Philip Frame

Developments in human resource management in Iran

This paper identifies and examines a number of features that has influenced the development of HRM in Iran, with particular reference to national factors and organizational strategies. We begin by detailing the Iranian context with reference to the relevant literature, then set out our aims and objectives and outline our methodology. In presenting our findings, we consider perceptions of HRM, the HR challenges organizations face and the implementation of HR practices. In doing so, we compare and contrast responses from managers employed in both public and private sector Iranian organizations, and those working in MNCs. This enables us to specify those factors which appear to influence the differential development of HRM in Iran.

Reward or award? Reflections on the initial experiences of winners of a National Teaching Fellowship

This paper explores the impact on winners of achieving a National Teaching Fellowship. We begin by outlining the genisis and development of the award scheme and touch on the limited literature which is available in this area. Following a description of our methodology, we then present our data. Firstly we focus on who the winners are and then on gender differences, whether the award is a reward or a millstone, and finally the impact on the individual, the degree of institutional support for winners would appear to be a major determinant of whether the award was experiences as a reward or a penalty.

Subjectivity in innovation management

A major emphasis of modern new product development management involves the role of innovation. Researchers and managers alike have devoted significant amounts of time for decades to both understand and manage the innovation process. This work unfolds the subjectivity of innovation management, and the essential role that sub-cultures and innovation process outcome criteria play in the innovation journey. A framework is presented which explores the sense-making and subjectivity of innovation management, and its close link to both positive and negative outcomes of the innovation process.

CETL for work based learning: enhancing innovation and creativity in teaching and learning

Purpose – The purpose of this paper is to discuss three case studies reflecting areas of innovation and creativity which CETL funding made possible through a work-based learning CETL. CETL sponsored evaluations of funded projects and teaching initiatives informed further curriculum developments. Design/methodology/approach – Using a case study approach the paper explores the experiences of three different projects and the impact upon staff and students in a CETL for work-based learning. Three case studies are used, the first describing progression from a Performing Arts Diploma to a degree, facilitated by the use of learning technologies and social networking; the second considers the impact upon experienced professionals and stakeholders involved in a new Doctorate programme by Public Works. The third case study demonstrates the importance of rewarding investment in and evaluation of learning approaches, assisted by learning technology, with the resultant development of a model which facilitates reflective learning from work activities. Case studies were focused on teaching and learning practice. Findings – These were all programme developments which arose from practitioners and impacted upon academic practice and curriculum development. They impacted upon future learning initiatives thus demonstrating that the CETL investment impacted a wide range of learning activities at different academic levels. Dissemination of impact beyond the original project was evident through qualitative feedback and practitioner practice. Social implications – This was more of an analytical exploration of funded innovations in teaching and learning than formal research and therefore is not presented as traditional research. However, a case for case study approach in included, but data methods not explored. Practical implications – The CETL funding of teaching and learning innovations impacted upon work-based learning and the student learning experience within several schools across the university. These innovations have become significant for future WBL curriculum developments within the University. It is also evidenced that additional funding for five years of the CETL project enabled projects to grow and develop over a period of time. Therefore the indications are that sustained funding and evaluations at development points contribute to embedding and enhancing academic curriculum innovations. Originality/value – This paper highlights the importance of long-term investment in teaching and learning initiatives and the impact that such investment can have over a period of time, particularly in relation to CETL funding, of which the long-term effects on teaching and learning in HE are as yet unknown.

Role of transitory communities of practice in business school collaborative knowledge-sharing projects: from the partner's perspective

This paper explores the essential roles that academics, graduates/post-graduates and small enterprise owner-managers play when working together on knowledge-sharing projects. The study uses six projects to explore the life cycle of these transitory communities of practice (CoP) and how they can provide an effective means for sharing knowledge and expertise. This investigation is significant as such sharing of knowledge and expertise is the basis of the increasingly informal knowledge management structures such as networks and open innovation communities. How this is achieved, we suggest is based on two factors: the stakeholders and the transitory CoPs. The stakeholders are the SME managers, academics and newly employed graduates (associates), who co-create value by capturing, analysing and disseminating new-to-enterprise knowledge and experience. They achieve this via temporary CoPs which have their own life cycle of creation, growth and maturity/destruction.