scholarly journals Organizational factors promoting the uptake of informal learning within NIEs: a dual case study of a consulting firm and legal / health professionals.

Author(s):  
Myriam Benabid
1999 ◽  
Vol 8 (4) ◽  
pp. 267-284 ◽  
Author(s):  
Steve Alsop

While much of the work in the public understanding of science has focused on the public's appreciation of science and their familiarity with key scientific concepts, understanding the processes involved in learning science has largely been ignored. This article documents a study of how particular members of the public learn about radiation and radioactivity, and proposes a model to describe their learning—the Informal Conceptual Change Model [ICCM]. ICCM is a multidimensional framework that incorporates three theoretical dimensions—the cognitive, conative, and affective. The paper documents each of these dimensions, and then illustrates the model by drawing upon data collected in a case study. The emphasis of the analysis is on understanding how the members of the public living in an area with high levels of background radiation learn about the science of this potential health threat. The summarizing comments examine the need for a greater awareness of the complexities of informal learning.


2021 ◽  
pp. 000276422110031
Author(s):  
E. Johanna Hartelius ◽  
Kaitlyn E. Haynal

Following the July 22, 2011, Oslo bombing and shootings at the Utøya youth camp Norway became embroiled in a conflict over commemorative ethics. The memorial initially selected in an international contest, Memory Wound by Jonas Dahlgren, drew opposition from victims’ families and local residents for its severe impact on the natural landscape. Plans for installation were cancelled in 2017. This controversy, we submit, must be contextualized in relation to the Norwegian justice system’s handling of Anders Breivik, the perpetrator whose criminal proceedings were kept relatively secluded. We demonstrate how the design of Memory Wound and the suppression of Breivik’s publicity reflect a symbolic logic traceable to a national imaginary of Norwegian exceptionalism. By interpretively aligning the use of negative space in Memory Wound with the muting of Breivik as a media event, we investigate the prescriptive force of symbols to inculcate world views. Specifically, we attend to the foreclosure of “prosthetic memory,” which through media circulation allows people to engage with memory that is not primarily theirs. We acknowledge the possibility of empathy across difference that Landsberg ascribes to prosthetic memory; however, we insist that the circumstances under which solidarity might be rejected must be considered. With a dual case study, we offer a perspective on enduring assumptions about cultural identity and the rise of rightwing extremism in Northern Europe.


2016 ◽  
Vol 33 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Pamela Costes-Onishi

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of ‘productive dissonance’ and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to the informal. This case study discusses the issues that ensue when strict demarcations between formal and informal are perceived, and demonstrates that the former is vital to the facilitation of the latter. The blurring of formal and informal pedagogical approaches has shown that the concept of ‘critical musicality’ becomes more apparent in student learning and that engagement increases especially among at-risk students.


2018 ◽  
Vol 25 (3) ◽  
pp. 658-668 ◽  
Author(s):  
Ibrahim Umar ◽  
Rose Shamsiah Samsudin ◽  
Mudzamir bn Mohamed

Purpose The purpose of this paper is to appraise the Nigerian Economic and Financial Crimes Commission (EFCC) of their role in tackling systemic corruptions and to associate how institutional and organizational factors influence the performance of the EFCC. Design/methodology/approach Data were gathered through in-depth interviews, non-participatory observations and documentary analysis. Findings The results of the integrative analysis show that the EFCC has apparently been ineffective, and further improvization of the organization is needed. Poor performance of the EFCC was associated with factors such as lack of commitment, inefficient judiciary, insufficient budgets and incompetent personnel. Practical implications This study recommends further improvements in the form of a greater political will, improved legal process and also elevated budgetary funds and recruitment of personnel to the EFCC. Originality/value The study adopted a descriptive, qualitative case study approach to describe the current state of the EFCC in Nigeria.


2003 ◽  
Vol 2 (2) ◽  
pp. 33-42 ◽  
Author(s):  
Gaynor Lloyd-Jones

Some methodologists have pointed to similarities between experimental method and case study research in terms of design, theory testing and development. However, little is known about how these debates inform qualitative research rationales. The use of a sequential dual case study provided an opportunity to examine these issues and their impact on the unfolding research process. The interplay of inductive and deductive approaches was evident throughout in decisions determining the nature of the research enquiry.


2019 ◽  
Vol 121 (14) ◽  
pp. 1-30 ◽  
Author(s):  
Stacey A. Rutledge ◽  
Vanessa P. Dennen ◽  
Lauren M. Bagdy

This multilevel exploratory case study examined the intersection of adolescent social media use and administrators’ and teachers’ work in one Florida high school. Through a survey and activities with 48 high school students and interviews with 37 students and 18 administrators and teachers in a Florida high school, we explored the different ways that students and adults used social media both outside and in school. We found that students and adults engaged in active and intentional community building and informal learning across social media sites, however, these activities were largely separate from the formal activities in schools. We discuss the implications of this separation and its potential to energize high schools.


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