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The impact of employees' working relations in creating and retaining trust: the case of the Bahrain Olympic Committee
Introduction: This thesis investigates the impact of employeesâ working relations in creating, maintaining and retaining trust in the Bahrain Olympic Committee (BOC).
Aim: The main aim of this thesis is to determine how the three groups of Organisational Trust variables, namely Social System Elements (SSE), Factors of Trustworthiness (FoT) and Third-Party Gossip (TPG), affect employeesâ Organisational Trust (OTR) in the BOC and promote Organisational Citizenship Behaviour (OCB). To answer this main aim, a conceptual framework was created that focused on exploring the following research aims: (1) the interrelationship between SSE and FoT, (2) the effect of SSE on OTR, (3) the impact of TPG on OTR and (4) the effect of OTR on overall OCB.
Methodology: The study uses a mixed-method case study research style that included in-depth semi-structured interviews with 17 managers, an online questionnaire survey with 320 employees of the BOC and an analysis of the BOCâs Annual Reports from 2015 to 2018.
Results: The qualitative and quantitative findings indicate, firstly, that there is a significant interrelationship between SSE and FoT, establishing that SSEâs perception of organisational justice (OJ), including that FoTs benevolence and integrity as the most important factors in yielding employeesâ trust in the BOC. Secondly, it has been established that SSEs have significant direct and indirect effects on OTR. Thirdly, negative and positive TPG concurrently occurred in the BOC and the prevalence of negative TPG poses more impact on OTR. Finally, this studyâs findings demonstrated OTRâs effect in generating OCB, including that Civic Virtue was rated as the most preferred of the five OCB themes; this indicates the managersâ and the employeesâ strong emotional attachment and support of the activities taking place at the BOC.
Contributions: Overall, this thesis substantially contributes to OTR literature, particularly in the context of the Middle East. It also proposes several insightful recommendations for future research and practical implications for practitioners in the field of Organisational Trust
Raising Critical Consciousness in Engineering Education: A Critical Exploration of Transformative Possibilities in Engineering Education and Research
This thesis represents a critical exploration of the opportunities, challenges, and barriers to enacting social justice via the engineering curriculum. Through an ethnographic case study of a British engineering for sustainable development course, I illuminate tensions and contradictions of attempts to âdo goodâ while âdoing engineeringâ in a higher education setting. This work is couched within critical and anti-colonial theoretical frames. Through critical and reflexive analysis, I illustrate attempts of participants to innovate in engineering education toward a counter-hegemonic engineering practice, and highlight transformative possibilities, as well as barriers. This case illustrates how the structures that formed modern engineering continue to shape engineering higher education, restraining attempts to transform engineering training for social good.A central question that has driven this work has been: Is it possible to cultivate a more socially just form of engineering practice through engineering higher education? The function of asking this question has been to interrogate a core assumption in engineering education research â that with the right blend of educational interventions, we can make strides towards social justice. My intent in interrogating this assumption is not to be nihilistic per se. I believe it is entirely possible that engineering could potentially be wielded for just cause and consequence. However, if we do not critically examine our core assumptions around this issue, we may also miss out on the possibility that socially just engineering is not achievable, at least in the way we are currently approaching it or in the current context within which it exists.An examination of this topic is already underway in the US context. However, it is under-explored in a British context. Given the different historical trajectories of engineering and engineering in higher education between these two contexts, a closer look at the British context is warranted
(De)constructing Machines as Critical Technical Practice
This paper discusses the role of technology under the framework of Critical Technical Practice specifically in the form of constructing artefacts and deconstructing tools in order to produce what Philip Agre would describe as âreflexive work of critiqueâ (Agre, 1997:155). By presenting the activities and methods used in the teaching and shaping of undergraduate courses, this paper aims to show how technical objects, such as data, datasets, application programming interfaces and machine learning models, can be considered as discursive subjects, demonstrating pedagogical understanding across fields. The courses operate in the humanities tradition and take critical technical practice as a didactic approach, insofar as software and data are understood and manipulated on an instrumental level, while encouraging critical engagement and embodied reflection that bridge the technical and social/cultural domains. Within this pedagogical approach, critical is not only understood as a paradigm of rationality or quantitative, data-driven argumentation, but as adopting a critical position â that is, to research and reflect on the social structures and cultural phenomena entangled with digital objects, bodies, tools, methods and software production. By embracing work-in-progress and reflexive exploration, we aim to extend the notion of critical technical practice by unfolding how (de)constructing machines can be achieved beyond thinking of technology as neutral instrumentalisation. The challenge is how to find a balance, not only as researchers but as educators, unfolding aspects of both formality and functionality as well as questioning and understanding technology at a discursive and critical level. We argue that learning technical practice in an educational setting is not an end, but rather a means to question existing technological structures and create further changes in socio-technical systems
Towards a framework for the study of ongoing socio-technical transitions: explored through the UK self-driving car paradigm
The UK government set out to see self-driving cars on roads by 2021. The idea of a self-driving car has been around for almost a century, and more recent technological developments have made self-driving cars a real-life possibility. While a fully self-driving automobility system is some distance away, real-life testing is bringing autonomous driving closer to consumers. Some claim this to be the biggest disruption to mobility systems since the invention of the car. Claims about the potential of self-driving mobility range from economic and social benefits to environmental improvements. A significant ambiguity however remains concerning how they will be deployed and how the technological innovation will affect mobility aims and related transport and infrastructure systems. So far, the vast majority of studies on AVs have focused on the technology aspect of this transition lacking contributions that address this from a broader socio-technical perspective.
