Questioning impact: interconnection between extra-organizational resources and agency of equality and diversity officers

This paper examines the change agency of equality and diversity (E&D) officers with a specific emphasis on the role of extra-organizational influences and resources. The paper is informed by qualitative material collected through interviews with E&D officers from 20 higher education institutions in the UK. The paper offers an evidence-based analysis of the utility of extra-organizational mechanisms and intervention programmes for organizational E&D agenda and for the agentic influence of E&D officers. The paper contributes to both academic literature and policy-making. We present original empirical insights into the change agency of E&D officers by exploring the impact of extra-organizational bodies as potential mechanisms for support and influence. At the policy level, the paper provides evidence on the value of extra-organizational resources and tools that are produced by policy bodies in promoting progressive E&D agendas in organizations

Involving, Countering and Overlooking Stakeholder Networks in Soft Regulation: Case study of a SME’s implementation of SA8000

To achieve effective stakeholder governance in the context of international social accountability certification (SA8000) requires constructing a network of agreement. In a case study of a small-to-medium-sized enterprise (SME), we examine managers’ attempts at enrolling participants in the supply chain to investigate how they strive to engage these stakeholders. We adopt actor-network theory (ANT) and sensemaking theory to develop a novel approach to understanding social accountability (SA) standards’ certification in stakeholder networks. We argue that the design and operation of any SA standard across a network requires not only attempts at enrolling other participants in the supply chain but management contextualizing and problematizing the terms of their involvement.acceptedVersio

Shovels and Swords: How realistic and fantastical themes affect children's word learning

Cataloged from PDF version of article.Research has shown that storybooks and play sessions help preschool children learn vocabulary, thereby benefiting their language and school readiness skills. But the kind of content that leads to optimal vocabulary learning – realistic or fantastical – remains largely unexplored. We investigate this issue as part of a large-scale study of vocabulary learning in low-income classrooms. Preschoolers (N = 154) learned 20 new words over the course of a two-week intervention. These words were taught using either realistic (e.g., farms) or fantastical (e.g., dragons) storybooks and toys. Children learned the new words in both conditions, and their comprehension knowledge did not differ across conditions. However, children who engaged in stories and play with a fantastical theme showed significantly greater gains in their production knowledge. Reasons for and implications of this result are discussed

Fiabot!: design and evaluation of a mobile storytelling application for schools

This paper contributes to the ongoing debate about how digital technology can be integrated into the formal education system. Within a longitudinal research study, which lasted four years, we conducted an investigation on how mobile technology can support educational activities as defined by a school curriculum. Among the topics included in the school curriculum, we focused on the literary field and developed a Digital StoryTelling (DST) application, Fiabot!, to support this activity. Here, we describe the design of the application and how we evaluated its impact on educational activities. The application was designed and evaluated in two primary schools. The study had the objectives of exploring whether Fiabot! supports children in achieving educational objectives defined by the curriculum, how this effectively supports teachers, and to what extent children like using it for the creation and sharing of their stories. Our findings show that the application has a positive impact on curriculum enactment and effectively supports the related educational activities. Overall, Fiabot! wasdemonstrated to be very effective in stimulating children's discussion of a story's plot and characters. Thus, Fiabot! supported children not only in being creative but also in organizing their work and exploring a digital media opportunity. This resulted in the development of new skills and the better grounding of previously acquired knowledge, while teachers also had the opportunity to expand their teaching skills and get a taste of ICT's potential in education

Narrative performance, peer group culture, and narrative development in a preschool classroom

Introduction This chapter uses the analysis of a preschool storytelling and story-acting practice to explore some of the ways that peer-oriented symbolic activities and peer group culture can serve as valuable contexts for promoting young children’s narrative development. In the process, it suggests the need to rethink, refine, and broaden the conceptions of the “social context” of development now used by most research in language socialization and development. There is a substantial and growing body of work on the role of social context in language development (Hoff 2006). In practice, most research on this subject has focused on delineating and analyzing various forms of adult–child interaction, usually dyadic, in which an adult caregiver transmits information, provides cultural models, and in other ways instructs, guides, corrects, and “scaffolds” the efforts of the less capable child. By comparison, research on the complementary role of peers in socialization and development has been, as Blum-Kulka and Snow (2004: 292) put it, relatively “peripheral and non-cumulative.” As the present volume helps to demonstrate, that situation has gradually been changing. But with some notable exceptions, the perspectives informing peer-oriented developmental research often remain limited in important respects. Even when interaction between children is studied, it is usually assimilated to the one-way expert–novice model, with an older sibling or other peer taking on the “expert” role. And both adult-oriented and peer-oriented research tend to reduce the social context of development, explicitly or in effect, to interactions between individuals and their direct consequences. © Cambridge University Press 2014

