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1 – 10 of over 2000Artificial intelligence (AI) refers to a type of algorithms or computerized systems that resemble human mental processes of decision-making. This position paper looks beyond the…
Abstract
Purpose
Artificial intelligence (AI) refers to a type of algorithms or computerized systems that resemble human mental processes of decision-making. This position paper looks beyond the sensational hyperbole of AI in teaching and learning. Instead, this paper aims to explore the role of AI in educational leadership.
Design/methodology/approach
To explore the role of AI in educational leadership, I synthesized the literature that intersects AI, decision-making, and educational leadership from multiple disciplines such as computer science, educational leadership, administrative science, judgment and decision-making and neuroscience. Grounded in the intellectual interrelationships between AI and educational leadership since the 1950s, this paper starts with conceptualizing decision-making, including both individual decision-making and organizational decision-making, as the foundation of educational leadership. Next, I elaborated on the symbiotic role of human-AI decision-making.
Findings
With its efficiency in collecting, processing, analyzing data and providing real-time or near real-time results, AI can bring in analytical efficiency to assist educational leaders in making data-driven, evidence-informed decisions. However, AI-assisted data-driven decision-making may run against value-based moral decision-making. Taken together, both leaders' individual decision-making and organizational decision-making are best handled by using a blend of data-driven, evidence-informed decision-making and value-based moral decision-making. AI can function as an extended brain in making data-driven, evidence-informed decisions. The shortcomings of AI-assisted data-driven decision-making can be overcome by human judgment guided by moral values.
Practical implications
The paper concludes with two recommendations for educational leadership practitioners' decision-making and future scholarly inquiry: keeping a watchful eye on biases and minding ethically-compromised decisions.
Originality/value
This paper brings together two fields of educational leadership and AI that have been growing up together since the 1950s and mostly growing apart till the late 2010s. To explore the role of AI in educational leadership, this paper starts with the foundation of leadership—decision-making, both leaders' individual decisions and collective organizational decisions. The paper then synthesizes the literature that intersects AI, decision-making and educational leadership from multiple disciplines to delineate the role of AI in educational leadership.
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Livia Jesacher-Roessler and David Kemethofer
The Austrian education system can be classified as an egalitarian system. This is due to the fact that although it is a centrally governed system, the implementation of reforms is…
Abstract
The Austrian education system can be classified as an egalitarian system. This is due to the fact that although it is a centrally governed system, the implementation of reforms is the responsibility of the schools. Regarding this implementation, in turn, there is a low level of accountability for the schools to the education administration. Consequently, this has implications for the way how and from whom evidence is handled within the system. Despite the increased emphasis on evidence-informed decision-making, current trends are leading away from nationally coordinated approaches (abolition of the regular and external assessment of national educational standards) and towards locally based initiatives (informal competences assessments). In this context, extended autonomy for schools plays a crucial role as schools received more responsibilities for decision-making. After a detailed description of the Austrian education system, the following article shows how evidence-informed practice is supported within the system by means of selected instruments and projects. Furthermore, relevant groups of actors are identified and analysed in terms of their competences and thus responsibilities for evidence-informed practice. From the analysis, facilitating and hindering factors for evidence-informed teaching and leading are identified.
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Evelyn Cornelissen, Craig Mitton, Alan Davidson, Colin Reid, Rachelle Hole, Anne-Marie Visockas and Neale Smith
Program budgeting and marginal analysis (PBMA) is a priority setting approach that assists decision makers with allocating resources. Previous PBMA work establishes its efficacy…
Abstract
Purpose
Program budgeting and marginal analysis (PBMA) is a priority setting approach that assists decision makers with allocating resources. Previous PBMA work establishes its efficacy and indicates that contextual factors complicate priority setting, which can hamper PBMA effectiveness. The purpose of this paper is to gain qualitative insight into PBMA effectiveness.
Design/methodology/approach
A Canadian case study of PBMA implementation. Data consist of decision-maker interviews pre (n=20), post year-1 (n=12) and post year-2 (n=9) of PBMA to examine perceptions of baseline priority setting practice vis-à-vis desired practice, and perceptions of PBMA usability and acceptability.
Findings
Fit emerged as a key theme in determining PBMA effectiveness. Fit herein refers to being of suitable quality and form to meet the intended purposes and needs of the end-users, and includes desirability, acceptability, and usability dimensions. Results confirm decision-maker desire for rational approaches like PBMA. However, most participants indicated that the timing of the exercise and the form in which PBMA was applied were not well-suited for this case study. Participant acceptance of and buy-in to PBMA changed during the study: a leadership change, limited organizational commitment, and concerns with organizational capacity were key barriers to PBMA adoption and thereby effectiveness.
Practical implications
These findings suggest that a potential way-forward includes adding a contextual readiness/capacity assessment stage to PBMA, recognizing organizational complexity, and considering incremental adoption of PBMA’s approach.
Originality/value
These insights help us to better understand and work with priority setting conditions to advance evidence-informed decision making.
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Richard Hayman and Erika E Smith
The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting…
Abstract
Purpose
The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP).
Design/methodology/approach
This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice.
Findings
Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support the evidence-informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims and support of this alignment via hard evidence available in the research literature, as well as soft evidence found in the environmental scan.
Originality/value
This article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.
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Gillian King, Nicole Thomson, Mitchell Rothstein, Shauna Kingsnorth and Kathryn Parker
One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to…
Abstract
Purpose
One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue.
Design/methodology/approach
This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs.
Findings
An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge.
Practical implications
The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs.
Originality/value
The model’s potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.
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This qualitative study set within Northern Ireland aims to explore professional perspectives on the application of evidence-informed practice to the adult safeguarding threshold…
Abstract
Purpose
This qualitative study set within Northern Ireland aims to explore professional perspectives on the application of evidence-informed practice to the adult safeguarding threshold screening process.
Design/methodology/approach
Data was gathered from seven social workers in one health and social care trust area, who perform the designated adult protection role, through individual semi-structured interviews in one region of Northern Ireland. The interview schedule comprised of a series of questions examining the role of the designated adult protection officer and included three vignettes (Appendix). A thematic analysis was undertaken using NVIVO software.
Findings
This paper reports main findings under the themes of: the role of the designated adult protection officer, threshold decision-making, evidence-informed practice and service improvement. One of the main findings was that professionals viewed the current process as too bureaucratic, and there was a desire to engage in more preventive safeguarding in collaboration with service users. There was a need to promote awareness of evidence-informed practice as it applies to the threshold screening process. Furthermore, the study raised the question of the need to consider the application of models or methods of assessment to the threshold screening process.
Originality/value
This in-depth exploration of the role of designated adult protection officers in Northern Ireland provides a valuable insight into the complexity involved in managing adult safeguarding referrals and investigations. This study adds to the existing knowledge base, identifies potential service improvements and highlights the gap in evidence-based practice as it applies to the threshold screening process. Threshold screening of adult safeguarding referrals remains a subjective process and is open to interpretation and differences in professional judgement. The study highlights the need to consider the application of quality improvement methodology to the threshold screening assessment and the need to promote the exchange of safeguarding knowledge.
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Abstract
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Ulrik Gensby, Dwayne Van Eerd, Benjamin C. Amick, Hans Jørgen Limborg and Johnny Dyreborg