E.N. WIRBA, J.H.M. TAH and R. HOWES
Risk analysis has come to be seen as a quantitative process in which risks are measured by the use of probabilities. However, since every new project is essentially unique with no…
Abstract
Risk analysis has come to be seen as a quantitative process in which risks are measured by the use of probabilities. However, since every new project is essentially unique with no previous data on it, decisions taken as to the nature of the risks are highly subjective and the actions that may be carried out to mitigate the effects of these risks are not clear‐cut; a non‐numerical approach can, therefore, be more useful. The risk management approach detailed here identifies the risks, checks for dependence amongst risks, and assesses the likelihood of occurrence of each risk by using linguistic variables through the medium of fuzzy sets. The use of linguistic variables is a departure from conventional risk analysis methods that rely rather heavily on statistical analysis to quantify the effects of risks on projects. The entire risk management process is explained, and a case study is carried out to demonstrate the use of the ideas treated. The case study concentrates on the activities of the substructure in a multi‐storey building project. The ten largest risks are identified, and dependence among them is assessed through fuzzy set calculations. The assessment of risk dependencies brings about a reduction in the total number of risks analysed, as highly dependent risks are treated together, and the use of linguistic variables brings about a non‐numeric approach to risk analysis with which project managers can be comfortable. The risk management process, through the use of fuzzy sets, is better able to handle project management knowledge on risk analysis which is highly subjective, and varies from project to project.
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Danielle D. King and Dominique Burrows
This chapter integrates the motivation phenomenon of goal hierarchy and equifinality into the employee resilience conceptualization to highlight adaptive manifestations of…
Abstract
This chapter integrates the motivation phenomenon of goal hierarchy and equifinality into the employee resilience conceptualization to highlight adaptive manifestations of resilience to failure at work. Experienced failure offers an important context to consider adaptive resilience, as failure may offer feedback that pre-failure strategies will not lead to higher-level goal accomplishment; making lower-level goal changes critical for success. This chapter offers a fine-gained presentation of what employee resilience does (and does not entail), to address current concerns about: (a) a lack of agreement concerning what “positive adaptation” means; and (b) potential dangers in the unknowing encouragement of maladaptive resilience after failure (e.g., harms to employee well-being and success). Here, goal revision or abandonment at a lower-level of one’s goal hierarchy, as opposed to higher-level goal abandonment, is presented as a form of adaptive employee resilience. This change places the focus of employee resilience on perseverance toward big picture goals, rather than traits or outcomes associated with perseverance; which helps to further distinguish resilience from related concepts, antecedents, and outcomes. This conceptual clarity is useful in furthering the nomological network development of resilience, and better equips researchers and practitioners for assessing and promoting adaptive resilient responses to failure.
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Purpose — This chapter considers how transport policy and planning has been developing in Victoria in tandem with the research program described elsewhere in this book…
Abstract
Purpose — This chapter considers how transport policy and planning has been developing in Victoria in tandem with the research program described elsewhere in this book. Developments in policy and planning are discussed with particular regard to transport disadvantage and social inclusion.
Methodology — The chapter commences by providing a policy and planning context in terms of the geography and demography of travel needs, the relevant jurisdictional responsibilities in Australia and the policy history. It then describes the evolution of transport policy in the past decade and outlines the way in which the findings of this research are being incorporated into the development of programs and projects to support social inclusion. Additionally, some key policy challenges are outlined, at least some of which may provide fruitful areas for undertaking further research to support the development of future policies and programs.
Findings — The results show that applied research can be a highly successful endeavour, particularly when policy and planning perspectives are integrated into the development of the research design and strong collaboration is an ongoing feature of the research program.
Mary Lynn Boscardin and Katharine G. Shepherd
The intent of this article is to broaden one’s understanding of program evaluation methods that are responsive to disability and take into account various approaches to leadership…
Abstract
Purpose
The intent of this article is to broaden one’s understanding of program evaluation methods that are responsive to disability and take into account various approaches to leadership within a special education context. Program evaluations for special education have often been relegated to compliance reviews and results-driven accountability measures. By promoting approaches to leadership that embrace responsive evaluation approaches and are inclusive of stakeholders from often disenfranchised groups, findings may emerge that otherwise might not be visible with traditional approaches.
Design/methodology/approach
A synthesis of the evaluation literature from leading journals, books and edited volumes is used to capture salient concepts necessary for understanding the degree to which evaluation and approaches respond to disability and culture. Additionally, the literature on leadership approaches is summarized and presented for the purpose of demonstrating how situational and transitional approaches to leadership may enhance the selection and use of evaluation approaches that are inclusive of and responsive to disability and culture.
