Chris Kubiak

Facilitating the development of school‐based learning networks

Purpose – This paper aims to contribute to the knowledge base on leading and facilitating the growth of school improvement networks by describing the activities and challenges faced by network leaders.Design/methodology/approach – A total of 19 co‐leaders from 12 networks were interviewed using a semi‐structured schedule about the growth of their network, key leadership processes, “tipping points”, structural design and knowledge flow and transfer. Annual review documents were also analysed.Findings – Five leadership activities focused on facilitating networks were identified. These were: “courting” potential partners and developing proposals for networked activity; working for partner alignment and buy‐in into network goals and plans; creating structured opportunities for teachers to work together; embedding networked activity through formalisation and harvesting the knowledge generated by practitioners; and refocusing network efforts. These activities present tensions around negotiating purpose, securin...

Talk in virtual contexts: reflecting on participation and online learning models

Computer‐mediated conferencing has been adopted, particularly for purposes of online course provision, as a method that can deliver community. Widespread interest in a communities‐of‐practice approach within both informal and formal learning has strengthened perceptions of the value of creating a community online. A case study of asynchronous computer conferencing for the purposes of leadership development in schools is the focus for a study of the features and the discursive quality of the online interaction that occurred. Two analytical approaches are used: discourse analysis and social network analysis. These highlighted different aspects of the case, in terms of the role of peers versus the expert moderator (or ‘hotseat guest’), the extent of readership versus contribution and the tone and content of the discussion. Evidence that contributors were learning from the interaction was identified and strong links with place‐based communities of practice were also evident. Nevertheless, the online interaction could not be said to constitute a community or to be evidently developing in that direction. Its features as a network, where weak links were key to a sharing and knowledge‐construction process, were more salient. Networks offer the potential for weak connections that have a particular value for connecting across dispersed practitioners and potentially bridging between communities of practice and other forms of organisation and groupings.

Recognition of prior learning, self-realisation and identity within Axel Honneth´s theory of recognition

This paper argues for the significance of Axel Honneths theory of recognition for understanding recognition of prior learning (RPL). Case studies of the experiences of RPL by paraprofessional workers in health and social care in the UK and Sweden are used to explicate this significance. The results maintain that there are varying conditions of recognition. These conditions are often fluid, negotiable and ambivalent. However, RPL appears to support self-realisation and self-awareness, when it co-occurs with individuals identification with associated practices. Workplace salary, affordances for practice and collegial values may shape the esteem and thus the potential for self-realisation. RPL can thus help facilitate the development of a more positive relationship to individuals engaged in RPL processes, enhancing their learning and development.

The Learning Experiences of Health and Social Care Paraprofessionals on a Foundation Degree.

Foundation degrees have been developed in the UK as a means of meeting the learning needs of paraprofessionals in health and social care and the services within which they work in a cost‐effective fashion. Workplace learning is an intrinsic component to these degrees. Taking a socio‐cultural perspective, this paper examines how the students’ workplaces, life circumstances and sense of career trajectory shaped their learning experience and motivation. A small‐scale evaluation study, using semi‐structured interviews, focused on the learning experiences of a group of paraprofessionals enrolled in a foundation degree in health and social care. Data revealed fragmented employment patterns, underpinned by consistent vocational drives. While the study resonated with vocation, participants were ambivalent or lacked information about career progression. Workplace conditions, relationships and limited time shaped learning and coping strategies. A strategic and focused approach to student learning is required and includes attention to career pathways, workforce development strategy, the requirements of a range of stakeholders, workplace supervision and support for learning.

Managing Care and Joined Up Thinking in the Curriculum

This paper discusses the curriculum development of a level three undergraduate course in managing care. It was produced and is presented by The Open University. The course is aimed at frontline managers in health and social care. The course team made consultation with service users, carers and managers a priority in developing the curriculum. The paper discusses this consultation process and the learning gained from it. A major contribution was to clarify debates about how far the course should have one core curriculum and how far it should offer specialist options for managers in different settings. Service users and carers had strong views on the need for better co‐ordination of services and recognition of individual needs rather than divisions into service‐led categories. Managers stressed the importance of reflecting the reality of frontline management. This helped the course team to develop a framework that stresses the commonality in the work and the importance of ‘practice‐led’ management. Service users and managers were involved as critical readers of course texts to ensure that the consultation process continued through the course development. A second strand is the need for the course to be accessible to those not yet in management positions, and extracts from an interactive CD‐ROM which presents case study material demonstrate the innovative joined up and accessible approach taken to student learning needs.