Search results

This paper aims to demonstrate the potential of web 2.0 tools in the online support of work‐based learners.

The paper provides an overview of the current use and benefits of web 2.0 tools in the support of work‐based learners. It includes two case studies that demonstrate, first, how action research is testing the boundaries of online technologies as new tools and functionality emerge and, second, how work‐based learning support staff are being trained to use such tools. These case studies are illustrations of how institutions in South Wales, UK are seeking to exploit the benefits of web 2.0 technologies in their drive to improve the support of work‐based learners.

The outcomes of the work described in this paper showed that the use of web 2.0 tools enabled online support of work‐based learners to include remote access to practical work. It also describes how work‐based learning support staff are being trained in the use of the new technologies.

There are significant practical implications in this paper. It shows how online distance learning support for work‐based learners can include remote access to practical work through the use of web 2.0 tools. This has always been a problem for the distance learning support of vocational subjects and indicates that such support will continue to improve as new web 2.0 functionality emerges.

The original value in the paper is: the remote access to practical work for work‐based learners using web 2.0 tools; and the online support of WBL trainers in their use of web 2.0 tools

Prior social movement research has focused on the role that axes of inequality – particularly race, class, gender, and lesbian, gay, bisexual, transgender, and queer (LGBTQ) status – play for who participates and how they do so. Age is another important axis of inequality. The pervasiveness of a youth deficit model, which casts young people as deficient and requiring benevolent adult tutelage, is of particular concern for youth. This chapter assesses whether the internalization of the deficit model influences young people's activism and how they perceive their engagement. Drawing on interviews with 40 high school and college students from a southwestern US city, we find that many young people have internalized deficit-model assumptions, affecting when and how they participated. This was most evident among high school students, who limited their participation because they were “not old enough” or gravitated toward more “age-appropriate” forms of activism. Interestingly, we found college students were more willing to engage in online activism but also felt compelled to do significant research on issues before participating, thereby distancing themselves from the deficit model's assumptions of their political naivety. Finally, some participants felt discouraged by the perceived ineffectiveness of protest, which resonated with deficit model narratives of the futility of youth engagement. These findings highlight the importance of understanding the impacts of an internalized deficit model as well as considering age as an axis of inequality in activism. Youth engagement is best supported by seeing young people as capable actors with unique interests, capacities, and points of view.

This paper aims to examine the antecedent influences and merits of workplace occupations as a tactical response to employer redundancy initiatives.

The data are based on analysis of secondary documentary material reporting on three workplace occupations in the Republic of Ireland during 2009.

Perceptions of both procedural (e.g. employer unilateral action) and substantive (e.g. pay and entitlements) justice appear pivotal influences. Spillover effects from other known occupations may also be influential. Workplace occupations were found to produce some modest substantive gains, such as enhancing redundancy payments. The tactic of workplace occupation was also found to transform unilateral employer action into scenarios based upon negotiated settlement supported by third‐party mediation. However the tactic of workplace occupation in response to redundancy runs the risks of potential judicial injunction and sanction.

Although operationally difficult, future studies should strive to collect primary data workplace occupations as they occur.

The paper identifies conditions conducive to the genesis of workplace occupations and the extent to which the tactic may be of benefit in particular circumstances to workers facing redundancy. It also contextualises the tactic in relation to both collective mobilisation and bargaining theories in employment relations.

Father Patrick Primeaux has written an intriguing and ambitious book. Furthermore, unlike many other new books of this genre, which often do little more than re-visit the past expositions of other theorists, his book strives to make both a new and unique contribution to the study of business ethics. In reviewing such a book, it is therefore worth noting Jung's observation that ‘no book that makes an essentially new contribution to knowledge enjoys the privilege of being thoroughly understood’ (Jung, 1989, p. xiv). Having thus at the outset, rendered some excuse for whatever shortcomings of mine might follow, I will proceed.

He has been with the company, as personnel manager, since 1982. The new position of manager — customer services, will encompass spares and service, installation and commissioning, rebuild and refurbishing and customer training.

The year 2020 is an epochal moment for governance and public administration. The outbreak of the COVID-19 pandemic has upset social and economic life, including the delivery of public services, and eroded domestic and international politics. It comes in an era of uncertainty resulting from the end of the New Public Management boom and a looming breakdown of the contemporary US-defined international order. Against such a sea change, we can hardly take business as usual. Change breeds indeterminacy but also induces reimagining. Any renewal and renaissance of public management has to address the ‘what’ and ‘how’ questions of governance in a low-trust and high-risk society. Both the capacity and legitimacy of the state need to be re-empowered, but no longer through the market. The dual failure of democratic politics and bureaucratic excellence in many countries has rendered the Wilsonian politics-administration dichotomy redundant. Amid the rise of East Asia, there are growing contentions over the conceptualization of meritocracy as alternative systems of governance and public service models seem to be delivering effective rivals. Governance performance may not be predetermined by regime types within a poly-polar world. We need to search for new reconnections, new leadership, a new basis for trust and consensus, and a new public service bargain to avoid getting bogged down in old wine in re-labelled bottle, or another singular universalist paradigm.

The aim of this paper is to show what the leaders themselves regard as the working ingredients in their mutual work situation that help to facilitate personal development.

In the paper data were collected through semi‐structured interviews with 14 leaders at low and middle management levels in different lines of business within the private and public sector. The analysis of the learning processes draws on the theory of transformative learning.

The paper revealed that joint leadership, according to the leaders, could provide the leaders themselves with a basis of personal development and learning. This depends on common core values, a supportive relationship and common work processes as well as complementarity, joint sense making and critical reflection.

The implies that joint leadership provides possibilities of transformative learning through examination of different points of view, through explicitly talking about habits of mind, and through stepwise changes of existing frames of reference. The results indicate that joint leadership offers the possibility of a deepened learning process in daily work in a communicative relationship where profound values and ways of acting are openly shared and critically‐reflected upon. Joint leadership should however not be forced on to managers.

The paper provides insights into learning processes for leaders, based on the possibilities, which can be created through joint leadership.