How could sustainability be ensured from a business and social/environmental perspective?

Emerald Emerging Markets Case Studies
Reboot Systems: bridging digital divide – the green way
Srividya Raghavan,
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Reboot Systems: bridging digital
divide – the green way
Srividya Raghavan
The board members[1] of Reboot computers were deliberating on various challenges for the
company that aimed to bridge the ‘‘digital divide’’ in India by making refurbished used
computers accessible to all. Their motto was: ‘‘everyone deserves a computer’’. As the team
duly recognized, addressing a social issue such as a digital divide required cohesive
participation of several players such as device producers, software and content providers,
service providers, government agencies and policy makers. In their assessment of the
market, they surmised that Reboot computers could be a strong contributor for serving the
chronically deficient market.
Despite being a start-up faced with multiple challenges and the uncertainties of an emerging
market, Rahul Chowdhury, one of the co-founders, anticipated great growth opportunity in
Reboot computers with potential to reach INR 50-100 billion in a few years. The opportunities
were apparent and competition in the organised computer refurbishing market was
non-existent. While Subbarao, the CEO and another co-founder of Reboot, was focussed on
how the opportunity could be tapped by straddling multiple segments of the highly
heterogeneous emerging market, Anand Tater, who had originally founded Reboot as a
small enterprise, brought insights from the operational nitty-gritties of day to day activities.
What the Reboot Team needed was to build a strong strategic direction that could help them
address the social issue through sustainable means and at the same time enable the
business to develop a competitive advantage.
Some important issues being deliberated were: how did Reboot’s proposition of managing a
social problem through sustainable means add value across various stakeholders in the
market? How could sustainability be ensured from a business and social/environmental
perspective? In marketing their solutions to a heterogeneous market, how could multiple
segments be defined and targeted while keeping the brand’s value proposition and market
approach consistent? Would all segments be equally viable opportunities or were there
other, more compelling reasons for straddling multiple segments in an emerging market?
Most importantly, how much did these decisions hinge on the strategic direction and market
approach that the company chose to adopt?
Reboot: background
Started as a small business that resold used-computers in the unorganised secondary[2]
market, Reboot was striving to expand rapidly and organise the unorganised computer
refurbishing business. Reboot was conceived in 2009-2010 when Anand Tater and his
brother set out to explore how e-waste extraction could be a viable entrepreneurial
opportunity, but serendipitously found that used computers in working condition had a ready
market – if they were cleaned up and made reusable. Used computers sourced in the
secondary market[3] at really low rates (INR 2,000-2,500) were equipped with some new
CRT monitors and keyboards at a cost of INR 2,000-2,500 and sold at INR 6,000-6,500.
DOI 10.1108/EEMCS-06-2013-0077 VOL. 3 NO. 6 2013, pp. 1-45, Q Emerald Group Publishing Limited, ISSN 2045-0621 j EMERALD EMERGING MARKETS CASE STUDIES j PAGE 1
Srividya Raghavan is an
Associate Professor based
at Institute of Management
Technology (IMT),
Hyderabad, India.
Disclaimer. This case is written
solely for educational purposes
and is not intended to represent
successful or unsuccessful
managerial decision making.
The author/s may have
disguised names; financial and
other recognizable information
to protect confidentiality.
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Anand and his team at that time[4], had catered to customers of lower economic strata
(Exhibit 1 for definitions of socio-economic classifications) from urban areas[5] and some
remote parts of rural north India.
The need for more capital to ease operational bottlenecks brought Anand and his team in
contact with Rahul Chowdhury, a serial entrepreneur and Subbarao, a professional with
more than 20 years of experience in consumer goods and the telecoms industry. Rahul and
Subbarao recognised the potential of Reboot to be much bigger than it was in early 2012.
According to Subbarao:
A kernel of this idea had been in our minds over the last several years. All of us here from high end
corporate sectors have been users of computers and have been seized with rapid
changes/upgrades/new-technologies over the years. Computers in the early 2000s were an
option for a select few and especially lap tops for the rare few triggered an aspiration and utility
down the ranks and became the way of work [. . .] now evident in that every student (school or
college) or SME cannot do without one. [. . .] The opportunity was there and we met Anand in
mid-2012, who was then toying with the idea of providing cheap computers to people and
retrofitting small volumes of used computers to select customers {he was actually experimenting
with same under Reboot name (for under a year)} and felt that it was a larger idea than it was, as is.
Since then, Reboot had obtained substantial funding to help it expand and establish itself as
India’s largest national chain of reverse engineering/refurbished computer retailers.
The Reboot team recognised the need for a much broader vision and strategic direction to
help the enterprise harness the market potential and a multi-pronged operational approach
to straddle multiple segments. Subbarao explained:
When we discussed the same (idea) initially it was a no brainer that what was needed was scale,
else it was another second’s shop trade and restricted to a one point presence as possibly
another shop in the vast, unorganized Indian bazaars. We began talking scale and soon it was
evident that we needed to build the brand, build processes, ensure delivery, service, etc. That’s
when the genesis of brand Reboot started to emerge – and we are paving the larger footprint for
the same. Apropos a new brand, a new organisation was envisaged and kicked off [. . .]
The extended team at Reboot had envisioned the company as one that had the capacity to
address an important social need. In providing affordable computers, albeit refurbished, to
those who were unable to afford a new branded computer, they realised that Reboot was
providing the poorer sections of society an aspirational opportunity to own a computer and
become computer literate in an increasingly digital world. A vision to bridge the digital divide
by providing affordable computers thus emerged as a robust agenda for an enterprise
aspiring to be the first and largest organised computer refurbishing company in the Indian
market. Addressing a social issue such as digital divide through refurbished computers in
an emerging market that owed its deficiency to multiple market malaise such as lack of
accessibility, affordability, awareness and knowledge, was a stimulating challenge for the
entrepreneurial start-up. Added to this, the dearth of infrastructural resources and policy
support from government agencies made it mandatory to develop inimitable capabilities to
ensure sustainability of such a business.
Digital divide in India
India worries about the rapid strides being made in Information Technology (IT) that is fuelling the
gap between the country’s privileged urban population and its under-privileged rural populace
(Rao, 2005).
Digital divide has been defined in several ways – the distance between the information rich
and the information poor, the distance between the technology haves and the have-nots; the
distance between those who have access to technology and allied services and those who
do not; the gap in opportunities experienced by those with limited accessibility to
technology, especially the internet; and so on. Across various discourses on the digital
divide, it has been acknowledged that the digital divide is an artefact of the economic divide
among people across countries and within countries, across various geographic and
demographic profiles such as age, gender and education.
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That the benefits of the information and computer technology (ICT) revolution accrues to the
economically privileged across the world and increases the gap between the haves and the
have-nots has also been a well-documented debate[6]. Introducing the urban-rural divide in
adoption of ICT in the US market, Professor Douglas Blanks Hindman (2000) wrote:
Inequities in adoption and use of information technologies are serious matters in an information
based society. Those who are unable and unwilling to adopt and use information technology can
become isolated from increasingly predominant means of commerce and communication. In an
era of digital convergence nonuse and nonaccess to information technologies may lead to
perceived non-existence (Douglas Blanks Hindman, 2000).
However, it was also understood that it was technology that had to be harnessed to bridge
the divide such that all people within a society had access to ICT. As expressed by Professor
Alyson Warhurst, CEO of Maplecroft[7]:
Digital inclusion is important in both enabling people to participate in economic activity as well as
facilitating their participation in the very process of democratic governance and education.
Digital inclusion has the potential to bring education to people in countries where educational
infrastructure is limited and the development of cadres of teachers is still constrained.
What ails the Indian market?
As per the census 2011, India was the second most populous country of the world with over
1.21 billion people – only slightly behind China with 1.3 billion people. By 2025, it was likely
to be the most populous, overtaking China with 1.6 billion people. 72.2 per cent of the
population lived in the 638,000 village and the remaining 27.8 per cent lived in more than
5,100 towns and cities[8]. The literacy rate in India was about 74 per cent, well below the
world average of 84 per cent. Compared with the American and European nations the
English speaking population[9] in India was a meager 12.5 per cent.
Since the opening of the Indian economy in the early 1990s, India had continued to have one
of the highest growth rates in terms of gross domestic product (GDP) at 6.9 GDP[10] (three
times the growth of economically developed nations) and was expected to grow at this pace
for at least another decade. This growth was expected to fuel the increase in consumption at
the individual and household level as discretionary income grew (Exhibit 2 for middle class
spending trends). As such, it was difficult to compare Indian incomes with those of the
economically developed nations, but application of the purchasing power parity (PPP)
multiplier, the GDP per capita of the USA was $48,000 compared to that of $3,750 for India.
Very few people in India could boast of an income higher than this. A relatively high Indian
salary of INR 300,000 ($6,700) attracted an income tax of 20 per cent and in terms of PPP
this amount translated to $33,000 which made it comparable to average income in richer
nations. The growth of the income class with discretionary income was reflected in the
increasing demand for cars and white goods. The number of cars on Indian roads had
increased to 20 million (with average size of family estimated as 5, 10 million households
owned a car)[11]. The growth in India was however led only by the ‘‘economically active’’
consumers with substantial discretionary income.
The flip side of the India growth story was linked to the size of population and population
growth rate. With a population of 1.2 billion, growing at the rate of 1.55 per cent, the impact
was on the GDP per capita growth, which was ostensibly lower than overall GDP growth.
Only the most affluent of the population had adopted ICT related products and this was
largely confined to the urban areas. Internet usage in India was the third highest, with
137,000,000 people accessing the internet (after China (538,000,000, 40 per cent
penetration) and the USA (245,203,319, 78.1 per cent penetration)) but with a penetration of
only 11.4 per cent of the population and contributed to 5 per cent of the world population
accessing the internet[12]. On this parameter of penetration level index (percentage of
population as an indicator of number of people accessing internet) even Pakistan and Africa
performed better than India at 15.3 and 15.6 per cent, respectively[13] (Exhibits 3-5 for
additional information on internet penetration).
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According to Maplecroft, an agency that measured and reported country risk indices on
several important aspects of global business, most people in India could not afford ICT. The
cost of an average new branded computer was upwards of INR 20,000 with additional costs
(about INR 20,000) for basic windows software and anti-virus (Rao, 2005). Lack of
affordability, education and geographies with poor technology access were highlighted as
primary bottlenecks leading to lack of digital inclusion in India. On the ‘‘digital inclusion’’
index, the Maplecroft report indicated that India lagged behind countries like Brazil, Russia
and China (BRIC)[14]. India was the only one among the BRIC nations that had been
indexed as ‘‘high risk’’ when compared to the others (BR-C) who had been indexed
‘‘moderate risk’’ (Exhibit 6). According to a Morgan Stanley and Smith Barney Report, the PC
penetration in India (2010) was only at 4 per cent compared with 20 per cent in China and far
lower than that of the USA (89 per cent) and Japan (98 per cent) (Exhibit 11). While India
accounted for 5.3 per cent of the Asia-Pacific computer hardware market value, China
accounted for 49.9 per cent of the Asia-Pacific market[15].
While digital divide and its consequences were being debated in some quarters, there were
other groups that suggested solutions. Manish Sharma, Vice-President (Asia Pacific),
Ncomputing[16],wrote in an insightful article that appeared in FinancialExpress (Sharma, 2012):
Over the years though India has earned its reputation of being an IT superpower, the irony of the
situation is that it has been able to do little to bridge the great digital divide between the IT haves
and have-nots. Hard to believe, but this remains the truth. Compare this – the overall teledensity
of India is whopping 65% whereas the computer penetration rate stands at around 20% and that
too, only in urban India. Amongst the major reasons for this dismal picture in India are lack of
affordable computing, continuous availability of power, service and support infrastructure, etc.
He went on to add that despite efforts of the state and central government to add IT
infrastructure, ‘‘[. . .] low-cost computing remains the key to increase the penetration of
computers in the country [. . .]’’ As he pointed out several forms of innovations to create
affordable computing, he added:
[. . .] we have very few IT projects that target basic human needs that can steer sustainable
development and narrow the digital divide. On one hand, we need to undertake applicable
projects that could directly benefit society as a whole.
This last observation on steering sustainable development while narrowing the digital divide
such that it benefits society as a whole, was particularly worrying in the context of the ICT
penetration in an over-populated country. While the vision of increasing information
technology access was pertinent for connecting to a world that was rapidly becoming
digital, it came with an interrelated burden – the burden of managing the e-waste left-over by
increasing consumption of electronic product in one of the world’s most populated countries.
E-waste in India
E-waste or waste electrical and electronic equipment (WEEE) are the terms used to describe
old, end-of-life or discarded appliances that used electricity. According to a research paper
released by the Rajya Sabha[17] in 2011:
New electronic products have become an integral part of our daily lives providing us with more
comfort, security, easy and faster acquisition and exchange of information. But on the other hand,
it has also led to unrestrained resource consumption and an alarming waste generation. Both
developed countries and developing countries like India face the problem of e-waste
management. The rapid growth of technology, up-gradation of technical innovations and a
high rate of obsolescence in the electronics industry have led to one of the fastest growing waste
streams in the world which consists of end of life electrical and electronic equipment products.
According to the quoted government report, the rapid increase in consumption of electronic
goods was driven by the computer hardware segment. The use of e-governance
mechanisms and IT driven services were indicated as one of the most important drivers for
increasing consumption of computers. Owing to the rapid up-gradation of technology,
products such as laptops, desktop computers and mobile phones were not built for
longevity. The short life-span of these products was used as marketing tactics to make
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consumers keep pace with new technologies and adopt them quickly. Thus, the availability
of choices, changing pace of life, rapid urbanization, and increased purchasing capacity of
the middle class had all contributed to the growth of the electrical and consumer durable
industry (Sinha, 2008). In 2013, a fifth of revenues of the electronics industry came from the
sale of personal computers (PC). The total sale of computers towards the end of 2009 were
about 6.7 million with a small dip after 7.3 million sales in 2008 (with desktops growing at 27
per cent and laptops at 90 per cent year on year) units. The total PC sale was expected to
reach 7.3 million computers in 2009-2010.
With high growth rates in consumption of electronic products, the country also faced a high
obsolescence rate of 30 per cent per year with an estimated 2.2 million computers and nearly
14 million mobile handsets to be discarded by end of 2009. In India, the total e-waste
generation is approximately 3,80,000 tonnes per year. The main sources of e-waste were cited
