Investigating social marketing, benchmarking and public policy development in environmental management

This paper discusses, an application of social marketing relating to pro-environmental awareness and social change. The integration of consumer behaviour theory into social marketing has been highlighted in the literature as requiring greater attention. Social marketing campaigns, like all marketing activities, rely on an understanding of stakeholders' attitudes and motivations in regard to the issue of concern, as well as towards the desired modified behaviour or lack of behaviour. The study highlights the marketing paradigms of benchmarking and social marketing in a not for profit governmental environment. Serrated Tussock has been designated as a weed of national significance and therefore the program has national implications (Thorp 2000). Even though issues associated with introduced species are less publicised than other environmental issues on the world stage, the associated environmental problems are no less severe than those caused by production and consumption activities. Weed control is a widespread problem facing individuals, communities and governments at all levels. A triangulatory approach, involving three distinct phases and incorporating both qualitative and quantitative tools, was used for the research design. The qualitative phase involved focus groups and in depth interviews with landholders, focus groups with professionals in the field and a focus group of key stakeholders. The mail survey resulted in a representative sample of 608 usable responses from the infestation area. The research conducted in this study illustrates how the various stages in the social marketing process were achieved and recommendations consistent with social marketing theory were generated.

How group composition can influence opportunities for spontaneous learning

Classroom video, and video-stimulated interviews of small group work, in a Grade 5/6 classroom are used to show ways group composition can influence learning opportunities. Vygotsky’s (1933/1966; 1978) learning theory on the spontaneous creation of knowledge as compared to the guidance of an expert other frames this group analysis. Illustrations from two groups show how opportunities to spontaneously create new knowledge can be limited or enhanced by psychological factors associated with the inclination to explore that have been linked to resilience in the form of optimism (Seligman, 1995, Williams, 2003). This study contributes to our knowledge on forming groups to promote deep learning. It raises questions about other ways in which learning may be influenced by optimistic orientation and about building this personal characteristic to enable deep learning.

Exploring the possibilities of an expanded practice repertoire in child protection

Summary: This article discusses research that explored an alternative to proceduralized child protection practice informed by the risk paradigm, by expanding the repertoire available to practitioners through combining features of the risk paradigm with social constructionism. This approach incorporates three dimensions: theories of knowledge and power, related professional roles, and practice skills. In this article, we discuss and critically evaluate only the first dimension: theories of knowledge and power. Through dialogue facilitated by semi-structured questions, we explored practitioners' perspectives about the relevance and appropriateness of the alternative approach for practice.

Findings: The practitioners' participation and feedback offer insights into complex connections between `theory' and `practice' with the practitioner as a positioned subject and mediator of practical meanings of formal concepts.

Applications: 1) Recognition of each practitioner's interpretation of formal concepts and how they are applied in actual practice, even within shared organizational contexts. 2) The importance of dialogue to expand the range of possibilities that maintain openness to ongoing learning. 3) The value of theoretical pluralism that may offer greater opportunities for professional discretion, rather than single self-contained approaches that may constrain effective and ethical practice.

What can Arendt's theorising add to critical social workers empowerment practice?

Empowerment is one of the most frequently invoked concepts in critical social work theory and practice. Critical social work theory tends to privilege the concept of “power” as the central concept in em-power-ment. However over the last two decades postmodern and poststructural thought has discredited how power was understood in critical social work. Some leading critical social workers have re-thought the notion of “power” with Foucault’s early and middle work. One of the key problems raised by leading social workers is about how to re-think “allowance for difference” in empowerment practice (Fook 2002; Healy 2000). I argue that to re-think power in relation specifically to problems with “allowance for difference” using Foucault’s early and middle work is not possible because he is still conflating power with domination. Hence I turn to Hannah Arendt’s theorising on power. For Arendt power is understood as the capacity of people to “act in concert” and to create something new. Arendt’s concepts of “plurality”, “natality” and “publicness”, I argue can add a much to critical social work empowerment practice by re-thinking the notion of “allowance for difference” in critical empowerment social work.

Policy in the knowledge economy social network : a social capital redux

Purpose – The purpose of this paper is to suggest how enabling policy should be focused in a knowledge economy by developing the concept of a knowledge economy social network (KESN).

Design/methodology/approach – The paper employs an interdisciplinary approach in developing the KESN by drawing on concepts and methodology from economics, political science and social network theory.

Findings – The KESN's social capital is defined. As such, maintaining accountability, increasing cohesion and connections among knowledge actors are suggested as relevant guidelines for policy in the KESN.

