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This collection reveals a recurring theme in the author’s work over almost three decades: that the preoccupation in policy, commentary, research and practice with who gets into higher education has led to a corresponding failure to cast a critical eye over what, where and when they get the higher education offer.
This book explores how digital technology is altering the relationships between people and how the very nature of interface itself needs to be reconsidered to reflect this – how we can make sense of each other, handle ambiguities, negotiate differences, empathise and collectively make skilled judgments in our modern society. The author presents new directions for research at the relational-transactional intersection of contrasting disciplines of arts, science and technology, and in so doing, presents philosophical and artistic questions for future research on human connectivity in our digital age. The book presents frameworks and methods for conducting research and study of tacit engagement that includes ethnography, experiments, discourse analysis, gesture analysis, psycholinguistic analysis, artistic experiments, installations, and improvisation. Case studies illustrate the use of various methods and the application and emergence of frameworks. Tacit Engagement will be of interest to researchers, designers, teachers and students concerned with new media, social media and communications networks; interactive interfaces, including information systems, knowledge management, robotics, and presence technologies. Not since Michael Polanyi have we seen such wise science about the tacit: how we know more than we can tell. Gill brings to the present era of design and data a profoundly needed perspective on meaning that comes from social dialogue, skilled performance, relational gesture and rhythm. – Sha Xin Wei, Ph.D. (Synthesis, ASU)
After twenty years of trying to get it right, precious few organizations have cracked the code of employee engagement. Why? Because few could have anticipated the unbending nature of what Brady G. Wilson calls “the engagement paradox”: the more companies focus on engagement, the more disengagement they produce. What causes this paradox? As shown in this clear, concise, and compelling book, it is simply this: managing engagement turns out to be just another drain on the most precious resource in business today – energy. In today’s exhaustion era, employees are simply struggling to make it to the weekend. Lacking energy, they resort to quick fixes, workarounds, and reactive firefighting, thereby hardwiring depletion into the system. As a result, employees come to perceive engagement efforts as a management con game. A high percentage of the employee population believe no meaningful outcomes will occur as a result of the engagement survey. And this crisis of belief causes acute pain inside well-intentioned leaders who are doing their best to unlock employee engagement. They feel caught. Now Beyond Engagement shows how to get beyond this kind of self-defeating engagement: by managing energy rather than engagement. The book offers a chapter each to ten leadership principles based on the findings of brain science: 1 Manage Energy, Not Engagement 2 Deliver Experiences, Not Promises 3 Target Emotion, Not Logic 4 Trust Conversations, Not Surveys 5 Seek Tension, Not Harmony 6 Practice Partnering, Not Parenting 7 Pull Out the Backstory, Not the Action Plan 8 Think Sticks, Not Carrots 9 Meet Needs, Not Scores 10 Challenge Beliefs, Not Emotions
After broadband access, what next? What role do metrics play in understanding “information societies”? And, more important, in shaping their policies? Beyond counting people with broadband access, how can economic and social metrics inform broadband policies, help evaluate their outcomes, and create useful models for achieving national goals? This timely volume not only examines the traditional questions about broadband, like availability and access, but also explores and evaluates new metrics more applicable to the evolving technologies of information access. Beyond Broadband Access brings together a stellar array of media policy scholars from a wide range of disciplines—economics, law, policy studies, computer science, information science, and communications studies. Importantly, it provides a well-rounded, international perspective on theoretical approaches to databased communications policymaking in the Americas, Europe, Asia, and Africa. Showcasing a diversity of approaches, this invaluable collection helps to meet myriad challenges to improving the foundations for communications policy development.
This book features reflections by scholars and practitioners from diverse religious traditions. It posits that the global challenges facing humanity today can only be mastered if humans from diverse faith traditions can meaningfully collaborate in support of human rights, reconciliation, sustainability, justice, and peace. Seeking to redress common distortions of religious mis- and dis-information, the book aims to construct interreligious common ground ‘beyond the divide’. Organised into three main sections, the book features sixteen conceptual, empirical, and practice-informed chapters that explore spirituality across faiths and cultures. Chapter 1 delineates the state of the art in relation to interfaith engagement, Chapters 2–8 advance theoretical research, Chapters 9–12 discuss empirical perspectives, and Chapters 13–16 showcase field projects and recount stories and lived experiences. Comprising works by scholars, professionals, and practitioners from around the globe, Interfaith Engagement Beyond the Divide: Approaches, Experiences, and Practices is an interdisciplinary publication on interreligious thought and engagement: Assembles a curated collection of chapters from numerous countries and diverse religious traditions; Addresses interfaith scholarship and praxis from a range of interdisciplinary perspectives; Comprises interfaith dialogue and collaborative research involving authors of different faiths; Envisions prospects for peace, interreligious harmony in diversity, and a world that may be equitably and enduringly shared. The appraisal of present and future challenges and opportunities, framed within a context of public policy and praxis, makes this interdisciplinary publication a useful tool for teaching, research, and policy development. Chapter 16 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Universities and Engagement is a timely and insightful book that examines what universities can contribute to their communities and economies through lifelong learning, a topic which is of increasing importance to Higher Education Institutions across the world. The book will offer an answer to the question ‘What can be understood by University Lifelong Learning today?’ by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: research into policy and practice; engaging with business and industry; engaging with communities; engaging with an ageing society; active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development.
This book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities. It also discusses the false premise that learning is complete when the information is known, not when learners seek more: their own directions, answers, and ideas. The authors assert that the ability to synthesize, solve problems and generate ideas is not based on specific content, although education often focuses solely on teaching content. Further, they state that content can be separated from the learning process and that instructional design and educational technology must be about the skills, habits, and beliefs to be learned.
This collection reveals a recurring theme in the author’s work over almost three decades: that the preoccupation in policy, commentary, research and practice with who gets into higher education has led to a corresponding failure to cast a critical eye over what, where and when they get the higher education offer.