Building the foundations of professional expertise: creating a dialectic between work and formal learning

Recent critiques of management and teacher education curricula and teaching pay particular attention to the disconnection between the de-contextualised, formal knowledge and analytical techniques conveyed in university programs and the messy, ill-structured nature of practice. At the same time research into professional expertise suggests that its development requires bringing together different forms of knowledge and the integration of formal and non-formal learning with the development of cognitive flexibility. Such complex learning outcomes are unlikely to be achieved through a 'knowledge transmission' approach to curriculum design. In this article we argue that in many ways current higher education practices create barriers to developing ways of knowing which can underpin the formation of expertise. Using examples from two practice-focused distance learning courses, we explore the role of distance learning in enabling a dialogue between academic and workplace learning and the use of 'practice dialogues' among course participants to enable integration of learning experiences. Finally, we argue that we need to find ways in higher education of enabling students to engage in relevant communities of expertise, rather than drawing them principally into a community of academic discourse which is not well aligned with practice

Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK

Whilst research into the changing landscape of the UK Higher Education (HE) has produced a burgeoning literature on ‘internationalisation’ and ‘transnational student mobility’ over the past few years, still fairly little is known about international students’ experiences on their way to and through the UK higher and further education. Frequently approaching inter- and transnational education as ‘neutral’ by-products of neoliberal globalisation, elitism and power flows, much HE policy and scholarly debate tend to operate with simplistic classifications of ‘international students’ and therefore fail to account for the multifaceted nature of students’ aspirations, mobilities and life experiences. Drawing on the notion of ‘resilience’ and insights from the ‘new mobilities paradigm’, this paper envisages alternative student mobilities which run parallel or counter to the dominant flows of power, financial and human capital commonly associated with an emerging global knowledge economy. Engaging with ‘resilient’ biographies of social science students studying at three UK HE institutions, the paper challenges narrow student classification regimes and calls for a critical re-evaluation of the relationship between international student mobility and other contemporary forms of migration, displacement and diaspora

Building the Foundations of Professional Expertise: creating a dialectic between work and formal learning

Recent critiques of management and teacher education curricula and teaching pay particular attention to the disconnection between the de-contextualised, formal knowledge and analytical techniques conveyed in university programmes and the messy, ill-structured nature of practice. At the same time, research into professional expertise suggests that its development requires bringing together different forms of knowledge and the integration of formal and nonformal learning with the development of cognitive flexibility. Such complex learning outcomes are unlikely to be achieved through a ‘knowledge transmission’ approach to curriculum design. In this article we argue that in many ways current higher education practices create barriers to developing ways of knowing which can underpin the formation of expertise. Using examples from two practice-focused distance learning courses, we explore the role of distance learning in enabling a dialogue between academic and workplace learning and the use of ‘practice dialogues’ among course participants to enable integration of learning experiences. Finally, we argue that we need to find ways in higher education of enabling students to engage in relevant communities of expertise, rather than drawing them principally into a community of academic discourse which is not well aligned with practice

Public engagement with carbon and climate change: To what extent is the public 'carbon capable'?

The relevance of climate change for society seems indisputable: scientific evidence points to a significant human contribution in causing climate change, and impacts which will increasingly affect human welfare. In order to meet national and international greenhouse gas (GHG) emissions reduction targets, there is an urgent need to understand and enable societal engagement inmitigation. Yet recent research indicates that this involvement is currently limited: although awareness of climate change is widespread, understanding and behavioral engagement are far lower. Proposals for mitigative ‘personal carbon budgets’ imply a need for public understanding of the causes and consequences of carbon emissions, as well as the ability to reduce emissions. However, little has been done to consider the situated meanings of carbon and energy in everyday life and decisions. This paper builds on the concept of ‘carbon capability’, a term which captures the contextual meanings associated with carbon and individuals’ abilities and motivations to reduce emissions. We present empirical findings from a UK survey of public engagement with climate change and carbon capability, focusing on both individual and institutional dimensions. These findings highlight the diverse public understandings about ‘carbon’, encompassing technical, social, and moral discourses; and provide further evidence for the environmental value-action gap in relation to adoption of low-carbon lifestyles. Implications of these findings for promoting public engagement with climate change and carbon capability are discussed

Organizing for individuation: alternative organizing, politics and new identities

Organization theorists have predominantly studied identity and organizing within the managed work organization. This frames organization as a structure within which identity work occurs, often as a means of managerial control. In our paper our contribution is to develop the concept of individuation pursued through prefigurative practices within alternative organizing to reframe this relation. We combine recent scholarship on alternative organizations and new social movements to provide a theoretical grounding for an ethnographic study of the prefigurative organizing practices and related identity work of an alternative group in a UK city. We argue that in such groups, identity, organizing and politics become a purposeful set of integrated processes aimed at the creation of new forms of life in the here and now, thus organizing is politics is identity. Our study presents a number of challenges and possibilities to scholars of organization, enabling them to extend their understanding of organization and identity in the contemporary world

