Shrek, Saunders and the Onion Myth: Using Myths, Metaphors and Storytelling

Do we know our (research) onions? Onions have layers, as researchers we need to peel the research onion to its core, to uncover layers of meaning which enable us to understand the phenomenon we are seeking to understand. The metaphor of the onion, immortalized by Shrek (amongst others) and in our research world by Saunders, is well known. This paper takes the layers of the onion as a metaphor for collecting and making meaning from visual/ verbal metaphors, and stories. Research methods, based on the collection of stories, can sometimes be perceived as tangential or superfluous (Kendall J and Kendall K, 2012). Additionally, research using story telling often falls into three specific domains 1) is the story an accurate portrayal of all the events? 2) is the story an accurate account of what was experienced by the actors? 3) Is the story a driver for change and improvement? This research explores all three domains, adapting Campbells’ (1964) and Youngs’ (2004) typology of myths. Our Sphere Model (Farquharson L, Sinha T, Clarke S, 2018) provides a canvas to capture verbal and visual stories from those experiencing and leading change within Higher Education. The stories are captured through populating the Sphere canvas, through focus groups (camp fires), interviews (testimony) and artefacts such as postcards and graphic maps. We seek to capture the following myth descriptions of describe, explain, validate and direct (Young, 2004) to create a typography of organisational stories. (Adapted from Kendall J and Kendall K, 2012). We will be taking a positive psychology view of this work, to learn from what works as opposed to what hinders (deficit approach). The outcome of the paper shows how we will move this research method forward

Researching Organisational Change in Higher Education: A Holistic Tripartite Approach

In the UK context, it is important to acknowledge that there are multiple change drivers in Higher Education Institutions (HEIs) that result in a proliferation of foci. Gornitzka (1999) and Allen (2003) suggest that the distinctiveness of governance, professional autonomy and the tradition of academic freedom in HEIs should be reflected in change processes, and therefore traditional frameworks for change could be adapted in an attempt to research and manage change. This paper explores how theoretical and practical tools for managing and researching change can be integrated in order to support change, whilst reflecting on the methods used. The journey of the authors towards the development of a holistic framework for researching and supporting change in Higher Education (HE), with a focus on two HEIs, is explored. The synergies of Lean Management (Wincel and Krull, 2013), Appreciative Inquiry (Cooperrider and Srivastva 1987), and Participatory Action Research (Greenwood et al, 1993) are examined through three stages of practice-based fieldwork to establish their positioning within a holistic tripartite framework for researching and supporting organizational change. The benefits and challenges of this framework are discussed with attention to the importance of future research to provide more evidence of the impact of this framework

Special beginnings: An explorative study of the early career experiences of volunteer Special Constables

The paper reports on a study of the early career experiences of voluntary Special Constables. The research identified the importance of practising, becoming, and belonging for volunteers during initial training. Significant challenges in their early front-line practice were experienced alongside problems of processes, management, and organisation, and cultural challenges in terms of ‘fitting in’ and building relationships. The paper argues for the need to further professionalise police force approaches to new Special Constables and the need to shift away from a ‘finding their own way’ paradigm for new volunteer officers towards a structured, unified pathway of development

Leadership as a Means of Cultivating Innovation: Analogue People in a Digital Future

