Micro-meso-macro practice tensions in using patient-reported outcome and experience measures in hospital palliative care

This article applies a micro-meso-macro analytical framework to understand clinicians’ experiences and perspectives of using patient-reported outcome and experience measures (PROMs and PREMs) in routine hospital-based palliative care. We structure our discussion through qualitative analysis of a design and implementation project for using an electronic tablet-based tool among hospital-based palliative clinicians to assess patients’ and their family caregivers’ quality of life concerns and experiences of care. Our analysis identified three categories of practice tensions shaping clinicians’ use of PROMs and PREMs in routine care: tensions surrounding implementation, tensions in standardization and quantification, and tensions that arose from scope of practice concerns. Our findings highlight that clinicians necessarily work within the confluence of multiple system priorities, that navigating these priorities can result in irreducible practice tensions, and that awareness of these tensions is a critical consideration when integrating PROMs and PREMs into routine practice

Meta-View of Blockchain Technology Tensions in Organizational Implementation and Use

Blockchain inherits tensions that depend on its infrastructure design as well as distinctive features of, among others, smart contracts and storage mechanisms. Studies propose coping strategies for companies that deal with blockchain-related tensions, but so far suggestions are characterized by context- and case-specificity. This paper proposes a meta-view on tensions arising from the implementation and usage of blockchain in organizational contexts. A structured literature review is conducted to condense existing insights from the literature to a meta-view on blockchain-related tension. A framework provides insights into different types of tensions. The framework has two aims: (1) providing a foundation to jointly build insights and IS theorization on blockchain tensions without being case- and context-sensitive. (2), it provides food for thought for companies that want to implement or use blockchain, which serves as first step toward developing recommendations that guide companies through identifying and managing tensions arising from blockchain implementation and usage

Teachers, Tasks, and Tensions: Lessons From a Research-Practice Partnership

How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious new learning goals. In practice, however, designers and participants bring different goals to the professional development context, which becomes evident when teachers engage in task analysis. In this article, we use the design tensions framework (Tatar, 2007) to analyze these tensions within a research-practice partnership comprised of five university researchers, three district curriculum leaders from a large urban school district, 12 high school Algebra 1 teachers from nine schools in the district, and a small team of Web engineers. Primary data for the study consist of participant observation and field notes of meetings in which project stakeholders negotiated the design of the professional development, as well as interview and survey data. An analysis based on the design tensions framework helped our partnership surface, both in the moment and retrospectively, the need for designers of professional development focused on standards implementation to be adaptive and willing to evolve activities to satisfy multiple stakeholders\u27 goals for participation

Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication

This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics education. Using the concept of community of practice and the notion of tension as a theoretical framework and a qualitative research design including video recording with 5 pre-service teachers, we identified three tension categories: technological, pedagogical, and workshop design. The results indicate that tensions are often caused by conflictual decisions between the workshop designers’ and students’ objectives as well as difficulties in digital fabrication and its application in teaching mathematics

Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication.

This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics education. Using the concept of community of practice and the notion of tension as a theoretical framework and a qualitative research design including video recording with 5 pre-service teachers, we identified three tension categories: technological, pedagogical, and workshop design. The results indicate that tensions are often caused by conflictual decisions between the workshop designers’ and students’ objectives as well as difficulties in digital fabrication and its application in teaching mathematics.publishedVersionPaid open acces

Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication.

This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics education. Using the concept of community of practice and the notion of tension as a theoretical framework and a qualitative research design including video recording with 5 pre-service teachers, we identified three tension categories: technological, pedagogical, and workshop design. The results indicate that tensions are often caused by conflictual decisions between the workshop designers’ and students’ objectives as well as difficulties in digital fabrication and its application in teaching mathematics.publishedVersio

Constraining and creating solutions - reflections on the analysis of early design

This research explores how an existing analytic framework (the cognitive dimensions framework) for interactive digital design reflects knowledge relevant to exploring the design space. The work examines this idea through the analysis of the transcripts of three digital design collaborative workshops run as part of "Studying Professional Software Design". Expert deliberation within these workshops is assessed and related to the analytic framework. The cognitive dimension framework has not been applied to observational data of this sort before. However, the approach described in this paper appears to provide a viable means of analysis. In conclusion we demonstrate that approaching observational data in this manner is not highly complex but is sufficient to provide useful insights. Reflections from the resulting analysis shed light on the interests and tensions evident in early stages of digital product design

Authority and Discretion Tensions, Credible Delegation and Implications for New Organizational Forms

We analyze a key problem in organization theory and design, namely the potential tension between authority (i.e., the power to make decisions which guide the decisions of another person) and the discretion of employees (i.e., the ability of an agent to control resources including his own human capital). The problem is rooted in the fact that in organizations, decisions rights are always loaned rather than owned; a hierarchical superior can always in principle overrule a hierarchical inferior. We provide an integrative treatment of the tensions that are involved in the interaction between authority and discretion, and the motivational problems that may result from this tension. We discuss how these problems may be checked by credible managerial commitments and other mechanisms. The framework is then applied to an analysis of new organizational forms, specifically internal hybrids. Thus, the framework adds to the understanding of the costs and benefits of alternative organizational forms.Managerial intervention, credible delegation, new organizational forms, organizational economics

Exploring tensions in Responsible AI in practice. An interview study on AI practices in and for Swedish public organizations

The increasing use of Artificial Intelligence (AI) systems has sparked discussions regarding developing ethically responsible technology. Consequently, various organizations have released high-level AI ethics frameworks to assist in AI design. However, we still know too little about how AI ethics principles are perceived and work in practice, especially in public organizations. This study examines how AI practitioners perceive ethical issues in their work concerning AI design and how they interpret and put them into practice. We conducted an empirical study consisting of semi-structured qualitative interviews with AI practitioners working in or for public organizations. Taking the lens provided by the In-Action Ethics framework and previous studies on ethical tensions, we analyzed practitioners’ interpretations of AI ethics principles and their application in practice. We found tensions between practitioners’ interpretation of ethical principles in their work and ethos tensions. In this vein, we argue that understanding the different tensions that can occur in practice and how they are tackled is key to studying ethics in practice. Understanding how AI practitioners perceive and apply ethical principles is necessary for practical ethics to contribute toward an empirically grounded, Responsible AI

A 'seamless enactment' of citizenship education

Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex `leaps' between ends and means, and between ideal and real. This article proposes a response in the form of `seamless enactment', applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of the curriculum, avoiding problematic tensions between, for example, democratic aims and undemocratic teaching practices. Second, it requires the involvement of teachers and students in the design and development of the educational initiative, as well as in its implementation. Taken to its fullest extent, seamless enactment involves a unification of the separate stages, leading to the collapsing of the curricular transposition framework onto a single point. Finally, some possible justifications for and potential objections to the notion are considered