Inclusion and the relevance of culturally responsive teaching in U.K. Business schools

Inequality, lack of learning, and poor academic achievement are firmly linked (Nieto 1999). Our research explores the British Muslim experience in the context of inclusive pedagogy practice in Business Schools. It is the aim of this paper to explore the relevance of culturally responsive teaching (Gay 2000) in supporting individual student learning differences in increasingly international Business Schools. Law (2004) argues that Universities are expected to be the interrogators of complex ethical problems, as servant and preserver of deeper democratic practices. To fulfil this role effectively universities need to shift away from what (Allen 1998) describes a ‘White Syllabus’. The need to demand from students the ability to adapt to the approach of the institution without the institution making an effort to adapt to the student is an outdated concept which puts many universities at a disadvantage when trying to attract International students to UK business Schools. This paper will look at the relevance of 'culturally responsive teaching' and how this pedagogical method utilises student’s cultural knowledge, prior experiences, and cultural differences to make learning more appropriate and effective for them. Such an approach teaches through the strengths of the students (Gay 2000) and the responsiveness of the educators. Our research adopts a culturally responsive framework (Villegas and Lucas, 2002) that looks at 5 salient characteristics and how they can be used to bridge the gap between learner and tutor and organisation. It will be analysed and argued that culturally responsive teaching can be used to develop inclusion and minimise prejudice within UK Business Schools for minority groups and for this study British Muslims

Change levers for unifying top-down and bottom-up approaches to the adoption and diffusion of e-learning in higher education

Using Giddens’ theory of structuration as a theoretical framework, this paper outlines how five prominent United Kingdom universities aimed to integrate top-down and bottom-up approaches to the adoption and diffusion of e-learning. The aim of this paper is to examine the major challenges that arise from the convergence of bottom-up perspectives and top-down strategies. Giddens’ theory is used to understand the dynamics of organisational change as they pertain to the adoption and diffusion of e-learning. This is intended to support our understanding of the interplay between top-down strategy and bottom-up adoption of e-learning. From the research and from our findings, we present a set of change levers that are intended to provide practical value for managers responsible for the diffusion of e-learning strategy in higher education

The Adoption and Diffusion of eLearning in UK Universities: A Comparative Case Study Using Giddens’s Theory of Structuration

This exploratory study identifies the factors that influence the adoption and diffusion of instructional technology at five prominent universities in the United Kingdom. The study examines the organisational factors that enable and inhibit organisational adoption and diffusion of innovation. Five diverse approaches to adoption and diffusions of instructional technology were examined; top-down, integrated top-down and bottom, research driven and project driven approach. The paper argues that senior management need to acknowledge the need to bridge the gap between ‘local context’ and top-down strategic change. The findings suggest there are tensions between ‘signification of meaning’, ‘power and dominance’ and cultural norms in adoption and diffusion of eLearning

Contractor Evaluation in the Aerospace Industry: Using the Evidential Reasoning Approach

This paper reports the application of an evidential reasoning (ER) approach, to deal with the evaluation of a contractor, from among different fabrication options of aero-engine equipment. This is followed by a review of current evaluation practices, which begins by highlighting their limitations and then goes on to justify the use of an evidential reasoning approach. The evaluation model is discussed and techniques for articulating the original evaluation data are also explored. A hypothetical selection problem involving the evaluation of different fabrication options for aero-engine equipment is then examined using this approach. Given the role of small firms as sub-contractors, and the difficulties that they face in managing the pricing part of the marketing mix, which is heightened when tendering is involved, this paper has lessons that extend outside of the particular industry that forms the case study. The case study itself draws from the real life experience of actual defence contract assessors

An integrated approach towards product innovation in international manufacturing organisations

Fast product innovation and creativity is driving the development strategies of most nations enjoying high economic growth. The diverse range of technological possibilities creates unprecedented change bringing both product and market uncertainty and as a consequence new challenges for organisations. To meet such challenges organisations need to engender both a responsive and an adaptable approach to market demands. The article provides an insight into the relationship between technological and organisational integration variables and the speed of new product development