Institutional Context Research Articles

From Missionary Teacher to Dysfunctional Technician: Teacher Training System in Turkey and Formations of Turkish Modernity

ABSTRACT This study deals with the history of teacher training system in modern Turkey starting from mid-19th century to present times. The goal of this study is to describe the historico-discursive formation of the system. I used an analysis of institutional, rhetorical and programme contexts to determine and define discursive phases. The results indicated that teacher training system in Turkey has three overarching discursive phases and three corresponding teacher types; enlightenment-secularization era, the roll-back and conservatism era, and neoliberalization era, corresponding to missionary-teacher, expert-teacher and dysfunctional technician-teacher types, respectively.

Parents’ perception of challenges of caring of children with Epidermolysis bullosa: a qualitative study

ObjectiveThe present study was investigate parents’ experiences of children with Epidermolysis bullosa. So, this descriptive phenomenological qualitative study was conducted on 17 parents of children with EB from five hospitals affiliated with the University of Medical Sciences, west of Iran. Data was collected through semi-structured interviews. COLAIZZI’s method was also used to analyze the data.ResultsThree main themes were extracted in this study: invasion of psychological crisis, alive but no living, and comprehensive support, including 10 categories. The parents of these children are the target of psychological crises that severely reduce their quality of life. In this regard, they need extensive support to improve their living conditions. Therefore, it is suggested to provide cultural and institutional contexts in which all components of the children’s dignity are emphasized.

Linguistic Identity of Students in the Juliaca Public Pedagogical Higher Education School

Objective: The objective is to describe the linguistic identity of the students of the Juliaca Public Pedagogical Higher Education School from the various Quechua and Aymara-speaking ecozones of the Puno region. Theoretical Framework: This research deals with linguistic identity of the students, in the context the use of the Spanish language in communication is a priority, as it is considered an official language. In the research we confirmed that the students have a favorable linguistic identity towards the Quechua and Aymara languages, because these languages have utility value and a symbol of cultural identity in the Puno region. In addition, in intercultural educational policies the use of the Quechua and Aymara languages is recognized. Therefore, it is essential to use it in the family, communal and institutional context. Method: The most predominant qualitative-ethnographic methodology was used, complemented by the quantitative methodology, as well as with the help of interview, participant observation and performance techniques, which allowed us to glimpse linguistic identities. The research sample considered was 128 students, with a statistical affixation in a proportional manner, according to the student population of each specialty of the school. Results: The study glimpses the identity with the Quechua, Aymara and Spanish languages. The results show the factors that influence the student to prefer to speak in Spanish and not in Quechua or Aymara and finally the perceptions about the linguistic identity of the students, in the context of coexistence in the higher education institution and in the family. Contribution: In this research we glimpse the existence of the diversity of languages linked to the different linguistic families; Spanish as the official language is spoken in various institutional spaces and Quechua and Aymara in communal and family contexts.

Feeling ambiguous about participation in action research

ABSTRACT This descriptive study presents a critical reflexive account of my research journey within a large-scale and long-lasting participatory project aimed at siting, developing and building a repository for low and intermediate-level radioactive waste (LILW) in Belgium. While at the start of my employment I fostered ambitions to address several democratic deficits that our research team had identified in the participatory process and which had been brought to the fore by my predecessors over the years, this optimistic aim soon collided with the reality of top-down-oriented public participation in an institutionalised context. I draw on personal notes to elaborate on my evolution as a researcher with participatory, democratising and transformative aspirations. Several grounding principles of the ‘action research family’ provided me with a reflexive lens to engage in, analyse and comprehend the participatory process within the cAt-project, as well as to grasp the broader context of the project and to reflect on my own research practice. More importantly, in this article, the first-person perspective offers a critical lens through which to reflect on the democratising aspirations of action research and on the challenges researchers face in putting these aspirations into practice.

Chiefs and floods: hybrid governance and co-production of flood risk adaptation in Tamale, Ghana

ABSTRACT Climate change is changing physical and social risks facing people in African cities. Emerging awareness is beginning to stimulate a wide range of adaptive responses. These responses are playing out in a complex institutional and governance context which shape their effectiveness and legitimacy. Employing a hybrid governance approach, we investigate the development of flooding and flood protection in the context of urban development in Tamale, Ghana. We argue that the interplay between traditional and state-based authority shapes the market for land, the regulation of land use and the provision of urban services, including flood protection. Hybrid governance influences the types of knowledge applied to urban problem-solving, the legitimacy of choices made, the human and other resources that can be deployed in building community resilience and the willingness to act in the provision of public goods by communities. We suggest how the existing hybrid governance setting could be strengthened to achieve more effective and legitimate adaptation to dynamic flood risks under climate change in Tamale, with lessons for other West African contexts.