Findings
From this analysis emerged four over-arching approaches to evaluation, each varying in degree of responsiveness to disability and culture. Further, when examining how evaluation interfaces with leadership, some approaches were found to be better aligned with particular evaluation processes and differed in responsiveness to disability and culture.
Research limitations/implications
To date, little research has been conducted on the interface between leadership and evaluation approaches or on the degree to which leaders' implementation of responsive evaluation approaches results in improved outcomes for students with disabilities and those from underrepresented backgrounds. This article provides a conceptual framework for future research examining the degree to which one’s assumptions about the interface between leadership and responsive evaluation approaches can be demonstrated empirically.
Practical implications
Four recommendations are provided for leaders: the need to employ multiple evaluation methods that align their purposes, questions and methods; the need to recognize the possibilities and limits of evaluation approaches in light of their responsiveness to disability and culture; the utility of situational and transitional approaches to leadership in the evaluation process; and the critical importance of including stakeholders from diverse backgrounds in the evaluation process.
Originality/value
Varied approaches to evaluation in educational settings have been extensively studied and discussed. However, few articles have examined the responsiveness of evaluations to the unique conditions that disability and cultural differences represent. The contribution of this article offers a situated synthesis of approaches to evaluation, specifically contextualized within a leadership framework, to better understand how evaluation approaches impact those with disabilities and cultural differences and the inclusion of broad groups of stakeholders. As such, this article lays the foundation for a comparative international conversation exploring how evaluation and leadership approaches responsively interface with disability and culture through inclusion and enfranchisement of stakeholders.
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Evaluation of public library makerspaces traditionally examines achievement of library goals, which reflect leaders’ and funders’ values. Understanding makers’ experiences and…
Abstract
Purpose
Evaluation of public library makerspaces traditionally examines achievement of library goals, which reflect leaders’ and funders’ values. Understanding makers’ experiences and perspectives may help evaluators frame their inquiry to reflect community values, test assumptions about makers and support democratic and equity-focused aims. This paper aims to inform how evaluations of public library makerspaces are framed to address the experiences, values and visions for success of adult women, a group that is often marginalized in making and makerspaces.
Design/methodology/approach
Informed by democratic approaches to evaluation and activity theory, this paper draws on semi-structured interviews with women makers engaged with digital fabrication in public library makerspaces.
Findings
The women in the sample leveraged digital fabrication to deepen existing creative practices, challenging gendered distinctions between crafting and technology. They directed making toward economic survival and thriving, including creative-sector entrepreneurship. Making was also directed toward strengthening families and communities, centering relationships beyond the makerspace. Learning emerged as a byproduct of engagement, organized to produce specific artifacts. Library resources, arrangements and rules supported women with varying technology skills and also constrained some making activities.
Practical implications
Findings suggest evaluators should resist deficit framing of women and making; broaden science, technology, engineering and mathematics-focused definitions of making; focus on the personally meaningful ends to which making is directed; expand conceptualizations of community; examine arrangements and resources that mediate making and learning; and center the perspectives of local women makers.
Originality/value
This paper presents an empirical account of makers who are often marginalized and identifies six implications for evaluations of public library makerspaces.
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Recruitment and retention strategy is driven by a complement of endogenous constraints and exogenous imperatives. Confronted with population aging and unprecedented and enduring…
Abstract
Recruitment and retention strategy is driven by a complement of endogenous constraints and exogenous imperatives. Confronted with population aging and unprecedented and enduring fiscal austerity, staffing priorities among many armed forces of the world's advanced industrialized democracies seem to be driven increasingly by the bottom line instead of a view toward the future security environment. This study takes a demographic approach to the integration of military, political, and economic means in pursuit of states’ ultimate objectives in the international system. Similar to the youthful populations, rapid development, and urbanization that characterized the first half of the 19th century, demographic developments of the 21st century are raising the specter of systemic disorder, civil war, and political instability (Evans, 2009; Goldstone, 1993; Nichiporuk, 2000; Tam & Hoffman, 1994). Indeed, a recent intelligence forecast cautioned that “lagging economies, ethnic affiliations, intense religious convictions, and youth bulges will align to create a ‘perfect storm’ for internal conflict” in the near future (National Intelligence Council, 2004, p. 97). Factoring these developments into recruitment and retention strategy has significant implications for strategic posture.