Search results

In this chapter we examine cross-cultural mentorship within Alberta’s Future Leaders (AFL) program, an initiative in which mainly non-Aboriginal youth workers and arts mentors mentor Aboriginal youth in Aboriginal communities in Alberta through the use of sport, recreation, and arts for development.

We use an exploratory case study methodology in concert with semi-structured interviews, focus groups, participant observation, and archival research. We use Foucauldian discourse analysis to analyze our results.

We identified two dominant discourses that shape AFL: first, mentorship can help Aboriginal youth to avoid negative life trajectories and, second, youth leadership development is universal. We argue that sport, recreation, and arts for youth development that does not prioritize cultural relevancy and does not attend to issues pertaining to colonialism’s legacy risks, in a Foucauldian sense, disciplining Aboriginal youths in ways that reaffirm colonial relations of power between Aboriginal and non-Aboriginal people.

This chapter focuses on sport, recreation, and arts for youth development within a marginalized segment of the Canadian population: Aboriginal youth.

Since 1997, the Labour Government sought to respond to the dilemmas and consequences of the earlier New Public Management reforms, according to the two principles of joined‐up government and public service delivery. A key aspect of its reform programme has been the public service agreement (PSA) framework, a target‐based performance regime that acts as a vehicle for the majority of spending and policy decisions across government and on the ground. Analysing its implementation and success, the article suggests that, in theory, the PSA regime provides an important example of steering at a distance as a form of political leadership, wherein the role of the centre is to provide the strategic framework for policy delivery. However, there are several structural constraints that have impeded the effectiveness of the framework, such as the pervading Whitehall departmental culture, and the tensions between top‐down performance management and devolved autonomy on the ground.

This chapter explores the perceived impact of strategic learning plans on growth-focussed small service firms from the owner-manager’s (OM) perspective. Adopting a social learning lens, the study employs the action research method, involving three cycles performed over a 12-month period wherein the authors studied the co-created design and implementation of a strategic learning plan in each of the three participant firms. Findings present insights into the ways in which firms that wish to grow can be facilitated to learn strategically. A contextualised approach involving OMs in both design and implementation resulted in openness to the formal planning process. Notably, OMs may impede growth depending on their learning orientation, planning perspective, and their ability to delegate tasks. Over time, the OMs honed their reflective skills to the benefit of organic learning strategies. There was a distinct preference for social learning, and a perceived need for external monitoring to sustain plan momentum. The proposed framework offers a process for embedding a strategic learning approach in order to leverage strategic position. It also highlights the value of considering and evaluating OM perceptions of their own learning activities and the impact that these perceptions may have on the enactment of enabling policies to promote growth in their firms.

This chapter examines Phoebe Aldridge’s experience of applying to and being accepted by the University of Oxford and attempts to establish how far she is typical of applicants from the state sector as a whole, by a consideration of the following aspects: geographical area, family circumstances, subject and College choice, motivation and previous academic performance.