Relevant bibliographies by topics / Change through learning

Academic literature on the topic 'Change through learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Change through learning"

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Ball, Jannie, and Bob Crook. "MANAGING CHANGE THROUGH DISTANCE LEARNING." Community College Journal of Research and Practice 21, no. 1 (January 1997): 13–22. http://dx.doi.org/10.1080/1066892970210102.

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O’Hara, Suzanne. "Organizational change through individual learning." Career Development International 1, no. 4 (July 1996): 38–41. http://dx.doi.org/10.1108/13620439610124729.

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Masalin, Leena. "Nokia Leads Change Through Continuous Learning." Academy of Management Learning & Education 2, no. 1 (March 2003): 68–72. http://dx.doi.org/10.5465/amle.2003.9324027.

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Nilson, Glenn E. "Organizational Culture Change Through Action Learning." Advances in Developing Human Resources 1, no. 2 (May 1999): 83–95. http://dx.doi.org/10.1177/152342239900100207.

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Boone, Joyce. "Leading learning organizations through transformational change." International Journal of Educational Management 29, no. 3 (April 13, 2015): 275–83. http://dx.doi.org/10.1108/ijem-06-2013-0096.

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Purpose – There are two conditions that threaten to derail the American education system as we know it: the poor state of the US economy in America and the less than effective structure of the American education system. Researchers and practitioners are searching to identify tools and strategies that can help to restore confidence in the soundness of the US education system. One such strategy is blended learning delivery formats. The purpose of this paper is to examine implications of and recommend blended learning strategies. Design/methodology/approach – This writing presents a description of the problem, an abridged review of related literature, a discussion of the possibilities for blended learning in academic organizations, and the associated transformational change implications. It is presented as a decision-making tool for administrators to consider including blended learning formats in their strategies to address the effects of the questionable outlook of the US economy and the outdated structure of the US education system. Findings – The writing concludes with recommendations for leading the change to blended learning formats in learning organizations. Originality/value – The information in the paper is presented as a decision-making tool for educational administrators in considering blended learning strategies for their organizations.
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Younger, Jon, René Sorensen, Christine Cleemann, Aaron Younger, Allan Freed, and Sanne Moller. "Accelerating strategic change through action learning." Strategic HR Review 12, no. 4 (June 14, 2013): 177–84. http://dx.doi.org/10.1108/shr-02-2013-0013.

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Davies, Brent, and Trevor Kerry. "Improving Student Learning Through Calendar Change." School Leadership & Management 19, no. 3 (August 1999): 359–71. http://dx.doi.org/10.1080/13632439969104.

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Yoshizaki, Satoko. "Change of Motivation through Active Learning." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 3PM—2–035–3PM—2–035. http://dx.doi.org/10.4992/pacjpa.78.0_3pm-2-035.

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Vogel-Boeker, Colette. "Managerial Learning and Coaching Through Organizational Change." Academy of Management Proceedings 2012, no. 1 (July 2012): 14149. http://dx.doi.org/10.5465/ambpp.2012.14149abstract.

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Oakes, Jeannie, and John Rogers. "Radical change through radical means: learning power." Journal of Educational Change 8, no. 3 (April 21, 2007): 193–206. http://dx.doi.org/10.1007/s10833-007-9031-0.

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Dissertations / Theses on the topic "Change through learning"

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Jorgensen, Raymond D. "Leading learning through imposition of leadership learning standards." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000121.

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Szijarto, Barbara. "Mediating Social Change: Building Adaptive Learning Systems through Developmental Evaluation." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39159.

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Complex social problems are at the forefront of our awareness. We are witnessing intensifying political, social and environmental challenges and waning confidence in our ability to engineer solutions. We are also seeing a proliferation of large scale, multi-agency interventions that seek change at the level of systems, and through which actors pursue adaptive learning as a means to develop effective solutions. Proponents assert that the prediction and control on which conventional program design and evaluation are based are not available under complex conditions. They propose instead that learning through experience in a program’s own context can create more responsive, impactful and sustainable interventions. These ideas offer a potentially transformative opportunity. However, they need to be complemented with a better understanding of implementation - the ‘ways of doing things’ that bring them to life. This study focused on developmental evaluation as an example of an adaptive learning (AL) approach for the development of innovative social interventions. The study was informed by ‘sensemaking’ theories and research in organizational learning, knowledge mobilization and program evaluation. Through an exploratory lens and a mixed methods design, this study sheds light on the role of specialized intermediaries in an AL process; how the role is performed in practice; and what this implies for adaptive learning in the domain of social interventions. The study documents how an intermediary can help actors navigate recognized challenges of developing interventions under complex and dynamic conditions. The findings have implications for how an AL process is understood and implemented. They provide an empirical contribution to an emerging field of study on the design of AL systems, to support future research and real-world practice as AL approaches become mainstream.
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Sharma, Nirwan. "Facilitating individual learning, collaborative learning and behaviour change in citizen science through interface design." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=238539.

