Kapitalism ja äri on ülikoolis, selles ei ole kahtlust. Niisamuti ei ole suurt kahtlust, et sellest rääkida ei ole hea toon. Siinses voos on lugeja kindlasti märganud tekste, kus autorid tegelevad erinevate valdkondade õppekavade ja harjumuste pingetega just n-ö kliendipingete perspektiivist. Siinviidatud vabalevis olev tekst leidis oma koha põhjusel, et esitab tudengite emotsionaalse perspektiiv.

Head uudistamist!

Kontekstiks:

“These claims resonate directly with a current discussion on the crisis of higher education (Bérubé and Nelson, 1995), its commercialization, and the students as disgruntled customers (Blum, 2016). The students’ consumerist discourse in the series is combined with their disappointment, emotional distress, and search for personal meaning.” (Gretzky and Lerner, 2021, p. 206)

Autorid lubavad:

“In the present article, we examine this consumerist–emotional therapeutic duality, explain how it is shaped out of the young adults’ encounter with the university, and discuss its significance for the emerging culture of ‘academic capitalism’.” (Gretzky and Lerner, 2021, p. 206)

Emotsioonid tulevad (kapitalismi)mängu:

“However, consumerism and commercialization also involve an emotional aspect, as feelings become an integral aspect of consumer capitalism (Hochschild, 1983). ‘Emotional capitalism’ suggests a critical perspective on the powerful way capitalist logic and emotional life have become intertwined in the forms of a therapeutic culture, creating a space where relationships, services and communication patterns are more emotional; at the same time, emotions are subjected to a rational logic: they are monitored, bureaucratized and ‘colder’ (Illouz, 2007).” (Gretzky and Lerner, 2021, p. 206)

Andmete kogumisest:

“Through our writing, we have worked reflexively by adopting a critical position towards the university’s reality. Through our writing, we have worked reflexively by adopting a critical position towards the university’s reality. Without fully validating students’ criticism that addresses university faculty, we have also distanced ourselves from holding consumerist attitudes as solely responsible for the students’ discontent.” (Gretzky and Lerner, 2021, p. 207)

Küsimused praktilisusest:

“In our attempt to understand why the curriculum was seen as irrelevant, we exposed two levels of criticism on knowledge: academic knowledge as impractical and therefore irrelevant, and at the same time, disconnected from the students’ lifeworld and hence lacking in personal, emotional meaning.” (Gretzky and Lerner, 2021, p. 209)

Inimlikkus õpetamisel ja teadmiste omandamisel:

“Another aspect of the ideal professor is related to interactions where role boundaries become blurred, and the professor shares personal experiences and feelings with the student.” (Gretzky and Lerner, 2021, p. 215)

Lugemishuvi suurendamiseks:

“Thus, this study indicates that in order to understand the emerging university culture and the present-day student experience, the concept of academic capitalism with its emphasis on the commodification of higher education must be expanded to include components of emotional capitalism.” (Gretzky and Lerner, 2021, p. 218)

Gretzky, M., & Lerner, J. (2021). Students of academic capitalism: Emotional dimensions in the commercialization of higher education. Sociological Research Online26(1), 205–221. https://doi.org/10.1177/1360780420968117

Kaasaegse organisatsiooni väljakutsed:

“In contemporary organizations that must be adaptive and agile (Teece et al., 2016), an important challenge for leaders is the facilitation of individual, group, and organizational learning (Pasamar et al., 2019; Yukl, 2009).” (Lundqvist et al., 2022, p. 1)

Juhtide võimalused õppimise hõlbustamisel:

“Leaders can facilitate workplace learning at these levels either indirectly through mechanisms such as the organizational structure or culture, or directly through their leadership behaviors such as the provision of coaching (Wallo et al., 2022).” (Lundqvist et al., 2022, p. 1)

Mitmekesine terminoloogia ja mõistestik:

“Literature that discusses leaders as facilitators of learning at work typically uses the terms ‘management’ and ‘leadership’ interchangeably, and popular designations are ‘learning-oriented leadership’ (Wallo, 2008; Wallo et al., 2022), ‘managers as facilitators of learning’ (Cohen, 2013), ‘managers as developers’ (Warhurst, 2013), ‘managers as coaches’ (Ladyshewsky, 2010) and ‘transformational leadership’ (specifically, the ‘intellectual stimulation’ dimension; Bass, 2000).” (Lundqvist et al., 2022, p. 1)

Õppimisele orienteeritud juhtimine – tähendus siinses tekstis:

