In this small-scale, qualitative study, the experiences of nine teachers who support learners identified with social, emotional and behavioural difficulties (SEBD) in mainstream primary schools are considered. A narrative approach enabled teachers to share their complex portrayals of practices and feelings about their roles. Perspectives on models of disability and disability rights, performativity, professional identity for teachers, and SEBD, have informed analysis and understanding of the stories teachers told. The study explores how the relationship between teachers’ professional identity and well-being and the expectations imposed upon them in a neoliberal influenced education system brings about pressures and concerns. Attempts by the teachers to achieve a balance between what they feel they ought to do (to meet policy expectations) and what they feel they should do (to meet the entitlements of children) has led to excessive workloads and complex emotional responses. Reflections on the way these teachers constructed discourses about why some children exhibit disruptive and challenging behaviours provide an understanding of how their negotiation of this challenging context impacts on the relationships they form with the children. The findings suggest that teachers experience confusion due to the complexities and contradictions they are faced with when trying to support learners identified with SEBD in an education system which incorporates policies guided by different models of disability. The study concludes by suggesting that teachers’ critical reflection on the discourses they have constructed in relation to models of disability could bring about a new way of shaping their practice. It is argued that a rights-based approach to teaching children who exhibit challenging, disruptive and concerning behaviours would emancipate children from the restrictive views and beliefs teachers seem to have developed. Approaches which focus on children’s rights to inclusive learning opportunities, which reflect their entitlement to an education, would go some way to addressing the confusion, contradiction and pressures these teachers described.

Higher education institutes (HEIs) and external employer organisations are increasingly recognising the benefits of engaging in work-based learning (WBL) partnerships. However, significant challenges associated with this form of engagement have meant such partnerships are not as widespread as they could be. One of the major challenges identified relates to organisational culture. The purpose of this study is to consider how WBL partnerships between an Irish HEI (HEI X) and external employer organisations can be enhanced by a deeper understanding of organisational culture. An ethnographic methodology combining a number of different data-gathering methods, including observation, reviewing of documents and interviews with eight HEI X staff, eight WBL learners and five employer representatives, was adopted. The findings reveal how cultural differences in relation to assumptions, timeframes, languages, objectives and general attitudes can be a source of difficulty for the three stakeholders (learner, employer and HEI). According to the findings, cultural issues within the HEI and external employer organisation can also create significant challenges when attempts are being made to initiate or coordinate a WBL partnership. Johnson’s cultural web (1988) is used as a framework to present the findings. The study makes a valuable contribution to knowledge by recognising the requirements of all three stakeholders and discussing the usefulness of the cultural web as a framework for considering organisational culture in WBL partnerships. The study also makes a valuable contribution to practice by presenting recommendations to the HEI and external employer organisation. The recommendations for the HEI involve a change in the “way we do things around here” due to the unique characteristics of WBL programmes, which may mean adapting existing policies, procedures and systems. Recommendations for the employer organisation include providing support to the learner, understanding and respecting the HEI’s requirements, and ensuring that internal policies, procedures, practices and priorities support WBL.

All learning occurs within a space, whether this space is physical or virtual, but we have limited knowledge of how learning and teaching relate to it, particularly after a learning space’s users engage and adapt with it. A learning space is seen as a third teacher, but there is limited guidance for teachers on how to adapt designed elements of learning spaces. Therefore, this research aimed to empower teachers’ use of learning space without directly involving designers. It did so by sharing redesign opportunities for learning spaces that facilitate learning and teaching. There were three phases to this research: 1) Contextual review using literature review and observation; 2) Understanding learning space use and potential by investigating classroom space through student drawings, social network data, semi structured interviews, classroom photographs, and teachers’ planning books; and 3) Tool and Exemplar development of a supportive tool formed from structured sets of cards for guidance and inspiration. The first phase revealed a gap between what is written about learning in physical spaces and how these are designed. The second phase studied a range of current teachers’ practices to address this gap, and indicated that although teachers are aware of the importance of physical space, they do not always know how to adapt it to facilitate learning. The results also revealed learning space design elements which designers are unaware of, extending the initial framework from the first phase such. Findings from these studies supported design of a tool (third stage) to empower teachers’ use of space to support different learning and teaching approaches. Evaluation showed that the tool can improve teachers’ awareness of learning space design elements, and enable them to adapt space to support different teaching and learning approaches. Thus research helps both initial learning space designs by architects, as well as subsequent redesign by teachers through development of a practical tool.

