Faculty Research in Progress, 2018-2019

The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty\u27s research continues to find its way into the very best industrial relations, social science and statistics journal

The modern worker: a framework for individual choice

The new world of work is upon us and with it brings a period of constant change and new workplace challenges (Bauman, 2000 and Canzler, Kaufmann and Kesselring, 2008). Mirroring societal changes of a focus on the individual, movement from deferred to instant gratification and a desire for flexibility; the modern workforce is changing. Previous research has taken a top down approach, focusing on a governmental and organisational perspective on the future of work (See Hyman and Summers, 2007 and Lewis et al. 2008). This paper takes a bottom up approach, exploring what the modern worker looks like and questions what is shaping individual work choices. The paper draws on findings from a wider piece of ethnographic research which included interviews with lifestyle orientated workers. Findings reflect current work relations tensions with a movement away from governmental and organisational control towards individuals regulating and controlling workplace policies

Addressing the needs of the children’s integrated workforce: A method for developing collaborative practice through joint learning

The delivery of welfare, health and educational provision to the majority of children aged 0–18 in England is primarily led by local authorities via their children’s integrated service. In 2004 the children’s integrated service model was launched and it promised the benefits of an integrated and collaborative system of working, regarding flexibility and responsiveness to national policy, local development and capacity building (Robinson et al, 2008). However, the implementation and emergence of this model has been characterised by competing local and national agendas, practitioner misunderstanding and lack of trust, a lack of strong leadership and also financial restrictions. It can therefore be contended that conceptually children’s integrated services are not operating fully with a collaborative and integrated workforce. As a possible solution to the current situation, it is proposed that joint learning, along with a combined continual professional development (CPD) framework, be made available as a valuable starting point for such organisations. Learning and working together has benefits for children and practitioners, and especially, as this article will argue, for playwork practitioners

Accreditation Reconsidered

Higher education is one of the most successful sectors in the nation at a time when much of the economy is struggling. Its quality has been buoyed by a long tradition of investment, both public and private, and by a healthy degree of autonomy from governmental control. America’s three governance innovations, citizen governing boards, shared governance, and accreditation, also have encouraged both quality and institutional autonomy in higher education. Accreditation has been a particularly important contributor to the institutional diversity and vitality of American colleges and universities. Most nations have a ministry of education that oversees institutions of higher education. But, such centralized control too often stifles innovation and quality. By contrast, the United States has long relied on private accreditors that use periodic peer assessments to support continuous quality improvement. Legal accreditation at the moment is out of step with most of higher education accreditation because of arbitrary limits placed on the participation of legal educators by the Council of the ABA Section on Legal Education and Admissions to the Bar. It is time for legal education to have a system of accreditation that is grounded on peer assessment, dedicated to improving, and not just assessing, the quality of legal education, and guided by the same peer governance structure that has worked so well for the rest of American higher education

A Cross National Comparison on the Awareness of Adopting FOSS4G to NSDI in Developing Countries

In this study, we constructed an assessment framework that was consisted of 9 indicators about functional, economic and public value for FOSS4G adoption to NSDI and alternatives such as data sharing, data management, utilization and construction and derived relative weights using AHP method. For the AHP, we conducted a survey to developing countries’ 10 respondents from 9 Asian and Latin American countries. Firstly, result of the survey showed that economic value indicator came in the highest weight with 0.425, followed by functional value indicator with 0.345 and public value indicator with 0.230. Secondly, result of the alternatives analysis showed that data sharing alternative came in the highest adoption rate with 0.824, followed by data management with 0.780, data utilization with 0.778. This means that developing countries want to introduce FOSS4G to their NSDI from economic motivation. This study focused on the comprehensive aspect for adopting FOSS4G to NSDI that is different from the previous researches that were focused on the software engineering aspect to the adoption

Reconceptualizing Professional Responsibility: Incorporating Equality

Are legal professionals concerned with doing good or just with doing well financially? In an age of increasing and intensifying public scrutiny there is a need to examine and challenge the legal profession\u27s conception of professional responsibility, and how it translates into practice. This paper expresses the concern that the profession has moved too far in the direction of a billable hours culture, a culture that is falling short of the legal profession\u27s obligation as a self-regulated entity to consider and acknowledge the public interest at all points. The author calls for a broader conception of professionalism, one that encompasses more than service for the client. This standard cannot be attained without a commitment to incorporating equality into all facets and corners of the profession. The Charter\u27s broad and generous equality provisions, and the Supreme Court\u27s subsequent expansive interpretations have entrenched the equality value as a fundamental component of the legal system. As a result, it is imperative for the legal profession to exhibit a commitment to justice that moves beyond rhetoric and translates into practice. While acknowledging the lack of simple solutions, the author discusses the National Judicial Institute \u27s Social Context Education Project as an example of the judiciary\u27s efforts to respond to these issues. The profession is challenged to follow the judiciary\u27s lead and incorporate equality issues more fully into its formal institutional structures and informal norms