Derwentside College: report from the Inspectorate (FEFC inspection report; 60/97 and 33/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1996-97 and 1999-200

The learning process in intercultural collaboration: evidence from the eChina-UK Programme

The eChina-UK Programme was established in 2002 and originally comprised a small number of projects in which British and Chinese teams worked collaboratively to develop and pilot e-learning materials in the field of education. Phase 1 of the Programme spanned the period 2003 to 2005 and produced a number of practical outputs (Spencer- Oatey 2007). Three follow-on projects were funded in Phase 2, which started in October 2005, and these included research reflecting on issues of pedagogy as well as the creation of further teaching and learning materials. These projects ran until 2007 and, in December of that year, Phase 3 of the Programme was put in place to capture insights from the experiences of all of the completed projects. The goal of Phase 3, therefore, was to draw out the learning from Phases 1 and 2 of the eChina-UK Programme with respect to the management of intercultural aspects of international education projects. In addition to the learning to be gained from the eChina-UK projects, the Phase 3 work included new research both into data generated in Phases 1 and 2 and into other sources of knowledge relating to intercultural effectiveness. The focus was on situating the learning from the eChina-UK projects into a wider intellectual context. The intention was to maximise the understanding of the intercultural management of international education projects and enable the production of resources for those engaged in current and future projects of this kind (Reid et al. 2009). This paper presents findings from one strand of the research carried out during Phase 3 of the eChina-UK Programme. The objective of this strand was to draw on data from eChina- UK and related studies in order to produce theoretical and practical insights into the nature of intercultural collaboration as a learning process. The focus on learning was primarily determined by the realisation (from analysis of the eChina-UK data and other studies of intercultural collaboration) that building intercultural competencies required significant attention to individual and group learning. Any practical recommendations and resources developed in Phase 3 of the programme would therefore need to pay attention to how participants managed their learning during an international partnership. Similarly, we might usefully be able to demonstrate how those planning such collaborations could benefit from embedding good learning practices from the outset of their work. The purpose of this paper is to summarise and analyse the findings from the empirical work carried out within this strand of Phase 3 research. I have set out elsewhere the theoretical background to this research and specifically to the development of the learning process model utilised here (Reid 2009a). That model will constitute part of the material available to researchers, managers and other practitioners through the Global People Resource Bank (www.globalpeople.org.uk) developed in Phase 3 of the eChina-UK Programme. None of this work would have been possible without the sustained support and co-operation of our colleagues in the various eChina-UK projects and at our funding body, the Higher Education Funding Council for England

Teamwork in the Automobile Industry - an Anglo-German Comparison

Teamwork in the automotive industry varies significantly from plant to plant. This article compares teamwork in four automobile plants in Germany and Britain, and addresses two questions: (1) Do different models of teamwork fit into a bi-polar model of teamwork, being either innovative or structural conservative? (2) Do current models of teamwork signify a development towards post-fordism, or are they merely part of a neo-fordist rationalisation of production? The following answers are suggested: (1) Teamwork in different motor-car plants cannot be categorised in a bi-polar model; rather do they represent a continuum. (2) Teamwork moves manufacturing away from traditional taylorist models of production, but does not overcome Taylorism altogether.Teamwork, Automobile Industry, Industrial Relations, Lean Production, Post-fordism

Impact of Information and Communication Technology (ICT) on construction projects

The changing face of construction projects has resulted in a movement towards the use of technology as a primary means of communication. The consequences of this rise in the use of information and communication technology (ICT) is a loss of interpersonal communication skills. A number of resulting issues within the human – electronic and human – human interfaces are identified in an attempt to define the efficiency of communication in projects. The research shows how ICT effects the social environment of construction project teams and the project outcome. The study seeks to confirm the need for further work in order to develop new forms of communication protocols and behaviour. An initial literature review was undertaken to develop a theoretical review of the impacts of ICT on construction project teams. This review identified a number of issues that were then tested in the field through an observation and two verification interviews. The research confirms the existence of tensions and conflicts in the human – electronic and human - human communication interfaces within the studies environment. It is proposed that the increasing use of ICT occur at the expense of soft system communication. The principal impact of this is a form of ‘human distraction’ which adversely affects the performance of project teams. There is limited theory exploring these issues that suggests the problems identified are not well understood and consequently indicates a gap in knowledge

Mid-Cheshire College of Further Education: report from the Inspectorate (FEFC inspection report; 57/96 and 101/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 1998-99

Leadership development programme: a multi-method evaluation

This report investigates findings arising from a variety of forms of feedback provided by the first cohort of participants (2012-2013) in Cumbria Partnership Foundation Trust’s “Leadership Development” Programme (LDP). The report summarises both quantitative and qualitative feedback, and synthesises findings to provide a more three-dimensional overview of participant experience and systemic impact. Feedback reflects, throughout, the diversity of the participating cohort in terms of professional roles and levels of seniority

New College, Nottingham: report from the Inspectorate (FEFC inspection report; 58/01)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record contain such a report

Current barriers and possible solutions to effective project team formation and deployment within a large construction organisation

The characteristics of the construction industry present an extremely challenging context for effective human resource management (HRM). The dynamic project-based nature of the industry results in extreme fluctuations in organisations’ workloads and requires teams to form, develop and disband relatively quickly. Thus, the importance of efficient management of employee resourcing activities cannot be understated. This paper reports on the findings of research which explored employee resourcing practices within large UK construction firms. The results suggest that managers currently attempt to carry out some strategic planning with regards to employee resourcing, but that this does not necessarily translate into effective operational practice which simultaneously takes account of organisational, project and individual employee needs. A new approach for more effective employee resourcing decision-making, based on encouraging the involvement of the employees in the deployment process, is put forward as a management tool which informs effective team formation and deployment. However, this will require the acceptance of both decision-support technology and of employee input into what is currently a tacit, management-oriented decision process

North Tyneside College: report from the Inspectorate (FEFC inspection report; 50/94 and 107/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98