Review of practice-led research in art, design & architecture

This review report sets out the outcomes of a 10 month investigation to describe the landscape of practice-led research in Art, Design and Architecture (ADA) in the UK and beyond. We were asked for a qualitative review but of course it has been important to gather some numbers to check and illustrate our observations. We have consulted widely, both face to face and in the virtual world, with experts and novices in the UK and around the world. We have tried to strike a balance between the natural desire of our colleagues to debate the more contentious aspects of this territory (they were never going to forgo that opportunity) and the equally strong wish of the AHRC that we should provide a clear description of what is happening. We have collected some diverse examples of research and subjected them to various examinations. We have also examined a selection of research projects funded by AHRC and other projects by creative practitioners, funded by a non-research organisation. From all this we have been able to describe the landscape in a straightforward sense: We have measures of the proportions of ADA academics involved in practice-led research. We have clarified differences in the ways that the different ADA disciplines engage with practice-led research and identified some problems that indicate possible future support strategies. We have discussed some problems with general definitions of research and identified issues that should be addressed to ensure that the AHRC definition can be applied to the full range of practice-led research. We have picked out some specific case examples that illustrate the range of contexts, methods and contributions made by practice-led researchers, and more are described in detail in Appendix F. We have also sought to assess how this research relates to the wider international picture in which the UK appears to have a strong position in both volume and development of research. We have also set out some issues that affect this community of researchers: What strengths and weaknesses have we observed and where is there a need to support development? Do the AHRC definition of research and guidance on practice-led research provide an effective framework? We have illustrated the state of development of research in ADA, and some reasons why it is less robust than might be expected from such long established disciplines. We recommend that the career path of researchers in ADA needs some attention and make some suggestions about how that could be achieved. We have also indicated some areas of inquiry that might be supported to advance the theory and methods of practice-led research. In particular we have come to the conclusion that conventional ideas of contribution to knowledge or understanding may not be serving us well. This is significant to fine artists but we believe that it relevant across ADA and a shared effort to develop appropriate new models would be a constructive development. The full set of recommendations can be found in chapter 5

Balanced scorecard versus French tableau de bord:beyond dispute, a cultural and ideological perspective

Currently much attention is given to strategic measurement systems with the balanced scorecard as the far most high profiled. This US-born approach has not been very warmly welcome in France where tableau de bord, a French strategic measurement system, has been used for at least 50 years. The differences between both approaches have been variously discussed. This paper investigates the cultural and ideological hypotheses founding both methods, which may explain their differences as well as the climate surrounding the debate. This broadens up the usual perspective regarding performance measurement systems, which are usually implemented with respect to their strategic and organizational relevance - their cultural and ideological backgrounds being generally disregarded. In addition, this analysis provides some insight into the more general question of the transferability of management methods.balanced score card; tableau de bord; cultural perspective

