WRDTC Welcome Event 2016: Poster Exhibition
Management School, University of Sheffield
Knowledge Sharing by Multinational Parent Companies to IJVs in UAE
Due to globalisation and international integration in the business management are incurring. These changes have shifted the interest of the business owners towards collaborations and joint ventures in order to expand and facilitate the profits of the companies (Shah, 2015. P3)
The knowledge sharing concept has developed in last 60 years to understand the phenomenon behind the need to move towards international joint ventures for the purpose of acquisition of knowledge assets, financials technology, managerial and labour skills etc between the companies (Grant, Almeida & song 2000)
The research aim of this poster is to critically evaluate the effect of knowledge sharing by multinational parents companies to International joint venture companies in UAE
Department of Electronics (Engineering Education and Management Group), University of York
Ethics, Engineering Dilemma
The engineering profession requires both knowledge exploitation, and facing complex situations, where engineer`s ethical judgment and understanding is constantly tested. The Royal academy of Engineering has produced the ethical codes of conduct for engineers as part of their commitment towards the wellbeing of the society. Little research has been conducted on the influence of Ethics Education on the moral growth of engineering students. Some researchers seem to imply that students who attend ethics based course or module are more likely to recognize the core of a moral issue in a given complex situation than students who haven’t had any such prior experience. This study aims to examine the perceptions of two groups of students: one which has attended a course on ethics and the other which hasn’t, using the example of the MSc Engineering Management Programme at the University of York where a session on Engineering Ethics is delivered every year.
Department of Social Policy and Social Work, University of York
Importation or speculation? Reconstructing the ‘international-subnational’ crime and criminal justice policy transfer process
This conference poster provides an overview of my doctoral research which seeks to plug gaps in existing knowledge via exploring if, how, when and why subnational jurisdictions in the United Kingdom intentionally borrow crime and criminal justice policies from other subnational jurisdictions in different countries (i.e. ‘international-subnational’ policy transfer). The poster forwards a rationale for my study, presents its core research questions, and outlines the methodological approach that was designed to answer them.
Department of Health Sciences, University of York
Maternal perceptions and concerns about their infant’s weight: analysis of the Born in Bradford cohort study
Context: Feeding behaviours (FB) determine infant weight development; these may be influenced by the mother’s perception (MPIW) and concerns (MCIW) of their infant’s weight. It is crucial to understand the factors contributing to these beliefs and understandings.
Research Aim: Describe the MPIW and MCIW of White British and Pakistani women at 6 and 24 months post-partum from the BiB1000 subsample (N=1,516), and identify predictors of accurate perception of infant’s weight APIW.
Methods: Descriptive statistics for MPIW and MCIW. Differences in MPIW, MCIW and APIW between maternal and infant’s characteristics (maternal ethnicity, place of birth, age, food security, infant’s sex, and anthropometric measurements from both) tested with ANOVA, chi-square or fisher’s exact tests as appropriate. Regression models used to identify predictors of APIW.
Conclusion: Study looks to understand MPIW, MCIW and APIW of BiB1000 to further identify their relation with FB and help bridging current gaps required for obesity prevention.
School of East Asian Studies, University of Sheffield
China & Soft Power: the Silk Road of Ideas
The 21st century is a multi-polar world where economies are intertwined, creating a balance of powers. States have an influence on others, and are influenced by others, as a result of the circulation of goods, ideas and culture.
My PhD research aims to explore how and to what extent an authoritarian state such as China is able to wield soft power by drawing upon its history and culture. More specifically, I examine how China is adapting an American public diplomacy concept to monitor and alter its image, expand its cultural and diplomatic influence worldwide and enhance international cooperation. My contribution will assess how the Chinese notion of soft power is currently being applied in contemporary Sino-EU relations. In so doing, I seek to move beyond the Sino-US centric debate on soft power by bringing in a European perspective, analysing how soft power meshes within a different relational context.
School of Architecture, University of Sheffield
Understanding Users Interaction with Photovoltaic (PV) Systems in the UK Community Housing: Practice, Actors and Affordances
Housing is responsible for 29% of all the UK CO2 emission yet there is still limited understanding of why energy use can vary by 3–14 times across households. This paper help to address the PV technology implementation gap in reality using a multi-theoretical approach. Practice-based approach (PBA) techniques examine user interaction with their technologies in different context but the approach tends to over-emphasise human agency in shaping this interaction and undermines the role of technology. Actor network theory (ANT) techniques identify power agencies that determine the practice of using home technologies. Gibson’s Affordance refers to what is offered or furnished to someone by an object. Understanding how the technology itself affects the individual was the main driver to triangulate PBA and ANT with affordance theory. Key findings highlight critical interaction and affordance problems. Power actors and their influences on PV interaction, and the association between them were critically mapped.
