Karen Handley
Biographic Data
| ID | 364417 |
|---|---|
| NAME | Karen Handley |
| GIVEN NAMES | Karen |
| FAMILY NAME | Handley |
| SIGNATURE | HANDLEY K |
| AFFILIATIONS | Oxford Brookes University |
| ORCID | 0000-0003-4232-6570 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Everyday talk’ about working-from-home: How the affordances of Twitter enable ambient affiliation but constrain political talk
How do the affordances of microblogging platforms, such as visibility to imagined audiences, shape the nature of ‘everyday talk’? Drawing on a qualitative study of tweets posted during the COVID-19 pandemic and containing the acronym WFH (working-from-home), we draw on Habermasian theorisation of deliberative democratic systems to show how Twitter (X) can act as a third space in which everyday talk about socio-political issues emerges alongside r…
Learning to signal graduate employability: An exploratory study of UK students’ experiences of online recruitment processes
Graduate employment programmes offer university students the prospect of a reasonable salary and development opportunities. For employers, such programmes offer a talent pipeline and a means to identify future leaders. The psychological contract which develops during recruitment processes creates high expectations on both sides of the employment bargain. A corollary is that graduate programmes usually entail highly competitive, multi-stage select…
Troubling gender norms on Mumsnet: Working from home and parenting during the UK's first Covid lockdown
This article examines the troubling of gender norms that unfolded on the social networking site, Mumsnet, at the beginning of the UK's first lockdown response to the COVID pandemic. Using an analysis of 7144 contributions which included the acronym ‘WFH’ (=working from home), posted from March 1, 2020 to April 5, 2020, the article examines how Mumsnet members talked about working from home while caring for toddlers and home‐schooled children. Mum…
Narrating ‘potential’: Older knowledge workers’ anticipatory narratives about their future employment
This article examines the narratives of 24 knowledge workers aged 48–58 as they anticipate their future employment and employability. The term knowledge worker is used to indicate occupational roles such as software engineer, academic, architect, manager and lawyer, where work involves non-routine problem-solving using ‘intellectual assets’. Four narrative patterns about future employment are presented: winding down, reorienting ‘self’ away from …
Anticipatory Socialization and the Construction of the Employable Graduate: A Critical Analysis of Employers' Graduate Careers Websites
A discourse of employability saturates the higher education sector in the UK. Government and employers call on universities to produce employable graduates who are attractive to the labour market and can sustain their future marketability by taking responsibility for protean self-development. While the neoliberal assumptions behind this call have attracted robust critique, the extent to which employers shape graduating students' subjectivities an…
Making sense of contemporary disasters: A liquid development perspective
Purpose The purpose of this paper is to explore economic conditions of contemporary society to provide insight into the ways in which the consequences of disaster, including environmental migration, are accentuated. Design/methodology/approach This research draws on Zygmunt Bauman’s theory of liquid modernity and notions of development to analyse disaster. From the analysis, a new concept, liquid development, is proposed and critiqued as a contri…
Situational analysis and mapping for use in education research: A Reflexive Methodology
In the quest for a better reflexive research practice and to respond to the challenge of expanding on an education research repertoire, the authors consider situational analysis, proposed as a post-modern approach to grounded theory using maps. Originally situating their research projects within a social constructivist theoretical frame, the authors apply situational analysis to a qualitative study on how new joiners to an academic community come…
Beyond ‘doing time’: Investigating the concept of student engagement with feedback
Feedback on students’ assignments may be comprehensive and well-constructed as a result of careful thought from tutors trying to identify and address students’ needs. However, feedback’s utility ultimately depends on the way students engage with it. ‘Doing time’ by complying with a norm of collecting, but then only skim-reading, feedback is a long way from the ‘mindful’ engagement associated with reflection, interpretation, deepening understandin…
From copying to learning: Using exemplars to engage students with assessment criteria and feedback
Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study whi…
Feedback: Focusing Attention on Engagement
Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and a…
Feedback: All that effort, but what is the effect
Constraints in resourcing and student dissatisfaction with assessment feedback mean that the effectiveness of our feedback practices has never been so important. Drawing on findings from a three‐year study focused on student engagement with feedback, this paper reveals the limited extent to which effectiveness can be accurately measured and challenges many of the assumptions and beliefs about effectiveness of feedback practices. Difficulties rela…
Between Innovation and Legitimation— Boundaries and Knowledge Flow in Management Consultancy