“In this paper, we use the term learning-oriented leadership when referring to the wide array of research within this field.” (Lundqvist et al., 2022, p. 1)

Artikli eesmärk:

“Thus, the purpose of this paper is to provide a systematic review and critique of research that investigates the relationship between leadership and learning in a work context.” (Lundqvist et al., 2022, p. 2)

Juhtimise tähendus siinses tekstis:

“In this paper, leadership is defined as an interactive and reciprocal process through which a manager influences one or more employees to attain a goal (Yukl, 2013), which in the current paper refers to a learning goal.” (Lundqvist et al., 2022, p. 2)

Indiviiditasandi õppimisest ei piisa:

“Furthermore, we consider learning at the individual level to be a necessary but not sufficient condition for group or organizational learning (Ellström, 2001).” (Lundqvist et al., 2022, p. 2)

Organisatsiooniline õppimine:

“By organizational learning, we refer to changes in organizational practices (e.g., routines and procedures, structures, technologies) that are mediated through individual or group-based learning or problemsolving processes (Vera & Crossan, 2004).” (Lundqvist et al., 2022, p. 3)

Juhtimine mõjutab õppimist vahetult ja kaudselt:

“Leadership thus seems to have both a direct and an indirect effect on learning.” (Lundqvist et al., 2022, p. 10)

Küsitavused:

“Further, since leader behaviors in the category of creativity, innovation and change are conceptually similar to transformational leadership behaviors, it is unclear how these ‘newer’‘leadership for learning’ theories add or contribute something beyond the more established theories, such as transformational leadership.” (Lundqvist et al., 2022, p. 10)

Organisatsioonilise õppimise mõõtmise vahendite paljusus:

“The same pluralism also applies to learning and how it should be measured. For example, there are several different instruments that measure organizational learning. Although these instruments tend to share some common theoretical basis, they also tend to place emphasis on partly different components and learning processes.” (Lundqvist et al., 2022, p. 11)

Isevoolupraktikat (Laissez-faire) on passiivsed-destruktiivsed:

“Laissez-faire leadership could be classified as a form of passive destructive leadership (Skogstad et al., 2007).” (Lundqvist et al., 2022, p. 11)

Lugemishuvi suurendamiseks:

“Overall, the result seems to indicate that different types of leadership are related to learning at individual, group, and organizational levels and that the relationships are often mediated by other factors. The review highlighted a knowledge lacuna regarding moderators and boundary conditions.” (Lundqvist et al., 2022, p. 14)

Lundqvist, D., Wallo, A., Coetzer, A., & Kock, H. (2022). Leadership and Learning at Work: A Systematic Literature Review of Learning-oriented Leadership. Journal of Leadership & Organizational Studies, 1–34. https://doi.org/10.1177/15480518221133970

Kontekstiks ambitsioonist, kuidas muuta politseipraktikad professiooniks:

“In 2012 the Coalition Government created the College of Policing as the professional body for policing. The College was given a mandate to transform policing into a profession (Lumsden, 2016; Holdaway, 2017).” (McCanney et al., 2022, p. 2)

Pragmatism tuleb appi politseiprofessioonist mõtlema:

“This article proposes Pragmatism as an overarching philosophical framework that could underpin the professional knowledgebase. It is a flexible philosophy that can accommodate different research methods, different perspectives and ways of understanding.” (McCanney et al., 2022, p. 2)

Pragmatismi juured:

“The philosophy of Pragmatism developed out of the thinking of Charles Sanders Peirce, William James, John Dewey and George Herbert Mead in the mid-19th century (Simpson, 2018; Kaushik and Walsh, 2019). They did not set out to create a philosophical movement and disagreements amongst them led them to champion different versions of pragmatism (Greene and Hall, 2010; Hookway, 2013).” (McCanney et al., 2022, p. 2) […] “Pragmatists argue that knowledge is fallible, contextual and the basis of a belief on which we are prepared to act (Hothersall, 2018). Therefore, is created and tested within real-world problemsolving (Greene and Hall, 2010; Simpson, 2018).” (McCanney et al., 2022, p. 2)

Domineerib käsitöölismõtteviis:

“Currently policing practice and knowledge is acquired following an ‘on the job’ apprenticeship approach. The accepted view within policing is that policing is best learnt by doing.” (McCanney et al., 2022, p. 3)

Hetkeolukord:

“The College of Policing currently promote evidence-based policing (EBP) as the best approach to building a pro” (McCanney et al., 2022, p. 3) […] “This approach privileges quantitative research methods with randomised control trials promoted as the ‘gold standard’ research approach and, when these are not practicable, other rigorous designs such as quasiexperiments are accepted as valid alternatives to assess police interventions (Mitchell and Lewis, 2017; Ariel, 2019).” (McCanney et al., 2022, p. 3)

Positivistlik perspektiiv:

“This scientific approach is based on a positivistic philosophy that argues that the social and the physical world are both are ‘out there’, external to individual, and that individuals are subject to patterns of deterministic processes that influence their behaviour leading to a series of natural outcomes, similar to natural forces acting on the physical world (Neuman, 2011; Denscombe, 2017).” (McCanney et al., 2022, p. 3)

Interpretivism sekkub vahele:

“These concerns represent an interpretivist account of the world which asserts that the social world is fundamentally different from the physical world, arguing that human beings give meaning and relevance to their social reality, while physical objects and forces do not (Bryman, 2016). Social reality is created and experienced within interactions that are contextualised by historical and cultural factors, whilst at the same time remaining” (McCanney et al., 2022, p. 4) […] “personal and subjective (Creswell, 2009; Bryman, 2016). Interpretive research uses qualitative methodology to capture and understand the meanings and beliefs that individuals employ within these social interactions (Creswell, 2009; Denscombe, 2017).” (McCanney et al., 2022, p. 5)

Kokkupõrge:

“The interpretivist purist rejects the scientific approach as an oversimplification of the complexity of human experience, claiming it demeans notions of individual choice, freedom and morality (Burns, 2000). While proponents of the scientific approach claim that the interpretivist approach is unscientific and presents biased subjective opinion rather than credible evidence (Denzin and Ryan, 2007).” (McCanney et al., 2022, p. 6)

Pragmatism saab võimaluse:

“Pragmatism privileges the question, encouraging the researcher to choose the method most likely to provide an answer, rather than letting epistemological and ontological premises constrain the researcher’s choice (Morgan, 2007; Biesta, 2010; Biddle and Schafft, 2015).” (McCanney et al., 2022, p. 7)

Pragmatism praktikas:

“Pragmatists claim that knowledge is created within problem-solving situations, through an” (McCanney et al., 2022, p. 7) […] “iterative process in which successful outcomes from previous experiences are hypothesised as potential solutions to the current problem situation. Potential solutions are tested, revised, and retested in both a cognitive and a practical process of intelligent reflection (Ormerod, 2006; Ansell, 2016; Kaushik and Walsh, 2019). This is not solely a mental process, it is an active process of thinking, action and reflection, it has a physical element, it is literally ‘something that we do’ (Dewey 1916p367, cited in Biesta 2014 p38).” (McCanney et al., 2022, p. 8)

Enda kogemused maksavad:

“In policing there is an almost universal respect for experience, it is the foundation of most officer decision making (Lee and Punch, 2004; Lumsden, 2016). Research suggests that most police officers, including those in managerial ranks, prefer to rely on their own experience or advice from trusted colleagues over ‘evidence’ provided by academic researchers who have little or no policing experience (Fleming and Rhodes, 2018; Hunter” (McCanney et al., 2022, p. 10) […] “et al., 2019). The domination of craft knowledge is rarely questioned or challenged by police officers” (McCanney et al., 2022, p. 11)

Lugemishuvi suurendamiseks:

“The main motivation for professionalising the police and creating a professional police knowledgebase is that police now operate in a pluralistic and complex society. The police” (McCanney et al., 2022, p. 16) […] “need a body of knowledge that is validated and defensible to replace the idiosyncratic experiential and ‘authority’ knowledge that is the current basis for practice in policing.” (McCanney et al., 2022, p. 17) […] “A consensus on the incorporation of craft knowledge and an adaptation of the existing rank-based hierarchy to replace idiosyncratic experiential and ‘authority’ knowledge as the basis for practice.” (McCanney et al., 2022, p. 17)

McCanney, J., Taylor, J. C., & Morris, K. (2022). Professionalising the police pragmatically. The Police Journal, 1–23. https://doi.org/10.1177/0032258X221128401

Traditsiooniline klassiruumikeskne pedagoogika didaktika võimalused piirideta õpivõimaluste loomisel on üsna tagasihoidlikud. Tehnoloogia pakub teadmiste omandamiseks täiendavaid võimalusi, kuid püstitab ka mitmeid väljakutseid nii teadmiste vahendajatele kui omandajatele. Siinviidatu võiks kuuluda kõikide hariduskäsutajate lugemisvara hulka. Ei või küll kindel olla, kuid ehk oleks selle teksti lugemisel lootust edenemiseks printeri- ja klassiruumikesksest õppemudelist lähemale avatud ja dünaamilise õppekorralduse suunas.

