The Engagement for Learning Framework: connecting with learning and evidencing progress for children with autism spectrum conditions

2016 ◽  
Vol 2 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Barry Carpenter ◽  
Jessica Carpenter ◽  
Jo Egerton ◽  
Bev Cockbill
Keyword(s):  
Autism Spectrum ◽  
Added Value ◽  
Autism Spectrum Conditions ◽  
Original Research ◽  
Descriptive Data ◽  
Content Type ◽  
Study Approach ◽  
Learning Framework ◽  
Three Phases

Purpose – The purpose of this paper is to describe and illustrate the use of the Engagement for Learning Framework developed through the Complex Learning Difficulties and Disabilities (CLDD) Research Project (2009-2011). The resources support mainstream and special educators to extend the engagement of learners with CLDD. Design/methodology/approach – In total, 95 educational settings and 224 students took part across three phases of research (November 2009-March 2011) comprising a resource development phase and two trial phases in mainstream and special schools. The researchers used an exploratory, multiple case study approach and action research methodologies. A recent case study from Hamilton School, Birmingham, illustrates the Engagement for Learning Framework. Findings – The resulting Engagement Profile and Scale data showed increases in engagement for similar proportions of the student cohort. Across the three phases, 81-85 per cent (mean: 83 per cent) increased their levels of engagement for learning, 2-9 per cent (mean: 5.3 per cent) showed no change, while 5.5-16 per cent (mean: 11.6 per cent) showed decreased levels of engagement. Descriptive data corroborated these scores. Originality/value – This original research added value to existing work by developing resources for educators that enabled them to adapt activities to encourage students’ engagement in seven engagement areas (awareness, curiosity, investigation, discovery, anticipation, persistence and initiation). The resources enabled educators to score learner engagement over time to show progress and collected associated descriptive data.

scholarly journals KMS re-contextualization – recognizing learnings from OMIS research

2017 ◽  
Vol 47 (3) ◽  
pp. 302-318 ◽  
Author(s):  
Manuel Mühlburger ◽  
Stefan Oppl ◽  
Christian Stary
Keyword(s):  
Organizational Memory ◽  
Added Value ◽  
Knowledge Retrieval ◽  
Content Type ◽  
Study Approach ◽  
Multiple Case ◽  
Categorization Scheme ◽  
Stored Information ◽  
Selection Of

Purpose Deployment of knowledge management systems (KMSs) suffers from low adoption in organizational reality that is attributed to a lack of perceivable added value for people in actual work situations. Poor task/technology fit in the process of knowledge retrieval appears to be a major factor influencing this issue. Existing research indicates a lack of re-contextualizing stored information provided by KMSs in a particular situation. Existing research in the area of organizational memory information systems (OMISs) has thoroughly examined and widely discussed the topic of re-contextualization. The purpose of this paper, thus, is to examine how KMS design can benefit from OMIS research on approaches for re-contextualization in knowledge retrieval. Design/methodology/approach This paper examines OMIS literature and inductively derives a categorization scheme for KMS according to their strategy of re-contextualizing knowledge. The authors have validated the scheme validated in a multiple case study that examines the differentiatory value of the scheme for approaches with various re-contextualization strategies. Findings The classification scheme allows a step-by-step selection of approaches for re-contextualization of information in KMS design and development derived from OMIS research. The case study has demonstrated the applicability of the developed scheme and shows that the differentiation criteria can be applied unambiguously. Research limitations/implications Because of the chosen case study approach for validation, the validation results may lack generalizability. Practical implications The scheme enables an informed selection of KMSs appropriate for a particular OMIS use case, as the scheme’s attributes serve as design rationale for a certain architecture or constellation of components. Developers can not only select from various approaches when designing re-contextualizaton but also come up with rationales for each candidate because of structured representation. Hence, stakeholders can be supported in a more informed way and design KMSs more effectively along organizational change processes. Originality/value The paper addresses an identified need for systematic characterization of KMS approaches and systems intending to meet the objectives of OMISs. As such, it allows streamlining further research in this field, as approaches can be judged according to their originality and positioned relative to each other.

Degree apprenticeships – an opportunity for all?

2019 ◽  
Vol 9 (2) ◽  
pp. 225-236 ◽  
Author(s):  
Claire Jennifer Hughes ◽  
Gillian Saieva
Keyword(s):  
Curriculum Design ◽  
Practical Knowledge ◽  
Added Value ◽  
Widening Participation ◽  
Public And Private ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Approach ◽  
High Level

