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In this chapter, the authors aim to recontextualise the local picture of youth participation in Manchester in a wider European perspective. First, because the research framework was a comparative European research project and, second, because the relevance also of local research depends on the degree to which it provides general insight into a phenomenon. The authors share with the editors and the other authors of this book the aim of questioning dominant understandings that limit youth participation to institutionalised forms and to young people’s involvement in existing practices and processes predefined by others, in most cases adult professionals like educators, youth workers and policy-makers. Based on the identification and discussion of three aspects related to the recognition of young people’s practice as participation in formal, non-formal and informal settings, the current authors want to use their views from the outside to shed light on the tensions and ambivalences of youth participation that do not become obsolete by applying a wider notion of participation.

The purpose of this paper is to discuss how liberal higher education can strengthen vocational higher education.

The paper uses Shay's (2013) framework of curriculum differentiation to articulate how the strengths and shortcomings of liberal education differ from those of vocational education and to allow the differences highlighted to inform a resolution to each other's shortcomings.

There is nothing new in the findings that liberal education differs from vocational education and that both have shortcomings. What the paper presents is a viewpoint that the differences are not confirmation that these two approaches to education are in opposition but rather that they complement each other. The strength of one is the weakness of the other.

The perspective taken in this paper is developed using the language of semantic density (SD) and semantic gravity (SG). Using Shay's semantic field of recontextualized knowledge, this paper suggests that liberal and vocational education inhabit two sides of contexts and concepts continua. The paper further proposes that both are alike in a meaningful way because both have unsuccessfully managed the role of context in their curricula.

The purpose of this paper is to explore efforts to bridge conceptualisation and practice in work‐based learning by reflecting on the legacy and sustainability of the Centre for Excellence in Work‐based Learning for Education Professionals at the Institute of Education, University of London. The Centre was part of the national CETL (Centres for Excellence in Teaching and Learning) initiative (2005‐2010) and focussed on exploring ways of transforming current models of work‐based learning (WBL) in a bid to respond to the diversity of professional learning needs within education and beyond.

The paper presents three case studies which are representative of the Centre's approach to drive theoretical development in WBL.

The three projects featured contributed to the development of WBL through synergetic cross fertilisation while operating independently from each other. Also, they are characterised by sustainability beyond the end of the CETL initiative. The Putting Knowledge to Work project developed and operationalised the concept of recontextualisation for WBL in successfully moving knowledge from disciplines and workplaces into a curriculum; and from a curriculum into successful pedagogic strategies and learner engagement in educational institutions and workplaces. The London Mobile Learning Group developed a research dynamic around theory and practice of learning with mobile media which contributed to the development of new approaches in (work‐based) learning. The Researching Medical Learning and Practice Network created a community of practice bringing together educational researchers with medical education practitioners and researchers resulting in a greater understanding of how professional attitudes and practices develop in both undergraduate and postgraduate contexts.

The experience of the WLE offers an example of innovative ways to continue to develop our understanding of work‐based learning and inform practice. The impact of the WLE activities on theory, policy and practice is evident in the creation of national and international platforms strengthening existing institutional links.

Publicly owned libraries deliver a fundamental public service, fostering the citizens' access to knowledge. However, little is known about the factors underpinning the public libraries' organizational attractiveness. The article aims to shed light on this issue, investigating how the public libraries' service offering contributes to increasing their attractiveness.

Secondary data were collected from the national census study of libraries carried out in 2019 by the Italian Institute of Statistics (ISTAT). More than 4,500 publicly owned libraries established in Italy were involved in the analysis. A linear regression model was designed to examine the implications of public libraries' service offering on the number of people who visited them in 2019. The units of analysis were grouped in three clusters based on their organizational size.

Small-sized libraries' attractiveness relied on loan services (LS) and catalogs' integration, as well as on the availability of spaces for promoting social exchanges (SE) and interactions. The same was true for medium-sized libraries, whose attractiveness was also fostered by digitization. Large-sized libraries' ability to attract users was primarily affected by LS and by the provision of people-centered cultural services (CS).

Publicly owned libraries should arrange tailored strategies to increase their attractiveness. Small-sized and medium-sized libraries should exploit community-oriented initiatives to establish a co-creating dialog with users. Conversely, large-sized entities should advance the users' access to conventional services and implement people-centered cultural activities, recontextualizing their exchange with users in the digital domain to enhance service quality.

The article originally investigates the factors affecting the attractiveness of publicly owned libraries, providing intriguing insights to managers and practitioners.

The aim of this paper is to explore the role of actors’ heterogeneity and the context of interaction on collective innovation.