Kontekstiks:

“The concept of “flexibility” has been spreading in policy, research, and practice around the world, typically engendering the idea of a technology-driven strategy for improving educational inclusion, equity, and quality. The United Nations Educational, Scientific and Cultural Organization (2016), for instance, encourages institutions to deliver “flexible learning pathways” and remove barriers to (in)formal education by using digital means.” (Vanermen et al., 2022, p. 1)

N-ö paindlike õppevormide rakendamine ilma tehnoloogia võimalusi kasutamata … sestap on õppeplatvormide roll oluline:

“Although researchers have argued that flexible and unbundled curricula exist and need inquiry, how technology plays a role herein has often been overlooked in curriculum studies (Krause, 2022).” (Vanermen et al., 2022, p. 2)

Relatsiooniline perspektiiv:

“We build on a relational understanding of curriculum as social practice (e.g. Priestley & Philippou, 2018) but point to some analytical constraints of assuming only humans have agency. What is at stake here is that technologies in curriculum making may be reduced to inactive tools that merely facilitate education.” (Vanermen et al., 2022, p. 2)

Õppekava disain ja digitehnoloogiad …

“Curriculum designs and digital technologies are considered “tools” to “transform” and “enhance” access, quality, and curriculum in innovative ways. MOOC platforms, for instance, have been designated as the means to make education accessible “anytime and anywhere” (e.g. Lambert & Alony, 2018, p. 73; Li et  al., 2018).” (Vanermen et al., 2022, p. 3)

Neli analüütilist dimensiooni:

“We distinguish four analytical dimensions to help us investigate how open education platforms become actively involved in curriculum making.” (Vanermen et al., 2022, p. 5) “First, the graphical user interface (GUI) is a part of the platform’s programmed architecture that both enables and constrains user actions.” (Vanermen et al., 2022, p. 5) […] “A second analytical dimension, and another part of the platform architecture, is the algorithms that demarcate user actions.” (Vanermen et al., 2022, p. 5) […] 3) “A third dimension involves the user, the one (expected) to interact with the platform architecture and take part in curriculum making.” (Vanermen et al., 2022, p. 5) […] “A final analytical dimension helps us acknowledge how platforms are situated in a wider ecology, and constituents in this relational field describe or idealise a curriculum (Decuypere, 2021; Edwards, 2011).” (Vanermen et al., 2022, p. 5) 4)

Lugemishuvi suurendamiseks:

“Given these findings, we propose the concept of platform curriculum as a specific form of (in)flexible curriculum that is the result of humans, materials, and technologies (pre)ordering education in particular but contingent directions (cf. Nespor, 1994). A platform curriculum enables flexible education in the sense that the learner gains access to various courses at convenient yet specific times and spaces for personal or economic purposes (see Veletsianos & Houlden, 2019).” (Vanermen et al., 2022, p. 22)

Vanermen, L., Vlieghe, J., & Decuypere, M. (2022). Curriculum meets platform: A reconceptualisation of flexible pathways in open and higher education. Curriculum Inquiry, 1–26. https://doi.org/10.1080/03626784.2022.2120347

Siinviidatud vabalevis olev tekst haarab kolm siinse kodulehe peamist fookusvaldkonda neljast: kestliku arengu, hariduse ja organisatsiooni.Tekst võiks huvi pakkuda kõikidele inimestele, kel veidigi huvi organisatsioonide, keskkonna ja organisatsioonide vastu. Aga ka neile, kel huvi vastutustundliku elamiseviisi vastu.

Kontekstiks: juhtimise õppimine järjest komplekssemas, keerustuvas ja raskestiennustatavas keskkonnas … on’s sel mõtet?

