Search results
1 – 10 of over 12000Anne-Charlott Callerstig, Marta Lindvert, Elisabet Carine Ljunggren, Marit Breivik-Meyer, Gry Agnete Alsos and Dag Balkmar
In order to address the gender divide in technology entrepreneurship, we explore how different national contexts impact policies and policy implementation. We investigate how…
Abstract
Purpose
In order to address the gender divide in technology entrepreneurship, we explore how different national contexts impact policies and policy implementation. We investigate how transnational concerns (macro level) about women’s low participation in (technology) entrepreneurship are translated and implemented amongst actors at the meso level (technology incubators) and understood at the micro level (women tech entrepreneurs).
Design/methodology/approach
We adopt gender institutionalism as a theoretical lens to understand what happens in the implementation of gender equality goals in technology entrepreneurship policy. We apply Gains and Lowndes’ (2014) conceptual framework to investigate the gendered character and effects of institutional formation. Four countries represent different levels of gender equality: high (Norway and Sweden), medium (Ireland) and low (Israel). An initial policy document analysis provides the macro level understanding (Heilbrunn et al., 2020). At the meso level, managers of technology business incubators (n = 3–5) in each country were interviewed. At the micro level, 10 female technology entrepreneurs in each country were interviewed. We use an inductive research approach, combined with thematic analysis.
Findings
Policies differ across the four countries, ranging from women-centred approaches to gender mainstreaming. Macro level policies are interpreted and implemented in different ways amongst actors at the meso level, who tend to act in line with given national policies. Actors at the micro level often understand gender equality in ways that reflect their national policies. However, women in all four countries share similar struggles with work-life balance and gendered expectations in relation to family responsibilities.
Originality/value
The contribution of our paper is to (1) entrepreneurship theory by applying gendered institutionalism theory to (tech) entrepreneurship, and (2) our findings clearly show that the gendered context matters for policy implementation.
Details
Keywords
The aim of this chapter is to stimulate debate and critical thinking about the relevance and effectiveness – especially for ‘non-core’ areas – of prevailing methodological…
Abstract
The aim of this chapter is to stimulate debate and critical thinking about the relevance and effectiveness – especially for ‘non-core’ areas – of prevailing methodological approaches to entrepreneurial ecosystems (EE) research and policy development and to argue for the exploration of critical realism (CR) as a potential framework for researchers, practitioners and policymakers. I argue that prevailing theoretical and methodological frameworks are insufficient to enable researchers to adequately understand the dynamics of diverse EE or for policymakers to act appropriately on research findings. I posit CR as an alternative framework, providing a ‘lens’ through which researchers, policymakers and other ecosystem stakeholders can collaboratively explore the role of context and its interplay with agency. CR addresses the disadvantages associated with deterministic models of entrepreneurship and ‘Valley envy’ policy prescriptions, thus generating more meaningful insights for policy and practice, especially in relation to ‘non-core’ areas.
Details
Keywords
Benjamin Zonca and Josh Ambrosy
Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and…
Abstract
Purpose
Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.
Design/methodology/approach
This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.
Findings
The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.
Originality/value
There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.
Details
Keywords
This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career…
Abstract
Purpose
This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as “street level bureaucrats” to consider the extent to which the ECT mentors, as new policy actors, exercise professional discretion (Lipsky, 2010) in negotiating and aligning the new ECF policy with existing practice.
Design/methodology/approach
To research the mentor's interpretation and enactment of the new ECF policy, semi structured interviews were undertaken with an initial sample of nine mentors and four induction tutors who were also mentors. Online semi structured interviews were held, lasting around 50 min. This method was largely pragmatic as the study started during a period when schools were still cautious of face-to-face visitors in terms of COVID-19. Although the benefits for the interviewer experiencing the culture and context in which the ECT mentor was situated were lost, offering online interviews was critical in securing mentors' time.
Findings
Findings suggest a disconnect between the intentions of the policy and the reality of its enactment at a local level. The ECT mentors have limited professional discretion, but some are exercising this in relation to their own professional development and the training they are providing for their ECTs. Most of the mentors are adapting the ECT's professional development journey whilst mindful of the programme requirements. The degree to which the ECT mentors used professional discretion was linked and limited largely by their own levels of confidence and experience of mentoring, and to a lesser extent the culture of their schools.
Research limitations/implications
The ECF policy represents an important step in acknowledging the need to professionally develop mentors for the work they undertake supporting beginning teachers. However, the time and the content of the mentor training have not been given sufficient attention and remains a hugely missed opportunity. It does not appear to be recognised by the government policy makers but more significantly and concerning in this research sample it is not being recognised sufficiently by those mentoring the ECTs themselves.
