Latour and Woolgar’s ‘cycle of scientific credibility’ as a basis for conceptualizing business school strategy

Review of Managerial Science - Drawing on contemporary and historical discourse around UK business schools and insights from the sociology of scientific knowledge, we argue that business schools...     

Not just a number? NEETs,data and datalogical systems

This paper draws on empirical research with NEET populations (16–24-year-olds not in education, employment or training) in the U.K. in order to engage with issues around identification, data and metrics produced through datalogical systems. Our aim is to bridge contemporary discourses around data, digital bureaucracy and datalogical systems with empirical material drawn from a long-term ethnographic project with NEET groups in Leeds, U.K. in order to highlight the way datalogical systems ideologically and politically shape people’s lives. We argue that NEET is a long-standing data category that does work and has resonance within wider datalogical systems. Secondly, that these systems are decision-making and far from benign. They have real impact on people’s lives – not just in a straightforwardly, but in obscure, complex and uneven ways which makes the potential for disruption or intervention increasingly problematic. Finally, these datalogical systems also implicate and are generated by us, even as we seek to critique them.     

Aerodynamic roughness variation with vegetation: analysis in a suburban neighbourhood and a city park

Urban Ecosystems - Local aerodynamic roughness parameters (zero-plane displacement, z d , and aerodynamic roughness length, z 0 ) are determined for an urban park and a suburban neighbourhood with...     

Factors That Impact a Social Worker's Capacity to Supervise a Student

With sector constraints and higher education economic imperatives increasingly impacting the provision of social work field education, university programs lack an understanding of the factors that enable or prohibit field educators’ capacity to provide placements. Despite the significance of field education in the curriculum, it remains unclear what the experiences and motivations of field educators are to provide universities with student placements. This research addresses this gap through surveying 101 field educators that attended statewide Victorian field education training. Results indicated that although field educators recognised the benefits of supervising students, workload relief, additional training, and further student placement preparation by the university were emphasised as the primary factors that would enable them to respond positively to placement requests. Payments for placements did not necessarily ameliorate these issues nor guarantee the provision of more placements. The implications of these findings for universities and the field are discussed.     

Social-ecological research in urban natural areas: an emergent process for integration

Urban Ecosystems - Understanding the structure and function of urban landscapes requires integrating social and ecological research. Here, we integrate parallel social and ecological assessments of...