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Relevant bibliographies by topics / Institutionalisation

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Academic literature on the topic 'Institutionalisation'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 June 2024

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Journal articles on the topic "Institutionalisation"

1

Kontos, Nicholas, Oliver Freudenreich, and John Querques. "Out-patient institutionalisation." British Journal of Psychiatry 205, no. 5 (November 2014): 339. http://dx.doi.org/10.1192/bjp.bp.113.139790.

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Githaiga, Nyambura. "When Institutionalisation Threatens Peacebuilding: The Case of Kenya’s Infrastructure for Peace." Journal of Peacebuilding & Development 15, no. 3 (September 23, 2020): 316–30. http://dx.doi.org/10.1177/1542316620945681.

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What are the effects of institutionalisation on long-term peacebuilding? In theory, institutionalisation enhances national and local capacities to sustain peace in the long term. However, in the case of Kenya, institutionalisation now poses a threat to peacebuilding. Institutionalisation is the process of formalising peacebuilding through state policy and structures that aim to sustain more permanent capacities for peace. Institutionalising peacebuilding through the infrastructure for peace in Kenya has increased national capacities for peace. Yet the process of institutionalisation now threatens local agency, effective peace practice, and resource sustainability. These findings are based on qualitative data gathered through semi-structured interviews, participant observation, and documentary evidence. While infrastructures for peace vary in composition and degree of institutionalisation, the findings from Kenya offer insights on the potential threats of institutionalisation to the sustainability of long-term peacebuilding.

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Orbán, Annamária. "Institutionalisation of Sustainable Development." Society and Economy 27, no. 2 (December 1, 2005): 263–86. http://dx.doi.org/10.1556/socec.27.2005.2.6.

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Abanazir, Cem. "Institutionalisation in E-Sports." Sport, Ethics and Philosophy 13, no. 2 (May 2, 2018): 117–31. http://dx.doi.org/10.1080/17511321.2018.1453538.

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Dubois, Vincent. "The dilemmas of institutionalisation." International Journal of Cultural Policy 10, no. 3 (November 2004): 331–49. http://dx.doi.org/10.1080/1028663042000312561.

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The Lancet. "Ending institutionalisation of children." Lancet 386, no. 9991 (July 2015): 312. http://dx.doi.org/10.1016/s0140-6736(15)61394-0.

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Ramanathan, Usha. "Women, Law and Institutionalisation." Indian Journal of Gender Studies 3, no. 2 (September 1996): 199–223. http://dx.doi.org/10.1177/097152159600300204.

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Ali, I. "De-institutionalisation in Australia." Psychiatric Bulletin 12, no. 5 (May 1, 1988): 198. http://dx.doi.org/10.1192/pb.12.5.198.

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Ali, I. "De-institutionalisation in Australia." Bulletin of the Royal College of Psychiatrists 12, no. 5 (May 1988): 198. http://dx.doi.org/10.1192/s0140078900020058.

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Krygier, Martin. "The Challenge of Institutionalisation: Post-Communist ‘Transitions’, Populism, and the Rule of Law." European Constitutional Law Review 15, no. 3 (September 2019): 544–73. http://dx.doi.org/10.1017/s1574019619000294.

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Institutionalisation – Populism – Rule of law – Poland – Hungary – Post-communist reformers more given to emulation, adoption and installation, than institutionalisation – Institutionalised traditions as resources and sources of recalcitrance – New populists as institutionalisers of anti-rule of law values, de-institutionalisers of independent institutions – ‘Abusive constitutionalists’, who erode and subvert the kinds of institutionalisation necessary to temper power

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Dissertations / Theses on the topic "Institutionalisation"

1

Brock, Peggy. "Aboriginal agency, institutionalisation and survival /." Title page, contents and summary only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phb8642.pdf.

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Balarabe, S. Y. K. "Political party institutionalisation in Nigeria." Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528435.

