The purpose of this paper is to provide a sociological analysis of emergent sociospatial structures in a hot‐desking office environment, where space is used exchangeably…
The purpose of this paper is to provide a sociological analysis of emergent sociospatial structures in a hot‐desking office environment, where space is used exchangeably. It considers hot‐desking as part of broader societal shifts in the ownership of space.
This analysis is based on an ethnographically‐oriented investigation, in which data collection methods used were participant‐observation and interviewing. The analysis uses Lefebvre's conceptualisation of the social production of space and draws on the urban sociology literature.
The analysis first indicates that, in hot‐desking environments, there may be an emergent social structure distinguishing employees who settle in one place, and others who have to move constantly. Second, the practice of movement itself generates additional work and a sense of marginalisation for hot‐deskers.
The paper does not provide a generalisable theory, but suggests that loss of everyday ownership of the workspace gives rise to particular practical and social tensions and shifts hot‐deskers' identification with the organisation.
Official requirements for mobility may result in a new social structure distinguishing settlers and hot‐deskers, rather than mobility being spread evenly.
The paper contributes to the literature on organisational spatiality by focusing on the spatial practices entailed in hot‐desking, and by contextualising hot‐desking within the wider spatial configuration of capitalism, in which space is used exchangeability in order to realise greater economic returns. Rather than using the popular “nomadic” metaphor to understand the experience of mobility at work, it uses a metaphor of vagrancy to highlight consequences of the loss of ownership of space.
This chapter explores the ways in which academic educators’ experience of collaborative inquiry-based learning (IBL) can illuminate student behaviours, particularly in…
This chapter explores the ways in which academic educators’ experience of collaborative inquiry-based learning (IBL) can illuminate student behaviours, particularly in relation to assessment and the affective domain. The facilitator of this IBL, in the setting of academic staff development in UK Higher Education, uses a reflective storytelling style to detail the learning of an annual cohort of staff at a university in the north west of the United Kingdom. Six separate academic staff cohorts enroled in a unit, as part of a Master of Arts in Academic Practice, to undertake this experiential, humanist way of learning, working with all the principles of collaborative inquiry. The chapter explores the ways in which the participants’ self-reported affective responses altered over the course of the unit, particularly in relation to the assessment. Participant reflections are integrated with pedagogic literature and extracts from the facilitator’s contemporaneous notes, assessor’s feedback and other material, detailing the ways in which the freedom of an IBL episode moves to anxiety associated with assessment, which can build as the assessment point nears. Reflections on group constitution, cohort characteristics and the role of the facilitator are considered in relation to the notion of ‘success’ of IBL episodes. This is interrogated particularly in relation to academic staff responses to the experience of the emotions of IBL, and how this may affect their own practice in designing teaching and learning experiences for students in Higher Education.
Personalised Transition demonstrates how a collaborative approach to funding individual budgets for disabled school leavers with complex needs in Sheffield has led to more…
Personalised Transition demonstrates how a collaborative approach to funding individual budgets for disabled school leavers with complex needs in Sheffield has led to more positive, individualised outcomes for the young people and their families. The approach allows young people and their families to be in control of support planning and organising their lives beyond school with a mix of funding from health, social care and education according to individual needs. The focus is on the young person as a citizen with a contribution to make ‐ not as a service user. The model is already being used in five other local authority regions in Yorkshire and the Humber. The implications of the model go far wider ‐ to further reforms in adult social care, health care, education, children and families, and community development.
The overarching aim of this chapter is to explore the existing status of mentoring in accounting firms in India and Malaysia, to understand whether or not mentoring is…
The overarching aim of this chapter is to explore the existing status of mentoring in accounting firms in India and Malaysia, to understand whether or not mentoring is gendered in these country contexts, and to investigate the impact of the size of the firm and country context on mentoring. The mentoring framework is used as a theoretical lens to understand the orientation of principals and partners towards the existing and future mentoring support and activities of micro-sized, small-sized, medium-sized, and family-owned accounting firms operating in both India and Malaysia. Data obtained from 40 in-depth interviews (n = 20 in India and n = 20 in Malaysia) are analyzed using qualitative data analysis software NVivo12. The findings obtained from the study indicate that mentoring support exists informally in accounting firms, mentoring support offered and mentoring activities undertaken are gendered, and the nature, extent and type of mentoring offered in accounting firms varies according to the size of the firm in both countries. The chapter presents important practical, theoretical and methodological implications of the study for avoiding gendered mentoring practices in accounting firms.
The following new Board appointments have been announced by Hawker Siddeley Dynamics. Mr A. S. Wheate, C.A., joins the company as Financial Director; Dr H. Fuchs, B.Sc., C.Eng., F.R.Ae.S., M.A.I.A.A., F.B.I.S., is appointed Director and Divisional Manager, Guided Weapons; Mr P. R. Franks, B.Sc., M.Sc, A.M.I.E.E., is appointed Technical Director (Electronics), and Mr E. D. Dettmer, D.F.C., is appointed Marketing Director. In addition, two new Deputy Managing Directors have been appointed. They are Dr G. H. Hough, C.B.E., and Mr M. G. Ash, M.B.E., F.C.A.
THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.
In this chapter I argue that education cannot escape being influenced by the economic, political and cultural effects of globalization. Through an examination of the…
In this chapter I argue that education cannot escape being influenced by the economic, political and cultural effects of globalization. Through an examination of the policies of national governments, agenda of international organizations such as the World Bank and UNESCO, the global practices of privatization, accountability and managerialism, I demonstrate that education is being used as a tool of neo-liberal economic reform, a process that increases inequalities and marginalizes the already unheard voices. I argue that any analysis of globalization and its impact on higher education requires stepping back from all interactions and practices and asking basic questions about what these terms imply, why they function the way they do, and whose interests they serve. A critical analysis of the transformation of universities and thus the knowledge produced is essential as it affects and infiltrates our very consciousness. I argue that while higher education is being restructured under the neo-liberal economic rationality it is important for educators to find out what will be gained and what will be lost before going ahead with such restructuring. I also contend that the neo-liberal economic rationality of globalization has framed the restructuring of education in such a manner that its function has changed from production of knowledge to production and management of wealth. As a result of accepting the dominant discourse of the globalization agenda without much critical analysis or debate regarding its consequences, education has lost its basic function of producing democratic citizens.
This is a case study of the contribution of independent researchers employed to obtain feedback on performance in home care services for a Best Value exercise in Luton…
This is a case study of the contribution of independent researchers employed to obtain feedback on performance in home care services for a Best Value exercise in Luton. The authors report their findings and then speculate on how local authorities might enhance the process to achieve more informed consultation with service users.