Staying in touch in the digital era: New social work practice

The findings of a small-scale empirical study are drawn upon to explore the concept of social presence and the way in which it can contribute to meeting service users’ expectations of relationship-based social work. Findings from the study highlight the role of mobile communication technologies in establishing social presence with service users and an argument is made for the proactive use of mobile devices as a component of direct practice. However, such emerging digital social work practices will require practitioners, and social work organisations, to respond positively to new ethical and organisational challenges

‘Step by step, side by side’: the quest to create relational artistry through systemic practice within children’s social care

This paper describes a quest towards relational artistry in the development of a systemic training programme in social care. As part of tiered delivery addressing staff at different levels in the workforce a systemic group supervision process was introduced, adapted from Proctor’s (1997) ‘Bells that Ring’ model. The paper describes the adaptation and delivery of the model through live supervision of senior practitioners by Systemic Mentors working in situ alongside the supervision groups. The project expanded in response to feedback leading to further initiatives to embed systemic ideas. These included a ‘systemic rucksack’ containing sets of cards to guide the supervision process. ‘Systemic champions’ went on to co‐produce and deliver workshops on key concepts for the whole workforce and to engage frontline workers and families in creating the next steps in the project

Using SSM in Project Management: aligning objectives and outcomes in organizational change projects

This paper aims to contribute to the use of SSM in Project Management, by exploring what happens in a real-world organisational change projects when stakeholders seem to agree in a set of initial-objectives and final-outcomes of the project. SSM Analyses are then use to explore the misalignments between initial-objectives and final-outcomes along the project life cycle. Initial results suggest that SSM helps to “shadow” these misalignments when structuring an unclear complex situation such as organisational change projects and that the application of SSM facilitates negotiations, generates debate, understanding and learning. This leads to meaningful collaboration among stakeholders and enables key changes to be introduced reflecting on the potential misalignments. Results also support SSM analysis of changes in role, norms or value adversely influencing project outcome

A model of management academics' intentions to influence values

Business schools face increased criticism for failing in the teaching of management studies to nurture their students’ values. Assuming that individual academics play an important role in shaping the value-related influence of business schools, I model management academics’ intentions to influence values. The suggested model encompasses academics’ economic and social values as internal variables, as well as perceived support for attempting to influence values and academic tenure as social and structural variables. A test with empirical data from 1,254 management academics worldwide reveals that perceived external support is most relevant for explaining intentions. Moreover, academics’ social values, but not their economic ones, contribute to an explanation of their intentions to influence values. The results reveal how important it is for academics to believe that their colleagues, higher education institutions, and other stakeholders support their value-related behavioral intentions

Captured by the Discourse? The Socially Constitutive Power of New Higher Education Discourse in the UK.

This paper addresses the extent to which academic staff are ‘captured’ by the discourse associated with the ‘new higher education’ (NHE) in the UK and identifies the factors which condition their ability to displace, negotiate, reconstruct and create alternative discourses. In addressing this task, the paper draws on data from a five-year ethnographic study of an English university, NewU, a single document from NewU published after that study, a comparative study of ‘new’ academics in England and Canada, and spontaneous textual data produced at a conference on higher education. The paper concludes that the dialogical nature of universities means that the impact of NHE discourse on organizational practices is mitigated as it is read and reacted to in varied ways: that academics are not fundamentally ‘captured’ by this discursive form. However, caution is advised in extending this argument too far