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Political parties remain the most instrumental institution of modern representative democracy. However, the capability of parties to perform these functions depends on the extent to which they are institutionalised. Institutionalised parties are a condition sine qua non to the development of stable and sustainable democratic governance. This research is not about institutionalised or un-institutionallsed parties. It is about examining and assessing the processes and patterns of party institution allocation in Nigeria. The study argues that understanding the process of political party institutionalisation should not be divorced from the nature and character of political, socio-cultural and economic context under which parties emerge and operate. The stud), employs interpretivist philosophical approach and qualitative methodology and uses party institution alisation framework of analysis pioneered by Randall and Svasand (2002). Based on its findings, the study argues that the major problems affecting party institutionalisation in Nigeria arc noted in entrenched chentelistic and nco-patrimonial politics in Nigeria. Although, other factors, , such as ethno-rcligious chauvinism, sectional divisions, poverty and weakness of institutional designs for the formation and activitics of partics affect part) institutionalisation, the study maintaincs that these problems arc often clouded in clientclism and patronage politics. Despite these problerns, the stud), strongly maintains that clientelism and nco-patrimonial politics have transformed party politics, to the extent that today there are political parties whose activities transcend cthno-sccuonal and religious politics. The trans formation of clieritelism has also led to the emergence of powerful political clites known as godfathers (godfatherism) who control both party organisations and institutions of governance. Thcsc problems have weakened tile autonomy of parties and personallsed tile institutions of political parties. CIvcn the nature of the activities of political parties and the seeming uncontrollable influence of godfathers, there was general public cynicism about party in sfitutionalisation in Nigeria. The study however, concludes that the transformation of clientellsi-n and neopatrimonialism could perhaps be the beginning of political party development in the country, especially if Influence of godfathers is institutionally curtailed and economic wellbeing of citizens improved.

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Ismay, Cedric Ronald. "The institutionalisation of supply chain management." Thesis, Link to the online version, 2008. http://etd.sun.ac.za/jspui/handle/10019/1451.

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Van, Schalkwyk François. "Responsiveness and its institutionalisation in higher education." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/1727.

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Magister Educationis - MEd
This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possible an assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher education systems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities.
South Africa

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Farías, Pelcastre Iván. "The institutionalisation of regional integration in North America." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5413/.

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Current studies of regional integration in North America claim that this process is limited to the entering of intergovernmental agreements that aim to expand and enhance crossborder flows of goods and capitals between Mexico, Canada and the US. Such studies claim that the political effects of the process on nation-states are limited and constrained by the decisions of the national governments. In contrast, this thesis argues that the actions of transnational actors have increased the policy interdependence between the three countries in the arenas of environmental protection, labour cooperation and protection of foreign direct investment. Transnational actors have used, applied and interpreted the rules originally created by the intergovernmental agreements –NAFTA, NAAEC, BECA and NAALC– and have subsequently demanded additional and improved rules. Regional institutions have in turn responded to these demands by supplying new and improved regional rules. In doing so, transnational actors and regional institutions have furthered the policy interdependence between the three countries. This phenomenon, known in other contexts as institutionalisation, demonstrates that the process of regional integration in North America is more substantial than previous studies claim. In addition, it illustrates the relevance of the theories of Liberal Intergovernmentalism and Supranational Governance to the analysis of the emergence and development of the North American integration process.

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Kroeger, Frens. "The institutionalisation of trust in interorganisational economic relationships." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609548.

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Muravska, Julia. "The institutionalisation of the European defence equipment market." Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/3064/.

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This thesis examines the emergence of EU-level rules in defence industrial matters within the context of European integration and inter-state cooperation more generally. This is a remarkable development, as the defence industrial policy area has been viewed as a core of nation state sovereignty and appeared impervious to injections of “more Europe.” At the centre of this nascent policy regime is the increasingly institutionalised European Defence Equipment Market (EDEM). The first and most significant elements of EDEM to date have been the 2009 Defence Procurement Directive issued by the European Commission and the voluntary Code of Conduct on Defence Procurement launched by the European Defence Agency (EDA) in 2006. These sets of rules have materialised despite EU member states’ resistance to meaningful constraints of national autonomy in defence procurement, and a distaste for the involvement of the European Commission in particular. An analytical puzzle thus emerges: why have member states acquiesced to binding regulation in the shape of the Directive, having already enacted a soft cooperation mechanism represented by the Code? The thesis answers this question by pursuing three lines of inquiry, which correspond to three hypotheses and specify clear pathways whereby external adaptation pressures, such as the Euro-Atlantic defence budgetary trends, may result in states’ acceptance of particular constraints. Firstly, the project examines the lobbying activity of the EU’s major transnational defence firms in pursuit of a larger, more integrated “home” defence equipment market. In addition, this thesis evaluates the success of the European Commission as a determined “policy entrepreneur” in securing member states’ acquiescence to unprecedentedly binding defence procurement rules. Finally, the development of an EU security and defence policy as a source of “vital policy rationale” for an EU defence equipment market is also investigated. The tension between the supranational and intergovernmental modes of organising the defence industrial field constitutes a central theme of this thesis, while the “policy cycle” framework is used to order the causal significance of each hypothesis.

