51,862 research outputs found
Problem-based leadership: nurturing managers during turbulent times
Purpose â The paper explores problem-based learning (PBL) as a useful methodology in leadership development during turbulent times. It identifies several pertinent action points for managers to lead through problems while understanding their capacity to empower themselves and others to face challenges at work. Design/methodology/approach â Broad concepts of PBL are used to distil the characteristics of this methodology and how they might be applicable to leadership development. An actual case of PBL in leadership education and training is employed to illustrate the processes of problem solving and reflective action-taking. Findings â When confronted by problems, managers should adopt a learning-oriented mindset and draw on the strengths of others to generate immediate solutions for experimentation. In doing so, they need to accept failure as a prerequisite for creative tensions to be generated and applied in messy circumstances. Until they think out of the box, they will continue to solve problems in tried-and-tested ways obstructing the emergence of revolutionary solutions. Practical implications â In order for managers to make an impact on organizational process and improvement, they need to focus on the action and learn components of PBL. They should be given the space to listen to their own âvoiceâ and internalize the âvoiceâ of others through reflection and dialogue. They should also be recognized for their courage and boldness in confronting problems even if more problems are generated in the process. It is facing the goliath that managers truly grow to become real leaders. Originality/value â Although the concept of PBL has been around for a long while, its applicability to leadership development has not been sufficiently explored in both theory and practice. This paper brings another dimension to the common idea of problem solving where solution seeking is not an end it itself. At best, it is a means to discovering the potential of true leadership in those whose mindset is focused on learning and reflective decision-making
Exploring the remuneration âblack boxâ: establishing an organizational learning insight into changing remuneration committee âsocial worldsâ
Current executive compensation research posits a need to extend analysis beyond principalagent theory in order to explore the complex social influences and processes implicated in Remuneration Committee (RemCo) decision-making (e.g. Bender, 2007; Kakabadse et al, 2006; Main et al., 2007), particularly given the current uproar surrounding reported levels and structuring of executive remuneration. We respond to this international need by highlighting how innovative organizational learning theorizing can be integrated into further investigations of the remuneration âBlack Boxâ, in order to focus attention upon the nuances of what and how organizational learning takes place in the remuneration process. Additionally, we note the importance of investigating the main actors and particularly their performance of complex roles within their rapidly evolving âsocial worldsâ. By exploring the organizational learning phenomena implicated in executive remuneration, we argue that practitioners, regulatory bodies etc. can appreciate further the implications of their respective decision-making
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How can we create the university of the future?
Higher education is facing change across the world, but nowhere more so than in the UK with the impact of changing funding structures, a changing student body and diminishing resources. It is not just the Browne Review though that heralds these changes, UK HE has already been subject to new circumstances over the past ten or more years but it has not always responded as a sector with agility and speed. What is clear, though, now is that we need to radically rethink our current models and consider what the University of the future should look like. This paper will outline the key note lecture I presented which considers the changes that HE has faced over the past fifteen years, describes some of the challenges we are facing now and looks to some models of the future in response to those current challenges. It includes feedback provided by hose present at the lecture in terms of their views for the past, present and future
From pattern appraisal to unitary appreciative inquiry - a critical reflection on the development of the unitary appreciative inquiry method
Summative Assessment of the Core Module âTheoretical Developments in the Science and Art of Nursingâ. The purpose of this article is to place Cowlingâs unitary appreciative inquiry method in the context of nursing science and the development of unique nursing research methods. Unitary appreciative inquiry is one of a few nursing research and practice methodologies based on Martha Rogersâ theory, the Science of Unitary Human Beings. This article is reflecting the development of the unitary appreciative inquiry method in analyzing articles and literature published by Cowling and other authors that are related to Cowlingâs ideas and approaches. A brief overview of the basic concepts, assumptions and principles of Rogersâ theory is given as well as some insights on other major influences on Cowlingâs work. The changes that have been made over the past seventeen years from pattern appraisal to pattern appreciation and unitary appreciative inquiry in its current use are mapped and its contribution to current nursing knowledge and practice is critically reviewed. The author of this article strongly beliefs that nursing needs to develop its own research methods based on nursing theories for further development and improvement of nursing science as an independent and accepted discipline in human health care. It is from that perspective that Cowlingâs work is reviewed
"Darling Look! Itâs a Banksy!â Viewersâ Material Engagement with Street Art and Graffiti
This chapter examines viewersâ affective encounters with street art and graffiti, with attention to the critical framework provided by RanciĂšre (2004), whose work suggests a method for investigating our aesthetic practices of participation (or exclusion) and looking (or not looking). Viewersâ material engagements with street art and graffiti represent a disruption of the expectable order that demonstrates that what we see, according to our usual division of the sensible, could be otherwise â thus revealing the contingency of our perceptual and conceptual order. Our examination of the visual dialogue on just one city wall highlights the temporal, site-specific and participatory elements of graffiti and street art as a form of communication, or visual dialogue. We demonstrate that viewers are not passive recipients of the artistâs intentions, but are instead competent social actors capable of understanding, appreciating, and actively and materially engaging with street art and graffiti
A Primer on Christian Worship
Title: A Primer on Christian Worship; Author: William A. Dyrness; Publisher: Grand Rapids, MI: Eerdmans, 2009; ISBN: 978080286038
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Bells that still can ring: systems thinking in practice
Complexity science has generated significant insight regarding the interrelatedness of factors and actors constituting our real world and emergent effects from such interrelationships. But the translation of such rich insight towards developing appropriate tools for improving real world situations of change and uncertainty provides a further significant challenge. Systems thinking in practice is a heuristic framework based upon ideas of boundary critique for guiding the use and development of tools from different traditions in managing complex realities. By reference to five systems approaches, each embodying more than 30 years of experiential use, three interrelated features of the framework are drawn out â contexts of systemic change, practitioners as change agents, and tools as systems constructs that can themselves change through adaptation. The âbells that still can ringâ refer to tools associated with the Systems tradition which have demonstrable capacity to change and adapt by continual iteration with changing context of use and different practitioners using them. It is in the practice of using such tools whilst being aware of significant âcracksâ associated with traps in managing complex realities that enables systems thinking in practice to evolve. Complexity tools as examples of systems thinking can inadvertently invite traps of reductionism within contexts, dogmatism amongst practitioners, and fetishism of our tools as conceptual constructs associated with ultimately undeliverable promises towards achieving holism and pluralism. The heuristic provides a guiding framework on monitoring the development of tools from different traditions for improving complex realities and avoiding such traps
Web conferencing and blended learning: Using webinars as a bridge between formative and summative assessment on a part-time BA programme
This paper pays attention to the web-conferencing tool Adobe Connect (AC) and how it can be used in education. It explains how the redesign and redevelopment of the BA Education and Professional Development (BA EPD) impacted upon, and influenced an experimental teaching session using AC. The paper discusses AC and explains how it was used as a bridge between formative and summative assessment and the paper outlines the implications of using AC as a bridge and offers conclusions and recommendations for future developments
âLivingâ theory: a pedagogical framework for process support in networked learning
This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through caseâstudy analysis of learnersâ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the caseâstudy course and the action research methodology. It then identifies key dimensions of four interconnected developmental processesâorientation, communication, socialisation and organisationâthat were associated with âlearning to learnâ in the courseâs networked environment, and offers a flavour of participantsâ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for processâfocused (as well as domainâfocused) learning tasks
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