Research limitations/implications – The knowledge economy should ideally be seen as having unique needs compared to the traditional economy in devising policy.

Practical implications – The paper suggests using the KESN as a basis for devising policy for a knowledge economy.

Originality/value – The paper uses an interdisciplinary approach to studying the knowledge economy and introduces the KESN.

The transformative potential of adult literacy learning

This paper explores the potential of literacy education to promote transformative learning in adults. Transformative learning theory is a flourishing area of research in adult education, and is concerned with describing and analysing fundamental changes in how adults view themselves and their world. According to the leading theorist of transformative learning, Jack Mezirow, literacy education has unique transformative potential. Although there is little research on this question, the available studies suggest that there is enormous potential for literacy education to act as a catalyst for transformative learning in adults.

Practising gender : the production of identity by school children

The thesis utilises ‘practice theory’ to argue that the self is not only an effect of social practices but also a technique for action and develops an alternative way of explicating and conceptualising the constitution of the self within the micro-practices of routine, everyday life. This is in contrast to a general tendency within ‘practice theory’, ‘constructionist’ and ‘discursive’ approaches towards a determinist conception of the self. The thesis explores this conceptual framework in fieldwork focussed on formation and production of gender-identity among young school children and offers a new perspective of gender-identity in the classroom. The thesis provides a fourfold contribution: (1) It provides insights into how in the classroom, children take up (conventional) gender differentiated conduct and dispositions in order to forge both their identity and the establishment of a social order based on gender. This gender order is not simply imposed on them by teachers but is actively constructed by the children. The thesis provides insights into how the children in the classroom seize and appropriate the practices of gender for their own ends. These ends, I argue, are the construction of their gender-identity, and the establishment and maintenance of a ‘matrix of intelligibility’. (2) It offers a close-up illustration of how gender construction is negotiated and contested between girls and boys. This is characterised as largely a struggle for enablement — the power to be and to do — rather than as a struggle of one gender over another. (3) It develops an analysis of classrooms as productive sites, as ‘complex strategical situations’ in which the participating agents — the teachers and students—deploy and utilise available resources in their ongoing construction of the world. This suggests that that the social world is not as unitary and totalising as ‘constraint perspectives’ within practice theory often imply. (4) It proposes methodological perspectives and strategies for researching empirically the day-to-day production of gender and for capturing that complex and often elusive process ‘in flight’. It shows the value of an ‘ascending analysis’, one that does not foreclose findings on the basis of a pre-existing theoretical position, and the rich potential of ‘flashpoints’ as a way of illuminating ongoing and often ‘unremarkable’ and therefore unnoticed practices of gender production. The theoretical terrain explored a range of theorists on the self not usually brought together, including Butler, Rose, Foucault, Giddens and Garfinkel and Schatzki. These theorists share in common the perspective that social practices rather than the agent or social totality are the ontological basis of the social world. It is argued that the self is constituted in its enactment and the thesis pursues Foucault’s (2002) question of how the self participates in its own subjectification. The empirical focus of the thesis examined the activities of children at school for insights into how they participated in the making of their gender-identity. The research addressed the questions: (1) To what extent do children construct their gender-identity and what kinds of encouragement do they receive for this? (2) To what extent did the children seem to be appropriating gender practices and inciting the making of gender-identity in the classroom? (3) To what extent can the classroom be viewed as a site of gender contestation and borderwork? Using the concept of ‘flashpoints’, — significant or poignant moments in the classroom — classroom activities were observed to catch gender-identity production ‘in flight’ and to describe how the children seize upon moments to make gender salient. Year Three children in five classrooms in two Victorian schools were observed during English communication and literacy lessons. Individual interviews with teachers in the participating schools and group interviews with the children from the classrooms were undertaken to amplify the observations. Much of the children’s behaviour can be interpreted as their efforts to make gender salient in social interactions. Gender-identity production and gender ‘border work’ (Thorne, 1993) and contestation appeared to be a major activity and preoccupation of the children, even in the face of teacher’s attempts to encourage a gender-neutral environment The children were often more active than the teachers in imposing the ‘gender agenda’ identified by Evans (1988). Overall, this thesis contributes to the development of the theory of subjectivity and identity formation. Social practices are not imposed and individuals seize upon social practices to further their own ends. It is through these routine, everyday activities that social practices are reproduced. The study provides an avenue for understanding the actions of children and the operation of gender power and border work within the classroom.

Computing in a social context : gender difference in participation

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl's differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl's decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls' participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models.

Doctoral research and scholarly communication : candidates, supervisors and information literacy

This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.