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Ecevit, Emek Can. "A study on institutionalisation of contemporary art from Turkey." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13247.

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This doctoral study is concerned with identifying the determinants of the institutionalisation of art (IoA) in general and institutionalisation of contemporary art (IoCA) in particular. It focuses on the influence of the state and the private sector on economics and politics of arts as artworld in Turkey. The proposed relational framework is based on the current controversial problematisation of social theory in terms of various understandings of modernity and post-modernity. Here, modern art is taken to be based on an orthodox (classical) modernity understanding. In contrast, contemporary art (CA) is regarded as either a rejection of modern art from a post-modernity perspective or an intensive criticism of it from inside modernity. Both positions direct their criticisms to the basic assumptions, methodological tools, epistemological sources and ontological basis of the classical understanding of modernity. Within this scope, this study formulates and operationalises the research problem in terms of relational sociology and uses grounded-theory to establish the significant interactive relations that define IoA. The unit of analysis is the interactive relations of individuals as artists. The boundaries of the study are primarily limited to national level. The research questions are, in general, framed with qualitative research techniques and specifically substantiated with data sources primarily obtained from a self-employed semi-structured survey method complemented by observations and an extensive review of the relevant literature as documentary-historical data. The analysis of the data and the interpretations of the findings are undertaken within the scope of relational sociology and using the tools of grounded-theory methodology. The empirical data collected from a sample of artists actively involved as producers of works of arts and/or academicians, advisors and art critics from Turkey. Within this conceptual framework, the roles of the state and the private sector are questioned in terms of the economics and politics of arts, including their cultural couplings. The domain of social relations remaining outside the private sector, specifically the art public and the groups, collectives and initiatives of arts are assessed as the civil domain of arts. Knowledge of the arts and its formal (institutional) and informal relations provide an essential source and play a central role in this study. Within this framework, the art market is considered as an emerging hegemonic construct in the economics and politics of arts. Furthermore, artists and artworks are considered as the primary constituting components of the interactive relations of IoA. The findings of this thesis have implications for increasing the knowledge about and practices of IoA and contribute to the development of a framework of research questions that explains the interactive relations of the IoA in Turkey and offers an insight into a growing body of literature on art and includes recommendations for the directions of future research. The proposed relational framework is based on the current controversial problematisation of social theory in terms of modernity and post-modernity understandings. Here, modern art is considered to be based on orthodox (classical) modernity understanding. In contrast, contemporary art (CA) is regarded as either a rejection of modern art from post-modernity perspective or an intensive criticism of it from inside modernity. Both positions direct their criticisms to the basic assumptions, methodological tools, epistemological sources and ontological basis of classical understanding of modernity. Within this scope, this study formulates and operationalises its research problem in terms of relational sociology and uses grounded-theory to establish the significant interactive relations defining IoA. The unit of analysis is the interactive relations of individuals as artists. The boundaries of the study primarily remained at national level. The research questions are framed in general with qualitative research techniques and substantiated specifically with data sources primarily obtained by self-employed semi-structured survey method in addition to observations and extensive review of the relevant literature as documentary-historical data. The analysis of the data and the interpretations of the findings made within the scope of relational sociology and with the tools of grounded-theory methodology. The empirical data collected from a sample of artists actively involved as producers of works of arts and/or academicians, advisors and critics of arts from Turkey. Within this conceptual framework, the role of the state and the private sector is questioned in terms of economics and politics of art, including their cultural couplings. The domain of social relations remaining outside of the private sector, specifically the art public and the groups, collectives and initiatives of arts are inquired as the civil domain of arts. Knowledge of arts and its formal (institutional) and informal relations provide an unavoidable source and play a central role in this study. Within this framework, art market is considered as an emerging hegemonic construct in the economics and politics of arts. Furthermore, artists and artworks were taken as primary constituting components of the interactive relations of IoA. The findings have implications for knowledge and practices of IoA and contribute in the developing a framework of research questions that explains the interactive relations of the IoA in Turkey and adds an insight to a growing body of literature on art including recommendation for future research directions.