as the government, public and private (industrial) sectors who contribute about 70 per cent.
The contribution of individual households was about 15 per cent and the rest by manufacturers
(Sinha, 2007). An IMRB survey in 2009 on assessing e-waste generation at source indicated
that desktops and servers accounted for 27 per cent of total e-waste generated in India.
E-waste comprises both useful and hazardous materials. Some of the harmless materials
included platinum, gold silver, copper and ferrous metals and the hazardous chemicals
include antimony, arsenic, beryllium, cadmium, chromium, lead, mercury and so on. E-waste
handling was difficult due to the multiple components and the varied levels and types of
pollution that can hazard the environment (Exhibit 8 for toxic substances from e-waste). Not
only is the complexity due to the number of components but also due to the fact that these
materials are usually fused together and hard to extract and separate. Besides the difficulty
in extraction and separation, decomposing some of the inorganic compounds which are
hazardous is a tedious process (Exhibit 7 for amount of e-waste generated from computers).
E-waste in India was growing at three times the municipal waste. India had also been labelled
as the second largest e-waste generator in Asia based on Manufactures Association of
Information Technology (MAIT) (based on an estimate 33,000 million tonnes of e-waste in 2007
and yet another MAIT report that estimated 38,000million tonnes in 2008[18]). 90 per cent of
this e-waste found its way to the unorganised market[19] for recycling and disposal. Most of
this e-waste was handled by workers (unprotected by masks or gloves) in the unorganised
sector which had no appropriate processes for managing e-waste[20]. The e-waste was either
reused or sent for extraction where the usable materials were recycled and the rest were
relegated to land-fill. Reusing and Recycling were considered better ways of managing ewaste
as they increased the longevity of the products. This implied less e-waste over time
through impact on number of new e-products produced.
An article in Economic Times reporting a study by MAIT stated[21]:
India is also receiving large amounts of e-waste through trade and illegal imports. Although the
Hazardous Waste Rules of 1989 prohibit the import of e-waste without prior permission from the
Ministry of Environment and Forests (MoEF), import of such wastes is allowed for processing and
reuse of raw materials upon merit from the state pollution control boards. The import of second
hand computers less than 10 years old and donations of computers to non-profit organisations
are also permitted. Moreover, an estimated 50% to 80% of e-waste is exported from the USA and
dumped in countries like India, where environment protection regulations are not stringent. In
India, a major importer of second-hand electrical and electronic equipment, most e-waste
recycling occurs in the informal sector. While disposal of e-waste is a huge concern, it also
represents a potentially rich source of secondary raw materials.
The concern was due to the fact that most of the e-waste imported was dominantly used for
recycling and extracting useful material to be resold in the market rather than for safe
disposal of e-waste.
Reboot: addressing digital divide – the green way
The Reboot team depended on secondary data available from multiple sources for market
and industry information to draw insights during their deliberations.
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Market insights
According to company sources (Exhibit 9 for market share of various brands and used
computers in the market), the largest players in the computer and computer peripheral
market in India were the MNC brands that had 59 per cent of the market. Some Indian
brands catered to 18 per cent of the computer market, 8 per cent of the market belonged to
the peripherals. The secondary market for computers and peripherals was only about 10-15
per cent compared to a global average of 25-30 per cent. The potential drivers of the
computer and peripherals market were affordable computers that were accessible and
enjoyed a high quality of service (QOS), broadband penetration, notebooks and low-end
tablets which were increasingly becoming popular among consumers of digital products.
Government policies and programs such as the Aakash[22] educational tablets that
address the digital divide are aimed to favour the acceptance of digital devices. An industry
analysis by Datamonitor[23] indicated that supplier power was the strongest market force
with very few substitutes. There were few players and the rivalry was not intense (Exhibit 10
for industry analysis from Datamonitor).
According to the projections of the Morgan Stanley and Smith Barney report, PC penetration
in India was set to increase from 4 per cent in 2009 to 17 per cent in 2015 with the 58 million
computers projected to increase three to four times. The annual growth rate over the next five
years was about to increase by 25.6 per cent (Exhibit 11-14 for PC penetration and
ownership growth rates). Yet another report from Seedcorp group stated:
India presents a confusing picture from the perspective of ICT penetration. If we look at three
major indictors of analysis – the PC, the internet and the mobile phone – the variations are
surprising [. . .]. The penetration of PCs in India is abysmally low, about 26 per cent. Only
about 3 per cent of India’s population owns a computer as compared to China where
ownership figures are five times higher. Rising incomes in middle class India do not
translate into PC ownership because of lack of awareness of how the PC can be of real use in
an average home [. . .]. However, it is penetration in rural and peri-urban India that will drive
volumes[24].
With respect to internet usage, the study found that 34 per cent of the total internet users in
2009 lived in the top 8 metros, 18 per cent lived in large towns, 12 per cent were from towns
with 5-10 lakh population and importantly 36 per cent were from towns with less than 5 lakh
population[25]. Contrasting this with the case of mobile phones, the report stated:
[. . .] about 19 million new subscribers were added each month during the first four months of
2010 alone. Total wireless subscriptions are projected to reach 766.0 million by end of 2010,
showing a year-on-year increase of 45.9%.
Clearly, the report states, ‘‘the desire to be connected and use technology is
widespread’’ (Exhibit 15 IAMAI data on connectivity, installed PCs and penetration). As
the IAMAI data indicates one of the dominant reasons for non-adoption of the internet is the
lack of access to computers – up to 39 per cent of rural population (Exhibit 17 data on
non-adoption).
Addressing the issue of digital divide and pointing out importance of ICT adoption,
Subbarao wrote in his blog[26]:
We are but living in the information age. Information and access to information if not available to
all, is but the new hunger and malnutrition revisiting us in digital form. Apropos there is an urgent
need for government policy makers, scientists, technocrats, innovators, corporations, industrial
bodies, technology lobbyists/evangelists/champions and individuals to act constructively,
smartly and responsibly (CSR).
In India numerous questions keep haunting us every day:
B While internet in India has crossed the tipping point of 100 million users in 2011 [IAMAI
report (2012)], still only a modest 20 percent of urban Indians are connected. Worse only
three percent of rural Indians are connected – as only 38 million users in rural India have
accessed internet to date (of the total 833 million rural population).
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B Computers (PCs) penetration is under 10% (vs þ80% in North America or UK) and in rural
India this is a scaring sub 1%.
B As Indians, we have the second highest number of facebook users (more than population
of Europe), but yet internet penetration across the entire population is sub 10%.
On balance, I believe it is wise and fair to accept the criticism that India is among the worst
performing countries in the world for digital inclusion (Maplecroft Report). This however presents
us with a significant opportunity for inclusion and growth via computers penetration, internet
usage and overall literacy (in addition to the myriad and compounding benefits that would accrue
via the multiplier effects phenomenon at the macro-economic/national level) [. . .]
[. . .] Clearly it is our collective responsibility as constructive people and responsible statutory
bodies to urgently address the issues and challenges of digital divide – Lest we miss the boat
and really fade away – the present information/digital age will but only accelerate even more
rapidly in the years to come. We know from hard experience that unequal education hardens into
unequal prospects[27].
Consumer insights
The market for new computers and computer peripherals was in the urban markets largely
among consumers with high disposable incomes. The penetration levels in rural markets
and among consumer of SEC B-D was abysmal. Consumer insights from various market
reports indicated however, that there is a felt need for computer ownership among sections
of lower socio-economic strata.
A study reported in siliconindia.com covering 82 cities and 19,000 households showed an
increase in computer ownership in urban areas in three years (2008-2010) from 19 to 38 per
cent across the SEC A-C segments. The study also reported the desirability of ownership of
PCs across the three segments and indicated that SEC C had increased desirability for
ownership of PCs of over 100 per cent (from 26 to 54 per cent; SEC A-C taken together: from
34 to 57 per cent). A reaction on the report from R. Sivakumar, Managing Director, Sales and
Marketing, Intel (South Asia) was reported thus:
This is an exciting time for the Indian PC market and the recently concluded study by Intel and
IMRB has revealed that reiterates the same. We have always believed that the personal computer
is a multi-functional device that consumers can use to work, learn and play, most importantly it
helps people to take full advantage of today’s technological advances and prepare for tomorrow’s
challenges.
This study also indicated that the youth were the driving force in purchasing of PCs and that
despite pester power starting early, youth in the age group of 18-24 played a big facilitating
role in decision making. Further, the report stated:
[. . .] socio – economic class buyers do not buy low, they sensibly seek value in the PC & how it can
impact their daily life in a positive manner. However, perceptions of complexity in using a PC still
exist where PCs are not viewed as intuitive[28].
In a study by MAIT[29], whose focus area included ‘‘increasing IT penetration/usage in
India’’, it was revealed that there has been a surge in PC penetration in the SEC C
households. In the year 2011-2012, this section has apparently grown by 45 per cent and
now constitutes 36 per cent of the PC market. Ashok Baradhwaj, the president of MAIT
stated: rising contribution of the SEC C segment and higher internet and PC penetration in
smaller towns may give desktops stronger traction[30] (Exhibit 16 for increasing internet
penetration in smaller towns).
Reboot: prospective market
Given that the PC penetration in the Indian market was only to the extent of 4-7 per cent when
including metros and less than 1 per cent when considering only the II and III tier towns and
cities compared to a more than 80 per cent penetration of telecom services, the team at
Reboot found that there was immense opportunity to deliver affordable laptops to these
upwardly mobile and aspirational consumers. The IAMAI report had pointed out that 57.7
per cent of the internet users accessed the internet through common access points such as
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cyber cafes and that the aspirations of people in tier II and II cities was rising, there was a
strong indication of latent and unmet need of consumer (Exhibit 19 and 20 for access points
across various segments).
As Subbarao pointed out:
[. . .] while utility has been exploding and getting further accelerated with Facebook, cloud and
Moore’s law demonstrability, the actual penetration of computer equipment per se has been
significantly slower – specifically at SEC B/C/D [. . .] the vast belly of the market (SEC B/C) is
under penetrated/under-served. The opportunity was there, considering penetration of other
devices and gadgets.
By breaking adoption barriers of affordability and accessibility, the Reboot team saw an
opportunity to cater to the underserved market.
An analysis of Google adwords to understand consumers online search behaviour had
revealed a high daily search frequency for affordable computers via key words such as best
computers (96,000) cheap computers (71,000), cheap computers (61,000), second hand
computers (52,000) and refurbished computers (31,000). This indicated that Indian consumers
were searching for computers that best fit their needs and that they were looking for the best
possible values. In searching for best value in performance and price, they were searching for
‘‘cheap’’ computers (as Subbarao pointed out – ‘‘just like cheaptravel fares’’) and even second
hand computers The term refurbished was less well-known in India as such a concept was
unknown and not as prevalent in the more developed countries where branded companies
wouldput up ‘‘as good as newcomputers’’ for sale through their ownchannels.Hence, fromthis
it was clear that consumers were looking for ‘‘best’’ value computers that would fit both their
purpose andpurse.Reboot neededtobuilda strongawareness of the concept of ‘‘refurbished’’
and ‘‘as good as new computers’’ from used computers.
The Reboot team’s estimation of the market was reflective of the universal market projection
based on MAIT formula of 10 per cent year on year growth. They contended that Reboot was
coming in at the lower end (Figure 1), as a category expander and was seeking to establish
presence in tier II and III towns and aimed for an early presence in ten such towns. So it was
planned to increase the retail ‘‘footprint’’ from 3 to 65 towns in five years through a staggered
implementation process and the potential volumes were derived accordingly. Even at the
early stages of operations, the revenue stream stood at INR 2-2.25 million/month.
Figure 1 The computing device market in terms of value
INR 30K+ (Branded computers)
60% of the sales
INR 10-20K (Notebooks)
25% of the sales
INR 5-10k
(Mobiles, tablets and
peripherals)
Reboot
Focus
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Reboot: strategic approach
The lack of PC penetration in the market had been a concern from several quarters. Harish
Kohli, the MD of Acer India made an appeal to the Indian Government (before the budget
season of 2013) thus:
With the penetration of PCs at just six per cent in India, there is an enormous opportunity to
deepen our presence. The government should help the industry reach out to this huge untapped
market. This can come about through higher depreciation rates; set-off of the PC cost against the
income-tax payable in a block of two years (much like LTA); and enable easy loans for purchase of
PCs. All this will result in improved PC penetration, which is woefully low even compared to peers
in the BRIC – Brazil, Russia, India, China – group. And pave the way to attract FDI (foreign direct
investment) in local manufacture of key components such as processors, memory, storage,
optical drives, displays and motherboards and create a healthy ecosystem for a robust domestic
IT manufacturing base[31].
Producing cheaper computers required reducing costs of manufacturing by completely
innovating products and reducing selling costs. Given Indian Geographic terrains, it is
difficult for Multinational Corporations to cut down these costs. They may however increase
frequency rates of purchase and repurchase by increasing rates of depreciation to increase
revenues, but this came with an undesirable consequence. Rahul Chowdhury, as a CEO of
another technology based business, called attention to the fact that several
information-technology based companies find that their computers as assets are written
off through depreciation in three to four years, after which they have no accounting value for
the companies. These computers are however robust and in useable conditions for at least
another three to four years. Despite their potential usefulness, these computers are
sold/discarded at highly discounted rates in the secondary markets where most of them are
marked out for recycling. Given the poor governance standards of illegal recycling in the
secondary market, the volume of computers sent for recycling lead to consequences of poor
e-waste management. This seemed like an enormous waste of computing power that could
be used by those who do not have access to the same.
The objective of Reboot Systems was not to provide cheap computers but ‘‘frugal’’ ones.
According to Subbarao:
Frugal innovation for us is getting efficiency and effectiveness right. At Reboot this meant –
striking the ‘‘just right’’ balance on mapping customer requirements to product design using
sustainable delivery mechanisms and inter alia, the cost structures and brand propositions.
This meant that consumers could buy computers that were configured just right for their
requirements and did not lead to wastage of computing capacities. Several usage cases
were constructed to help consumers identify the right kind of computers for their need and
were priced suitably (See usage in Exhibit 22). A doctoral student from Hyderabad Central
University who needed a good configuration of computer at an inexpensive rate stated the
following: ‘‘I was looking for an i7 and found the perfect combination of price & performance
in reboot XTREME series. I recommend reboot to all with no reservations.’’ Yet another
agricultural research scholar Mr Venkat Prasad had bought a laptop from Reboot on
recommendation from his friend. He said, ‘‘I saved a lot of money’’. He had checked the
market for a comparable configuration and found that it had cost INR 55,0000 when he had
got his computer from Reboot at INR 30,000. Besides he says, ‘‘they all offered the same one
year warranty’’ (Exhibit 18 for more customer feedback).
Rahul enunciated:
Considering the options that a consumer has for purchasing a computer in the Indian market, he
