A core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates…
Abstract
Purpose
A core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice.
Design/methodology/approach
The author examines how the leaders of a Networked Improvement Community (NIC) created the conditions for teachers to share their deeper learning practices through a case study. The case study centers on one school team’s learning through their participation in the NIC activities, as evidenced by the artifacts they created and their exchanges with their team, participants from other schools and researchers.
Findings
The trajectory of one team through three NIC activities – a video club, a pitch and user testing – shows how they examined their own conferring practice, got ideas for change and shifted their thinking and practice toward a more student-centered approach. Insights from the case suggest three design principles – a common problem of practice, shared representations of practice and intentional network configurations – for deeper professional learning, or learning experiences that engage educators in purposeful and collaborative inquiry into deeper learning practices.
Research limitations/implications
Two limitations of the case are a lack of data on the perceived experience of participants, which could speak to the depth of Irving’s shift toward student-centered conferring, and the narrow time scope of the NIC, which limits exploration of the sustainability of the changes to conferring.
Practical implications
The design principles represent important features for researchers and leaders to consider in ongoing efforts to scale deeper learning. Leaders might use the principles to examine existing or future professional learning efforts.
Originality/value
This case study extends an understanding of one facet of leadership for deeper learning: fostering professional community. Future research is needed to examine the educator experience of participating in deeper professional learning and its sustained impact on practices.
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Philippa Collin, Judith Bessant and Rob Watts
Since 2018, millions of students have mobilised as organisers, advocates and activists for action on global warming in movements like the School Strike 4 Climate. In Australia, an…
Abstract
Since 2018, millions of students have mobilised as organisers, advocates and activists for action on global warming in movements like the School Strike 4 Climate. In Australia, an estimated 500,000 school students, some as young as five, and predominantly girls and young women, have taken part in coordinated school strikes, protest actions online and in cities and towns around the country (Hilder & Collin, 2022). While children and young people have long been central to politics, this more recent mass mobilisation raises new questions about how the various new forms of political participation and expression adopted by young people are significantly reshaping political norms, values and practices in ostensibly liberal democratic regimes like Australia. In this chapter, we propose that close attention be given to whether young people’s political views and demands for political recognition, rights and climate justice is re-constituting politics and whatever passes for ‘democracy’ in contemporary societies. Drawing on a study of the student climate movement in Australia, this chapter briefly describes the emergence of the movement globally and locally. Deploying Isin’s notion of ‘acts of citizenship’ (Isin, 2008), we examine the ways young climate activists are engaged in critical, performative, political practice, making claims for political recognition, rights and climate justice.
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Julie Hedley, Udechukwu Ojiako, Eric Johansen and Stuart Maguire
The objective of this paper is to identify the change model being used by a UK bank to implement and embed a major regulatory‐driven initiative (the Basle Capital Accord) into it…
Abstract
Purpose
The objective of this paper is to identify the change model being used by a UK bank to implement and embed a major regulatory‐driven initiative (the Basle Capital Accord) into it is business operations.
Design/methodology/approach
A naturalistic paradigm was adopted for this research although an element of triangulation was incorporated.
Findings
This critical change management initiative was started at a relatively benign time in the business world. The consequences are a warning to current organisations that if they do not address basic project and change management principles, these issues will not have any chance of assimilation within their firms.
Research limitations/implications
The key limitations of the paper are that it focused on one particular change initiative within a single organisation, driven by one particular senior management team. As a result, the informal change model identified will not necessarily reflect the informal change model being used in other functional areas of Bank “A”.
Originality/value
Although this paper was undertaken at an organisation at the centre of the banking crisis in the UK, it is important to highlight that the study commenced prior to the evolution of the current UK banking crisis.
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Maria Gribling and Joanne Duberley
The purpose of this article is to compare the effects of global competitive pressures on the UK and French B-schools' management systems through the lens of career ecosystems.
Abstract
Purpose
The purpose of this article is to compare the effects of global competitive pressures on the UK and French B-schools' management systems through the lens of career ecosystems.
Design/methodology/approach
This is a qualitative inquiry employing in-depth, semi-structured interviews with 44 business school academics in the two countries.
Findings
This paper demonstrates the importance of top-down and bottom-up ecosystem influences for creating contrasting performance management systems in competitive B-schools in the two countries, to different outcomes for institutions and faculty careers.
