The ethics of research

This is the author accepted manuscript. The final version is available from Sage via the link in this record.Doing ethical research is a fundamentally important part of educational academic practice. Behaving ‘well’ in relation to your participants is not a new phenomenon. However, more recently, a more formal culture of ethics review through Institutional Review Boards (IRB’s) and Research Ethics Committees (REC’s) has emerged which has put the ethics of education research in the spotlight and, at times, questioned conventions of practice. It has been common-place in education research, for example, for teachers/lecturers to give out surveys to their students to assess pedagogical issues. However this raises questions of whether consent of students is full and free if no real option to ‘opt-out’ is provided. Similarly, university/college education students often go into schools to undertake projects with school children and are assured by those in authority that ‘everyone wants to take part’. Again, this raises questions about the power relationship between researchers, gatekeepers and the children involved- shouldn’t children, like adults, also be allowed to say ‘no’ to being researched

Institutional complementarities and gender diversity on boards: a configurational approach

Manuscript Type: Empirical Research Question/Issue: To address the lack of a complementarities-based approach in studies of board diversity, this paper seeks to understandwhether and howcertain country-level factors are causally and jointly related towomen on boards and the nature of their complementarities (are they synergic or substitutes?). Moreover, we intend to learn more about the adoption/diffusion of board gender quotas, by taking into account their role in the existing national configurations (whether they are necessary and/or sufficient conditions). Research Findings/Insights: Using fs/QCA, our findings reveal a particular configuration of country-level conditions that supports the existence of a joint causal relation between given institutional arrangements. Furthermore, we find that board gender quota legislation is not a sufficient condition on its own to achieve a higher number of women on boards. Such evidence suggests that its diffusion across countries could be the result of institutional isomorphismor social legitimacy more than to rational reasons. Theoretical/Academic Implications: For scholars, our paper refines and expands insights from the extant comparative corporate governance literature. By finding support for the “bundled” or jointly causal nature of given institutional factors,we open a window for further research that investigates board-level phenomena in a complementarities-based perspective. Practitioner/Policy Implications: For policymakers, this study provides some insights that could better drive their choice about which mix of policies is necessary to improve female representation on boards, and especially in which institutional areas they should be implemented. It is particularly relevant, because once gender quotas are endorsed at board level, they could have ambiguous effects on firm performance and corporate governance

Improving Science That Uses Code

As code is now an inextricable part of science it should be supported by competent Software Engineering, analogously to statistical claims being properly supported by competent statistics.If and when code avoids adequate scrutiny, science becomes unreliable and unverifiable because results — text, data, graphs, images, etc — depend on untrustworthy code.Currently, scientists rarely assure the quality of the code they rely on, and rarely make it accessible for scrutiny. Even when available, scientists rarely provide adequate documentation to understand or use it reliably.This paper proposes and justifies ways to improve science using code:1. Professional Software Engineers can help, particularly in critical fields such as public health, climate change and energy.2. ‘Software Engineering Boards,’ analogous to Ethics or Institutional Review Boards, should be instigated and used.3. The Reproducible Analytic Pipeline (RAP) methodology can be generalized to cover code and Software Engineering methodologies, in a generalization this paper introduces called RAP+. RAP+ (or comparable interventions) could be supported and or even required in journal, conference and funding body policies.The paper’s Supplemental Material provides a summary of Software Engineering best practice relevant to scientific research, including further suggestions for RAP+ workflows.‘Science is what we understand well enough to explain to a computer.’ Donald E. Knuth in A=B [ 1]‘I have to write to discover what I am doing.’ Flannery O’Connor, quoted in Write for your life [ 2]‘Criticism is the mother of methodology.’ Robert P. Abelson in Statistics as Principled Argument [ 3]‘From its earliest times, science has operated by being open and transparent about methods and evidence, regardless of which technology has been in vogue.’ Editorial in Nature [4

Boards of Directors and Governance Systems: A Practical Guide for Non-Governmental Organizations

This guide was originally released in Spanish in 2014, as a practical tool for strengthening boards of directors of non-governmental organizations (NGOs) in Latin America. It was born out of a fruitless search and recurring need for culturally and linguistically adapted tools on board development for Latin American organizations. In many cases in the region, board development of civil society organizations is still quite incipient and looks entirely different than in the United States, Western Europe and other contexts. The original version was written mindful of the reality of Latin American organizations, drawing on the successful experiences of some, and the needs and challenges they have identified. Shortly after its release, we began to receive requests for a version in English. After conversations with colleagues in other regions, we understood that the approach and tools might be useful for organizations in other parts of the world

Competitive advantage as a legitimacy-creating process

Purpose – The purpose of this paper is to explore how small firms in the tattooing industry actively shape institutional expectations of value for consumers in a changing industry. Design/methodology/approach – The paper draws upon interviews with key actors in the firms under study to explore their experiences with consumers and other constituents in determining how competitive advantage is constructed in this environment. These data are complemented data with interviews with governmental representatives and material from secondary sources. Findings – The results reveal efforts of firms to construct and increase organizational legitimacy through the prominence of discourses of professionalism based on artistry and medicine/public health. These bases of competitive differentiation are not the clear result of exogenous pressure, rather they arise through the active efforts of the firm to construct value guidelines for consumers and other constituents. Practical implications – Strategic management in small firms is a complex and dynamic process that does not necessarily mirror that of large organizations. Constructing competitive advantage is an interacting process between key actors of small firms and various constituents. Originality/value – The paper extends the application of institutional theory in strategic management by illuminating the active role that firms play in creating industry norms, especially in industries where norms are not well established or no longer entrenched. Moreover, exploring an alternative site of study offers a means through which to see well-studied issues in new ways

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Identity, Discourse, and Rehabilitation in Parole Hearings in the United States

Research on parole in the United States has primarily followed a deterministic approach, favoring an examination of variables contributing to release. However, a great deal of prior research neglects a central aspect of the parole process: mainly the hearing. Adopting an ethnographically informed conversation analytic approach, this article addresses one tactic offenders utilize to appeal to a state parole board for release– claiming rehabilitated status. Offenders appealing for parole attempt to establish, in a performative space, their identity as rehabilitated. More globally, this article addresses how individual manage, assert, and negotiate identity in the course of interaction. The achievement of “rehabilitation” is substantiated when it results in early release from prison