Safeguarding Children in the Secure Estate, 1960-2016

Background and aims of the research The research for this report was commissioned by the Historical Child Abuse Team of HM Prison & Probation Service (HMPPS), to inform its response to the Independent Inquiry into Child Sexual Abuse (IICSA). Their aim was to enhance HMPPS’s institutional memory, and to suggest avenues for improved practice in safeguarding children in custody. The research set out to review the operation of past safeguarding frameworks within what is now known as ‘the secure estate for young people’. Research methods The initial research strategy was twofold: to conduct an orienting review of risk factors for institutional abuse using existing research and the reports of child abuse inquiries; and to review which kinds of establishment held children sentenced to custody for criminal offences by the courts, and under what policy and legal frameworks they did so. These reviews framed our consideration of inspection reports, archival records, and other primary records concerning institutions of interest. The latter were selected according to where known allegations of sexual abuse have been made. All were male-only; to ensure that female custody was included in our analysis, we added the small number known to have held girls to the list. Systematic catalogue searches were then carried out to identify relevant records in the two principal repositories used for the study (the Radzinowicz Library in Cambridge and The National Archives). The results of these searches were uneven. Archival records for the earlier period (1960 to the 1990s) were sparse, and some issues and institutions of interest were not well-covered. We therefore adopted a more pragmatic strategy, pursuing ‘leads’ by browsing the archive catalogues, following cross-references in archival records, drawing inferences about institutions for children using available information (for example, by reviewing how complaints were handled in adult prisons where information was lacking for complaints by children) and turning to academic literature where archival sources lacked information relevant to certain issues. Freedom of Information (FOI) requests were also made to access relevant closed archival records but no files of interest were opened in time for inclusion in the report. The review of records covering the later period (1990s onwards) faced a contrasting challenge: the volume of documents published on secure institutions for children is enormous. Due to the three-month time limit for the whole project, it was not possible to comprehensively review the available material on specific institutions, and we therefore focused on published reviews of the children’s secure estate overall, and on overviews of the running of all establishments (such as annual reports and thematic inspection reports). References to specific institutions were then chased up in inspection reports. Summary of key developments in safeguarding in the secure estate Safeguards against abuse from 1960 to the 1990s Changes in the nature and scope of the secure estate (and the youth justice system more generally) during this period were highly complex. Between 1960 and 1998, there was particular turbulence; since 1998 things have stabilised somewhat. The period as a whole, however, remains one in which there have been frequent revisions of institutional aims, management problems, resourcing pressures and cycles of expansion, reorganisation and decline. This turbulence is part of the context for historical abuse; it has not been uncommon, at different times, for institutions to become detached from their original aims, and instead to ‘drift’, sometimes with the result that the duty of care was diluted or suspended. In general, from 1960 until at least the 1980s, policies of all kinds were ill-developed, and often poorly implemented. Responses to abuse were reactive and often failed to recognise or counteract the potential harms which custody might inflict on children. It was common for staff to use their power in irregular ways, and penal institutions often featured violent cultures, in which victimisation of some inmates by others was routine, and sometimes carried out with the tacit consent of staff. Systems aiming to balance children’s interests against those of staff (for example, by enabling them to complain) were often ineffective because they failed to correct the disparities in power that were inherent to institutional life. In penal institutions, complaints could be dangerous to raise: there were significant formal and informal barriers to raising a complaint, and significant risks of formal or informal reprisal from staff members. Investigative procedures were also weak, usually relying on investigation within the institution, or (rarely) external investigation by Boards of Visitors. The independence of Boards from prison authorities was not guaranteed. Arrangements to protect the ‘welfare’ of children were also hampered by resourcing, and by the narrow definition of the issue: Welfare Officers were, for the majority of this period, probation officers mostly responsible for heavy resettlement caseloads, and with limited time for other tasks. In the care system, checks and balances against abuse were often weak, left the same people and organisations responsible for the administration and oversight of institutions, and led to serious conflicts of interest. By the 1970s and 1980s, secure custody within the care system was developing along different lines to that in penal institutions. New justifications for custody were being advanced: that it was not a deterrent, or a training opportunity, but a form of treatment. These ideals were not always achieved in practice, but they led to a shift in official thinking whereby secure conditions were reframed as a way of meeting children’s needs, rather than compelling their compliance. One result was to increase awareness of the risks that could be posed by inadequate safeguards. Catalysts for change, 1990-2000 New discourses and practices regarding child protection emerged in the care system during the 1980s and 90s, most particularly as the result of a series of public inquiries which exposed abuses in residential homes. Increasingly, it was recognised that residential institutions possessed their own risks and were particularly vulnerable to certain characteristic risks of abuse. The new practices were formalised into a single legislative framework by the Children Act 1989, which transformed the regulation of the care system. However, its applicability to children in YOIs was legally uncertain until a High Court ruling in 2002. Legal ambiguity did not prevent observers of the prison system making strong criticisms of YOIs (and later, STCs) a major plank in their prison reform agenda. These criticisms were powerful because they drew on the general rights and protections which the 1989 Act had created for children and which, it could be argued, they were denied in custody. These calls for reform applied the 1989 Act to child imprisonment in novel ways, leading to a ‘new orthodoxy’ in safeguarding. The implementation of a ‘new orthodoxy’, 2000-2016 Since 2000, there have been further developments in the policy framework for the secure estate, but also new indications that policies have not been perfectly implemented. Imbalances of supply and demand for places in the secure estate, and a gradual shift towards a more vulnerable and damaged population, have been among the factors making implementation challenging. Even so, some safeguards are undoubtedly more effective than previously. For example, greater controls are applied through staff vetting, and several custodial practices such as restraint and strip-searching have been reassessed in light of children’s lived experience of these forms of power. Yet these new policies have also been circumvented in new ways. Abuses have come to light which possess both new features and others familiar from past inquiries. Most fundamentally, the arrival of new safeguarding policies has led to the recognition of forms of abuse which went unrecognised before. This has had an unforeseen effect: it has expanded the boundaries of what can potentially be considered abusive. The outcome of this shift remains unclear. Conclusions The safeguarding of children in secure institutions can only be evaluated fully through close attention to organisational culture, as well as the actions and motivations of ‘bad’ individuals. Cultural beliefs affect day-to-day decision-making and are not always congruent with what is laid down formally in policy; indeed, in some circumstances culture is used to justify the circumvention or relaxation of standards which are officially sanctioned. This is particularly likely in residential institutions for children, which feature inherent disparities of power. Race and learning difficulties added to vulnerability, though it is unclear whether this resulted in an increased likelihood of sexual abuse. The apparent absence of allegations of sexual abuse in establishments for girls is difficult to explain using the evidence we have reviewed, but does not appear to be because girls in custody were less vulnerable. New safeguarding policies implemented since the 1990s contain their own vulnerabilities and have generated their own forms of illegitimacy. It is difficult for institutions to recognise these. It is a consistent pattern, throughout the history we have reviewed, that abusive practices had often seemed unlikely or unthinkable, but later became visible. Thus while preventive safeguards are, in themselves, important, it is also important that institutions do everything possible to promote trusting, positive relationships between staff members and the children in their care, and to ensure that both staff and children are able to make meaningful challenges to aspects of custodial practice. The size of institutions appears relevant here, as do structures of accountability which avoid excessive formality. It is also important that institutions are open to outside scrutiny. This is not merely a question of regular inspection: it is clear from the historical record that those responsible for scrutinising the secure estate could become acculturated, so that their ideas about what is ‘normal’ and acceptable began to reflect those of the culture around them. Contemporary arrangements for inspection and oversight need to retain awareness of this risk. Abusive cultures develop largely because it is relatively easy for staff, in the context of organisations with steep power differentials, to present certain practices as justifiable means to legitimate ends. Over the long term, the operational context for the secure estate is always likely to be characterised by fluctuations in resourcing, and imbalances between supply and demand. Shifting priorities (of the sort which have been associated with the development of abusive cultures) are likely always to affect provision. In consequence, cultural blind spots will always be possible, and identifying them will always impinge on the interests of those who hold power. This makes protections for whistleblowers a key measure to protect children against abuse. In short, despite safeguarding policies and frameworks and inspection regimes, the potential for abusive practices to develop must be viewed as evolving, and thus always possible. This points to three final reflections: • the use of custody for children should be limited as far as possible, because of the inherent tensions in residential institutions where there is a marked disparity of power and an element of coercion in the allocation of residents; • there are distinct benefits to historical research in this area, because it enables a long view to be taken on present-day safeguards and abuses, and reveals continuities in the kinds of risks affecting the implementation of safeguards; • child safeguarding must be understood as an ongoing, iterative process, rather than as the attainment of a defined standard of practice.The report was commissioned by HM Prison & Probation Service and funding for the project came from them. Their aim was to improve their institutional memory and prepare their evidence to the Independent Inquiry on Child Sexual Abuse. Further details of the research questions agreed with them can be found in the appendices of the report at page 69

Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy

The metaverse has the potential to extend the physical world using augmented and virtual reality technologies allowing users to seamlessly interact within real and simulated environments using avatars and holograms. Virtual environments and immersive games (such as, Second Life, Fortnite, Roblox and VRChat) have been described as antecedents of the metaverse and offer some insight to the potential socio-economic impact of a fully functional persistent cross platform metaverse. Separating the hype and “meta…” rebranding from current reality is difficult, as “big tech” paints a picture of the transformative nature of the metaverse and how it will positively impact people in their work, leisure, and social interaction. The potential impact on the way we conduct business, interact with brands and others, and develop shared experiences is likely to be transformational as the distinct lines between physical and digital are likely to be somewhat blurred from current perceptions. However, although the technology and infrastructure does not yet exist to allow the development of new immersive virtual worlds at scale - one that our avatars could transcend across platforms, researchers are increasingly examining the transformative impact of the metaverse. Impacted sectors include marketing, education, healthcare as well as societal effects relating to social interaction factors from widespread adoption, and issues relating to trust, privacy, bias, disinformation, application of law as well as psychological aspects linked to addiction and impact on vulnerable people. This study examines these topics in detail by combining the informed narrative and multi-perspective approach from experts with varied disciplinary backgrounds on many aspects of the metaverse and its transformational impact. The paper concludes by proposing a future research agenda that is valuable for researchers, professionals and policy makers alike

New Forms of Employment

Societal and economic developments, such as the need for increased flexibility by both employers and workers, have resulted in the emergence of new forms of employment across Europe. These have transformed the traditional one-to-one relationship between employer and employee. They are also characterised by unconventional work patterns and places of work, or by the irregular provision of work. However, little is known about these ‘new forms of employment’, their distinctive features and the implications they have for working conditions and the labour market. To fill this knowledge gap, Eurofound conducted a Europe-wide mapping exercise to identify the emerging trends. This resulted in the categorisation of nine broad types of new employment forms. On the basis of this, the available literature and data were analysed; 66 case studies were also conducted and analysed to illustrate how these new employment forms operate in Member States and their effects on working conditions and the labour market

Government Support for 'Private Schools for the Poor': a case study in Mathare informal settlement, Kenya