“Management students find themselves in a paradoxical situation when analyzing crises in terms of the current socio-environmental context. They have come to business schools to acquire knowledge and skills that will equip them to organize and control the activities involved in conducting business. However, the organizational environment is increasingly marked by uncertainty and crisis, making prediction and control difficult.” (Mailhot and Lachapelle, 2022, p. 1)

“Uued” valdkonnad õppekavades:

“In recent years, faced with the climate emergency and growing inequalities that have been highlighted by the COVID-19 pandemic, business schools have been revising their curricula to include issues such as sustainable development, social responsibility and ethics.” (Mailhot and Lachapelle, 2022, p. 2)

Vastutustundlik juhtimisõpe:

“The notion of Grand Challenges echoes the flourishing literature on responsible management learning and education (RMLE), which claims an urgent need to rethink management education to deal with issues of increasing inequality, human rights, and climate change. The RMLE literature encompasses three pedagogical approaches.” (Mailhot and Lachapelle, 2022, p. 2)

Vastutustundlik hariduskorraldus:

“More recently, regrouping sustainability, responsibility, and ethics under the heading of “responsible management” has been advocated by some scholars (Laasch and Conaway, 2016; Moosmayer et al., 2020). In this view, RMLE can be defined as “the learning and education of a management approach that considers sustainability, responsibility and ethics in its decision-making” (Moosmayer et al., 2020: xxvii).” (Mailhot and Lachapelle, 2022, p. 5)

Pragmatismipõhimõte hariduses:

“It is not a unified theoretical current but rather a philosophy of research and education—a method, which can be characterized by general elements, including: (1) the primacy given to experience; (2) an emphasis on process and emergence; (3) knowledge as fallible and experimental; (4) consideration of the practical effects of knowledge; (5) public discussion of problems and sensitivity to ethics and democracy; (6) alignment toward action and futureoriented meliorism; and (7) pluralism of models and values (Chateauraynaud and Debaz, 2017: 604–606; Simpson and Den Hond, 2022).” (Mailhot and Lachapelle, 2022, p. 8)

John Dewey tekstid pakuvad endiselt märkimisväärselt värskeid perspektiive:

“He moves from the idea of contemplation to that of exercising practical judgment in the context of problematic situations. Transformation is thus at the heart of his theory of judgment, which is both instrumental (means)” (Mailhot and Lachapelle, 2022, p. 9) […] “and ethical (ends).” (Mailhot and Lachapelle, 2022, p. 10)

Lugemishuvi suurendamiseks:

“We argue that the organizational literature on Grand Challenges, with its pragmatist framing, opens a new context for management education. Sustainability education and RMLE have addressed related themes by proposing pedagogical strategies that aim at imbuing students with a sense of accountability vis-à-vis these challenges and by allowing them to analyze the” (Mailhot and Lachapelle, 2022, p. 17) […] “major structural forces responsible for accentuating the crises. Moreover, given the complexity, uncertainty and controversial dimension of societal and environmental problems, we developed a pedagogical approach and strategies that equip students to intervene in indeterminate situations through a collective decision-making process.” (Mailhot and Lachapelle, 2022, p. 18)

Mailhot, C., & Lachapelle, M. D. (2022). Teaching management in the context of Grand Challenges: A pragmatist approach. Management Learning, 1–25. https://doi.org/10.1177/13505076221116991

Tegevusõppe seostamine ainult haridussüsteemiga oleks liigne kitsendus ja jätab avamata selle potentsiaali organisatsioonide valdkonnas. Siinviidatud kirjandusülevaade pakub väärtuslikku infot neile, kes huvituvad tegevusõppest avaramalt, sh nii organisatsiooni kui töötajate arengu seisukohast. Lisaks võib tekst huvi pakkuda uurijatele-tudengitele, kel plaanis kirjutada kirjandusülevaadet.

Kontekstiks tegevusõppe esiletõus ja seotus organisatsiooniga

“Action-oriented approaches in the workplace are rooted in practices, theory, and literature that preceded the definition and formation of the HRD field – among these is action learning. Initially developed in the 1930s and 1940s by Reg Revans, action learning is defined as a learning approach to developing organisational members’ competencies both in content knowledge and process skills while addressing real issues at work using teams (Cho and Bong 2013).” (Cho and Egan, 2022, p. 1)

Tegevusõppe positsioon organisatsioonis ja töötajate arengus:

“Action learning is considered an HRD tool to prepare participants for collective leadership in the organisation (Raelin 2021), integrates action, learning, and experience as in experiential” (Cho and Egan, 2022, p. 1) […] “learning (Yeo and Marquardt 2015), and is used for developing practitioners while solving challenges in the workplace as in problem-based learning (Scott 2017).” (Cho and Egan, 2022, p. 2)

Autorid seavad eesmärgi:

“The purpose of this study was to elaborate upon the changing landscape of action learning research and practice through a systematic literature review.” (Cho and Egan, 2022, p. 2)

Esmakordne märkimine:

“Revans used the term action learning for the first time in published form in 1972 after having experimented with initial forms of action learning as far back as the 1930s and 1940s in mines, hospitals, and higher education (Boshyk et al. 2010).” (Cho and Egan, 2022, p. 4)

Tegevuspöörde neli dimensiooni:

“The “action turn” (Reason and Torbert 2001, 2) in social sciences places primacy on practical knowledge as the focus of the research endeavour and includes four key dimensions: the primacy of the practical, the centrality of participation, the requirement of experiential grounding, and the importance of normative theory.” (Cho and Egan, 2022, p. 4)

Vihje lugemishuvilistele:

“Due to the increased dominance of Action Learning: Research and Practice (ALRP) as a primary action learning journal since its inception in 2004, we ended up with a decrease in the total number of journals – from 24 in Cho and Egan (2009) to 14 in this review.” (Cho and Egan, 2022, p. 8)

Teooria kasutamine uurismustöödes:

“When considering theoretical framing of research within the identified studies we examined the extent to which authors overtly situated their research using: (a) theory: (b) a theoretical framework: and/or (c) a conceptual framework – and whether such use was established a priori or post hoc (Varpio et al. 2020). Not surprisingly, the most common framing in the research studies related to action learning frameworks.” (Cho and Egan, 2022, p. 15)

Lugemishuvi suurendamiseks:

“A central goal of CAL is to bridge the gap between personal development and organisational learning.” (Cho and Egan, 2022, p. 19)

Cho, Y., & Egan, T. (2022). The changing landscape of action learning research and practice. Human Resource Development International0(0), 1–27. https://doi.org/10.1080/13678868.2022.2124584

Siinviidatud vabalevis olev tekst leidis koha põhjustel, et tegeleb nii organisatsioonide kui haridusega väga spetsiifilisest perspektiivist. Kas või missuguses ulatuses Eesti avalikes ülikoolides administreerimisvõimekuse väljaarendamisega sihipäraselt tegeletakse, seda ei oska öelda. Tekst sisaldab aga palju väärtuslikku nii organisatsioonide, avalike ülikoolide juhtimise-valitsetuse kui strateegilise juhtimise vaatevinlist.

Kontekstiks ressursside paigutustest ja dünaamilise võimekuse raamistiku piiratusest:

“The importance of resource allocation has been well recognized in the strategic management literature (Ansoff, 1965; Chandler, 1962; Rumelt, Schendel, & Teece, 1991).” (Heaton et al., 2022, p. 2) […] “This reprioritization of expenditures over time (“asset orchestration”) is consistent with the dynamic capabilities framework (Eisenhardt & Martin, 2000; Helfat & Raubitschek, 2018; Teece, 2007), but goes beyond the framework.” (Heaton et al., 2022, p. 2)

Juhtimisvõimekusest ressurssidega ümberkäimisel:

“Although existing studies stress the role of resource configuration, relatively less attention has been paid to another important dimension of reconfiguration—the ability to reallocate resources flexibly across the firm over time—with notable exceptions (e.g., Arrfelt, Wiseman, McNamara, & Hult, 2015;Helfat&Martian,2019; Lovallo, Brown, Teece, & Bardolet, 2020). The managerial abilities to “make well-timed investments” and to combine and deploy those investments effectively often are perceived as asset orchestration capabilities (Helfat et al., 2007;Teece,2009).” (Heaton et al., 2022, p. 2)

Autorite ambitsioon ja lubadus:

“Our study examines a boundary condition and performance consequences of resource allocation flexibility in a sample of public universities. With extensive longitudinal data spanning the last two decades, this study analyzes (a) the influence of resource allocation flexibility on a university’s financial performance and (b) the effect of external governance arrangements on the relationship between resource allocation flexibility and the financial performance of a university. We aim to determine the conditions under which universities perform better financially.” (Heaton et al., 2022, p. 3)

Valitsetusest avalikes ülikoolides:

“Financial decisions by public universities can be shaped by governmental institutions and the governance they impose (e.g., Tandberg, 2010; Weerts & Ronca, 2006). “Governance” already is recognized as a major factor in institutional and organizational performance (Fiszbein & Ringold, 2012). Agency theory continues to play a major role in discussions about corporate governance.” (Heaton et al., 2022, p. 6)

Konsensus …

“Both economists and management scholars agree that highly centralized management generally is less effective, especially in the context of rapidly changing environments and in knowledge-based industries where the context differs in different business units.” (Heaton et al., 2022, p. 8)

Lugemishuvi suurendamiseks:

“The results of this study suggest that, in general, universities with greater flexibility in annual spending across major budget categories perform better; and that this is assisted by low regulation/governance, since universities can redeploy resources more easily. Our findings complement the work of Lovallo et al. (2020), who emphasize the role of executive management latitude or discretion in resource allocation.” (Heaton et al., 2022, p. 22)

Heaton, S., Teece, D., & Agronin, E. (2022). Dynamic capabilities and governance: An empirical investigation of financial performance of the higher education sector. Strategic Management Journaln/a(n/a), 1–29. https://doi.org/10.1002/smj.3444

Siinviidatud vabalevis olev tekst leidis oma koha põhjusel, et käsitleb politseihariduse aspekte õpetamisvõimekuse perspektiivist. Olgugi, et tekstis esineb mitmeid küsitavusi – uuri välja! – väärivad politseihariduse valdkonnas professionaalsusepüüdlused eraldi tähelepanu.

Konteksti avamiseks. … aga siiski, mida tähendab “kõrgelt kvalifitseeritud”?

“Police work is an important component of the stability of government power and social harmony throughout the country. No national security can exist without high-quality police workers.” (Wang, 2022, p. 2)

Kutseoskuste hindamisest:

“Comprehensive expert analysis indicates that the process of evaluating vocational abilities involves three tasks. The first such task involves the construction of a scientific and effective evaluation index system and solving the problems that emerge in the process of evaluating vocational abilities, such as the use of a single evaluation standard, reference to a single evaluation subject, and the presence of inadequate connections among school evaluation, public security organs, and social evaluation, with the aim of producing an objective and comprehensive evaluation associated with multiple participants.” (Wang, 2022, p. 2)

Eesmärk:

“With the aim of taking full advantage of the characteristics of police work, this paper analyzes the mechanism underlying vocational education and training by combining expert evaluations and relevant inspection data with the needs of society, police organs, and colleges (Qianling, 2021; Lisa et al., 2021; Su, 2018).” (Wang, 2022, p. 2)

Võimekuste analüüs:

“Capability analysis: At present, police professional ability can be divided into six aspects based on the various types of policy business: professional knowledge, professional skill, professional quality, work quality, social adaptability, and physical ability.” (Wang, 2022, p. 3)

Lugemishuvi suurendamiseks:

“In the process of college teaching, students’ professional ability, working quality, and social adaptation ability should be strengthened in light of their teaching and practice needs, and operational research should be conducted in this context.” (Wang, 2022, p. 7)

Wang, Q. (2022). Designing an evaluation system to assess professional ability training in police colleges. Humanities and Social Sciences Communications9(1), Article 1. https://doi.org/10.1057/s41599-022-01395-y

Mõtlesin juba, et midagi sellist, mida siin artiklis käsitletakse, on lihtsalt muinasjutt. Selgub siiski, et kusagil keegi mõtleb tõsimeeli haridusvaldkonnas toimuvale, mõtleb õppetöö korraldusele, õppejõudude õppimisele, haridusorganisatsiooni eripäradele ja veel nii spetsiifilisest perspektiivist. Tekst on vabalevis ja … ei vajagi mingeid täiendavaid soovitusi.

Kontekstiks – mitteformaalne õppimine:

“More specifically, the focus is on who they turn to for help, and why, when trying to solve different kinds of problems or when seeking advice that can support them in their work as teachers. Such activities can be defined as informal workplace learning and is described in the literature as being of great importance for professional development in a variety of practices (Billett 2004; Jeong et al. 2018; Lecat, Beausaert, and Raemdonck 2018).” (Holmgren and Sjöberg, 2022, p. 1)

Objekt:

“The present study was conducted at a Swedish university that offers the Basic Police Education Programme. The programme comprises two years of academic and practical studies, followed by a six-month placement in a local police area. There are two categories of teachers at the unit. Two-thirds of the teachers are police teachers (police officers recruited from the police authority) and one-third university teachers from different academic departments.” (Holmgren and Sjöberg, 2022, p. 2)

Mitteformaalsest õppimisest:

“Thus, informal learning is better characterised as a social practice than as a body of knowledge or entity that is acquired or transferred (Boud and Rooney 2018). Such a definition of informal workplace learning highlights the diversity of learning and its relational character, with individuals interacting with each other and with cultural and material resources and tools (Jacobs and Park 2009).” (Holmgren and Sjöberg, 2022, p. 3)

