Contextual influences on social enterprise management in rural and urban communities

The idea that difference exists between rural and urban enterprise activity is not new, the obvious comparators are measures such as social architecture, resource availability and accessibility. However, when the concept and practice of management in social enterprise is compared in these two contexts then there is opportunity to further our understanding of the contextual challenges encountered by social enterprise. In this paper six cases studies are compared and analysed: three cases are urban social enterprises and three classified as remote rural social enterprises. The urban cases are social enterprises located around Glasgow in the west of Scotland and are compared with three remote rural location studies, one on the Scottish mainland peninsula, the other in northern Scotland and the final case on a Scottish western island. We conclude that the main differences between remote rural and urban management of social enterprise are heavily nuanced by in-migration levels in both rural and urban locations, leadership and community needs and therefore deserving of context relevant policy

Does the UTTO model of technology transfer fit public sector healthcare services?

Public sector healthcare services are both large users and innovators of health technologies. In the UK's National Health Service (NHS) initiatives have been developed to manage the process of technological innovation more effectively. This has two main aims, to maximize potential commercial returns from innovations developed within the NHS; and to improve levels of patient care through appropriate diffusion of innovations. The initiatives have been devised using approaches and processes already used in other public sector organizations, in particular, universities. Central to the approach taken by many universities is the setting up of a university technology transfer office (UTTO) to provide innovation management services. This paper assesses the extent to which the UTTO-based approach to technology transfer matches the needs of the NHS. Several significant factors are identified that suggest that the two sectors merit different approaches to innovation management. An agenda for further research into health service innovation management processes is suggested that emphasises issues including: the relative roles of formal and informal innovation processes; contingent variables affecting design of innovation processes; limitations of technology-push approaches to managing practice-based innovation; and cultural fit of innovation management models

The reflective learning continuum: reflecting on reflection

The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research which considers reflection within the context of both the marketing and general business education literature. This paper describes the use of an instrument which can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection and intensive reflection and two conditions for reflection: instructor to student interaction and student to student interaction. Further we demonstrate the importance of reflective learning in predicting graduates’ perception of program quality. Although the focus was on assessment of MBA level curricula, the findings have great importance to marketing education and educators

Developing transferable management skills through Action Learning

There has been increasing criticism of the relevance of the Master of Business Administration (MBA) in developing skills and competencies. Action learning, devised to address problem-solving in the workplace, offers a potential response to such criticism. This paper offers an insight into one university’s attempt to integrate action learning into the curriculum. Sixty-five part-time students were questioned at two points in their final year about their action learning experience and the enhancement of relevant skills and competencies. Results showed a mixed picture. Strong confirmation of the importance of selected skills and competencies contrasted with weaker agreement about the extent to which these were developed by action learning. There was, nonetheless, a firm belief in the positive impact on the learning process. The paper concludes that action learning is not a panacea but has an important role in a repertoire of educational approaches to develop relevant skills and competencies

Thinking strategically about assessment

Drawing upon the literature on strategy formulation in organisations, this paper argues for a focus on strategy as process. It relates this to the need to think strategically about assessment, a need engendered by resource pressures, developments in learning and the demands of external stakeholders. It is argued that in practice assessment strategies are often formed at the level of practice, but that this produces contradiction and confusion at higher levels. Such tensions cannot be managed away, but they can be reflected on and mitigated. The paper suggests a framework for the construction of assessment strategies at different levels of an institution. However, the main conclusion is that the process of constructing such strategies should be an opportunity for learning and reflection, rather than one of compliance

Small is beautiful? Emerging organizational strategies among Italian professionals

The traditional debate about professional groups has mainly focused on conflicts between professions and organizations, reinforcing dualisms and dichotomies. Few scholars have investigated the extent to which professionalism and organizations are intertwined while focusing on the case of professionals integrated into large organizations, and even less attention has been paid to emerging forms of organization among self-employed professionals. Taking as an example organizational trends among architects (liberal professionals) and management consultants (emerging professionals) in Italy, this article investigates how small, flexible, and (often) interprofessional organizations promoted by self-employed professionals are increasingly instrumental in overcoming market pressures and responding to emerging social needs in times of crisis and austerity.Le debat traditionnel à propos des groupes professionnels a principalement concerné les conflits entre professions et organisations, renforçant ainsi les dualisations et dichotomies entre ces deux groupes. Peu de chercheurs ont enquêté à quel point la profession et l'organisationnel sont interdependants lors de l'étude de l'integration de professionnels à de grandes organisations. En fait, moins d'attention a été portée aux formes organisationnelles émergentes entre les professionnels indépendants. En prenant exemple sur les architectes (professionnels libéraux) et les professionnels dans le conseil en management (professionnels émergents) qui travaillent en Italie, cet article analyse comment les organisations des professionnels indépendants, qui sont petites, flexibles et (souvent) interprofessionnelles, se transforment en outils pour faire face à la pression du marché et pour répondre aux besoins émergents en temps de crises et austérité

Organizational professionalism in globalizing law firms.

Are the challenges of globalization, technology and competition exercising a dramatic impact on professional practice whilst, in the process, compromising traditional notions of professionalism, autonomy and discretion? This paper engages with these debates and uses original, qualitative empirical data to highlight the vast areas of continuity that exist even the largest globalizing law firms. Whilst it is undoubted that growth in the size of firms and their globalization bring new challenges, these are resolved in ways that are sensitive to professional values and interests. In particular, a commitment to professional autonomy and discretion still characterises the way in which these firms operate and organize themselves. This situation is explained in terms of the development of an organizational model of professionalism, whereby the large organization is increasingly emerging as a primary locus of professionalization and whereby professional priorities and objectives are increasingly supported by organizational logics, systems and initiatives

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)