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Jackson, Zoe. "The institutionalisation of environmental management at Hewlett-Packard Ltd." Thesis, Brunel University, 2000. http://bura.brunel.ac.uk/handle/2438/7280.

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This portfolio presents the results of a project that examined the development of environmental management in a large multi-national corporation over a four year period. The aim of the project was to "institutionalise" environmental management, in other words to ensure that environmental management was considered part of normal business practice and not a well intentioned afterthought. This was achieved through an in-depth case study using action research methods to facilitate and record organisational change simultaneously. The research demonstrated that previous accounts of environmental management in industry have failed to provide an adequate analysis of the changes required to institutionalise environmental management. This is shown to be partly attributable to the dominance of the quantitative, outsider-based research methods. The research makes three principal contributions to knowledge: Identifying and describing four different levels of change required for the institutionalisation of environmental management in a comprehensive study Identifying factors affecting the institutionalisation of environmental management in an industrial setting Demonstrating the usefulness and validity of insider-based methodologies for environmental management research. In this Portfolio it is argued that the institutionalisation of environmental management requires change at multiple levels and that the observation and further clarification of these levels can be achieved through insider-based research methods. At a practictioner level, it is recommended that industrial managers reconsider their strategies for achieving the institutionalisation of environmental management. In particular, company-wide employee awareness programmes and/or policy driven management systems only go part way towards achieving an institutionalised approach. An approach,in line with existing organisational roles, culture and objectives is recommended. Further, as environmental management becomes considered as part of normal business practice, it is recommended that researchers identify the boundaries between environmental and other management research to reflect industrial practice.

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Lee, Margaret Joan. "The institutionalisation of charism in a faith-based school." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/103e5773a30c45b7f3263c4ce98bcc9d1251e1d8e0489fe90285253f762aa3a1/7881598/201505_Margaret_Lee_PhD_Thesis_1_May_Final_2015.pdf.

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The research problem underpinning this study concerns the congruence between Dominican charism and how it is experienced by students, teachers and parents at San Sisto College. The purpose of the research is to explore how students, teachers and parents experience Dominican charism. Three specific research questions focus the conduct of this study: What do students, teachers and parents understand Dominican charism to be? How do students, teachers and parents experience Dominican charism at San Sisto College? How is Dominican charism nurtured at San Sisto College?

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Books on the topic "Institutionalisation"

1

Parakh, B. S. Population education: Inception to institutionalisation. New Delhi: National Council of Educational Research and Training, 1985.

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Fahey, Elaine, ed. Institutionalisation beyond the Nation State. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50221-2.

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Bahle, Thomas. Changing social service systems in England, France and Germany: Towards de-institutionalisation or institutionalisation? Badia Fiesolana, San Domenico (FI): European University Institute, 2002.

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Lagoutte, Stéphanie, Sébastien Lorion, and Steven L. B. Jensen. The Domestic Institutionalisation of Human Rights. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003181248.

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Stockmann, Reinhard, Wolfgang Meyer, and Lena Taube, eds. The Institutionalisation of Evaluation in Europe. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32284-7.

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Brock, Peggy. Outback ghettos: Aborigines, institutionalisation, and survival. Cambridge: Cambridge University Press, 1993.

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ASEAN regionalism: Cooperation, values and institutionalisation. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Waterhout, Bas. The institutionalisation of European spatial planning. Amsterdam: IOS Press, 2008.

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Stockmann, Reinhard, Wolfgang Meyer, and Laszlo Szentmarjay, eds. The Institutionalisation of Evaluation in the Americas. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81139-6.

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Regional Centre for Urban and Environmental Studies (Bombay, India), ed. Institutionalisation of citizens' participation in civic governance. 2nd ed. Mumbai: All India Institute of Local Self Government, Regional Centre for Urban & Environmental Studies, 2007.

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Book chapters on the topic "Institutionalisation"

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Edwards, Elsy. "De-Institutionalisation." In Issues & Arguments, 103–14. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-11090-2_19.

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Bolleyer, Nicole. "Party institutionalisation." In The Routledge Handbook of Political Parties, 78–89. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429263859-10.

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Duderija, Adis, and Halim Rane. "Institutionalisation of Islam." In Islam and Muslims in the West, 99–119. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92510-3_6.

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Buckley, Sarah-Anne. "Institutionalisation and Gender." In Gender and History, 130–39. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003164944-13.