Saudi Arabia is one of earliest Arab countries to have implemented the integration of students with Special Educational Needs (SEN) (Almosa, 2008, 2010). Recently, the Ministry of Education (MoE), through the King Abdullah Public Education Development Programme, began preparing to introduce inclusion for students with SEN in practice. Thus, the current study explores potential barriers that could challenge the implementation of inclusion for male students with Learning Difficulties (LD) in mainstream primary schools. This research is timely as the issues involved with implementing inclusion remain unclear in Saudi Arabia. The issues were investigated by examining the understanding of teachers regarding the term ‘inclusion’ and exploring the factors that could challenge the implementation of inclusion from the perspective of teachers as well as through an analysis of the current practice of educating students with LD and general education students in mainstream primary schools in the Saudi context. Adopting the interpretivist paradigm, qualitative data was collected in five mainstream primary schools taken as a single case study, through interviews with thirteen teachers from a group of special education teachers and eleven teachers from a group of general education teachers. Moreover, observations of classrooms and schools and an analysis of legislative documents were used as supportive data collection methods. Thematic analysis was employed to analyse the data. The findings showed that the majority of teachers had an understanding of the term inclusion, although a few teachers indicated their lack of knowledge and understanding of this term. Moreover, teacher preparation, in-service training, competence of teachers, teachers’ views, relationships between students, relationships between parents and teachers, human support, curriculum, teaching strategies, assessment, resources, legislations, administrative matters, number of students in classroom and infrastructure were identified as factors that could act as barriers to implementing inclusion effectively. The results of the analysis led to some recommendations for future practice; these include how to support teachers’ readiness for inclusion, improve the practice of teachers in mainstream classrooms, improve the relationships between students with and without LD, the relationships between parents and schools, and improve environmental factors, in order to make inclusion work effectively. This study contributes to knowledge of inclusive education by exploring the issues surrounding the implementation of students with learning difficulties in the Saudi context.

The purpose of this research is to facilitate the development and understanding of inclusive education for students with Autism Spectrum Disorder (ASD) in Saudi Arabia. The study is located within Riyadh, a city in Saudi Arabia. The culture and religion of Saudi society are central themes in this study. ASD is a complex disorder due to its characteristics, which include a lack of social skills, communication difficulties, and behaviour problems. A range of qualitative methods were adopted; interviews with twenty general education teachers (GT) and special education teachers (SET) as well as participant observation in five schools. The research seeks to identify the attitudes and practices of primary school teachers in terms of their support for children in mainstream schools. The study shows that teachers are mostly supportive and have positive attitudes toward the inclusive education of learners with ASD. The study shows barriers to inclusive education, for example, lack of time, overcrowded classrooms, curriculum, attitudes, lack of training, teaching methods and school environments and the extent to which mainstream school buildings and classrooms are suitable for inclusion of students with Special Educational Needs (SEN) in general and, more specifically, for students with ASD. Another factor that emerged from the study to support inclusive education was peer tutoring. All the teachers involved in the study are qualified in education but they need additional training and knowledge about inclusion and ASD. Finally, the study provides some practical recommendations as well as some ideas for future research and other activities.

This study investigates the acculturation and consumer complaint behaviours (CCB) of East-Asian students at Northumbria University, located in North-East England. Approximately 70,000 East-Asians are currently enrolled for graduate study in the UK. However, little is known about their adaptation to an unfamiliar culture, and their complaint behaviours when placed in such an environment. In particular, there is a need to understand the complaint behaviours of East-Asian students in the context of Higher Education. For both acculturation and CCB a literature survey included the key theoretical frameworks and variables that can impact upon both concepts, leading to the development of four research questions that provided the focus for the data collection process. The first research question investigated if a relationship exists between the acculturation style adopted by East-Asian students and their complaint behaviours. From here, the additional research questions focused on respondent's acculturation and CCB experiences throughout their sojourn. The study utilised a combination of quantitative and qualitative methods to ensure all research questions were addressed. Initially, an online survey was administered, followed by a number of semi-structured interviews with a sample of survey respondents. Survey results suggest only weak correlations between acculturation styles and complaint behaviours: those who integrate into UK culture show a higher propensity to publicly complain (e.g. write to lecturers), whilst those who separate themselves from other cultures are more likely to do nothing in response to dissatisfactory experiences. A general willingness to publicly voice concerns over university performance is moderated by fears that complaints may compromise final degree classifications. In terms of cultural adaptation, the greatest challenges faced were functional in nature (e.g. opening bank accounts), and respondents reported a lack of interaction with local students which limited opportunities to improve their English language ability. This study advances the understanding of the East-Asian student experience, is the first to consider if acculturation is a relevant variable in the complaint behaviour process and also draws attention to the importance of student complaints as a major issue in student retention.

