• Re-purposing MOOCs and OER for academic credit in the UK using the Work Based and Integrated Studies programme at the University of Chester

      Talbot, Jon; University of Chester (IGI Global, 2015-08-17)
      The chapter reviews the development of MOOCs and their relationship with formal learning (ie accredited) frameworks and qualifications. It cites a case study where the use of a flexible Work based learning framework enables accreditation for MOOC learning.
    • Re-purposing MOOCs for academic credit: a student and tutor perspective

      Talbot, Jon; Christensen, Tim; University of Chester (2015-09-10)
      The presentation briefly outlines practices in respect of the Accreditation of Prior Learning and their use in awarding credit for students who complete an automated assessment from a Massive Online Learning Course (MOOC). The presentation tells the story of how this was achieved for the first time from the perspective of the tutor and student. Some preliminary research findings indicate that this is probably unique in the UK.
    • Re-thinking the management of team performance: No longer disingenuous or stupid

      Rowland, Caroline A.; University of Chester (Cambridge Scholars, 2015-04-01)
      This chapter deals with the topic of team performance and current management practice. In a challenging and turbulent economic climate, characterised by pressures to improve productivity and reduce costs, performance management has taken a more central role in helping to ensure competitive advantage. The challenge for managers is to bring about commitment to discretionary effort, which is increasingly a crucial feature in gaining competitive advantage. This chapter examines current theory and practice and offers a new way to approach team management that requires a radical re-think of management practice.
    • Recasting the 'technologies' of outdoor management development: An interpretivist perspective on the tools, models and processes used in the field

      Stokes, Peter; Moore, Neil; Hickman, Mark; Scott, Peter; Rowland, Caroline A.; University of Chester ; University of Chester ; University of Central Lancashire ; Liverpool John Moores University ; University of Chester (Inderscience Publishers, 2013-12-13)
      This paper investigates the models and tools commonly engaged in outdoor management development (OMD). The paper employs an interpretive methodology engaging participant observation and narrative techniques. A number of OMD providers were studied and this generated a rich body of data which is relayed and examined in the text. In spite of extensive theoretical contemporary debates and developments in wider human resource development domains, the study identifies that many practitioners working in experiential course settings continue to engage a predominantly positivistic, well–rehearsed, over–used, and indeed ageing, collection of models. The paper identifies linear and modernistic assumptions on which such models are predicated. OMD is a relatively longstanding form of training which continues to be used by a large number of individuals. The phenomenon therefore merits attention so as to better determine the social implications of the approach. The paper offers an original and innovative consideration of the tools generally employed in OMD programmes.
    • Redressing Small Firm Resilience: Exploring Owner-Manager Resources for Resilience

      Wall, Tony; Bellamy, Lawrence; University of Chester; University of Sunderland (Emerald, 2019-04-24)
      Purpose: The owner-manager of small firms is recognised as having a potentially significant role in the small firm’s competitiveness, growth and failure. However, the owner-manager’s own resilience has been largely overlooked in the small firm resilience literature. The purpose of this paper is to redress this and expand the debate and empirical basis of small firm owner-managers’ personal resources for resilience. Design/methodology/approach: This longitudinal qualitative study deployed semi-structured interviews with nine owner-managers, each being interviewed three or four times. Analytical procedures were employed utilising an established framework which conceptualised four key personal resources for resilience as adaptability, confidence, social support, and purposefulness. Findings: There were four key findings: (1) owner-manager adaptability can appear in extremes including a sense of helplessness or optimism where disruptive circumstances are not sensed as problematic, (2) owner-manager confidence levels often echo their own mindset of adaptability, that is, from helplessness to positive ambition, (3) owner-managers can utilise discursive tactics with strong/weak ties for a range of affective as well as technical resources for resilience, and (4) purposefulness tended to be framed in terms of a necessity for a longer term future state related to own or family lifestyle, rather than profit. It is also noted that the owner-manager and the firm are closely interrelated and therefore enhancement of personal resilience resources is likely to positively influence their resilience, and therefore the resilience of the organisation and strategic capability of the firm. Originality/value: The small firm resilience literature typically focuses on the organisational level which de-emphasises the salient role of the owner-manager and their resilience. This study attempts to redress this.
    • Reflecting upon reflection: Beyond reflective cycles for study at doctoral level