This research considers the role of leadership and innovation within a business context in order to explore the impact of both upon the cultivation of new innovative behaviour. In key United Kingdom (UK) Government reports, including the Industrial Strategy (2017) and Business Productivity Review (2019), it has been observed that UK businesses need to innovate successfully to stimulate growth. Therefore, to boost the economy, and to ensure that national growth targets become achievable, the relationship between leadership and innovation needs to be more fully understood. This research is therefore an important and timely study. The role of innovation within Small and Medium Sized Enterprises (SMEs) is of particular interest. Such innovation may include technological and management innovation, and includes adapting to market conditions through collaborative knowledge transfer. Such adaptability is crucial in times of market changes when it becomes vital for businesses to evolve and respond to market conditions if they are to thrive. This is important in the context of this study as it demonstrates that innovation is a critical process for organisations to enable them to be responsive and adaptable to changing market needs, and where successful this can act as a driver to boost the economy. The EU definition of SMEs has been used for this research in which the maximum number of employees is 250. Importantly, the role of leadership within this scenario provides a focal point for establishing how management can be used to cultivate work environments that may either stifle innovation, or encourage it to flourish. Issues previously identified reveal that there is a clear need for specific research relating to leadership and innovation, from the perspective of the UK SME context, to more fully understand the synergy between them, and the tensions that may also be apparent. This research is therefore focused upon an amalgamation of three topics which will be critically reviewed in unison, these being 1) innovation - different types of innovation are considered; 2) leadership – relevant leadership theory and applications are presented; and 3) SMEs – the impact and drivers of innovation are discussed within the small business context. From this initial study, an improved understanding of how leadership can influence innovation will emerge, and how the demands and limitations of SMEs can both simultaneously support and hinder this process

Leadership as a Means of Cultivating Innovation: Analogue People in a Digital Future

This research explores the role of leadership, and how it can be used to cultivate innovation within Small to Medium Sized Enterprises (SMEs) in the UK. SMEs are companies with up to 250 employees. The role of leadership within this study provides a focal point in establishing how leadership styles, cultivate work environments that can either stifle innovation, or encourage it to flourish

Humanising Higher Education as a tool to enrich society: challenges and opportunities’

Humanising higher education through a multi angle approach can be transformational for students and staff, can inspire learning, advance knowledge, and enrich society. During this thematic forum we will introduce our approach to embedding a culture of kindness, a positive mindset and a caring approach, all areas included as part of our university's implementation plan as a route to humanise our practice. We will begin by exploring the notion of humanising which according to Galvin and Todres (2013, p. 10/11) is to “uphold a particular view or value of what it means to be human, and furthermore to find ways to act on this concern. Such concern also needs to be practically translated into the more experiential issues of what practices can make people feel more human”. Traditionally humanising practice has been explored within health and social care, we felt that its essence and the humanising framework developed by Todres at al. (2009) could be applied within the context of higher education. Todres et al. (2009), explain that there are two main foundations to base the strategies to humanise practice. The first one is that the vocabulary used must be simple and continuously focus on humanising issues. The second one is to make sure that this humanising focus is championed at all levels of an organisation. Within the higher education environment, these encompass the language, values, attitudes, and behaviours that can be shared, and role modelled within every level of the organisation. We will relate it to our own experiences in various roles within the university and how taking on a humanising approach has shaped the way in which we practice (Devis-Rozental and Clarke 2020). Looking at humanising from a positive organisational culture point of view, we will then explore some of the challenges we have faced as culture leaders introducing this new way of being. We will then discuss the ways in which we have overcome these challenges and reflect on our experiences. We will draw on our previous work to present the research evidenced practice we are embedding and how this has already influenced some of our university wide responses. During the thematic forum we will then foster dialogue and interaction by posing to the audience the following themes which have informed our work on humanising higher education: • We are much more than a font of knowledge, our role as educators to inspire learning • Disrupting the them and us culture prevalent in some higher education institutions when referring to academics and professional members of staff • Values based practice as a tool to humanise environments, it is all about our people • Embedding socio-emotional intelligence in the curriculum to enhance the student experience (Devis-Rozental 2018) • Applying an appreciative inquiry lens to improve our practice • Working collaboratively through embedding ubuntu as a philosophy of working to strengthen the heart of our teams • Practicing with our head, hand and heart to deliver excellence in higher education • Leading with kindness to develop a sense of belonging • Spotlighting out relational energy to embed a positive organisational culture • Positive educational strategies to inspire learning in higher education • Creating working environment where individuals feel are able to bring their unique selves and find their purpose to enrich society • The place of passion in higher education as an engine for positive chang

A study of managed organisational change : the case of BAA plc

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