Organization Development for Social Change

The field of organization development (OD) has emerged from efforts to improve the performance of organizations, largely in the for-profit sector but more recently in the public and not-for-profit sectors as well. This paper examines how OD concepts and tools can be used to solve problems and foster constructive change at the societal level as well. It examines four areas in which OD can make such contributions: (1) strengthening social change-focused organizations, (2) scaling up the impacts of such agencies, (3) creating new inter-organizational systems, and (4) changing contexts that shape the action of actors strategic to social change. It discusses examples and the kinds of change agent roles and interventions that are important for each. Finally, it discusses some implications for organization development intervention, practitioners, and the field at large.This publication is Hauser Center Working Paper No. 25. The Hauser Center Working Paper Series was launched during the summer of 2000. The Series enables the Hauser Center to share with a broad audience important works-in-progress written by Hauser Center scholars and researchers

Technology networks for socially useful production

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A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content

Evaluating LEADER: canonical, endogenous and systemic learning

In this paper, we touch on a key theme in rural overnance 'the reconciliation of centralised procedures and the embedded institutions of rural society – through the lens of the evaluation procedures embedded in the European LEADER programme. LEADER is in many ways a highly devolved European initiative, true to its origins as a progressive rural laboratory in terms of innovation, stakeholder engagement, social learning and systemic methodology for addressing rural needs. The design and operationalisation of national and local LEADER programmes and projects is tailored to local circumstances, and aims to direct LEADER funding to local needs while building the institutional and social capital that underpins successful rural development. Yet while the delivery of LEADER embraces heterogeneity, programmatic evaluation is centralised and learning at the national and local level is subservient to the need to defend the LEADER approach in Brussels. This requires evaluation to be held at arms length from delivery organisations, even though there is evidence that where local evaluative capacity is robust, centralised evaluation is enhanced. This paper reviews progress to date on improving the canonical forms of evaluation employed in LEADER, based on cumulative feedback from previous iterations of the programme. We then consider alternative evaluation traditions that engage with endogenous capacity for sense making,and the extent to which they might be taken up within LEADER. We conclude by proposing that more attention needs to be paid to institutionalisation of systemic evaluation within LEADER,which could engage with a much wider range of perspectives in rural development, across different scales of governance and national and regional contexts. This would require the reconciliation canonical and endogenous forms of evaluation, but would align LEADER evaluation with the values and methods embodied in the rest of the programme

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

2011: Celebrating 10 Years of YEPP!

This booklet includes a series of case studies of the YEPP Local Programme Sites and the young people together with studies that demonstrate the unique partnership aspect, as well as the international dimension of the Youth Empowerment Partnership Programme

Sustainable Participation? Mapping out and reflecting on the field of public dialogue on science and technology

The field of public participation in issues relating to science, technology and the environment is booming. To date much effort has gone into developing new participatory approaches and their evaluation, while most of what we know comes from individual case studies of engagement. This report builds on one of the first ever studies of public participation experts, their networks, roles and relations, to present a broader analysis of the UK public dialogue field as a whole. It draws on a recent project that involved 21 of the UK’s leading thinkers, practitioners, and policy makers in this area reflecting on the following critical questions. • What is the nature of participatory governance networks and the roles and relations of different actors within them? • Who counts as an expert on public participation and how are these meanings changing over time? • What are the implications of increasing institutionalisation, commercialisation and professionalisation of public dialogue? • To what extent are UK science and policy institutions learning about and learning from public dialogue? Taken together, these insights indicate that the field of public dialogue on science and technology has reached a critical moment and highlight a series of challenges and recommendations for its future sustainability