-assisted qualitative data analysis software.
Findings
In all, 108 representations are identified, with highly rated concepts including reputation, client satisfaction, fees and staff resources discussed in detail. The need for architectural practices to develop a competitive advantage within their sector is increasingly apparent, particularly during times of market turbulence. A total of 20 themes identified are clustered into four main groups focused on People (including Calibre of Staff, Attract Graduates; Qualified Staff); Product (including Emphasis on design, Specialisation, Competitive Fees): Process (including Low Overheads, Office Efficiency) and Potential (Reputation, Ability to Undertake Large Projects, Repeat clients, Ability to expand, Parent Company, Market Understanding and New Offices).
Originality/value
Despite numerous studies conducted on this subject, there has been no research to date documenting managerial representation on achieving competitive advantage in the context of architectural practices in the UK. This paper closes this gap in knowledge by contributing to underlying research on competitive advantage, focusing on the managerial representations within UK architectural practices.
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Fredrick Michels, Neil Harrison and Douglas Smith
User‐supported software is copywrited and supported by the developer(s) of the software. Users are encouraged to copy and share the software. In return for a “suggested…
Abstract
User‐supported software is copywrited and supported by the developer(s) of the software. Users are encouraged to copy and share the software. In return for a “suggested contribution” payable to the software developer, detailed documentation and user support are available. Many quality programs, of this type, exist. Four programs for the IBM PC are evaluated.