This document provides an overview of a research study on organizational learning cultures in inclusive organizations that employ individuals with mental illnesses through supported employment programs. The study uses an organizational ethnography approach with two case studies - a charity organization and a production company. Initial field access to the production company was delayed due to the COVID-19 pandemic and repeated sick leave of the employee with a mental illness. Preliminary results from the charity organization case study indicate challenges with work assignment processes, long-term funding uncertainty, and a need for flexibility and agreement across organizational departments to fully include employees with mental illnesses.
Creativity and critical thinking practices: experience of Russia – Marina Pin...EduSkills OECD
This presentation was given by Marina Pinskaya at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Creativity and critical thinking practices: experience of Russia – Marina Pin...EduSkills OECD
This presentation was given by Marina Pinskaya at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Building a System of Learning and Instructional Improvement – Barbara Schneider EduSkills OECD
This presentation was given by Barbaba Schneider at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The Creative Thinking - Science Exposure program in Israel is an innovative program to teach scientific concepts to very young children via fun activities and the creation of scientific toys.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
'Planning for success in blended learning.' (National Education Conference, 2...GTC Scotland
'Planning for success in Blended Learning.'
The Open University, Workshop 9, GTC Scotland National Education Conference, 28 May 2009.
How might online media be used to help students learn more effectively? This workshop will review a range of aims and objectives in tuition, and illustrate how online technologies are used in tutoring activities at the Open University in combination with face to face tuition. Participants will be given an opportunity to reflect on the implications for their own practice.
The presentation explored the intersection of student focused social justice interests, civic engagement goals, and community partnership opportunities. The underlying premise was that when students connect with community issues that they are passionately interested in they become more deeply involved with learning objectives and have the opportunity to learn from experts in social justice issues. The end result is an opportunity to immerse students in opportunities to become catalysts and leaders of social transformation. This presentation focused on a student learning and advocacy program at the Thomas Merton Center, located in Pittsburgh, PA. The program engaged over 100 student interns from universities and community colleges located across the country. Students connected with the center as a result of their involvement in their colleges’ service learning and civic engagement programs. Students learned leadership skills that could be applied in their ongoing peace and justice activism. At the workshop, attendees learned how to implement the center’s strategies, while combining student learning outcomes with civic work in the community. Emphasis was placed on creating a values- based framework that links student learning with student passion which manifested in diverse civic engagement opportunities.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Building a System of Learning and Instructional Improvement – Barbara Schneider EduSkills OECD
This presentation was given by Barbaba Schneider at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The Creative Thinking - Science Exposure program in Israel is an innovative program to teach scientific concepts to very young children via fun activities and the creation of scientific toys.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking Skills in School – Gary O DonnchadhaEduSkills OECD
This presentation was given by Gary O Donnchadha at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
'Planning for success in blended learning.' (National Education Conference, 2...GTC Scotland
'Planning for success in Blended Learning.'
The Open University, Workshop 9, GTC Scotland National Education Conference, 28 May 2009.
How might online media be used to help students learn more effectively? This workshop will review a range of aims and objectives in tuition, and illustrate how online technologies are used in tutoring activities at the Open University in combination with face to face tuition. Participants will be given an opportunity to reflect on the implications for their own practice.
The presentation explored the intersection of student focused social justice interests, civic engagement goals, and community partnership opportunities. The underlying premise was that when students connect with community issues that they are passionately interested in they become more deeply involved with learning objectives and have the opportunity to learn from experts in social justice issues. The end result is an opportunity to immerse students in opportunities to become catalysts and leaders of social transformation. This presentation focused on a student learning and advocacy program at the Thomas Merton Center, located in Pittsburgh, PA. The program engaged over 100 student interns from universities and community colleges located across the country. Students connected with the center as a result of their involvement in their colleges’ service learning and civic engagement programs. Students learned leadership skills that could be applied in their ongoing peace and justice activism. At the workshop, attendees learned how to implement the center’s strategies, while combining student learning outcomes with civic work in the community. Emphasis was placed on creating a values- based framework that links student learning with student passion which manifested in diverse civic engagement opportunities.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
The WYRED (netWorked Youth Research for Empowerment in the Digital society) project has celebrated its fifth face-to-face meeting in Istanbul (Turkey) from November 19th–21st. This represents the work done by TAU partner regarding the WP4 (Delphi).
Information literacy, from higher education to employmentInformAll
A presentation at the European Conference on Information Literacy (ECIL2014), by the InformAll initiative, on how information literacy - the know-how, skills and competencies needed to handle information, whatever form this takes - might be made more relevant to individuals and organisations at the interface between higher education and employment.
