Leading from the engine room

© Springer International Publishing AG, part of Springer Nature 2018. This paper explores relationships and challenges facing teams creating simulation-based learning environments. Drawing on our experience of governance within Australian Indigenous cultures and specific work incidents as case studies, we explore tensions, triumphs and insights occurring during collaborative ventures intended to produce online learning activities. Our view is ‘from the engine room’ - at that point where technology and design expertise reframe creative ‘story boards’ into ‘interactive learning experiences’ requiring productive harnessing of diversity. Creation of scenario-based learning environments requires an understanding of specific content, along with the array of available learning pathways. Appreciating pitfalls likely to hinder the design process is vital. Scenarios use specific, and specialized artefacts and technologies to create interactive learning environments; computer-based technologies make the process even more complex, requiring highly specialized skills to contribute particular elements. More and more people are involved, and a greater number of specializations contribute to the final product. We draw on Human Computer Interaction practices to explore designer - developer interfaces and explore what may be involved in developing aware, conscious leadership of this emergent complexity. Words penned by Harrison (1967) aptly encapsulate our theme - “We were talking about the space between us all”

The changing of the guard: groupwork with people who have intellectual disabilities

This paper considers the impact of service systems on group activities. It describes an inter-professional groupwork project facilitated by a social worker and a community nurse. The project provided an emancipatory experience for a group of adults who had intellectual disabilities. The group was charged with the task of reviewing and updating the recruitment and interview processes used by a 'Learning Disability Partnership Board', when employing new support workers. The paper begins with a brief history of intellectual disability and provides a context to the underpinning philosophical belief that people should be encouraged and supported to inhabit valued social roles no matter what disability they may have. It then identifies the ways in which the sponsoring health, education and social care services impacted on the creation and development of a groupwork project. It might have been expected that the nature of the intellectual disability would have been the major influence on group process. However the paper reveals that organisational constraints had a significant impact on group functioning. Issues including, staffing budgets and transport contracts impacted on group process and function. The results of the project show how, with adequate support, people with intellectual disability can make important decisions that have long-reaching impacts on the services

Challenging sex segregation: A philosophical evaluation of the football association’s rules on mixed football

The Football Association (FA) has been under pressure to allow girls to play in mixed teams since 1978, following 12-year old Theresa Bennett’s application to play with boys in a local league. In 1991, over a decade after Bennett’s legal challenge, the FA agreed to remove its ban on mixed football and introduced Rule C4 in order to permit males and females to play together in competitive matches under the age of 11. More recently, following a campaign by parents, coaches, local Members of Parliament and the Women’s Sport Foundation, the FA agreed to trial mixed football for the under-12 to under-15 age categories in order to establish, among other things, the risk of injury to players in sex-integrated competitions. A series of exponential changes ensued: between 2010 and 2014, the age at which mixed football was permitted increased from U11 to U16. In 2015, the FA announced the decision to raise the age limit on mixed football from U16 to U18 for the forthcoming 2015–2016 season. We critically examine the reasons given by the FA for enforcing segregated participation beyond the age of 18, namely that males have an unfair advantage and that females face an unacceptable risk of injury. We also discuss the argument that removing the ban might harm the women’s game. In conclusion, we suggest that the FA ought to abandon the ban on mixed football over the age of 18

A Qualitative Exploration of Factors Affecting Group Cohesion and Team Play in Multiplayer Online Battle Arenas (MOBAs)

Previous research examining the social psychology of video-gaming has tended to focus on Massively Multiplayer Online Role Playing Game (MMORPG) environments, such as World of Warcraft. Although many online group processes have been examined using this game, this genre does not enforce cooperative play and studies tend to be based on very large groups. Newer genres are being developed and played which have so far not been studied. The genre known as Multiplayer Online Battle Arenas (MOBAs) are attracting large numbers of players and success depends on effective team playing within smaller groups. The study reported here explores team play within MOBAs. Due to the lack of literature examining this genre, Corbin and Strauss’ (2008) Grounded Theory was used to analyse participants’ subjective experiences of playing MOBAs to create a conceptual model. A focus group pilot study informed the development of questions and then semi-structured interviews took place with twelve participants; 1 female and 11 male students aged between 18-21 years. Participants were required to have recent and frequent MOBA exposure, but with different preferences regarding roles and experience. Data was analysed using open, axial and selective coding and the resulting model depicts a scale, as optimal team performance was linked to a balance between factors. The core category “Communication” was heavily influenced by the relationship between teammates (friends or strangers). The balance of “Communication” affected the balance of the final three categories: “Team Composition”, “Psychological State” and “Level of Play”. The conceptual model is critically linked with traditional group processes, such as Belbin’s (1993) team roles, Tuckman’s (1965) model of group development and the perceptions and behaviour during the state of deindividuation (Taylor & MacDonald, 2002). The model has real-world application in both social and professional virtual environments, whilst contributing more broadly to research in Cyberpsychology and Social Psychology. Further research is suggested which will test predictions based on a predictive model

Building Online Platforms for Peer Support Groups as a Persuasive Behavioural Change Technique

Online peer group approach is inherently a persuasive technique as it is centered on peer pressure and surveillance. They are persuasive social net- works equipped with tools and facilities that enable behaviour change. This paper presents the case for domain-specific persuasive social networks and provides insights on problematic and addictive behaviour change. A 4-month study was conducted in an addiction rehab centre in the UK, followed by 2-month study in an online peer group system. The study adopted qualitative methods to under- stand the broad parameters of peer groups including the sessions' environment, norms, interaction styles occurring between groups' members and how such in- teractions are governed. The qualitative techniques used were (1) observations, (2) form and document analysis, and (3) semi-structured interviews. The findings concern governing such groups in addition to the roles to be enabled and tasks to be performed. The Honeycomb framework was revisited to comment on its build- ing blocks with the purpose of highlighting points to consider when building do- main-specific social networks for such domain, i.e. online peer groups to combat addictive behaviour

Nonprofits and business:toward a subfield of nonprofit studies

Although the field of nonprofit studies now encompasses a substantial body of literature on the relationship between governmental and nonprofit organizations, the relationship between the business and nonprofit sectors has been less addressed by specialist nonprofit scholars. This Research Note aims to encourage further studies by nonprofit scholars of the business-nonprofit sector relationship. It looks at descriptive evidence to date, proposes a tentative resource-based framework for understanding how nonprofits and business relate to each other in practice and suggests some initial directions for developing a subfield within nonprofit studies

Understanding Work Practices of Autonomous Agile Teams: A Social-psychological Review

The purpose of this paper is to suggest additional aspects of social psychology that could help when making sense of autonomous agile teams. To make use of well-tested theories in social psychology and instead see how they replicated and differ in the autonomous agile team context would avoid reinventing the wheel. This was done, as an initial step, through looking at some very common agile practices and relate them to existing findings in social-psychological research. The two theories found that I argue could be more applied to the software engineering context are social identity theory and group socialization theory. The results show that literature provides social-psychological reasons for the popularity of some agile practices, but that scientific studies are needed to gather empirical evidence on these under-researched topics. Understanding deeper psychological theories could provide a better understanding of the psychological processes when building autonomous agile team, which could then lead to better predictability and intervention in relation to human factors