• Insurrection as Recognition: Urban Riots for Love, Rights, and Solidarity

      Chabanet, Didier; Lichy, Jessica; Wall, Tony; IDRAC Business School Lyon; University of Chester (British Academy of Management, 2019-09-03)
      Insurrection is theorised as a form of resistance in and around organisational life, often functioning to promote more sustainable forms of organisation and organising. However, urban riots, as a form of insurrection, are typically narrated through nonconformity, social injustice, and immigration, which often deny (1) riots as having a political message or form (i.e. they are ‘pure violence without claim’), and (2) rioters as having affirmative needs or qualities (i.e. they are ‘primitive rebels’). This study draws on publically available narratives and deploys the relational ontology of Axel Honneth to re-cast riots and rioters as responding to violations in basic human need for ‘recognition’, that is, as expressed through ‘love, rights, and solidarity’. In doing so, we hope to sit in contrast with the dominant insurrection and rioting scholarship, to explore as well as inspire alternative ways of organisation and organising in contemporary circumstances which are grounded in affirmative relationality.
    • Integrating sustainability in business schools: The possibility of harmonic response across heterogenic landscapes?

      Wall, Tony; Hindley, Ann; Mburayi, Langton; Cregan, Karen; Evans, Vicky (Research in Management Learning and Education (RMLE), 2019-07-31)
      One of the ongoing critiques of management learning and education, and higher education more broadly, relates to how it promotes ethics and responsible managers of the future (Ghoshal, 2005; Snelson-Powell et al 2016). Indeed, the United Nations’ established the Principles of Responsible Management Education initiative in 2007 to help promote and deliver the 17 Sustainable Development Goals as part of its 2030 Agenda for Sustainable Development. However, over a decade on, the integration of sustainability into management learning and education remains limited (Akrivou & Bradbury-Huang, 2015; Mburayi & Wall, 2018), and is beset with obstacles ranging from accreditation drivers to leadership challenges (Painter-Morland et al 2016). Adopted strategies have included the addition of sustainability content to existing modules; the creation of standalone sustainability modules; cross-curricula integration and cross-disciplinary course provision for business students, and a recommendation for a whole institution approach that develops capacities, builds connectedness and supports systematic leadership (Rusinko, 2010; Painter-Morland et al 2016). One conceptualisation of the issue posits that the organisation of the business school needs to direct and reflect sustainability values such that it inculcates sustainable behaviours across organisational units (Akrivou & Bradbury-Huang, 2015) – and as such, providing a harmony to direct and guide behaviour at the business school level. In contrast to the need for this harmonic response, there is evidence of emerging heterogenic responses across sub disciplines, for example: there seems to be comparatively little integration in the context of accounting and finance curricula or seemingly ‘bolt on’ approaches (Mburayi & Wall, 2018); tourism and events seemingly embed responsibility in the nature of place and space (Hall et al, 2015); and marketing, which is sometimes portrayed as a contributor to over-consumption, often questions its ability to market sustainability which creates its own tensions (Carrington et al 2016). Beyond this, others may purposively not engage in the education for sustainability agenda for a range of reasons including indifference, confusion, or the belief that it is not the concern of a business school (Rasche et al 2013). Therefore, this QIC aspires to examine the possibility of harmonic response across the heterogenic landscapes of business schools, with a view to exploring alternative pathways in practice and research. References Akrivou, K., & Bradbury-Huang, H. (2015). Educating integrated catalysts: Transforming business schools toward ethics and sustainability. Academy of Management Learning & Education, 14(2), 222-240. Carrington, M. J., Zwick, D., & Neville, B. (2016). The ideology of the ethical consumption gap. Marketing Theory, 16, 1, 21-38. Ghoshal, S. (2005), “Bad management theories are destroying good management practices”, Academy of Management Learning & Education, Vol. 4 No. 1, pp. 75-91. Hall, C. M., Gossling, S., & Scott, D. (Eds.). (2015). The Routledge handbook of tourism and sustainability. Routledge. Mburayi, L. & Wall, T. (2018) Sustainability in the professional accounting and finance curriculum: an exploration", Higher Education, Skills and Work-Based Learning, 8 (3), pp.291-311. Rasche, A., Gilbert, D.U. and Schedel, I. (2013), “Cross-disciplinary ethics education in MBA programs: rhetoric or reality?”, Academy of Management, Vol. 12 No. 1, pp. 71-85. Rusinko, C.A. (2010), “Integrating sustainability in management and business education”, Academy of Management Learning & Education, Vol. 9 No. 3, pp. 507-519. Snelson-Powell, A., Grosvold, J. and Millington, A. (2016), “Business school legitimacy and the challenge of sustainability: a fuzzy set analysis of institutional decoupling”, Academy of Management Learning and Education, Vol. 15 No. 4, pp. 703-723. Painter-Morland, M., Sabet, E., Molthan-Hill, P., Goworek, H. and de Leeuw, S. (2016), “Beyond the curriculum: integrating sustainability into business schools”, Journal of Business Ethics, Vol. 139 No. 4, pp. 737-754.
    • Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates

      Perrin, David; Hancock, Connie; Miller, Ruth; University of Chester; Middlesex University
      Perrin, Hancock and Miller provide a discussion of the distinctive features of negotiated work-based learning frameworks that help capture and develop learning for part-time students who are professional practitioners. They demonstrate how approaches to teaching, learning and assessment established in these frameworks can also be leveraged for programmes aimed at full-time undergraduate students wishing to engage with ‘real world’ learning. In this way, full-time students are able to develop the type of professional practice outlooks and skills redolent of part-time students already in employment. The chapter includes two case studies of where this has occurred in UK universities and the methods that were used for this type of internal knowledge transfer.
    • ‘Islands in the stream’ – causeways or compromise?

      Talbot, Jon; Leonard, Dilys T.; University of Chester (2010-04)
      In recent years, policy drivers have given a strategic push towards encouraging ‘employer-led’ work based learning in Higher Education. For example, Leitch ( 2006?) and other key policy makers advocate institutional change and reform in HE to respond to market needs; HEFCE encourages HEI’s “Towards a strategy for work based learning”; the QAA has reflected most recently on ‘employer-responsive provision’. This paper sets out to explore the impact of these strategic objectives and some issues which emerge from the rapprochement of stakeholders and providers. It is based on experience in an institution where challenges and tensions are being met and overcome. The case example is part of a Higher Level Skills Pathway (HLSP) Project whose lead partner is the North West Universities Association (NWUA) in North West England. Learning Pathway provision for Housing Practitioners (via a Professional Certificate in Leadership) has been developed in conjunction with employers using the WBIS (Work based and Integrative Studies) framework at the University of Chester. This flexible modular framework puts knowledge and experiential learning gained in the work context at the core of learning activity. This paper uses the example to characterise the power relationships and tensions. Reflecting on the case study, it seems that by attending to such policy drivers, much compromise is required from both parties in terms of curriculum design and the relationships being built between Higher Education Institutions (HEI’s) and employers. The term ‘employer-led’ denotes an uneven power relationship and this may in the long run serve to undermine the hallmark of HE provision – quality and standards. In conclusion we suggest that the whole relationship needs to be predicated on co-produced provision in order to build sustainable relationships between employers and HEI’s. The term ‘co-production’ equalises the power relationship, encouraging the goal of dynamic interaction, mutual respect and benefits based on the expertise and knowledge of each party.
    • Issues, challenges and joys of accreditation

      Moran, Celia; Wall, Tony; University of Bradford : University of Chester (Libri, 2011-11-01)
      This book chapter discusses the issues, challenges, and joys of accreditation from both strategic and operational viewpoints.
    • Lapidus 20th Anniversary Special Edition Part 1 - The first 20 years of Lapidus

      Wall, Tony; University of Chester (Lapidus: The Writing for Wellbeing Organisation, 2016-08-31)
      Welcome to Part 1 of The Lapidus 20th Anniversary Special Triple Edition – this is the first of a three Part Special Edition with the theme, Capturing the Collective and Connected Spirit of Writing for Wellbeing. This Part collates alternative accounts and reflections particularly from our stimulating Lapidus Day 2016 celebration...
    • Lapidus 20th Anniversary Special Edition Part 2 - Collectives Connecting to a Collective Spirit

      Wall, Tony; University of Chester (Lapidus: The Writing for Wellbeing Organisation, 2016-08-01)
      Welcome to Part 2 of The Lapidus 20th Anniversary Special Triple Edition – this is the second of a three Part Special Edition with the theme, Capturing the Collective and Connected Spirit of Writing for Wellbeing. This Part focuses on writing practices which enable multiple people to connect with each other or to other things in some way, and in doing so, create new meanings, understandings, or relationships with something, including themselves...
    • Lapidus Journal 20th Anniversary Special Edition Part 3 - Individuals Connecting to a Collective Spirit

      Wall, Tony; University of Chester (Lapidus: The Writing for Wellbeing Organisation, 2016-08-01)
      Welcome to Part 3 of The Lapidus 20th Anniversary Special Triple Edition – this is the final part of a Special Edition with the theme of Capturing the Collective and Connected Spirit of Writing for Wellbeing. This Part focuses on individually focused individually oriented writing practices which create new meanings, understandings, or relationships with something, including themselves...
    • Launching the creative practices for wellbeing framework: an international Q&A

