Social richness, socio-technical tension and the virtual commissioning of NHS research

<p>Abstract</p> <p>Background</p> <p>This paper draws on a recent study that evaluated the process of commissioning NHS funded research using virtual committees. Building on an earlier paper that reported our evaluation, here we focus on the effects of asynchronous computer mediated communication (CMC) when used to support group work.</p> <p>Methods</p> <p>To do this the discussion focuses on how CMC affected three key group factors, building relationships, group cohesion and group commitment. The notion of socio-technical tension is elaborated and the paper explores how social richness can act to counter the socially impoverishing and time extending effects of asynchronous CMC.</p> <p>Results</p> <p>We argue that social richness in this context results from the presence of five principal influences. These are: a dynamic range of participant aspirations and personal agendas; participant commitment to and identification with the work and ideals of the group; a rich diversity of social, professional and work-related backgrounds; a website designed to enhance participation and interaction and the mediating effects of an effective chairperson.</p> <p>Conclusion</p> <p>If virtual work groups are to be used by the NHS in the future, then there is a need for more research into the role of social context and its relationship to the effectiveness of newly formed virtual groups. Equally as important are studies that examine the effects of socio-technical interaction on groups undertaking tasks in the real world of work.</p

Globalized Curriculum or Global Approach to Curriculum Reform in Mathematics Education

The aim of this theoretical paper is threefold. Firstly, it presents a construct towards the study of globalization it discusses the issue of similarity of mathematics education curricula around the world and raised questions about their divergence towards a single global curriculum. Thirdly, it identifies some of the problematics in international collaboration in mathematics education

Thinking systemically: What we ought to understand when teaching it!

What does systems thinking mean? How do we develop this competency in risk management education? These questions prompted inquiry into how systems thinking has been conceptualized in fields outside engineering. We commenced our inquiry by examining a related construct of systemic thinking, a holistic epistemic process to study risk management. This is a conceptual paper for an ongoing project and it outlines the implications for pedagogic practice. As we argue, risk management can be taught and studied systemically when the emphasis is on learning activities that privilege dialogue and discussion. Conversation based classroom sessions are more conducive to express, exchange, examine and evaluate personal and collective views, values and interests impinging on the process of inquiry into a particular risk management situation. Further, when those risk management situations are inquired into using the multifocal lens of systemicity, systemic thinking will be practiced alongside risk thinking. Copyright © 2013 R. J. Karpe et al

On PAR with Young People: Learnings from the SARUA Project

The Student Action Research for University Access (SARUA) is a participatory action research project between groups of senior high school students, their schoolteachers and university staff. During the eight years of its activities in at least 17 high schools in the greater metropolitan area of Brisbane significant learnings have developed about working with students on projects that affect their own lives. This paper problematises aspects of partnerships and collaboration between two diverse cultures of the university and the school and discusses the benefits of such collaboration, some of the challenges faced and the responsibilities of the university partners in facilitating action research with young people