The 'Learning Wave Trajectory Model' : exploring the nature and benefit of an 'artful' management education learning process

This paper’s 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 “Artful Learning Wave Trajectory Model” is presented for use in exploring the nature of learning processes facilitated by ‘artful’ capability building. The Model proposes a different approach to current ‘arts-in-business’ 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 ‘good’ theories in management and management education practice

Learning partners in discovery and innovation

The late Ernest Boyer (Boyer 1990, in Ramsden 1998) identified ‘the scholarship of discovery’ and ‘the scholarship of integration’ as two of four touchstones for rethinking academic work, capable of fostering ‘deep’ (understanding-rich) approaches to learning in a changing environment. ‘Learning Partners’ 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 ‘stop looking at the organisation as a big ship with somebody steering it from a captain’s chair’… rather, as with Alistair Mant, ‘the real patterns of interdependency are much deeper’ (Fyffe 2002). The authors of this paper argue that the deep effects of these interdependencies (e.g. tapping into the best of participants’ 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 – ‘doing’ first and ‘knowing’ second; ‘we evaluate alternatives according to criteria that changes as we do…where we end up often surprises us’. This paper argues that building personal capacities for partnering and innovation creates the conditions in which personal growth can take place. While the ‘scholarship of application (interaction between intellectual and “real world” problems of practice)’ and the ‘scholarship of learning’ (Boyer’s third and fourth touchstone) are important, Boyer’s scheme ‘cuts through the unfortunate academic tendency to place application and action on a lower plane than discovery’. He argues, ‘Nothing could be more menacing to tangible progress’ (Boyer 1990, in Ramsden 1998). Our paper outlines the ‘discovery’ philosophies that underpin the design of three vital professional development programs at Queensland University of Technology (QUT), expanding leaders’ experience of self in partnership. The paper proposes that we ‘take ownership’ and begin to change the ‘climate’/ culture in which we are situated in the daily “real world” 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