would either have to buy a new branded computer at INR 30,000-60,000 from the organised retail
market or buy a non-warrantied and discarded used computer from the secondary market at INR
2,500-4,000 at the risk of non-performance.
Subbarao pointed out that the low-income low-tech knowledge individual thinks of a
computer as a hi-tech and hi-risk product about which he knows little and is fearful of buying
one. The felt-risk and fear of purchase increases when the price paid is more. Reboot fits in
the middle, where perhaps a first time buyer of computers who has need for little computing
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power and knows less about its usage, can buy a relatively risk-free product at prices he can
afford (Figure 1). Anand further pointed out that for someone who is a first time user of
computers, an inexpensive used-computer brought with a warranty and certification allows
him to experiment with the product more confidently than if he were using a new expensive
branded computer.
With a mission to bridge the digital divide by providing an affordable and accessible
alternative, Reboot could cater to the latent demand for computer ownership among lower
economic classes and tier II and III cities in India. In catering to this demand, rather than
produce new computers at lower prices, the refurbished computers were an environment
friendly[32] way to extend the life of used computers. Based on these insights, the vision and
mission for Reboot were chalked out.
As stated in their web site: the core belief at Reboot was that ‘‘everyone deserves a
computer’’. In this, Reboot aimed to distinguish itself as a leader in redefining the IT
hardware market for diverse market segments in an eco-friendly manner. Reboot would
leverage frugal innovations via reengineering and recertifying technologies to deliver on:
B improved access through multiple channels;
B increased affordability; and
B integrated QoS.
Vision
To bridge India’s digital divide in an eco-friendly manner by building a sustainable business
enterprise.
Mission
Reboot’s mission is to be India’s first national provider to offer value-priced, certified,
co-branded, pre-owned computers (PCs, laptops, etc.) and hardware; backed by a
warranty and quality assurance.
Team Reboot had thus identified an opportunity to serve the cause of bridging the digital
divide by organising the unorganised personal computer market while simultaneously
providing individuals and corporates the raison d’etre to associate with Reboot for socially
responsible e-waste management.
Reboot: market approach
While the aim of Reboot computers was to offer refurbished used computers at affordable
prices, the value proposition for the customer was in the whole package of the Reboot
computer. Reboot cleaned, tested, re-engineered the product, re-certified the software,
provided a one year warranty and offered it in a branded packaging (Exhibit 21 for
comparison figures). Thus, Reboot computers were branded, value priced (40-60 per cent
lower than market price), quality was assured ((tie-ups for re-certification and components –
UXD Tech – a software based recertification firm from California, USA and MS-Microsoft
Registered Refurbisher (MRR)) and was backed by warranty. To make it more affordable,
equated monthly instalments (EMIs) options were also made available. Their product range
included computers that had P4 to i7 processors, 1-8 GB RAM, 80-1,000GB hard disk at
prices ranging from INR 9,000-30,000 (Exhibit 22, 23 and 25 for value in specific usage
cases and product ecosystem). Positioning itself on performance and price and comparing
with Indian and MNC branded computers as well as assemblers and other computing
devices in the market, Reboot was positioned as a high performance and low price option
where competition is virtually non-existent in the Indian market (Exhibit 24 for positioning
map and comparisons).
The supply sources for Reboot computers initially were domestic agencies – Asset
Management Companies (AMCs) based in Mumbai and Delhi, who procured from
international suppliers legally and also from domestic corporations, Reboots online bidding
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service (e-store) and their own asset management services (procurement channel via tie
ups with collection and asset management agencies). In late 2012 and early 2013, the
domestic agencies were the largest supply source (Exhibit 26 for current supplier share).
Team Reboot aimed to source 80 per cent of their supply from Indian corporates. They also
aimed to obtain the e-waste licence from the Indian Government to source used computers
internationally[33]. The team was grappling with policy makers to obtain an e-waste licence
exclusively for reuse of computers. The policy however allowed e-waste licensing only to
those agencies that would like to manage the whole e-waste cycle that includes not just
reuse of products, but also manage recycling and safe discarding of the e-waste
material[34]. As Subbarao pointed out:
We work on the premise of ‘‘Live more, Do more’’ and would like to extend the life of computers
and in the process let more people access them for better living. We are not in the business of
e-waste management, but would like to address it in the process of bridging the digital divide. In
allowing us to import used computers the number of new computers being produced to cater to
the large demand will reduce and help partially in managing e-waste. In the long run, it is
beneficial to all stakeholders.
At Reboot, the team planned to use a multi-pronged approach to reach their multiple
segments. They planned to open a series of Reboot branded (infinity stores – Exhibit 27 for
the infinity logo from the two o’s in Reboot) retail stores through a combination of franchises
and owned stores for the individual consumer in the metros as well as the tier II and II cities.
According to Rahul, besides addressing the digital divide and managing e-waste,
developing a ‘‘retail footprint’’ for Reboot across the country was an important agenda since
access to affordable computers was one of the main reasons for the poor PC penetration in
the country. The Reboot team believed that a single channel would not be sufficient to reach
the potential segments in the market. Subbarao with his extensive experience in consumer
goods and telecom, both of which have managed a high degree of penetration in the
country, wanted to build multiple channels. The other channels included a set of
redistributors in various geographies who understood tiers II and III consumers as well as
the online channel through which individuals or institutions could reach out to Reboot for
supply and purchase of used-computers. They launched several stores across various
states like Andhra Pradesh (South India), Gujrat (north-west) and in some of the north-east
states of India[35]. They were establishing a network of redistribution stockists across
various Indian states[36]. They planned to expand their online supply reach pan-India in the
next year. The e-store (Exhibit 28, for screenshot of e-store), operational by April 2013, was
used as an additional sourcing channel. To reach out to the institutional buyers, such as
government agencies, educational institutions and SMEs, they decided to set up their own in
house asset management company to tie up sourcing/procurement from large and medium
corporations in India.
Building a strong and visible brand was one of the most important goals of the team. They
had developed the logo and branding elements which were used in creating visibility for the
Reboot Stores. The brand elements were used across all the products they sold. As the
founding team then discovered:
When children use a Reboot branded computer at their school lab or people access it at the work
place and in public internet cafes, they realise that it functions just as well as a brand new
computer and serves their purpose adequately. At the value prices that Reboot computers are
offered, they are bound to become a considerably strong choice option within the customer
consideration set eventually.
While the branded retail stores, redistributors and the online channel could help to make
inroads into the individual market, they felt that the institutional market was a large segment
that could be catered through direct channel. These comprised schools and colleges, Small
businesses and government agencies and organisations. According to a school principal:
[. . .] the courses that teach about computers in schools have syllabus that hardly enable students
to understand how to use one. Unless the students are exposed to computers, it is hard for them
to understand how a computer really works and what it does.
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According to the educational testing services (ETS) report on ‘‘computers and classrooms:
the status of technology in US schools’’, 98 per cent of the schools owned computers and 85
per cent owned multi-media computers[37]. According to INFORM, a non-profit agency that
enables a sustainable future:
Businesses and individuals can receive tax deductions for donations of some computer
equipment under two years old. Government agencies will need to establish a computer
deacquisition process in order to legally give away computers to outside organizations. The
federal government has done this through Executive Order 12999, ‘‘Educational Technology:
Ensuring Opportunity for All Children in the Next Century’’, which facilitated the donation of
approximately 70,000 pieces of computer equipment to schools from federal agencies in
1997[38].
Such policies in India could help in making inexpensive computers available to educational
institutions and could help in furthering the cause of digital inclusion as well as increase
awareness of using refurbished computers, especially those that were Reboot branded.
Taking the edge off e-waste
Reboot primarily catered to the top end of the e-waste management process (Figure 2). In
doing this they believed that they were extending the usability of the product and also
reduced the need to produce more new computers which would eventually lead to more ewaste.
Therefore, building awareness of this opportunity was an important branding and
business agenda for Reboot computers.
Reboot not only provided affordable and risk-free refurbished computers, but also
advanced the cause of extending the life of a used computer. To spread awareness, the
Reboot Team launched several green donation and buy-back programs where they
increased awareness of how e-waste could be managed through supply and purchase of
used computers.
Green India Ambassadors
Three schemes were developed under a social-awareness drive developed by the team as
the ‘‘Green India Ambassadors’’. Take-back program for advancing the cause of e-waste
management among communities and individuals. These schemes were tailored for
corporates, institutions as well as individuals under titles: iBridge, iLabs and iHelp (Exhibit
29 for scheme details). For individuals who contributed to the scheme, they were
incentivised with the sponsored label on the product as well as a certificate in the name of
the donating organisation, individual or institution (Exhibit 30 for sample certificate). In
addition to this, the reboot web site helps institutions and other interested stakeholders to
calculate e-waste benefits in reusing the computers (Exhibit 31 for screenshot of webpage).
Figure 2 The levels of managing e-waste from computers
Reuse
Recycle
Dispose/Discard-Landfill
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Conclusion
While the larger agenda for the Reboot team was to scale up their operations, the immediate
challenges included streamlining the supply through the Green India Ambassador program
and procuring the e-waste license so that they could source used computers internationally
as well as building the supply chain through multiple channels. The team at Reboot
contended that if, with all the computers in the market, leaving out the metros is less than 1
per cent, even an increase of 1 per cent penetration, in terms of volumes, can yield
substantial returns.
It was clear to the team that organised refurbished computer retaining was easily imitable
and given the fragmented nature of the market, several players could quickly come up with
comparable offerings. They hoped that a first mover advantage coupled with ability to build
a trustworthy and strong brand will help to penetrate the market quickly. They had to create a
retail footprint and make in-roads through multiple distribution channels to quickly capture
the market and build awareness for their brand.
The real test of whether the brand will help penetration of computer ownership was in its
ability to straddling multiple markets – urban and rural across socio-economic classes B, C
and D as well as institutional markets. Building and keeping a strong visible brand relevant
across all groups was a challenge unless they identified a unifying universal
value-proposition. Despite an unambiguous segmentation of possible target markets, it
was clear that these customers were highly heterogeneous in terms of income levels,
geographic spread as well as awareness and knowledge levels. Additionally, the team had
to focus on strategically aligning their central agenda of bridging the digital divide to market
development by collaborating with other stakeholders such as policy makers.
Notes
1. The board members (considered here) consisted of three main founder members – Subbarao, the
CEO who managed the strategic and operational matters at Reboot; Anand Tater, who had initiated
the brand ‘‘Reboot’’ and had an understanding of the market in negotiating with vendors as well as
customers; Rahul Chowdhury, who managed investor relations and had taken on the responsibility
of developing the much needed resources for an up-and-coming enterprise. Amongst them, the
Reboot Team managed the various challenges of a start-up.
2. While the primary market refers to the first-hand new branded computers available in the organized
retail market, secondary market is the market for used-computers usually in the unorganized retail
sector. According to a Gartner report in 2005: ‘‘The secondary PC market comprises computers that
have been used for more than three months by primary/initial users and then passed on to another
party or stored.’’
3. They initially bought computers at Nehru Place, an unorganized secondary market for computers
and peripherals in the national capital of Delhi (India).
4. Anand was working with his brother Rishab Tater at the time Reboot was initiated.
5. The earliest customers of Reboot were the workers from a garment factory which Anand was
managing at the time. Eventually people who were unable to afford a new branded computer from
the organised market such as office assistants, drivers and even courier delivery boys became
customers of Reboot.
6. In Rao (2005), The internet users account for only 6 per cent of world’s population and out of that 85
per cent of them are in developed countries where 90 per cent of all internet hosts are located. Also
refer Reboot blog: http://reboot.co.in/blog/digital-divide-in-india/
7. Maplecroft is a research agency that produced development and risk indices of various countries,
http://maplecroft.com/
8. http://en.wikipedia.org/wiki/Demographics_of_India
9. English is the most used language on the internet. See exhibit for language used on internet.
10. http://data.worldbank.org/indicator/NY.GDP.MKTP.KD.ZG. The aggregate GDP growth has been
higher than 8 per cent given that the growth rate was over 9 per cent in 2010.
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11. This paragraph is largely based on data from Jones (2012).
12. www.internetworldstats.com/top20.htm
13. www.deccanherald.com/content/307934/indias-net-penetration-not-good.html
14. http://maplecroft.com/about/news/digital_inclusion_index.html. Maplesoft has developed a new
index called ‘‘digital inclusion’’ – the ability to use and access information communication
technologies (ICTs), such as computers, the internet and mobile phones – the stifled development
of which can lead to reduced growth in development. The report quotes: Of the BRICs nations, India
(39) is the only country to be classified as ‘‘extreme risk’’, meaning that the country’s population
suffers from a severe lack of digital inclusion. China (103) Brazil (110) and Russia (134) are rated
‘‘medium risk’’. Despite huge economic growth, the BRICs nations are still significantly
outperformed by developed nations in the Digital Inclusion Index. The countries with the best
access to ICTs are The Netherlands (186), Denmark (185), Luxembourg (184), Sweden (183) and
the UK (182). Trends suggest that the BRICs nations may not lag behind for much longer however.
15. Datamonitor report on Indian hardware market (June 2010).
16. NComputing is a company that uses the unused power of servers to provide computing power to
those who do not own a computer by simply fixing a small gadget to a desktop devise. They have
tried to garner the use of cloud computing to provide affordable computing. Ref: www.ncomputing.
com/
17. The two houses of the Indian parliament are the Rajya Sabha (Council of States) and the Lok Sabha
(House of people). The Rajya Sabha is the equivalent of the House of Lords at the parliament of
England and the Lok Sabha is equivalent to the House of Commons.
18. http://ban.org/ban_news/2008/08070_india_inc_waking_up.html
19. Unorganised sector consists of assortment of small and informal business not givenered by any
stringent health or environmental regulations. These workers are unprotected and sometimes even
work from home, increasing chances of exposure to toxic chemicals.
20. There are 23 recycling plants which have been acknowledges as having environmentally sound
processes and are registered under the Government of India, Ministry of Environment and
Forest/Central Pollution Control Board. Despite this most of the recycling and reprocessing occurs
only in the unorganized market.
21. http://ban.org/ban_news/2008/08070_india_inc_waking_up.html
22. Aakash is first in a series of Android-based tablet computers produced by British company
DataWind (http://en.wikipedia.org/wiki/Aakash_(tablet)#cite_note-SKurup-2) It is manufactured by
the India-based company Quad, at a new production centre in Hyderabad (http://en.wikipedia.org/