School of Education, University of Leeds
Shaping the mind: exploring the evolution of newly qualified teachers’ cognition
There is considerable national concern about the language proficiency of English teachers particularly at primary level in Malaysia. Recently Institutes of Teacher Education have been given sole responsibility for providing initial training for such teachers through their Bachelor of Teaching Programme in Teaching English as a Second Language. Their task has been complicated by the fact that the primary school curriculum changed shortly after the first intake of trainee teachers were admitted and it is unclear what the new curriculum means; and also the generally poor language abilities of primary trainee teachers entering the programme. The purpose of this qualitative study is to explore the evolution of newly qualified teachers’ knowledge and beliefs about teaching and learning during their first year of teaching. The study has important implications for developing support systems for newly qualified teachers and enhancing the curriculum structure, content and pedagogy in pre-service English Language teacher education.
Department of Education, University of York
A Million Reasons. Why Should We Care About the HE of Refugees and Asylum Seekers in Europe?
Global increase of displacement and higher numbers of refugees with a secondary school diploma lead to exponential increase in the need for HE places for refugees. The numbers of young people seeking asylum in Europe has increased significantly in the last years, and – with the average period of displacement now lasting seventeen years – they will form part of the society of their host states for a long time, if not permanently. Previous research suggests there are multiple measurable benefits of HE, and specific benefits to refugees, their families, and societies. Through this presentation I provide a summary of these, providing a rationale for my ongoing PhD research, which is exploring the accessibility of HE for refugees in Europe, the barriers to equal access to HE for these people, the limits of existing legal mechanisms to guarantee equal access, and the role of state and non-state actors in enabling or preventing this.
School of Sociology and Social Policy, University of Leeds
Basic Income, why now? Media Coverage of Basic Income in the UK in 2015/16
“Basic Income is an idea whose time has come” is a sentiment expressed by a number of authors – but why now? I start to examine this by considering the coverage of Basic Income in the UK print media, focusing upon 2015/16 but looking at coverage going back to 1984 to provide a base for comparison. Of the 257 articles identified, 150 come from the six quarters starting from January 2015.
I identify three major themes which drive the coverage: Basic Income debates in UK political parties, technological unemployment, and proposed trials of Basic Income. I conclude that although the volume of coverage suggests that there is “something different” about this occurrence of Basic Income within the media – which is compatible with Basic Income being “an idea whose time has come” – this is driven by the volume of activity relating to Basic Income.
School of Psychology, University of Leeds
A Systematic Review of Word Learning Interventions in Primary School Children with English as an Additional Language (EAL)
Within the current economic climate, the number of children in schools designated as having EAL is increasing. Starting school with a mother tongue other than the language of schooling creates difficulties for teachers and pupils alike. Although their vocabularies grow during schooling, children with EAL are still outperformed on vocabulary and reading comprehension by monolingual children (Carlo et al., 2004). The current study synthesises vocabulary interventions and investigates the most effective methods of word learning within a population of children with EAL. Results from twelve studies carried out in the United States suggest implicit word learning tasks do not benefit vocabulary growth. Consequently, if left without intervention, the risk of EAL children falling further behind in the early years of primary school is high. When interventions are carried out, those that include explicit word learning tasks can result in EALs learning vocabulary at the same rate as their monolingual peers.
Department of Sociology, University of York
LAT Relationship – Fieldwork in China
There is a general taken-for-granted assumption that intimacy means physical proximity. With modernization and globalisation, couples who live apart together (LAT) due to external circumstances such as job location and/or personal reasons (e.g. choice, avoiding second mistakes) can be seen as lacking commitment, and intimacy. However, with the process of individualization, others argue that new types of distance relationships involving non-residential couples give each partner particularly women, individual choice and autonomy. Since people in different life stage may have diverse life experiences, which make the meaning of LAT can be different. This pushes me to explore: what is the impact of social change on intimate, sexual and familial relationships? How couples that cannot meet face-to-face on a regular basis maintain intimacy? Are LAT relationships popular in the context of China or under the ideology of Confucianism which emphasis on the value of collectivism?
