MBA experience by distance education : an ethnographic study of a professional development program

The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds. The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies. Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined. On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of participants studied are seen to be heterogeneous in relation to the above factors characterising professional development The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.

Contestation and continuity in educational reform : a critical study of innovations in environmental education

This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberalself-reflection and ideology-critique. The incompatibility of certain contesting perspectives and practices is masked, thus contributing to continuity, rather than reform. The thesis characterises this "educational problem of environmental education" as a series of theory-practice gaps at all levels, where "theory" is the set of beliefs and assumptions held by individual practitioners, and in. terms of which they understand their educational practices. An educational problem exists because these theory-practice gaps exist; the educational problem continues because these theory-practice gaps exist unacknowledged within the infrastructure of environmental education due to the effects of false consciousness and hegemony. The thesis addresses the issue of which of several contesting forms of educational research offers the most coherent response to the educational problem of environmental education, and argues that, for the time being, approaches grounded in the critical social sciences are both the best justified and most promising approaches . to educational research for environmental education.

Research indepedence matters for practitioners and researchers in the addictions

As governments, industry bodies, and other interest groups become more adept at influencing the conduct and dissemination of research, it is increasingly important that the alcohol and other drug (AOD) sector maintains and protects the integrity of its evidence base. This commentary discusses the level and type of influence being exerted on the research process by different interest groups within the field. It explores the impact and influence of funding bodies, other interest groups, and social systems on addiction and recovery using relevant examples to identify questions for practitioners and researchers to consider when encountering interested parties in their day-to-day practice. Ultimately, it is service users and clinicians at the "front line" of recovery who have the most to lose from research findings that have been unduly influenced. The best protection against bias in these forms is to practice critical self-reflection and to keep openly and honestly debating those things that we find most challenging.

Research paradigms in environmental education : post war reconciliation?

Methodological self-reflection is an aspect of research rigour. Yet the "politics of method" perspective has been slow to take hold in North American environmental education. While arguments have been made concerning the need for deliberation about and congruence among the political theories of substance and method, polarisation of quantitative and qualitative researchers has tended to persist. This presentation provides an outline of the issues arising at a recent forum which aimed to transcend this polarisation of research in environmental education.

Knowledge, desire and power in global politics : western representations of China's rise

How is the rise of China perceived in the West? Why is it often labelled as ‘threat’ and/or ‘opportunity’? What are the implications of these China imageries for global politics?

Taking up these important questions, this ground-breaking book argues that the dominant Western perceptions of China’s rise tell us less about China and more about Western self-imagination and its desire for certainty. Chengxin Pan expertly illustrates how this desire, masked as China ‘knowledge’, is bound up with the political economy of fears and fantasies, thereby both informing and complicating foreign policy practice in Sino-Western relations. Insofar as this vital relationship is shaped not only by China’s rise, but also by the way we conceptualise its rise, this book makes a compelling case for critical reflection on China watching.

Knowledge, Desire and Power in Global Politics is the first systematic and deconstructive analysis of contemporary Western representation of China’s rise. Setting itself apart from the mainstream empiricist literature, its critical interpretative approach and unconventional and innovative perspective will not only strongly appeal to academics, students and the broader reading public, but also likely spark debate in the field of Chinese international relations.

Validating a teaching survey which drives increased response rates in a unit survey

At Curtin University, student perceptions of teaching and learning are gathered and reported online through eVALUate, a system that includes separate unit and teaching surveys. This article reports the development and validation of one of those surveys, the eVALUate teaching survey, which was developed based on the research literature on excellent teaching and evaluation. Since its development in 2006, repeated statistical testing using progressively larger samples has shown that the survey is valid and reliable. Moreover, the way in which the teaching survey is deployed within eVALUate, appended to the unit survey, which provides crucial institutional data, has significantly increased university response rates. This validated instrument is used for self-reflection, professional development, and rewarding staff.

Learning to become an international work-based learner

In this chapter you will learn
• Key success factors for work-based learning students across cultures
• The importance of learning another way to think, write and act to be a successful work-based learning student in a multi-cultural context
• How to build your own personal learning network and wider environment, which will be essential in helping and motivating you through your studies
• How to continually improve your academic performance through self-reflection and self-leadership
• How to plan for and manage

Protocol for a randomised controlled trial of a web-based healthy relationship tool and safety decision aid for women experiencing domestic violence (I-DECIDE)

BACKGROUND: Domestic violence is a serious problem affecting the health and wellbeing of women globally. Interventions in health care settings have primarily focused on screening and referral, however, women often may not disclose abuse to health practitioners. The internet offers a confidential space in which women can assess the health of their relationships and make a plan for safety and wellbeing for themselves and their children. This randomised controlled trial is testing the effectiveness of a web-based healthy relationship tool and safety decision aid (I-DECIDE). Based broadly on the IRIS trial in the United States, it has been adapted for the Australian context where it is conducted entirely online and uses the Psychosocial Readiness Model as the basis for the intervention. METHODS/DESIGN: In this two arm, pragmatic randomised controlled trial, women who have experienced abuse or fear of a partner in the previous 6 months will be computer randomised to receive either the I-DECIDE website or a comparator website (basic relationship and safety advice). The intervention includes self-directed reflection exercises on their relationship, danger level, priority setting, and results in an individualised, tailored action plan. Primary self-reported outcomes are: self-efficacy (General Self-Efficacy Scale) immediately after completion, 6 and 12 months post-baseline; and depressive symptoms (Centre for Epidemiologic Studies Depression Scale, Revised, 6 and 12 months post-baseline). Secondary outcomes include mean number of helpful actions for safety and wellbeing, mean level of fear of partner and cost-effectiveness. DISCUSSION: This fully-automated trial will evaluate a web-based self-information, self-reflection and self-management tool for domestic violence. We hypothesise that the improvement in self-efficacy and mental health will be mediated by increased perceived support and awareness encouraging positive change. If shown to be effective, I-DECIDE could be easily incorporated into the community sector and health care settings, providing an alternative to formal services for women not ready or able to acknowledge abuse and access specialised services. TRIAL REGISTRATION: Trial registered on 15(th) December 2014 with the Australian New Zealand Clinical Trials Registry ACTRN12614001306606.

Escolha social e valores irredutíveis: uma aproximação da economia política e a ideologia

No presente paper, nós provamos que qualquer função da escolha social satisfaz o princípio da independência das alternativas irrelevantes (IIA) de Arrow se o comportamento individual é menu-dependente. Portanto, o 'Teorema da Possibilidade Geral' de Arrow não é válido quando as preferências individuais são determinadas por valores irredutíveis. Nesse contexto, qualquer instrumento de agregação que satisfaça os princípios não-ditatoriais e paretianos de unanimidade (maioria simples, por exemplo) também faz IIA. Esse poderia ser um resultado importante para a teoria da escolha social, enquanto um comportamento individual determinado por valores irredutíveis (interesse próprio, ideologia, Ética e normas sociais, por exemplo) podendo validar democracia representativa. A importância relativa de tais valores e da possibilidade de reversão da preferência determina a dinâmica da escolha social, de acordo com os princípios democráticos.

Trabalho e gestão através do cinema

Pós-graduação em Ciências Sociais - FFC

A produção de conhecimento científico da educação física na Sociedade Brasileira para o Progesso da Ciência (SBPC)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ética e literatura: uma reflexão sobre a formação de professores a partir do romance Doidinho de José Lins do Rego

Pós-graduação em Educação - FFC

Formação ética do jovem educando: um processo de (re)construção de valores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Serviço social, educação e complexidade: um diálogo com o homo complexus professor

Pós-graduação em Serviço Social - FCHS

O branco ante a rebeldia do desejo: um estudo sobre a branquitude no Brasil

Pós-graduação em Ciências Sociais - FCLAR