By using the six sources of heterogeneity identified by Corsaro et al. (2012) – goals, competences and skills, knowledge bases, power/position, perceptions and cultures – the authors describe the cases of two consecutive projects – ESASIM and NeWTeC – developed within Kilometro Rosso Science Park. The collaborative innovative outcome (simulation software) developed in the first phase was subsequently applied by each actor in its specific context. At the macro level, the authors define the processes that describe the role of actors’ heterogeneity in both the contexts of innovation development and application; at the micro level, the authors shed some light on the role of the single actor acting simultaneously as a provider and as a user with respect to different contexts.

In this paper, the processes through which actors’ heterogeneity and the context of interaction influence the development of innovation (collective/macro-network level) and contribute a better understanding of collective innovation from a perspective that involves each individual actor (single-actor/micro level) are determined. These two phases are labeled in terms of “decontextualizing” and “recontextualizing”, through which it will be recognized how the process of innovation depends on the social context and by the business activities that take place between the organizations. In the paper, term actor is used to refer to organizations taking part in the innovation networks as represented by their key referents.

Further research on this topic could explore not only the single sources of actors’ heterogeneity but also patterns of them and their effects in the different contexts. In addition, looking at the micro level, it would be interesting to understand if, in certain specific phases of innovation development and implementation, one of the roles – provider or user – prevails over the other and which effects it generates.

This case study has important managerial implications. First, by better understanding the role of actors in innovation networks, companies could improve their networking strategies and, consequently, increase the likelihood of their solutions satisfying the needs of the different stakeholders. Second, the management of actors’ heterogeneity seems strictly related to communication practices. As a result, it would be interesting to develop communication training programs addressing companies located in science parks, built around the profiles of the actors’ features, characterizing a certain project and envisioning potential contexts for the development and application of the project outcome. Due to the variety of actors involved and the changing nature of the contexts in which they operate, standardizing communication practices could, in fact, be less effective. Finally, we also see implications for the management company of the science and technology park, which should think in a more comprehensive way about the different sources of actors’ heterogeneity and their potential consequences once they build interorganizational collaborations and thus interdisciplinary teams.

Using the Intellimech case, the role of actors’ heterogeneity and the context interaction in innovation networks, with respect to two different levels of analysis, is explored. On the collective-macro level, the set of actors in the network was considered; on the micro level, each single business actor as part of the wider network is concentrated upon.

This paper positions in this debate and, in particular, attempts to understand if and how actors’ heterogeneity and the context of interaction influence innovation networks. In effect, while the literature includes sporadic references to the role of the two elements, they have not yet been jointly considered. To reach this goal, two levels of analysis were adopted: a macro network level considering the set of business actors collectively and a micro level looking at the single actor as part of the wider network. Empirically, this paper will describe the case of two projects developed within Intellimech, an innovation network located at Kilometro Rosso Science Park, an aggregation node of relationships and connections around innovation purposes.

The purpose of this paper is to systematically analyze the neoliberal challenges and problems facing public schools in the particular Hong Kong context.

Based on a systematic and critical analysis on the history and socio-political context of Hong Kong’s school policies and practice as well as the official documents and statistics, this paper examines the impacts of neoliberalism in four main aspects of school education in Hong Kong: school governance, accountability, privatization and government expenditure.

Convergence, as well as deviation, on neoliberal globalization occurs in the particular Hong Kong context. School bureaucracy has irresistibly expanded. Policymakers have placed increasing emphasis on instrumentally evaluating schools while decentralizing, diversifying and privatizing education. School leadership has become focused solely on succeeding within those imposed performance management and metrics, pulling ahead of school competitions and prioritizing easily quantifiable and measurable tasks. Teachers have faced a potential threat from the loss of autonomy through the market logic and consumerist metrics. The rise of privatized education has further intensified school practices based on competitiveness and performativity. On the other hand, resource cutbacks and financial constraints – problems that are generally inflicted by neoliberal discourse – have rarely occurred in Hong Kong.

This study is part of concerted efforts in research that adopts the comparative and critical perspectives emerging from different social contexts to consider and flesh out how neoliberalism look across the school systems, how it challenges the systems differently, and how it evokes various responses from within the systems (Apple, 2001). Taken all the efforts together, a finely nuanced understanding of the trails of neoliberalism can help collectively re-discover school education as a social good, and collectively re-imagine and reshape alternatives for the future.

This paper offers an international and comparative perspective and further nuances to an understanding of how neoliberal policies and ideology are recontextualized in countries across the globe given particularities of different local contexts.

Competencies have come to play a central role in a wide range of settings in UK public and private sector contexts. This phenomenon is usually analysed but rarely recontextualised. The purpose of this paper is to identify the epistemological and ontological paradigms on which these approaches are couched in a British historical socio‐cultural context.