Purpose The purpose of this paper is to explore how curriculum design, internal infrastructures and support systems have had to be innovated to best meet the requirements of Higher Degree Apprenticeships (HDA) programmes within the business management portfolio at Solent University. This paper is written from the perspective of University, apprentice and employers’ journeys to support accidental and aspiring managers in the pursuit of the destination of “management professional”. Design/methodology/approach Feedback and insight from both apprentices and employers were gathered from a range of organisations within both public and private sectors; these were then reviewed as part of this case study approach. All of the samples either had practical knowledge of an HDA and were currently active in the study or were supporting apprentices in the workplace. The other sample groups were internal colleagues who were identified because of their current working knowledge of providing infrastructure support for the HDA provision. From this, thematic analysis was conducted to allow the analysis of patterns of feedback or concerned areas of employees, which allowed researchers to identify where the challenges and blocks were occurring along the journeys. The samples were identified from within the Chartered Manager Degree Apprenticeship and Level 5 Operations and Departmental Manager HDAs. A case study methodology was used. Findings From the analysis of the feedback and insights, there were a few themes which were identified and will be discussed further within this paper as to how Solent has approached these areas and will: provide outcomes around how Solent worked with employers to help them understand the benefits of implementing HDAs; outline how innovation in central service infrastructure took place to support employers and apprentices in the on-boarding both to ensure the correct assessment of apprentice suitability and route and also to support their apprenticeship journeys; discuss how we have effectively de-mystified some of the more challenging areas of the HDAs including that the 20 per cent off-the-job training will be “time out of the office” and how this can be positively managed to benefit both the apprentice, employer and organisation; and define how support mechanisms can ensure a high-level “apprentice experience”, whilst supporting them to balance the rigorousness of work and study. Research limitations/implications There is still much research to be completed in the area of impact and added value not just at the micro-organisational level but also at the macro-UK economy and GDP levels, alongside further research on how to market and de-mystify the common misconceptions so as to avoid blockers to enable even more apprentices to enter the market. Finally, research needs to be undertaken around the best pedagogic practices to support these apprentices. Practical implications The challenges and complexities of being involved at the trailblazing stage are that you are working on a pilot basis, which does not always make for a smooth journey. This case study does not offer any final solutions, and the expectation is that these areas will evolve and require change over the next few years. Instead, this case study hopes to give the reader the knowledge and confidence that they are not alone in the challenges they face; by being trailblazers in a new wave of HDAs, solutions will evolve over a period of time. Social implications All training providers should also regularly remind themselves, especially when those bumps in the journey are felt, that by developing and delivering HDAs they are greatly moving forward widening participation to an even wider net of people than ever before and assuring a future of well-developed leaders and managers. Originality/value As HDAs are new area, there is currently ahead of limited discussion on the practicalities of developing and delivering these, and this case study aims to aid this discussion for peers across the sector who have either not entered or are very new to HDAs, providing them guidance on areas to consider.

scholarly journals Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Johanna Lüddeckens ◽  
Lotta Anderson ◽  
Daniel Östlund
Keyword(s):  
Inclusive Education ◽  
Autism Spectrum ◽  
Decision Makers ◽  
Autism Spectrum Conditions ◽  
Student Perspective ◽  
Content Type ◽  
Inclusive School ◽  
Students With Autism ◽  
Swedish School

PurposeThe aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?Design/methodology/approachAs part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.Findings(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Practical implicationsIt was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Originality/valueIndex for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

Implementation of the enterprise architecture through the Zachman Framework

2018 ◽  
Vol 20 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Tiko Iyamu
Keyword(s):  
Qualitative Data ◽  
Enterprise Architecture ◽  
Research Work ◽  
Original Research ◽  
Successful Implementation ◽  
Content Type ◽  
Study Approach ◽  
Zachman Framework ◽  
Interpretive Method

Purpose The purpose of this paper is to provide a guide through which the Zachman Framework can be used to address challenges and for successful implementation of enterprise architecture (EA) in an organisation that deploys it. Design/methodology/approach Qualitative research methods were followed, within which the case study approach was applied. The interpretive method was used in the analysis of the qualitative data. Findings Based on the findings, a method is proposed through which EA can be implemented in an organisation by using the Zachman Framework. Originality/value This is an original research work. Also, the paper has not been submitted to other journal for review and possible publication.

scholarly journals Professional artefacts: embodying ideas in work-based learning

2014 ◽  
Vol 4 (1) ◽  
pp. 98-108 ◽  
Author(s):  
Paula Nottingham ◽  
Adesola Akinleye
Keyword(s):  
Lived Experience ◽  
Professional Practice ◽  
Added Value ◽  
Student Work ◽  
Content Type ◽  
Study Approach ◽  
Arts Curriculum ◽  
The Impact ◽  
Practical Implications

Purpose – The purpose of this paper is to present and examine the addition of a “professional artefact” to the course requirements for the BA Honours Professional Practice (BAPP) (Arts) programme at Middlesex University. Design/methodology/approach – This paper takes a case study approach using reflection, indicative theories and consideration of student work to evaluate the introduction of the “professional artefact” into the BAPP (Arts) curriculum. Following pragmatist and phenomenological descriptions of the lived experience as embodied (Dewey et al., 1989; Merleau-Ponty, 2002) and using learning models based on experience in the workplace (Boud and Garrick, 1999), the paper's methodology takes the work-based principle of “experience as knowledge” to examine the impact of the professional artefact on students learning. Findings – The professional artefact has proven to be a useful way for the learners on the course to reflect on the purpose of their own study and the ways in which work-based learning can be incorporated into their practice through embodied “ideas”. Practical implications – The paper suggests that the inclusion of a professional artefact to the curriculum provides a flexible means for bridging academic and workplace learning. The inclusion of the professional artefact could be recommended as a strategy for other work-based learning programmes. Originality/value – The added value for professional practice is that the professional artefact provides a flexible and creative means of communication for emerging and establishing workplace professionals.

