Becta review 2006. Evidence on the progress of ICT in education.

This is the review of the use and impact of ICT in the education system prior to the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving Government policies in 2005-06

A case of mistaken identity: theory, practice and the marketing textbook

PURPOSE One field in business where there is a purported gap between theory and practice is in marketing. This paper examines one area of the debate, the degree of congruence between the established textbook theories of marketing and the practical activity of marketing managers. METHODOLOGY/ APPROACH Phenomenological interviews were carried out with senior marketing managers from a diverse range of organisations. The aim was to establish what types of factors inform manager’s approaches to practice. Meaningful comparisons were made possible, as a range of marketing texts were also examined. FINDINGS Textbook theories represent a flawed view of the practitioner’s world. Many texts are very similar, based on an implicitly systems based paradigm. Universal truths are seen as indispensable modes of representational language. In contrast, the interviews with managers show that marketing is a locally contingent activity, occupying a discursive space separate from textbook theory. RESEARCH IMPLICATIONS Scholars desire to reduce real world activity to over arching explanations has led to the simplification of theory. Textbooks should embrace an approach based on interpretative insights into the realities of marketing practice. Moves away from the `one size fits all’ theory need to occur, to a situation where marketing is recognised as being about a socially mediated, multifaceted approach to business activity. ORGINALITY Substantial attention has been paid to what many commentators regard as an academic practitioner divide in marketing. Most of this concerns the status of research into marketing. Considerable less attention is devoted to the position of the marketing textbook. This paper helps to remedy the situation. Ideas are offered up for the development of marketing knowledge and ways are suggested to help close the theory practice gap in the discipline, through the medium of the textbook

ePortfolios beyond pre-service teacher education: a new dawn?

The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment

FLAX: Flexible and open corpus-based language collections development

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Is project management the new management 2.0?

This paper considers the evolving nature of project management (PM) and offers a comparison with the evolving nature of management generally. Specifically, we identify a number of management trends that are drawn from a paper that documents a proposed ‘Management 2.0’ model, and we compare those trends to the way in which PM is maturing to embrace the challenges of modern organizational progress.Some theoretical frameworks are offered that assist in explaining the shift from the historically accepted ‘tools and techniques’ model to a more nuanced and behaviorally driven paradigm that is arguably more appropriate to manage change in today’s flexible and progressive organizations, and which provide a more coherent response, both in PM and traditional management, to McDonald’s forces. In addition, we offer a number of examples to robustly support our assertions, based around the development of innovative products from Apple Inc. In using this metaphor to demonstrate the evolution of project-based work, we link PM with innovation and new product development.

Examining Collegiality and Social Justice in Academia and the Private Sector: an Exploratory SYMLOG Analysis

This research compares the perceptions of the private sector, high-technology employees to the perceptions of university faculty members regarding organizational culture, social justice and collegiality concepts. The SYMLOG assessment technique was used to record the perceptions of respondents to four different concepts of organizational culture, two different aspects of social justice and two measures of collegiality. Comparative findings of gender differences across the eight concepts raise key organizational culture, legal, measurement, governance, and social policy issues for academia and high tech organizations. The development of a conceptual framework to guide future research and a blueprint to discuss desired organizational change are highlighted

Everywhere and nowhere: Nearshore software development in the context of globalisation

Offshore software outsourcing, a major contributor to globally distributed work (GDW), has been identified as one of the most striking manifestations of contemporary globalisation. In particular, offshoring resonates with influential views that suggest that ICTs have rendered location irrelevant. Some research, however, has questioned this “placeless logic” and suggested that location may be significant to the success of offshoring ventures. In this paper, we draw on evidence from two nearshore software development ventures in the Caribbean to identify a number of locational characteristics relating to the physical, economic and cultural setting, local resources and government policy that may be important in influencing the suitability of offshore outsourcing venues. Some of these are recognised, even by companies pursuing placeless location strategies, while others were unanticipated. The cases also suggest that companies may be able to actively shape certain characteristics to their advantage. Implications for vendors and clients of nearshore information services, and potentially also for companies considering offshore ventures in non-traditional locations, are identified

Open Source Software in Complex Domains: Current Perceptions in the Embedded Systems Area

With Nokia’s 770 and N800 Internet Tablets heavily utilising Open Source software, it is timely to ask whether – and if so to what extent – Open Source has made ingress into complex application domains such as embedded systems. In this paper we report on a qualitative study of perceptions of Open Source software in the secondary software sector, and in particular companies deploying embedded software. Although the sector is historically associated in Open Source software studies with uptake of embedded Linux, we find broader acceptance. The level of reasoning about Open Source quality and trust issues found was commensurate with that expressed in the literature. The classical strengths of Open Source, namely mass inspection, ease of conducting trials, longevity and source code access for debugging, were at the forefront of thinking. However, there was an acknowledgement that more guidelines were needed for assessing and incorporating Open Source software in products