To put into light what this alternative perspective on competencies could add to reflection and practice, this paper realizes an in‐depth two‐year ethnographic study (employing participant‐observer methods) of a consultancy delivered training programme for customer service competency based vocational qualification in a water utilities company based in the north of England.

Based on a wide literature review on competencies, the first main result of this paper is to show that many of competencies approaches are underpinned by an empirical, pragmatic and ultimately modernistic, positivistic predilection. In an attempt to reappraise this rigid and highly structured representation of competencies, the paper draws on the resources of critical management approaches and notions of “lived experience”. The main empirical result is that competencies are richer than competencies (especially NVQs) usually suppose it and that critical perspectives are valuable in seeking to address these lacunae.

The paper offers an innovative insight to alternative dimensions of the experience of working with competency frameworks. Overall, a further value of this paper is to provide an assessment and a critique of the experience of competencies and vocational training in the UK. This recontextualisation underlines that competencies are weak at capturing and portraying the rich panoply of multifarious emotions and social interactions that take place in the workplace and everyday job life.

The aim of this paper is to investigate actors' ways of sensemaking through the use of rhetorical strategies, frames, and categories, in a management team meeting.

The empirical data were generated from a video recorded and transcribed management meeting, and participant observation. The analysis of institutional discourses and practices builds upon the assumption that language and texts are the main tools for understanding actors' social reality. The managers' ways of sensemaking of institutional discourses and practices is captured through their use of tools like rhetorical strategies, frames, and categories in talk‐in‐interaction.

The team managers' ways of sensemaking through mobilizing rhetorical strategies, institutional categories, and how they recontextualise frames in negotiation of a disputed issue, adds new aspects to previous studies of the multi voiced complex integration processes in a cross‐border acquisition. The significance of the results is the revealing of actors' frequent use of rhetorical strategies, frames, and categories in sensemaking processes. The study calls for further research on structural features of institutional talk as related to the dynamics of talk‐in‐interaction.

The findings and methods of analysis contribute to international business studies and to the empirical‐based research on institutional interaction through text and talk.

Focusing on a community organisation, the purpose of this paper is to unravel the process through which infringing contested practices that threaten or compromise the community’s sense of distinction are transformed into acceptable symbolic markers.

An ethnographic study comprising participant observation, in-depth interviews and secondary data was conducted in the context of a non-profit community cinema.

Taking a longitudinal approach and drawing from practice theory, this paper outlines how member-driven, customer-driven and necessity-imposed infringing practices settle in new contexts. Further, this paper demonstrates that such practices are filtered in terms of their ideological “fit” with the organisation and are, as a result, rejected, recontextualised or replaced with do-it-yourself alternatives. In this process, authority shifts from the contested practice to community members and eventually to the space as a whole, ensuring the singularisation of the cinema-going experience.

This paper addresses how the integration of hegemonic practices to an off-the-mainstream experience can provide a differentiation tool, aiding resisting organisations to compensate for their lack of resources.

While the appropriation practices that communities use to ensure distinction are well documented, there is little understanding of the journey that negatively contested practices undergo in their purification to more community-friendly forms. This paper theorises this journey by outlining how the objects, meanings and doings that comprise hegemonic practices are transformed by and transforming of resisting organisations.

Eco-museums safeguard the cultural authenticity and the historical identity of the place in which they operate. Conventional organizational models and management practices are generally employed to achieve this institutional aim. Conversely, innovative solutions – such as digitization – are overlooked. Adopting a service quality management perspective, the article intends to examine the role of managerialization and professionalization in triggering eco-museums' digitization.

An empirical analysis involving 126 eco-museums operating in Italy as of 2018 was designed to investigate the implications of managerialization and professionalization on the eco-museums' propensity to embark on a digitization process. Two different forms of digitization were examined: (1) the presence of eco-museums in the digital environment; and (2) the exploitation of digital tools for service delivery. The mediating role of two “soft” total quality management (TQM) practices, i.e. people centredness and strategic focus on visitors' experience, was contemplated in the empirical analysis.

The research findings suggest that managerialization and professionalization have ambiguous effects on eco-museums' digitization. Nevertheless, they indirectly contribute to a greater digital presence of eco-museums and to a larger use of digital tools for service delivery through an increased use of soft TQM practices.

Managerialization and professionalization are likely to foster the digital transition of eco-museums, which advances their ability to protect and promote the local cultural heritage. Soft TQM practices intended to achieve people-centredness and to enhance the visitors' experience should be exploited to stimulate the eco-museums' digitization.

The article examines the triggers of eco-museums' digitization, providing some food for thought to scholars and practitioners.