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1.
This article begins by discussing action research as a designerly mode of enquiry. The issues and difficulties associated with such a research strategy are highlighted through a discussion of the characteristics of 'wicked problems' as proposed by Rittel & Webber (1974). The essential outcomes of such research - a textbook for A/AS-level design and technology, and teaching and learning strategies for industrial design and technology undergraduates might not be regarded as conventional research outputs, but the arguments presented show that such a viewpoint would be mistaken. Some characteristics of action research as a beneficial mode of enquiry for academics in higher education are noted.  相似文献   

2.
To an increasing extent, society requires professionals to cross boundaries in order to deal with wicked problems. However, little is known about how interventions in higher professional education (HPE) foster learning through boundary crossing in the context of addressing wicked problems. Drawing upon the three-dimension model of wickedness by Head and Akkerman and Bakker’s model of the dialogical learning mechanisms of boundary crossing, this study aims to generate conjectures for design principles for the design of educational practices that will foster students’ skills for addressing wicked problems through boundary crossing. This study applied a multiple case study design addressing six existing practices in HPE. The research questions were: (1) What characteristics of wicked problems are present in the selected educational practices? (2) How does the boundary crossing take place in the selected educational practices? (3) How is student learning during boundary crossing fostered in the context of dealing with the characteristics of wicked problems? Data were derived from document study, semi-structured interviews, and observations. The study conjectures that learning experiences at boundaries in the open-ended, joint effort of addressing wicked problems should be fostered and elicited by balancing and leveraging constructive tension and by making use of boundary objects and brokers.  相似文献   

3.
This paper explores the idea of unlearning in Critical Action Learning (CAL) as applied to the wicked problems of organisations and societies. It draws on data and ideas developed during a research project conducted for Skills for Care by Pedler, Abbott, Brook and Burgoyne (Skills for Care 2014) and from experiences on development programmes for social workers on action learning facilitation in 2012 and 2013 with Christine Abbott of the Centre for Action Learning Facilitation (C-ALF).  相似文献   

4.
The paper examines whether, if leadership is defined by the willingness to tackle wicked issues, and if action learning is employed for leadership development purposes, do the action learning participants on leadership development programmes address such wicked issues? It adopts a version of dialogical sense-making to consider this and describes an attempted literature review which led to a series of questions on academic motivations, puzzles and problems, when exactly a problem is wicked, the possible difference between private and public problems, leader development and leaderful practice. It failed to identify such evidence and it is postulated that this is due to the individual-focused nature of leader development.  相似文献   

5.
This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action learning program is on the individual set members, the set and the organization as a whole. This paper also describes my personal development as a facilitator of change and ends with key learnings and recommendations for future action learning programs.  相似文献   

6.
This article explores the wicked problem of quality in higher education, arguing for a more robust theorising of the subject at national, institutional and local department level. The focus of the discussion rests on principles for theorising in more rigorous ways about the multidimensional issue of quality. Quality in higher education is proposed as a wicked, ill-defined problem that is under-theorised yet associated with high stakes policy-making and funding, particularly at the macro national level. Theoretical frameworks informing the quality debate in higher education are explored before proposing four sensitising concepts as potential vehicles for enhancing theory-building around quality in higher education. The article concludes by considering practical implications for governments, universities and departments grappling with the complex suite of problems associated with defining, theorising, measuring and demonstrating quality in higher education.  相似文献   

7.
Behaviour management is an influential educational cliché in Australia, Canada, England, New Zealand and US. In practice, efforts to control student conduct in schools frequently utilise a manage-and-discipline model: a misinformed but deeply rooted set of interconnected notions about how to ensure an orderly and productive classroom. Students with disabilities affecting their behavioural development or who have mental health (MH) difficulties frequently face disadvantage, suspension or exclusion as a result of the application of this model in practice. Accommodating the behavioural needs of this population and at the same time, enabling their inclusion therefore represents a significant wicked problem for education in Australia, Canada, England, New Zealand and US. Evidence-based initiatives designed to address this dilemma in the US since the late 1990s, using PBS (Positive Behaviour Support) and also SWPBS (School-Wide Positive Behaviour Support), are outlined but the conclusion is reached that these efforts do not appear to have been successful. Recommendations are made for progress in tackling this wicked problem and include: wholehearted rejection of the manage-and-discipline model by practitioners; targeted support for teachers experiencing (or at risk of experiencing) occupational burnout; and the introduction of tangible educational policy incentives intended to encourage schools to include students who might otherwise face suspension or exclusion on behavioural grounds. Finally, this article advocates radical change in attitudes by teachers towards student conduct in schools and argues that educational practice should align with insights about human behaviour arising from research in developmental psychology.  相似文献   