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Buckley, Sarah-Anne. "Institutionalisation and Gender." In Gender and History, 130–39. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003164944-13.

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Hirai, Tadashi. "Institutionalisation of Development Concepts." In The Creation of the Human Development Approach, 21–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51568-7_2.

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Filippini, Nadia Maria. "The institutionalisation of midwives." In Pregnancy, Delivery, Childbirth, 161–73. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429265457-11.

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Williams, Glyn. "Institutionalisation of Language Use." In Sustaining Language Diversity in Europe, 150–90. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514683_7.

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Pallí-Asperó, Cira. "Institutionalisation of Historical Commissions." In Clarifying the Past, 45–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003048800-5.

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Iyamu, Tiko. "Institutionalisation of Enterprise Architecture." In The Concept of Enterprise Architecture from Theory to Practice, 237–57. Boca Raton: Auerbach Publications, 2023. http://dx.doi.org/10.1201/9781003390879-12.

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Conference papers on the topic "Institutionalisation"

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Usoh, Elni Jeini. "Institutionalisation of School Based Management." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.035.

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Iyamu, Tiko. "The Factors Affecting Institutionalisation of Enterprise Architecture in the Organisation." In 2009 IEEE Conference on Commerce and Enterprise Computing (CEC). IEEE, 2009. http://dx.doi.org/10.1109/cec.2009.57.

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Heurkens, Erwin. "Privatisation and institutionalisation of organisational learning in urban development pilots." In 24th Annual European Real Estate Society Conference. European Real Estate Society, 2017. http://dx.doi.org/10.15396/eres2017_286.

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Meyer, Isabel, Merryl Ford, Mario Marais, and Sifiso Dlamini. "Systemic levers for change towards sustainable institutionalisation of ICT in schools." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102323.

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Tomasi, Jorge, and Julieta Barada. "Vernacular earthen architectures. Institutionalisation and management models for its conservation in northern Argentina." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15126.

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The conservation of vernacular earthen architecture presents specific technical and social challenges, which implies particular reflections in relation to concrete actions for their restoration, but also to the management models implemented in the interventions. The heritagisation of many of these architectures implies an institutionalization of actions, with approaches on vernacular techniques with procedures that are often foreign to the logics of local constructive cultures. This paper is oriented to the analysis of two vernacular earthen architectures in northern Argentina: Casa del Marques -in the town of Yavi- and the Church of Uquía, both in the province of Jujuy. These analysis involve a recognition of the different trajectories around the institutionalization of conservation, both historical and contemporary. In this sense, the paper will focus on three issues: (a) the action of state institutions in the conservation of these architectures; (b) the problems associated with these actions in technical terms; (c) the possibilities of participatory approaches from vernacular practices. In methodological terms, this presentation will be based on the fieldwork carried out for the registration, diagnosis and support in the execution of the works, in dialogue with other approaches from archive documentation. In the particular case of Casa de Marques, the fieldwork implied the realization of different workshops with local communities, from participatory approaches.

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Bite, Dina. "INSTITUTIONALISATION OF CULTURE-LED STRATEGIES IN REGIONAL POLICIES: THE CASE OF PLANNING REGIONS OF LATVIA." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s12.068.

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Iglesias, Ángel, and Rocío Samino García. "THE INSTITUTIONALISATION OF SERVICE LEARNING AT THE UNIVERSITY: THE CASE OF THE REY JUAN CARLOS UNIVERSITY (SPAIN)." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0824.

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Sapelyte, Odeta, Daiva Alifanoviene, and Albina Kepalaite. "SOCIOEDUCATIONAL ACTIVITY AT CHILD FOSTER CARE SYSTEM IN THE CONTEXT OF DE-INSTITUTIONALISATION: SUBJECTIVE EXPERIENCES OF SOCIAL PEDAGOGUES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0954.

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Adascalitei, Adrian, Tudor dumitru Jijie, and Cristian mihai Adomnitei. "RUNNING OER MOOC COURSES BY EUROREGION SIRET-PRUT-NISTRU USING MOODLE PLATFORM." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-174.