Presentation on "Public Value Creation" by oikos PhD Fellow Nina Hug, held during the PhD Colloquium at the oikos Spring Meeting 2009 in Oslo, 26 March 2009
Bridging the ‘missing middle’: a design based approach to scalingdebbieholley1
Holley, D., Peffer, G. Santos, P., and Cook, J. (2014). Bridging the ‘missing middle’: a design based approach to scaling. Presented to the ALT-Conference, September 2014
A paper contributing to EU learning layers project,:Scaling up Technologies for Informal Learning in SME Clusters
A 9.9 million EU Framework Project (2012-2016)
Abstract
Taking innovation from concept through to scalable delivery is complex, contested and an under-theorised process. In this paper we outline approaches to scaling that have influenced in our work in the EU Learning Layers Integrating Project, a consortium consisting of 17 institutions from 7 different countries. The two industries identified for the initial work are the Health sector in the UK, and the Construction sector in Germany. The focus of the EU project is scaling informal learning in the workplace through the use of technologies; the focus of our paper, the ‘Help Seeking’ tool, an online tool developed by co-design with GP Practice staff in the North of England. Drawing upon three Scaling taxonomies to underpin our work, we map the complex and interrelated strands influencing scaling of the ‘Help-Seeking’ tool, and go on to suggest that the typical measure of scaling success ‘by number’ needs a more nuanced analysis. Furthermore, we will propose that the emerging framework enables the orchestration of team discourse about theory, the production of artefacts as tools for design discourse, the identification of scalable systemic pain points, and is thus throwing light on the ‘missing middle’ (where key scaling factors reside between top down strategy and bottom up initiatives).
Student, Graduate, Staff and Employer Voice Profiles on Employability in the North East, South Ulster region of Ireland. Key finding: Pragmatic stance on graduate attribute frameworks.
Similar to ECER 2021: Lanz & Göhlich - Learning Cultures in Inclusive Organizations (20)
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
The increased availability of biomedical data, particularly in the public domain, offers the opportunity to better understand human health and to develop effective therapeutics for a wide range of unmet medical needs. However, data scientists remain stymied by the fact that data remain hard to find and to productively reuse because data and their metadata i) are wholly inaccessible, ii) are in non-standard or incompatible representations, iii) do not conform to community standards, and iv) have unclear or highly restricted terms and conditions that preclude legitimate reuse. These limitations require a rethink on data can be made machine and AI-ready - the key motivation behind the FAIR Guiding Principles. Concurrently, while recent efforts have explored the use of deep learning to fuse disparate data into predictive models for a wide range of biomedical applications, these models often fail even when the correct answer is already known, and fail to explain individual predictions in terms that data scientists can appreciate. These limitations suggest that new methods to produce practical artificial intelligence are still needed.
In this talk, I will discuss our work in (1) building an integrative knowledge infrastructure to prepare FAIR and "AI-ready" data and services along with (2) neurosymbolic AI methods to improve the quality of predictions and to generate plausible explanations. Attention is given to standards, platforms, and methods to wrangle knowledge into simple, but effective semantic and latent representations, and to make these available into standards-compliant and discoverable interfaces that can be used in model building, validation, and explanation. Our work, and those of others in the field, creates a baseline for building trustworthy and easy to deploy AI models in biomedicine.
Bio
Dr. Michel Dumontier is the Distinguished Professor of Data Science at Maastricht University, founder and executive director of the Institute of Data Science, and co-founder of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles. His research explores socio-technological approaches for responsible discovery science, which includes collaborative multi-modal knowledge graphs, privacy-preserving distributed data mining, and AI methods for drug discovery and personalized medicine. His work is supported through the Dutch National Research Agenda, the Netherlands Organisation for Scientific Research, Horizon Europe, the European Open Science Cloud, the US National Institutes of Health, and a Marie-Curie Innovative Training Network. He is the editor-in-chief for the journal Data Science and is internationally recognized for his contributions in bioinformatics, biomedical informatics, and semantic technologies including ontologies and linked data.
A brief information about the SCOP protein database used in bioinformatics.
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Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
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Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
1. Learning Cultures in Inclusive Organizations –
Organizational Ethnography in the Context of Supported Employment
Sabine Lanz & Michael Göhlich
1. Background & Research Focus
2. Context of Research
3. Theoretical Framework
4. Research Design & Methods
5. Results & Discussion
Table of Contents
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2. Inclusion
in
Society
Social
participation
is participation
in working life.
Marginalized
Groups
People with
mental illnesses
in particular have
very great difficulty
entering the labor
market.