SEAs for seas: Strategic environmental assessment for more strategic and environmentally-oriented marine spatial planning processes

The foreseen, and already ongoing, substantial increase in offshore renewable energy and corresponding infrastructures urges policymakers and scholars to carefully consider corresponding long-term environmental effects on the marine environment. Strategic Environmental Assessment (SEA) is becoming a standard tool for Marine Spatial Planning (MSP) processes for enabling planners to develop more sustainable marine spatial plans. To explore how SEA can contribute to a more strategic and environmentally-oriented MSP practice, four SEA processes from four North Sea countries are examined, building on available SEA documents and semi-structured interviews. The results show that SEAs for MSP can take an exploratory or appraisal-oriented approach. Adopting an exploratory approach can open up comparatively more opportunities for SEA to contribute to MSP than an adopting an appraisal-oriented approach, but it requires an early initiation of the SEA within the larger planning process. Still, it does not imply that there is one single best method. Rather, the institutional context establishes the conditions for SEA processes to contribute to MSP practice. Particularly, the political pressures and prior sectoral policymaking for offshore renewable energy restrict what can be included in the scope of an SEA. Also, the limited knowledge on the larger dynamics of the marine environment complicate the assessment of transboundary and cumulative effects. Therefore, as future research continues working towards a robust scientific knowledge base on the marine environment, it is crucial that scholars and policymakers collaborate on a structural basis to bridge the gap between science and policy implementation.

Exploring collective activity space and its spatial heterogeneity using mobile phone signaling Data: A case of Shenzhen, China

The planning ethos of providing proximity-based services to all inhabitants has been prevailing recently, and underlines the importance of knowing areal differences in collective activity space (AS) of populations. Mobile phone signaling data (MSD) has great potentials for this end, especially in mega-cities with fast changing and spatially varying demographic composition. However, two problems need to be addressed when applying MSD-based AS measurement for planning practices, including the identification of regularly visited locations and the selection of measure indices. This paper proposes a three-step workflow to apply the MSD to measure local collective AS with considering addressing the problems. This three-step workflow aims to illustrate the procedure of using MSD to measure collective AS for supporting planning practice in urban China, with clarifying some key concerns when doing so. We apply the workflow to examine the spatial heterogeneity of the collective AS in Shenzhen City and discuss the transferability of the workflow in different social and institutional contexts.

Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

PurposeWe seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.Design/methodology/approachThe study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.FindingsWe specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.Originality/valueOur contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.

Technology-Based Education Marketplace Software for Adult Learning

The objectives of this research are: 1) to describe the empirical conditions of learning needs at the Community Learning Centre (CLC) in Indonesia; and 2) to explain how the marketplace model is used to address learning needs. Benefits from the education marketplace can assist learners in meeting their learning needs, connecting to various learning materials, and ensuring they can study and remain productive. From December 2022 to May 2023, the research methodologies used, i.e., mixed methods with qualitative and quantitative approaches, were carried out to 228 CLC students in 77 CLCs all over Indonesia. The findings of this study have resulted in prototypes of physical models and narrative models that can be used to address the community's learning needs in the CLC institutional context via the Education Marketplace software Smart Store. As an adult learner, the intelligent store marketplace has given adults the ability to select roles, i.e. as a learning resource. This study suggests that technology can enable and enhance lifelong learning, and that everyone can learn to meet their knowledge demands through technology.

On Institutions and Economic Policy: A Response to Michael Jacobs

AbstractIn his article ‘After neoliberalism: economic theory and policy in the polycrisis’ in this journal, Michael Jacobs sets out the importance of institutional context to politics and policy making. This article concurs with this emphasis and explores the importance of specific existing institutions such as the Low Pay Commission and Office for Budget Responsibility in our system of economic governance. It considers the case for institutional ‘deepening’ and reform as well as some potential misconceptions about the role of organisations like these in contemporary politics. Looking to the years ahead, it argues that the terrain on which politics is likely to be contested will involve a larger role for the state and continued debate about the appropriate role of institutions.

Divided by policy, united by resilience: Using transformative pedagogy to impact prospective teachers in all contexts

As American teacher educators and teachers are being roiled by restrictive legislation around critical race theory and divisive concepts in some states, our investigation explored the impact of critical communities of practice (CoP) on redesigning and teaching introduction to education courses with a transformative lens. This manuscript details the collaboration of four equity-minded teacher educators, each representing unique institutional and political contexts. While two authors taught in states which promote culturally sustaining pedagogies, the other two authors taught in states that had passed laws restricting the professional autonomy of educators and honest discussions of race and racism. Participation in this critical CoP as a support group enabled us to better understand and navigate our dichotomous policy contexts and renewed our commitment to teaching prospective teachers to be politically conscious and empowered to teach in anti-racist ways. Our CoP was instrumental in helping us recognize that transformative pedagogies and collaboration are effective tools that can provide much needed support to teacher educators across policy contexts, while we simultaneously strive to prepare teacher candidates who will teach in culturally sustaining ways.

Public Rights Orientations and Views on Long‐Term Care Options for Children in the Child Protection System: An Analysis of Representative Samples of Adults in California, USA and Norway

ABSTRACTThis study examines a representative sample of adults in California (USA) and Norway, and their attitudes toward adoption versus foster care in a child protection case. The results show that a majority of people favour adoption for a child who has been removed due to maltreatment and cannot be reunified with birth parents. The study examines if people's rights orientation, favouring children or adults, or favouring birth parents or adoptive parents, or their institutional context explain their preferences about long‐term care options. Data material consist of representative samples of the population in California (USA) and Norway (n = 2222), using a vignette survey design. Findings suggest that individuals with a child rights position favour adoption, but attitudes about birth parents' and adoptive parents' rights are not related to care option choices. Institutional context, anchored in policy feedback literature, partly explains the preference for adoption and the population's rights orientation. Further studies are necessary to confirm the role of rights attitudes and institutional context.

Chinese investment in Central and Eastern Europe: Studying the evolution of industrial relations after the takeover of a Slovenian company

The article studies the approach Chinese investors apply to industrial relations at the company level in Central and Eastern Europe. The takeover of a home appliances producer in Slovenia by a Chinese state-owned enterprise and the trajectory of company-level industrial relations are analysed. Adopting a political economy approach, we examine the role played by market-related factors (especially FDI motivation), institutional context, trade union power resources and the Chinese state as an investor. The study contributes in two ways. First, it shows the inadequacy of market-based explanations as host institutions and actors modify transfer outcomes, blurring the ideal types, such as the ‘latecomer’ model and its apparent CEE counterpart. Second, the strategic interests of Chinese SOEs may unwillingly empower local actors struggling to influence transfer outcomes.

Understanding methodological innovation in participatory research: insights from participatory EU-funded projects

In this practice insight, we explore the intersection between creativity and sustainability in methodological development within participatory research with all its inherent complexities and tensions. We reflect on the challenges of identifying methodological innovation in participatory methods, emphasizing the gradual and cumulative nature of this process. We highlight the crucial role of reflexivity in methodological development and examine the socio-political, epistemic and institutional contexts that influence participatory research trajectories. By analysing the tension between methodological innovation and conservatism, this practice insight sheds light on the complex dynamics within participatory projects and calls for a nuanced understanding of methodological development.

Parental involvement in the inclusive transition to school: preschool teachers’ transition practices in a German context

ABSTRACT Parental involvement (PI) in the transition from preschool to primary school is an important prerequisite for children with disabilities to start school successfully. Therefore, the present study looks at PI practices that are conducted to support successful inclusive transition processes in Germany. The focus is on practices that take place in the institutional context of early childhood facilities. The data base consists of qualitative guideline-based interviews with n = 22 preschool teachers. The data analysis comprises two steps: 1) a qualitative content analysis and 2) a systematic comparison of teachers and their transition practices according to specific teacher characteristics, such as professional experience. The results show that communication formats between teachers and parents regarding a child’s development or general issues such as the course of the last preschool year are most widely established to involve parents in the transition process. Some teachers also claim to inform parents about additional support for their child and involve parents in preschool or school visits. Moreover, findings indicate that parental involvement hardly differs systematically between teachers with different backgrounds (e.g., different levels of professional experience).

Factors influencing educators’ implementation of quality teaching practices in Australian engineering education

ABSTRACT Improving teaching quality within engineering education is a long-standing challenge, made more difficult by the complex economic, political, and social environment in which educators operate. Understanding the enablers and barriers to implementing quality educational practices from a holistic perspective is thus critical for developing evidence-based actions for improving practice. This study addresses the research question: ‘what key factors influence engineering educators’ implementation of quality educational practices, and how?’. Using Bourdieu’s Theory of Practice as the theoretical lens, interviews were conducted with 21 engineering educators from 11 distinct Australian universities. Conceptualising the field as the engineering departments of Australian universities, data were thematically analysed to identify key themes relating to capital (what is valued within the field) and habitus (characteristics influencing individuals’ perceptions). Five factors emerged relating to capital: knowledge of engineering subject matter, knowledge of quality educational practices, recognition of teaching quality, resource allocation for teaching, and collegial network. These interacted with four factors relating to educators’ habitus: role context, personal motivation towards teaching, subject and student characteristics, and institutional context. Recommendations for educational leaders include increasing the value of educational and industry acquired engineering knowledge, developing enhanced impact evaluation approaches aligned to recognition processes, and supporting engagement between educators.