scholarly journals Learning from the past

2016 ◽  
Vol 25 (4) ◽  
pp. 449-463 ◽  
Author(s):  
Abdur Rehman Cheema ◽  
Abid Mehmood ◽  
Muhammad Imran
Keyword(s):  
Disaster Management ◽  
Local Level ◽  
Empirical Work ◽  
Management Policy ◽  
Original Research ◽  
Case Study Approach ◽  
Content Type ◽  
Study Approach ◽  
The Past

Purpose – The purpose of this paper is to provide a historical analysis of the disaster management structure, policies and institutions in Pakistan between 1947 and 2005, and highlights the contemporary challenges in view of the learning from the past. Design/methodology/approach – The paper uses a historic-integrative case study approach to disaster management and risk reduction policy, planning and practice. Qualitative data were collected through purposive sampling and a case study design was adopted. A broad range of actors was recruited as research participants. In total, 22 semi-structured in-depth interviews were conducted in relation to this study in six different districts of Pakistan to achieve insight into the role of different institutions and stakeholders. Findings – Overall, the post-colonial flood-centric policy framework and fragmented responsibilities of different disaster management institutions show the lack of an effective institutional structure for disaster management and mitigation in Pakistan, particularly at the local level. Until the event of the 2005 earthquake, policies heavily relied on attaining immediate and short-term goals of response and relief while ignoring the long-term objectives of strategic planning for prevention and preparedness as well as capacity building and empowerment of local institutions and communities. Practical implications – The analysis explains, in part, why disaster planning and management needs to be given due attention in the developing countries at different policy scales (from local to national) especially in the face of limited resources, and what measures should be taken to improve effectiveness at different phases of the disaster management cycle. Originality/value – The paper advances the importance of a historical case study approach to disaster management and mitigation. The empirical work provides original research evidence about the approaches to dealing with disasters in Pakistan and thus enriches existing knowledge of disaster management policy and planning about the country.

Digital forensics and evolving cyber law: case of BIMSTEC countries

2019 ◽  
Vol 22 (4) ◽  
pp. 744-752
Author(s):  
Sisira Dharmasri Jayasekara ◽  
Iroshini Abeysekara
Keyword(s):  
Information Technology ◽  
Design Methodology ◽  
Digital Forensics ◽  
Content Type ◽  
Global Context ◽  
Study Approach ◽  
Legal Frameworks ◽  
Work Done

Purpose The purpose of this paper is to discuss the role of digital forensics in an evolving environment of cyber laws giving attention to Bay of Bengal Initiative for Multi-Sectoral Technical and Economic Cooperation (BIMSTEC) countries, comprising Bangladesh, India, Myanmar, Sri Lanka, Thailand, Nepal and Bhutan, in a dynamic global context. Design/methodology/approach This study uses a case study approach to discuss the digital forensics and cyber laws of BIMSTEC countries. The objective of the study was expected to be achieved by referring to decided cases in different jurisdictions. Cyber laws of BIMSTEC countries were studied for the purpose of this study. Findings The analysis revealed that BIMSTEC countries are required to amend legislation to support the growth of information technology. Most of the legislation are 10-15 years old and have not been amended to resolve issues on cyber jurisdictions. Research limitations/implications This study was limited to the members of the BIMSTEC. Originality/value This paper is an original work done by the authors who have discussed the issues of conducting investigations with respect to digital crimes in a rapidly changing environment of information technology and deficient legal frameworks.

Social urbanism: public policy and place brand

2019 ◽  
Vol 12 (3) ◽  
pp. 326-337 ◽  
Author(s):  
Caroline Doyle
Keyword(s):  
Public Policy ◽  
Social Problem ◽  
Local Governments ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
Local Stakeholders ◽  
Place Brand ◽  
The City

PurposeThis paper aims to focus on how a public policy designed to address a social problem ultimately became the place brand.Design/methodology/approachThis paper uses a qualitative case study approach focusing on the city of Medellín, Colombia. It draws from fieldwork conducted in Medellín over 2014 and 2015, including semi-structured interviews with an array of local stakeholders.FindingsThe paper concludes that local governments should be aware that the policymaking process can become part of their branding. It also shows the importance of the continual involvement of stakeholders in the place brand process to ensure it is a sustainable brand.Originality/valueThere are limited studies which focus on how a public policy designed to address a social problem ultimately becomes the place brand. This paper shows how a public policy, social urbanism, became the branding of Medellín.

Exploring trainers’ engaging instructional practices: a collective case study

2016 ◽  
Vol 40 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Vishal Arghode ◽  
Jia Wang
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Training Session ◽  
Research Area ◽  
Small Sample ◽  
Training Context ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach

Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

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