1,721,150 research outputs found
Educating a global workforce?
Full text linkIn the public rhetoric, at least, education is the answer to most, if not all, the questions raised by the global knowledge-based economy. In this chapter we begin an examination of what education promises the global workforce, and what the global workforce, and the knowledgebased economy, might reasonably ask of education. Different perspectives on the knowledgebased economy imply different constructions of ‘knowledge’. Workers are characterised within these frameworks as ‘knowledge workers’ (an elite), or, perhaps, ‘knowledgeable workers’ (the non-elite majority) and questions arise around what they are required to learn, to know, and to be able to do. The global knowledge-based economy produces profound challenges to workrelated education at every level. While these challenges manifest themselves in uniquely local ways at specific local sites, they are produced, and must be addressed, in contexts that are uncompromisingly global. If work-related education is to contribute to positive outcomes for people and for local communities we (workers, corporations, educators, researchers, policy makers, politicians and international organisations) must find new ways to pay attention to the ways in which a workforce in the knowledge-based economy can be understood to be ‘global’ as well as ‘local’, and what workers need to be able to know and be able to do to move across and within these spatial and temporal domains
Knowledge mobilization: The new research imperative (Introduction)
Full text linkHovir can educational research have more impact~ How do we know the depth and scope of the impact it has~ \Vhat processes of knowledge exchange are most effective for increasing the uses of research results? How can researchproduced knmvlcdge be better 'mobilized' among users such as practising educators, policy-makers and the public communities? These sorts of questions, despite their many embedded definitional, philosophical and pragmatic problems, arc commanding urgent attention in educational discourses and research policies no\\r circulating in the UK and Europe, Canada and the USA and Australia and other parts of the world. This attention has been translated into powerful material exercises that shape \vhat is considered to be worthv·,lhile research and hmv research is funded, recognized and assessed. Granting agencies request knmvledge mobilization or knovdedge exchange plans and otTer special funds for these purposes. Researchers and universities arc explicidy directed, in research design and accountability, to emphasize knowledge exchange or mobilization - announced by one funding council as a core priority (SSHRC 2008, 2010)
Fenwick, T J J, [No Service Number]
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/384817Surname: FENWICK. Given Name(s) or Initials: T J J. Military Service Number or Last Known Location: [No Registration Number]. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 16152.230559
Item: [2016.0049.17110] "Fenwick, T J J, [No Service Number]
Rethinking Professional Responsibility: Matters of Account
Full text linkExisting literature on professional responsibility is characterised by much moral prescription, opinion, and concern for methods to educate professionals to perform more responsibly. Yet growing research points to the pluralism of professionals’ obligations, and the conflicts in responsibility that they must negotiate. This chapter critically examines the material enactments of these conflicts and compromises – the entanglements of the social and personal with bodies, tools, technologies and spaces. What ‘responsibilities’ are enacted in these sociomaterial assemblages? How do professionals negotiate the ambivalences of these complex becomings to find lines of ‘responsible’ action? What matters most to professionals in these ‘mattered’ enactments of responsibility
Network alliances: precarious governance through data, standards and code
Full text linkFirst paragraph: We share the general concerns of this book about the ways in which education, alongside most other social services from health care to air travel and banking, is being managed through comparative technologies. These effectively translate complex knowledge processes and human relationships into data. Such translations render processes calculable, and enrol them into massive digital networks that track, sequence, assess, procure and direct most social activity in advanced societies. To better understand how these processes mobilize particular educational practices, we argue for the utility of network analysis following Bruno Latour (2005). While controversial, versions of actor-network theory are increasingly brought to bear in educational studies of governmentality and knowledge. These approaches tend to avoid the limitations inherent in explanations that rely upon dominant ‘paradigms' and political ideologies. They also deliberately decentre human actors, their meanings and politics. Instead, we argue for analysis that traces myriad negotiations among material devices, embodiments, and technologies with social desires and discourses. Through these sociomaterial vitalities, particular forms of knowledge become performed and stabilized
The doctor and the blue form: learning professional responsibility
No full textBook synopsis: This book presents leading-edge perspectives and methodologies to address emerging issues of concern for professional learning in contemporary society. The conditions for professional practice and learning are changing dramatically in the wake of globalization, new modes of knowledge production, new regulatory regimes, and increased economic-political pressures. In the wake of this, a number of challenges for learning emerge:
more practitioners become involved in interprofessional collaboration
developments in new technologies and virtual workworlds
emergence of transnational knowledge cultures and interrelated circuits of knowledge.
The space and time relations in which professional practice and learning are embedded are becoming more complex, as are the epistemic underpinnings of professional work. Together these shifts bring about intersections of professional knowledge and responsibilities that call for new conceptions of professional knowing.
Exploring what the authors call sociomaterial perspectives on professional learning they argue that theories that trace not just the social but also the material aspects of practice – such as tools, technologies, texts but also bodies and actions - are useful for coming to terms with the challenges described above.
Reconceptualising Professional Learning develops these issues through specific contemporary cases focused on one of the book’s three main themes: (1) professionals’ knowing in practice, (2) professionals’ work arrangements and technologies, or (3) professional responsibility. Each chapter draws upon innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, Italy, Norway, Sweden, and the USA as well as the UK and their cases are based in a range of professional settings including medicine, teaching, nursing, engineering, social services, the creative industries, and more.
By presenting detailed accounts of these themes from a sociomaterial perspective, the book opens new questions and methodological approaches. These can help make more visible what is often invisible in today’s messy dynamics of professional learning, and point to new ways of configuring educational support and policy for professionals
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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