This case study provides an exploration of the Ministry of Education's strategy of engagement with non-formal schools in Kenya, and the responses made by these schools. Non-formal schools in the informal settlements of Nairobi represent a form of low-cost private schooling, which is found in other urban centers in less developed countries. The ministry's program includes: school verification and validation, changes in school management and the provision of instructional materials' grants. The ministry began supporting NFS through an investment program included in the first Kenya Education Sector Support Program 2005-2010. The study findings have been directed towards the question of whether this government support to NFS influences the educational experience of the poor to their advantage. Some of the advantages identified include: greater financial stability in supported schools, which can be used to provide more concessionary places; eligibility of validated NFS for a national school feeding program through greater school legitimization; stronger support for school survival from parents and among pupils themselves because of the expectation of better academic results; higher teacher morale and greater teacher confidence; increased access to national exams through more NFS being granted exam center status and a reduction in exam fees and greater potential access to secondary school through an improvement in exam results. Disadvantages that are described include: the continuation of fees at the same levels as before the MoE support program; no substantive improvements in school conditions other than in teaching and learning materials; high rates of pupil transfer and an associated selection process, which is based on academic ability; tolerance of high rates of class repetition; increased academic pressure, translating into long school hours, class repetition and potential dropping out; modes of punishment that are not acceptable in public schools; deterioration of teacher: pupil ratio and the diversion of funds and support from other forms of non-formal education. The findings suggest that the MoE support program has resulted in some improvements in equality between pupils in NFS and those attending public primary schools, but has done little to address issues of equity amongst children growing up in these disadvantaged circumstances

An analysis of the benefits for New Zealand banks of adopting a relationship banking model for small business clients

This thesis provides a discussion of research into the sources of value creation and addition accruing to banks through the use of relationship banking with small business clients. The investigation involves business managers in several banks and accordingly it portrays their perspective. The study addresses four key questions: (i) what does relationship-banking mean to the five major bank brands in New Zealand? (ii) How does the relationship-banking process actually work? (iii) What are the sources of value (i.e. benefits) of relationship banking to these five major bank brands when dealing with small businesses, and, (iv) how do these banks secure the benefits? Prior research into relationship banking and small business has concentrated on the potential benefits to the businesses. The literature contains both normative theorising and empirical work addressing aspects of the relationship and the benefits accruing to the small business. What is not supported by prior research is an understanding of why the banks engage in relationship management processes with small business. The obvious answer is that it is profitable. This in turn begs the questions of returns and risks faced by the banks and how these are managed. The nature of the research questions which are about investigating processes suggests the use of a qualitative research approach. A multiple case study approach points the research method toward conducting interviews with relationship managers, selected using theoretical sampling, from the five main bank brands and across the five metropolitan cities in New Zealand. The big five control 85% of the registered banks’ total assets in New Zealand and dominate the small business market. The primary data collected through interviews are analysed using the thematic analysis method. This research produces a number of key findings which directly address the research questions and go beyond. It is found that the working definition of relationship banking departs from that often quoted in the literature in a number of ways. This supports the contention that banks use relationship banking as an overarching approach, within which other lending technologies may be employed with their small business clients. Sources of value creation and addition stemming from relationship banking for the banks are clearly identified. In addition the processes and mechanisms by which banks operationalise and secure these benefits are revealed. How new relationship banking benefits are identified, creating and adding value to banks are traced through the interviews. The findings around these new benefits have important implications for the current research in regard to comparative studies of the different lending technologies in general and more specifically to the future of relationship banking which is challenged by an increasingly competitive financial markets. From an understanding of how bank relationship managers perceive the dynamics of their roles in creating relationship banking benefits a risk-return taxonomy is formulated. Issues emerging from this formulation/taxonomisation relate (i) practically, illustrating how these taxonomies can benefit banks, such as helping banks identify when to expect each benefit and to develop best practices (e.g. training staff and providing infrastructures), consequently ensuring the maximisation of the scooping up of all possible relationship banking benefits. Thus improving banks’ performance in terms of risk mitigation and increasing return. (ii) Conceptually, the thesis shows how the risk-return taxonomy, for example, can help in defining and positioning relationship banking at the heart of the banks’ decision making in regard to small business. The thesis contributes to the small business finance knowledge base in several ways. There is a clear identification of both the different types and different levels of relationship banking, depending on the criteria used by banks to silo businesses into online, small business, or medium business relationship banking models. The non-uniform, but definite similarities, between banks does indicate the contextual nature of the issues. The banks’ approach to retention is noteworthy and their respective investment into discouraging a small business from changing banks provides an insightful juxtaposition to prior research investigating the benefits and costs of changing banks. The thesis findings offer several opportunities for future research. One such example of a research agenda relating to the different levels of relationship banking discussed above is the modelling of the three different levels of relationship banking. This could utilise, for example, a piecewise type of function which could then be followed by an empirical study to test and measure the accuracy of the model. It would also serve to test the claims made in this thesis regarding the identification of both the different types and the different levels of relationship banking.

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality