New descriptions and understandings of internationalisation: A tale of knowledge-intensive SMEs

This research seeks to generate and foster new descriptions and understandings of processes underlying the internationalisation experienced by small- and medium-sized, knowledge-intensive enterprises. The longitudinal study centres on the growth and internationalisation of a cluster of small- and medium-sized enterprises (SMEs) in the most southern state of Australia, of which a number were 'bom global.' It draws on both retrospective data such as corporate archives, as well as observations and interviews as events unfolded over a period of eighteen months to garner insights into processes underlying the SMEs' internationalisation. The approach to inquiry is influenced by an epistemology of social constructionism, interpretive narrative, sensemaking and dramaturgical theoretical perspectives, and elements of cultural anthropology. Exploratory in the early stages, a funnel approach characteristic of ethnographic enquiry was used whereby the study became progressively focused over time. The extended period of fieldwork led to observations and interpretations that cast the retrospective data in new light, and the use of the construct 'legitimacy' as a lens through which to view activities and events infusing the firms' internationalisation. A generic narrative scheme that offers a temporal ordering of actions, context and meaning attributions in relation to legitimation behaviours and internationalisation processes is developed. This narrative scheme is then used to garner a deeper understanding of three activities that were central to the firms' internationalisation over time: the choice of geographic export markets, strategic participation in international standard-setting committees, and portfolio entrepreneurship. In addition, the study offers a rich story of the growth and internationalisation of the cluster of knowledge-intensive SMEs. The tale of growth and internationalisation pursued by the cluster of knowledgeintensive SMEs spans the period from 1975 to mid 1997, and may prove a useful resource for the theorising of others.

The Nature of Structure : A Biosocial Approach

Sociological Review Monograph Series: Biosocial Matters: Rethinking Sociology-Biology Relations in the Twenty-First Century

Age and Life Course Location as Interpretive Resources for Decisions Regarding Disclosure of HIV to Parents and Children: Findings from the HIV and Later Life Study

Studies of disclosure among older people living with HIV (PLWH) are uninformed by critical social-gerontological approaches that can help us to appreciate how older PLWH see and treat age as relevant to disclosure of their HIV status. These approaches include an ethnomethodologically-informed social constructionism that explores how ‘the’ life course (a cultural framework depicting individuals’ movement through predictable developmental stages from birth to death) is used as an interpretive resource for determining self and others’ characteristics, capacities, and social circumstances: a process Rosenfeld and Gallagher (2002) termed ‘lifecoursing’. Applying this approach to our analysis of 74 life-history interviews and three focus groups with older (aged 50+) people living with HIV in the United Kingdom, we uncover the central role that lifecoursing plays in participants’ decision-making surrounding disclosure of their HIV to their children and/or older parents. Analysis of participants’ accounts uncovered four criteria for disclosure: the relevance of their HIV to the other, the other’s knowledge about HIV, the likelihood of the disclosure causing the other emotional distress, and the other’s ability to keep the disclosed confidential. To determine if these criteria were met in relation to specific children and/or elders, participants engaged in lifecoursing, evaluating the other’s knowledge of HIV, and capacity to appropriately manage the disclosure, by reference to their age. The use of assumptions about age and life-course location in decision-making regarding disclosure of HIV reflects a more nuanced engagement with age in the disclosure decision-making process than has been captured by previous research into HIV disclosure, including on the part of people aging with HIV.

Representações Sociais da Doença Mental: um estudo qualitativo com profissionais da Saúde Mental

Este trabalho pretende conhecer as representações sociais de Psiquiatras, Internos de Psiquiatria, Pedopsiquiatras e Psicólogos Clínicos sobre a doença mental em quatro dimensões: (1) conceptual – conceitos de saúde e doença mental, (2) explicativa – causalidade da doença mental (3) interventiva – modelos de intervenção e objetivos da prática clínica, e (4) contextual – influência do contexto na prática clínica. É um estudo qualitativo de carácter exploratório, pontuado epistemologicamente pelo construcionismo social e teoricamente pelo quadro das representações sociais. Participaram 30 profissionais (13 Psicólogos, 10 Psiquiatras, 5 Internos de Psiquiatria e 2 Pedopsiquiatras) aos quais foi aplicada uma entrevista semi-estruturada que foi analisada quanto ao seu conteúdo (através do software NVivo 10). Da análise dos resultados salienta-se que as representações dos profissionais quanto à conceptualização da doença mental são heterogéneas. A saúde mental é equacionada como flexibilidade, adaptação, funcionalidade e bem-estar biopsicossocial do indivíduo. A causalidade atribuída à doença mental assenta no modelo interacionista biopsicossocial. Quanto à intervenção, os participantes utilizam estratégias e modelos de intervenção ecléticos, salientando-se como objetivos a promoção do bem-estar e diminuição do sofrimento, a promoção do funcionamento e autonomia e a “cura”. O contexto institucional surge como comprometedor da liberdade de atuação na prática pública e como facilitador da liberdade de atuação do clínico na prática privada. Conclui-se que a análise individual (disposicional) do comportamento patológico é privilegiada em detrimento da análise contextual (situacional). Implicações do presente estudo para o quadro teórico das representações sociais da doença mental são consideradas. / The present aims to acknowledge the social representations about mental disease of Psychiatrists, Psychiatrist Interns, Child Psychiatrists and Clinical Psychologists. Four dimensions were considered: (1) conceptual - concepts about health and mental disease; (2) descriptive – mental disease causes; (3) intervention – models for clinical intervention and clinical procedures; and (4) context – influence of the context in clinical procedures. A qualitative and exploratory study was developed based, epistemologically, on social constructionism and social representations. Through the course of the research 30 semi-structured interviews were conducted (13 psychologists, 10 psychiatrists, 5 Internal Psychiatry and 2 child psychiatrists) to which it was applied a semi-structured interview. A content analysis of the interviews was performed by NVivo 10. Results showed that the social representations of mental disease are heterogeneous. Mental health is conceptualized according to the flexibility, adaptation, functionality and the biopsychosocial well-being of the individual. The causality of mental disease is explained by the interactionist biopsychosocial model. Professionals mainly adopt eclectic intervention models and strategies in clinical practice. Participants refer that their goals are to promote the well-being, diminish the suffering and promote the functioning, the autonomy and “cure”. The public institutional framework compromises the flexibility in the clinical procedures. Private practices increases the procedural possibilities of the professionals. Concludes that the individual analysis (dispositional) of the pathological behavior is privileged in detriment of the contextual analysis (situational). Implications of this study to the theoretical framework of social representations of mental illness are considered.

