A Socioeconomic Approach to the Development of E-Learning

A multitude of products, systems, approaches, views and notions characterize the field of e-learning. This article attempts to disentangle the field by using economic and sociological theories, theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning is made. The various views are divided into four different ideal-typical paradigms, each with its own characteristics and limitations. Selecting the right paradigm to use in the development of an e-learning strategy may prove crucial to success. Implications for the development of an e-learning strategy in businesses and educational institutions are outlined.

Fuzzy Multi-Objective Linear Programming and Simulation Approach to the Development of Valid and Realistic Master Production Schedule

Master production schedule (MPS) plays an important role in an integrated production planning system. It converts the strategic planning defined in a production plan into the tactical operation execution. The MPS is also known as a tool for top management to control over manufacture resources and becomes input of the downstream planning levels such as material requirement planning (MRP) and capacity requirement planning (CRP). Hence, inappropriate decision on the MPS development may lead to infeasible execution, which ultimately causes poor delivery performance. One must ensure that the proposed MPS is valid and realistic for implementation before it is released to real manufacturing system. In practice, where production environment is stochastic in nature, the development of MPS is no longer simple task. The varying processing time, random event such as machine failure is just some of the underlying causes of uncertainty that may be hardly addressed at planning stage so that in the end the valid and realistic MPS is tough to be realized. The MPS creation problem becomes even more sophisticated as decision makers try to consider multi-objectives; minimizing inventory, maximizing customer satisfaction, and maximizing resource utilization. This study attempts to propose a methodology for MPS creation which is able to deal with those obstacles. This approach takes into account uncertainty and makes trade off among conflicting multi-objectives at the same time. It incorporates fuzzy multi-objective linear programming (FMOLP) and discrete event simulation (DES) for MPS development.

Landscapes of Education and the New Role of Social Work International Models of How to Combine Formal, Non-formal and Informal Education

Landscapes of education are a new topic within the debate about adequate and just education and human development for everybody. In particular, children and youths from social classes affected by poverty, a lack of prospects or minimal schooling are a focal group that should be offered new approaches and opportunities of cognitive and social development by way of these landscapes of education. It has become apparent that the traditional school alone does not suffice to meet this need. There is no doubt that competency-based orientation and employability are core areas with the help of which the generation now growing up will manage the start of its professional career. In addition and by no means less important, the development involves individual, social, cultural and societal perspectives that can be combined under the term of human development. In this context, the Capability Approach elaborated by Amartya Sen and Martha Nussbaum has developed a more extensive concept of human development and related it to empirical instruments. Using the analytic concept of individual capabilities and societal opportunities they shaped a socio-political formula that should be adapted in particular to modern social work. Moreover, the Capability Approach offers a critical foil with regard to further development and revision of institutionalised approaches in education and human development.

Book Review of “The Origins of Social Work: Continuity and Change”. Basingstoke: Palgrave Macmillan, 2005, by Malcolm Payne

Malcolm Payne’s latest work proposes to survey the continuity and change in social work from its inception and origins, up until the present day. In order to do justice to the theme, its author could have concentrated on developing a narrative of a national enterprise, or restricted himself to a regional analysis (Western European Social Work) or opt instead for a more narrowly focused cultural exploration, White Anglo-Saxon Social Work (WASSW). One can only infer that limiting himself in this fashion would have struck the author as parochial, or rather, that only a truly global enterprise could satisfy his capacious mind. One is left to marvel at the invocation of Darwin’s great work and wonder what was the process of the author’s “natural” selection of this material.

Robin Huws Jones (United Kingdom), President 1976- 1980

Robin Huws Jones, President of the International Association of Schools of Social Work from 1976 to 1980, lived a life of challenge and change. Born in Wales in 1909, he often remarked that learning to speak Welsh at age two was such a challenge that he didn’t bother to learn English until he was six. The death of his mother when he was three led to the first of many changes in a life that was not easy in the formative years. Robin remained in the care of his father while his sister became the ward of two aunts. With his father, a draper’sassistant, he left Wales to live in a crowded boarding house in Liverpool.

Beyond Kantianism - Response to Critiques

I am flattered and privileged to have received four such astute critiques of my work from an international cast. I will reflect at length about many of their points in future work but to respond fully would require a very long article and so I will highlight some of the more salient issues. The authors share misgivings about my commitment to a realist version of governmentality theory so I will try to articulate a bit more clearly how it is different from two major alternative perspectives highlighted by the authors: what I term a `discursive` governmentality perspective (Stenson 2005), and the neo-Marxist regulationist school of political economy. However, deeper normative questions are raised, for example by Wendy Larner, about what it means to be progressive or critical within the broad terrain of liberalism (which can include neo-liberals and neo-conservatives) in the wake of the collapse of communism and much of the power of western labour movements, the rise of the new emancipatory and environmental social movements and varieties of religious fundamentalism. As social scientists and university intellectuals we usually argue that our work differs from journalistic reportage or ideological polemics that gather supportive evidence through selective fact gathering. This is because we dig beneath the flux of events and surface appearances and debates to uncover the deeper structures of thought and social relations that shape our experiences and the flow of events. And we also engage with contrary evidence that troubles our truth claims. This is the work of theory. I accept that theory plays a vital role but argue for a more grounded approach rooted in empirical research using a variety of methods and data sources. Hence I adopt a more cautious approach to conceptions of the `deeper structures` we uncover. At best we can only know them through provisional heuristic modelling and it is best not to reify them.

Knowledge-Production Processes in Practice Research - Outcomes and Critical Elements

The welfare sector has seen considerable changes in its operational context. Welfare services respond to an increasing number of challenges as citizens are confronted with life’s uncertainties and a variety of complex situations. At the same time the service-delivery system is facing problems of co-operation and the development of staff competence, as well as demands to improve service effectiveness and outcomes. In order to ensure optimal user outcomes in this complex, evolving environment it is necessary to enhance professional knowledge and skills, and to increase efforts to develop the services. Changes are also evident in the new emergent knowledge-production models. There has been a shift from knowledge acquisition and transmission to its construction and production. New actors have stepped in and the roles of researchers are subject to critical discussion. Research outcomes, in other words the usefulness of research with respect to practice development, is a topical agenda item. Research is needed, but if it is to be useful it needs to be not only credible but also useful in action. What do we know about different research processes in practice? What conceptions, approaches, methods and actor roles are embedded? What is the effect on practice? How does ‘here and now’ practice challenge research methods? This article is based on the research processes conducted in the institutes of practice research in social work in Finland. It analyses the different approaches applied by elucidating the theoretical standpoints and the critical elements embedded in them, and reflects on the outcomes in and for practice. It highlights the level of change and progression in practice research, arguing for diverse practice research models with a solid theoretical grounding, rigorous research processes, and a supportive infrastructure.