With the accelerated adoption of new technologies, Sustainability Transitions has come to prominence as a research area that seeks to understand and guide socio-technical transitions toward sustainable trajectories. Socio-technical transitions theoretical framework has been used to understand historical transitions in the majority of empirical applications. The ability to apply the same framework to ongoing transitions and to guide these towards sustainable outcomes remains unsubstantiated. To address this gap this thesis examines the foundations of multi-level perspective (MLP) â a socio-technical transitions analytical framework â and develops an analytical framework (SRPM â System Rules Pathways Mechanisms) that is appropriate for the study of ongoing transitions. The refocused framework incorporates critical realism to focus analysis on causation and causal mechanisms. It is used to analyse the ongoing socio-technical transition to self-driving cars in the UK through a four-step analytical process. The study is framed as a case-based process mechanism study. The four steps are: i) contextualisation of the ongoing transition to AVs in the UK as a socio-technical transition based on the MLP theoretical framework; ii) identification of internal and external structural relations within the transition through the notion of rules and the morphogenetic cycle; iii)
aligning observed processes with transition pathways to theorise about the trajectories of the transition; iv) identification of causal mechanisms in the observed processes through identification of demi-regularities through data analysis of grey literature and theorisation about mechanisms through the development of mechanism sketches and schemata.
The thesis makes two contributions to knowledge: i) methodological and ii) empirical. The methodological contribution is the development of the SRPM analytical framework to study an ongoing socio-technical transition, and the empirical contribution is the application of this framework to the study of the ongoing transition to driverless cars in the UK
Interdisciplinarity as a political instrument of governance and its consequences for doctoral training
UK educational policies exploit interdisciplinarity as a marketing tool in a competitive educational world by building images of prosperous futures for society, the economy, and universities. Following this narrative, interdisciplinary science is promoted as superior to disciplinary forms of research and requires the training of future researchers accordingly, with interdisciplinary doctoral education becoming more established in universities.
This emphasis on the growth of interdisciplinary science polarises scholarsâ views on the role of academic research between the production of knowledge on the one hand and knowledge as an economic resource at the other end of the spectrum. This research asks: what is the rationale behind the perceived value of interdisciplinary research and training, and how does it affect graduate studentsâ experiences of their PhD?
Based on a practice theory perspective for its suitability in generating insights into how universityâs social life is organised, reproduced and transformed, the doctorate is conceptualised as sets of interconnected practices that are observable as they happen. This current study, therefore, comprised two stages of data collection and analysis; the examination of documents to elucidate educational policy practices and an educational ethnography of an interdisciplinary doctoral programme.
This study found interdisciplinary doctoral training is hindered by the lack of role models and positive social relationships, which are crucial to the way interdisciplinary students learn. Furthermore, it is argued that interdisciplinarity is sometimes applied to research as a label to fit with fundersâ requirements. Specifically, in this case, medical optical imaging is best seen as an interdiscipline as it does not exhibit true interdisciplinary integration.
