134,774 research outputs found

    Shaping the future for primary care education and training project. Finding the evidence for education & training to deliver integrated health and social care: the primary care workforce perspective

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    This report is one of a series of outputs from the Shaping the Future in Primary Care Education and Training project (www.pcet.org.uk) funded by the North West Development Agency (NWDA). It is the result of a collaborative initiative between the NWDA, the North West Universities Association and seven Higher Education Institutions in the North West of England. The report presents an evidence base drawn from the analysis of the experiences and aspirations of integrated health and social care, as reported by members of the current primary health and social care workforce working in or with Primary Care Trusts (PCTs) in the North West region

    Transformational Leadership: Building an Effective Culture to Manage Organisational Knowledge

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    This paper reviews the current literature of management to indicate how transformational leaders contribute to organisational knowledge by building an effective culture. The paper is based on a review of leadership theories, organisational knowledge, organisational culture and the integration of concepts from the knowledge-based view of the firm. This review also indicates that to develop organisational knowledge transformational leaders act as change agents who influence organisational culture which can in turn mediate the relationship between transformational leadership and organisational knowledge

    Does e-learning policy drive change in Higher Education?: A case study relating models of organisational change to e-learning implementation

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    Due to the heightened competition introduced by the potential global market and the need for structural changes within organisations delivering e-content, e-learning policy is beginning to take on a more significant role within the context of educational policy per se. For this reason, it is becoming increasingly important to establish what effect such policies have and how they are achieved. This paper addresses this question, illustrating five ways in which change is understood (Fordist, evolutionary, ecological, community of practice and discourse-oriented) and then using this range of perspectives to explore how e-learning policy drives change (both organisational and pedagogic) within a selected higher education institution. The implications of this case are then discussed, and both methodological and pragmatic conclusions are drawn, considering the relative insights offered by the models and ways in which change around e-learning might be supported or promoted

    The knowledge needs of innovating organisations

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    The sustainable management of innovation is perhaps the single most vital element of executive work in today's business environment. This has driven knowledge management theorists to revitalise interest in the concept of 'competency'. However, this theoretical domain continues to be fragmented by definitional debate. At a micro-level of analysis, Human Resources Management theorists have embraced the idea of managerial competencies, resulting in the elaboration of frameworks and standards of performance for the targeted development of individual knowledge. By contrast, at the macrolevel the Strategic Management literature has focussed on developing new concepts of competition and cooperation that emphasise organisational knowledge as the driver of strategic change. In this context, competence-based competition implies that competitive advantage is bestowed by an organisation's unique combination of core competencies. This definitional debate is a major obstacle to the development of an integrated perspective on competency and the knowledge needs of innovating organisations. This conceptual article asserts that, since innovation involves a learning process, it is necessary to develop process-based theory rather than the static categorisations that currently dominate thinking in this area. Drawing on theories from the field of learning, the article proposes a three-dimensional framework of knowledge-based competencies that are interlinked and meaningful across levels of analysis

    The e-revolution and post-compulsory education: using e-business models to deliver quality education

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    The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education
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