Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative

This paper outlines PhD research associated with Leapfrog, a three-year funded AHRC project, which aims to analyse the impact of co-design practices in developing ‘engagement tools’ within community development. One challenge in co-design is identifying ways to understand holistically the context. Understanding individual and collective contextual factors simultaneously requires bridging the gap between theory and practice. Cultural-Historical Activity Theory (CHAT) interconnects all the components simultaneously illuminating a holistic approach for understanding such context. The paper focuses on the distribution of power in co-design aiming to illustrate how designers balance power and reflects on the experience of applying CHAT into practice, identifying informal learning as a key component. It elucidates how ethnographic methods can provide a deeper understanding about the context. About this, it can be concluded that a greater awareness of context, understood through the lenses of CHAT, helps designers to reveal the interconnection between individual and collective factors

Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology

How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the role of mediation or the context of production, however when creating a curriculum or instructional design are rare. Given that as adults, ideology has become a mental tool and a resource via participating in discursive practices, thus regulating our behavior and materializing in the activities of the educator’s instructional design. In other words, the activities and pedagogical decisions the instructor makes, not only transmit ideas of the designer, but also that of the collective. The purpose of this dissertation is to define how critical language theories during a professional development program can sustain and support “awareness of and insight into what one’s cultural locations” and how its meaning from such awareness may have an effect on “what one does, how one thinks or perceives, and the actions one chooses as a teacher” (Genor and Goodwin, 2005) of linguistically diverse students. The goal is to define and implement a theoretical construct of decolonizing theory as it pertains to the current issues of heritage language teachers who teach culturally and linguistically diverse students in mainstream classrooms, and the implications for teacher education programs in the absence of linguistic diversity under the oppressive English- Only mandate

Understanding the Drivers of Sustainable Entrepreneurial Practices in Pakistan’s Leather Industry: A Multi-Level Approach

Purpose: The main objective is to analyse the drivers of sustainable entrepreneurial practices in SMEs operating in a developing economy. The secondary objectives are to explore the relationship between these drivers and to draw out the implications for policy and practice. Design/methodology/approach: The research is informed by the literature on sustainable entrepreneurship, and on the drivers of pro-environmental practices in SMEs. It reports on the results of an intensive multi-level empirical study, which investigates the environmental practices of SMEs in Pakistan’s leatherworking industry using a multiple case study design and grounded analysis, which draws on relevant institutional theory. Findings: The study identifies that coercive, normative and mimetic isomorphic pressures simultaneously drive sustainable entrepreneurial activity in the majority of sample SMEs. These pressures are exerted by specific micro, meso and macro level factors, ranging from international customers’ requirements to individual-level values of owners and managers. It also reveals the catalytic effect of the educational and awareness-raising activities of intermediary organisations, in tandem with the attraction of competitiveness gains, (international) environmental regulations, industrial dynamism and reputational factors. Practical implications: The evidence suggests that, in countries where formal institutional mechanisms have less of an impact, intermediary organisations can perform a proto-institutional role that helps to overcome pre-existing barriers to environmental improvement by sparking sustainable entrepreneurial activity in SME populations. Originality/value: The findings imply that the drivers of sustainable entrepreneurial activity do not operate in a ‘piecemeal’ fashion, but that particular factors mediate the emergence and development of other sustainability drivers. This paper provides new insights into sustainable entrepreneurship and motivations for environmental practices in an under-researched developing economy context

Attention deficit hyperctivity disorder –aviable training module for school teachers

