Search results

This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.

Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.

Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.

The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.

This discursive paper presents a lived experience leadership model as developed as part of the Activating Lived Experience Leadership (ALEL) project to increase the recognition and understanding of lived experience leadership in mental health and social sectors. The model of lived experience leadership was formulated through a collaboration between the South Australian Lived Experience Leadership & Advocacy Network and the Mental Health and Suicide Prevention Research and Education Group.

As one of the outcomes of the ALEL research project, this model incorporates findings from a two-year research project in South Australia using participatory action research methodology and cocreation methodology. Focus groups with lived experience leaders, interviews with sector leaders and a national survey of lived experience leaders provided the basis of qualitative data, which was interpreted via an iterative and shared analysis. This work identified intersecting lived experience values, actions, qualities and skills as characteristics of effective lived experience leadership and was visioned and led by lived experience leaders.

The resulting model frames lived experience leadership as a social movement for recognition, inclusion and justice and is composed of six leadership actions: centres lived experience; stands up and speaks out; champions justice; nurtures connected and collective spaces; mobilises strategically; and leads change. Leadership is also guided by the values of integrity, authenticity, mutuality and intersectionality, and the key positionings of staying peer and sharing power.

This model is based on innovative primary research, which has been developed to encourage understanding across mental health and social sectors on the work of lived experience leaders in seeking change and the value that they offer for systems transformation. It also offers unique insights to guide reflective learning for the lived experience and consumer movement, workers, clinicians, policymakers and communities.

This paper aims to investigate the potential of the “image-idea” of a “circular economy” for re-thinking property in law: In particular, to develop a strategy for making visible “alternative property practices” of community ownership across the subject areas of business and property law, to enhance the visibility of models of community ownership and interrogate their potential.

Case study research was undertaken into three public houses to investigate the ways in which the orthodoxies of property and ownership in the academy are challenged by evidence of “alternative property practices” in the community.

Using this approach renders visible tensions between the logics of economic value and social asset, carried in processes of abstraction and materiality, and mediated within the field of property by the development of techniques for holding property as title and benefit. It reveals the ways in which “property” as idea, practice and technique is used by people seeking to disrupt or defend against the economic logic of profit and investment. It raises questions concerning how property and law is imaged in the academy and it introduces one way of using an image-idea to open new perspectives and potential.

These implications emerge: the partiality of orthodox accounts of property; the importance of thinking property in terms of life-cycle and logics ecologies, field and techniques; how an model-theory derived from one discipline can be repurposed, in a second life, in an other discipline as an “image-idea” to refresh the host discipline; the significance of investigating “community assets” within and for property law and the need for more research into “alternative property practices” and the importance of case studies.

An enhanced knowledge of the development and potential of “community assets” within the academy, and of the potential to promote and support “alternative property practices” with the requisite legal skills and techniques – alongside a consideration of the limits of formal law in terms of policy expectations.

The research is of value to community activists in thinking how law can be used to support community development in terms of holding community assets; and the limitations of formal law which then requires an embedded approach considering how the development of practices and narratives can support community initiatives in relation to property held for community benefit.

There has been very little coverage of “community assets” within legal research, especially moving across business and property as subject areas, and no coverage on public houses taken into community ownership. This paper combines an introduction to the relevant legal forms with a consideration of the use of them in practice: considering, in particular, how practices and narratives deployed by and within the community think and present “property” as a means by which to counter the economic logic of profit. All this is made possible through the use of case-studies made visible by the utilization of the image-idea of the circular economy – used here not as a model-theory, but rather as an aid to opening thinking into new territories accessed through new perspectives.

The purpose of this paper is to explore the relationship between information and coping from the experiences of young people coping with long term illness.

Situational analysis was used as a methodological approach. It has roots in the Chicago Symbolic Interactionism School. Cartographic approaches enabled the analysis, mapping the complexities emerging from the data.

As the young people became more informed about their health conditions, and gained knowledge and understanding both about their illnesses, their own bodies and boundaries, their confidence and capacity to cope increased. Gaining confidence, the young people often wanted to share their knowledge – becoming information providers themselves. From the data, five positions on an information-coping trajectory were identified: information deficiency; feeling ill-informed; needing an injection of information; having information health; and becoming an information donor.

The research was limited to an analysis of 30 narratives. The paper contributes to information theory by mapping clearly the relationship between information and coping.

The study establishes a relationship between levels of information and knowledge and the ability to cope with illness.

The information theories in this study have originality and multi-disciplinary value in the management of health and illness, and information studies.

This paper investigates the prospects and difficulties of multi-professional teamwork in human services from a professional identity perspective. The purpose of this paper is to explore the mutual interplay between professional identity formation and team activities.

This is a process study of two cases of multi-professional teamwork in family care. Data were collected through in-depth interviews with team members and managers. The analysis follows a stepwise approach alternating between the individual and team levels.

