SROI in the art gallery; valuing social impact     

Andrew Jackson  Richard McManus 《Cultural Trends》2019,28(2-3):132-145

ABSTRACT

This article considers a project that used the Social Return on Investment (SROI) methodology to describe and measure the social impact of Turner Contemporary art gallery in Margate, a coastal town in the South East of England. The article details the reasons why the methodology was chosen by the gallery, setting this in the context of the wider debate around evaluation and social impact reporting. A section of the research and analysis, which was carried out by COaST, a consultancy and research centre based within Canterbury Christ Church University, is described in detail, allowing the reader to understand the processes involved in this type of project and the kinds of outcomes that can be delivered using this method. Finally, an account is given of the impact the work had on the management of the gallery, and the ways in which the final report was used.  相似文献   

Measurements of Growth in Religion     

Hugh Hartshorne∗ Ph. D. 《Religious education (Chicago, Ill.)》2013,108(3):148-155

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“飞去来器”飞回的奥秘     

Hugh Hunt  叶庆 《物理教学探讨》2011,29(3):58-59

飞去来器飞出去又能飞回的原因,主要是镖臂的截面形状及其自旋,本文以常见的V字形飞去来器为例将有关的物理原理作一介绍(参考剑桥大学休·汉特教授的网页)。  相似文献   

Problematising pupil voice using visual methods: Findings from a study of engaged and disaffected pupils in an urban secondary school     

Hilary Cremin  Carolynne Mason  Hugh Busher 《British Educational Research Journal》2011,37(4):585-603

This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed through pupil scrapbooks and interviews, they were not found to be related to individual pupils in the way that the school policy documentation suggests. Adults respond to pupil voice differently depending on how it is framed—the ‘types’ create discursive practices that determine the things that can be said, by whom and in what way. The visual methods used are reviewed here in the light of findings and are found to be useful in eliciting a range of pupil voices.  相似文献   

Pedagogy,empowerment and discipline: comparative perspectives of novice teachers in England and Turkey reflecting on ‘the other’     

Hugh Busher  Tony Lawson  Chris Wilkins  Ismail Acun 《Compare》2011,41(3):387-400

This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.  相似文献   

Factors shaping organizational dynamics in strategic knowledge management     

Krishna?VenkitachalamEmail author  Hugh?Willmott 《知识管理研究与实践》2015,13(3):344-359

Knowledge as a valuable asset of organizations is increasingly incorporated into thinking about strategy. Studies of knowledge management (KM) suggest that executives engaged in decision making often have a slender understanding of the strategic significance of knowledge. When addressing the challenge of explicating and designing a knowledge strategy, logics of codification and personalization have been differentiated and commended. The paper draws upon evidence from four case studies to identify factors that shape the evolving contexts of knowledge strategies. It is in these contexts that the challenge of continuously reviewing and revising the mix of codifying and personalizing aspects of strategic KM is practically accomplished. The cases are analysed with reference to external competition, leadership, organizational politics, culture and technology as a basis for advancing a more dynamic framework for the analysis of knowledge strategies.  相似文献   

"东"写"西"说--提高您的写作能力,加强您对跨文化的了解     

东方  休·唐士力 《海外英语》2006,(4):20-21

休·唐士力出生于伦敦,受教育于英国,他最先学习拉丁和希腊“传统” (或者说死)语言,继而改学“现代”(或者说活)语言:法语、德语、西班牙语。其大部分的职业生涯都在位于法国的一家国际宇航公司的商务部度过,但他始终对语言、语言结构和语言发展保持了浓厚的兴趣。他因为工作原因第一次去中国是在1990年。在后来的12年里,他以每年10次的频率频繁出  相似文献   

Authors’ responses     

Hugh LaFollette 《Metascience》1998,7(2):272-280

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Using a Decision Grid Process to Build Consensus in Electronic Resources Cancellation Decisions     

Gerri Foudy  Alesia McManus   《The Journal of Academic Librarianship》2005,31(6):533-538

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Widening access by changing the criteria for selecting medical students     

David Powis  John Hamilton  I.C. McManus 《Teaching and Teacher Education》2007

Objective: To review the principles underlying medical student selection from the perspective of the imperatives of widening access policies.  相似文献