Search results

A trend in modern supply chain management has been to substitute information for inventory. In this chapter, an approach to how information and communication technology can be used to achieve this in a maritime logistics context is outlined and described based upon a bulk shipping case.

The approach used is based on data-driven modeling and analysis, in which current logistics and commodity storage costs are benchmarked against a “best possible solution.”

To make a new solution operative, a change should be made based upon an analytical decision-making approach, ICT infrastructure development, and inter-organizational development. Thus, the proper use of analytical and transactional information and communication technology in maritime logistics would enable logistics chain stakeholders to track stock levels and ultimately allocate vessels to move cargo when that is logistically most cost effective. Further, this could support a development in the contractual relationships between producer and shipping line changing from a Contract of Affreightment to a Service Level Agreement relationship.

There is room for enhanced use of information and communication technology to provide decision and operational support at strategic, tactical, and operational levels within maritime logistics. This chapter explains some of the driving forces for this, together with a tested approach and method for this, given into a specific, practical case.

This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.

The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap.

The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems?

We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational credentialed senior-level leaders with track records for outstanding school improvement, and those in Educational Governance Systems with: no professional credentials; no track record of school improvement; a tendency to promote competition rather than cooperation; a desire for internal succession planning, rather than succession planning to achieve national education goals. The clash of cultures put senior-level leaders into a mode of protectionism with a focus on keeping their post and ‘watching their backs’, rather than building capacity for sustainable instruction within the Education Governance Systems they lead manage and administrate to optimise students’ learning, students’ outcomes and social mobility.

These senior-level leaders with Professional Credentials, and outstanding track records of school improvement need Education Governance Systems to empower them to do their job and create realistic opportunities to develop networks of professional experts in partnership with the academy to support them navigate any clash of world views. Funding is required for professional learning to ensure ‘old opinion is handed down among them by ancient tradition’ that is rationalised with logic, compared and contrasted with empirical evidence, and synthesised with innovations guided by a moral compass within an ethical infrastructure. These senior-level leaders need to be empowered to empower their staff as autonomous professionals to empower the parents and the students to gain the thinking tools they need to be lifelong learners with the capability to be self-legislating. This requires a culture change that prioritises the moral virtues of learning how to learn as moral citizens in becoming, above the secondary intellectual virtues demonstrated through success in high stakes tests.

Knowledge to action reveals young people need Education Governance Systems that EYSIER and underpin success in student outcomes for social mobility. Success in both these spheres will enable them to break their chains that have kept them dependent on the guidance of others who may seek to exploit them (De Gruy, 2008).

Further research is recommended to implement the knowledge to action impact strategies that emerge from all five cases.

This chapter addresses how Black, Asian Minority Ethnic (BAME) Chief Executive Officers (CEOs) of Multi-academy Trusts (MATs) with track records of outstanding school improvement navigate turbulence when leading school improvement to optimise students’ learning. There are different ideas of what it means to have equitable access and equitable outcomes in education systems, and beyond, and how to live a good life on the journey to both. These different ideas and values’ systems have different intersectionalities of recognition by ‘the other’ in societies. Crenshaw argues, once these intersectionalities of discrimination have been identified, it will be possible to understand what Dewey calls their intrinsic nature and to seek ways to reconnect the isolated, and marginalised that are subjects of discrimination. The BAME CEOs articulate the current Public Governance of Education Systems that induces fear of forced takeovers and job insecurity creates a kind of divide and conquer approach of colonialism and intersectionalities of discrimination. The chapter identifies BAME CEOs want to create cultures where they can make a commitment to take the time to know the self, in relationship with the other, and build bridges between different groups in society for equity, renewal, trust, and peace in our time. The BAME CEOs wishing to empower others to engage in this moral training for democracy in education need to have and share the thinking tools to prevent community members from being manipulated by people who wish to rush them into new ways of thinking and doing. Change requires giving mature citizens the time and space to think things through by: asking good questions, critiquing the evidence underpinning the change, inquiring into the logic of the change and holding the moral compass of the change to check the direction steers a sure and steady ethical course with what Adler calls the primary virtues of social justice, prudently and with courage.

It is widely accepted that second language teachers’ performance would dramatically improve if they were provided with the right support that addressed their self-awareness and pedagogical skills, especially in their early years of service. To verify the role of Transactional Analysis (TA) OK Modes Model in the provision of support for novice teachers, this research used the TA OK Modes Model on 26 newly recruited EFL (English as a Foreign Language) teachers who volunteered to participate in this study. The videos of the participants’ teaching enactments, the supervisor’s notes, the informal talks with the participants, and the teachers’ interpretation of their videos comprised the data for the study. The results of the analyses of both quantitative and qualitative data indicated that the effective Mode which communication comes from in the TA OK Modes Model facilitates teacher development and hence improves the quality of their pedagogical performance.

Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

It seems that the Internet boom, which started at the end of the 1990s and finished with the spectacular collapse of the so-called dotcoms, is probably over. We are currently enjoying a period of fast and stable growth. This is manifested by the growing number of both Internet users and companies which – to an ever-increasing extent – use the Internet as a form of communication (both internal and external), promotion, sales etc. Expenditures on Internet advertising are growing continuously and now constitute more than 25% of all advertising expenditure. A natural consequence of this development is the need for the standardisation and organisation of the world of the Internet. These activities will result in a greater awareness of the benefits which this medium provides, increasing the possibilities of its use, and – most importantly – the opportunity to evaluate the return on investments made on the Internet. Nowadays, it is clear that many companies are striving to increase the quality of their activities on the Internet or to improve the effectiveness of such activities. As a consequence, the number of companies that look for indices which would enable the making of more precise and effective decisions in the scope of online operations is growing.

This chapter is dedicated to the phenomenon of the increasing role of the Internet in business, including the scale of its use by Polish and international companies. We present the most commonly used measures of marketing activities on the Internet and in social media. This group includes the indices which make it possible to determine whether a company actually needs a website. Other measures allow for the improvement in the effectiveness of the activity on the Internet, whereas others specify the costs of activities on the Internet and often serve as the basis for settlements between a company and advertising agencies or companies specialising in website design. It is worth emphasising that the Paid, Earned, Shared, Owned (PESO) model, worked out by Don Bartholomew,¹ is the basis for creation and description of indices concerning social media. This model has gained certain popularity in the social media industry. It does not, however, specify how individual indices should be named and calculated. It maps already existing indices and adapts them to specific levels of marketing communication measurement. All the measures indicated by the author of the model have been grouped into five major areas: exposure, engagement, brand awareness, action and recommendations. This model– similarly to all models of performance measurement – inspired by the sales funnel concept, adjusts certain standard indices and proposals of measurements for specific levels. Additionally, the measures are divided into four types, depending on who the owner of the content is: Paid (P) – refers to all forms of paid content; Owned (O) – all websites and web properties controlled by a company or brand; Earned (E) – the contents about a given brand created spontaneously by Internet users; and Shared (S) – the contents shared by Internet users.