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This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one. 相似文献
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Suzanne Macqueen 《The Australian Educational Researcher》2012,39(1):59-73
Grouping students by academic achievement level has been practised in a wide variety of forms and contexts for over a century.
Despite a general consensus in the research that between-class achievement grouping provides no overall benefit for students,
the practice has persisted in various guises. Between-class achievement grouping is common in high schools, and is also practised
in a number of primary schools in various countries. While the affective outcomes of such practices have been investigated
recently, academic outcomes at primary level have not been studied in recent decades. This paper examines the academic outcomes
of between-class achievement grouping in literacy and numeracy classes in Australian primary schools. Results from standardised
tests are compared between two groups of schools—one regroups students for these areas, and one maintains mixed-achievement
classes. It is argued that the current regrouping practice closely resembles streaming and provides no apparent academic advantage
for students. 相似文献
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Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes 
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下载免费PDF全文 There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes. 相似文献
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