Unravelling the dynamics of knowledge creation in communities of practice though complexity theory lenses

Drawing on a longitudinal case study of Alpha Chemicals, we use four complexity theory constructs – adaptive tension, enabling leadership, enhanced cooperation, and boundary spanning – to explain the continuous knowledge creation dynamics in Communities of practice (CoPs). Our findings show that the virtual cycle of knowledge creation results from CoPs oscillating between guided and self-directed modes. In a guided mode, adaptive tension and enabling leadership prevail, resulting in knowledge expansion. In a self-directed mode, enhancing cooperation and boundary spanning are the most significant, resulting in knowledge probing. This research uncovers the value of conceptualizing CoPs as complex adaptive systems with emergent and intentional processes coexisting to create a virtual knowledge creation cycle. Our findings complement the dominant theory on CoPs’ insights by moving beyond the control/autonomy debate and highlighting that knowledge creation dynamics results from a flexible combination and recombination of the different top-down and bottom-up forces.     

Complexity and action research: exploring the theoretical and methodological connections

Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research. Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself.     

An evaluation of an Australian Aboriginal controlled-community organization’s remote sports-based programme: a qualitative investigation

Current research suggests that Aboriginal-controlled organizations should play a larger role in developing and implementing sports-based programmes for Aboriginal young people. In this paper, we explore the influence of an Aboriginal-controlled organization and its government-funded remote sports-based programme on Aboriginal participants and non-Aboriginal stakeholders. We consider whether this sports-based programme is meeting the needs of a remote community in Northern Territory, Australia, and argue that the influence of the Aboriginal controlled organization is somewhat minimized, due to the constraints of government policy and associated funding, which focus on the socioeconomic agenda of reducing gaps between Aboriginal and non-Aboriginal Australians in health, education and employment. The Aboriginal community members and youth would appreciate the Aboriginal-controlled organization working more closely with them to improve the influence of the programme by paying respect to the local Aboriginal culture, social systems and knowledge.     

An initial study of the diagnostic utility of the emotional and behavioural screener in Lithuania

In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study investigated diagnostic utility of a brief (10-item) screener, the Emotional and Behavioural Screener (EBS) with a sample 312 Lithuanian students. The Strengths and Difficulties Questionnaire was used as a reference point for the investigation. Diagnostic utility statistics (i.e. overall agreement, misleading negatives, sensitivity, specificity and area under the receiver operating characteristic curve) were used to evaluate the usefulness and validity of the EBS. The results indicate, that majority of the diagnostic utility statistics thresholds were met; however, some gender differences were found. In sum, the EBS appears to be an accurate screener discriminating students not at-risk and at-risk for emotional and behavioural problems. Study limitations, future research directions and implications are discussed.     

构建"主导助控"人才培养模式造就高素质应用型人才

电大分校是“中央电大人才培养模式改革和开放教育试点”项目实践的主体。岳阳电大在长期的试点实践中积极探索基层电大人才培养模式实践模型，构建了“主导助控”人才培养模式基本框架，并取得了较好的实际效果。“主”是指学员主体和以学员自主学习为主；“导”是指教师对学生自主学习的引导、指导、辅导和督导；“助”是指学校对教师导学和学员自主学习提供全方位、全过程的支持服务；“控”是指对学员自主学习、教师导学和学校助学的效果与质量进行全方位、全过程的监控。“主导助控”四是一个相辅相成、相互联系的有机整体。     

广州市普教系统校办产业发展与对策（上）

教育是一个庞大的社会服务产业系统，它是以主体产业(学校教育、课堂教学工作的专业服务)为核心，和对主体产业起支持保障作用功能的其它服务、生产产业组成。教育支持保障产业可包括教育教学设施建设、教材教具供应，以及考试、留学、升学就业指导等相关服务，教育基金、贷款、保险等金融支持，教育物业管理、学生公寓、营养配餐、健康饮水、交通安全等社会服务，体现产学研结合特色的校办产业等等。教育产业的开发，就是要通过大教育服务系统的综合管理与运营，为受教育提供功能完备的综合性全程服务。所以，就教育产业发展而言，产业之面是非常广泛的。本课题组所探讨的主要是普教系统校办产业的发展。本部分拟在通过对广州市普通教育系统校办企业的发展现状进行剖析的基础上，提出对校办产业发展具有一定操作性的对策建议。     

Mentoring as a tool to engage Aboriginal youth in remote Australian communities: a qualitative investigation of community members,mentees, teachers,and mentors’ perspectives

Sport-based mentoring programs have been used across many contexts to engage young people in education. In this research, we explored the influence that an Aboriginal controlled organisation’s youth mentoring program has on three remote Aboriginal communities in Northern Territory, Australia. We used a composite set of culturally sensitive methods by including artefacts from the community members and mentees, informal interviews with community, and semi-structured conversations with mentors and schoolteachers. The findings demonstrate the positive feelings, many benefits, and relationships that had been established between mentors and mentees, the organisation and community over time. However, participants also suggested that it would be beneficial to engage mentors in activities with students not in the school system, and adults in the broader community. Despite some identified challenges, the mentoring program was perceived to be successful in engaging remote Aboriginal children in school and developing future career aspirations.     

高职机电一体化专业指导性培养方案的研究与开发

本课题组调查分析了高职机电一体化专业人才知识结构与能力结构，以及目前高职机电一体化专业培养方案中存在的问题，有针对性的提出了两年制高职机电一体化专业培养方案的构建思路、改革和开发建议。     

广州市普教系统校办产业发展与对策（下）

所谓“教育产业”，其核心实质是要强调办学的效率和双重效益，办教育同样是以效益和效率为导向，而强化效率和效益的办学观念就是要转变传统的办学思想。过去，办学强调的是有指导的管理，而非有效的管理；重视的是有秩序而非竞争；期待的是“等靠要”而非相对自主的发展。今天，在重新梳理教育与经济的关系时，就必须对教育的发展进行整体的重构。换言之，办学思想中应当融汇计划与市场双。     

合并升级的高职院校院系管理模式探讨

高职院校院系管理模式是集权制抑或是分权制,是目前高职院校面临的选择。集权制与分权制各有优劣,高职院校可依不同发展阶段进行合理的选择,才能达到整体发展战略的实现和高效率化原则的贯彻。