Critical social work : an introduction to theories and practices

A comprehensive introduction to the most widely used approach to social work theory and practice. It offers a systematic overview of core theories and practice issues in challenging domination and oppression.

Helping business leverage web 2.0 to generate social capital

Businesses large and small are keen to leverage Web 2.0 applications to interact with customers, suppliers and other stakeholders. Whilst some have achieved success, others are still struggling to understand the opportunities and threats associated with using Web 2.0 in business. This paper discusses the development of a conceptual framework to help businesses understand how they could leverage Web 2.0 applications to generate social capital. The proposed framework helps businesses (i) identify opportunities to leverage the strengths and features of various Web 2.0 applications, and (ii) develop business strategies for Web 2.0. As a positional paper, it contributes to theory by proposing a systematic and structured approach for understanding how social capital is created, captured, distributed, and consumed online.

Web 2.0 VDS : social networking as a facilitator of design education

In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third year architectural design studio that was modelled on the Virtual Design Studios (VDS) of past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilised the social networking sites Ning.com, YouTube and Skype; various 3D modelling and video- and/or image-processing software; plus chat-software. These were used in combination to deliver lectures, communicate learning goals, disseminate learning resources, submit work, and provide feedback and comments on various design works in assessing students’ outcomes. This paper centres on issues of learning and teaching associated with the development of a Social Network VDS (SNVDS).

Paper 4 : Schooling, identity and social connectivity

This paper will report on the progress of a large three year Australian Research Council (ARC) grant awarded to a multidisciplinary team of researchers in Victoria, Australia. The research, A multi-disciplinary investigation of how trauma and chronic illness impact on schooling, identity and social connectivity commenced in 2007 and is known as Keeping Connected (2007). The research is a collaborative grant in partnership with the Royal Children’s Hospital Education Institute, in association with the Melbourne Graduate School of Education, University of Melbourne and the Centre for Adolescent Health, Royal Children’s Hospital. The research aims to investigate qualitatively, longitudinally and through multiple perspectives how young people construct/reconstruct identity and relationships with schooling following disruption associated with chronic illness. Using a mixed methodology, but with a central focus on longitudinal qualitative studies from the perspective of the young people, the study aims to identify key elements of disruption or continued connection, and will illuminate identity issues of people facing this disruption at different age and schooling points. The research outcomes will support education and health practices and provide a differently focused empirical contribution to the literature on education and social connection. The paper works at mixing methods qualitatively, rather than focusing on the overall mixed method design of the study. Assemblages of social capital theory and sociomateriality may be a useful standpoint for the development of our empirical contribution.

Using internet technology within the organization : a structurational analysis of intranets

Many organizations are implementing Internet technology, specifically Word Wide Web technology, inside the organization in the form of an “organizational Internet” or irttrunet. Intranet technology can unify dispersed computer based information systems in the organization into one rich “system”. Thus, intranets can have a major impact on organizational processes, for example cross-functional information sharing and collaboration. We focus on the social aspects surrounding intranet implementation. We seek to answer how intranet implementations shape and how they are shaped by ‘social structures employed by organizational agents. We adapt structuration theory into an explanatory device to analyze inhanet implementation and we apply it to four cases. We conclude that, intranets are initially more shaped by, rather than shaping social structures, but that this may change over time. The following learning points are condensed: Firstly, intranets are socially constructed and implementers need to be cautious when seeking to transplanting Web technology into an organizational context. Secondly, intranets typically evolve in sophistication over time. Finally, institutionalization is isolated as the key challenge in intranet implementation.

Mobile banking innovations and entrepreneurial adoption decisions

This paper examines an individual’s entrepreneurial adoption decisions to use mobile banking for both business and social reasons. A conceptual model based on social cognitive theory is developed to explain an individual’s propensity to adopt mobile banking. The theoretical framework examines how advertising, experience, perceived risk, learning inclination, and entrepreneurial proclivity influence a person’s intention to use mobile banking. This paper stresses the role of financial risk in determining a person’s intention to use mobile banking and whether their entrepreneurial nature is influenced by their experience and advertising they are subjected to about the advantages or disadvantages of mobile banking. This paper ties together research on technological innovation with entrepreneurship and learning studies. The author stresses the importance for financial institutions to market the innovativeness of mobile banking whilst addressing security concerns. The impact of a person’s social environment through personal contacts and acquaintances underpins social cognitive theory and helps to understand the motives for a person adopting mobile banking. The paper integrates mobile banking literature with current thinking on the importance of entrepreneurship and learning influences to how a person adopts a technological innovation.