Knowledge management in the voluntary sector: a focus on sharing project know-how and expertise     

Gillian?RagsdellEmail author  Eva Ortoll?Espinet  Michael?Norris 《知识管理研究与实践》2014,12(4):351-361

Voluntary sector organisations are operated principally by volunteers who are not obliged to share their knowledge, as might be expected in a for-profit company, with a greater consequent loss of knowledge should individuals leave. This research examines how a volunteer-led organisation, the Campaign for Real Ale (CAMRA), acquires, stores and shares its project knowledge in the context of event management. Three annual CAMRA festivals of different sizes and maturity were selected to see how volunteers’ knowledge is managed in the process of organising their festivals. Key Festival Officers were interviewed and focus groups, comprising of festival volunteers, were conducted. While the maturity of a festival and its size seemed to influence the ways in which knowledge was managed there were some commonalities between festivals. Evident was a strong master-apprentice model of learning with little formal training or record keeping except, that is, where legislation and accountability in treasury and health and safety functions were necessary. Trust between volunteers and their need to know and to share information appeared to be dependent, in part, on their perception and confidence in the success of the overarching project organisation, and this helped shape volunteers’ knowledge-sharing practices. While there was evidence of a laissez-faire approach to codification and the sharing of knowledge, this was less so when volunteers recognised a genuine lack of knowledge, which would hinder the success of their festival. The analysis also highlighted factors related to the sharing of knowledge that, it is suggested, have not been identified in the for-profit sector.  相似文献   

Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students’ Environmental Awareness and Activism     

Engin Karahan  Gillian Roehrig 《Journal of Science Education and Technology》2015,24(1):103-118

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The concept of ‘originality’ in the Ph.D.: how is it interpreted by examiners?     

Gillian Clarke  Ingrid Lunt 《Assessment & Evaluation in Higher Education》2014,39(7):803-820

This paper explores ways in which examiners, supervisors and others interpret the concept of ‘originality’ when evaluating candidates’ achievements in the final Ph.D. examination. It is based on institutional responses to a question in a 2006 discussion paper on doctoral assessment about how universities define originality for the purpose of Ph.D. assessment and what other criteria are used to guide examiners in making judgements in the final examination. The paper also includes emerging findings from the first stages of data generation for a Ph.D. study about how examiners assess the Ph.D. This study involves viva observations and interviews with candidates, examiners, supervisors and independent chairs of vivas. Most participants, irrespective of role, discipline or field, confirmed that ‘originality’ or ‘a contribution to knowledge’ is required for a candidate to pass the Ph.D. examination, and that this criterion is interpreted in a subject-specific context by examiners. The studies suggest that the discipline or field in which the candidate’s topic is situated influences the examiners’ interpretation of ‘originality’ and their expectations of the candidate. However, ‘originality’ is not the only criterion for the Ph.D., and students are also required to demonstrate other achievements to pass the doctorate. The studies show that there is some degree of consistency among examiners in the general criteria used to evaluate the candidate’s thesis and performance in the viva. These findings are discussed in the light of the literature.  相似文献   

A Developmental Comparison of the Out‐of‐school Recreation and Leisure Activity Participation of Boys and Girls With and Without Physical Disabilities     

Gillian King  Mary Law  Patricia Hurley  Theresa Petrenchik  Heidi Schwellnus 《International Journal of Disability, Development & Education》2010,57(1):77-107

Similarities and differences were examined in the out‐of‐school recreation and leisure activity participation of 422 children with physical disabilities and 354 children without disabilities. The roles of age (six to eight years, nine to 11 years, and 12–14 years), gender, and disability status were examined with respect to the diversity, intensity, location, companionship, and enjoyment of participation in five types of activities, controlling for family income. The findings indicate that dimensions and types of activity participation are differentially influenced by age, gender, and disability. Age cohort comparisons indicated that children without disabilities experienced a widening social world characterised by more intense social participation, greater participation with non‐family members, and stable levels of enjoyment across the age groups. In contrast, children with disabilities in the various age groups were similar in their intensity of social participation and the nature of their companionship, with 12–14 year olds reporting less enjoyment of social activities than those aged six to eight years or nine to 11 years. The findings support the utility of a developmental and contextual perspective in understanding children’s patterns of participation. The information can be used by service providers and managers interested in creating centre‐based or community‐based recreational opportunities, and in providing information to parents about how to encourage children’s recreation and leisure participation.  相似文献   

Evidence for social learning in wild lemurs (Lemur catta)     

Rachel L. Kendal  Deborah M. Custance  Jeremy R. Kendal  Gillian Vale  Tara S. Stoinski  Nirina Lalaina Rakotomalala  Hantanirina Rasamimanana 《Learning & behavior》2010,38(3):220-234

Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time, we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental.  相似文献