Yes / Adopting digital technologies in different organisations has become a trend over the last decade, yet our understanding of the impact of digital technologies on strategising is fragmented and unclear. To address this gap, this paper reviews existing research on the intersection between digital transformation and strategic management. Specifically, the aim is to explore how the digital context changes strategising. Based on a systematic review of empirical evidence from 163 journal articles, we showcased the manifestation of strategising in the digital age in terms of strategic practitioners, practices and praxis. Consolidating these findings, a typology of strategies in the digital age is developed and discussed, showing the interplay among changes in Strategy-as-Practice parameters. This framework contributes to providing clarity in strategic scenarios of digital transformation and identifies various strategic directions and actions. Overall, we argue that although digital transformation has created additional strategic options, it has yet to change the underlying assumptions of strategising in firms. / The full-text of this article will be released for public view at the end of the publisher embargo.

Yes / Background: The education of first contact practitioners (FCPs) working in musculoskeletal practice in primary care is guided by an NHS England framework: the Roadmap to Practice. This includes a portfolio route to recognise the skills and capabilities of experienced physiotherapists. Aim: To review the portfolio route for evidencing the capabilities expected of the roadmap through the experience of practitioners. Method: An online survey and interviews were conducted of FCPs and supervisors from early-implementer sites. Results: While participants largely supported the need for assurance of their capabilities, their personal perceptions of completing the portfolio were strongly influenced by their career stage, clinical experience and length of time in their FCP role. Individuals often had limited planned time for portfolio development and competing clinical priorities. Conclusion: The portfolio route was acknowledged as a valuable way to evidence capability within practice. The volume of evidence required and the limited guidance given were overwhelming for many participants. / Funding for this project was provided by Health Education England.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1936 P45

Call number: LD2668 .T4 1943 D3 / Master of Science

This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.

This thesis is an ethnographic study of white and West Indian-origin girls and boys attending a comprehensive school in the south of England during their final year of compulsory schooling. The study concentrates on gender, race and class effects on school experiences; attitudes towards school; career choices and early employment or training destinations. Ethnographic data comprise both classroom observations and discussions with 20 informants. These are supplemented by questionnaire data from the entire 5th form year. Chapter 1 outlines the nature of existing research in this field and argues for the need to look at gender, race and class simultaneously to understand the impact of such factors on the lives of pupils. It also addresses methodological considerations and the problem of gaining access. Chapter 2 describes the process of starting research whilst Chapter 3 describes the school, its local context and its internal organisation. Chapter 4 provides an introduction to the 5th year and their teachers drawing largely on classroom observations. Gender, race and class receive individual attention in Chapters 5, 6 and 7 respectively. Chapter 5 indicates that gender was a powerful discriminator in classroom and breaktime interactions whilst Chapter 6 shows that racist humour and beliefs were a regular feature of school life despite a lack of racial discord at the school. Chapter 7 demonstrates that class consciousness existed amongst pupils and informed their attitudes towards school and work. Chapter 8 concentrates on career choices and the quality of careers advice concluding that career choices were both gender and class-specific. Chapter 9 focuses on pupils' early destinations after the 5th form finding that both black and white girls were more likely than boys to utilise 6th form to gain entry into middle-class occupations. For those seeking employment, black girls fared least well being more reliant on YTS and suffering greater unemployment. Overall, gender and class had greatest impact on school experiences and career choices whilst race in conjunction with gender, affected actual destinations.

This thesis investigates the experience of adults undertaking Open Studies courses organised through Warwick University's Continuing Education Department. It focuses on a cohort of 13 students undertaking two-year certificated courses in Labour Studies, Women's Studies and Counselling. This longtitudinal period was chosen because it was felt it would allow enough time for the courses to make an impact on the students. To set this against a broader context, other Open Studies students not taking certificated courses were also interviewed. This included a group of five adults who started their own self-help Psychology group after being inspired by an Open Studies course. The aim was to measure the impact of the courses on the students' sense of identity, since it was felt that there was potential for the learning on the courses to change students perceptions of themselves; in Mezirow's terms, they would experience 'perspective transformation'. This was felt to be an important effect, since it implies the continuing potential for cognitive development, and thus learning, in adults - a contentious issue - and also the ongoing concern with identity, as adults continue to 're-make' themselves in the face of their experience in an ever-changing world. In order to reflect actual student experience, a qualitative approach is taken, relying heavily on in-depth interviews with the students. Although the research draws on the established adult education literature, it breaks new ground in its use ofRossan's model of identity to investigate adult experience in Open Studies (an under-researched area) and the implications of this for perception of adult potential generally, which until recent years has been largely negative. While the results are not as clear-cut as a 'hard' scientific project might generate, there is evidence that the courses did have an impact on adult identity, and that this project has introduced a fruitful area for future research.

This thesis is set in the context of learning early secondary algebra using ICT. It argues that the support offered by a collaborative interaction of elements (pupils, teachers, language and computers) in lessons, that is, the affective dimension of pupils' mathematical constructions, has not been emphasised enough in studies about the impact of ICT. Through a classroom-based intervention study, pupils’ conceptual understanding in algebra was monitored. The study examined the effect of introducing a technological tool on pupils’ interest in algebra, their involvement and engagement in mathematical learning, and the role of the teacher in ICT-enhanced settings. Research was conducted during secondary mathematics lessons in England and in Kenya. This intervention used ‘dialogic teaching’ and Grid Algebra as catalysts, with traditional resources alongside new technologies. The study sought to demonstrate that a ‘blended’ approach to learning can mediate the pupils’ access to algebraic concepts. The study employed a mixed-method strategy including: written work, observations, interviews and pupil questionnaires. Analysis of collected data underlines the value of formative feedback, clear expectations and developing mathematical language. The study concludes that appropriate use of computer software can have a significant impact on a whole year group. Additionally, emphasising affective aspects which reinforce ICT use in mathematics instruction can create an enabling environment for active learning. This thesis makes an original contribution to effective teacher development and delivery on the premise of a social model of learning mathematics with ICT.

This thesis addresses issues in philosophy, politics and education. Its starting point is a review of some of the theoretical and practical approaches to the moral education of children that have achieved popularity in the last three or four decades of the twentieth century. Despite areas of evident divergence amongst these approaches, it is argued that they nonetheless share similar philosophical underpinnings. Building upon some initial criticisms of these positions, the thesis subsequently explores some of the more recent philosophical challenges they have faced. From this basis, a broadly Aristotelian model of moral thought and practice is discussed and advocated across two chapters. This account pays particular attention to the role of the affective domain and the 'education of the emotions'. In the second half of the thesis, the focus moves towards the political suitability of this preferred conception of the nature of morality and moral education. It is argued that the essential interdependence of moral development and the moral character of political society - such a central part of Aristotle's account - is ill-appreciated by much popular and academic comment of recent times. By means of a discussion of the distinction between skills and virtues, techne and arete, the possible consequences of a full appreciation of this interdependence are debated. The remaining two chapters address two ways of answering the question which arises: "Can we have a true education of the virtues in the political context of contemporary pluralist societies?" In the first of these chapters, the thought of Alasdair MacIntyre is considered as an exemplar of the negative response to this question. In the second, some contemporary examples of liberal political thought are interrogated in the hope of discovering a positive response. It is concluded that the so-called 'liberal perfectionism' of Joseph Raz provides us with some reason to think that such a response may be both legitimate and attractive.