In recent years the universities have changed from pre-enlightenment "protectors" of societal knowledge to typically modern "business" orientated bureaucracies. It is argued that as a consequence, their status has also changed from one of independent "observer" into that of "product producer"; driven particularly by their newly adopted managerialistic principles, aimed at making them more "business" orientated. This has been fuelled by the domination of a scientistic (Positivist) epistemology throughout the university sector, which emerged from an important philosophical debate, in the sixties, between Kuhn and Popper. Establishing facticity, based upon scientistic methodology, in research as supreme; it allowed for a marriage of convenience between the managerialistic ambitions of the new elite and the worldly theory it purported, as a self-fulfilling justification and prophecy of their actions. Debate in this area has been centred upon the practicalities of managing such a change and its consequences in terms of organisation and management efficiencies. Discussion regarding longer-term effects of whether such a change in the universities, driven in particular by their business schools and senior management, might have a more fundamental impact upon the way we theorise and think about ourselves, is rarely covered. It is contended that such omission is misplaced. The universities' traditional role in society as guardians of our ontological theorectics is being downgraded by increasing demands for them, from government bodies and the like, to behave akin to profit making organisations. This thesis is contending, therefore, that as a consequence of university management search for greater efficiencies, the epistemological frameworks for research, and subsequent theorectics, in the universities have become politicised. It is argued that eventually this will affect society's ontological frameworks and hence change the way we, as individuals, regard our reality. Central to this, is the premise that given the dominant scientistic method, alluded to above, is tainted by political intrusion, it would be inappropriate to use it as a method of analysis. However, it is also contended that constructivist ethnomedology is similarly, and ultimately, dependent upon rationo-factual research and therefore is inappropriate. With the use of a negative dialectic, instituted by early Frankfurt School discussion, this work, therefore, seeks to establish a new facticity independent, universal theorectic based upon proto-epistemological states. The aim is to lay bare the corruptible nature of the relationship between politicised epistemology and its consequential ontological state and thus demonstrate the potentiality of the danger facing our universities and society.

Higher Education Institutions (HEIs) are knowledge-intensive organisations competing in the context of knowledge and research activities, as well as programmes and services offered. Research is integral to institutional competition to determine their status and standing and it underpins academics' responsibilities in developing intellectual skills and capacity of learners. Whilst universities adopt formalised approaches to developing research activities, there is a growing trend towards informal groupings or communities of practice (CoPs) where like-minded individuals seek to share common interests in particular research areas. These CoPs offer an alternative approach to developing research within HEIs, especially where efforts to improve faculty research have met with mixed success as there are no clear guidelines and relatively little is known about the mechanisms that facilitate research amongst academics. While there have been past research in various sectors on how CoPs benefit organisations, little has been focussed in the HE sector, in particular how it benefits individuals in terms of doing research and this forms the distinctiveness of this research. The aim is to illuminate, explore and gain insights of individuals' perceptions of the value and impact of CoP membership within research communities in HE and the potential impact on subsequent research. The CoP concept and the benefits identified in past research in general sectors serve as the focal framework of this research and other theories i.e. value, perception and HE, are included to support and ground further analysis in the overall study. This research takes the social constructionist standpoint, trying to understand individuals' experience of participating in these research communities, through the interpretive lens. It adopts the qualitative approach using observation and interviews (supplemented by storytelling and critical incident technique) to gather data which are then analysed using the narrative analysis approach paying attention to individuals' experience expressed through their stories and incidents. An analysis of data revealed that individuals found these research communities' membership valuable as it has helped and supported them in terms of doing research and have impacted them personally, professionally, intellectually and socially. Twenty perceived values have been discovered; twelve of which are supported by past organisational research, but mirrored also in HE i.e. autonomy and freedom to think beyond; sources to ideas; sounding board; intellectual discussion; like-mindedness; alternative perspective and cross pollination of ideas; informal ground for learning and training; networking, information sharing and updates; support and guidance; sense of belonging; identity; and intrinsic fulfilment. Although, there are some similarities in these twelve perceived values, they have benefited and impacted on individuals in their own way. The other eight perceived values i.e. overcoming intellectual isolation; move towards collaborative research; response to research pressure; synergy and leverage; time and energy saving; foster tangible returns; drive research; and opportunity to meet, have emerged from doing research in the HE sector and provide new insights not previously discussed. Thus, the contributions of this research are it has drawn on a wide range of literature put together in a unique way; it has extended the CoP concept by applying it to HE for the purpose of doing research; and further understanding on how individuals benefit from their membership, which was never conducted in such a way in past research. Above all, it has offered new insights and raised awareness of the values of research-based CoPs' membership to individuals and this adds to the research literature in CoP as well as the HE context.