Department of Education, University of York
Understanding Reading and Language Skills in Children Learning English as an Additional Language
Research shows that children learning English as an additional language (EAL) often fall behind their monolingual peers on measures of reading comprehension (Hutchinson et al., 2003; McKendry & Murphy, 2011). Though research is not extensive in the UK, this pattern of relative underachievement suggests that the literacy needs of EAL children are not understood and/or are not being met.
My research explores the skills we know are important for reading comprehension in monolingual children and investigates whether the same relationships can be observed in children learning to read with EAL.
In the first stage of data collection, a number of measures were carried out with pupils in Y2 and Y4 to explore various language and cognitive skills considered important for successful reading comprehension.
The cross-sectional findings support previous research and further suggest that the underachievement of EAL children may widen on measures of vocabulary and reading comprehension as they progress through primary school.
Department of Education, University of York
Longitudinal Development of International Students’ Development of Source Use for Stance Indication in Academic Writing
This poster will demonstrate the proposed research design of my PhD study. International students coming from a different educational background (e.g. East Asian countries) to the UK pursuing a master’s degree encounter considerable difficulties in academic writing. This is not only due to their linguistic ability but also more importantly down to their very different epistemology towards knowledge, especially reflected in their approach to manipulating sources for academic debates. Although source use has been widely researched regarding plagiarism and paraphrasing, fewer studies explored deeper-level functions of citation. This study will tap into students’ development of their source use ability throughout the one-year program. Methods to be used include text analysis of the students’ assignments produced throughout the whole year, and discourse-based interviews with the students in each term. Tutors who mark the assignments will also be interviewed to understand their perspectives of source use in those texts.
Department of Health Sciences, University of York
Loneliness, Social Isolation and Health: ‘What’s the Problem Represented to Be?’ in the United Kingdom?
Loneliness and social isolation have recently been identified as a public health challenge in the United Kingdom. How is this social « problem » defined, who is expected to tackle it, and how? These are the questions I explore in my poster, using Bacchi’s (2009) ‘What’s the problem represented to be?’ framework to analyse how loneliness and social isolation are represented in British policy. I identify three main assumptions : 1) being lonely or socially isolated is perceived to be particularly problematic in older age ; 2) loneliness and social isolation are targeted as factors which affect health but whose effects can be modified ; 3) the involvement of civil society is identified as key to the delivery of interventions. These assumptions shape the prevention strategies currently promoted, and what they omit. In particular, I highlight the absence of primary intervention initiatives, which are key to an effective prevention strategy.
Management School, University of York
Auditors’ Professional Scepticism and Moral Reasoning Impact on their Decision Making
Auditors’ professional scepticism is a critical aspect in audit quality and it has been discussed by both regulators and practitioners especially, after major financial crisis like the latest in 2008. In order to reach a deeper understanding on the topic in the UK context, this study analyses the professional scepticism concept and its relation with the individuals’ moral reasoning. This study uses mixed methods by collecting data through surveys and then conducting semi-structured interviews with practitioners to get a deeper analysis.
The study aims to help regulators, standard setters, practitioners and academics in reaching and improving ways to enhance auditors’ professional scepticism (i.e. through recruitment procedures or training requirements), and consequently, enhance the quality of the audit profession. My research is using theories of (Kohlberg 1976, Rest 1986, and Thorne 2000) on moral reasoning and measures its correlation with professional scepticism levels using Hurtt (2010) scale.
Law School, University of York
Shifting the Place of Social Security: Social Rights under Austerity in the UK
This poster builds on the findings of a national report into the constitutional protections afforded to social rights within the UK (available at www.socialrights.co.uk). It puts forward the argument that – in the face of a predaceous and widespread welfare reform programme – the constitutional protections afforded to vulnerable populations have not been sufficient, or at least, have not served their intended purposes. The poster make its argument drawing on key elements of the case law, focusing especially on: the margin of appreciation (especially the “manifestly without reasonable foundation test), the rise of discretionary forms of welfare provision, the Public Sector Equality Duty, and the extensive reliance on Article 14 ECHR. It draws on a number of high-profile challenges to put forward its assertions, including challenges to the so-called “bedroom tax,” benefit cap, local housing allowance and disability benefits.