Research limitations/implications
The authors focus on faculty working in top business schools, which limits the generalizability of the findings. Future research could apply the ecosystem lens to other institutions and geographical areas to highlight best practices and evaluate their transferability across borders.
Practical implications
The study highlights alternative HR practices and potentially workable adjustments to current systems that could be envisaged in order to enhance performance of individuals and institutions without jeopardizing the chances of valuable human resources to bring their contributions to the success of B-schools.
Originality/value
This paper compares and contrasts different performance management systems, taking into account exogenous and endogenous influences on B-schools that operate in a highly competitive and rapidly changing global management education market.
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Young people in rural areas often face barriers when accessing participation opportunities in their municipalities. This affects their voices being heard and their ability to…
Abstract
Young people in rural areas often face barriers when accessing participation opportunities in their municipalities. This affects their voices being heard and their ability to create change. Even though almost half the world’s population lives in rural areas, rural young people’s activism is often overlooked in the literature. In addition, when young people’s activism is explored in empirical research, conceptualisations of activism and methods are often not tailored to rural areas. This chapter, thus, adds to our understanding of young people’s activism in rural municipalities by drawing on a mixed methods case study including thirteen focus groups (FGs; n = 35) and a questionnaire (n = 106) with young people aged 13–17, and semi-structured interviews (n = 11) with teachers from one secondary school in a rural municipality in Germany. Five of the FGs were conducted and analysed by Year 10 students, adding unique insights into participants’ experience of activism. In this chapter, activism is conceptualised as one of the multiple dimensions of citizenship. Activism includes demanding systemic change, individually or collectively, which may include refusing to do things, aiming to prevent laws, raising awareness, and making consumer choices. Rather than being full-time activists, the young people in this study were engaged in only a few forms of activism, often carried out ad-hoc, part-time and in connection with other citizenship activities such as volunteering. Spaces for activism included online, the local municipality, everyday spaces such as the supermarket, and school. Participants experienced multiple barriers when engaging in activism including narratives of non-activist young people, age restrictions, power imbalances and few opportunities for creating change, particularly at participants’ school and in their municipalities.
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This paper aims to describe innovations at the Games + Learning + Society Center to explore the future of education.
Abstract
Purpose
This paper aims to describe innovations at the Games + Learning + Society Center to explore the future of education.
Design/methodology/approach
This paper is an overview of several published studies and design interventions.
Findings
Commercial partnerships, particularly generating copyrightable materials can maximize impact and diversify research funding, but they also run counter to the culture and purpose of many research universities.
Research limitations/implications
Researchers interested in forging new partnerships to maximize impact might explore relationships with commercial entities but be aware that they are running counter to the grain of most institutions and goals. Other universities of different sizes, ages and orientations may have different results.
Practical implications
Building private partnerships requires different staffing and skill sets than traditional research. Guidance for staffing key roles and projects are provided.
Originality/value
This paper is a reflection on unique research initiative that generated revenue and helped shape a subfield of education.
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Galina Boiarintseva, Souha R. Ezzedeen, Anna McNab and Christa Wilkin
This paper aims to investigate the idiosyncratic relationships between work and nonwork among dual-career professional couples (DCPCs) intentionally without children, considering…
Abstract
Purpose
This paper aims to investigate the idiosyncratic relationships between work and nonwork among dual-career professional couples (DCPCs) intentionally without children, considering individual members' role salience, nonwork responsibilities and care or career orientation.
Design/methodology/approach
Interview data from 21 Canadian and American couples (42 individuals) was used to explore the research question: How do DCPCs without children perceive their work-nonwork balance?
Findings
DCPCs without children are a heterogenous demographic. Some couples are career oriented, some care oriented, some exhibit both orientations, shaping their experience of work-nonwork balance. Unlike popular stereotypes, they do have nonwork responsibilities and interests outside of their thriving careers. Similar to their counterparts with children, they face conflicts managing work and nonwork domains.
Originality/value
Based on theories of role salience, work-nonwork conflict, enrichment and balance, the authors suggest that analyses of work-nonwork balance should include nonwork activities other than child caring. The authors further propose that the experience of the work-nonwork interface varies according to whether couples are careerist, conventional, non-conventional or egalitarian. The study also demonstrates that work-nonwork experiences are relational in nature and should be explored beyond a strictly individual perspective.