      Talbot, Jon; University of Chester (2009-11)
      The poster presents a case study on the way students on the newly accredited Professional Doctorate (DProf) programme at the University of Chester are engaged in a deeper, more critical approach to reflective learning. The programme, which draws upon over a decade of experience with the use of reflective models, examines the issue of progression in respect of reflective learning and contains a critique of existing models, where ‘reflection’ is regarded as rational and hence unproblematic.
    • Reflections on 20 years of the Journal of Public Affairs: Public affairs in a rapidly changing and globalising world

      Harris, Phil; Moss, Danny; University of Chester
      As we commence the twentieth year of publication of the Journal of Public Affairs [JPA],we reflect on having published 20 volumes of the journal, comprising 80 issues with over 1000 academic articles and close to 10 million words of text and illustrations. This endeavour has been superbly supported by a network of 1500 authors and 2000 reviewers contributing from across the world. This remarkable body of work has been generated by an international collection of academics, aficionados, businesses, experts, governments, interest groups, practitioners associated with the vast industry of public affairs. The editorial team would like to acknowledge and thank all our contributors and reviewers for their support over the past two decades.
    • Reflections on the Impact of Coronavirus on Public Affairs

      Harris, Phil; Moss, Danny; University of Chester
      As the editorial team considered how we might best mark the 20th anniversary year of the publication of the Journal of Public Affairs and reflected on what significant developments have occurred in the world of public affairs over the past two decades, none of us around that table could have possibly imagined how the world of politics and society as a whole could and would change in just a few short months. Yes we all witnessed the horrible effects of Ebola in Africa, and of SARS in the Far East and in the UK we experienced the nationwide lockdown of countryside during the infamous foot and mouth disease that ravaged the countryside in 2001. However devastating each of these disease outbreaks that we might think of as contagions have been, none can really compare or have prepared us fully for a the rapidity and impact that the recent coronavirus pandemic has had across the world, not only in terms of the scale of the infection rising death rate, but in the profound impact it has had on the economy and on people's lives and livelihoods
    • Reflective practice for sustainable development

      Wall, Tony; Meakin, Denise; University of Chester (Springer, 2019-09-30)
      The efficacy of developing institutional approaches for, and curriculum content about, sustainable development, has been criticised as insufficient to change behaviour in practice (Wall et al, 2017). This partly reflects the deeply engrained nature of educational practices and systems and their effects on learners, and how these are an intimate part of how (un)sustainable futures are perpetuated. As Orr (1994, p. 5) articulates it, “[t]he truth is that without significant precautions, education can equip people merely to be more effective vandals of the Earth”. Against this backdrop, scholars have called for approaches which employ a deeper link between individuals’ knowledge and their critical attributes, that is, a greater need to facilitate the capacities of learners to engage in critical reflection to help transform how they view their responsibilities regarding a sustainable future (Viegas et al, 2016)...
    • The Reflective Practitioner: The challenges of supporting Public Sector Senior Leaders as they engage in reflective practice

      Rowe, Lisa; Moore, Neil; McKie, Paul; University of Chester (Emerald, 2020-10-13)
      This paper explores the challenges, issues and benefits of reflective practice faced by work-based practitioners undertaking negotiated experiential learning. The study focuses upon the case of a ground-breaking UK based Senior Leader Master’s Degree Apprenticeship (SLMDA) programme which requires learners to develop and apply reflective practice skills through comprehensive work-based learning and research activities. Degree apprenticeships represent a significant opportunity for providers and employers to become more closely aligned in the joint development and promotion of innovative learning opportunities, yet the efficacy of individually negotiated, experiential learning and reflective practice for senior leaders within a challenging healthcare environment remains relatively unexplored from a tripartite perspective. This paper investigates the role of reflective practice within a leading degree apprenticeship programme which embraces this pedagogic approach and considers the potential barriers and benefits for learners and their organisations. The paper begins by discussing the nature of reflective practice in the workplace and explores the growing importance of this activity in contemporary organisations. Theoretical and conceptual foundations relating to experiential learning and reflective practice are analysed and discussed. The SLMDA programme and NHS case organisation are described in detail. Qualitative data drawn from semi-structured interviews undertaken with learners, employers and Personal Academic Tutors (PATs) is then analysed to identify the key issues and challenges encountered. The study identifies the benefits of reflective practice, explores the challenges and issues that act as barriers to reflective practice and highlights the importance of the role of the Personal Academic Tutor (PAT) and that of employers in supporting and developing reflective practice in one of the first SLMDA programmes to launch within the UK. Although reflective practice and work-based research have attracted considerable scholarly activity, investigations have overwhelmingly been focused upon professions such as teaching and nursing and have explored challenges and issues from the perspective of the provider. This study explores reflective practice from the viewpoint of learners, employers and PATs and thereby seeks to compliment and expand current understanding by developing a more holistic approach. This work will inform future programme design, practitioner skills development and employer support procedures as learners plan and prepare to facilitate work- based research projects within their organisations.
    • 'Regeneration for practitioners' at the University of Chester: Using a flexible, work based framework to deliver demand based education for professional regenerators

