85,870 research outputs found

    Innovation failure in the eye of the beholder: Towards a theory of innovation shaped by competing agendas within higher education

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    This paper examines a case of perceived innovation failure in higher education, a service dominated by conflicting institutional logics of professionalism and markets. Through a mixed methodology investigating student attitudes to, and behaviour around, technological innovation, the paper makes a contribution to the public service innovation literature by focusing on duality in innovation outcomes. This is suggestive of an innovation typology in public services: professionalism-driven and consumerism-driven innovation

    Ethics, professionalism and fitness to practise: three concepts, not one

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    The GDC's recent third interim edition of The first five years places renewed emphasis on the place of professionalism in the undergraduate dental curriculum. This paper provides a brief analysis of the concepts of ethics, professionalism and fitness to practise, and an examination of the GDC's First five years and Standards for dental professionals guidance, as well as providing an insight into the innovative ethics strand of the BDS course at the University of Glasgow. It emerges that GDC guidance is flawed inasmuch as it advocates a virtue-based approach to ethics and professionalism, and fails to distinguish clearly between these two concepts

    The Effects of an Auditor\u27s Communication Mode and Professional Tone on Client Responses to Audit Inquiries

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    In this study, we investigate whether receiving an auditor inquiry via e-mail differentially affects client responses as compared to more traditional modes of inquiry, and whether those responses are affected by the auditor\u27s professional tone. In an experiment, experienced business professionals respond to an auditor\u27s information request regarding a potential accounting adjustment. We varied the communication mode of the request (e-mail, audio, or visual) and the professional tone of the communication (more versus less professional) and then measured the extent to which participants revealed information that either supported or did not support the client\u27s accounting position. We find that if an auditor asks for information via e-mail, client responses are more biased towards information that supports the client\u27s position as compared to audio or visual inquiries. In addition, we find that clients respond in a more biased manner when the inquiry is worded in a less professional tone as compared to a more professional tone. Further underscoring the implications of these findings for audit outcomes, our results suggest that if an auditor\u27s request leads clients to provide a response that is biased towards client-supporting information, clients may be less likely to agree with an auditor\u27s proposed income-decreasing adjustment

    Professionalism in residency training: A compilation of desirable behaviors and a case-based comparison between pathologists in training and practice

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    Professionalism is one of the most important competencies for physicians but is also the most difficult to teach, assess, and manage. To better understand professionalism in pathology, we surveyed practicing pathologists and pathology residents and fellows in training. We identified 12 key desirable attributes of professionalism. In addition, 8 case scenarios highlighting unprofessional behavior were presented, and results between pathologists in practice and in training were compared. No significant differences between attending pathologists and residents were identified in how these cases should be managed. Our study demonstrated remarkable concordance between practicing pathologists and residents as to what constitutes professionalism and how to manage unprofessional behavior. Our case-based approach can be a useful technique to teach professionalism to both pathologists in practice and in training

    Pedagogy and new power relationships

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    Changes in the context of Higher Education have led to lecturers being disenfranchised. Both the introduction of new managerialism and developments in pedagogy have contributed to this process. On the one hand, performance management and the introduction of teaching and learning strategies have put issues of pedagogy and curriculum development into the realms of strategic management. On the other, student-centred learning has usurped teacher-centred models of education. In this paper, reviews of both of these trends are presented. Based on these, a benchmarking tool has been developed which enables the identification and monitoring of the way that the locus of control for various teaching-related activities has changed. This tool is then applied to the case of an MBA course that was transformed from a traditional to a distance format. The issues that arise from this case are discussed, and conclusions are drawn about the potential implications of “creeping managerialism ” in the context of Higher Education

    Quality Teacher Evaluation in Alaska: Voices from the Field

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    This brief focuses on the results of research regarding teacher evaluation policy and practice among a pilot group of Alaska Superintendents. The results of this report are intended to guide policy makers on creating and supporting policies which enable school leaders to effectively evaluate and support classroom teachers, helping to elicit the best from teachers on behalf of Alaska students. As Darling‐Hammond (1999) states, “Despite conventional wisdom that school inputs make little difference in student learning, a growing body of research suggests that schools can make a difference, and a substantial portion of that difference is attributable to teachers.” It is critical that we identify how to enable teachers to increase desired performance for every student

    Reluctant leaders : an analysis of middle managers' perceptions of leadership in further education in England

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    The research that forms the basis for this article draws attention to a group of middle managers who are reluctant to become leaders because they seek more space and autonomy to stay in touch with their subject, their students, and their own pedagogic values and identities, family commitments and the balance between work and life. This reluctance is reinforced by their scepticism that leadership in Further Education (FE) is becoming less hierarchical and more participative. In a sector that has had more than its fair share of reformist intervention, there is some scepticism of the latest fad of distributed and transformative leadership as a new panacea to cure all the accumulated 'ills' of Further Education in England. Although focused primarily on this one sector in an English context, the article draws some inferences where there are parallels with wider sectors of public sector reform and where the uneasy (and incomplete) transitions from 'old' to 'new' public management have been underpinned by invasive audit, inspection and performance cultures

    After the testing: Talking and reading and writing the world

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    This critical essay discusses the challenges and prospects for the reform of school-based literacy programs. It begins with an overview of the effects of a decade of test-driven accountability policy on research and teachers’ work, noting the continuing challenges of new demographics, cultures and technologies for literacy education. The case is made that whole school literacy programs can make a difference in improving the overall education of students and youth from low socioeconomic and cultural minority backgrounds. But this requires a strong emphasis on engagement with substantive readings of cultural, social and scientific worlds through talk, reading and writing. The key questions facing teachers, then, are not simply around basic skills instruction and acquisition, but about sustained, intellectually demanding and scaffolded talk around texts, print and multimodal
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