Management consultancy is seen by many as a key agent in the adoption of new management ideas and practices in organizations. Two contrasting views are dominant—consultants as innovators, bringing new knowledge to their clients or as legitimating client knowledge. Those few studies which examine directly the flow of knowledge through consultancy in projects with clients favour the innovator view and highlight the important analytical and practica…
Configuring expert knowledge: The consultant as sector specialist
This study defines an aspect of consultant knowledge that provides credibility without claiming unrealistic status for a field like consulting. Our focus is the “sector knowledge” that consultants accumulate which derives from repeated assignments in the industrial sector in which the client organization resides. This has been under‐researched partly because of an emphasis on knowledge as technique and method. But knowledge configured around the …
Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice
Situated learning theory offers a radical critique of cognitivist theories of learning, emphasizing the relational aspects of learning within communities of practice in contrast to the individualist assumptions of conventional theories. However, although many researchers have embraced the theoretical strength of situated learning theory, conceptual issues remain undeveloped in the literature. Roberts, for example, argues in this issue that the no…
Anticipatory Socialization and the Construction of the Employable Graduate: A Critical Analysis of Employers' Graduate Careers Websites
A discourse of employability saturates the higher education sector in the UK. Government and employers call on universities to produce employable graduates who are attractive to the labour market and can sustain their future marketability by taking responsibility for protean self-development. While the neoliberal assumptions behind this call have attracted robust critique, the extent to which employers shape graduating students' subjectivities an…
Feedback: Focusing Attention on Engagement
Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and a…
Configuring expert knowledge: The consultant as sector specialist
This study defines an aspect of consultant knowledge that provides credibility without claiming unrealistic status for a field like consulting. Our focus is the “sector knowledge” that consultants accumulate which derives from repeated assignments in the industrial sector in which the client organization resides. This has been under‐researched partly because of an emphasis on knowledge as technique and method. But knowledge configured around the …
Narrating ‘potential’: Older knowledge workers’ anticipatory narratives about their future employment
This article examines the narratives of 24 knowledge workers aged 48–58 as they anticipate their future employment and employability. The term knowledge worker is used to indicate occupational roles such as software engineer, academic, architect, manager and lawyer, where work involves non-routine problem-solving using ‘intellectual assets’. Four narrative patterns about future employment are presented: winding down, reorienting ‘self’ away from …
Situational analysis and mapping for use in education research: A Reflexive Methodology
In the quest for a better reflexive research practice and to respond to the challenge of expanding on an education research repertoire, the authors consider situational analysis, proposed as a post-modern approach to grounded theory using maps. Originally situating their research projects within a social constructivist theoretical frame, the authors apply situational analysis to a qualitative study on how new joiners to an academic community come…
Troubling gender norms on Mumsnet: Working from home and parenting during the UK's first Covid lockdown
This article examines the troubling of gender norms that unfolded on the social networking site, Mumsnet, at the beginning of the UK's first lockdown response to the COVID pandemic. Using an analysis of 7144 contributions which included the acronym ‘WFH’ (=working from home), posted from March 1, 2020 to April 5, 2020, the article examines how Mumsnet members talked about working from home while caring for toddlers and home‐schooled children. Mum…
Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice
Situated learning theory offers a radical critique of cognitivist theories of learning, emphasizing the relational aspects of learning within communities of practice in contrast to the individualist assumptions of conventional theories. However, although many researchers have embraced the theoretical strength of situated learning theory, conceptual issues remain undeveloped in the literature. Roberts, for example, argues in this issue that the no…
Configuring expert knowledge: The consultant as sector specialist
This study defines an aspect of consultant knowledge that provides credibility without claiming unrealistic status for a field like consulting. Our focus is the “sector knowledge” that consultants accumulate which derives from repeated assignments in the industrial sector in which the client organization resides. This has been under‐researched partly because of an emphasis on knowledge as technique and method. But knowledge configured around the …
Between Innovation and Legitimation— Boundaries and Knowledge Flow in Management Consultancy
Management consultancy is seen by many as a key agent in the adoption of new management ideas and practices in organizations. Two contrasting views are dominant—consultants as innovators, bringing new knowledge to their clients or as legitimating client knowledge. Those few studies which examine directly the flow of knowledge through consultancy in projects with clients favour the innovator view and highlight the important analytical and practica…