Challenging the assumptions of social entrepreneurship education and repositioning it for the future: wonders of cultural, social, symbolic and economic capitals

Purpose: Social entrepreneurship education (SEE) is gaining increasing attention globally. This paper aims to focus on how SEE may be better understood and reconfigured from a Bourdieusian capital perspective with an emphasis on the process of mobilising and transforming social entrepreneurs’ cultural, social, economic and symbolic resources. Design/methodology/approach: Drawing on qualitative research with a sample of social entrepreneurship educators and mentors, the authors generate insights into the significance of challenging assumptions and establishing values and principles and hence that of developing a range of capitals (using the Bourdieusian notion of capital) for SEE. Findings: The findings highlight the significance of developing a range of capitals and their transformative power for SEE. In this way, learners can develop dispositions for certain forms of capitals over others and transform them to each other in becoming reflexive social agents. Originality/value: The authors respond to the calls for critical thinking in entrepreneurship education and contribute to the field by developing a reflexive approach to SEE. The authors also make recommendations to educators, who are tasked with implementing such an approach in pursuit of raising the next generations of social entrepreneurs.Higher Education Entrepreneurship Group of SEEDA (South East England Development Agency)

Citizen Science Case Studies and Their Impacts on Social Innovation

Social innovation brings social change and aims to address societal challenges and social needs in a novel way. We therefore consider citizen science as both (1) social innovation in research and (2) an innovative way to develop and foster social innovation. In this chapter, we discuss how citizen science contributes to society’s goals and the development of social innovation, and we conceptualise citizen science as a process that creates social innovation. We argue that both citizen science and social innovation can be analysed using three dimensions – content, process, and empowerment (impact). Using these three dimensions as a framework for our analysis, we present five citizen science cases to demonstrate how citizen science leads to social innovation. As a result of our case study analysis, we identify the major challenges for citizen science in stimulating social innovation

HLA class II DNA typing in a large series of European patients with systemic lupus erythematosus: correlations with clinical and autoantibody subsets

We conducted this study to determine the HLA class II allele associations in a large cohort of patients of homogeneous ethnic derivation with systemic lupus erythematosus (SLE). The large sample size allowed us to stratify patients according to their clinical and serologic characteristics. We studied 577 European Caucasian patients with SLE. Antinuclear antibodies (Hep-2 cells), anti-dsDNA antibodies (Crithidia luciliae), and antibodies to extractable nuclear antigens Ro (SS-A), La (SS-B), U1-RNP, Sm, Jo1, SCL70, and PCNA, were detected in all patients. Molecular typing of HLA-DRB1, DRB3, DQA1, and DQB1 loci was performed by the polymerase chain reaction-sequence specific oligonucleotide probes (PCR-SSOP) method. We found a significantly increased frequency of DRB1*03, DRB1*15, DRB1*16, DQA1*0102, DQB1*0502, DQB1*0602, DQB1*0201, DQB1*0303, and DQB1*0304 in lupus patients as compared with healthy controls. In addition, DRB1*03 was associated with anti-Ro, anti-La, pleuritis, and involvement of lung, kidney, and central nervous system. DRB1*15 and DQB1*0602 were associated with anti-dsDNA antibodies; DQB1*0201 with anti-Ro and anti-La, leukopenia, digital skin vasculitis, and pleuritis; and DQB1*0502 was associated with anti-Ro, renal involvement, discoid lupus, and livedo reticularis. In conclusion, our study shows some new HLA clinical and serologic associations in SLE and further confirms that the role of MHC genes is mainly to predispose to particular serologic and clinical manifestations of this disease

Collaboration, governance, and technology in inter-organisational learning networks: evidence from a cross-case analysis

This paper looks at collaboration, governance, and technology in inter-organizational learning networks and provides evidence from a cross-case analysi

Understanding learning networks

three key challenges of learning networks are discusse