      Wall, Tony; Sidsaph, Henry; University of Chester
      This article is an edited transcript from the launch event of the Creative Practices for Wellbeing Framework in 2020 (Wall and Axtell, 2020). The guidance is now free to download in 20 languages through these web links here, including in English, Welsh, Chinese, and Russian).
    • Learning through work-based learning

      Major, David; University of Chester (Routledge, 2005-03-17)
      This book chapter discusses the understanding that work-based learners have of the learning process, commenting on empirical research findings from Alverno College (US) and University College Chester (UK)
    • Learning to be an international work-based learner

      Wall, Tony; Tran, Ly Thi; University of Chester ; Deakin University Australia (Palgrave Macmillan, 2015-05-01)
      This book chapter discusses key success factors for work-based learning students across cultures. the importance of learning another way to think, write and act to be a successful work-based learning student in a multi-cultural context, how to build a personal learning network and wider environment, ways to continually improve your academic performance through self-reflection and self-leadership, and methods for planning and managing cultural factors when designing and implementing work-based learning projects.
    • Lifelong learning: Concepts, benefits and barriers

      Panitsides, Eugenia A.; Talbot, Jon; Hellenic Open University, University of Chester (NOVA Publishers, 2016-04-21)
      The book reviews contemporary developments in lifelong learning in the context of globalisation
    • Make Your Learning Count: Recognition of Prior Learning (RPL)

      Perrin, David; Helyer, Ruth; University of Chester; Teesside University (Palgrave Macmillan, 2015-05-01)
      In this chapter readers will learn: ► What the Recognition of Prior Learning (RPL) is; ► How to use the Accreditation of Prior Learning (APL) process to make a claim for academic credit; ► How to include any certificated and experiential learning in an APL claim; ► How to scope out strengths and expertise as ‘Areas of Learning’ you can claim for; ► How to make and submit an APL claim with appropriate supporting evidence.
    • Making employer and university partnerships work: Accredited employer-led learning

      Dhillon, Bop; Edmonds, Therese; Felce, Alison; Minton, Ann; Wall, Tony; EBTA Service ; E H Booth & Co Ltd ; University of Wolverhampton ; University of Derby ; University of Chester (Libri Publishing, 2011-11-01)
    • Making your learning count: How APL can enhance your profile

      Evans, Adrian; Perrin, David; Helyer, Ruth; Hooker, Elaine; Teeside University : University of Chester : Teeside University : Teeside University (Palgrave Macmillan, 2010-07-16)
      This book chapter discusses what APL (accreditation of prior learning) is, how it works, and how to make a claim for APL.
    • Manager as Coach: An Exploratory Study into the Experience of Managers Dealing with Team Challenge

      Wall, Tony; Smith, Helen A. (University of Chester, 2019-03-14)
      Effective teams demand sharing, good communication, openness and engagement to create cohesion and collaboration. The modern team environment requires a highly competent manager capable of dealing with diversity, widening demographics, compression of roles, merging of organisational hierarchies and resource scarcity. This dynamic interplay has contributed to the transition from the traditional bureaucratic style of management to a higher proficiency of inclusive leadership, encompassing coaching. Within this context, there is an assumption that the manager as coach will successfully tackle the complexity of team challenge using conventional coaching interventions with the manager as coach becoming vogue. Thirty semi-structured interviews were recorded, transcribed and thematically analysed using a critical incident for exploration. The data generated an appreciation of the origins of team challenge and how challenge can be recognised, identified and acted upon to avoid escalation and maintain functionality within the team. The findings offer a framework for managers, irrespective of coaching competency to deal with team challenge and specifically that arising from behaviour described as unproductive or dysfunctional within the complexity of multiple team variants. This research will further supplement existing team effectiveness models and highlight the need for the manager as coach to be alert to team behaviour, foster appreciation of team difference at all levels, be coach-minded and act speedily in addressing team challenge. Further insight is offered from the perspective of the practitioner with models for self-assessment and training in response to dealing with challenge.
    • Managing Degree Apprenticeships through a Work-Based Learning Framework – Opportunities and Challenges