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Citizen science is a collaboration between members of the public and scientific experts. Within the environmental realm – where citizen science is particularly well expressed – this collaboration often concerns members of the public involved in scientific data gathering and processing at a large-scale to generate data that can subsequently be used by the scientists to improve scientific knowledge, understanding and theories. As these collaborations are increasingly being mediated via digital technologies, the overall aim of this thesis was to explore the potential of user interface design for citizen science, within the context of environmental sciences while using an established citizen science platform, BeeWatch. Particular attention was paid to the potential of such interface development to foster a move from situations of 'expert-novice' to progressive forms of collaborations and participation in citizen science. The overall conclusion from this thesis is that interactive technologies can lead to the development of expertise for biological recording – and thus, narrowing the gap between expert and novice – as well as progressing the level of participation within and fostering behaviour changes for conservation action.
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Harvey, Christopher John, and chrisharvey11@hotmail com. "Can learning save the sandcastle? A case study of facilitating change at an Australian manufacturing facility." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080428.115950.

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The focus of this work-based action research project was attempts to change practice in an Australian manufacturing facility. The setting is a medium sized light manufacturing operation responding to the new commercial realities of the globalised and deregulated Australian marketplace. The analogy of a sandcastle facing the rising tide is used to assist the reader associate with the destructive threat that globalisation brings to Australian manufacturing. In an attempt to maintain profitability amidst unprecedented competition, the organisation has published a manufacturing improvement strategy designed to raise productivity and assure its future viability. Consistent with the objectives of this strategy, the project examines processes for changing practice within the organisation. Specifically, the project aimed to implement change using the Global Manufacturing Strategy as a guide, to increase the capacity of the managers who were accountable for the implementation of the Strategy. to improve the productivity and profitability of the company and to make a contribution to professional knowledge, in particular, the way that change is facilitated in an Australian manufacturing setting. Set within this local context, constructionist-learning techniques are implemented and their effectiveness assessed. The influence of power relationships on practice are analysed from data derived through workplace conversations and questionnaires. The paper concludes that under the threat of job losses, change in practice was limited. Manager-researcher role tension and the associated knowledge, power, time and ethical conflicts impacted the processes of collaborative learning and the rate of change in practice. It is suggested that collaborative change may be limited to situations where there are tangible benefits for all parties. As the profitability squeeze continues to slowly and relentlessly tighten, a depressing outlook is envisaged for those employed at the factory.
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Blunt, Carl T. "Representation change and the development of new attributes through category learning." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/31031.

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Gaffney, Ann M. "Change in experienced teachers' pedagogical beliefs through learning elementary mathematics content." Thesis, Rivier University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708812.

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This qualitative case study examined the connection between experienced teachers' pedagogical beliefs and their learning of mathematics content. The beliefs of eight experienced elementary (K-8) mathematics teachers were examined before, during, and after the teachers participated in a professional development training exclusively teaching elementary mathematics content. Teachers' beliefs about quality mathematics lessons were solicited through lesson plans, journals, and interviews. Research questions discussed are: (1) What do experienced K-8 teachers believe constitutes a "quality mathematics lesson?" (2) How does the experience of learning mathematics content through inquiry change teachers' beliefs about what constitutes a "quality mathematics lesson?" This study found that teachers changed their beliefs about quality lessons with regard to mathematics content, to pedagogical strategies, and to students as learners through their experience learning mathematics. Teacher beliefs became more focused on mathematical reasoning, more focused on inquiry, and more student-centered. These new beliefs better align with definitions of quality instruction from the literature. Teachers incorporated their beliefs about mathematics, pedagogical strategies, and students as learners into a vision of quality mathematics lessons and the teacher's role in creating those lessons. Teachers' vision of their role changed from that of provider of knowledge to a guide of student discovery of mathematical understandings. The data indicated that these changes in beliefs, including changes in beliefs about pedagogy, were driven by the act of learning mathematics content via methods of inquiry. The results of this study have implications for understanding current and future research on teacher beliefs, for in-service professional development training in mathematics teaching, and for improving teacher effectiveness and student achievement in mathematics.

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Burns, Robert. "Supporting staff development through change in learning technologies in higher education." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10324/.

