bluuebunny/crossref_metadata_2025_split huggingface dataset:
System improvement through collective capacity building
Authors: Harris Alma 
Published: October 2011

PurposeThe purpose of this paper is to outline how collective capacity building is supporting system‐wide reform in one country. It seeks to outline the way in which professional learning communities within, between and across schools are creating an infrastructure for improving professional practice and raising standards.Design/methodology/approachThe paper is both descriptive and analytical. It draws on the international literature pertaining to system‐wide reform and the empirical evidence concerning professional learning.FindingsThe paper highlights some of the challenges in building the collective capacity for change throughout an entire system and reflects on progress to date. The paper concludes by arguing that despite the compelling case for collective capacity building, the real test is to make it happen.Research limitations/implicationsThe professional learning communities (PLC) programme in Wales is gathering evidence about impact but as the programme is just completing its first year of implementation these findings are not yet available.Originality/valueThis paper adds to prior analyses and discussion of collective capacity building by providing a system‐wide perspective.
System alignment as a key strategy in building capacity for school transformation
Authors: Watterston Jim , Caldwell Brian 
Published: October 2011

PurposeThe purpose of this paper is to review strategies to build capacity for school improvement in Australia. The focus is on public schools and strategies adopted for the system as a whole.Design/methodology/approachThis paper traces developments from a national perspective and makes a case for the key contemporary policy shift that has provided the platform for a new era of educational reform. Two contrasting case studies are described in order to demonstrate the pathways embarked on by a large jurisdiction, namely the State of Victoria, which has led the nation in terms of devolved decision‐making for public schools, and second, a much smaller jurisdiction, the Australian Capital Territory (ACT), which is introducing a range of reforms to give public schools much greater autonomy in order to achieve improved performance. The paper concludes with a “futures” view of how strategies may continue to evolve. Shifting the language from “improvement” to “transformation” is canvassed.FindingsIt is concluded that a key to success has been to align strategies among different levels of the school system: central, regional/district, school and classroom. The possibilities for moving beyond improvement to transformation are canvassed.Originality/valueThe value of the paper lies in its up‐to‐date account of system‐wide efforts to improve schools and a summary of evidence on their impact. The paper is of particular interest to school and school system leaders as well as those engaged in the study of educational policy and educational leadership.
The capacity to build organizational capacity in schools
Authors: King M. Bruce , Bouchard Kate 
Published: October 2011

PurposeReformers, policymakers, and researchers have given considerable attention to organizational capacity in schools, especially in those schools that perpetuate or exacerbate achievement gaps among diverse student groups and reproduce social inequalities. There is an emerging consensus about key dimensions of school capacity and how they can help promote both equity and excellence in student learning. However, it is still not very clear how capacity building itself can be enhanced. This paper aims to address these issues.Design/methodology/approachThis paper addresses this critical disjuncture in the school reform literature through two main purposes: summarizing the key dimensions of school organizational capacity, and synthesizing the recent conceptual and empirical work on the important mechanisms of policies and programs to influence and support a school's organizational development. The authors' recent research and practice related to one such intervention, leadership coaching for school improvement, are critically discussed. The paper explores a hybrid approach to building capacity in schools where elements of both the bureaucracy and the learning community are present.FindingsDifferent schools clearly need different kinds of support for teacher development and building their capacity. Policies need to be flexible enough to fit particular school contexts, and to allow for organizations to change in ways that support teacher development for improved practices that impact student learning. The work in the middle involves some sort of fluid hybrid of administrative control (instructional improvement must be the focus) and active, broad participation (in a learning community that advances the changes in instructional practices).Originality/valueThis paper addresses the lack of clear knowledge on how capacity building itself can be enhanced, by summarizing the key dimensions of school organizational capacity, and synthesizing the recent conceptual and empirical work on the important mechanisms of policies and programs to influence and support a school's organizational development. The paper provides an overview of the dimensions of school organizational capacity, discusses barriers to building capacity in schools, and argues for hybrid models that combine elements of both learning communities and bureaucracies.
System redesign for system capacity building
Authors: Hargreaves David H. 
Published: October 2011