wiki/Aakash_(tablet)#cite_note-nyt2-3), the device was developed as part of the country’s aim to link
25,000 colleges and 400 universities in an e-learning program (http://en.wikipedia.org/wiki/Aakash_
(tablet)#cite_note-bbc_10740817-8). Originally projected as a ‘‘$35 laptop (http://en.wikipedia.org/
wiki/Aakash_(tablet)#cite_note-PIB-9)’’, the device will be sold to the Government of India and
distributed to university students – initially at US$50. http://en.wikipedia.org/wiki/Aakash_(tablet).
According to a Bloomberg report, ‘‘The device was supposed to democratize and accelerate India’s
march into the information-technology era. It was supposed to be India’s answer to Nicholas
Negroponte’s One Laptop Per Child project: an indigenous brand that brought computing power to
children in village schools, and to students of all ages from poor families, at a third of the cost
estimated by Negroponte’’, www.bloomberg.com/news/2013-04-22/india-s-rickety-bridge-acrossits-
digital-divide.html
23. Datamonitor is well known industry analysis and market research company that provide industry
reports.
24. www.seedcoregroup.com/knol/51-sme-it/244-ict-penetration-in-india
25. This is surprising when compared to the year 200 data when there were only 5 per cent (translating
to 5 million users) who accessed the internet from towns that had less than 5 lakh population.
26. http://reboot.co.in/blog/digital-divide-in-india/
27. http://reboot.co.in/blog/digital-divide-in-india/
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28. www.siliconindia.com/shownews/PC_penetration_in_urban_India_has_doubled_in_3_years_
Study-nid-70908-cid-2.html
29. www.mait.com/?page_id¼2
30. http://articles.timesofindia.indiatimes.com/2012-09-05/chennai/33614299_1_pc-sales-notebooksales-
disk-shortage-and-inflation
31. http://in.finance.yahoo.com/news/help-industry-deepen-pc-penetration-135431777.html
32. 25 times environmentally beneficial to reuse computers than to recycle them at three to five years of
age. This was because a new PC manufacturing requires Three times energy a PC consumes in its
lifespan and Uses 20K Pounds of raw material (Source: Schluep et al. (2003).
33. Significant recycle volume exists globally (NA, WE, SEA and ME) – estimated 500 million units
34. http://ewasteguide.info/ewastedata
35. They had planned a series of nine stores across Andhra Pradesh between April and September
(2013); two in Gujarat and five in the north-east which were in the prospect stage.
36. They had signed two and were planning to establish eight to ten by end of 2013 in Andhra
Pradesh/Orissa/Karnataka/Rajasthan/Gujarat/Delhi
37. www.namodemello.com.br/pdf/tendencias/computersintheclassroom.pdf
38. www.informinc.org/fact_CWPcomputer.php#note11
Keywords:
Frugal innovation,
Digital divide,
E-waste management,
Emerging markets
strategy and innovation,
Marketing strategy in
emerging markets,
Social entreprenuership
References
Hindman, D.B. (2000), ‘‘The rural-urban digital divide’’, Journalism and Mass Communication Quarterly,
Vol. 77 No. 3, pp. 549-560, ABI/INFORM Global.
Jones, J.P. (2012), Brands as Engines of Profit: Universal Guidelines on How to Drive Growth, Maplecroft
Report, Bath.
Rao, S.S. (2005), ‘‘Bridging India’s digital divide: efforts in India’’, Telematics and Informatics, Vol. 22,
pp. 361-375.
Schluep, M., Mu¨ ller, E., Hilty, L.M., Ott, D., Widmer, R. and Bo¨ ni, H. (2003), Insights from a Decade of
Development Cooperation in E-Waste Management, E-Collection ETH Institutional Repository, Zurich.
Sharma, M. (2012), ‘‘Affordable computing is the need of the hour’’, Financial Express, available at:
www.financialexpress.com/news/affordable-computing-is-the-need-of-the-hour/951774/3 (accessed
21 May 2012).
Sinha, S. (2007), Downside of Digital Revolution, Toxics Link, available at: www.toxicslink.org (accessed
28 December 2007).
Sinha, S. (2008), ‘‘Dark shadows of digitization on Indian horizon’’, in Johri, R. (Ed.), E-waste:
Implications, Regulations and Management in India and Current Global Best Practices, TERI, New Delhi,
p. 27.
Stanley, M. and Barney, S. (2011), ‘‘Asian affluence: the emerging 21st century middle class’’, in
Kerschner, E.M. and Huq, N. (Eds), The Emerging Middle Classes in China and India are Poised to Force
a Shift in Global Consumer Spending.
Exhibit 1. SEC description
The socio-economic classification in India (SEC)
The SEC classification the classification of Indian consumers on the basis of two parameters
occupation and education of the chief wage earner (CWE, head) of the households. The SEC
classification, created in 1988, was ratified by Market Research Society of India (MRSI) and
is used by most media researchers and brand managers to understand the Indian
consuming class. Originally developed by IMRB International as a way of understanding
market segments, and consumer behavior it was standardized and adopted by the MRSI in
the mid-1980s as a measure of socio-economic class and is now commonly used as a
market segmentation tool in India:
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B the urban SEC grid, which uses education levels and occupational criteria of the CWE of a
household as measures to determine socio-economic classification, and segments urban
India into seven groups (A1-E2); and
B the rural SEC grid, which uses education and type of house (pucca, semi-pucca, and
katcha) as measures of socio-economic class, and segments rural India into four groups
(R1-R4).
Source: http://en.wikipedia.org/wiki/SEC_Classification_(India)
The socioeconomic classification (SEC) groups urban Indian households on the basis of
education and occupation of the CWE (the person who contributes the most to the household
expenses) of the household into five segments (SEC A, SEC B, SEC C, SEC D and SEC E
households in that order). This classification is more stable than one based on income alone
and being reflective of lifestyle is more relevant to the examination of consumption behaviour.
Here, ‘‘high’’ socioeconomic classes refers to SEC A and B, ‘‘mid’’ socioeconomic class refers
to SEC C and ‘‘low’’ socioeconomic classes refers to SEC D and E.
The CWEs of nearly half the SEC A households work in executive positions. The other half
comprises mainly of industrialist/businessmen or shop owners. Almost all of them are either
graduates or post graduates. CWEs of SEC B households are primarily employed at clerical
or supervisory levels (46 per cent). 29 per cent are shopkeepers while 10 per cent are
industrialist/businessmen. Less than half are graduates or post graduates (45 per cent). 38
per cent are educated till the tenth or 12th grade, while 13 per cent have had some college
education.
The mid socioeconomic class (SEC C) comprises households whose CWEs are employed at
clerical or supervisory levels (37 per cent), skilled workers (33 per cent), petty traders (12
per cent) or shop owners (18 per cent). Three quarters of them are educated till the tenth or
12th grade while the rest have attended school till a maximum of the ninth grade. Less than
half the CWEs of households belonging to the low socioeconomic classes (SEC D and E) are
unskilled workers. About 28 per cent are skilled workers while 18 per cent are petty traders.
45 per cent have attended school till a maximum of the ninth grade and 31 per cent are
illiterate.
Source: http://indiaretailbiz.wordpress.com/2006/10/15/socio-economic-classificationssec-
categories/
Exhibit 2. Demand and penetration for consumer durables
Table EI
Demand and penetration for consumer durables for ’000 household
1995-1996 2001-2002 2005-2006 2009-2010
DDa Penb DD Pen DD Pen DD Pen
Cars 276 16.1 788 30.0 1,560 50.2 3,466 91.4
Motorcycle 760 29.3 2,599 70.8 4,663 147.6 8,369 282.6
Color TV 1,785 72.0 4,580 145.6 6,295 213.0 9,957 314.0
Refrigerator 1,850 86.1 3,006 134.0 4,335 160.7 6,774 224.9
White goods 3,437 149.4 6,024 247.1 8,727 319.1 13,149 451.7
Notes: aDemand; bpenetration
Source: National Council of Applied Economic Research (NCAER’s) Market Information Survey of
Households: ‘‘The Great Indian Market’’
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Exhibit 3
Exhibit 4
Figure E1
Sources: Internet world Stats-www.internetworldststs.com/stats.htm; penetration rates are
based on a world population of 7,017,846,922 and 2,405,518,376 estimated Internet users
on june 30, 2012; Copyright  2012; Miniwatts Marketing Group
Figure E2
Sources: Internet World stats-www.internetworldstats.com/stats.htm; 2,405,518,376 Internet
users estimated for June 30, 2012; Copyright  2012; Miniwatts Marketing Group
VOL. 3 NO. 6 2013 jEMERALD EMERGING MARKETS CASE STUDIESj PAGE 17
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Exhibit 5
Figure E3
Sources: Internet World stats-www.internetworldstats.com/stats7.htm; estimated internet users
are 1, 966,514,816 on June 30, 2010; Copyright  2000-2010; Miniwatts Marketing Group
PAGE 18 jEMERALD EMERGING MARKETS CASE STUDIESj VOL. 3 NO. 6 2013
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Exhibit 6. Maplecroft rating on digital inclusion index
Exhibit 7. E-waste quantity
Figure E4
Source: Maplecroft report. http://maplecroft.com/about/news/digital_inclusion_index.html
Table EII
E-waste in 500 million computers
1. Plastic £6.32 billion
2. Lead £1.58 billion
3. Cadmium £3 million
4. Chromium £1.9 million
5. Mercury £632,000
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Exhibit 8
Exhibit 9
Table EIII
Hazardous and non-hazardous substances from e-waste
Harmless Harmful
Platinum Arsenic. Arsenic is a poisonous metallic element which is present in dust and
soluble substances. Chronic exposure to arsenic can lead to skin diseases,
decrease nerve conduction velocity, can lead to cancer and can often be fatal.
Gold Beryllium. Carcinogenic and causes lung cancer
Silver Cadmium. Acute exposure to cadmium fumes causes flu-like symptoms of
weakness, fever, headache, chills, sweating and muscular pain. Long term
exposure are lung cancer and kidney damage. Causes Itai-itai disease that causes
pain in joints.
Copper Chromium. They are irritating to eyes, skin, mucous membranes and can also
cause DNA damage
Ferrous metals Lead. Short-term exposure to high levels of lead can cause vomiting, diarrhea,
convulsions. Long term exposure can affects kidney
Mercury. It is a toxic heavy metal that bio accumulates causing brain and liver
damage if ingested or inhaled.
Barium. Barium forms poisonous oxides when in contact with air. Exposure to
barium could lead to brain swelling, muscle weakness, damage to the heart, liver
and spleen, increased blood pressure
Selenium. Causes selenosis. Major signs of selenosis are hair loss, nail brittleness,
and neurological abnormalities
Other heavy materials
Source: Compiled from Ernst and Young Report on E-Waste Management and Rajya Sabha Paper on
E-Waste in India
Figure E5
Lenovo
17%
HP
15%
Dell
Acer 14%
14%
Asus
1%
Apple
6%
Sony
4%
Toshiba
3%
HCL
11%
Used
15%
% Share Of Market
Source: Company sources
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Exhibit 10
Exhibit 11. Usage of PC across countries
Figure E6
Supplier power
Weak Strong
Buyer power
Degree of rivalry
New entrants
DATAMONITOR
Source: Datamonitor
Substitutes
1
2
3
4
5
Figure E7
20%
4%
89%
98%
34%
17%
97%
129%
0%
20%
40%
60%
80%
100%
120%
140%
Source: Stanley and Barney (2011)
China India US Japan
2009 2015
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Exhibit 12
Exhibit 13
Figure E8
0
50
100
150
200
250
300
350
400
450
500
China India US Japan
2006
2009
2015
Notes: Number of PCs in India and China is expected to double
by 2015; there are only 325 million computers in these countries
taken together
Source: Stanley and Barney (2011)
Figure E9
9.60%
25.60%
1.70%
4.60%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
China India US Japan
Note: India is forecast to have the highest PC ownership growth
rate in the next five years
Source: Stanley and Barney (2011)
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Exhibit 14
Exhibit 15. Internet and broadband connectivity
Figure E10
Proportion of households in possession of broadband enabled
computers in selected countries: 2010
% of total households
Sources: Euromonitor International from trade sources/national statistics; http
//blog.euromonitor.com/2011/02/global-digital-divide-persists-but-is-narrowing-
1.html
Table EIV
Internet and broadband connection details as of March 2011a
Entities
PC instal
base
Internet
connection
Broadband (BB)
connection
Active internet users
touched
BB: active internet user
ration
Urban households 21,019,424 10,687,835 8,709,898 37,170,032 21,019,424
Micro and small medium
enterprises
30,987,382 3,367,000 2,600,000 16,365,778 30,987,382
Schools/colleges and
institutions
5,500,000 393,213 314,571 2,933,107 5,500,000
Public access – CSC
panchayat
189,572 94,786 94,786 14,300,000 189,572
Cyber cafes 904,470 150,745 150,745 28,568,523 904,470
Total 58,600,848 14,692,366 11,870,000 – –
Note: aThe details do not cover large corporations or conglomerates; ‘‘–’’ as active internet users access info from multiple venues, this
cannot be accurately estimated
Source: IMRB-IAMAI Report on ‘‘Internet in India (I-Cube)’’, 2011
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Exhibit 16. Causes of non-usage
Exhibit 17. Changing geographic spread of penetration
Exhibit 18. Testimonials
I had bought a reboot ultra series (Core 2 Duo) desktop at a price I could not believe. The
systems work just like new and enables us to do all our development work (Sunil, Software
Developer).
I did not want to spend excess money on my computer needs. With Reboot, I got what I was
looking for: low cost, high performance and good reliability (Shashi, Suprabhat constructors,
Hyderabad).
I was looking for a perfect gift for my wife and I found my solution in Reboot-TURBO
(Raghuram, bank manager, HDFC bank).
Figure E11
59%
39%
35%
6% 6%
3%
No internet
connection
No PC at
home
Improper
electricy
supply
No internet at
school/college
Cant afford
internet
Lack of local
language
content
Source: IMRB and IAMAI report on “Internet in Rural India” (i-Cube) 2012
Figure E12
41% 38% 37% 34% 35%
20% 21% 21%
18% 18%
10% 12% 12%
12% 11%
29% 29% 30% 36% 37%
2006 2007 2008 2009 2011
Top 8 metros Other Metros 5-10 lakh towns less than 5 lakh towns
Source: IMRB and IAMAI report on “Internet in India (i-Cube) 2011”
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My experience with Reboot has been good. I was looking for an inexpensive computer and
bought Reboot through recommendation. I have had no problems in the last eight to nine
months since I have bought it. I have also recommended it to several people (Venkat Ravi,
Axis Bank).
Exhibit 19
Exhibit 20. Access points for internet
Figure E13
Figure E14
29%
27%
19%
17%
16%
12%
10%
7%
3%
2%
0% 5% 10% 15% 20% 25% 30% 35%
CSC’s/Cyber Cafes > 10 kms from Village
CSC’s/Cyber Cafes < 10 kms from Village
Home
Any other Public Installed Computer
Friend’s home
Mobile
Block/Tehsil Office
College/Institute
District Office
Panchayat Office
Source: IMRB I-Cube 2012, Base: 17.8 million claimed Internet Users in seven states
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Exhibit 21. Comparison with used computer available in the market
Figure E15
Testing
Re-Engineering
Warranty
Service support
Cleaning
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Exhibit 22. Usage case for individuals, small organizations and large organisations
Figure E16
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Exhibit 23. Product ecosystem as envisioned at Reboot
Exhibit 24. Positioning Reboot on perceived price and performance dimension
Figure E17
E waste
Additional
services: AMS,
Software supports
Brand
Professional
Peripherals Warranty
Better service
Affordable
Refurbished,
Recertified PCs &
Laptops +
Low End TABS
Bridge Digital
Divide-PPP
A & P MAR
1. Refurbished
Desk tops
2. Refurbished
Laptops
3. Peripherals
4. Low end
Android Tabs
5. Servers
Figure E18
• Reliability and warranty issues
• Seen as stop – gap/quick fix option
• Sub 15K
• Convenient/Affordable
MNC Brands-
• Desktops and laptops
• + Rs 30K onwards
• Continuous care (warranty led)
• Brands (& Reliable)
• Co-ordinates referrals
• Task focused-varied with width and depth of
performance needs
• Percvd price lower than MNC brands
• Govt tenders/SMEs/BPO/KPOs
• Weak referrals-not aspirational
• Sell and forget approach-deal with
AMC ahead
Performance
Led-Low
REBOOT
• Affordable (& Reliable)
• Co-ordinates referrals
• Person/Account focused
• Bridging digital divide approach
• Treats width and depth needs-Product range,
ecological and ecosystem play
Performance
Led-High
Perceived Price-High
Assemblers (10-15% market)
Net Books (category expander)
Indian Brands
Perceived Price-Low
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Exhibit 25. Product range
Exhibit 26. Sources of supply
Figure E19
P4 Core2Duo i3 i5 i7
Figure E20
0%
10%
20%
30%
40%
50%
60%
Domestic Agencies
AMC
International suppliers
Reboot Online Bidding
Reboot Asset Management
Supply Sourcing Evolution
YTD+Sheet…
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Exhibit 27. Infinity stores – a Reboot exclusive franchise
Plate E1
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Exhibit 28. E-store
Exhibit 29. Take back programs
Figure E21
Sort by product range, price range and type of computing device
Figure E22
Corporate, Institutions or Individuals can participate in ‘Take Back Programs’ via any of the
following three options:
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Exhibit 30. Certificate for the participant of the Green Indian Ambassador
Figure E23
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Exhibit 31. Screenshot of homepage with e-waste calculator and certification details
About the author
Professor Srividya Raghavan is an Associate Professor of marketing, with specific interest in
marketing communication, consumer behaviour, online business, digital marketing as well
as entrepreneurship. Research orientation is in the behavioural sciences, focused on
experimentation and usage of appropriate analytical techniques. Highlights of her career in
academics include introduction of industry inclusive and innovative experiential pedagogy,
development of new-age and innovative courses, development of award-winning cases and
several publications in international and national journals. Srividya Raghavan can be
contacted at: srividya.rags@gmail.com
Figure E24
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How would you locate resources in a community in which you have no relationships?