Evaluating youth empowerment in neighbourhood settings:applying the capabilities 3C model to evidence and extend the social justice outcomes of youth work in Scotland

This paper examines how collective capabilities at a neighbourhood level can support youth voice and empowerment. By applying Ibrahim’s 3C collective capabilities model in a new context with young people, we propose that it offers a useful framework to demonstrate the existing value and extend the social justice potential of youth work practice. Our findings aim to address the concern that youth work in Scotland supports individual but not collective transformation. They offer a framework to analyse the development of collective youth capabilities, with the potential to hold policy makers to account for commitments to youth decision-making such as The United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Bill. The 3C model conceptualises three key processes in the development of collective agency as conscientisation, conciliation and collaboration. The model recognises the personal and group processes of engagement that lead to grassroots action, but also prompts analysis of power relations between grassroots actors and the institutions that govern public decision-making. Drawing on a case-study example, we highlight the ways in which youth work practice might extend its social justice potential, highlighting the need for collaboration and power sharing with policy institutions in order to support meaningful youth empowerment

The Dialectics of Bank Capital: Regulation and Regulatory Capital Arbitrage

This article outlines the reasons that banks and other financial institutions engage in regulatory capital arbitrage and the techniques they use to do so. Regulatory capital arbitrage describes transactions and structures that firms use to lower the effective regulatory “tax rate” of regulatory capital requirements. To the extent that these regulations force financial institutions to internalize the externalities created by their potential insolvency (including systemic risk externalities), the incentives to engage in regulatory capital arbitrage will persist. Financial institutions employ a range of complex transactions and structures, including securitization, to engage in regulatory capital arbitrage. The article briefly sketches how capital regulations and regulatory capital arbitrage have evolved in dialectical fashion. This article concludes by describing and evaluating two broad approaches to dealing with the dynamic and unstable nature of capital rules (i.e. their constant erosion by regulatory capital arbitrage): simple, broad brush rules (such as simple and large increases in regulatory capital levels) and more regulatory engineering that attempts to keep pace with the increasing complexity of financial institution balance sheets and transactions

The Dialectics of Bank Capital: Regulation and Regulatory Capital Arbitrage

This article outlines the reasons that banks and other financial institutions engage in regulatory capital arbitrage and the techniques they use to do so. Regulatory capital arbitrage describes transactions and structures that firms use to lower the effective regulatory “tax rate” of regulatory capital requirements. To the extent that these regulations force financial institutions to internalize the externalities created by their potential insolvency (including systemic risk externalities), the incentives to engage in regulatory capital arbitrage will persist. Financial institutions employ a range of complex transactions and structures, including securitization, to engage in regulatory capital arbitrage. The article briefly sketches how capital regulations and regulatory capital arbitrage have evolved in dialectical fashion. This article concludes by describing and evaluating two broad approaches to dealing with the dynamic and unstable nature of capital rules (i.e. their constant erosion by regulatory capital arbitrage): simple, broad brush rules (such as simple and large increases in regulatory capital levels) and more regulatory engineering that attempts to keep pace with the increasing complexity of financial institution balance sheets and transactions

Constructing women’s leadership representation in the UK press during a time of financial crisis : gender capitals and dialectical tensions

A continuing challenge for organizations is the persistent underrepresentation of women in senior roles, which gained a particular prominence during the global financial crisis (GFC). The GFC has raised questions regarding the forms of leadership that allowed the crisis to happen and alternative proposals regarding how future crises might be avoided. Within this context women’s leadership has been positioned as an ethical alternative to styles of masculinist leadership that led to the crisis in the first place. Through a multimodal discursive analysis this article examines the socio-cultural assumptions sustaining the gendering of leadership in the popular press to critically analyse how women’s leadership is represented during the GFC of 2008–2012. Highlighting the media’s portrayal of women’s leadership as a gendered field of activity where different forms of gender capital come into play, we identify three sets of dialectics: women as leaders and women as feminine, women as credible leaders and women as lacking in credibility, and women as victims and women as their own worst enemies. Together, the dialectics work together to form a discursive pattern framed by a male leadership model that narrates the promise of women leaders, yet the disappointment that they are not men. Our study extends understandings regarding how female and feminine forms of gender capital operate dialectically, where the media employs feminine capital to promote women’s positioning as leaders yet also leverages female capital as a constraint. We propose that this understanding can be of value to organizations to understand the impact and influence of discourse on efforts to promote women into leadership roles