团队自反研究评介与反思

自20世纪90年代团队自反的理念提出至今,有关团队自反的理论及研究取得了较大进展。无论是理论文献还是实证研究均表明,团队自反不仅有利于改善团队效能,而且对团队创新也有显著的正面影响。本文通过对相关问题的回顾分析认为,以往研究缺乏对样本追踪的动态分析,且存在评价方法单一、测量工具不完善等问题,有待于学者们进一步探讨和完善。     

研发主管目标取向对团队反思与知识分享行为的影响

团队已经成为动态环境下企业从事研发活动的基本工作单元,而影响研发团队成员知识分享行为的主要因素一直是研究者关注的热点。本文以企业中的研发团队为研究对象,将团队反思纳入到研发主管目标取向对研发团队成员知识分享行为影响的研究中,并推导一个多层次研究框架。通过对118支研发团队(118名研发主管,605名研发员工)的调查分析,运用多层线性模型进行跨层次分析,得出实证研究结果:研发主管发展员工目标取向与能力展示目标取向对研发员工知识分享行为有显著正向影响;主管回避失败目标取向对知识分享行为具有显著负向影响;分析结果还表明,团队反思在研发主管发展员工取向与能力展示取向对知识分享行为的影响过程中起到中介作用。最后讨论了本研究的管理启示与研究展望。     

Intersectionality and reflexivity in gender research: disruptions,tracing lines and shooting arrows

This paper utilises the conceptual lens of intersectionality to explore gendered academic career trajectory in the context of one participant’s challenge to a normative reading of the link between her private life and its relation to a ‘successful’ academic career. The paper then charts the recalibrations that needed to take place to ensure certain sociocultural categories and intersections were not privileged over others. Finally, the paper then utilises the concept of intersectionality as a metaphor with which to view the intersecting and reflexive relationship between the interviewer, the interviewee and the performative event of the interview process.     

Research capacity and dissemination among academics in Tanzania: examining knowledge production and the perceived binary of ‘local’ and ‘international’ journals

This article explores two distinct strategies suggested by academics in Tanzania for publishing and disseminating their research amidst immense higher education expansion. It draws on Arjun Appadurai’s notions of ‘strong’ and ‘weak’ internationalisation to analyse the perceived binary between ‘international’ and ‘local’ academic journals and their concomitant differences in status. In an attempt to examine critically how the status quo regarding knowledge production in higher education is maintained and reproduced, the article explores interactions between a Tanzanian academic and an educational researcher from the global North, including the ways in which research collaborations between academics from different contexts and material conditions in their institutions may both advance and inhibit professional development of academics and comparative education research, writ large. The article concludes with a call for comparative education researchers to carefully consider the future of educational research in sub-Saharan Africa and the complexities of continued involvement in knowledge production processes.     

Reconstructing the internship program as a critical reflexive practice: the role of tutorship

Critical reflexivity has been acknowledged as fundamental in higher education. For facing complex situations in turbulent environments, students nowadays need not only to be taught technical knowledge, but also to be helped develop “relevant” learning for their future professional practice. In recent years, scholars have concentrated on what makes the internship experience a successful opportunity for the parties involved, and have also discussed the crucial role of a mentor/tutor in sustaining relevant and effective learning. However, the specific conditions that make tutorship successful in promoting critical reflexivity in such a boundary crossing experience need to be further explored. Aim of this paper is therefore to analyze what tutorship conditions sustain the development of critical reflexivity in internship. For this purpose, we will present the case study of an internship program run by one of the largest universities in northern Italy.     

Inclusive education for all: Principles of a shared inclusive ethos

This article discusses paradoxes that, in theory and in practice, hinder the deployment of inclusive education. The first type of paradox is related to the confrontation between the humanist ideals conveyed by inclusive approaches and contemporary political discourses. These difficulties are linked to (1) the very concept of inclusion; in which the universal, particular, and singular dimensions are dialectically articulated. The paradox is also linked to (2) the orientation of contemporary political discourses in Europe; notably, deinstitutionalisation, intentions to stop specialised care and support, and the deployment of standardised software to assist assessment and learning at schools. The second type of paradox confronts the situational approach to special education needs with the contemporary trend towards homogenisation of nomenclatures and reference categorisations. Extremely vague definitions of guiding concepts lead to the devaluation of pedagogical approaches. This in turn contributes to the maintenance, or even domination, of biotechnical approaches. This comes at the cost of less attention to cooperative multidisciplinary approaches which have proven their effectiveness. These paradoxes can and should be addressed both (1) at the level of the individual ethical responsibility of professionals in the field and (2) in the context of teaching and learning practices. The article formulates four principles to enable teachers, as interpreters of diversity, to move towards an ethic that does not deny the unpredictability and uncertainty inherent in the infinite variety of forms of learning and education, but which on the contrary makes it a genuine source of innovation and pedagogical creation.