How would you locate resources in a community in which you have no relationships?  GOOGLE with follow up phone calls and asking clients what resources they have used..

OK now for the real questions

1  Client under the influence is session?

I first would ask them what they used today, assure them that telling the truth this setting is very important due to possible medical emergency. If they can hold a conversation continue to have a discussion, if not I will ask them to go say down in one of our quiet/induction rooms. If they drive I always keep their keys and send them home by Uber or ask if there is someone to pick them up. In my many years I have only had to do this a few times and there was no argument from client.

2 Our agency serves Substance abuse population including providing MAT what interests you about serving this population?

I have been serving this population for many years. I see more now then ever before that people are going to school with a focus on substance abuse. I don’t think anyone wakes up one day and decides they want to do this, It is something that you gravitate to due to your own personal experiences or as in my case you fall upon it and love it. MAT prior to the “epidemic” was not something that was advertised, methadone and sever drugs for alcohol dependence were the only MAT used, MAT was frowned upon and people singled out due to their inability to practice “total abstinence” all that was mostly due to people not understanding addiction, even though that still exists in todays world the bottom line is now you can be standing next to someone on MAT and never know. It is by no means a cure like many think it is a tool used with therapy to make positive changes in live.

  1. How do you balance your work and personal life?

You have to learn to leave work at work. Practicing selfcare is often difficult for therapist due to the crisis and problems they deal with on a daily basis. Selfcare looks different for everyone at some time during each week you must take a timeout and do something that you enjoy and can concentrate on other than work. Therapists will often bring work home with them or worry about your clients however, you are no good to them if you don’t take care of yourself.

  1. What types of clients do you find the most difficult to works with and why?

Clients that develop severe mental illness due to drug use, they often have a hard time understanding that they do have MH issues and believe that if they stop using the symptoms such as paranoia, depression and anxiety will just go away. I have found in most cases these symptoms exacerbate before they get better. Having a person who has had a lifetime of substance use and does not believe MH is a problem are difficult due to the symptoms they present with even after sometimes a year or more of clean time changing behaviors and understanding the problem is the hard part about recovery, putting down the drug is the easy part.

 

  1. Tell me about the most difficult case you had to worked on.

I started at a methadone clinic and in the first week I had a client who was put in the clinic due to problems that she had in her last clinic, she was 24 weeks pregnant and was jumped by people from her clinic (reasons were sketchy) she was grieving the loss of her son who was born after she was beaten and passed within the first few hours of birth. She got out of the hospital but never asked about the baby, she said that she did not have money to do anything.  About 4 weeks later she said that the morgue had been calling her and she did not know what to do. I contacted the social worker at the morgue and she told me about a program that would help with the arrangements for the baby, the client and I went to the morgue she claimed the body and burial arrangement were made at no cost to the client. She had the funeral she wanted for her baby.  Unfortunately she never did learn about grief she relapsed after the funeral. For a long time I had the bag with everything from the hospital the babies birth and death certificates plus some other personal belongings she left in my office. I left them with my director when I left the job not sure what ever happened to her or the things.

 

  1. How do you handle an aggressive client?

I always focus on the clients strengths in order to change the subject of wherever the aggression is coming from, Join in the resistance rather than assault resistance. Shift discussion to the persons personal goals to change which will avert aggressive discussion and power struggle

 

 

How do materials and process affect your impression of the works?

[Last Name] 1
Student
Instructor
Course
Date
Katsushika Hokusai
Intro
1st thoughts of the artist
1. Why you chose the artist
2. Memories, impressions, and associations
Biography
1. When and Where works were made (political)
i. Define issues of the day
ii. Potion or Market/Career
2. Who was the artist (personal)?
i. Stories about the artist
ii. Quotes of the writing of the artists
Thesis
Body 1
A. Formal analysis
1. Description – elements
a. Line, Shape, Form, Volume, Mass, Texture, Value, Space, Color, Motion, Time, Pattern
2
2. Effect – Principles
a. Unity, variety, balance, scale, proportion, focal point, rhythm
B. Iconographic Analysis
1. Symbols, Traditions, cultural, aesthetics, religion content
C. Critique – Feminist, Gender, Critical Race, Psychological
Body 2
A. Materials and process
i. Paint, drawing, printmaking, sculpture, architecture, craft, graphic design, alternative media and process
B. How do materials and process affect your impression of the works?
AKA Thesis
Thesis examples
Compare / contrast
Expository – explaining
Argumentative – defend a claim
Cause and effect
Analytical – Two sides of an issue
Works Cited
Hokusai. Hokusai Biography – Hokusai on artnet. http://www.artnet.com/artists/katsushika-hokusai/biography
3
Hokusai. Hokusai Artworks – Hokusai on artnet. http://www.artnet.com/artists/katsushika-hokusai/
Youtube. Better Know the Great Wave | The Art Assignment | PBS Digital Studios.

Youtube. The eye of Hokusai.

Why is stress more prevalent in healthcare? What impact can it have on an organization,

Stress is a common phenomenon in healthcare. Write about stress in healthcare and the impact it can have on employees, organizational performance, the delivery of patient care, etc. Identify and describe the different kinds of stress that can occur. Discuss why stress in a healthcare environment may be more of a pressing issue as compared to other industries (be sure to address factors, such as, professional hierarchy, personalities, ethnicity, gender, etc.). Describe if / how employee burnout (due to stress) is impacting the delivery of care. Once you have written about stress in the workplace, identify some best practices to alleviate the negative effects of stress in the workplace. How should managers behave so that employees experience less stress on the job? Ground all your work in existing theory. What strategies can the organization use so that the employees experience less stress on the job? This write-up has to be supported by current facts and literature.

Possible Deliverables

  • What does the healthcare environment look like currently?
  • Why is stress more prevalent in healthcare? What impact can it have on an organization,

employees, and patients.

  • Define stress – when is it good and when is it bad?
  • What can administrators do to address employee stress? What can employees do to better manage stress?
  • Using established theories to describe stress in a healthcare environment

Ethics and Research in Professional Contexts:Identify potential conflict(s) and points of agreement in terms of ethical arguments

SH5000 Ethics and Research in Professional Contexts

Analysing the Case-Studies:

When thinking about moral decision-making in professional contexts you may approach your analysis of a given dilemma by going through the following steps:

  • identify the ethical issue(s) in the dilemma;
  • identify the different people involved, describe how each one might view the dilemma, and explain why you think they take this position. Different people might include patients, users, carers, the general public, pressure groups, front-line professional workers, assistants, service managers;
  • identify potential conflict(s) and points of agreement in terms of ethical arguments;
  • consider how gender, ethnicity, religion, age, sexuality, disability, and/or other differences you think are relevant, might influence how people respond to the dilemma.
  • consider how far relevant codes of professional conduct and law, as applied to the dilemma, help with arriving at a moral solution

Case study —- Mrs K is a 37-year-old woman with four children. She consults her doctor for irregular periods. She had been using a diaphragm as contraception, having stopped taking birth control pills because of their side effects.

Her doctor tells her that she is pregnant. She does not want another child. She says she already has as many children as she can cope with. Mrs K suffers from depression.  Her doctor considers her circumstances fall within the Abortion Act 1967 and refers her to a clinic.

Mr K disagrees with abortion. 

Did the doctor do the right thing?

https://www.bma.org.uk

https://www.gmc-uk.org/ethical-guidance

https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/

https://www.skillsforhealth.org.uk/standards/item/217-code-of-conduct

https://patient.info/doctor/consent-to-treatment-mental-capacity-and-mental-health-legislation

Professional Ethics resources

 

Here are some web links for professional ethical codes of conduct in Health and Social Care and in Youth Work:

  1. General Medical Council: http://www.gmc-uk.org/publications/standards_guidance_for_doctors.asp
  2. British Medical Association: http://bma.org.uk/practical-support-at-work/ethics
  3. Nursing and Midwifery Council: nursingworld.org/codeofethics
  4. National Youth Agency: http://nya.org.uk/dynamic_files/workforce/Ethical%20Conduct%20in%20Youth%20Work%20(Reprint%202004).pdf
  5. The Hippocratic Oath – article here: http://www.iep.utm.edu/hippocra/
  6. Universal Declaration of Human Rights: https://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf
  7. Human right: https://www.bma.org.uk/collective-voice/influence/international/global-justice/human-rights

 

 

Mental Capacity

 

 

https://www.legislation.gov.uk/ukpga/2005/9/contents

 

  1. https://www.nhs.uk/conditions/social-care-and-support-guide/making-decisions-for-someone-else/mental-capacity-act/

 

 

QALYfying the Value of Life: https://jme.bmj.com/content/medethics/13/3/117.full.pdf

The QUALY method – using utilitarianism in practice:

Harris, J, “QALYfying the Value of Life”, Journal of Medical Ethics 13, 1987, pp. 117-123.