      Talbot, Jon; University of Chester (2008-10-21)
      This conference paper discusses the development of a regeneration programme at the University of Chester.
    • The relationship between employee propensity to innovate and their decision to create a company

      Hancock, Connie; Hormiga, Esther; Jaume, Valls-Pasola; University of Chester; University of Barcelona
      The main objective of this paper is to analyze the relationship between the decision by employees’ to initiate a new venture, whilst continuing in employment. Based on survey data collected from employees working for a public organization, we provide evidence that an analysis of individuals’ propensity to innovate, provides an insight into entrepreneurial intention which increases in probability where there is a lower opportunity cost. This study contributes to the growing empirical literature on entrepreneurial intentions which currently lacks focus on employed potential entrepreneurs.
    • Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales

      Talbot, Jon; University of Chester (2017-11-30)
      This small study is an investigation into the potential for converting learning from MOOCs into credit bearing qualifications in universities. The mechanism for achieving such conversion is the use of what is variously known as the Accreditation or Recognition of Prior Learning (A/RPL). The evidence suggests such practices in the UK are heavily concentrated in Work Based Learning (WBL) departments. This study investigated practices in 26 WBL departments in England and Wales. The results indicate there is very little awareness of the potential of MOOC learning as the basis for A/RPL claims among tutors in WBL departments. Moreover there are relatively few departments which have sufficiently flexible procedures to integrate MOOC learning into curricula. At a time when policy makers are seeking the removal of barriers to the recognition of informal and non-formal learning it seems there are few opportunities for those completing MOOC courses in England and Wales to convert them into recognised qualifications. The study provides evidence that in the UK completion of MOOC courses is unlikely to result in accredited qualifications.
    • Repurposing MOOCs for the Accreditation of Prior Learning: A survey of practice in university Work Based Learning departments

      Talbot, Jon; University of Chester (Universities Association for Lifelong Learning, 2016-03-18)
      The presentation summarises a small survey of APL practices in work based learning departments in universities in England and Wales in respect of willingness to accept completion of a MOOC learning programme. The study found few students with MOOC certificates approached universities for accreditation and that few were likely to accept them in any case. The study highlights how many students are now engaged in work based learning and the varieties of practice associated with the Accreditation/ Recognition of Prior Learning.
    • Research methods

      Wall, Tony; Stokes, Peter; University of Chester (Palgrave Macmillan, 2014-12-05)
      This book explains what is required for carrying out a successful research project. Clear and well-structured, it allows students to quickly grasp key concepts in research methodology, taking them through the various stages of developing a dissertation in a step-by-step guide.
    • Research Policy and Practice Provocations – Towards Research that Sparks and Connects

      Wall, Tony; Hawley, Rachel; Iordanou, Ioanna; Csigás, Zoltan; University of Chester; European Mentoring & Coaching Council (European Mentoring and Coaching Coucil, 2016-06)
      The Research Policy & Practice Provocations reports offer a forum to engage in cooperative curiosity and to question some of the underlying assumptions our profession may hold about itself and about coaching and mentoring research. We hope you find some new energy, sparks, creative insight and connectivity by engaging with this new series. We extend a warm welcome to another opportunity to co-create our future profession. The first in the series, the June 2016 Research Policy & Practice Provocations Report aims to influence how we think about and how we conduct coaching and mentoring research. This report shares: 1. A snapshot of a study to investigate the perceived ‘gap’ between scholarly research in coaching and mentoring and the reality of everyday practice, and 2. Provocative ways of potentially responding to and dealing with the results of the survey – in terms of EMCC, researchers, and practitioners...
    • Research Policy and Practice Provocations: Coaching evaluation in diverse landscapes of practice – towards enriching toolkits and professional judgement

      Wall, Tony; Jamieson, Mark; Csigás, Zoltan; Kiss, Olga; University of Chester; European Mentoring and Coaching Council (European Mentoring and Coaching Council, 2017-03-31)
      The European Mentoring and Coaching Council (EMCC), with its vision to be the ‘go to’ body for coaching and mentoring across the globe, considers research to be a cornerstone of its strategy to spur the enhancement of practice, to spur innovation, and to drive the highest standards in professionalisation...
    • Resilience and the (Micro-)Dynamics of Organizational Ambidexterity: Implications for Strategic HRM