This thesis explores individual gendered experiences of organisational elements impacting on knowledge creation processes of management consultants in an international management consultancy. There have been calls to gain further insights into knowledge creation by exploring the impact of social aspects such as work practices, participation and organisational conflict on knowing and learning processes. These calls have been addressed mainly by considering single aspects of the organisational context and their impact on knowledge creation processes or by considering a range of different aspects of the organisational context but neglecting their interrelationship. This current research explores management consultants’ experiences of various social aspects, which are understood as organisational elements, impacting on knowledge creation processes and the interrelationships between these aspects. According to the social-constructionist perspective on knowledge and learning, social interaction is integral to knowing and learning. Since gender is understood to impact on social interaction, in this thesis it is acknowledged that knowledge creation, which is inherent to knowing and learning processes, is influenced by gender. Previous research tended to neglect the impact of gender on individual experiences of knowledge creation processes. More recently, women’s inclusion and exclusion from knowledge creation processes in organisations has been explored through a theoretical analysis of a single organisational aspect, knowledge creation through networking. Drawing upon a social-constructionist perspective on knowing and learning and gender in organisations, this thesis contributes to theory in the area of knowledge creation and gender in organisations by placing special emphasis on the role of gender whilst exploring various key aspects of the organisational context impacting on individual experiences of knowledge creation processes. The theoretical potential of this research is developed through an exploratory case study of 15 men and women consultants working for the case study organisation. Through semi-structured interviews, accounts of individual gendered experiences of organisational elements impacting on knowledge creation processes were explored. Here, women, who have been neglected in previous research, received the same attention as men. New insights are offered by not only exploring women’s experiences and the potential differences between women’s and men’s experiences but also considering the differences within the women’s and men’s accounts. Following an autoethnographic approach this research also offers a view from the ‘inside’ by including the researcher’s own experiences as an insider management consultant, thus offering a further contribution. This thesis argues that career opportunities, individual acknowledgement within the organisational context, motivation and trustful relationships are key aspects impacting on knowledge creation experiences of women and men management consultants. These aspects are interlinked and impact on each other. The research offers career opportunities and individual acknowledgement as key influences to the field of knowledge creation. Further, it illustrates how individuals’ experiences of organisational elements that impact on knowledge creation processes in a knowledge-intensive organisation are gendered.

This thesis explores students’perceptions and practices within the context of a Mechanical Engineering undergraduate degree at a UK Higher Education institution. This engineering education research is situated in the pragmatic paradigm and is informed by a relational view of learning. The study explores the perceptions of students throughout the second year of their programme and also investigates their practices during the same time period. The research employs a mixed-methods exploratory methodology with data collection led by a dominant qualitative phase and followed by a quantitative phase. Data is integrated to present a holistic understanding of students’ perceptions and practices. The results demonstrate the importance for academia to consider students’ expectations and perceptions and to understand students’ actual practices. Analysis of the data has enabled the context to be defined from a student perspective; showing four key areas of context as being the staff-student relationships, students and student cultures, the teaching and assessment context, and the course contexts. The connection between students’perceptions and their practices is clearly established in the data. The integrated findings highlight the complexities involved for students in carrying out the practice of learning in a complex environment alongside their own perceptions of the discipline, the programme, their peers and staff. Combining the two data types has enabled the significance of perceptions to be highlighted, the vast elements of context to be demonstrated and finally recommendations to be produced to inform the design and execution of engineering education. Specific attention is drawn to findings which suggest further explanatory work is required to explore aspects such as; students’perceptions of importance, their participation in informal peer working, the distinction between procedural and conceptual learning for the discipline and the expectation of professionalism that students hold.