Are We “Reading the World”? A Review of Multicultural Literature on Globalization

Given its commitment to “reading” the social context, how is multicultural education accounting for the shifting context of our globalized world? A conceptual review of multicultural journals reveals limited engagement. However, a more sustained analysis could fuel re-articulations and contestations of the purpose of education in the 21st century

Extending, broadening and rethinking existing research on transfer of training

Research on transfer of training has a long history, with thousands of empirical studies since the 1950s investigating whether, and under which conditions, knowledge and skills acquired during training are subsequently used in the work environment (see reviews by Baldwin and Ford, 1988, Blume et al., 2010 and Burke and Hutchins, 2007). The generation of such an abundance of research can be linked to organisations’ fundamental and ongoing concern to ensure that their employees possess the necessary knowledge and skills from their employer to maintain a competitive advantage and thrive economically. Training and development is, however, extremely costly to organisations, which has created the need to determine the effectiveness of training, and the conditions under which transfer of training is optimal. A recent overview of “what really matters” for successful transfer of training (Grossman & Salas, 2011), aimed at a training and development readership, summarized the most influential variables emerging from this vast body of research. Based on the expectation that the list of factors which may contribute to influence transfer could always be extended and that it would be impractical to incorporate every single factor in research designs, the authors recommended a shift in future research towards deeper investigations of the conditions under which selected variables are more or less influential in their relationship with training. This Special Issue contributes to this important research agenda and extends it further through the inclusion of a diverse collection of conceptual contributions and reviews, from several scientific disciplines, a plurality of theoretical perspectives and a range of methodological approaches. Expanding the theoretical grounding underpinning empirical work on transfer of training and scrutinizing existing conceptualizations of the notion of transfer is timely in light of widespread concerns from organisations about minimal return on investment in training, and repeated evidence in the transfer of training literature of an enduring “transfer problem”. The aim of this article is to explore the value of extending, broadening and rethinking existing research on transfer of training. The benefits of extending research on transfer of training is considered first, through examining how the contributions of this Special Issue add to the existing literature on transfer of training, and the implications of the new insights for addressing the “transfer problem”. How transfer of training research could be broadened, thus enriched, through incorporating ideas from recent literature on transfer of learning is considered next. Finally, proposals to rethink transfer as boundary crossing from an activity theory perspective are scrutinized for their potential to better understand the learning that takes place at the boundaries of training and work environments. The article concludes by elaborating on the conceptual value of a refocus on ‘transfer of learning from training’ within a perspective of adaptive learning, and a call for cross-fertilisation with the extensive theory grounded literatures on transfer of learning and boundary crossing

Beyond the Financial Crisis:Addressing Risk Challenges in a Changing Financial Environment

The Financial Crisis has not only highlighted the importance of addressing issues such as liquidity risk – it has also brought to the fore the need to focus on unregulated instruments such as hedge funds, which are of systemic importance to the financial industry. Risk is an area which, owing to its increasing significance, requires greater focus. A move to risk based strategies is evidenced by the growing popularity of risk based regulation and meta regulatory strategies. Given the presence of an unregulated hedge fund industry however, such attempts do not suffice on their own. Further, the systemic nature of risk exacerbates the problem of such unregulated institutions. This paper aims to address complexities and challenges faced by regulators in identifying and assessing risk, problems arising from different perceptions of risk, and solutions aimed at countering problems of risk regulation. It will approach these issues through an assessment of explanations put forward to justify the growing importance of risks, well known risk theories such as cultural theory, risk society theory and governmentality theory. These theories will be considered against a background of themes such as dynamism, evolutionism, developments in science and industry, cultural attitudes to risk, and the need to be responsive and reflexive to changes which have arisen in modern society. Theoretical models and hybrids of a responsive model of regulation such as Enforced self regulation and meta regulation, which have the potential to address the problems relating to risk will be addressed. By virtue of the pro cyclical nature of risk, the inability of Basel 2 to address risk cycles were revealed during the Northern Rock Crisis. Other flaws and deficiencies inherent in Basel 2, a form of meta regulation, will be highlighted. The relevance of internal control systems to an efficient system of regulation, the reasons for which meta regulation is not only considered to be the most responsive form of regulation, but also one which assigns central role to internal control systems will be discussed. The contested nature of risk and the difficulties attributed to its quantification, raise questions about its ability to function effectively as a regulatory tool. If risks could be eliminated in their entirety however, then regulation would serve no purpose. This paper aims generally therefore to direct attention to those areas which could be addressed, namely institutional risks, and measures whereby such risks, even though impossible to eliminate, could be minimize

Rethinking Constitutionality in Education Rights Cases

Education rights cases often devolve into a farce of constitutional brinkmanship played by a miserable cast of reluctant courts and recalcitrant legislatures. Between successive rounds of litigation and tepid legislative fixes, come threats of impeaching judges, closing schools, stripping courts of jurisdiction, and holding legislators in contempt. Despite all the bluster, judges and legislators both anxiously await the curtain call, when they can bow out and terminate the matter. In the end, what passes for constitutionality in the successful cases is a school funding scheme judged “reasonably likely” or “reasonably calculated” to achieve an adequate or equitable education—as opposed to a public education system that is adequate and equitable. But rather than reflect the reality that adequacy and equity are interminable demands, these cases reflect a failure to confront and blunt that reality for disadvantaged children. The trouble lies in a judicial exit strategy focused on a fixed point of compliance—a state of being constitutional—that is altogether misplaced and counterproductive when the object is educational adequacy and equity. This Article proposes that the focus instead should be on whether the state maintains fidelity with those guarantees. That reconception counsels courts to entertain periodic exercises of jurisdiction. Between these periodic exercises of jurisdiction, interim remedies—data collection and public engagement projects—should gauge and sustain the state’s fidelity with the constitutional guarantees. More fundamentally, this reconception requires transformative thinking, beginning with an acknowledgment that the end goal in these cases should be progress towards a goal without end

Rethinking affordance

n/a – Critical survey essay retheorising the concept of 'affordance' in digital media context. Lead article in a special issue on the topic, co-edited by the authors for the journal Media Theory

A Complexity Science Based Approach to Programme Risk Management

Programme management has rapidly gained acceptance as a vehicle for achieving organisational strategic objectives and as a means of aligning projects with the overall strategy of the organisation. Managing programme risk poses challenges which are different from those in project management. Attempts to modify and apply project risk management techniques to programme risk management have experienced difficulties. The implications of the challenges of programme risk management extend beyond the tools and techniques. Recent research shows that that programme management is neither an extension, nor a scaled up version of project management. Philosophically, a paradigm shift from the predominantly mechanistic and reductionist mindset to a more appropriate paradigm based on complexity science and the theory of complex adaptive systems is required. This leads to the conclusion that the classic event based view of risk is inappropriate in modelling and analysing programme risk which need to be treated as holistic and dynamic

A Complexity Science Based Approach to Programme Risk Management

Programme management has rapidly gained acceptance as a vehicle for achieving organisational strategic objectives and as a means of aligning projects with the overall strategy of the organisation. Managing programme risk poses challenges which are different from those in project management. Attempts to modify and apply project risk management techniques to programme risk management have experienced difficulties. The implications of the challenges of programme risk management extend beyond the tools and techniques. Recent research shows that that programme management is neither an extension, nor a scaled up version of project management. Philosophically, a paradigm shift from the predominantly mechanistic and reductionist mindset to a more appropriate paradigm based on complexity science and the theory of complex adaptive systems is required. This leads to the conclusion that the classic event based view of risk is inappropriate in modelling and analysing programme risk which need to be treated as holistic and dynamic