Further insights show that while interdisciplinarity is promoted in policy around promises and expectations for a better future, it is in tension with how it is organisationally embedded in higher education. These insights form the basis for a list of practical recommendations for institutions. Overall, interdisciplinary doctoral training was observed to present students with difficulties and to leave policy concerns unaddressed
An onto-epistemological (re)framing and (re)connecting of organisations as praxeological multi-capital value systems
Organisation stands as one of humankindâs greatest inventions, and reconceptualising organisations to meet the ever-diversifying needs of the modern stakeholder community one of its most significant challenges. Historically, scientific management principles simplified the challenge through a profitable operations practice imperative, which reinforced a creation and destruction value dualism, and causal and value dead ends. However, value is contingent upon meeting needs, demanding that organisations leverage a wider and connected set of capitals to meet the diverse needs of modernity. This research seeks to understand how praxeologically inert legacy organisations can generate value by (re)connecting capitals and (re)framing as multi-capital value systems. The studyâs setting is the university-led Made Smarter Leadership Development programme which provided an insightful longitudinal case study over the two-year programme life-cycle. The research surfaced rich qualitative insights on participant sense-making journeys across a diverse set of participant-researcher touchpoints, and also collected associated quantitative survey data. Analysis was conducted in three streams, and iteratively built up a complementary organisational model ontology. Stream one, a qualitative ethnographic study utilised grounded theory analysis to surface the prâxis (re)framing priorities of organisations. Analysis of such priorities yielded an onto-epistemological perspective of an organisation, and novel insights were generated on prâxis (re)framing strategies, organisational maturity, and how prâxes and frames combine as a relational onto-epistemological duality. Stream twoâs quantitative analysis of respondent data identified the 20 significant prâxis-elements that form six systemically correlated and causally related capital factors. Findings indicate how multiple capitals connect as an organisational structure which orchestrates value flows between capital factors. Stream three elaborated on the prior two streamsâ empirically-grounded foundations through sensemaking systems dynamics theory. This modelling produced both empirical findings and a generalisable methodology to reconceptualise organisations as a connected praxeological multi-capital value system. Specifically, findings informed how means-ends dynamics orchestrate complex capital interactions, which form pan-organisational value journeys, and ultimately form generalisable value archetypes. In summary, the research confirmed an organisation is a connected multi-capital praxeological value system, this outcome enabled by the discovery of a novel onto-epistemological perspective of organisations
Development of linguistic linked open data resources for collaborative data-intensive research in the language sciences
Making diverse data in linguistics and the language sciences open, distributed, and accessible: perspectives from language/language acquistiion researchers and technical LOD (linked open data) researchers. This volume examines the challenges inherent in making diverse data in linguistics and the language sciences open, distributed, integrated, and accessible, thus fostering wide data sharing and collaboration. It is unique in integrating the perspectives of language researchers and technical LOD (linked open data) researchers. Reporting on both active research needs in the field of language acquisition and technical advances in the development of data interoperability, the book demonstrates the advantages of an international infrastructure for scholarship in the field of language sciences. With contributions by researchers who produce complex data content and scholars involved in both the technology and the conceptual foundations of LLOD (linguistics linked open data), the book focuses on the area of language acquisition because it involves complex and diverse data sets, cross-linguistic analyses, and urgent collaborative research. The contributors discuss a variety of research methods, resources, and infrastructures. Contributors Isabelle Barrière, Nan Bernstein Ratner, Steven Bird, Maria Blume, Ted Caldwell, Christian Chiarcos, Cristina Dye, Suzanne Flynn, Claire Foley, Nancy Ide, Carissa Kang, D. Terence Langendoen, Barbara Lust, Brian MacWhinney, Jonathan Masci, Steven Moran, Antonio Pareja-Lora, Jim Reidy, Oya Y. Rieger, Gary F. Simons, Thorsten Trippel, Kara Warburton, Sue Ellen Wright, Claus Zin
Technical Dimensions of Programming Systems
Programming requires much more than just writing code in a programming language. It is usually done in the context of a stateful environment, by interacting with a system through a graphical user interface. Yet, this wide space of possibilities lacks a common structure for navigation. Work on programming systems fails to form a coherent body of research, making it hard to improve on past work and advance the state of the art.
In computer science, much has been said and done to allow comparison of programming languages, yet no similar theory exists for programming systems; we believe that programming systems deserve a theory too.
We present a framework of technical dimensions which capture the underlying characteristics of programming systems and provide a means for conceptualizing and comparing them.
We identify technical dimensions by examining past influential programming systems and reviewing their design principles, technical capabilities, and styles of user interaction. Technical dimensions capture characteristics that may be studied, compared and advanced independently. This makes it possible to talk about programming systems in a way that can be shared and constructively debated rather than relying solely on personal impressions.
Our framework is derived using a qualitative analysis of past programming systems. We outline two concrete ways of using our framework. First, we show how it can analyze a recently developed novel programming system. Then, we use it to identify an interesting unexplored point in the design space of programming systems.
Much research effort focuses on building programming systems that are easier to use, accessible to non-experts, moldable and/or powerful, but such efforts are disconnected. They are informal, guided by the personal vision of their authors and thus are only evaluable and comparable on the basis of individual experience using them. By providing foundations for more systematic research, we can help programming systems researchers to stand, at last, on the shoulders of giants
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