PurposeA recent development in England is the emergence, under various names, of groups of schools working together in a variety of collaborative ways. Such diversification enjoys broad political support. In this paper, the author aims to argue that the trend is potentially a radical transformation of the school system as a whole. The concepts of coupling and capital are drawn on to show how these changes enhance capacity building at the level of the individual institution and, more importantly, at the system levels, both local and national.Design/methodology/approachThe paper uses different conceptual schemes to throw light on the emerging phenomenon of partnerships between clusters of schools.FindingsAs this is not an empirical research paper there are no findings as such.Practical implicationsThe paper is concerned with new policy directions, some of which are consonant with developments already taking place in England's education system. The analysis is intended broadly to support these changes but also to improve their design and implementation.Originality/valueThe conceptual analysis is original and has implications both for a theoretical analysis of inter‐school partnerships and for the practical issues of how such partnerships might evolve.
CFD analysis of a PEM fuel cell for liquid dispersion at the interface of GDL‐GFC
Authors: Mahmud Hasan A.B. , Wahab M.A. , Guo S.M. 
Published: October 2011

PurposeThe purpose of this paper is to present the results of analysis of the transport gases and liquid water between the gas diffusion layer (GDL) and gas flow channel (GFC) of proton exchange membrane fuel cells (PEMFCs). These results are then used to describe the effects of the GDL‐GFC interfacial conditions on the general performance of PEMFCs.Design/methodology/approachThis analysis utilizes finite element analysis commercial codes to illustrate the transport of fluids. The gas transport data obtained from the solution are compared with the established works of others. The liquid transport processes are modeled using the Darcy equation coupled with a saturation‐capillary pressure function (the Leverett function) and assuming no phase change. In addition, the boundary conditions for the liquid transport equation are varied in order to show the extent of non‐uniformities at the GDL‐GFC interface.FindingsAnalysis shows that water dispersion from the GDL‐GFC interface extends across the GDL to its other side, and eventually reduces the performance of the PEMFC.Research limitations/implicationsIt is well known that CFD simulation of fuel cells is, in general, still facing significant challenges due to the limited understanding of the complex physical and chemical processes existing within the fuel cell. The model is now under further development to improve its capabilities and undergoing further validations.Practical implicationsThe simulations can provide detailed information on some of the key fluid dynamics, physical and chemical/electro‐chemical processes that exist in liquid dispersion at the interface of GDL‐GFC in fuel cells which are critical for fuel cell design and optimization.Originality/valueThe simulation can be used to understand liquid dispersion at the interface of GDL‐GFC and provide and alternative to experimental investigations in order to improve the performance of fuel cell.
Boundary layer flow over a moving surface in a nanofluid beneath a uniform free stream
Authors: Mohd Rohni Azizah , Ahmad Syakila , Pop Ioan 
Published: October 2011

PurposeThe purpose of this paper is to theoretically investigate the steady two‐dimensional boundary‐layer flow past a moving semi‐infinite flat plate in a water‐based nanofluid containing three different types of nanoparticles: copper (cuprum) Cu, alumina (aluminium oxide) Al2O3, and titania (titanium dioxide) TiO2. The effects of moving parameter λ as well as solid volume fraction parameter φ on the flow and heat transfer characteristics are studied. Taking into account the rising demands of modern technology, including chemical production, power stations and microelectronics, there is a need to develop new types of fluids that will be more effective in terms of heat exchange performance.Design/methodology/approachA similarity transformation is used to reduce the governing partial differential equations to a set of nonlinear ordinary differential equations which are then solved numerically using Keller‐box method.FindingsThere is a region of unique solutions for λ>0, however, multiple (dual) solutions exist for λc<λ≤0 and no solutions for λ<λc<0. A reverse flow is formed when λ<0.Research limitations/implicationsThe solutions can be obtained up to a certain value of the moving parameter (critical value or turning point). The boundary layer separates from the plate beyond the turning point hence it is not possible to get the solution based on the boundary‐layer approximations after this point. To obtain further solutions, the full Navier‐Stokes equations have to be solved.Originality/valueThe present results are original and new for the boundary‐layer flow and heat transfer of a moving flat plate in a nanofluid. Therefore, this study would be important for the scientists and engineers in order to become familiar with the flow behaviour and properties of such nanofluids, and the way to predict the properties of this flow for the process equipments.
Heat and mass transfer by non‐Darcy free convection from a vertical cylinder embedded in porous media with a temperature‐dependent viscosity
Authors: Chamkha A.J. , EL‐Kabeir S.M.M. , Rashad A.M. 
Published: October 2011

