scholarly journals System-level determinants of immunization coverage disparities among health districts in Burkina Faso: a multiple case study

Author(s):  
Slim Haddad ◽  
Abel Bicaba ◽  
Marta Feletto ◽  
Elie Taminy ◽  
Moussa Kabore ◽  
...  
2020 ◽  
Author(s):  
◽  
Evgeniya Lupova

This research develops insight into the functioning of self-aware and organised clusters seeing these as ‘context-embedded meta-organisations’. Specifically, it builds a theoretical framework for strategy-making in organised clusters, elaborates on their ‘agentic’ nature and ability to shape their environments. Contrary to a more ‘traditional’, determinist, approach in cluster studies, viewing clusters solely as ‘geographic concentrations’ of organisations, the perspective adopted in this research conceptualises clusters as ‘organisations of organisations’. This suggests a more voluntarist stance where self-aware and organised clusters are perceived as intentional actors within their environments implementing deliberate strategies and pursuing system-level goals. This perspective is rather novel in cluster studies and opens up interesting research directions. This thesis explores two major implications of the ‘meta-organisational’ view of clusters: (1) the deliberate nature of collective strategy-making in these and (2) clusters’ ‘actorhood’ and their interactions with their contexts. First, seeing clusters as ‘organisations of organisations’, suggests that these can be deliberately managed and calls for the application of management studies to the cluster context. However, to date, most strategy tools and frameworks have been developed with an individual firm in mind. As a consequence, these cannot reflect the complexity of the ‘meta-organisational’ setting where a number of interests are at play, and strategy-making is a collective exercise. Thus, the ‘meta-organisational’ perspective on clusters calls for the adaptation of the extant strategy frameworks to account for the specifics of the setting. To answer the need for strategy tools and approaches adapted to the context of clusters seen as meta-organisations, this thesis proposes a novel framework of the ‘cluster business model’. This topic is addressed in Article 1 adopting a design science approach to develop a practical tool for strategy- and decision-making in clusters. The article proposes a model describing value creation in the cluster context, develops a method for its application in practice as well as a visual representation of both. Moreover, as clusters are increasingly seen as drivers of innovations and mechanisms for a transition towards the knowledge economy, this thesis develops a set of interventions for cluster business model design fostering the innovativeness of its members. Article 2 addresses this topic and applies a mixed methodology combining a systematic literature review with a design-oriented synthesis. This allows to uncover the generative mechanisms of cluster innovativeness and formulate a set of interventions aimed at shaping cluster business model elements with a view to fostering its innovativeness. Second, the meta-organisational perspective on clusters raises important questions about their intentionality and ‘actorhood’. Indeed, seeing clusters as ‘organisations of organisations’ implies that these can deliberately act, just as individual organisations. This view, again, has not yet been explored in the cluster studies, still dominated by the ‘traditional’, determinist, approach. Recent research in the field of organisation studies suggests that organisations may display different levels of ‘organisationality’ depending on the extent to which the attributes of formal organisations are present. Applying this knowledge to clusters allows uncovering the yet unexplored mechanisms of cluster ‘actorhood’ and its limitations. Article 3 explores this topic and applies a theory-elaborating multiple case study method to gather insight into the clusters’ ability to shape their environments mediated by their level of ‘organisationality’. The article develops a set of theoretical propositions based on the case studies of two clusters in Australia. It suggests that clusters can deliberately ‘construct’ themselves both as organisations and social actors. However, their ‘organisationality’ design choices influence the locus of their actorhood resulting in more or less collaborative approaches to social action. Finally, and related to the previous point, viewing clusters as intentional actors capable of interaction with their environments, suggests that these can adopt deliberate strategies in response to external pressures. Going further, clusters can be seen as change agents or institutional entrepreneurs in unsupportive institutional settings. Article 4 explores this topic and adopts a theory-elaborating embedded multiple case study method. It studies two clusters in the context of a transition economy (Russia) presenting a range of institutional barriers to innovation. The article uncovers the dual role of clusters as institutional entrepreneurs. It suggests that clusters may both act collectively due to their powerful position grouping a number of players, and, at the same time, these can contribute to creating enabling conditions for the individual acts of institutional entrepreneurship. While this thesis offers a range of implications for research and practice in the cluster field, its most broad and significant contribution lies in the further development of the novel ‘meta-organisational’ perspective on self-aware and organised clusters. This research thus contributes to the consolidation of the ‘meta-organisational’ perspective and coins new language for addressing the topic of ‘managed’ or ‘organised’ clusters. This perspective has not yet drawn wide attention in cluster research and practice but can be valuable for empowering clusters and giving them practical tools to exercise their collective power and shape their environments. In a way, this ‘meta-organisational’ view of clusters might become ‘self-fulfilling’ by contributing to shaping the perception of clusters as deliberate and organised actors, triggering a reflection of cluster practitioners and providing them with adapted conceptual frameworks and practical tools


Pflege ◽  
2020 ◽  
pp. 1-9
Author(s):  
Carola Maurer ◽  
Heidrun Gattinger ◽  
Hanna Mayer

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.


2020 ◽  
Vol 1 (3) ◽  
pp. 103-132
Author(s):  
Rungamirai Matiure ◽  
Erick Nyoni

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.


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