This paper develops a hypothesis that the "normal" mode of operation for many organisations today is beyond their safe design capacity. Evidence for this has emerged from a number of studies carried out to promote systemic practice in local health communities in the U.K. This work has identified mismatches between how managers claim their organisations work and the observed behaviour, which can only be explained by surfacing informal coping policies, many with unintended consequences for patient care and costs. There are important messages in the paper for Health and Social Care management, the meaning of data and for modelling, and the paper contains reflections from senior management involved in the studies. The key message of the paper is that affordable and sustainable downstream capacity additions in patient pathways can be identified, which both alleviate upstream problems and eliminate the need for excessive coping policies.
The objective of this article is to investigate learning in museums through the lens of John Dewey’s philosophy of education and experiential learning. The influence of Dewey’s philosophy of education is widespread and resounding. In this article, I examine the experiential qualities of Dewey’s philosophy and compare it with the objectives of the museum educational experience, explaining the relevance to adult education. There can be no doubt that museums are unique arenas for learning, made rich by the experiential nature of their environment. They have a long history of educating the public through informal and nonformal learning. Through their interactive nature, museums have the power to confront individuals’ schemata and transform the way people view the world. Recent museum educational theory focuses on the social, personal, and physical interactions that combine to create meaningful learning experiences. Museums are often not given the consideration they deserve as meaningful centers for learning, especially in adult education. It is my hope that through a discussion of Dewey’s educational philosophy and its implications for museum learning theory, I can illustrate the relevance of museums as alternative sites of learning for adult educators.
PurposeThis paper aims to describe the application of system dynamics to enhance traditional cost benefit analysis (CBA) in planning a significant expansion of therapy capacity for mental health treatment in the UK. The aim of the initiative is to benefit the health of individuals, reduce costs to society and the exchequer and increase employment.Design/methodology/approachThe paper describes a conventional CBA and comments on its merits and limitations. The development and use of a system dynamics model of the situation is then described, together with how this complements and supports the conventional analysis and its outcome.FindingsBy focussing analysis on the dynamics of people flows over time, simulation is shown to assist understanding of the issue and its potential benefits. The numbers of patients expected to benefit is shown to depend on the treatment capacity, on the sources of people presenting, the number and type of treatment channels and their parameters, the success of treatment, the provision for patients moving between treatment channels, the dynamics of the labour market and employment opportunities.Originality/valueThe paper is totally original and has provided decision support to a large investment on which implementation has begun. The overall methodological conclusion is that dynamic factors are often left out of CBA because they cause too much complexity for decision makers, whereas system dynamics allows these factors to be included without masking the clarity of the case. The paper suggests that CBA and system dynamics are very complementary.
This paper invites the reader to consider the power and potential of art for public engagement, and its use in social movement learning and in demanding the world we want now. The authors frame social movements as important sites of scholarship and learning. They emphasize that by applying creative strategies to engage in critical thought about the nature of the world and one’s position in it, artforms have the potential to make essential contributions to social change. Inspired by literature related to critical art-based learning and learning in social movements, the authors explore representations of protest art and public art exhibitions. They contextualize their writing with stories of mobile art exhibits in Sao Paulo, the ‘maple spring’ in Montreal (Tiotia:ke in the language of the Kanien’kehá:ka), and anti–Bill C-51 protests in Lekwungen territory (Victoria, British Columbia). They present and reflect on their own experiences of using art as engagement and as a representation of voice in public demonstrations.
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