Research
Focus
„Everyone has the right to work, to free choice of employment,
to just and favourable conditions of work and to protection against
unemployment” (United Nations 1948).
1. Background & Research Focus
How organizations
as employers can
design the learning
environment to fully
integrate mentally ill
into the world of
employment?
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50 percent of employable persons with a severe
mental illness are not in gainful employment.
Unemployment
Rate
In 2019, mentally ill represented the second
largest employment group in sheltered
workshops, with a proportion of 21.4 percent.
Second Laber
Market
The rate of disability pensions applied for due to
psychiatric illness was 41.7 percent in 2019.
Disability
Pensions
People with Severe Mental Illnesses
– Employment Situation in Germany –
1. Background & Research Focus
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3. How do organizations design their learning
environment to enable and promote the occupational
participation of mentally ill?
Learning Cultures of Inclusive Organizations
1. Background & Research Focus
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Client
Engagement
Vocational
Profiling
Job Finding
Employer
Engagement
On the Job
Support
Service Providers
(Job-Coaches)
Organizations
as Employers
2. Context of Research
Supported Employment
„First Place, Then Train“
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4. Supported Employment
– An Evidence-Based Approach –
higher employment rates
Bond et al. 2008
Oshima et al. 2014 …
higher number of working hours
Beyerholm et al. 2015
Frederich & VanderWeele 2019 …
longer job tenure periods
Bond et al. 2008
Oshima et al. 2014 …
higher wages
Frederich & VanderWeele 2019 …
Effectiveness for People with Severe Mental Illnesses
Supported Employment vs. Traditional Vocational Rehabilitation
vocational outcomes
2. Context of Research
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Service Providers
(most studies)
Program Fidelity
Employment Specialists
Competencies
Cooperation Strategies
Organizations
as Employers
Employer Perceptions &
Perspectives
Gustaffson et al. 2013
Nietupski et al. 1996
Case Studies
„re-entry into work life”
Interviews (employees,
employers, job coaches)
Rüst & Debrunner 2005
Supported Employment
– Organizational Research –
Research
Gap
Organizations
as spaces and
actors of
Supported
Employment
Lack of
process
orientation
2. Context of Research
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5. • Organizations as human social entities (social systems, cooperating communities).
• As such, each organization generates and (re)actualizes itself as cultural practice.
• One part of the organization’s cultural practice is to encorporate institutions from
the environment.
• The other part of the organization’s cultural practice is to generate own practice
patterns.
Organization as a Supraindividual Social Entity
3. Theoretical Framework
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• Assumption that knowledge and skills, but also social values and routines, take
place on informal contact (Lave & Wenger 1991, Revsbaek 2019).
• Production of tensions in a community of practice can serve as potential trigger of
learning in organizations (Elkjaer & Huysman 2008, p. 171).
• Dimensions: “Wissen-Lernen” [learning to know], “Können-Lernen” [learning to be
able to do], “Leben-Lernen” [learning to live] and “Lernen-Lernen” [learning to
learn] (Göhlich & Zirfas 2007).
• ‘Dialogic’ and ‘experience-based’ aspects: Learning needs both the (human or
non-human) other (“dialogicity”) and the (in case of organizations:
supraindividual) learner’s self-recognition (“experience-based”) (Göhlich 2016).
Situated Learning – „Community of Practice“
3. Theoretical Framework
Dimensions / Aspects of Organizational Learning
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6. Administration workspace
Social Sector:
A charity
organization
Production workspace
Economic Sector:
A production
company
(CNC technology)
Organizational Ethnography
– Two Case Studies –
4. Research Design & Methods
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Organizational Ethnography
– Theoretical Sampling –
Systematic combination of explorative and focused research phases.
Diverse field visits of two or three days.
Systematic combination of explorative and focused research phases.
Diverse field visits of two or three days.
4. Research Design & Methods
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7. Organizational Ethnography
– Method-Combined Research Approach –
Learning
Cultures of
Inclusive
Organizations
(inter)organizational
meetings
discussion
analysis
practice of
working together
participatory
observation
inclusion-related
artefacts
artefact analysis
4. Research Design & Methods
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Focused
Surveys
Data
Aggregation
• preliminary case-related assumptions
open coding
• preliminary case-related assumptions
open coding
• scenes of organizational practice
• (inter)organizational meetings
• inclusion-related artefacts
axial coding
• scenes of organizational practice
• (inter)organizational meetings
• inclusion-related artefacts
axial coding
• case-related and cross-case triangulation
• generation of theoretical assumptions
selective coding
• case-related and cross-case triangulation
• generation of theoretical assumptions
selective coding
Organizational Ethnography
– Stages of the Research –
Explorative
Surveys
4. Research Design & Methods
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8. 5. Results & Discussion
pandemic
Employer Organizations
A Charity Organization A Production Company
Service Providers
Service Provider I
Contacting Mentally Ill (SE-Client I)
Service Provider II
Contacting Mentally Ill (SE-Client II)
Field Access
Case Study I – Social Sector Case Study II – Economic Sector
pandemic
pandemic
pandemic
repeated sick leave
of the mentally ill
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5. Results & Discussion
Delay of field access by one year.