 

 

https://www.researchgate.net/publication/275714106_In_A_Different_Voice_Psychological_Theory_and_Women%27s_Development

 

 

 

https://www.researchgate.net/publication/275714106_In_A_Different_Voice_Psychological_Theory_and_Women%27s_Development

 

Antidepressants:

https://www.nhs.uk/conditions/antidepressants/considerations/

 

https://adaa.org/living-with-anxiety/women/pregnancy-and-medication

 

https://www.mind.org.uk/information-support/drugs-and-treatments/antidepressants/antidepressants-in-pregnancy/#.Xc_Qvy2cZQI

 

https://www.who.int/news-room/fact-sheets/detail/depression

 

https://adaa.org/about-adaa/press-room/facts-statistics

 

 

The abortion and mental health controversy:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6207970/

 

 

father right

 

https://family.findlaw.com/paternity/fathers-rights-and-abortion.html

 

https://link.springer.com/chapter/10.1007%2F978-1-59259-450-4_1

 

https://brooklynworks.brooklaw.edu/cgi/viewcontent.cgi?article=1394&context=jlp

 

https://elibrary.law.psu.edu/cgi/viewcontent.cgi?article=1268&context=fac_works

 

 

Moral status of the fetus: Fetal rights

https://onlinelibrary.wiley.com/doi/pdf/10.1046/j.1440-1754.2003.00088.x

 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2788452/

 

https://academic.oup.com/medlaw/advance-article/doi/10.1093/medlaw/fwz014/5510054

 

https://www.nhs.uk/conditions/pregnancy-and-baby/termination-abortion-for-foetal-abnormality/

 

 

Abortion Act 1967

 

http://www.legislation.gov.uk/ukpga/1967/87

 

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/215147/dh_132849.pdf

 

https://journals.sagepub.com/doi/pdf/10.1177/002581727003800103

 

abortion doctors and the law

 

 

 

 

diaphragm as contraception

 

https://www.nhs.uk/conditions/contraception/contraceptive-diaphragm-or-cap/

 

https://www.plannedparenthood.org/learn/birth-control/diaphragm

 

 

 

Utilitarianism and Consequentialism

 

Classical utilitarianism:

Bentham, J (1789), An Introduction to the Principles of Morals and Legislation, (edited by J. H. Burns and H. L. A. Hart (1970), London: Athline Press).

 

Mill, J.S. (1861), Utilitarianism (various editions, e.g. R. Crisp, (ed.) 1998, New York: Oxford University Press.

 

Criticism of utilitarianism:

Williams, B. “A Critique of Utilitarianism” in J.J.C. Smart & Bernard Williams, (eds.) (1973) Utilitarianism: For and Against, Cambridge, UK: Cambridge University Press.

 

The Four Principles Approach:

Beauchamp, T.L. and Childress JF (2001) Principles of Biomedical Ethics (5th edition). Oxford: Oxford University Press.

 

The QUALY method – using utilitarianism in practice:

Harris, J, “QALYfying the Value of Life”, Journal of Medical Ethics 13, 1987, pp. 117-123.

 

 

 

Characterising the ethical professional: virtue, care, narrativity, paternalism.

 

 

Virtue ethics:

Aristotle, Nicomachean Ethics (Book 2, on virtues…it can be viewed online here: http://classics.mit.edu/Aristotle/nicomachaen.2.ii.html)

 

 

The Ethics of Care:

Gilligan, Carol (1982) In A Different Voice. Cambridge: Harvard UP (esp. the Jake and Amy example, pp. 26-28)

 

V.Held, (2005) The Ethics of Care, Oxford: Oxford University Press.

 

Narrativity and ethics:

  1. Brody, “’My Story Is Broken; Can You Help Me Fix It?’ Medical Ethics and the Joint Construction of Narrative”, in KWM Fulford et al (eds), (2002) Healthcare Ethics and Human Values. An Introductory Text with Readings and Case Studies, Blackwell, pp. 133-40.

 

 

4 Principles approach:

Beauchamp & Childress (2008), Principles of Biomedical Ethics. 6th edition.

 

The normative theory that gives the ‘Principle of Respect for Autonomy’ is Kantian Deontology. See:

Kant, I. (1785) Groundwork of the Metaphysic of Morals, trans. Gregor, Mary, J, (1998), Cambridge, (pp.7-16, 25-39 – the sections on the ‘Good Will’ & the ‘Categorical Imperative’).

 

On consent and capacity:

Sayers, G.M., Schofield, I & Aziz, M, ‘An Analysis of CPR Decision-making by Elderly Patients’, in Fulford, et al, (2002),Healthcare Ethics & Human Values, pp. 304-311

 

The UK Mental Capacity Act 2005 – URL: http://www.legislation.gov.uk/ukpga/2005/9/contents

 

Eyal, Nir, “Informed Consent”, The Stanford Encyclopedia of Philosophy Online (Fall 2012 Edition), Edward N. Zalta (ed.) URL: http://plato.stanford.edu/entries/informed-consent/#Aca

 

Faden, Ruth R., and Tom L. Beauchamp. 1986. A History and Theory of Informed Consent. New York: Oxford University Press

 

 

 

Book

 

Utilitarianism and Beyond:

https://books.google.co.uk/books?id=w4WpmLw9u7QC&printsec=frontcover&source=gbs_ViewAPI&redir_esc=y#v=onepage&q&f=false

 

https://books.google.co.uk/books?id=NYNOeHVQh-UC&printsec=frontcover&source=gbs_ViewAPI&redir_esc=y#v=onepage&q&f=false

 

 

 

 

 

SH5000 Ethics & Research in Professional Contexts Week 1 Handout  important information

Part one: Ethics

In Part One of this module we will study various ethical theories, and explore how they might be applied to moral dilemmas in professional contexts relevant to your degree pathways. We will look at how far, if at all, ethics can inform and guide the making of moral choices and the consequent performance of actions for professionals in health and social care, youth work, and other social professions.

Here are some key terms that you will need to become familiar with:
Ethics – the theory of right and wrong conduct
Morals – the practice of right and wrong conduct (behaviour)
Moral Philosophy – inquiry into the idea of moral conduct; the attempt to come up with a rationally defensible theory of right and wrong conduct.

Meta-ethics – inquiry into the meaning of moral statements (e.g. “it is wrong to lie,” or “killing humans is always wrong ”), their truth or falsity, and the existence of any moral facts that may underlie them. Normative Ethics – systems of moral belief that assume certain ethical norms as the basis for making moral judgments (e.g. “it is good to be happy” or “ it is right to do one’s duty”), and which explain the use (but not the meaning) of moral terms in moral statements as a result. Normative ethical systems clarify the values and reasoning that lie behind moral choices, and provide means of moral justification in accordance with certain specified rules and/or principles.

Applied Ethics – the application of normative ethical theories to moral problems or dilemmas, often hypothetically, with the aim of arriving at a solution or an appropriate moral understanding of the issues. Practical Ethics – the practical use of moral theories when deciding how to act in everyday situations, where moral choices need to be made and actions performed.

Personal ethics – the level at which moral choices are made in accordance with personal beliefs about what is morally valuable.
Professional ethics- the level at which moral judgments are made in accordance with certain professional codes of conduct, within the context of performing one’s professional duties appropriately. N.B Our studies will involve examining the way moral judgments are arrived at, not legal or religious ones. Where these may seem to be importantly related we will attempt to clarify and explain the connection, but our focus throughout will be on ethical and not legal or religious theoretical positions. Some questions to bear in mind:

What makes a choice a moral as opposed to a non-moral one?
Why be moral? (i.e. Why ought I to do what morally I ought to do?)
Shall I act on personal impulse or intuition, or is there any objective guidance that can help me to decide what is the right thing for me to do?
Why might it be valuable for social professionals to study ethics?
Can you think of examples of problems or choices that professionals in your areas might be faced with that can be classified as moral dilemmas? Can ethics help to solve them?

What makes a choice a moral, as opposed to a non-moral, one?

Is there a distinction to be made between moral dilemmas and other kinds of dilemmas that humans may be faced with? If so, what exactly is it?

You may believe that many choices we are faced with during our lives are pretty straightforwardly matters of personal preference. That is, you may accept that often, when you find yourself in the position of having to make a decision about what to do next, the choice is ultimately yours alone and can be made in any way you wish. In these types of cases what we actually do as a result of the choices that we make can be said to be neither moral nor immoral.

For example, I may have woken up this morning and found myself wondering whether to wear my blue jumper or my green jumper today. This choice seems to be one of personal preference. I may think: “well, it’s up to me!” I may believe that I am free to choose to wear whatever I want, on the basis of whatever I wish. Perhaps green is my favourite colour, so I’ll choose the green jumper. Or perhaps I feel like trying blue for a change, etc.

However, we can query whether or not the action that results from my making a choice between my two jumpers (i.e. the picking up and putting on of one or other of the jumpers) could actually constitute a moral choice. We could describe it as a right or a wrong action, a good or a bad one, or claim that we ought or ought not to have performed it. And, we can wonder whether it really is a case of choosing being simply up to me.

Suppose that I live in a community where wearing blue clothes is commonly taken to signify membership of a particular cultural/religious/political group, with particular values? Wearing the blue jumper because I intend to signify my group membership, or resulting in people responding to me favourably or unfavourably because they believe I am a group member, or to reflect my values as a

 

group member, all render my choice a moral and not simply a personal one. The choice becomes one that is significant to me and to others – it somehow socially matters.

Moral dilemmas, then, involve people having to make choices to perform actions where their intentions, the results of their actions, and the values reflected in their choice are significant – they matter, and not just to the individual performing them.

Ray Billington in his book Living Philosophy (Routledge, 1993), suggests that we can distinguish between the following 5 features of moral choices:

  1. Nobody can avoid them;
  2. Others are, however remotely, involved;
  3. They result in decisions that matter;
  4. They are debateable: the ‘right’ choice is never wholly obvious or totally indisputable – there is

no single, definite and final solution;

  1. They involve the element of choice between more than one option.

A Further Distinction:

The decisions we take when faced with choices result in behaviour that can be classified as moral, immoral or even amoral. That is, they result in the practice of what we may call right or wrong conduct, or perhaps simply conduct.
But on what basis are we to judge whether the conduct is moral, immoral or amoral? One thing we can attempt to do is to evaluate the behaviour/conduct/action with reference to ethics (the theory of right and wrong conduct). We can judge the action in terms of certain ethical norms and/or principles in order to try to determine its rightness or wrongness. So, whether or not you believe that a particular action is moral or immoral or even amoral will depend upon the values that you hold and the ethical arguments that you use to decide what is right and wrong. There are different forms of justification in ethical theory, and we will look at some examples.

Although there is much disagreement amongst ethicists about what the proper basis for moral decision- making ought to be, they all agree on one thing – that we ought to be moral. They all say that we ought to do what morally we ought to do. Do you agree? Why/why not?

A Central Meta-Ethical Debate: Are there any Moral Facts?

A puzzle that will probably crop up during the course is one that has engaged ethicists since ethics was first clarified as an area of inquiry (in western philosophy with Plato & Aristotle in the 5th Century B.C.). This puzzle centres around the question of whether or not there are any moral facts, and asks, if there are such facts, whether or not we can know them. This is not something we will spend much time examining (there’s a vast literature on this topic that goes beyond the limits of our course), but it’s important for you to consider whether or not you take morality to be a matter of mind-independent facts or whether you take it to be a matter of socially constructed knowledge, because this will have repercussions for your approach to arriving at solutions to moral dilemmas. If there are certain moral truths (perhaps it is true that it is wrong to kill, for example), and we can discover these truths, then you might believe that working out what to do in any given case involves finding out (using some method) what the relevant moral fact is & then acting in accordance with it. However, if you hold that morality is rather about creating socially desirable or useful norms, and acting in accordance with these, then your approach to solving dilemmas will probably involve some process of determining what is desirable or useful for a particular society, and working from there to create moral prescriptions.

How will we proceed?

We will be studying the central tenets of some of the most well-known and commonly used western normative ethical theories, e.g. Utilitarianism and Deontology, Virtue Ethics and Care Ethics.We will consider the significance of these theories for practical choice-making by attempting to apply them to a selection of dilemmas (expressed as case-studies from professional contexts – you will be given case- studies to work with on the module, and you will also be encouraged to bring in case-studies to discuss from your own experience, or from newspapers, books, television, the internet or other media).

We will take into account relevant laws, policies and professional codes of conduct and issues of rights and morality in these cases, and we will also look at what the relationship between morality and cultural and religious difference might be. But our focus will be on thinking about how far ethical theory is of practical use in helping us come to make decisions about how to act when faced with moral dilemmas in professional practice.

  • } Conscientious objection is a familiar issue in cases of abortion or contraception. What about conscientious objection to physical examinations of the opposite sex?
  • } In Britain, the problem is complicated. On the one hand, official guidelines from the General Medical Council take a tough line. They state that medical students are not allowed to refuse to participate in parts of their medical training because they have objections of conscience.
  • } On the other hand, a recent survey of British medical students revealed that nearly half of them believed that doctors could conscientiously object to any procedure whatsoever

Cook, M. Bioedge, (27.10.12) – http://www.bioedge.org/

  • § Analysing concrete professional ethical dilemmas leads to theoretical philosophical questions, and vice verse.
  • § Studying applied ethics involves this interaction in a manner that aims for deep critical reflection
  • § The relation between reflection & action – the process of deciding what to do.
  • § Exploring values – not all values are ethical values
  • § Ethics is about leading the good life/doing the right thing/finding meaning &purpose …not acting on impulse, but acting justly.

Examining:
§ immediate situations § possible future ones

With the aims of:

  • § identifying the ethical dimensions of these situations
  • § considering various approaches to them
  • § Making evaluative judgments
  • § Acting well – doing the right thing!