      Rowe, Lisa; University of Chester
      The Higher Education Institute (HEI) employer interface has attracted much attention in recent years, particularly in light of current dissatisfaction with graduate work-readiness. Concurrently, pressure upon new entrants to the workplace is accelerating through an unprecedented pace of change in technology, requiring currency of employability skills and resilience for individuals to adapt, thrive and perform effectively in an increasingly unpredictable global environment. In 2014 a new form of apprenticeship was proposed in England to simultaneously address these skills shortages whilst offering a genuine alternative to undergraduate degree programmes. Hailed as “the greatest opportunity ever seen for anyone concerned with skills and employment” (Jeffrey 2016, p.1) early HEI adopters have already successfully collaborated with employers to launch business management degree apprenticeships with initial cohorts nearing completion of their first year. The chapter proposed here is therefore highly significant for two reasons. The first is to inform HEI practice and pedagogic development, particularly in terms of work-based learning degree apprenticeship design and delivery within the new political apprenticeship reforms, which are attracting renewed interest across the globe. This is one of the first evaluations to be published upon this type of programme, affording a unique opportunity to explore how pedagogic approaches to building graduate employability can be improved. Secondly it considers the effectiveness of the emerging generation of work-based business degree apprentices in terms of performance, retention and engagement as a result of well-developed employability skills. This degree apprenticeship challenges academically led, full time provision with a 20% off the job learning model. An explicit employer led focus cumulates in a separate synoptic end point assessment, altering the fundamentally traditional approach to embedding employability skills into something far more tacit in nature, through negotiated projects, reflective learning and employer mentoring. In order to examine the effectiveness of this new pedagogic approach, the chapter focuses upon the design and development of a business management degree apprenticeship. It explores current literature concerning work-based learning pedagogy and reflective practice, the role of the employer as a mentor and the development of employability skills. It incorporates an exploratory case study based upon one of the earliest cohorts in England, collectively identifying a complex range of themes and issues for each stakeholder in designing and developing degree apprenticeships. The chapter concludes with recommendations for HEIs who wish to take advantage of this new and fast changing political agenda through their own development of similar, highly innovative and lucrative initiatives.
    • Mental toughness

      Strycharczyk, Doug; Clough, Peter; Wall, Tony; Perry, John; AQR Limited; University of Huddersfield; University of Chester; Mary Immaculate College (Springer, 2019-10-26)
      Since the turn of the 21st Century, Mental Toughness has been defined in a variety of ways (e.g. Clough, Earle & Sewell, 2002; Coulter, Mallett & Gucciardi, 2010; Fourie & Potgieter, 2001; Golby & Sheard, 2006; Gucciardi, Gordon & Dimmock, 2008; Jones, Hanton & Connaughton, 2007). Although they differ in many respects, the conceptualisation share a number of similarities. For example, self-belief is at the core of most definitions, motivation is central to most as is persistence in achieving and the ability to deal with setbacks. As such, Mental Toughness is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. Clough and Strycharczyk (2015: 33) suggest that: Mental Toughness is a narrow plastic personality trait which explains in large part how individuals respond differently to the same or similar stressors, pressures, opportunities and challenges… irrespective of prevailing circumstances.
    • Mental Toughness Development

      Wall, Tony; Strycharczyk, Doug; Clough, Peter; University of Chester; University of Huddersfield (Springer, 2019-11-29)
      Though there are different conceptions of mental toughness, there are a number of important commonalities, including: self-belief, attentional control, resilience, a success mindset, optimistic thinking, emotional awareness and regulation, ability to deal with perceived challenge, and contextual awareness and understanding (Crust and Clough 2011). As such, mental toughness has been conceptualised as a personality trait which describes the mindset that is engaged by people across extreme events as well as everyday events (Clough and Strycharczyk 2015; Stokes et al, 2018). It is closely related to qualities such as character, resilience, and grit, but whereas most personality models and measures assess the behavioural aspects of personality (how we act), mental toughness differs in that it assesses something more fundamental, that is, ‘how we think’, or why we act (and respond emotionally) to events (Clough and Strycharczyk, 2015).
    • On becoming in pedagogical performance artist

      Wall, Tony; University of Chester (Research in Management Learning and Education (RMLE), 2018-07-31)
      Contemporary forms of management education continue to reproduce the mechanistic, bureaucratic structures which shape and position all involved in the management learning context. This includes hidden (and not so hidden) co-ordinates of how we should relate to each other, the planet, and its co-inhabitants. Such co-ordinates continue to be imbued with dis-passion and de-tachment, with dramatic and traumatic consequences in relation to sustainable development: the need for radical leaps in holistic, affective engagement is therefore urgent. As Paul Shrivastava’s work on ‘pedagogies of passion’ has illustrated, the arts are central to this movement. But as we move towards such spaces, some crucial questions remain: Who is the artist? What does it mean for a management educator to become an artist? What does it mean for the metaphorical classroom to become the canvas or the stage? Might becoming a (management) pedagogical performance artist become a path to existential crises? This QIC aspires to explore these prompts to raise new questions, concerns and ideas.