Lisa Hall, Catherine Maughan, Michaela Wilkes, Tony Thorpe, Joanne Forrest and Angela Harrison
The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which…
Abstract
Purpose
The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which goes beyond a focus on discrete academic skills to help students develop the resilience and knowledge about learning they need to be successful in tertiary learning contexts.
Design/methodology/approach
A narrative methodology is used to explore how graduates analysed and evaluated their experience of the course.
Findings
The stories show that for these students, resilience is a dynamic and multifaceted construct. Strength, confidence and resilience for these students come from seeing and valuing the strength and resilience that already exists in Indigenous people and Indigenous knowledge systems and using this as a basis for developing their own resilience.
Originality/value
This focus on resilience can provide a transformative experience for students who have largely been marginalised from the mainstream educational system, assisting them to build the crucial “cultural capital” required to be successful in their tertiary studies, while reinforcing the strength and knowledge they already bring with them. Through this process students are offered a way of navigating the higher education landscape on their own terms.
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This article puts a fresh light on Jackson’s elementary curriculum in Western Australia which was a unique blend of the ‘new education’, designed to complement the Western…
Abstract
This article puts a fresh light on Jackson’s elementary curriculum in Western Australia which was a unique blend of the ‘new education’, designed to complement the Western Australia government’s economic development policies. In this respect, he followed the work of Rooper, who brought an agricultural emphasis to rural elementary education in England. In Western Australia, Jackson not only promoted the established practical forms of the ‘new education’ but, swayed by political leaders, encouraged a rural focus on the elementary government school curriculum, both for educational as well as utilitarian purposes, thereby serving the needs of the individual as well as the colonial economy.
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Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by…
Abstract
Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.
Justin Avery Aunger, Ross Millar and Joanne Greenhalgh
Inter-organisational collaboration (IOC) across healthcare settings has been put forward as a solution to mounting financial and sustainability challenges. Whilst ingredients for…
Abstract
Purpose
Inter-organisational collaboration (IOC) across healthcare settings has been put forward as a solution to mounting financial and sustainability challenges. Whilst ingredients for successful IOC have been explored, there remains limited understanding of the development of IOCs over time.
Design/methodology/approach
The authors systematically reviewed the literature to identify models applied to IOCs in healthcare across databases such as Healthcare Management Information Consortium (HMIC) and MEDLINE, identifying 2,763 titles and abstracts with 26 final papers included. The authors then used a “best fit” framework synthesis methodology to synthesise fourteen models of IOC in healthcare and the wider public sector to formulate an applied composite model describing the process through which collaborations change over time. This synthesis comprised extracting stages and behaviours from included models, selecting an a priori framework upon which to code these stages and behaviours and then re-coding them to construct a new composite model.
Findings
Existing models often did not consider that organisations may undergo many IOCs in the organisations' lifetime nor included “contemplation” stages or those analogous to “dissolution”, which might negatively impact papers using such models. The formulated' composite model utilises a life-cycle design comprising five non-linear phases, namely Contemplating, Connecting, Planning, Implementation and Maintenance or Dissolution and incorporates dynamic elements from Complex Adaptive Systems thinking to reflect the dynamic nature of collaborations.
Originality/value
This is the first purpose-built model of the lifecycles of IOCs in healthcare. The model is intended to inform implementers, evaluators and researchers of IOCs alike.
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Christine Cooper and Joanne Johnston
The purpose of this paper is to critically reflect upon the use of the term accountability in the twenty‐first century and its role in “remaking the world in favour of the most…
Abstract
Purpose
The purpose of this paper is to critically reflect upon the use of the term accountability in the twenty‐first century and its role in “remaking the world in favour of the most powerful” using the theories of Pierre Bourdieu and Jacques Lacan.
Design/methodology/approach
The paper examines the notion of accountability by analyzing a case study of the hostile takeover of Manchester United Football Club by the Glazer family. The field of football presents an interesting arena in which to study accountability because of its extremely interested and active fans who search for information on every aspect of their clubs. Lacanian theory is drawn upon to add to understanding of the psychopathology which the demands for accountability and transparency place on individuals. Bourdieu's work on illusio is drawn upon to understand the motivations of the field of football.
Findings
The paper finds that calls to “hold the most powerful to account” in practice lack political force. Thus the case study demonstrates the common (mis)recognition of the term of accountability. The ability to correct the abuses of the most powerful requires power.
Originality/value
The conflation of Bourdieu and Lacan adds to understanding of accountability as an empty cipher with performative power.
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Deirdre Hogan and Joanne O'Flaherty
Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and…
Abstract
Purpose
Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD).
Design/methodology/approach
Drawing upon interviews with academics working in a Life Sciences Department (n = 11), focus groups with students (n = 21) and observations from lectures, laboratory sessions and field trips, the study advances a number of recommendations for the integration of ESD in Science Education programs.
Findings
Findings point to the nature and structure of scientific knowledge and the culture of science as articulated by study participants. The study provides a number of recommendations for the integration of ESD in Science Education programs including a greater emphasis on inquiry-based learning, enhancing ESD themes in science-related modules to teach for sustainability and adopting a department wide strategy that promotes ESD.
Originality/value
This study argues that ESD practitioners need to be cognizant of the nature and culture of the discipline area – as a particular discipline propagates a specific culture – encapsulating ways of being, thinking, acting and communicating, which can have implications for the integration of ESD.
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A meeting report on the Keystone Symposium “Systems Approach to Plant Biology”, Big Sky, Montana, 26‐31 January, 2001. This symposium, sponsored by several plant biotech…
Abstract
A meeting report on the Keystone Symposium “Systems Approach to Plant Biology”, Big Sky, Montana, 26‐31 January, 2001. This symposium, sponsored by several plant biotech companies, brought together both industrial and academic researchers to plot bolder strategies for high‐throughput plant biological research. Broad‐ranging discussions covered historical discoveries, recent developments and exciting new trends that are emerging in this highly dynamic field. Participants from around the world appeared to be energized by the exciting possibilities for determining and, ultimately, controlling metabolic pathways and processes while recognizing that there is still much to do in order to understand the biological systems of all known genes.