What has the internet ever done for employees? A review, map and research agenda

PurposeThe main purpose of this paper is to assess the extent to which employees have benefitted in the internet age and to identify research gaps that surround such activities.Design/methodology/approachThe approach is a combination of a systematic literature review and an empirical analysis of secondary data drawn from press reports of emergent employee internet activities.FindingsThe internet continues to provide fresh and exciting opportunities for the employee to explore in relation to furthering employment‐related interests. However, the internet very much represents a “double‐edged sword” in that the many advantages of the internet can be quickly cancelled out by employer attempts to monitor, control, and exploit for themselves such activities, for their own ends. It is also evident that a full assessment of some activities cannot be made without further research.Research limitations/implicationsThe paper is reliant on extant literature and resources that are known to have limited scholarly application.Practical implicationsA broad and eclectic discussion of employee internet activities is likely to be of interest to academics and human resource practitioners whose interests are based on a blend of employee relations practices and new internet‐based technological developments.Social implicationsThe study addresses how a distinct actor in employee relations has faired in an age denoted by shrinking opportunities for collective action, yet also denoted by rapid developments in empowering user‐generated and social networking forms of information communication technology.Originality/valueThis paper synthesises literature and data from a wide range of largely incongruous academic and non‐academic sub‐disciplines to provide a fresh and authoritative account of emergent employee behaviour.</jats:sec

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

Recycling bins, garbage cans or think tanks? Three myths regarding policy analysis institutes

The phrase 'think tank' has become ubiquitous – overworked and underspecified – in the political lexicon. It is entrenched in scholarly discussions of public policy as well as in the 'policy wonk' of journalists, lobbyists and spin-doctors. This does not mean that there is an agreed definition of think tank or consensual understanding of their roles and functions. Nevertheless, the majority of organizations with this label undertake policy research of some kind. The idea of think tanks as a research communication 'bridge' presupposes that there are discernible boundaries between (social) science and policy. This paper will investigate some of these boundaries. The frontiers are not only organizational and legal; they also exist in how the 'public interest' is conceived by these bodies and their financiers. Moreover, the social interactions and exchanges involved in 'bridging', themselves muddy the conception of 'boundary', allowing for analysis to go beyond the dualism imposed in seeing science on one side of the bridge, and the state on the other, to address the complex relations between experts and public policy

Process Evaluation of the Realising Ambition Programme

Launched in May 2012 by the Big Lottery Fund (hereafter 'the Fund'), the Realising Ambition programme aims to help more young people aged 8-14 fulfil their potential and avoid pathways into offending. It does this by supporting 25 organisations to replicate proven youth interventions at new sites across the UK. The Realising Ambition process evaluation covered the first three, of five, years of the programme (2012-2015). The process evaluation had two key objectives:* To gain an understanding of the practical issues associated with replication, including issues emerging for organisations involved in replication themselves.* To explore what does and doesn't work when supporting organisations to replicate proven models, and the resources required to support different approaches to replication

Barriers to women in the UK construction industry

Purpose – This paper aims to identify the main barriers that lead to the under-representation of women in the UK construction industry. The study, funded by ConstructionSkills, seeks to explore the issues that women face and investigate the potential positive impact that continuous professional development (CPD) may have upon improving the retention and career progression of women. Design/methodology/approach – The study uses an open-ended grounded theory (GT) approach, including 231 semi-structured questionnaires and nine focus groups with women from a range of professional occupations. All the findings were analysed using keyword analysis to identify the top two barriers that women face, alongside a series of cross-cutting key themes and issues. Findings – The findings reveal that male-dominated organisational cultures and inflexible working practices are the main barriers to women in the UK construction industry, irrespective of job role or profession. This paper concludes by arguing for a sea-change in the expansion of CPD opportunities for women in managerial, confidence and communication based skills, with accompanying networking and support systems to facilitate the retention and advancement of women in the industry sector. Research limitations/implications – Due to the research approach, the data are not generalisable. Therefore, researchers are advised to research and test the findings with a larger group. Researchers are also recommended to investigate the impact of expanded CPD opportunities for both men and women. Originality/value – The paper puts forward a business case for the advancement of specific CPD training for women, to facilitate the expansion of equality and diversity in the workforce in the UK construction industry

The STIN in the Tale: A Socio-technical Interaction Perspective on Networked Learning

In this paper, we go beyond what have been described as 'mechanistic' accounts of e-learning to explore the complexity of relationships between people and technology as encountered in cases of networked learning. We introduce from the social informatics literature the concept of sociotechnical interaction networks which focus on the interplay between participants, technology, learning artefacts and practices. We apply this concept to case material drawn from transnational trade union education to identify and to analyse three aspects of networked learning: the local sociotechnical networks of learners; the construction of an overarching, global sociotechnical network for learning; and the evolution of such networks over time. Finally we identify issues for further research highlighted by these models

Technology to support young people 16 to 18 years of age who are not in employment, education or training (NEET): a local authority landscape review - final report

Becta landscape review: Technologies used by local authorities to support young people who are not in education, employment or trainin

Talking to the Empowered Consumer Dealing with the Shift of Power

The concept of the empowered consumer cannot be considered as a field of exact scientific research yet. Nevertheless, it has become part of scholars’ interest and gains more and more importance in the research of organisational relationships with customers. It is suggested that two influencing criteria are especially at the forefront: The emergence of the Internet, which effected that barriers to collect and to disseminate information across boundaries were decisively reduced. As a consequence consumers could organise globally and collect and exchange information and experiences about organisations and their products. Furthermore, flexible interactivity between companies and consumers, but particularly from consumers to consumers enable direct interaction changing many previously established rules of doing business. Due to these new opportunities new business models developed and the proposition is that intangible values such as reputation gained even more importance and influence tangible outcomes. Suggestions are that 1.), this concept links communication, corporate behaviour and legitimacy of activities influencing reputation as a driver of value. 2.), reputation as a corporate asset can be managed but it is beyond the pure control of an organisation. 3.), reputation is part of public perception, which an organisation has to build, maintain and expand depending on communicative abilities and willingness to accept consumers as a centre of power. The following discussion will present Grunig et al.’s communication model explaining changed organisational challenges. It is put forward as a framework for marketing for times in which online opportunities added to the earlier b2b and b2c models c2c and P2P considerations and architectures. The annual studies of the market research institute puls undertaking regular representative research among German consumers since November 2005 will present evidence for the relationship of improved prices, which may be achieved, and the perception a firm possesses. This paper deals mostly with German examples and data, but the hypothesis is that a) the general situation in other Western countries is alike, but needs b) specific additional research, since cultural differences are expected to have a considerable influence, especially when criteria such as individualist and collectivist organisation of society and high and low context communication styles are involved. Hence, the results of the same study in different countries are therefore expected to present some variation. Additionally, the Cluetrain Manifesto challenges corporate behaviour of those companies still believing to have the ability to control information disseminated by and written about it. Examples provided will support the hypothesis that powerful consumers may have significant impact on organisational behaviour, decision-making and outcomes. Keywords: Empowered Consumer Concept, Symmetric Two-way communication, Reputation, c2c, P2