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The paper entitled "Running OER Courses by Euroregion Siret-Prut-Nistru using moodle platform" is devoted to E-learning as a Regional Policy Tool. This paper tries to relate the innovative capacity of e-learning to Information and Communication Technology (ICT) and Regional Development Policies, and to identify and specify e-learning innovations that are directly relevant to the needs of rural SMEs and micro-businesses within the EU. This requires linking various different European policy arenas - Common Agricultural Policy, Information Society, Business polices, Educational Policy as well as Social and Regional policies - and research areas like e-learning, rural studies or small business research. E-learning providers are also confronted with considerable costs that impede the adaption process, such as: o Costs of producing software, multimedia content and managing learning platforms are substantial. A major issue is the often-limited recyclability of learning objects and learning scenarios; then if learner groups are small, return on investment may be insufficient. o Training of trainers: e-learning requires special pedagogical and technical skills (see the following section). Efficiency: Getting costs down is fundamental. Innovative e-learning includes new approaches to recycling content (content sharing) and learning scenarios. Modern computers are generally over-specified for the needs of most elearning applications. Servers do not require high performance machines. Many countries have schemes where older computers are recycled from industry and commerce to education (ATTWELL, 2004). One possible answer for access to hardware, which some interest, is the possible use of handheld devices, palmtop computers, PDAs and mobile telephones. Whilst many are sceptical due to the small screen size, other researchers have pointed to the intensive use of mobile telephones by young people for a wide range of applications (ibid). Open source software may be a further option. o Institutionalisation: Institutionalisation of e-learning is crucial. Integration into existing learning arrangements and the development of new institutional structures may both innovate ways to explore the potentials of e-learning. o Quality Management and Evaluation: Meeting user demands and offering quality is fundamental. Thus, innovative e-learning is about the development of quality standards, quality management and continuous evaluation.

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Vander Walt, Tersia, Sebastian H. Von Solms, and De Wit A. Coetsee. "The institutionalisation of political and corporate governance of information and communication technology in the public service of South Africa." In 2014 IST-Africa Conference & Exhibition. IEEE, 2014. http://dx.doi.org/10.1109/istafrica.2014.6880596.

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Reports on the topic "Institutionalisation"

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M Gaarder, Marie, and Bertha Briceño. Institutionalisation of government evaluation: balancing trade-offs. International Initiative for Impact Evaluation (3ie), May 2012. http://dx.doi.org/10.23846/wp0008.

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Curry Josef, Jennifer, Arlene B. Galvez, Johanna Riha, and Zaida Orth. What Works? Integrating gender into Government Health programmes in Africa, South Asia, and Southeast Asia. Case study summary report: Gender integration in Baguio General Hospital and Medical Center (Philippines). United Nations University - International Institute for Global Health, 2023. http://dx.doi.org/10.37941/rr/2023/6.

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This case focuses on how gender integration was embedded within the practices and administration of a tertiary hospital in the Philippines. The programme was selected as a promising practice because BGHMC stands out as an example of how to address gender inequalities and improve cultural competence. Based on in-depth analyses of interviews and published materials, it examines the contextual factors that gave rise to the institutionalisation of gender integration in BGHMC, the enabling factors and challenges encountered, outcomes achieved, and lessons learned, including those that might be transferable to other contexts.

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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, September 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusion theory, we understand implementation asputting an innovation into use as part of multiple decision-making processes by teachers, schools, and organisations that move an innovation toward institutionalisation. We examine five diverse cases to delve into the complexities of the messy middle. These are (1) HundrED’s Tailor-Made collaboration with Helsinki EducationDivision in Finland, which introduced two wellbeing innovations from international contexts into the primary school curriculum (2) HundrED’s Tailor-Made collaboration with the Parents as Allies project in the U.S., led by the non-profit organisation Kidsburgh, that supports schools and families to co-design innovative solutions that promote family engagement (3) Teaching at the Right Level (TaRL), an approach to learning that groups students according to their learning levels rather than age or grade. We explore implementation in countries in sub-Saharan Africa (4) Geneva Global’s Speed School and Luminos Fund’s Second Chance, two accelerated learning programs, and whose implementation in Ethiopia is the focus of our case (5) Sapieduca, a classroom-level, gamified application in Brazil initially developed to increase student engagement. These cases reveal that the messy middle involves learning by doing in a sense-making process of understanding the who, why, what and how of an innovation in practice.

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Haßler, Björn, and Gesine Haseloff. TVET Research in SSA: Recommendations for Thematic Priorities. Undefined, February 2022. http://dx.doi.org/10.53832/opendeved.0268.

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This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).

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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.

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