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.

A EXPECTATIVA DOS PAIS DIANTE DA EDUCAÇÃO INFANTIL: UM ESTUDO DE CASO

A partir do estudo de caso de uma unidade privada de educação infantil, a presente pesquisa pretendeu investigar, através das expectativas dos pais diante da educação infantil, a influência da herança cultural familiar na trajetória escolar da criança. O interesse teórico de uma pesquisa empírica sobre esse universo é atestado pelo fato de que, conforme Pierre Bourdieu, a valorização e a compreensão da escola, já nos primeiros anos de vida da criança são comuns entre as famílias que possuem um maior nível de escolarização e que conseqüentemente começam a traçar desde cedo a trajetória escolar de seus filhos. Assim, ao estudarmos os pais de alunos de uma unidade privada de educação infantil, estaremos abordando, sobretudo, as expectativas educacionais de famílias da classe média. Apoiados em algumas idéias básicas sobre a conexão entre capital cultural e estratégias educacionais apresentados por Bourdieu, trabalhamos com a hipótese de que as diferentes categorias sociais são desigualmente predispostas a compreender e a valorizar a escolarização em geral, e que este fato está diretamente relacionado ao capital cultural familiar. De acordo com o autor é o volume e o tipo de capital (econômico, social e cultural) que o indivíduo possui que irá definir sua posição na hierarquia social, bem como suas expectativas diante da escola. Nota-se, então, que a cultura de um modo geral opera como um patrimônio de diferenciação de classe.(AU)

Representing others:translation, ethnography and museum

Cultural anthropology has always been dependent on translation as a textual practice, and it has often used 'translation' as a metaphor to describe ethnography's processes of interpretation and cross-cultural comparison. Questions of intelligibility and representation are central to both translation studies and ethnographic writing - as are the dilemmas of cultural distance or proximity, exoticism or appropriation. Similarly, recent work in museum studies discusses problems of representation that are raised by ethnographic museums as multimedia 'translations'. However, as yet there has been remarkably little interdisciplinary exchange: neither has translation studies kept up with the sophistication of anthropology's investigations of meaning, representation and 'culture' itself, nor have anthropology and museum studies often looked to translation studies for analyses of language difference or concrete methods of tracing translation practices.

Delivering phonological and phonics training within whole-class teaching

Background: Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. Aims: We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Sample: Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Method: Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. Results: The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Conclusions: Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

The role of experts in policy making

As public policy issues increasingly have a technical aspect to them an interactive relationship has developed between science and policy. The aim of this thesis is to investigate the two aspects of this relationship: the influence of science on policy and the influence of policy implications on science. Most existing studies in this area treat only one or other of these aspects. Furthermore, they tend to provide interesting case study material but very little theoretical analysis. This thesis attempts to overcome these problems by dealing with both aspects of the interaction between science and policy and by providing theoretical models of this relationship. The thesis combines the theoretical development of these models with the analysis of three empirical case studies: the controversy in Britain over smoking and health; the application of educational psychology to the development of education policy in Britain; the controversy over the health effect of lead in the environment. The theoretical models are developed in Part 1. In Part 2 the empirical case studies are presented and in Part 3 the theoretical material is assessed in the light of these case studies. The main thesis of this study is that there is a fundamental mismatch between science and policy-making. Criticism is always essential in science. However, when science is involved in the policy process, either scientific claims are not subjected to a significant level of criticism or they are scrutinized so closely that no view achieves general consensus and conflicting advice results. In this situation, contrary to the traditional view, science can generate uncertainty. The role which science plays in the policy process is influenced by this level of criticism, by the context of political power and by the progress of an issue through the various stages of the policy process.