In showing the mutual interplay between teamwork processes and individual identity formation, the study contributes knowledge on professional identity formation of mature professionals; in particular showing how unique individual identification processes have different consequences for multi-professional team activities. Further, alternative shapes of interplay between individual identity formation and team-level processes are identified.

Despite the fact that the sample is small and that collaboration intensity was relatively low, the paper succeeds in conceptualising the links between professional identity formation and multi-professional teamwork.

In managing multi-professional teams, team composition and the team’s early developments seem determining for whether the team will reach its collaborative intentions.

This paper is original in its exploration of the ongoing interplay between individual identity formation and multi-professional team endeavours. Further, the paper contributes knowledge on mature professionals’ identity formation, particularly concerning individual variation within and between professional groups.

Based on extensive empirical fieldworks conducted in Belgian and French family justice courtrooms in order to explain how culture and ethnicity are processed and understood in the daily reasoning and assumptions of legal professionals, this chapter analyzes different forms in which culture and ethnicity are framed in family law cases. Understanding how and along which dimensions these elements do vary in judicial reasoning constitutes the preliminary but necessary step before assessing the need of cultural expertise as such. In this attempt, we shed light on a scope of variations between complex and non-deterministic models of culture – consistent with contemporary anthropology literature – and more simplistic ones, in which culture and identity are conceived as fixed realities. Throughout this path between norms, facts, and stereotypes, we illustrate not only the multiplicity and complexity of forms which cultural elements can take in the exercise of family justice, but also the risks that some significances may carry with them and the urgent need to improve more fluid and dispassionate conceptions of cultural diversity before developing “cultural expertise” as such, an expertise that could otherwise reinforce stereotypical and fixed views of “cultures.”

The purpose of this paper is to analyze students' reflective writing in terms of identifiable outcomes and explore students' thoughts on reflection and reflective writing as a process.

A mixed methods approach is taken with a qualitative analysis of 116 written reflections from MA Librarianship studying management over an eight‐month period. A quantitative statistical analysis assesses the relationships between reflective writing and a number of possible outcomes identified from the literature.

A significant relationship is found between seven of eight outcomes tested; academic learning, the need for self‐development, actual self‐development, critical review, awareness of ones' own mental functions, decision making and empowerment and emancipation. There is some evidence of a relationship between non‐academic learning and reflective writing, but it is not significant. A number of themes emerged from the reflective writings regarding reflection itself, with students seeing reflection as a positive activity, with benefits for the individual, groups and in the workplace, and identifying reflection as a skill that can be practiced and developed.

Reflection and reflective writing as a management skill has potential benefits for personal and professional development and improving work‐based practice.

This paper differs from the previous literature in presenting statistical evidence to confirm the relationships between reflective writing and a range of potential outcomes.

The purpose of this paper is to evaluate the intellectual assets within the Scholarship and Collections directorate at the British Library.

A phenomenographic approach is used gathering data via 25 in depth interviews with directorate staff and stakeholders complemented by document analysis.

The findings identified issues specific to British Library such as the need for more clearly definitions of key business areas, and untapped resources within the directorate.

This study was limited to a single directorate within the British Library. From the findings a balanced scorecard was developed for the directorate adaptable for all departments within the directorate. The model could be adapted for other organisations.

The study illustrates the value of adaptable scorecards allowing individual key performance indicators (KPIs) to be tailored to suit each department’s needs and ensure equal representation. Using the model would allow for internal benchmarking to take place.

This research presents a scorecard model that allows intellectual assets to be considered alongside traditional performance indicators and acknowledge the value of intellectual assets within the organisation.

The purpose of this paper is to empirically explore the underlying mechanisms through which empowerment affects organizational outcomes via a multi-dimensional model. Specifically, the paper suggests that empowerment climate (EC) is positively related to psychological empowerment (PE) and the effect of PE on the outcome variable of job satisfaction is mediated by justice perceptions and role clarity.

In total, 765 employees at the executive level across 26 distinct groups in a large manufacturing firm participated in the survey. Multi-level analyses based on both hierarchical linear modeling and multi-level structural equation modeling techniques were utilized to test the hypotheses.

This research demonstrated that EC significantly affected PE and that perceptions of justice and role clarity mediated the relationship between PE and job satisfaction. Additional analyses demonstrated that EC did not significantly affect organizational outcomes above and beyond PE, justice, and role clarity.

The current study suggests that managers concerned with increasing employee perceptions of justice may be able to do so by increasing perceptions of employee empowerment. As only individual employee perceptions of empowerment related directly to organizational outcomes, this demonstrates the importance for managers to understand perceptions of employees.

Exploring these mechanisms will strengthen the knowledge regarding how empowerment works to enhance organizational effectiveness. This will enable practitioners to better determine how and when empowerment will be most effective.