Feedback: All that effort, but what is the effect
Constraints in resourcing and student dissatisfaction with assessment feedback mean that the effectiveness of our feedback practices has never been so important. Drawing on findings from a three‐year study focused on student engagement with feedback, this paper reveals the limited extent to which effectiveness can be accurately measured and challenges many of the assumptions and beliefs about effectiveness of feedback practices. Difficulties rela…
Beyond ‘doing time’: Investigating the concept of student engagement with feedback
Feedback on students’ assignments may be comprehensive and well-constructed as a result of careful thought from tutors trying to identify and address students’ needs. However, feedback’s utility ultimately depends on the way students engage with it. ‘Doing time’ by complying with a norm of collecting, but then only skim-reading, feedback is a long way from the ‘mindful’ engagement associated with reflection, interpretation, deepening understandin…
From copying to learning: Using exemplars to engage students with assessment criteria and feedback
Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study whi…
Feedback: Focusing Attention on Engagement
Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and a…
Situational analysis and mapping for use in education research: A Reflexive Methodology
In the quest for a better reflexive research practice and to respond to the challenge of expanding on an education research repertoire, the authors consider situational analysis, proposed as a post-modern approach to grounded theory using maps. Originally situating their research projects within a social constructivist theoretical frame, the authors apply situational analysis to a qualitative study on how new joiners to an academic community come…
Making sense of contemporary disasters: A liquid development perspective
Purpose The purpose of this paper is to explore economic conditions of contemporary society to provide insight into the ways in which the consequences of disaster, including environmental migration, are accentuated. Design/methodology/approach This research draws on Zygmunt Bauman’s theory of liquid modernity and notions of development to analyse disaster. From the analysis, a new concept, liquid development, is proposed and critiqued as a contri…
Anticipatory Socialization and the Construction of the Employable Graduate: A Critical Analysis of Employers' Graduate Careers Websites
A discourse of employability saturates the higher education sector in the UK. Government and employers call on universities to produce employable graduates who are attractive to the labour market and can sustain their future marketability by taking responsibility for protean self-development. While the neoliberal assumptions behind this call have attracted robust critique, the extent to which employers shape graduating students' subjectivities an…
Narrating ‘potential’: Older knowledge workers’ anticipatory narratives about their future employment
This article examines the narratives of 24 knowledge workers aged 48–58 as they anticipate their future employment and employability. The term knowledge worker is used to indicate occupational roles such as software engineer, academic, architect, manager and lawyer, where work involves non-routine problem-solving using ‘intellectual assets’. Four narrative patterns about future employment are presented: winding down, reorienting ‘self’ away from …
Learning to signal graduate employability: An exploratory study of UK students’ experiences of online recruitment processes
Graduate employment programmes offer university students the prospect of a reasonable salary and development opportunities. For employers, such programmes offer a talent pipeline and a means to identify future leaders. The psychological contract which develops during recruitment processes creates high expectations on both sides of the employment bargain. A corollary is that graduate programmes usually entail highly competitive, multi-stage select…
Troubling gender norms on Mumsnet: Working from home and parenting during the UK's first Covid lockdown
This article examines the troubling of gender norms that unfolded on the social networking site, Mumsnet, at the beginning of the UK's first lockdown response to the COVID pandemic. Using an analysis of 7144 contributions which included the acronym ‘WFH’ (=working from home), posted from March 1, 2020 to April 5, 2020, the article examines how Mumsnet members talked about working from home while caring for toddlers and home‐schooled children. Mum…
Everyday talk’ about working-from-home: How the affordances of Twitter enable ambient affiliation but constrain political talk
How do the affordances of microblogging platforms, such as visibility to imagined audiences, shape the nature of ‘everyday talk’? Drawing on a qualitative study of tweets posted during the COVID-19 pandemic and containing the acronym WFH (working-from-home), we draw on Habermasian theorisation of deliberative democratic systems to show how Twitter (X) can act as a third space in which everyday talk about socio-political issues emerges alongside r…
Political science (11 works) · Psychology (10 works) · Computer Science (9 works) · Sociology (9 works) · Pedagogy (8 works) · Mathematics education (5 works) · Social science (5 works) · Evaluation of Teaching Practices (4 works) · Law (4 works) · Law (4 works)