How Do Young People Talk About Relationships?

Interpersonal relationships are important for young people’s social, emotional and mental wellbeing. Educational Psychologists in their work with children, young people and families play a role in promoting the social, emotional and mental wellbeing of young people. A review of previous literature suggested that young people’s voice is missing from much of the research about relationships. This research is positioned within an ontological perspective of social constructionism. It aimed to explore ways in which a group of Year 8 students used their language to talk about relationships; what meaning they drew from them, who they have relationships with and what is important about them. 13 Year 8 students participated in the study and their views were explored using semi-structured interviews. Data gathered was then scrutinised using a discourse analysis technique. Three broad discourses were drawn upon by participants: ‘Social Contract’, ‘Interpersonal Aspects’ and ‘Relationship Diversity’. Within each of these there were smaller sub-discourses and interpretive repertoires drawn upon by participants to convey action and function within their talk. Participants considered relationships as very important, though they rejected the notion of a single construct of relationships, choosing instead to draw upon relationships with different people as different types of relationship. Friendship was the primary type of relationship which young people spoke about, however, they often constructed their discourse to undermine the importance of these friendships. The research findings were incorporated within the wider literature and relevant links have been drawn between the study and psychological theories. Implications for the work of Educational Psychologists were also discussed, in terms of utilising relationships for interventions and supporting those working with young people to consider young people’s views and meaning making about relationships.

Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view

Students with learning disabilities (LD) often experience significant feelings of loneliness. There is some evidence to suggest that these feelings of loneliness may be related to social difficulties that are linked to their learning disability. Adolescents experience more loneliness than any other age group, primarily because this is a time of identity formation and self-evaluation. Therefore, adolescents with learning disabilities are highly likely to experience the negative feelings of loneliness. Many areas of educational research have highlighted the impact of negative feelings on learning. This begs the question, =are adolescents with learning disabilities doubly disadvantaged in regard to their learning?‘ That is, if their learning experience is already problematic, does loneliness exacerbate these learning difficulties? This thesis reveals the findings of a doctoral project which examined this complicated relationship between loneliness and classroom participation using a social cognitive framework. In this multiple case-study design, narratives were constructed using classroom observations and interviews which were conducted with 4 adolescent students (2 girls and 2 boys, from years 9-12) who were identified as likely to be experiencing learning disabilities. Discussion is provided on the method used to identify students with learning disabilities and the related controversy of using disability labels. A key aspect of the design was that it allowed the students to relate their school experiences and have their stories told. The design included an ethnographic element in its focus on the interactions of the students within the school as a culture and elements of narrative inquiry were used, particularly in reporting the results. The narratives revealed all participants experienced problematic social networks. Further, an alarmingly high level of bullying was discovered. Participants reported that when they were feeling rejected or were missing a valued other they had little cognitive energy for learning and did not want to be in school. Absenteeism amongst the group was high, but this was also true for the rest of the school population. A number of relationships emerged from the narratives using social cognitive theory. These relationships highlighted the impact of cognitive, behavioural and environmental factors in the school experience of lonely students with learning disabilities. This approach reflects the social model of disability that frames the research.

The effect of gender context on children's social behaviour in a limited resources situation : an observational study

Knowing when to compete and when to cooperate to maximize opportunities for equal access to activities and materials in groups is critical to children's social and cognitive development. The present study examined the individual (gender, social competence) and contextual factors (gender context) that may determine why some children are more successful than others. One hundred and fifty-six children (M age=6.5 years) were divided into 39 groups of four and videotaped while engaged in a task that required them to cooperate in order to view cartoons. Children within all groups were unfamiliar to one another. Groups varied in gender composition (all girls, all boys, or mixed-sex) and social competence (high vs. low). Group composition by gender interaction effects were found. Girls were most successful at gaining viewing time in same-sex groups, and least successful in mixed-sex groups. Conversely, boys were least successful in same-sex groups and most successful in mixed-sex groups. Similar results were also found at the group level of analysis; however, the way in which the resources were distributed differed as a function of group type. Same-sex girl groups were inequitable but efficient whereas same-sex boy groups were more equitable than mixed groups but inefficient compared to same-sex girl groups. Social competence did not influence children's behavior. The findings from the present study highlight the effect of gender context on cooperation and competition and the relevance of adopting an unfamiliar peer paradigm when investigating children's social behavior.