An exploration of stakeholder values: In search of common ground within an international sport and development initiative     

Eric MacIntosh  Kirsty Spence 《Sport Management Review》2012,15(4):404-415

The purpose of this study was to uncover the values of the Commonwealth Games Association's of Canada's international sport and development (IDS) initiative. Interviews were conducted with 39 key program stakeholders (e.g., IDS organizational leaders, host organizational leaders, intern alumni) involved in the management and operations of the initiative. Certain values were espoused by the organization through written documentation while others were perceived by stakeholders and were described as instrumental toward achieving desired end-states. In general, evidence of both congruent and incongruent values emerged through interview data. Nuance between stakeholder groups was also found, which in turn exposed areas of operations requiring further managerial attention. The complex interplay of values uncovered in this study contributes to the research on values in sport management and the emergent area of using sport as a means toward various developmental goals.  相似文献   

Credit where credit's due: plagiarism screening in scholarly publishing     

Kirsty MEDDINGS 《Learned Publishing》2010,23(1):5-8

Plagiarism is not a new problem in academic publishing, but in the age of the Internet and digital publishing it would appear that it may be a growing one. Not only is there more literature available, but it has never been easier to search online databases, publisher websites, and institutional repositories. And as the content and its availability grows, so the ability of the reviewer to have read everything in their field diminishes, and detecting unoriginal content becomes harder. In response to this problem, CrossRef has launched CrossCheck ( http://www.crossref.org/crosscheck.html ), a plagiarism detection service for scholarly publishers.  相似文献   

Relational transitions,emotional decisions: new directions for theorising graduate employment     

Kirsty Finn 《Journal of Education & Work》2017,30(4):419-431

University-to-work transitions tend to be discussed in terms of skills, outcomes and the readiness of graduates for an increasingly insecure and flexible labour market. Such a focus on individual attributes and orientations depicts graduates as lonely and ostensibly rational figures; disembedded from their intimate networks and devoid of emotional context as they navigate their post-university pathways. This article aims to steer the debate in a new, fundamentally relational direction by exploring the role and significance of intimate kin and non-kin relationships for the ways graduates experience and make choices about employment and careers. Drawing on qualitative longitudinal research with women who graduated from universities in the UK between 2009 and 2011, the discussion highlights the value of an explicitly relational perspective for revealing the personal and emotional dimensions of the transition out of higher education. The article concludes that the process of securing work and committing to a career is embedded within the broader experiences of personal life, emotion and (im)mobility and, thus, raises important questions about the role and responsibility of universities at a time when employability metrics are read as a marker of teaching quality.  相似文献   

Fellowship training at John Hopkins: programs leading to careers in librarianship and informatics as informaticians or informationists     

Campbell JM  Roderer NK 《Medical reference services quarterly》2005,24(1):93-99

Preparing librarians to meet the information challenges faced in the current and future health care environments is critical. At Johns Hopkins University, three NLM-funded fellowship programs provide opportunities for librarians to utilize the rich environments of the Welch Medical Library and the Division of Health Sciences Informatics in support of life-long learning.  相似文献   

Establishing the Role and Impact of Academic Librarians in Supporting Open Research: A Case Study at Leeds Beckett University,UK     

Kirsty Bower  Nick Sheppard  Jennifer Bayjoo  Adele Pease 《New Review of Academic Librarianship》2017,23(2-3):233-244

ABSTRACT

This practical article presents findings of a small scale study undertaken at a large U.K. University. The purpose of the study was to encourage academic engagement with Open Access (OA) and the Higher Education Funding Council for England (HEFCE) mandate with the measurable impact being increased engagement with the Repository and dissemination of research while circulating information to the wider community. In order to promote research, a series of “Focus on” webpages were created aligned to a particular theme and were then disseminated via social media. It was anticipated that by potentially increasing access to research outputs, academic staff would be motivated to make their work available following OA models and use the institutional repository (IR) as a means to achieve this. The main drivers for the study were the Finch Report, the HEFCE Policy for open access in the post-2014 Research Excellence Framework and the institutional strategy for research. Data was collected through a statistical analysis of both the “Focus on” pages and journal article downloads via the IR, with results indicating increased engagement with the IR making research openly accessible.  相似文献   