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The challenge to enhance staff development processes in a way that reflects a changing global learning environment and supports academic staff in their efforts to integrate the affordances of the rapidly changing learning technology opportunities into their learning environments is a common one for many of the institutions in higher education. This dissertation records a response to this challenge in the context of a higher education institution in Ireland. In an attempt to understand how a selected cross-section of the academic staff of the institution were aware of the pedagogical underpinning required for the effective use of learning technologies, a grounded theory approach was used to interpret their individual and degree group responses to a guided interview process. Co-raters independently identified learning issues raised by the informants in the recorded data, and, reliability tests were performed on the results from the co-raters. Having identified the highest occurring learning issues from this phase of analysis these key issues were taken back to the informants for further discussion in focus groups aimed at clarifying their thinking regarding these issues. Cluster Analysis was used at the next phase to inform how best to analyse the recordings of the focus groups. The application of grounded theory methods is set out in a way to provide transparency, seeking to respond to the, sometimes critical, comment made regarding the use of this methodology. The use of grounded theory methods enabled themes to be identified from the focus group data leading to a definition of theory that affirmed some existing theoretical positions and extended others by more specific identity of the role that academic management need to play in understanding, and planning for the integration of, the use of learning technologies by the academic staff for whom they have management responsibility.
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Dickinson, Ethan Charles. "Analyzing Language Change and Cue Correlation Through an Iterated Language Learning Paradigm." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144335.

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Leach, Bill P. "Prospects for change creating a blended learning program through a culture of support /." Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003057.

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Chow, Wai-kit Stephen, and 周偉傑. "An investigation of conceptual change and learning through discussionsin the 'Knowledge Forum' environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B39848644.

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Books on the topic "Change through learning"

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Competing through knowledge: Building a learning organization. Thousand Oaks, Calif: Sage India Private, 1997.

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Working for tolerance and social change through service learning. New York: Rosen Publishing, 2015.

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J, Milton N., and April Kurt, eds. Performance through learning: Knowledge management in practice. Amsterdam: Elsevier Butterworth-Heinemann, 2004.

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Training through dialogue: Promoting effective learning and change with adults. San Francisco: Jossey-Bass, 1995.

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The transformation imperative: Achieving market dominance through radical change. Boston, Mass: Harvard Business School Press, 1996.

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1945-, Phillips Jack J., ed. The chief learning officer: Driving value within a changing organization through learning and development. Amsterdam: Elsevier/Butterworth-Heinemann, 2007.

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Sheingold, Karen. Actively seeking evidence: Teacher change through assessment development. Princeton, N.J: Educational Testing Service, 1995.

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Wells, C. Gordon. Language and learning: Effecting change through collaborative research in multilingual schools. [Toronto]: Ontario Institute for Studies in Education, 1989.

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Agency through teacher education: Reflection, community, and learning. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Information technology and organizational learning: Managing behavioral change through technology and education. 2nd ed. Boca Raton: CRC Press, 2011.

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Book chapters on the topic "Change through learning"

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Finch, Andrew. "Attitude Change Through Learning." In Encyclopedia of the Sciences of Learning, 369–71. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1631.

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Yazdani, Masoud, and Stuart Mealing. "Communicating Through Pictures." In Organizational Learning and Technological Change, 331–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79550-3_18.

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Dinkelmann, Max, Jörg Siegert, and Thomas Bauernhansl. "Change Management through Learning Factories." In Enabling Manufacturing Competitiveness and Economic Sustainability, 395–99. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02054-9_67.

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Gannon, Susanne, and Bronwyn Davies. "Learning Place Through Art and Stories." In Place Pedagogy Change, 97–110. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-615-1_8.

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Sørly, Rita, Tony Ghaye, and Wibecke Årst. "Learning through lived experiences." In Stories of Change and Sustainability in the Arctic Regions, 111–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003118633-7.

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Sahakian, Marlyne. "Opportunities for Change through Social Learning." In Keeping Cool in Southeast Asia, 158–88. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137308832_7.

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Lesjak, Barbara. "Utilizing Action Research for Learning Process Skills and Mindsets." In Promoting Change through Action Research, 77–85. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-803-9_7.

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Dario, Ruben, and Espinosa Alzate. "7. Monitoring and evaluating local development through community participation: The experience of the Association of Indigenous Cabildos of Northern Cauca, Colombia." In Learning from Change, 95–108. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2000. http://dx.doi.org/10.3362/9781780441214.007.

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Utsahajit, Wichai. "Change of Values Through Learning in Organizations." In Encyclopedia of the Sciences of Learning, 527–29. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_472.

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Molthan-Hill, Petra, Alex Hope, and Rachel Welton. "Tackling Climate Change through Management Education." In The SAGE Handbook of Responsible Management Learning and Education, 165–83. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526477187.n12.

