Information management in law enforcement: The case of police intelligence strategy implementation

Strategy implementation is important because failure to carry out strategy can cause lost opportunities and leave police officers reluctant to do strategic planning. Lack of implementation creates problems in maintaining priorities and reaching organizational goals. The strategy execution task is commonly the most complicated and time-consuming part of strategic, management. Yet, strategy implementation suffers from a general lack of academic attention. This research paper makes a contribution to police strategy implementation literature by developing a, research model to study the extent of intelligence strategy implementation.     

Values, Rights and Dilemmas

Professor Geoff Lindsay, Director of the Special Needs Research Unit at The University of Warwick, is the fourth of the new professors to contribute to the debate on the future of Special Education.     

Careers Under Stress: Teacher Adaptations at a Time of Intensive Reform

There is currently a crisis of recruitment and retention of teachers in the United Kingdom. One feature of this trend is the number of teachers who are leaving the profession prematurely in reaction to the changed nature and organization of their work. This article focuses on how the crisis was experienced at the level of the individual. It explores the perceptions and interpretations of a group of teachers who left teaching or who considered leaving but remained by making adaptations to their roles; adaptations of retreatism; downshifting; and self-actualisation. The article uses data from a longitudinal study of a sample of English primary school teachers who are experiencing or have experienced occupational stress and stress-related illness. Unpredictable and stress-induced breaks in the teachers' careers are defined as `fateful moments' involving a `reassessment' and `redefinition' of each teacher's self, commitment and career. This case study of teacher stress makes emerging patterns and experiences of teacher career in the conditions of `late modernity' highly visible. The article concludes by arguing that the new and unplanned disruption in careers can involve the teachers in repeated re-inventions of the self (a stressful and convoluted process in itself) and that a reconceptualisation of teacher career is required.     

Communicating spending cuts: lessons for Australian university leaders

In 2011 and 2012, two Australian university vice chancellors flagged spending cuts at their institutions to overcome financial problems. In both cases, union and staff opposition led to public protests, intense media scrutiny, delays and retreats. This article compares the two cases to see what lessons may be drawn for university leaders faced with the complex, difficult and risky task of introducing spending cuts, a likely feature of Australian university management in the next few years. How can they do this in ways that cause minimal damage to programmes; are acceptable to those affected; and avoid undue damage to staff morale, student interests or institutional reputation?     

Is job sharing worthwhile? A cost-benefit analysis in UK universities

Around 60 per cent of UK universities practice job sharing. This article is based on a survey of Personnel Directors in UK universities concerning their perceptions of job sharing. These responses were then used to carry out a cost benefit evaluation of job sharing from the universities' perspective. If productivity of workers in the shared job rose by as little as 0.35 per cent – one third of one per cent – the estimated increase in Personnel Section costs would be covered. If there was a 5 per cent increase in productivity, the ratio of benefits to costs would be 14.3 to 1. Universities also save as a result of greater retention of staff, and there are also important benefits to society, particularly less overall stress and reduced unemployment levels.     

Intelligent educational systems: identifying and decoupling the conversational levels

Intelligent educational systems (IESs) have traditionally been thought of in terms of their functional subsystems. The three obligatory subsystems are those containing domain knowledge, a model of the learner's current state, and teaching knowledge. We argue that it is useful to reconceptualise IESs: we should think of them from the point of view of the multiple levels of conversational interaction that they support with a learner. We suggest that in many cases it is useful to identify a task level at which the learner is working, and a higher discussion level at which the learner and system converse about, and reflect on the primary task. If the two levels can be to some extent decoupled, meaning that each level has less than complete knowledge of the other level, IES development might be simplified. In some cases an IES might be built by the addition of a discussion level component to an existing computer tool, simulation, game or microworld. A critical requirement for a decoupled IES is a representation for communication between levels; study of human tutoring is needed to guide identification of suitable representations.