Institutional Investors and the Fight Against Climate Change

ABSTRACTResearch Question/IssueThis article examines the role of institutional investors in the fight against climate change. We explain the institutional context, provide evidence highlighting institutional investors' bright and dark sides in this fight, and develop multiple ideas for future research.Research Findings/InsightsWe show that climate change has a significant impact on institutional investors. Simultaneously, we demonstrate that institutional investors can have a significant positive impact on fighting climate change, particularly if they actively engage with portfolio firms to reduce carbon emissions. For risk management reasons, this is in their own interest, and it is also in the interests of society.Theoretical/Academic ImplicationsWe highlight possible future research avenues on the link between institutional investors and climate change, emphasizing issues related to environmental, social, and governance (ESG) rating agencies, greenwashing, and the risk of a loss of trust in ESG products. Climate change constitutes one of the grand challenges of our time, and substantially more research on the role of finance is required.Practitioner/Policy ImplicationsClimate change imposes financial risks on institutional investors' portfolio firms, which must be actively addressed in the investment process. Nascent evidence indicates that markets have begun pricing these risks. Institutional investors can positively influence climate change by engaging portfolio firms on their emissions and simultaneously reducing climate transition risks.

Divide & Conquer: Critical Informatics Approaches to Disinformation

ABSTRACTIn this paper, we use a critical informatics approach to investigate institutional disinformation around 2022–23 labor organizing at three higher education institutions: Rutgers University, Temple University, and the University of California. Our contribution to the study of disinformation is the application of critical informatics perspectives that attend to structural power dynamics of disinformation within an institutional context. Understanding the political economic dynamics of disinformation and how these dynamics function can help more solidly contextualize and clarify how and why disinformation exists across different information systems, so that solutions to this social and institutional problem of disinformation can be more appropriately addressed and understood. The study describes disinformation tactics employed by institutional leaders during higher education labor organizing including: non‐performative commitments to “community”, legal threats, misleading victories, and elite capture.

A New Concept of Techno-Economic Institutions within Institutional Economics: Integrating Technologies and Institutional Frameworks

This study investigates the concept of techno-economic institutions within institutional economics, focusing on the integration of technologies into economic frameworks to foster development. The primary objective is to introduce and advocate for the novel concept of “techno-economic institutions,” which is essential for embedding technologies into the socio-economic environment. This research employs a comprehensive methodological approach, including theoretical analysis, literature review, comparative studies, and case studies, to develop a new analytical model and provide fresh insights. The key findings include a comparative analysis of the interplay between institutions and technologies, a variational model detailing the life cycles of General-Purpose Technologies (GPTs), and an in-depth examination of institutional roles. The econometric models developed in this study demonstrate the significant impact of ICT patents and SCM systems on government efficiency, empirically validating the proposed theoretical framework. This paper contributes to the academic discourse by offering a methodologically robust and empirically substantiated examination of technological advancements in institutional frameworks, highlighting the importance of flexible institutional structures capable of adapting to technological change. These insights provide actionable recommendations for policymakers and suggest strategic investments in technological infrastructure to enhance government performance. Future research should explore the generalizability of these findings in different institutional contexts and examine variability in technology-institution interactions across diverse geopolitical landscapes. Doi: 10.28991/ESJ-2024-08-05-022 Full Text: PDF

Research Literacy Assessment Instruments in Social Sciences and Education: A Scoping Review

Educational research plays a crucial role in the advancement of knowledge in the teaching profession. In fact, raising the quality standards in education necessitates teachers’ engagement in different levels and dimensions of research. To this end, improving teachers' research literacy is an essential first step, which also entails assessing the current state of teachers' research literacy using reliable and valid instruments. The present study provides a comprehensive review of the available instruments for assessing teachers’ research literacy, along with a description of the characteristics of the reviewed instruments. It also presents a review of the results of using these instruments in measuring the research literacy of various populations. Based on the findings, teachers’ research literacy is below the expected average level, reflecting the need for a change in policies and planning to improve it. Moreover, the results of this scoping review indicated that the instruments developed for measuring research literacy reflected the expectations of just the instructional context in which they have been developed and may not reflect the full dimensions of research literacy. Furthermore, the developed instruments each came with its own strengths and weaknesses in assessing teachers' research skills. Therefore, it is suggested that research literacy instruments should be selected based on the research skills expected from teachers in their institutional contexts and with full awareness of their limitations. To enhance the strengths and minimize the weaknesses, it is suggested that different sections from the current research literacy assessment instruments should be combined selectively to assess teachers’ research abilities.