Abstract:The ability of existing strategy concepts to analyse strategy, design strategy and execute strategy within organisations has an alarmingly poor historical track record. Based on the long-standing semiotics and ontology research work of the Global University Alliance (GUA) and its members, a Strategy Lifecycle is introduced. The Strategy Lifecycle, underpinned by ontology and semiotics incorporates all the constructs that can be found in the most popular strategy concepts and frameworks. It explains the value o… Show more
“…Like other domains such as Strategy (Caine and von Rosing, 2020) and Business Process Management (von Rosing et al, 2015), Race Inclusion can also benefit from ontology and a structure that seeks to formalise and facilitate a consistent way of sharing meaning within a race context. We used the LEAD Enterprise Ontology (LEO) (von Rosing and Laurier, 2015; Caine and von Rosing, 2018) as a basis for developing this structure.…”
Section: Self-study Work Stream 2 – Staff and Organisational Developmentmentioning
confidence: 99%
“… Figure 2. LEAD Enterprise ontology highlighting relevant ontologies for the race inclusion framework (von Rosing and Laurier, 2015; Caine and von Rosing, 2018). …”
Section: Self-study Work Stream 2 – Staff and Organisational Developmentmentioning
confidence: 99%
“…In doing so, we provide a way forward in policy and practice to sustain the cultural richness, heritages, and authenticities of AAMG students. The narrative concludes with pragmatic steps towards enhancing organisational alignment, integration and governance through a race inclusion lens, courtesy of leveraging steps from a Race Inclusion Framework that is underpinned by the LEAD Enterprise Ontology (von Rosing and Laurier, 2015;Caine and von Rosing, 2018).…”
University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and policymaking throughout the English Higher Education sector that perpetuates deficit perspectives for AAMG students. In addition to this, we propose a ‘Progressive Relational Pedagogy’ that provides a strong foundation for meaningful work across the Higher Education sector. In doing so, we provide a way forward in policy and practice to sustain the cultural richness, heritages, and authenticities of AAMG students. The narrative concludes with pragmatic steps towards enhancing organisational alignment, integration and governance through a race inclusion lens, courtesy of leveraging steps from a Race Inclusion Framework that is underpinned by the LEAD Enterprise Ontology (von Rosing and Laurier, 2015; Caine and von Rosing, 2018).
“…Like other domains such as Strategy (Caine and von Rosing, 2020) and Business Process Management (von Rosing et al, 2015), Race Inclusion can also benefit from ontology and a structure that seeks to formalise and facilitate a consistent way of sharing meaning within a race context. We used the LEAD Enterprise Ontology (LEO) (von Rosing and Laurier, 2015; Caine and von Rosing, 2018) as a basis for developing this structure.…”
Section: Self-study Work Stream 2 – Staff and Organisational Developmentmentioning
confidence: 99%
“… Figure 2. LEAD Enterprise ontology highlighting relevant ontologies for the race inclusion framework (von Rosing and Laurier, 2015; Caine and von Rosing, 2018). …”
Section: Self-study Work Stream 2 – Staff and Organisational Developmentmentioning
confidence: 99%
“…In doing so, we provide a way forward in policy and practice to sustain the cultural richness, heritages, and authenticities of AAMG students. The narrative concludes with pragmatic steps towards enhancing organisational alignment, integration and governance through a race inclusion lens, courtesy of leveraging steps from a Race Inclusion Framework that is underpinned by the LEAD Enterprise Ontology (von Rosing and Laurier, 2015;Caine and von Rosing, 2018).…”
University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and policymaking throughout the English Higher Education sector that perpetuates deficit perspectives for AAMG students. In addition to this, we propose a ‘Progressive Relational Pedagogy’ that provides a strong foundation for meaningful work across the Higher Education sector. In doing so, we provide a way forward in policy and practice to sustain the cultural richness, heritages, and authenticities of AAMG students. The narrative concludes with pragmatic steps towards enhancing organisational alignment, integration and governance through a race inclusion lens, courtesy of leveraging steps from a Race Inclusion Framework that is underpinned by the LEAD Enterprise Ontology (von Rosing and Laurier, 2015; Caine and von Rosing, 2018).
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