Dropping Your Tools: Exploring When and How Theories Can Serve as Blinders in IS Research

The debate between protagonists of different theoretical approaches continues in the IS field, with little prospect of resolution. The debate is typically characterized by tendentious arguments as advocates of each approach offer a one-sided condemnation of other approaches. Debate on the qualities of theoretical explanations of technological change is hampered by the shadow of supremacist strategies that is cast over the debate, illustrating the manner in which IS researchers are polarized into opposing camps, each viewing the other as inferior. Ironically further polarization is occurring in the ways that various groups of IS scholars are simultaneously calling for order, discipline and clearer notions of the “core of the discipline” while other scholars call for greater research diversity. In order to overcome this polarization we advocate a strategy recommended by Weick [1996]: Drop your tools—hold your concepts lightly and update them frequently. Three reasons for dropping our theoretical tools are put forward—the focus on improving practice, the focus on building cumulative tradition in the mother discipline, and the focus on building cumulative tradition in one’s own discipline—suggesting researchers must consider the “fit” between problem domain, theory and the relationship of the chosen theory to the method of inquiry

Fostering college and career readiness: how career development activities in schools impact on graduation rates and students' life success

This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely “ready” for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people’s readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people’s careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people’s academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people’s career and life success?Career Cruisin

Moving Ideas and Money: Issues and Opportunities in Funder Funding Collaboration

Presents an overview of funder collaboratives, ranging from information exchange, co-learning, informal and formal strategic alignments to pooled funding, joint ventures, and hybrid networks. Discusses elements of success, outcomes, and challenges

It Takes a Community to Change a Broken System: Using an Inter-organizational Collaborative Group to Ensure All Oakland Students Graduate from High School

This qualitative study documents the formation and interactions of an inter-organizational collaborative group, Oakland\u27s Promise Alliance, to determine if there were environmental and community factors that contributed to the success of the collaborative. The research examines how various participatory activities and group interactions used during the relationship-building phase of the groups\u27 development helped strengthen the group over time. Lastly this study identifies the specific, preexisting characteristics of the Oakland community that affect the propensity for change. Employing the participatory action research method, 9 of the 13 members of the executive committee voluntarily participated in qualitative interviews and group dialogue to extract their sentiments toward the practice of collaboration in general and in Oakland specifically. I used the social capital theory as the theoretical rationale to examine the experiences the co-researchers have as members of Oakland\u27s Promise Alliance and the external factors that influence the work. A summary of findings included the development of 4 generative themes: (a) Commitment, (b) Cohesion, (c) Change, and (d) Communication. The research reveals that all members were highly motivated to participate. Yet, contrary to previous studies on the leadership within the collaborative practice, co-reseachers, who were executive committee members of an Oakland, California based nonprofit organization expressed the desire to have formalized leadership structure. Co-researchers also found that the key to Oakland\u27s Promise Alliance\u27s success lies within its opportunities to improve communication and engage in informal interactions. The retreat, held in Hershey, PA was an example of such. Recommendations for further research, as well as recommendations for inter-organizational collaboration are provided

School Climate: Practices for Implementation and Sustainability

The National School Climate Center (NSCC) School Climate Practice Briefs -- Practices for Implementation and Sustainability -- present the latest in research and best practice for effective school climate reform from leading experts. The 11 issues selected to be included in this set of Practice Briefs are based on NSCC's decade-long work with the entire academic community -- teachers, staff, school-based mental health professionals, students and parents -- to improve a climate for learning.These School Climate Briefs for Implementation and Sustainability focus on both the "what?" - what are the foundational standards, research and measurements of school climate; and the "so what?" - what practices individuals, schools and communities can employ to measure and improve school climate for maximum impacts. We encourage a review of the entire set of Briefs as they demonstrate how school climate aligns with current opportunities and challenges schools face to ensure quality, safe, equitable and engaging environments for students and adults

W. K. Kellogg Foundation: Retrospective Evaluation of K-12 Service-Learning Projects, 1990-2000

Describes the collective impact of Kellogg's K-12 service-learning grantmaking in the 1990s and grantees' contributions to service-learning practice and sustainability in the U.S

Re-Envisioning Talent Management for the 4th Industrial Revolution: A Systems and Design Thinking Intervention

This dissertation examines the application of interactive planning as an intervention for the purpose of exploring its effectiveness with diverse, cross-organizational stakeholders when considering an issue that transcends individual organizations. The case study offers a practitioner method and approach using systems and design thinking to re-envision talent management in the 4th Industrial Revolution. The first two phases of a three-phase model, entitled Consider, Research, Explore, Associate, Theorize, and Empathize, (C.R.E.A.T.E.) contains aspects of systems and design thinking, and are addressed in this study. Data were gathered from direct observation and facilitation of two stakeholder sessions. The first, in Blue Bell, Pennsylvania, included participants employed in a variety of roles from across industries and companies in the Greater Philadelphia area. The second, in Austin, Texas, included external human capital consultants across the United States and Canada who were all partner-members of Career Partners International (CPI). Results indicated that stakeholders representing different organizations, roles and boundaries can enter into generative space regarding a common issue. Results also show designs with emergent themes that have the potential to influence the creation of an effective talent management system, and the C.R.E.A.T.E. model can be applied to accelerate the pace of innovation and creative solution seeking with regard to issues of complexity. Reflections on the facilitation process and a timeline practitioners can use with internal and external clients are provided along with suggestions for future research into this highly collaborative and interactive process

QUALITY BASED ASSESSMENT FOR CONTEMPORARY LEADERSHIP – THE CASE OF STEVE JOBS

In this paper, the authors discuss different reasons for the choice of Steve Jobs as a leader. It summarizes several primary concepts that shape matter about who is a leader? In addition, it attempts to provide collaborative evidence into argument about Leadership. Overall, it is about an exhibition of leadership. The methodology is to present, evaluate and analyze several qualities of a Leader that have been identified by some scholars. Conclusively, it asserts that it is expedient to concentrate on lessons learnt from various leaders and apply such lessons in a subsequent engagement with the subject of leadership