Attention Deficit Disorders in children is a problem that teachers face in classrooms universally, and it can be particularly challenging. Despite this, there is a great paucity of work either in evaluating the existing knowledge levels of the teachers of Primary schools concerning this neurobehavioral problem, or in formulating attempts to train them in classroom management. The aim of the present study is the development of an evaluation and Training Module for Teachers, comprising of a three-step ADD group training method, with evaluation included. The target group comprised of 30 primary school teachers representing various schools in D. K. District. Following a baseline evaluation, the group training was performed. The curriculum included ADD/ADHD theory, case study and discussions. The specific objectives of the 3 day activity were to: assess them on their knowledge of ADD on a pre evaluation Test, obtaining relevant socio-demographic details, and providing them with specific training, after which they were re-assessed. The experience showed that the training facilitates knowledge of this clinical condition. The age, sex, teaching experience, qualifications and the residential area, were not found to be associated with the knowledge levels of teachers. The inclusion of this time and cost effective module in awareness and management skill building of Primary teachers as part of their in- service training as well as the implications of a successful culture and context specific training programe for the inclusion of ADD children in the regular classroom is discussed

Analysis of cybercrime activity: perceptions from a South African financial bank

Research report submitted to the School of Economic and Business Sciences, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Commerce (Information Systems) by coursework and research. Johannesburg, 28 February 2017.This study is informed by very little empirical research in the field of cybercrime and specifically in the context of South African banks. The study bridges this gap in knowledge by analyzing the cybercrime phenomenon from the perspective of a South African bank. It also provides a sound basis for conducting future studies using a different perspective. In order to achieve this, an interpretive research approach was adopted using a case study in one of the biggest banks in South Africa where cybercrime is currently a topical issue and one that is receiving attention from senior management. Cohen and Felson (1979) Routine Activity Theory was used as a theoretical lens to formulate a conceptual framework which informed the data collection, analysis and synthesis of cybercrime in the selected bank. Primary data was obtained via semistructured interviews. Secondary data was also obtained which allowed for data triangulation. From the perspective of a South African bank, the study concluded that weak security and access controls, poor awareness and user education, prevalent use of the internet, low conviction rates and perceived material gain are the major factors that lead to cybercriminal activity. In order to curb the ever increasing rate of cybercrime, South African banking institutions should consider implementing stronger security and access controls to safeguard customer information, increase user awareness and education, implement effective systems and processes and actively participate in industry wide focus groups. The transnational nature of cybercrime places an onus on all banks in South Africa and other countries to collaborate and define a joint effort to combat the increasing exposure to cybercriminal activity. The use of the Routine Activity Theory provided an avenue to study the cybercrime phenomenon through a different theoretical lens and aided a holistic understanding of the trends and the behavioral attributes contributing to cybercriminal activity that can help South African banks model practical solutions to proactively combat the splurge of cybercrime. Keywords: Cybercrime, internet, crime, computer networks, Routine Activity Theory, South African banks.GR201

Affectivity and Relational Awareness in Pedagogy and Education: moments of hesitation in intersubjective encounters

In this article, we put forward the concept ‘relational awareness’ to describe a conscious awareness of the experience of relational responsivity and dynamics of change in stressful intersubjective encounters in pedagogy and education. This concept is inspired by phenomenology and cultural-historical theory. We introduce the theories of extended affectivity, embodied resonance and intersubjectivity and relate these to cultural-historical psychology in order to explore how people appraise and understand situations related to societal goals, motives, practices and mediating means. Relational awareness, which involves being consciously aware of embodied, pre-reflective relational responsivity, is specific to the cultural context, to the mediating means, and the lived experiences of the person. Relational awareness and responsivity can be objects of reflection and education when educational practices include deliberate work on embodied experience and mediational means to reflect on and change experienced intercorporeity. Relational awareness differs from interpersonal perception in that it involves embodied activity mediated by embodied knowledge and social means of language and discourse.Our conceptualisation of relational awareness is empirically driven by two qualitative studies of preschool teachers’ and teachers’ embodied practices to become presently aware during intersubjective encounters with children in stressful everyday conditions. The embodied practices in the study were inspired by exercises in mindfulness and compassion, which were adjusted according to how the participants experienced their significance. The flexibly adjusted exercises and discourses appeared to provide participants with the mediational embodied and discoursive means to become relationally aware in difficult encounters. Biesta’s conceptualisation of ‘moments of hesitation’ contributes to the discussion of ‘relational awareness’ in education and care

