Social Entrepreneurship Development – Preconditions and Perspectives –
ENSURE ALL PRECONDITIONS FOR ACTION ARE MET. YOU ARE GO AFTER THE NEXT SLIDE.
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Transcript of ENSURE ALL PRECONDITIONS FOR ACTION ARE MET. YOU ARE GO AFTER THE NEXT SLIDE.
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ENSURE ALL PRECONDITIONS FOR ACTION ARE MET
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YOU ARE GO AFTER THE NEXT SLIDE
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SEMPER
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FIDELIS
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SEMPER
FIDELIS
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ALWAYS
FIDELIS
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ALWAYS
FAITHFUL
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SEMPER
PARITUS
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ALWAYS
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ALWAYS
PREPARED
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DEPARTMENT OF COMPUTING
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Dr Keith Burley
DEPARTMENT OF COMPUTING
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Faculty of Arts, Computing, Engineering and Sciences
Dr Keith Burley, John Walton, Dr Elizabeth Uruchurtu
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Faculty of Arts, Computing, Engineering and Sciences
Dr Keith Burley, John Walton, Dr Elizabeth Uruchurtu
Enhancing the learning experience of
post-graduate students from the Indian Sub-Continent
August 2009
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Faculty of Arts, Computing, Engineering and Sciences
Dr Keith Burley, John Walton, Dr Elizabeth Uruchurtu
Enhancing the learning experience of
post-graduate students from the Indian Sub-Continent
August 2009
This session introduces how we have researched this topic
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Faculty of Arts, Computing, Engineering and Sciences
Dr Keith Burley, John Walton, Dr Elizabeth Uruchurtu
Enhancing the learning experience of
post-graduate students from the Indian Sub-Continent
August 2009
This session introduces how we have researched this topic
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Gamma Release
What motivated the Research?
The department has taught Students from the Indian Subcontinent for many years. In the past this was in the host country. It is only recently that we have large classes composed mainly of such students in the UK.
The achievement of these students fell significantly below that which the (experienced) staff expected.
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OUR POSTGRADUATE STUDENTS
• WHO are they? Graduates who have had limited IT experience in firms in India
• WHAT are there aspirations? to develop their career, to progress through the glass ceiling of being a 'coder'
• WHY do they choose SHU? - the Pull Factors - modern University, often by recommendation
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THE INDIAN EXPERIENCE
"…no hand-outs provided… teachers only come and write on the board and explain diagrams. You have to take notes and refer to books and help each other… help is always taken from our seniors" (Participant 5) "…teachers would tell you what books or other references to consult… then you would go and search on your own" (Participant 6)
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THE SHU EXPERIENCE
"… you do your work on your own… nobody is teaching you, everybody is guiding you" (Participant 3)
"In this country lecturers are friendly… they interact with students…" (Participant 5)
"…(the) marking approach is also different, in here there are schemes indicating how many marks you would get for different components of your assignments… there is not like that in India" (Participant 5)
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WHAT DID WE FIND?
• Threshold Factors
• Exceeding Factors
• Short Factors
• Impressing Factors
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What did this tell usThe nature of the learning is different. It concerns the process by which knowledge is accumulated, not the task to which the knowledge can be applied
[
This has two implications. You cannot treat such learning as being continuous with the educational experience hitherto, and the new learning process has to be introduced gradually not imposed on the students
"To every action there is an equal and opposite reaction"
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THE ROLE OF Dialogic Teaching
Two conditions have to be met:
(1) We have to introduce this early on with the academic staff 'Chairing' the discussion, and
(2) Setting the conditions so that the students handle the dialogue by 'turn taking', respect for each other, and assessing against stated criteria what is valid.
This has two implications, it involves double loop learning, and it requires activation energy to avoid the students slipping back into single loop learning.
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Fig 9.1 Single-loop learning [Senge 2000:174]
Discovering
Acting
Choosing
Consequences and other changes
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Fig 9.2 Double-loop learning [Senge 2000:175]
Discovering
Acting
Choosing
Consequences and other changes
Previous mental model
New mental model
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WHAT HAS IT TOLD US?
• Educational research such as this demands considerable resource - but what is the alternative?
• Gathering valid accounts is very significant, we therefore chose small group interviews rather than a questionnaire.
• A greater understanding of the socio economic drivers is very important
• Students do appreciate learning and understanding frameworks that will have lasting utility rather than short term advantage.
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THE IMPACT FROM YOU
• What are your thoughts– Do you recognise these characteristics in your own
postgraduate students?– Do your students have same aspirations as ours?– Do you encounter the tension between single and
double loop learning as I have described?
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References
• BOISOT, M., MACMILLAN, I. and HAN, K., 2007. Property rights and information flows: a simulation approach. Journal of Evolutionary Economics, 17(1), pp. 63-93.
• COOK, S. and BROWN, J., 1999. Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing. Organizational Science, 10(4), pp. 381.
• 'DARWIN, J., 'JOHNSON, P. and 'MCAULEY, J., 2002. Developing Strategies for Change. Edinburgh Gate, Harlow, Essex, CM20 2JE, England: Pearson Education.
• 'ABERMAS, J.'., 1990. Moral Consciousness and Communicative Action. UK: Polity Press. • 'HOLLAND R', 1999. Reflexivity. Human Relations, 52(4), pp. 463. • HUNGER, D.W., T., 2007. Essentials of Strategic Management. Pearson Prentice Hall. • 'YER, S., 1991. Journal of Management Development, 10(7), pp. 14. • Mitchell,Ronald K. ; Agle,Bradley R. ; Wood,Donna , 1997 Toward a Theory of Stakeholder Identification and Salience:
Defining the Principle of Who and what really counts: Academy of Management Review, , 22, 4, 853-886, • JARZABKOWSKI, P. and WILSON, C., 2006. Actionable Strategy Knowledge: A Practice Perspective. European Management
Journal, 5, pp. 348. • JARZABKOWSKI, P. and WILSON, D.C., 2006. Actionable Strategy Knowledge:: A Practice Perspective. European
Management Journal, 24(5), pp. 348-367. • NONAKA, I., TOYAMA, R. and KONNO, N., 2000. SECI,, Ba and Leadership: a Unified Model of Dynamic Knowledge
Creation. Long Range Planning, 33(1), pp. 5. • NONAKA, I., TOYAMA, R. and NAGATA, A., 2000. A firm as a knowledge-creating entity: a new perspective on the theory of
the firm. Industrial & Corporate Change, 9(1), pp. 1. • 'VON CLAUSEWITZ, C.'., 1830. On War. Cumberland house,Crib Street,, Ware, Hertforshire, SG129ET: Worsworth Editions
Ltd. • WATERMAN, R., PETERS, T. and PHILLIPS, J., 1980. Structure is not Organisation. The McKinsey Journal, , pp. 2. • WHITTINGTON, R., 2001. What is strategy - and does it matter? 2 edn. Thomson Learning.