Originally planned for July 2020.
First realization in July 2021.
Field Access
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9. 5. Results & Discussion
Case Study I:
Social Sector
Collected Method
Recording
Technique
Securing
Field Access
• Talks for project presentation
managing director (service provider)
managing director (employer) , job-
coach, mentally ill, colleague mentor
staff team (employer)
• Transcript and
memory log
• Contact history
documentation
Field
Surveys
• Informational Interview:
organizational structure and SE-Practice
(managing director)
• Participatory Observation:
first stay for two days.
second stay for three days.
• Audio recording &
transcription
• Field notes &
observation log
Data Collection
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5. Results & Discussion
Case Study II:
Economic Sector
Collected Method
Recording
Technique
Securing
Field Access
• Talks for project presentation
managing director (service provider)
SE-coordinator (service provider)
Job-coach (service provider)
managing director (employer
organization)
• Transcript and
memory log
• Contact history
documentation
Field
Surveys
• Still pending • ------
Data Collection
repeated sick leave
of the mentally ill
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10. 5. Results & Discussion
Impressions and First Insights
Case Study I:
Social Sector
Process-related aspects of organizational inclusion
Trial and error in work
assignment
• Competencies and performance are difficult to assess.
• Adjustment of the workspace over time.
• Increase in ambition and specialization of tasks.
“We are increasingly finding that everything to do with IT
works quite well” (managing director).
Handling of high support
and training efforts
• Task setting, control and needs for feedback.
• External coordination of tasks, to avoid excessive demands.
Work assignments and completed tasks are always sent via
CC to the managing director and mentor (observation log 2)
Need for agreement with
other departments
• Excessive demands on the mentally ill employee due to
simultaneous work assignments.
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5. Results & Discussion
Impressions and First Insights
Case Study I:
Social Sector
Structure-related aspects of organizational inclusion
Lack of job flexibility • Permanent employment contract only for official job profiles.
“It can´t be that especially we as a charity association have to say
after four years: marcel [Supported Employee] it was nice with you
but now you are unemployed” (managing director).
Long-term funding
uncertain
• Long-term inclusion will depend on funding options.
• current financing through project funds.
Preconditions for
long-term inclusion
“My supervisor also says, if we use time to determine what he can
really contribute permanently without needing a wet nurse to stand
next to him and support. [...] Then it would be imaginable that he
gets a permanent job” (managing director).
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11. 5. Results & Discussion
Impressions and First Insights
Case Study II:
Economic Sector
Initial Situation
Specific challenge • Extremely fluctuating state of illness of the supported employee.
Work adjustment in
the past
• Changed from CNC machine to manual production due to too high
load (job coach).
Scheduling is very
difficult due to
absenteeism.
“If the employee works, good, if not its good also” (managing
director).
"That's just the disease. I'm not a doctor. I can only create the
framework conditions" (managing director).
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An analytical separation of the challenges of operational
inclusion and the required organizational learning processes is
imperative.
Occupational inclusion in tension between process and
structure (e.g. Giddens 1997).
Limits to reconciling organizational performance requirements
with demands of an inclusive organizational culture.
5. Results & Discussion
First Indications of Results
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12. • Bejerholm, U., Areberg, C., Hofgren, C., Sandlund, M. & Rinaldi, M. (2015). Individual Placement and
Support in Sweden. A randomized controlled trial. Nordic Journal of Psychiatry 69 (1), 57–66.
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13. BACK UP – Further Discussion
Further Discussion
Characteristics of the Organizational Ethnography
– Discontinuous Field Visits –
Analytical Category
of Scene
(Göhlich et al. 2012)
meaningful
capture
by focusing on
organizational
scenes
Identification of:
organizational
practice patterns
Concept of Spacing
(Beyes & Steyaert
2011)
the enactment of
organizational
geographies in
slow motion
Variation of:
focus, rhythm &
details
potentials &
limitations
practical
implementation
alternative
strategies
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