Information Sharing in Major Events

This thesis argues that information sharing is crucial for creating and maintaining shared situational awareness in the context of routine operation and incident management at major events. Information sharing and situational awareness are needed for controlling and coordinating individuals from the police, fire, rescue, voluntary groups, organisers and the public, who were typically linked together in this naturalistic context. The research thus focuses on investigating how information sharing influences situational awareness, what motivates information sharing and what tools are used to mediate and control information sharing. Activity theory is utilised as a conceptual framework and as an analytical tool to portray the motivated activity of information sharing. This activity is directed at creating and maintaining shared situational awareness. Recognising this multi-voiced context, the research was founded upon a qualitative and interpretive paradigm. Review of organisational documentation, observation of current practices and interviews were employed to collect information for concerts and baseball matches in Mexico. Data collected were transcribed verbatim and an open, axial and selective coding approach was used to analyse the data. Themes and activity elements were recognised and utilised to uncover links in the light of contextual features to make sense of relationships between them. From those relationships, surface credibility and normative altruism as motivations and situational awareness as an abstract tool are proposed as contributions to knowledge. In addition, the Situational Awareness Modes in Incident Management (SAMIM) model is proposed to frame and exhibit the necessity for individuals to be aware of diverse situations in context. Moreover, the findings have practical implications concerning the development of adequate protocols for managing incidents; improvement of abstract and material tools; and training to tune the coordination and control of individuals serving as incident responders, including the public. This can be done through practice exercises in routine operation and simulated incident management at major events

The Influence of IT on Women’s Entrepreneurial Intention in the Saudi Context

IT entrepreneurship is becoming an increasingly a vital source for promoting socio-economic growth, innovation and job opportunities. Despite the increasing awareness of this importance, evidence indicates that the level of female involvement in IT entrepreneurial activity is still remains low. Furthermore, there has been minimal research about female entrepreneurship from a technological point of view. Our goal in this study is to propose a theoretical model that extends Theory of Planned Behavior by incorporating the technological factors into established entrepreneurial models. Investigating such factors is beneficial for motivating a new generation of women entrepreneurs in the IT context. In addition, it helps to provide a further understanding to IS researchers and practitioners

Extrinsic and intrinsic motivation for experience grounded tacit knowledge sharing in Chinese software organisations

Purpose – The purpose of this study is to identify and explain the role of individuals’ awareness and motivation in facilitating knowledge sharing (KS) in the real world of practice, as well as to establish areas of convergence between theory and practice that can be of use to both academics and practitioners involved in knowledge intensive organisations. Design/methodology/approach – This study used Grounded Theory (GT) as an inductive methodology to collect, analyse and interpret data from multiple case-studies. 44 participants from Chinese software organisations were selected on the basis of their role in SW design and development and were interviewed using a semi-structured interview script. The data analysis followed a Straussian approach to coding, which consists of open coding, axial coding and selective coding. The analysis focused on the impact of individuals’ awareness and motivation to share knowledge. Findings – The findings of this research show that the motivation for KS – a time consuming and demanding activity – is indeed related to awareness by managers and developers of the benefits of KS in their professional practice. Practitioners shared their experiences and tacit knowledge with others, partly because it was required by their companies, but also because they have a sound awareness of the need to share knowledge both inside and outside their organisations. Research limitations/implications – As a typical social science inductive study, this research is bounded by the context in which the theory proposed emerged from. Further research should be conducted into a richer variety of organisational and national contexts, as suggested by good theoretical sampling practice, which could provide further insights or contrasts. Originality/value – Despite a number of theoretical propositions found in the literature, there is a clear lack of implementation strategies and models that explain the role of awareness and motivation in facilitating KS in the world of practice. This issue of applicability of theoretical propositions is now recognised as one of the fundamental key issues in KS. This study provides new and practice grounded insights in this area and is of interest to both practitioners and theoreticians as it explains and bridges the individuals’ awareness and motivation for tacit KS