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Conference papers on the topic "Change through learning"

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Cabanes, Guenael, and Younes Bennani. "Change detection in data streams through unsupervised learning." In 2012 International Joint Conference on Neural Networks (IJCNN 2012 - Brisbane). IEEE, 2012. http://dx.doi.org/10.1109/ijcnn.2012.6252735.

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Scott, Heather, Yasar Bodur, and Missy Bennett. "LEARNING THROUGH INQUIRY LEADS TO CHANGE IN PRACTICE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0613.

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Najmul Hidayat, Ayi, Kingking Muttaqien, and Vidia Lantari Ayundhari. "Character Development in Learning through Culture and Climate Management." In Proceedings of the 1st International Conference on Life, Innovation, Change and Knowledge (ICLICK 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iclick-18.2019.77.

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"Think!First: Inducing Behavioural Change Through Gamification, Persuasive Design Principles and Machine Learning." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.156.

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Palmieri, Stefania, Francesco De Luca, Masia Sofia Romanazzo, Mario Bisson, Martino Zinzone, and Alessandro Ianniello. "GAMIFICATION IN THE NEW LEARNING CONTEXT: CHANGE OF PERSPECTIVE THROUGH NEW TECHNOLOGIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1442.

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Tripathi, Ashish Kumar, and Kapil Sharma. "Optimizing testing efforts based on change proneness through machine learning techniques." In 2014 6th IEEE Power India International Conference (PIICON). IEEE, 2014. http://dx.doi.org/10.1109/poweri.2014.7117742.

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Rehder, Tobias, Wolfgang Muenst, Lawrence Louis, and Dieter Schramm. "Learning lane change intentions through lane contentedness estimation from demonstrated driving." In 2016 IEEE 19th International Conference on Intelligent Transportation Systems (ITSC). IEEE, 2016. http://dx.doi.org/10.1109/itsc.2016.7795661.

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Tripathi, Ashish Kumar, and Kapil Sharma. "Optimizing testing efforts based on change proneness through machine learning techniques." In 2014 6th IEEE Power India International Conference (PIICON). IEEE, 2014. http://dx.doi.org/10.1109/34084poweri.2014.7117742.

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Sorensen, Elsebeth K. "Intellectual amplification through reflection and didactic change in distributed collaborative learning." In the 1999 conference. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1150240.1150311.

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Bakshi, A., and B. Das. "Multimedia based distance education through the Internet." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635969.

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Reports on the topic "Change through learning"

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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Coultas, Mimi. Strengthening Sub-national Systems for Area-wide Sanitation and Hygiene. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/slh.2021.007.

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From late 2020 to early 2021, the Sanitation Learning Hub (SLH) collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of sanitation and hygiene (S&H) to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the S&H sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya, with UNICEF), Nyamagabe District (Rwanda, with WaterAid) and Moyo District (Uganda, with WSSCC), all of which have seen progress in recent years. The cases were then explored through three online workshops with staff from the local governments, central government ministries and development partners involved to review experiences and identify levers and blockages to change. This document presents key findings from this process.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Bridges, Todd, Jeffrey King, Johnathan Simm, Michael Beck, Georganna Collins, Quirijn Lodder, and Ram Mohan. International Guidelines on Natural and Nature-Based Features for Flood Risk Management. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41946.

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To deliver infrastructure that sustain our communities, economy, and environment, we must innovate, modernize, and even revolutionize our approach to infrastructure development. Change takes courage, but as one starts down the path of innovation, what was once novel becomes more familiar, more established. The U.S. Army Corps of Engineers (USACE) is walking this path with our partners through the Engineering With Nature (EWN) Initiative, integrating human engineering with natural systems. The International Guidelines on Natural and Nature-Based Features for Flood Risk Management are the next step toward revolutionary infrastructure development—a set of real-world guidelines to help familiarize us with what was once novel. USACE and collaborators around the world have been building, learning, and documenting the best practices for constructing Natural and Nature-Based Features (NNBF) for decades. The consolidation of these lessons into a single guidance document gives decision-makers and practitioners a much-needed resource to pursue, consider, and apply NNBF for flood risk management while expanding value through infrastructure. Relationships and partnerships are vital ingredients for innovation and progress. The NNBF Guidelines was achieved because of the strong relationships in the nature-based engineering community. The magnitude and diversity of contributors to the NNBF Guidelines have resulted in a robust resource that provides value beyond a single agency, sector, or nation. Similarly, the work of incorporating NNBF into projects will require us to strengthen our relationships across organizations, mandates, and missions to achieve resilient communities. I hope you are inspired by the collaborative achievement of the NNBF Guidelines and will draw from this resource to develop innovative solutions to current and future flood risk management challenges. There is a lot we can achieve together along the path of revolutionary infrastructure development.
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Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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7

Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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8

McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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