Practice-Focused, Constructivist Grounded Theory Methodology In Higher Education Leadership Research

A growing body of education research considers practices, however there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.Peer reviewe

Values and behaviours: using the Ten Essential Shared Capabilities to support policy reform in mental health practice

This paper will review aspects of current policy in mental health with specific reference to policy that has a values focus. In this context, values refers to the standards and expectations we hold and which we use to guide aspects of practice performance. Service users state that core values that support, respect choice, collaboration, and customer service are critical foundation stones of a trusting therapeutic relationship. Attending to these foundations for practice has merit in ensuring the quality of care delivery in mental health. This paper will analyse what this means for the mental health workforce in their engagement with service users and delivery of policy priorities. Finally, the paper will explore resources, such as the Ten Essential Shared Capabilities (see Appendix 1), which support engagement and ongoing promotion of person-centred mental health care

GPs are from Mars, Administrators are from Venus: The Role of Misaligned Occupational Dispositions in Inhibiting Mandated Role Change

Research on mandated occupational role change focuses on jurisdictional conflict to explain change failure. Our study of the English National Health Service highlights the role of occupational dispositions in shaping how mandated role change is implemented by members of multiple occupational groups. We find that tension stemming from misaligned dispositions may emerge as members of different occupations interact during their role change implementation efforts. Depending on dispositional responses to tension, change may fail as members of the different occupations avoid interactions. This suggests that effective role change can be elusive even in the initial absence of conflicting occupational interests

Effects of switching between anti-TNF therapies on HAQ response in patients who do not respond to their first anti-TNF drug

Objectives. Small studies have shown an improvement in disease activity in patients with RA who have switched between anti-TNF therapies for reasons of inefficacy. However, it is not clear whether switching improves longer term outcomes, such as disability. This analysis compares changes in HAQ scores 1 yr following lack of response to a first anti-TNF based on subsequent treatment during that year

A theory of motivation and ontological enhancement: the role of disability policy in student empowerment and institutional change

As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate students, a failure to engage with the aims and ends of the educational project, a failure to see that a particular learning aim is worth attaining, and a simple lack of will‐power to attain it. To each of these failures a social cause is identified, and a change in both the institutional culture and the individual learner's approach to their education is suggested

Children’s services in the age of information technology: What matters most to frontline professionals

Summary The last two decades have seen information systems featuring prominently in calls for the modernisation of the UK social care system. However, critics have maintained that these systems are of limited value to social care professionals whose design and implementation is driven by a preoccupation with performance management and a culture of professional audit and accountability, precepts of 'managerialism'. However, this area of research has often suffered from lack of focus on how technological changes affect public administration and service delivery and often characterises technology as a politically neutral tool detached from its socio-political context whilst also ignoring the strategic predispositions of human service professionals.Findings This research was conducted in three local authorities in England. Using the 'technological affordance' perspective, we contend that the way social workers interact with Integrated Children's System is shaped by the discord between socio-historically evolved professional values epitomising the social work profession and managerialist reforms promoting standardised ways of performing it. Application Integrated Children's System has transformed social work from an art to a technical activity, dominated by unimaginative and routinised working practices. Social workers are becoming peripheral figures and this is where social work needs to be reclaimed. Policymakers need to rethink taken for granted assumptions that practitioners would replace their professional expertise with technology and realise that the effective use of Integrated Children's System depends on bureau-professionalised judgements of social workers. Whilst specific patterns of technology usage can be developed and institutionalised, real objectives of children's social services should not be sacrificed