      Stokes, Peter; Smith, Simon M.; Wall, Tony; Moore, Neil; Rowland, Caroline A.; Ward, Tony; Cronshaw, Suzanne; University of Chester; University of Winchester; University of Central Lancashire; Liverpool Hope University (Taylor & Francis, 2018-05-17)
      In the twenty-first century, resilience has emerged as an important topic linked to calls for adaptability, well-being and organizational performance. Extant strategic human resource management (HRM) literature and practices have developed many insights into resilience. However, overall, they have a propensity to conceptualise resilience as being associated with ‘macro-’ and ‘extreme’ situations. This paper complements the prevailing perspective by developing a micro-focus on resilience through the conceptual framework of organizational ambidexterity surfacing under-examined individual resilience in connection with HRM practices. Methodologically, the paper adopts a qualitative approach presenting data from two illustrative contexts: an ‘everyday’ quasi-governmental institution and a prima facie ‘extreme’ pan-international military organization. Using template analysis, a number of valuable themes and similarities are identified. The findings and discussion underline the managerial challenges in handling organizational ambidextrous dynamics and tensions surrounding resilience, positive and sceptical approaches in relation to individual and organizational stances towards HRM practices. As such, the results point at value in HRM managers and practices recontextualising and appreciating ‘extremes’ and resilience more as an everyday (rather than exceptional) phenomenon wherein myriad micro-moments are highly significant in constructing and influencing macro-contexts. This also implies a need to see cynical resistance as normative rather than automatically negatively.
    • Resilience Education and Training

      Cregan, Karen; Rowe, Lisa; Wall, Tony (Springer, 2019-10-01)
      Gilligan (2000) describes resilience as process which engenders a sense of strength and confidence to succeed despite individual challenges faced and Noble and McGraph, (2011a; p.79) define it as "the ability to persist, cope adaptively and bounce back after encountering change, challenges, setback, disappointments, difficult situations or adversity and to return to a reasonable level of wellbeing". It has been suggested that these challenges can be controlled by an individual’s behaviours, thoughts and actions which, can be taught (American Psychological Association, 2018). However, Wu et al (2013) argue that developing resilience in individuals requires several ‘factors’ not least, an understanding of the genetic, epigenetic, developmental, psychological and neurochemical processes, as these can contribute to how an individual can cope with and develop resilience in the face of stress and trauma. In this way, resilience education and training is about building the capacities to cope as well as adapt to changes in generative ways, and includes a diverse range of strategies to develop personal purpose, confidence, flexibility and social support networks.
    • The resistance in management accounting practices towards a neoliberal economy

      Nagirikandalage, Padmi; Binsardi, Ben; Kooli, Kaouther; Anh Ngoc Pham; University of Chester; Glyndwr University; Bournemouth University; Glyndwr University
      Purpose – The purpose of this study is to investigate the resistance in management accounting practices (MAPs) in a developing economy in the manufacturing and service sectors in Vietnam. Design/methodology/approach – Data collection was carried out using survey questionnaires in Vietnamese language. The questionnaires were distributed to selected respondents from the manufacturing and service organisations in Vietnam. Textual structuralism was used to analyse different categories of data, i.e. survey questionnaires, photos and qualitative texts obtained from the literature. Findings –The findings indicate that the usage of MAPs is more prevalent in the manufacturing sector than in the service sector. In addition, various traditional and contemporary MAPs are being used concurrently in Vietnam, which challenges the classical twofold dichotomy between mere socialism and mere neoliberalism. Research limitations/implications – The textual and photographic structuralism is used in this study to analyse primary data (geography and society and time) in a static setting. Hence, it does not analyse the research phenomena in a dynamic equilibrium setting to view the development of the research phenomena over time. Further research could expand data collection to include longitudinal and dynamic settings. Practical implications – MAPs can be implemented in economic systems ranging from command to capitalist systems. Although most countries in the world follow a mixed economic system, specific MAPs could be designed for a transitional economic system such as that of Vietnam. This affects both theorists and practitioners in Vietnam applying sustainable MAPs to boost a country’s competitiveness during transition. Originality/value – This study expands understanding of the conformity of MAPs in relation to economic systems under the Communist Party of Vietnam (CPV) – the ruling party of the Socialist Republic of Vietnam. Understanding the differences in the way these MAPs are utilised constitutes an essential area of the accounting discipline to advance MAPs in Vietnamese enterprises and progress theoretical development of sustainable MAPs.