Who cares? The classed nature of childcare   总被引：3，自引：0，他引：3  

Jayne Osgood 《Gender and education》2005,17(3):289-303

In this paper I undertake a critical discourse analysis of the recent recruitment drive the Sure Start Unit has waged on Government web pages to encourage greater access to, and uptake of, careers in childcare. I argue that the messages inherent within the Sure Start Unit’s rhetoric are laden with classed notions about who should enter the childcare workforce. The simplistic and unproblematic presentation of several key issues are deconstructed and attention is drawn to the normative classed assumptions made about status, equal opportunities, pay and conditions and education and training which mask the reality of working in an unstable and poorly respected employment sector.  相似文献   

Confronting gender inequality in a business school     

Amanda Reilly  Deborah Jones  Carla Rey Vasquez  Jayne Krisjanous 《高等教育研究与发展》2016,35(5):1025-1038

This study, set in a New Zealand Business School, takes an integrative view of the university as an ‘inequality regime’ Acker, J. (2006b Acker, J. (2006a). The gender regime of Swedish banks. Scandinavian Journal of Management, 22 (2), 195–209. doi: 10.1016/j.scaman.2006.10.004[Crossref] , [Google Scholar]). Inequality regimes: Gender, class and race in organizations. Gender and Society, 20(4), 441–464 including all types of women staff: academic women in permanent positions, academics on casual contracts and administrative staff. This approach contrasts with most studies of gender in higher education, which focus on academics, and often on the most senior academic roles. The business school, too, is under-researched in the literature of gender and higher education and we argue that these institutions constitute a particularly ‘chilly climate’ for women. The project discussed here was designed as participatory action research, but we found both participation and action difficult to accomplish. We reflect on how these difficulties resonate with the wider problem of confronting gender inequality in a ‘chilly climate’, and ask why further change is hard. We collected primary data from focus group interviews and a survey, and critically reflected on the process of data collection. Secondary data, including university reports and policies and national legislation, were also collected as part of the context of the School inequality regime. We analysed our data using Acker's categories: the ‘visibility of inequality’, the ‘legitimacy of inequality’ and ‘mechanisms of control and compliance’. We found barriers to change both within and beyond the Business School itself. These included the low organisational priority given to gender equality, which in turn reflected a weak external regulatory environment. At the same time we found a lack of solidarity between women within the School, which we attributed partly to class-based differences. Organisational activism is difficult in this context, where gender inequality is both invisible and legitimated, reflecting a post-feminist mood of ‘gender fatigue’.  相似文献   

Challenges of cultural industry knowledge exchange in live performance audience research     

Kirsty Sedgman 《Cultural Trends》2019,28(2-3):103-117

ABSTRACT

With live performance audience research frequently relying on cultural organisations to facilitate access to their audiences, this article addresses the issues involved in evidencing spectators’ responses via discursive methodologies. Recalling a series of empirical projects conducted over the past ten years with a range of theatre practitioners, it examines the conflicts involved in carrying out scholarly studies of audience reception against cultural organisations’ pressures to produce their own ongoing audience evaluations. Examining key concerns about audience research raised by creative practitioners in varying theatrical contexts, from site-specific to building-based work, it addresses the difficulties of understanding live performance reception and aesthetic experience via impact frameworks. It begins by situating these three operations in the context of Knowledge Exchange (KE) between academics within Higher Education Institutions (HEIs) and those in the creative industry sector.  相似文献   

Evaluation 101: How one department embraced the process     

Katina Gothard  Jayne Gorham 《Performance Improvement》2011,50(2):37-43

An evaluation system was designed and implemented by a faculty support department to measure the value, identify gaps, and improve the quality of their training at a midsize community college. The Targeted Evaluation Process (Combs & Falletta, 2000) was selected as the evaluation framework because of its applicability to training and nontraining interventions. Gilbert's (2007) Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation.  相似文献   

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction     

Asha K. Jitendra  Jon R. Star  Kristin Starosta  Jayne M. Leh  Sheetal Sood  Grace Caskie  Cheyenne L. Hughes  Toshi R. Mack 《Contemporary educational psychology》2009

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.  相似文献