Developing theory and practice: Creation of a Community of Practice through Action Research produced excellence in stroke care

The study was funded by a grant from the Special Trustees of the Trust. Copyright @ 2010 Informa UK, Ltd.This article has been made available through the Brunel Open Access Publishing Fund.This article has been made available through the Brunel Open Access Publishing Fund.Much emphasis is placed on expert knowledge like evidence-based stroke guidelines, with insufficient attention paid to processes required to translate this into delivery of everyday good care. This paper highlights the worth of creating a Community of Practice (CoP) as a means to achieve this. Drawing on findings from a study conducted in 2000/2002 of processes involved in establishing a nationally lauded high quality Stroke Unit, it demonstrates how successful development of a new service was linked to creation of a CoP. Recent literature suggests CoPs have a key in implementing evidence-based practice; this study supports this claim whilst revealing for the first time the practical knowledge and skills required to develop this style of working. Findings indicate that participatory and democratic characteristics of Action Research are congruent with the collaborative approach required for developing a CoP. The study is an exemplar of how practitioner researchers can capture learning from changing practice, thus contributing to evidence-based healthcare with theoretical and practical knowledge. Findings are relevant to those developing stroke services globally but also to those interested in evidencebased practice.This article is available through the Brunel Open Access Publishing Fund

The Theory/Applications Balance in Management Pedagogy: Where Do We Stand?

Business schools are expected to be "professional" in the sense that their mission is primarily to prepare people to practice their skills in the business world. Various critics, however, claim that management professors overemphasize theory and research and neglect the practice and applications students need to transfer classroom theory to the world of practice. This study compared an earlier sample with a more recent sample of Academy of Management members concerning the relative emphasis they believed should be placed on theory and applications in management pedagogy and the techniques they used to bring applications into the classroom. Current respondents believed that more emphasis should be placed on applications than the earlier respondents. An unexpected finding, however, was that the more recent respondents reported a lower mean usage of pedagogical techniques that are appropriate for developing students' ability to apply course concepts than the previous group. Possible reasons for these incongruent findings are discussed as well as the implications for management pedagogy.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

How do i know who you think you are? A review of research methods on organizational identity

The notion of organizational identity was introduced in management studies in 1985. In the following 25 years, a vibrant debate about how to conceptualize organizational identities and related themes (multiple identities, identity change, interrelations between identity, image and culture) does not seem to have corresponded to explicit reflections about specific methodological issues. In this paper, the authors inductively review research methods adopted by studies of organizational identity published in top-level journals, with the purpose of deriving insights about the current status of research practices, uncovering their often tacit ontological and epistemological assumptions, and stimulating discussion about their possible evolution

Governing Boards and Profound Organizational Change in Hospitals

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69047/2/10.1177_107755878904600204.pd

Designing Value-Oriented Service Systems by Value Map

In this paper, we introduce a problem structuring method (PSM) called “Value Map”. Value Map is an extension to the Supplier Adopter Relationship Diagram in the Systemic Enterprise Architecture Method (SEAM). Value Map assists in understanding, analysis and design of value creation and capture in service systems. We illustrate the applicability of the Value Map by modeling value creation and capture in the service system of a social networking company called Webdoc. To validate the usefulness of the Value Map, we conducted an empirical study in which we also compared the Value Map to Business Model Canvas, one of the most established methods in business model design. The results of the study show that the Value Map helps business practitioners in understanding and analyzing customer value, customer value creation, and the value capture processes. We conducted an empirical study in which we assessed the usefulness of Value Map and compared it with Business Model Canvas, one of the most established methods in business model design. The results of the study show that the Value Map helps business practitioners to understand and analyze customer value, customer value creation, and the value capture processes

Track D Social Science, Human Rights and Political Science

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138414/1/jia218442.pd

Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity