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to adapt to the approach of the institution without the institution making an effort to adapt to the student is an outdated concept which puts many universities at a disadvantage when trying to attract International students to UK business Schools.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

Re-imagining Malaysia; nationalism, ethnocracy and the postliberal politics of halal (a postliberal halal stratergy)

This comunicaton examines the emergence of Malaysia as a leading player in the global halal industry. Drawing on documentary research undertaken to augment findings from the EU funded Dialrel project, it examines the ongoing attempt to position Malaysia as a leading player in the international halal market through new economic and social spatializations. Moving beyond a concern with nation building through halal consumption to a position targeting halal consumers in selected locations, we argue that the Malaysian state elite is pursuing a ‘postliberal' halal strategy to maintain the legitimacy of its ethnocratic regime by inserting new hegemonic claims into transnational space. Going beyond the idea of horizontally aligned networks of transnational power as the dominant framework for understanding socioeconomic change, we examine the ways in which Malaysia targets diverse groups of halal consumers through new economic and social alliances that cut across transnational space on the vertical plane. In conclusion, we discuss the significance of these developments for understanding Malay nationalism and the continuing role of the state

The role of the orthodox grounded theory methodology in establishing universal behavioural patterns in comparative cross-national research

This position paper discusses the role of the orthodox grounded theory methodology (Glaser & Strauss, 1967; Glaser, 1978) in establishing universal behavioural patterns in comparative cross-national research. Having identified two main methodological issues in this field – i.e. a lack of “any real comparison” (Pierce & Pride, 1972, p. 13), an absence of a unifying, multi-/cross-level of analysis and a disregard of the interaction between levels of analysis – it is argued that the orthodox grounded theory methodology could help address these two methodological issues in comparative cross-national research by establishing universal behavioural patterns. Substantive and methodological justifications are also provided to substantiate the role that an orthodox grounded theory methodology plays in the establishment of universal behavioural patterns, contributing to methodological development and implementation of best practice in this field. The academic, societal, economic and policy impact and value of methodological development to the social sciences concerning its contributions to comparative cross-national research are also explained

Re-imagining Malaysia: a postliberal halal strategy?

This paper examines the emergence of Malaysia as a leading player in the international halal market. Drawing on documentary research undertaken to augment findings from the EU funded Dialrel project, it examines the ongoing attempt to position Malaysia as a leading player in the international halal industry through new economic and social spatializations. Moving beyond a concern with nation building through halal consumption to a position targeting halal consumers in selected international locations, we argue that the Malaysian state is pursuing a ‘postliberal' halal strategy to maintain legitimacy by inserting new hegemonic claims into transnational space. Going beyond the idea of horizontally aligned networks of transnational power as the dominant framework for understanding socioeconomic change, we examine how Malaysia targets diverse groups of halal consumers through new economic and social alliances that cut across transnational space on the vertical plane. In conclusion, we discuss the significance of these developments for understandings of the continuing role of the state under transnational conditions

Islamic Pedagogy and Embodiment: An Anthropological Study of a British Madrasah

This anthropological study, of a higher education British madrasah, is about increasing our awareness of the spectrum of sensory experiences that shape Islamic pedagogy. I started my anthropological study from an Islamic premise of the inseparable nature of knowledge and the sacred. Pedagogy is defined as not a matter of simple methods and technique but as an holistic approach that deals with the capacity to form the human person. Islamic pedagogy is represented by the heartfelt interactions between the teacher and learner through orality, facilitating memorisation, and the didactic approach towards sacred texts. This research has endeavored to explore the sensoria of the British madrasah from a mystical approach and this provides the foundation for shaping our understanding of the madrasah concept of Islamic pedagogy. Al-Ghazali’s mystical approach toward learning is evident in this research in defining the madrasah as a spiritual rather than social construct, and is optimised by the embodiment of learning

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

e-learning innovation through the implementation of an internet supported learning environment

The paper provides an insight into the changing nature of the learning process through the adoption of interactive new media solutions into a traditional University Campus. The use of software from Blackboard Inc. has provided the foundations for building both a complex and dynamic learning community at Huddersfield University Business School. The specific focus of the research project is on student adoption and utilisation of a Web-based learning perspectives