Evaluating electronic workshops through analysing the 'brainstormed' ideas

This paper explores how participants work in a new format of brainstorm, called an 'incubated gathering'. The paper explores brainstorm-type activities, where senior managers share occupational knowledge in the generation of a solution to a problem in which they have an embedded interest. The findings suggest that participants perceive great worth in the incubated gathering, and (compared to other formats of gathering) it allows participants to consider a significantly wider range of issues, and in more detail. They also suggest that an outcome from an incubated gathering will be informed by a more rich consideration of the pertinent issues than that from other formats of brainstorming. This paper substantiates these claims with evidence from a suite of new approaches to gauge the ability of participants to share knowledge during group brainstorming-type activities.

Quid pro quo:reflections on the value of problem structuring workshops

Attracting clients who are willing to invest in using a problem structuring method (PSM) can be particularly difficult for the emerging generation of modellers. There are many reasons for this, not least that the benefits of a problem structuring intervention are vague and evidence of benefits are often anecdotal for example, claims of constructing a deeper understanding of the problem or building the commitment of a group to implementing an outcome. This paper contributes to the evaluation of problem structuring methods by reflecting on the quid pro quo that a client and problem structuring modeller can enjoy from collaboration. The paper reflects on 21 cases, where Journey Making (a problem structuring method) was used with 16 organizations to help managers agree a suite of actions to tackle a complex strategic issue. The reflections are clustered around those benefits that pertain to: PSMs in general; PSMs that use computer-supported workshops; the Journey Making methodology.

Journey making group workshops as a research tool

Problem-structuring group workshops can be used in organizations as a consulting tool and as a research tool. One example of the latter is using a problem-structuring method (PSM) to help a group tackle an organizational issue; meanwhile, researchers collect the participants' initial views, discussion of divergent views, the negotiated agreement, and the reasoning for outcomes emerging. Technology can help by supporting participants in freely sharing their opinions and by logging data for post-workshop analyses. For example, computers let participants share views anonymously and without being influenced by others (as well as logging those views), and video-cameras can record discussions and intra-group dynamics. This paper evaluates whether technology-supported Journey Making workshops can be effective research tools that can capture quality research data when compared against theoretical performance benchmarks and other qualitative research tools. © 2006 Operational Research Society Ltd. All rights reserved.

The discourse of academic seminars:structures and strategies of interaction

Seminar discussion is an important mode of instruction in Higher Education. However, the discourse of discussion in academic seminars has been little investigated. Until now, there has existed only a limited amount of empirically based language description which could be used to inform those working in the field of English for Academic Purposes. The present study investigates discussion in seminars on a MBA programme and offers frameworks to account for central aspects of the verbal interaction: exchange patterns; acts and moves initiating exchanges and strategies. Three subgenres of seminar discussion are examined: the discussion following the presentation by an outside speaker; the discussion following the presentation by students and non-presentation tutorial discussion. Exchanges are found to be basically two-part structures of initiation and response. Some extended patterns are brought to light and it is argued that the major impetus prolonging exchanges in discussion is a third-part move registering dissatisfaction with the initial responses given. Exchanges are observed to be driven by moves functioning as elicitations although acts at initiation both ask for information and ideas and propose them. Initiation may be complex and involves a mixture of the acts. Textual signalling and attitudinal strategies used in seminars are explicated. The latter are accounted for in terms of the face concerns of the speakers. The features are examined across the three subgenres. Some quantitative variations were observed. These variations are discussed in the light of situational variables such as levels of participant status and knowledge. Theoretical implications are drawn and applications for syllabus and methodology in English for Academic Purposes are suggested.

Seminars and examinations:students' perceptions of the seminar in their examination revision strategy

Students’ performance in examinations is often weaker than in other forms of assessment. Yet it should not be assumed that examination technique is innate or skill based. Successful examination performance calls on students to synthesize information and to demonstrate academic competence. Successful academic performance is primarily concerned with articulatory principles of subject formation and appropriation. However, research into seminars, lectures and examination performances mostly seek to establish a relationship between ‘performance’ and ‘potential’, with much attention focused discretely upon either organizational considerations or the reluctant learner. By emphasizing the social construction of learning situations, this project locates the learning process within a notion of collective social experiences and mutual cooperation. In the broader sense it is interested in questions of meaning and understanding and the process by which concepts are constructed and understood. This process depends on ‘ritualization’, ‘participation frameworks’ and ‘embedding’ (Goffman, 1981). Some students experience difficulties in participating in the ritualized behaviour, which may affect their academic development. By seeking to investigate students’ perception of how they use seminars to develop their academic expertise, this project seeks to contribute to our understanding of the learning process, in particular, the relationship between students’ participation in the examination process and assessment strategies.