Practical implications
There is an urgent need by the UK government and school leaders to understand the link between the quality of mentor preparation and the quality of the ECTs who will be entering the profession and influencing the quality of education in future years. More time and resourcing need to be focussed on the professional development of mentors enabling them to exercise professional discretion in increasingly sophisticated ways in relation to the implementation of the ECF policy.
Originality/value
The ECF policy is the latest English government response to international concerns around the recruitment and retention of teachers. The policy mandates for a new policy actor: the ECT mentor, responsible for the support and professional development of beginning teachers. The nature of the mentor's role in relation to the policy is emerging and provides an interesting case study in the disconnect between the intentions of a policy and its initial enactment on the ground. The mentors may be viewed as street level bureaucrats exercising degrees of professional discretion as they interpret the policy in their own school context.
Details
Keywords
Christina Donovan and Hannes Hautz
This paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and…
Abstract
Purpose
This paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment.
Design/methodology/approach
Through an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET.
Findings
Our analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity.
Practical implications
We seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations.
Originality/value
The application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts.
Details
Keywords
Yu Yang, Shiting Shao and Dongping Cao
Despite the critical role of the policy environment in facilitating the advancement of building information modeling (BIM) as a systemic innovation to reshape traditional facility…
Abstract
Purpose
Despite the critical role of the policy environment in facilitating the advancement of building information modeling (BIM) as a systemic innovation to reshape traditional facility design, construction and operation processes, scant scholarly attention has been paid to systematically investigating how and why complex BIM policies are concretely and gradually implemented in different regional contexts from a dynamic policy diffusion perspective. This study aims to empirically investigate how different types of BIM policy instruments are dynamically implemented in heterogeneous regions over time and how the diffusion of BIM policies across different regions is comprehensively impacted by both internal efficiency needs and external legitimacy pressures.
Design/methodology/approach
This study employed a positivist research paradigm in which BIM policy data from 182 prefecture-level and above cities in China during 2011–2022 were analyzed with quantitative approaches for theory verification. Based on the content analysis of the evolutionary characteristics of the adopted BIM policy instruments in heterogeneous regions over time, the event history analysis (EHA) method was then used to further examine the mechanisms underlying the diffusion of BIM policies across different regions.
Findings
The content analysis results show that while environmental instruments (such as technological integration and goal planning) are the primary policy instruments currently adopted in China, recent years have also witnessed increasing adoptions of supply-side instruments (such as fiscal support and information support) and demand-side instruments (such as demonstration projects and tax incentives). After controlling for the impacts of regional fiscal and technical resources, the EHA results illustrate that BIM policy adoption positively relates to regional construction industry scale but negatively relates to regional industry productivity and that compared with public pressures from industry participants, vertical pressures from the central government and horizontal pressures from neighboring regions are more substantial drivers for policy adoption.
Originality/value
As an exploratory effort of using a dynamic policy diffusion perspective to systematically investigate how BIM policies are adopted in heterogeneous regional contexts to facilitate BIM advancement, this study not only characterizes the complexity and dynamics of BIM policies but also provides deepened understandings of the mechanisms underlying policy adoption in the conservative construction industry. The findings hold implications for how multifarious policy instruments can be more effectively and dynamically adopted to facilitate the advancement of BIM and related technologies as innovative solutions in the construction domain.
Details
Keywords
Aya Khaled Youssef Sayed Mohamed, Dagmar Auer, Daniel Hofer and Josef Küng
Data protection requirements heavily increased due to the rising awareness of data security, legal requirements and technological developments. Today, NoSQL databases are…
Abstract
Purpose
Data protection requirements heavily increased due to the rising awareness of data security, legal requirements and technological developments. Today, NoSQL databases are increasingly used in security-critical domains. Current survey works on databases and data security only consider authorization and access control in a very general way and do not regard most of today’s sophisticated requirements. Accordingly, the purpose of this paper is to discuss authorization and access control for relational and NoSQL database models in detail with respect to requirements and current state of the art.
Design/methodology/approach
This paper follows a systematic literature review approach to study authorization and access control for different database models. Starting with a research on survey works on authorization and access control in databases, the study continues with the identification and definition of advanced authorization and access control requirements, which are generally applicable to any database model. This paper then discusses and compares current database models based on these requirements.
Findings
As no survey works consider requirements for authorization and access control in different database models so far, the authors define their requirements. Furthermore, the authors discuss the current state of the art for the relational, key-value, column-oriented, document-based and graph database models in comparison to the defined requirements.
Originality/value
This paper focuses on authorization and access control for various database models, not concrete products. This paper identifies today’s sophisticated – yet general – requirements from the literature and compares them with research results and access control features of current products for the relational and NoSQL database models.
Details