A View:

  • } They involve the element of choice between more than one option;
  • } Nobody can avoid them;
  • } Others are, however remotely, involved;
  • } They result in decisions that matter somehow;
  • } They are debatable: the ‘right’ choice is never wholly obvious or totally indisputable – there is no single, definite and final solution, always a

counter-argument.

Billington, R. (1993) Living Philosophy, Routledge

Systems of moral belief that assume certain ethical norms/standards as the basis for making

moral judgments (e.g. “it is good to be happy”, or “ it is right to do one’s duty”).

Normative ethical systems clarify the values and reasoning that lie behind moral choices, and provide means of moral justification in accordance with certain specified rules and/or principles.

The application of normative ethical theories to

concrete moral problems or dilemmas, with the aim of arriving at a solution or an appropriate moral understanding of the issues.

What’s the distinction between morals & ethics? Theory – ethics can inform

action/behaviour/practice – being moral

The practical use of ethical theories when

deciding how to act in concrete situations, where moral choices need to be made and actions performed.

 

Very important context

WHAT IS A RIGHT?

  • Ò The idea of a ‘right’ has a long history.
  • Ò A ‘right’ is, broadly, a legal, ethical or social principle of

freedom or entitlement;

  • Ò So, having a ‘right’ to something amounts to falling under a normative rule about what you are owed or what you are permitted to do, according to a legal system, ethical theory, or a social norm.
  • Ò When someone has a right, another person or institution has a corresponding duty to comply with that right.

N.B. Moral rights are distinct from legal rights. Legal rights involve formal agreements that there are such rights. RIGHTS IN THEORIES

2 traditions of rights: (references on reading list)

John Locke (1680)– human rights as natural & inherent to all humans, equally. Inalienable (you are born with them; they cannot be taken away).

Jeremy Bentham (1816) – inalienable rights as ‘nonsense on stilts’; rights must be justified in terms of the Principle of Utility, & can be revoked or overridden if doing so maximises utility. Rights are meaningless unless legally enforceable, & specific.

 

WHAT ARE ‘HUMAN RIGHTS’?

  • Ò The Lockean tradition of natural rights – post WW11 Human Rights framework
  • Ò The Universal Declaration of Human Rights 1948 – formed to protect against the abuses of the war.
  • Ò Motivated in part by the way Nazis doctors experimented on non-consenting persons.
  • Ò HR protect individuals and groups against actions that interfere with fundamental freedoms and human dignity
  • Ò They are principally concerned with the relationship between the individual and the state in a democracy.
  • Ò But what about empathy and one-to-one relationships as in healthcare…?

 

  • Ò HR empower individuals and communities by granting them entitlements that give rise to legal obligations for governments.
  • Ò They can help to equalize the distribution of power both within and between societies, mitigating the powerlessness of the disadvantaged.

Ò They are sometimes legally guaranteed by human rights law,

e.g. in the UK: Human Rights Act, Sex Discrimination Act, Race Relations Act, Equal Opportunities Act, Mental Capacity Act, Children Act, etc.

 

THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (1948)

Articles relevant to health care:

  • Ò Because all human beings are born free and equal in dignity and rights, they should act as brothers towards each other (Article 1).
  • Ò No distinction should be made determined by colour, nationality, politics, possessions, race, religion, sex, or status (Article 2) (non-discrimination).
  • Ò Everyone has the right to life, liberty and security of person (Article 3).
  • Ò Everyone has the right to privacy of correspondence, family and home. Honour nor reputation should be attacked (Article 12).
  • Ò Everyone has the right to marry and procreate (Article 16).

 

 

POSITIVE AND NEGATIVE RIGHTS

Ò Negative rights protect people from physical and mental abuse – non-interference. Passive duties.

Ò Positive rights permit a substantive claim to be made. For instance, they may recognise the right to receive health care. Active duties.

Ò Is there a right to health? – recent debates (see references The Lancet & work by Amartya Sen).

 

RIGHTS OF HEALTH-CARE PRACTITIONERS

  • Ò the right to decline to respond to excessive demands by difficult patients;
  • Ò the right not to have to continue to treat patients with whom you feel incompatible

RESPONSIBILITIES OF HEALTHCARE PRACTITIONERS

Ò To inform patients of their options;

Ò To offer to treat patients; Ò To respect patient

confidentiality;

Ò To respect patients’ decisions.

Ò The duty of care

RIGHTS & DUTIES OF PROFESSIONALS

 

INFORMED CONSENT

Patients have a right to information about their condition & the treatment options available to them, so they can consent or refuse.

The right confers a duty on healthcare professionals to provide relevant information in a clear, non-coercive manner, suited to the patient.

Informed Consent seen as crucial in the moral doctor-patient relationship. Why?

Valuing autonomy (self-determination)…

(Article 3) right to life, liberty, security of the person…

But is the right to consent an absolute right?

Difficult to see how it can be – too many factors making it likely that fully informed, truly voluntary consent will be hard to achieve.

Not an absolute right in UK law.
Is this moral? What should the limit be?

 

CONSENT & CONFIDENTIALITY

If it’s not absolute when can the right to informed consent be breached?

Example: Public health & infectious disease control. In order to protect the public from contagious infectious diseases, The Public Health Act (1984) regulates notification of diseases and mandatory treatment of conditions like tuberculosis (TB).

The individual’s right to consent is restricted in two areas:

Firstly information about the patient’s diagnosis has to be given to the relevant authorities. The patient should be informed. It is mandatory for a medical practitioner to disclose personal details of the patient and the diagnosis to the relevant authorities even if the patient does not agree to this.

Secondly patients suffering from communicable diseases can be forced to take their

medication by supervised administration or involuntary inpatient treatment.

If a patient confesses a crime or a planned crime to a doctor, it is left to her to decide whether to pass on this information to the police. This decision requires careful weighing up whether the right to consent on passing on information is more important than the right of the public to be protected.

GMC guidance (Confidentiality: Protecting and Providing Information, 2004) gives general advice on disclosure, but leaves the ultimate decision with the medical practitioner…

What moral guidance/reasoning can help here?

 

BALANCING RIGHTS – THE ABORTION DEBATE

What happens where a right is interpreted differently by different parties?

Example: the right to life of a fetus vs the right to choose the use of her own body of a pregnant woman in the case of abortion.

UK – 1967 Abortion Act – medical justification.

UK – 1991 Human Fertilisation & Embryology Act (24 weeks rule).

USA – 1973 historic Supreme Court decision in the Roe v. Wade case which effectively made abortion legal in the US – privacy justification..
.

please use the key words to explain  the case study for example using words like  deontology  virtue ethic  more virtue and example why you are using this to describe your point……… and so on.

THE ETHICAL PROFESSIONAL: VIRTUE, CARE, NARRATIVITY.

 

 

PROFESSIONAL ETHICS & MORAL CHARACTER

  • Deontology – respect autonomy, rights, dignity
    § Utilitarianism – act efficiently to get most beneficial outcome

These are standard in professional codes of conduct

But being ethical is not just about performing right or good actions…..

Moral character

addressed by Virtue Ethics, Care Ethics, Narrative Ethics

 

DEONTOLOGY & UTILITARIANISM

morality as primarily a following of certain action-guiding principles

VIRTUE ETHICS

morality as primarily the cultivation of certain

dispositions or character traits

BEING MORAL – ACTIONS OR PERSONS?

 

ARISTOTELIAN VIRTUE ETHICS

Aristotle 5th Century B.C. Athens: The Nicomachean Ethics This theory focuses on the goodness of persons, not the

A person is good or bad depending on whether or not they possess certain virtues or vices.

aim for excellence of character; strive to be ideally virtuous

We can say: persons ought to have a virtuous personal character if they are to treat others well and behave responsibly

goodness of actions.

 

THE MORAL VIRTUES

Ò Aristotle claims there are certain moral virtues which humans can & ought to try to develop, in order to become as moral as possible.

Ò Courage; patience, honesty, kindness, etc.

Ò Eudaimonia – a sense of living well, flourishing (not the same as utilitarian happiness/well- being…)

 

Ò Virtue is moral knowledge. Practical wisdom.

Ò The virtuous person just knows how to act – she doesn’t need to follow rules. No decision- making procedure as such.

Ò The mean between extremes – e.g. not too cowardly, but equally not too courageous as this could be risky/rash.

 

VIRTUE VERSUS DEONTOLOGY

Both look at the motive of the agent.

But rather than looking at the person’s reasons & intentions for their action, as in deontology,…

…virtue theory looks at the character trait which motivates the action

VIRTUE VERSUS UTILITARIANISM

Unlike utilitarianism, virtue theory does not look at the consequences of an act to evaluate the act….

…it only looks at the character of the agent

HOW VIRTUE THEORY DIFFERS FROM DEONTOLOGY AND UTILITARIANISM

 

QUESTIONS/CRITICISMS OF VIRTUE ETHICS

Who is virtuous?

Someone who acts virtuously.
But which acts are virtuous acts?!

In order to say which is a right act, don’t we need objective guidance (i.e. rules, norms)?

Collapses back into evaluating acts not persons!

 

CARE ETHICS

Ò Newer theory based on the work of Gilligan, C. (1982) In a Different Voice: Psychological Theory & Women’s Development, Harvard .

Ò Similar to virtue theory in some respects

Ò Emphasis on empathy, care, emotion, connectedness/relationships, considering concrete persons, as part of moral reasoning.

Ò focus on resolving conflicts & peacemaking to preserve relationships wherever possible

 

Gilligan identifies 2 different modes of moral reasoning.

Ò Feminine mode – emphasises care, emotion, compassion, particular situations, experience, relationships. Private.

Ò Masculinemode–emphasisesreason,impartiality, principles, justice, rights. Public.

Ò Historically, the masculine mode has been seen as superior & more morally mature

The Jake and Amy example (pp.26-28 in Gilligan).

 

Care ethics says these 2 modes are

different

but

equally valuable

and both can lead to morally right actions. Can be complementary

We need both justice and care

This theory emphasises gender relations…but makes no claims about the essential nature of men or women. (Indeed, Gilligan found the care mode expressed by both genders within disadvantaged groups.)

 

 

PLURAL VALUES…WHAT SHALL I DO?

Shall I act on personal impulse or intuition, or is there any objective guidance that can help me decide what is the moral thing for me to do?

Ò Normativeethicaltheoriesspecifynorms/standardsof right & wrong behaviour.

Ò Principles of normative ethics can motivate & justify actions & policies in professional practice – used in codes.

Ò Differenttheoriesgivedifferentmethodsforreasoningto moral actions…

A Consequentialist theory – actions are not good or bad in themselves; the consequences are what count.

Teleological – aims at a telos(goal) & evaluates the morality of an action in terms of progress towards that goal.

The right act is the means to a good consequence. No act is intrinsically wrong. Ends justify the means. So…what is the good consequence for utilitarianism?

UTILITARIANISM

 

WHAT WOULD THE CONSEQUENTIALIST DO?

Dr X has a patient with a persistent cough. X rays suggest incipient lung cancer, but are inconclusive. The tests need to be repeated in order to confirm the diagnosis. The patient is anxious, and the doctor is reluctant to alarm her unnecessarily.

Dr X considers lying to his patient and saying the X-rays need to be repeated purely for administrative purposes

Ò J. Bentham (1748-1832) Ò J.S.Mill (1806-1873)

Ò Bentham – we are governed by our capacity for pleasure & pain.

Ò Mill’s Utilitarianism (1861) the classic text.

CLASSICAL UTILITARIANS

Bentham’s Principle of Utility. Hedonic calculus

Mill – Actions are right to the degree that they tend to promote the greatest good for the greatest number.

What is the ‘greatest good’?

Bentham – maximise the quantity of pleasure
Mill – maximise the quantity of high quality pleasure

.

UTILITARIANISM

  1. ACT utilitarianism : In order to assess whether an act is right or wrong, look to the results of the individual Do they maximise pleasure overall?
  2. RULE Utilitarianism : Use general, utilitarianly formulated, rules to decide in all cases. This form of utilitarianism can be divided into (a.) strong rule &

(b.) weak rule utilitarianism, where (a.) states the rules must never be broken & (b.) allows for rule- breaking on utilitarian grounds..

2 FORMS OF UTILITARIANISM

 

WHICH ENDS SHOULD WE PURSUE?

Some possibilities:
maximise pleasure/happiness/wellbeing minimise suffering/pain
Are these the main goals of human lives?

 

THOUGHT EXPERIMENT

As in the film, The Matrix, you have the option to wire your body up to a machine which will provide a ‘virtual’ life of total happiness, in which every preference and desire will be satisfied. Your body will remain inert, and your ‘life’ will simply be a series of computer- generated illusions.

Would you choose this rather than live a ‘real’ life with the risk of suffering and pain?

  • Ò  How do we know WHAT to maximise?
    – eg happiness, pleasure, absence of suffering…
  • Ò  How do we what WILL maximise utility?
    – difficulty of weighing up consequences & making
  • Ò  How do we know WHO to benefit?
    – animals, embryos, brain-dead people, newborn babies…
  • Ò  Can we accept that e.g. sacrificing a life is sometimes right? – this goes against many people’s moral intuitions….
  1. Williams’ criticisms ( B. Williams & J.J.C.Smart’s “Utilitarianism: For & Against” 1992)

predictions…

MORE PROBLEMS WITH UTILITARIANISM

 

SOME CONCEPTUAL CHALLENGES

Ò The organ lottery
One person’s organs can save five lives. Should

we sacrifice that one to save the others?

Ò Jim and the Indians

An evil dictator is holding 10 Indians hostage. He is about to kill all of them, but says if Jim kills one, he will let the other 9 go free.

A 3rd form:

Preference utiltarianism – take into account people’s subjective preferences when calculating the greatest overall amount of pleasure. It allows for individuals themselves to state what for them constitutes pleasure or pain, & prevents any one criterion of these to be imposed.

But some argue that certain actions are just plain wrong, regardless of people’s preferences.

