Sense of place: A tool to assist the meaningful engagement of communities in protected area management

This study used ‘sense of place’ as a research tool to help understand the relationship between a community and their local protected area, Brisbane Forest Park. To establish an indication of the community’s relative degree of sense of place, we considered and measured both the strength (intensity) and orientation (focus) of sense of place. We developed a new method to measure sense of place that considers and measures the elements constituting sense of place, independent of one another, utilising qualitative data collected in in-depth semi-structured interviews. Exploring both the strength and orientation of an individual's sense of place provides a way of exploring the desired nature of community involvement in the management of the Park. It was found that the stronger an individuals’ sense of place, the greater their place dependence and commitment, and the greater their desire to be involved in management. Analysing the strength and orientation of sense of place illustrated that there is a high degree of diversity in how individuals perceive and feel about area, and their desire to be involved in management. The type of information obtained in this study is important and useful to the management agencies if they are to successfully engage the community in meaningful ways.

The co-evolutionary dynamics of IS engagement

In this paper we consider the co-evolutionary dynamics of IS engagement where episodic change of implementation increasingly occurs within the context of linkages and interdependencies between systems and processes within and across organisations. Although there are many theories that interpret the various motors of change be it lifecycle, teleological, dialectic or evolutionary, our paper attempts to move towards a unifying view of change by studying co-evolutionary dynamics from a complex systems perspective. To understand how systems and organisations co-evolve in practice and how order emerges, or fails to emerge, we adopt complex adaptive systems theory to incorporate evolutionary and teleological motors, and actor-network theory to incorporate dialectic motors. We illustrate this through the analysis of the implementation of a novel academic scheduling system at a large research-intensive Australian university.

Embedded use of iPads to enhance student engagement and retention in technical education

This paper focusses on attracting and retaining young people into technical disciplines. It introduces a new model of technical education from age 14 that the UK Government initiated in 2008. A concept of University led Technical Colleges (UTCs) for 14-19 year olds. These state supported schools, sponsored by a University, have technical curricula, technologically enabled learning environments and strong engagement with employers. As new schools they have been able to recruit outstanding staff that are conversant with the use of technology to enhance learning and all students have their own iPads. The Aston University Engineering Academy opened in September 2012 and a recent survey of staff, students and parents has provided both qualitative and quantitative data on the benefits to motivation and learning of these embedded iPads. The devices have also had advantages for the management of data on student achievement from a leadership, teaching staff and parental view point.