PurposeThe purpose of this paper is to consider heat and mass transfer by natural convection from a vertical cylinder in porous media for a temperature‐dependent fluid viscosity in the presence of radiation and chemical reaction effects.Design/methodology/approachThe governing equations are transformed into non‐similar differential equations and then solved numerically by an efficient finite‐difference method.FindingsIt is found that there are significant effects on the heat and mass transfer characteristics of the problem due to the variation of viscosity and radiation and chemical reaction effects.Originality/valueThe paper combines the effects of radiation, chemical reaction, non‐Darcy porous media effects along with the variation of viscosity with temperature.
Numerical reconstruction of 2D potential fields from discrete measurements
Authors: Irša J. , Galybin A.N. 
Published: October 2011

PurposeThe purpose of this paper is to consider reconstructions of potential 2D fields from discrete measurements. Two potential processes are addressed, steady flow and heat conduction. In the first case, the flow speed and streamlines are determined from the discrete data on flow directions, in the second case, the temperature and flux are recovered from temperature measurements at discrete points.Design/methodology/approachThe method employs the Trefftz element principle and the collocation. The domain is seen as a combination of elements, where the solution is sought as a linear holomorphic function a priori satisfying the governing equations. Continuity of piecewise holomorphic functions is imposed at collocation points located on the element interfaces. These form the first group of equations. The second group of equations is formed by addressing the measured data, therefore the matrix coefficients may reflect experimental errors. In the case of fluid flow, all equations are homogeneous, therefore one normalising equation is added, which provides existence of a non‐trivial solution. The system is over‐determined; it is solved by the least squares method.FindingsFor the heat flow problem, the determination of heat flux is unique, while for the fluid flow, the determined streamlines are unique and the determination of speed contains one free multiplicative positive constant. Several examples are presented to illustrate the methods and investigate their efficiency and sensitivity to noisy data.Research limitations/implicationsThe approach can be applied to other 2D potential problems.Originality/valueThe paper studies two novel formulations of the reconstruction problem for 2D potential fields. It is shown that the suggested numerical method is able to deal directly with discrete experimental data.
Non‐similar solution for rotating flow over an exponentially stretching surface
Authors: Javed T. , Sajid M. , Abbas Z. , Ali N. 
Published: October 2011

PurposeThis paper looks into the rotating flow of an incompressible viscous fluid over an exponentially stretching continuous surface. The flow is governed by non‐linear partial differential equations. A non‐similar solution is developed after transforming the governing equations using two different numerical techniques namely Keller‐box and shooting methods. The influence of the non‐dimensional local rotating parameter Ω on the velocity fields and skin friction coefficients is analyzed and discussed.Design/methodology/approachIn this paper, the authors have used the well‐known numerical methods, Keller‐box and shooting.FindingsIt is observed that for the increase in the rotation velocity of the frame there is a reduction in the boundary layer thickness and an increase in the drag force at the surface.Originality/valueThe present study is concerned with the boundary layer flow of a rotating viscous fluid over an exponentially stretching sheet. Numerical solutions are found. To the best of the authors' knowledge, this is the first investigation of the topic.
Initial investigation of Hong Kong post‐secondary students’ learning patterns
Authors: Law Dennis C.S. , Meyer Jan H.F. 
Published: October 2011

PurposeThe purpose of the present study is to report the initial analyses of relationships between various components of the learning patterns exhibited by a group of 1,572 post‐secondary students in Hong Kong as operationalized via the Inventory of Learning Styles (ILS), a quantitative instrument developed by Vermunt originally for the Dutch higher education context.Design/methodology/approachThe ILS was adapted and translated into Chinese for the new response‐context. After validation of the ILS scales (results reported in another paper), the possible direct, indirect, or spurious effects among the learning constructs operationalized by these scales were explored using a general theoretical model proposed by Richardson, according to the exhibited statistical significance and magnitude of the beta weights derived from multiple regression analyses.FindingsEmpirical support was found in this new Chinese response‐context for the theoretical model that underpins the ILS. In particular, the findings confirm the central explanatory role of regulation strategies in students’ learning patterns, as originally hypothesized by Vermunt.Originality/valueThe present study contributes to the ILS literature by expanding the application of the instrument to a new Chinese response‐context. It is also believed to be the first attempt to adapt Richardson's general theoretical model to analyse the relationships between the ILS components.
Quality as a gap analysis of college students' expectations
Authors: Jo Jackson Mary , Helms Marilyn M. , Ahmadi Mohammad 
Published: October 2011

