3 research outputs found
The 'Learning Wave Trajectory Model' : exploring the nature and benefit of an 'artful' management education learning process
This paperâs proposition is that, as the concept of managerial and work identity and the meaning of a production of knowledge transforms, so too must the processes for management education and development. A new âArtful Learning Wave Trajectory Modelâ is presented for use in exploring the nature of learning processes facilitated by âartfulâ capability building. The Model proposes a different approach to current âarts-in-businessâ in management education and development. It is suggested that this alternative process will assist those in higher education domains create a culture of awareness and creativity for enacting âgoodâ theories in management and management education practice
Learning partners in discovery and innovation
The late Ernest Boyer (Boyer 1990, in Ramsden 1998) identified âthe scholarship of discoveryâ and âthe scholarship of integrationâ as two of four touchstones for rethinking academic work, capable of fostering âdeepâ (understanding-rich) approaches to learning in a changing environment. âLearning Partnersâ suggests that the real triggers for effective collaboration are found first in identifying the personal characteristics and responses which promote or preclude partnering. Senge says that we have to âstop looking at the organisation as a big ship with somebody steering it from a captainâs chairâ⊠rather, as with Alistair Mant, âthe real patterns of interdependency are much deeperâ (Fyffe 2002). The authors of this paper argue that the deep effects of these interdependencies (e.g. tapping into the best of participantsâ inclusive attitudes, skills, visions and unique contributions for the goals to be achieved) bring about effective regeneration and change. Herminia Ibarra, Working Identity (Harvard Business School Press 2003) argues that change does not come about by knowing what we want to do next and then using that knowledge to guide our actions. Ibarra says that change usually happens the other way around â âdoingâ first and âknowingâ second; âwe evaluate alternatives according to criteria that changes as we doâŠwhere we end up often surprises usâ. This paper argues that building personal capacities for partnering and innovation creates the conditions in which personal growth can take place. While the âscholarship of application (interaction between intellectual and âreal worldâ problems of practice)â and the âscholarship of learningâ (Boyerâs third and fourth touchstone) are important, Boyerâs scheme âcuts through the unfortunate academic tendency to place application and action on a lower plane than discoveryâ. He argues, âNothing could be more menacing to tangible progressâ (Boyer 1990, in Ramsden 1998). Our paper outlines the âdiscoveryâ philosophies that underpin the design of three vital professional development programs at Queensland University of Technology (QUT), expanding leadersâ experience of self in partnership. The paper proposes that we âtake ownershipâ and begin to change the âclimateâ/ culture in which we are situated in the daily âreal worldâ of people and organizations
Transition from child to adult health services for young people with cerebral palsy in Ireland: a mixed-methods study protocol
Introduction: The transition from child to adult health services is a challenging and complex process for young people with cerebral palsy (CP). Poorly managed transition is associated with deterioration in health, increased hospitalisations and reduced quality of life. While international research identifies key practices that can improve the experience and outcomes of transition, there is a paucity of data in the Irish context. This research study aims to gain an insight into the experience of transition for young people with CP in Ireland.
Methods and analysis: A convergent parallel mixed-methods design will be used to collect, analyse and interpret quantitative and qualitative data. Participants will be young people aged 16-22 years with CP, their parent(s)/carer(s) and service providers. Quantitative and qualitative data will be collected through questionnaires and interviews, respectively. Quantitative data will be reported using descriptive statistics. Where sufficient data are collected, we will examine associations between the experience of transition practices and sociodemographic and CP-related factors, respectively, using appropriate regression models. Associations between service provider characteristics and provision of key transition practices may also be explored using appropriate regression models. Qualitative data will be analysed using the Framework Method. A coding matrix based on key transitional practices identified from the literature will be used to identify convergence and divergence across study components at the integration stage.
Ethics and dissemination: The study has been approved by the RCSI University of Medicine and Health Sciences Research Ethics Committee (REC201911010). Results will be presented to non-academic stakeholders through a variety of knowledge translation activities. Results will be published in open access, peer-reviewed journals and presented at national and international scientific conferences.</p