8.
Professional experience in teacher education is explored through the conceptual lens of the wicked problem. Wicked problems are socially constructed and complex. This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. The tactical and strategic implications for finding solutions to professional experience are discussed. It is argued that teacher educators must simultaneously work on tactically resolving issues whilst also engaging in a more strategic, evidence-based dialogue on the purpose of professional experience, its models of delivery, and evidence of outcomes.  相似文献   

9.
ABSTRACT

In recent years, there has been increasing interest within the engineering education research community to prepare engineering students to address wicked problems (WPs) such as climate change, resource scarcity and violent conflict. Previous research suggests that engineering students are able to address WPs if they are given adequate support, but there is a lack of research on what kinds of support are needed. This paper aims to reduce this gap by reporting on students’ performance in, and approaches to, addressing WPs when different scaffolding strategies were used in different parts of a rubric-based intervention. The intervention aimed to provide undergraduate engineering students with an understanding of the nature of WPs and with a structured way of addressing them. For each part of the intervention, we discuss affordances for learning provided by the different scaffolding strategies. The results suggest that strong cognitive scaffolding can support students’ understanding of the nature of WPs and students’ performance in written responses to WPs, but possibly also limits deep engagement with WPs and transfer of learning to other contexts.  相似文献   

10.
Campus crisis management remains an understudied topic in the context of COVID-affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic.  相似文献   

11.
Universities in Europe face a variety of reform initiatives, and university reform can be seen as a wicked problem that should be resolved through collaborative efforts. In Finland, there has been considerable resistance to proposed reforms, with university personnel complaining that they have not been heard. Students, on the other hand, seem reluctant to participate in the debate. The situation does not lend itself to the collaborative resolution of wicked problems. Organizational changes are liable to failure, if wicked problems are not addressed effectively. This article presents a deliberative jury method in a university setting as a participative way to solve wicked problems and to pave the way for change. The method is tested through two cases in a Finnish university. These cases suggest that students and staff working together can devise and explore more comprehensive solutions to wicked problems, overcome the participation dilemma and generate change in their organization.  相似文献   

12.
This article considers the value of clarity – of theory, method and purposes – in educational research. It draws upon the work of early critical theorist, Theodor Adorno, and particularly his notion of negative dialectics and his challenge to the traditional dichotomy of theory and practice. Using the notions of virtuous mess and wicked clarity, I argue that we need to accept the messy, contingent nature of the social world we research. I further suggest that it then follows that such research can and should influence and change that world. The researcher is necessarily part of the world she researches and, once one accepts that, it is hard to sustain ethical or political isolation; it is hard to ignore the struggle.  相似文献   

13.
This special paper provides a critical overview of wicked problems in special and inclusive education. Practically, this paper provides a strategic framework for future special issues in the Journal of Special Educational Needs. Critical attention is also given to the concept of a wicked problem when applied to research in special and inclusive education: the suggestion is made this focus can stimulate innovations necessary for educational change and begin the process through which key problems in the field are addressed. A final observation made is that tangible change is unlikely to occur in special and inclusive education without addressing the underpinning beliefs and behavioural motivations which sustain today's wicked problems. Systematic transformation is therefore unlikely to be sustained without disruptive attention to the psychological, cultural and political aspects of ‘the way things are’.  相似文献   

14.
This presidential lecture to the American Educational Studies Association argues that school lunch matters as education, not merely as management, especially within the ethically challenging contexts of the New Jim Crow (with its school-to-prison pipeline) and the Anthropocene—both wicked problems. The educational significance of children's foodways, school food, and school lunch has deep roots in early modern, as well as high modern thought, and within the past decade a new educational studies scholarship on school lunch has emerged concurrently with Michelle Obama's leadership for National School Lunch Program reforms. This study invites a wide range of educational studies scholarship by mapping school lunch matters that might frame new curriculum theorizing with the purpose of developing leaders' ethical responses to both the school-to-prison pipeline and the environmental crisis. This conceptual frame focuses a prospectus for educational creativity on school lunch's health matters, choice matters, table matters, earth matters, aesthetics matters, kitchen matters, community matters, service matters, and study matters.  相似文献   

15.
This study analyses whether the primary school mathematics textbooks from two Spanish publishers show a varied instructional diet of addition and multiplication problems at different levels of complexity. To do so, it analyses the problems in all the primary grades by the publishers Santillana and SM according to two levels of complexity: (a) procedural (number of steps needed to solve the problem); and (b) semantic/mathematical (addition or multiplication structures, with their different subtypes). The results show that: (a) these problems are so simple that the books themselves cannot be regarded as a sufficient tool to teach students to solve the more complex problems; and (b) if we compare them with previous studies, the design of the problems has hardly changed in 10 years. These results show that the variety of problems in books should be expanded both procedurally and semantically/mathematically, and teachers should be given assistance to compensate for these shortcomings when using these textbooks in class.  相似文献   

16.
School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community‐based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice‐based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community‐led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled ‘Year of Equity’ (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time.  相似文献   

17.
This paper examines Fresh Start, a New Labour flagship initiative to raise education ‘standards’ in a radical and innovative way. Drawing on a qualitative study of a comprehensive school in England, I argue that the initiative added to the problems faced by the ‘failing school’ and promoted rather traditional ways of raising ‘standards’ due to the close surveillance that Fresh Start schools were subjected to. In the case studied, the needs of the pupils that the initiative was meant to address were being sacrificed in the school's construction of a ‘successful’ identity. While the initiative has now lost momentum, some lessons can still be learnt. This paper illustrates the complexity of creating a new school, as well as the need to attend to the specificities of the local context and experiences in raising ‘standards for all’ pupils.  相似文献   

18.
In many educational contexts throughout the world, increasing focus has been placed on socio-scientific issues; that is, disagreements about potential personal, social and/or environmental problems associated with fields of science and technology. Some suggest (as do we) that many of these potential problems, such as those associated with climate change, are so serious that education needs to be oriented towards encouraging and enabling students to become citizen activists, ready and willing to take personal and social actions to reduce risks associated with the issues. Towards this outcome, teachers we studied encouraged and enabled students to direct open-ended primary (e.g., correlational studies), as well as secondary (e.g., internet searches), research as sources of motivation and direction for their activist projects. In this paper, we concluded, based on constant comparative analyses of qualitative data, that school students’ tendencies towards socio-political activism appeared to depend on myriad, possibly interacting, factors. We focused, though, on curriculum policy statements, school culture, teacher characteristics and student-generated research findings. Our conclusions may be useful to those promoting education for sustainability, generally, and, more specifically, to those encouraging activism on such issues informed by student-led research.  相似文献   

19.
Embedding academic literacies in higher education courses has been a major focus of the work of learning advisers. A number of studies present the results of embedding in specific courses without discussing the processes of negotiation or the different people involved. This paper is about embedding academic literacies in the Business faculty as part of an English language proficiency model at an Australian university. After initial slow progress, a team of learning advisers began to evaluate the process by reflecting on practice. This reflection focused on the space between the top-down process as planned and what actually happened in the complex academic environment. There were tensions between the proposed plan and the expectations and understandings of the disciplinary academics. These were used as a starting point to explore the issues in more detail. This paper argues that the task of embedding academic literacies bears all the hallmarks of a ‘wicked problem’ which eludes a linear formulation and is open to multiple framings. The botanical metaphor of the rhizome from the philosophy of Deleuze and Guattari and an adaptive leadership approach offer ways of responding to this problem. This paper reinterprets the team’s experiences using these theories and suggests alternative work practices. By moving away from the concept of a model, more opportunities to bring about attitudinal and curriculum change can be created to make academic literacies explicit for students.  相似文献   

20.
In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research, we surveyed healthcare executives to examine their perceptions about the need for such a program and the importance of core subject areas. Drawing on our findings as well as the literature on “interactional expertise” and “wicked problems,” we provide a detailed method for launching an interdisciplinary program. Our process may be useful in guiding other institutions interested in setting up new interdisciplinary programs of their own.  相似文献   

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