PurposeThis paper aims to address students' expectations of classroom pedagogy. It suggests that meeting students' specific expectations of teaching, one of the core educational processes, could impact the perception of the overall quality of the educational experience.Design/methodology/approachA survey was administered to 372 first‐year college students addressing their expectations regarding the use of various instructional pedagogies within the classroom and their desired or ideal classroom environment. A gap analysis was conducted between students' responses of the expected and the actual classroom environment.FindingsFor eight of the 15 pedagogies, 25 percent or more of the students had a significant gap (greater than or equal to two) between their expected and actual classroom. The largest gap occurred in accessing the internet from class (34 percent) followed by the use of videos or DVDs (33 percent) and outside classroom assignments (30 percent).Research limitations/implicationsA broader sample could be explored as well as how classroom environment impacts learning.Practical implicationsThis paper explores the impact of the expectations of one aspect of a student's educational experience, the pedagogies used in the classroom, and considers the impact on the perception of overall quality.Originality/valueAwareness of the gap between expectations of ideal classroom pedagogies and the actual learning environment is useful for educators to consider as they plan courses. Information on pedagogies to be used, presented early in the course, is suggested as a way to manage the gap.
An analysis of learning levels within and between a degree and a diploma
Authors: Warring Susan 
Published: October 2011

PurposeThis paper aims to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business, which are delivered at a New Zealand polytechnic.Design/methodology/approachA literature review and content analysis of National Qualifications Frameworks was conducted to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business which are offered at a New Zealand polytechnic.FindingsA literature review and content analysis of National Qualifications Frameworks reveals that learning levels are differentiated by level of complexity, degree of abstraction, depth in a major subject, research competency, learner autonomy and responsibility, relative demand placed on students and increasing complexity and unpredictability of operational context. This analysis failed to find any difference in learning level between Bachelor of Applied Business Studies and New Zealand Diploma of Business papers nominally at the same level on the New Zealand National Qualifications Framework. The degree comprises a portion of papers at a higher learning level than the diploma and it is at this level that the difference is realised.Research limitations/implicationsFuture research should investigate learning level differences between disciplines, qualifications and institutions.Practical implicationsThis paper provides a framework on which to base course design, delivery and assessment of the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business and credit transfer between them.Originality/valueThis case study addresses the increasingly important issue of the compatibility of learning levels between different qualifications. As many economies acknowledge the necessity for increasingly skilled workforces, credit transfer to enable seamless transfer between qualifications is becoming a focus in seeking to facilitate lifelong learning. There are few studies that focus on National Qualifications level descriptors and the implications for different qualification types.
From blaming to learning: re‐framing organisational learning from adverse incidents
Authors: Gray Dee , Williams Sion 
Published: October 2011

PurposeThis paper aims to discuss and present research findings from a proof of concept pilot, set up to test whether a teaching intervention which incorporated a dual reporting and learning approach from adverse incidents, could contribute towards individual and organisational approaches to patient safety.Design/methodology/approachThe study formed part of a series of six iterative action research cycles involving the collaboration of students (all National Health Service (NHS) staff) in the co‐creation of knowledge and materials relating to understanding and learning from adverse incidents. This fifth qualitative study involved (n=20) anaesthetists who participated in a two phase teaching intervention (n=20 first phase, n=10 second phase) which was premised on transformative learning, value placed on learning from adverse incidents and reframing the learning experience.FindingsAn evaluation of the teaching intervention demonstrated that how students learned from adverse incidents, in addition to being provided with opportunities to transform negative experiences through re‐framing learning, was significant in breaking out of practices which had become routine; propositional knowledge on learning from adverse incidents, along with the provision of a safe learning environment in which to challenge assumptions about learning from adverse incidents, were significant factors in the re‐framing process. The testing of a simulated dual learning/reporting system was indicated as a useful mechanism with which to reinforce a positive learning culture, to report and learn from adverse incidents and to introduce new approaches which might otherwise have been lost.Practical implicationsThe use of a “re‐framed learning approach” and identification of additional leverage points (values placed on learning and effects of dual reporting and learning) will be of significant worth to those working in the field of individual and organisational learning generally, and of value specifically to those whose concern is the need to learn from adverse incidents.Originality/valueThis paper contributes to individual and organisational learning by looking at a specific part of the learning system associated specifically with adverse incidents.