Tundub triviaalne, kuid ometi …

“In order for professional development to occur, however, employees must get to know each other more closely and interact in their daily practice (De Laat and Schreurs 2013). Through such interactions between colleagues, social networks are built in the workplace.” (Holmgren and Sjöberg, 2022, p. 3)

Võrgustikumustrite mõistmisest:

“In order to understand network patterns and the creation of social relationships, the key is to make visible how the participants develop their ability to gain access to shared recourses, ask for help and develop collaborations.” (Holmgren and Sjöberg, 2022, p. 4)

Üldine töökorralduse kirjeldus:

“While theory-based lessons and seminars are normally taught by a single teacher, two or more teachers are usually responsible for the practice-oriented teaching. The teachers’ work teams are located in different buildings on campus, but they have regular contacts with colleagues from other work teams via informal and formal meetings held at the central police education unit.” (Holmgren and Sjöberg, 2022, p. 6) […] “The studied police education unit employs about 60 teachers, of whom 40 are police teachers and 20 university teachers.” (Holmgren and Sjöberg, 2022, p. 6)

Lugemishuvi suurendamiseks:

“The teachers seek support in teaching-related issues primarily from their own teaching teams, which thus constitute their basic social network.” (Holmgren and Sjöberg, 2022, p. 16)

Holmgren, R., & Sjöberg, D. (2022). Who should i talk to? – Informal workplace learning among teachers in police education. Studies in Continuing Education, 1–19. https://doi.org/10.1080/0158037X.2022.2111411

Siinviidatud vabalevis olev tekst on ühtaegu hariv ja rõõmu pakkuv (selline side on vist loogiline-oodatud). Filosoofid juhtimiskursusel võib olla harjumatu paljudele, kuid tekst tasub ette võtta ja rahulikult liikuda. Kiirustada ei ole hea idee, sest mõttekäigud on sisukad ja vajavad mõtestamiseks aega just neil, kel filosoofiettevalmistus tagasihoidlik.

Juured ja juurekesed:

“In the Western tradition, efforts to ensure rigorous, systematic approaches to leadership development (LD) can be traced back at least as far as ancient Greece (Russell, 1984; Wilson, 2016). Historians disprove assumptions that research and theorizing about leadership and its development are recent phenomenon (Day et al., 2014).” (Wilson et al., 2022, p. 472)

Klient – õppija (juht, organisatsioon) – soovib lihtsaid lahendusi ja õigeid vastuseid.

“Gurdjian, Halbeisen and Lane (2014, no page number) argue the common reliance on participant feedback to evaluate LDPs creates the risk that ‘trainers learn to game the system and deliver a syllabus that is more pleasing than challenging to participants’.” (Wilson et al., 2022, p. 472)

Siinne tsitaat võiks paljudele huvi pakkuda:

“This paper focuses on the 360-degree psychometric instruments that are common features of LDPs. Again, precise figures are lacking, however at the end of the 20th Century ‘perhaps millions’ had undergone such assessments (Atwater and Waldman, 1998) and their use amongst Fortune 500 companies was estimated to be ‘nearly universal’ (Wareech et al., 1998).” (Wilson et al., 2022, p. 473)

360 kraadi hindamine – märksõnad:

“360-degree instruments involve participants and selected colleagues (bosses, peers and ‘direct reports’) rating the participant against a series of statements, with results typically reported in aggregated form. However, because peers, direct reports and managers likely have varying expectations about what constitutes effective leadership a concerning degree of subjectivity is embedded into these tools (Hooijberg and Choi, 2000). (Wilson et al., 2022, p. 473) […] Given this, it is not surprising that the credibility of the ratings is questionable (Markham et al., 2015). Moreover, with such small samples, typically between six and 15 raters, drawing major conclusions from quantitative data seems inherently risky. Unsurprisingly, ratees’ willingness to accept feedback as valid is linked to how positive it is, with more negative feedback garnering less acceptance (Facteau et al., 1998).” (Wilson et al., 2022, p. 473)

Lugemishuvi suurendamiseks:

“Our approach is pragmatic: we cannot eliminate LDPs but we can seek to unsettle them through using the skills we, as academics, valorize, that is, encouragement of more critical thought and the development of skills of deep analysis and questioning. We conclude by asking colleagues involved in LDPs to join with us in bringing philosophy into these programmes so that they conform more closely to the ideal of a university education.” (Wilson et al., 2022, p. 489)

Wilson, S., Lee, H., Ford, J., & Harding, N. (2022). If philosophers went on a leadership course: A (serious) farce in three Acts. Leadership, 18(4), 471–497. https://doi.org/10.1177/17427150221083428