CONTEMPORARY UTILITARIANISM

 

UTILITARIANISM IN PRACTICE

Decisions about the allocation of healthcare resources are often made using a utilitarian QALY (Quality Adjusted Life Year) model.

“The essence of a QALY is that it takes a year of healthy life expectancy to be worth 1, but regards a year of unhealthy life expectancy as worth less than 1. Its precise value is lower the worse the quality of life of the unhealthy person (which is what the ‘quality adjusted’ bit is all about).“

  1. Williams, ‘The Value of QALYs’, Health and Social Service Journal, July (1985), Vol. 3 *

 

 

 

Should that school board member be really concerned about the graduation rates of those who do not get the school guidance counseling intervention plan?

Assignment 6: Non-Parametrics

Chi-Square Test of Association (Independence)

A school system is concerned about the low graduation rate among their high school students. The superintendent assigned a task force to research possible reasons that could explain the low graduation rate. The task force decided to conduct a preliminary literature review about current graduation rate research. The literature review signaled that among several key factors that are related to completion of high school is the development and execution of a school guidance intervention plan. The task force decided to investigate if such is the case in the high school with the highest dropout rate in their district. The following data was collected. (7.5 points)

Valenti High School Data

  Guidance Intervention Plan
Students obtaining a high school diploma No Yes
No 577 46
Yes 381 492

 

  1. A short explanation about the following. Please copy and paste them into your discussion.
  • Chi-Square Test of Association
  • The Case Processing Summary table
  • Cross tabulation table
  • Chi-square Tests table
  • Clustered Bar Chart
  1. Write down the value of the Pearson chi-square and its associated tail probability (p-value). Is it significant? (Use the Morgan text pp. 36-38, for the APA style writeup)
  2. In terms of the experimental hypothesis, what has this test shown?
  3. Suppose a school board member asked you whether or not there were significantly more students who did not graduate than those who did graduate when the guidance services intervention plan was not provided. Run a chi-square test to answer this question.
  4. Report the chi-square test of association
  5. Should that school board member be really concerned about the graduation rates of

those who do not get the school guidance counseling intervention plan?

 

 

Spearman Rho = Use dataset: Student Engagement.sav

You want to conduct a study to determine the relationship between student engagement and student satisfaction. Two surveys were disseminated to a group of students: (a) The Student Engagement Survey, which uses a 5-point Likert scale for level of engagement, ranging from Very Disengaged (1) to Very Engaged (5); and (b) The Student Satisfaction Survey, which uses a 5-point Likert scale for level of satisfaction, ranging from Very Dissatisfied (1) to Very Satisfied (5). Conduct a Spearman Rho analysis to determine if there is a relationship between student engagement and student satisfaction. (7.5 points)

  1. Why is a Spearman Rho analysis the most appropriate for this scenario?
  2. Write null and alternate hypotheses.
  3. Run the Spearman Rho correlation (HINT: Select Spearman Rho instead of Pearson in the SPSS dialogue box) and copy and paste the SPSS output into the assignment.
  4. What is the r value? What is the p value? Is the result significant? Why or why not?
  5. Now run the analysis using the Pearson correlation instead of the Spearman Rho. How do the findings compare to the Spearman?
  6. Using the Morgan et al. (2012) text please write up a sample results section.

 

Total Points Earned:            /15 Points Possible

How should I choose the time frame for my literature review? Is there a minimum number of years?

  1. What structure should I follow for my essay?

It is recommendable to follow the structure below:

I Introduction II Main Body

  1. a) Method – briefly present the criteria used for selecting the journals & articles included in your literature review;
II. b) Analysis of the articles selected – critically discuss the content of the academic articles included in your review (in terms of purpose, context, theoretical background, method, findings and conclusions);

III. Conclusions

  1. Should I include an Index/Table of content?

No, there is no need.

  1. Is the references list included in the word count?

No, the references list is not included in the word count. Everything else however is included in the word count (including any tables, figures, graphs, endnotes, footnotes etc. you may choose to use).

  1. Can I use reference of reference (e.g. X et al., 2004 cited in Y et al., 2010)

For good academic practice, you should always consult the original source.

  1. How should I choose the time frame for my literature review? Is there a minimum number of years?

There is no set answer for this question. Literature reviews can include articles published the last 7, 10, 20 … 50 years. This is for the author to choose. For the purpose of this assignment the minimum time frame is from 2014 onwards.

  1. How should I choose the Journals to include in the literature review?

There are a few journals, particularly relevant the entrepreneurship field, recommended on the study guide. You can definitely include them in your literature review, but you can also include other journals relevant for the specific topic chosen to analyse. Please consult the ABS list for further guidance on this.

  1. How many journals should I include in my literature review? Is there a minimum number?

This is a decision the author of the study should make. What is important is to justify your choice appropriately. There is no perfect number as such, but for the purpose of this assignment the minimum number of journals to include in your literature review is 2 journals.

  1. How should I choose the articles from these journals?

Simple! You need to search using keywords appropriate for your topic and specify these keywords in your method section (see Q19 for further information).

  1. How many articles should I include in my literature review?

There is no straight forward answer for this question, I’m afraid. This is part of your assignment. It depends on your choice of topic, journals and time frame.

  1. Can I use references published before the time frame chosen for my literature review?

Yes, of course you can, particularly if they are seminal papers which contribute substantially to the development of the field. However, it would be advisable to use them to support your arguments, in the introduction and/or conclusion, as opposed to directly form part of your literature review.

  1. Am I allowed to change the title?

Yes, of course you are. The only things you need to ensure is that your title is included under the broader umbrella of the topic selected and that you clearly specify at the beginning of your essay which of these 2 topics you address in your essay.

1

  1. Can I choose to focus on a subtopic of the broad topics presented?

Yes, you are allowed to do this. You first need to clarify (either by using a definition or classification) that the subtopic chosen is included under the broader umbrella of 1 of the 2 topics on your coursework.

  1. If the coursework I chose says “write on topic A AND/OR topic B” is it ok to focus on only topic A or only topic B?

Yes, this is perfectly fine.

  1. Do I need to collect any empirical (e.g. survey, interview data for this course work)?

No, there is no need for you to collect any empirical data for this coursework. You only need to conduct a content analysis of the articles selected clearly demonstrating integration and synthesis capacity.

  1. Do I need to discuss any case studies?

You are allowed to do so, (for example in the introduction), but you are not required to do so.

  1. Should I provide tables, graphs or models?

You do not necessarily have to, but you are encouraged to do so if they are the result of your own analysis of the relevant literature.

  1. What should I write in the conclusions?

In the conclusions it is recommendable to provide an outline of the main findings of your literature review. You also need to include the limitations of the study, recommendations for entrepreneurs and future research directions clearly deriving from your study.

  1. Should my literature review be as elaborated (and long) as the systematic literature reviews published in ABS 3 and 4 grade journals?

Given the word limit and the time frame for this course work, you are not expected to develop such elaborated (and long) reviews.

  1. How do I search for the journals?

You can choose which journals to search from by selecting them from the ABS list, uploaded in the MG5592/MG5801 Blackboard Learn.

 

Describe one (1) reason why you want to change the behavior and one (1) benefit the change will bring

ASSIGNMENT 04
C04J Introduction to Psychology
Directions: Be sure to save and answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.

Part A

For Part A of this assignment, you will apply the principles of operant conditioning to modify an existing behavior. Target a behavior to be modified, either an undesirable behavior that you would like to eliminate or a desirable behavior that you would like to strengthen.

1. Generate a plausible explanation for why the problem exists.
2. Describe one (1) reason why you want to change the behavior and one (1) benefit the change will bring.
3. Carefully design a program for modifying the behavior, making sure to include all relevant conditioning principles incorporated within your plan (which might include the use of positive and negative reinforcers, punishment, shaping, schedules of reinforcement, modeling, extinction, stimulus discrimination or generalization, primary and secondary reinforcers, and so on.) Your plan should include three (3) steps.

Part B

Design a series of test items that would indicate the different intelligences according to Howard Gardner’s theory of multiple intelligences. Provide one (1) original example of how you would test each of the eight (8) different intelligence’s

Please use Perdue APA sample Essay
.
https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/index.html

Describe the main ethical issues involved in education research, especially with children

 LEARNING OBJECTIVES

After studying this chapter you should be able to:

  • Identify and describe the multiple contexts for education research
  • Describe the main ethical issues involved in education research, especially with children
  • Describe practitioner research, and identify its advantages and disadvantages
  • Discuss the role and contribution of small-scale empirical studies in education
  • Identify the advantages and disadvantages of researching your own classroom, school or college

There are multiple contexts for education research. Those aspects considered here are the academic context, the literature context, the physical–social context, the political context and the ethical context. This chapter first briefly comments on the academic, literature and physical–social contexts of education research. It next considers the political context, using an example from the literature of the professional development of teachers. This example is chosen because it leads to the ideas of the practitioner researcher, of small-scale empirical studies and of teachers researching their own classroom, school or college. After that, there is a section on research with children, which leads to a more general consideration of the ethical context and the ethical issues involved in education research. The important literature context of research is given separate consideration in Chapter 6.

In one sense, the academic context of research is a fundamental premise of this book. When education research is done as part of a degree or higher degree, its context is necessarily academic. Typically, a proposal is developed and submitted for approval before research for a higher degree can proceed. Then, after execution of the research, the research report – usually as a dissertation – is submitted for assessment. At all stages of this process, there are standard and (usually) clearly defined requirements and expectations which are part of the academic context. These range from the style of writing and format of documents, through the size, scope and nature of projects, and the way projects are executed, to its intended outcomes and contributions. Throughout this book, these different aspects of the academic context are addressed, and research writing itself is dealt with in Chapter 15.

Because of its importance, the literature context of a piece of research is the special subject of Chapter 6. It is an aspect of the academic context – a dissertation is expected to demonstrate mastery of the literature relevant to its research topic. No research occurs in a vacuum, and the literature is a valuable source of previous knowledge and thinking about any topic. This applies both to empirical (or research) literature and to theoretical literature, a distinction that is described in Chapter 6. Together, they provide the main literature context for a piece of research.

Like the literature, the ethical context is of primary concern for any piece of education research. Important ethical issues are always involved in research with people, and these are usually magnified when the research is with children. The research world’s understanding of these ethical issues, and the priority given to them, have both increased dramatically in the past 20 or so years. As a result, they now need to be carefully considered and addressed at all stages of a project – the planning, the execution and the reporting and dissemination. Section 3.6 of this chapter deals with these ethical issues, with special reference to research with children.

The physical and social contexts of education research are often self-explanatory, though more prominent in some types of research than others. The primary setting and physical context for education research is clearly schools, colleges and universities. At the same time, in today’s world education and training occur in many other settings as well. Examples are in preschools, in the military, in police organizations, and in corporations and commercial organizations. Whether the research is in colleges, schools or classrooms, or in some other setting, its physical and social contexts are usually obvious. This does not mean they can be ignored, however – for example, the physical context may influence data collection possibilities and arrangements (as in the location of colleges and schools). The social context for research in schools and classrooms involves principals, teachers, students and often parents, and the ethical context of research always involves social dimensions. The same is true for research in other settings. These social dimensions are accentuated when researchers study their own college, school, classroom or other setting. In some studies, however, the physical and social contexts of the research are much less prominent, and much less clearly defined. An example would be an education policy analysis study, based mainly on documentary data. By contrast, in many studies there is a large overlap between the social and political contexts of the research.

3.1 THE POLITICAL CONTEXT

The political context for education research can be quite complex and is often very interesting in its own right. While a local political context is more directly relevant for some topics and projects than for others, there is, at the same time, always a general political context that exists. This is because education, at all levels, has many stakeholders, and public accountability is necessarily involved. In addition, education is a prominent part of government policy, sometimes at a state level and very often at a national level as well. Inevitably, therefore, opposing points of view exist, and many topics in educational policy and practice are the subject of highly politicized debate. These debates usually have international connections and overtones. Examples of such topics are the assessment of educational outcomes, teacher training and development, school funding and the structure of education systems. This general political context is typically made more visible, and new dimensions are added to it, by the involvement of the media. Thus it is common now for major newspapers to carry regular education sections and features, and for radio and television programmes to discuss, debate and analyse educational issues. In addition to the general political context, a more local context will be relevant to some education research topics, perhaps all the way down to the ‘micro-politics’ (Ball, 1987) of the schools where research is being conducted.

An interesting demonstration of the importance of the political context of research is the work of Campbell, McNamara and Gilroy (2004: 12–25) on teacher professional development. In describing this context, they point out that teacher education and teacher professional development have become a major focus of government policy, that several related government initiatives intersect with this, and that opposing arguments are prominent. The debates this leads to are heightened by the need for (and media interest in) public accountability for teaching and education. While the focus of these writers is on the UK, one can see similar situations with respect to teacher professional development in other countries – for example, the USA, Canada and Australia. Highly politicized debates inevitably span international borders on these sorts of issues, and there are both common elements and country variations involved in the many tensions that come to the surface. Campbell, McNamara and Gilroy point out that discourse and definitional issues are also involved – for example, what exactly is meant by teacher professional development in today’s world – and they cite research which analyses the discourse of teacher education reform (Cochran-Smith and Fries, 2001).

For Campbell, McNamara and Gilroy the idea of teachers doing research is an important part of professional development. This is often the basis for teacher-initiated school-based inquiry. There are different forms and descriptions of teacher-initiated school-based inquiry (for example, teacher inquiry, action research, collaborative research), but they are consistent with the idea of the teacher as researcher, which itself is an example of the more general category of the professional practitioner researcher.

3.2 THE PRACTITIONER RESEARCHER

As a general rule, in previous decades of practice in education and other professions, practitioner involvement in research was restricted to the role of ‘consumer’ rather than ‘doer’. The thinking behind this was that the practitioner did not have sufficiently advanced training in research methods to be able to conduct research, but at the same time, needed enough training to be able to read and understand reports of research, and to apply research findings as appropriate. The research itself was carried out by trained researchers, often academic staff from universities, rather than by practitioners (e.g. teachers). Among the many problems with this model, however, was that the research reports were often too technical for practitioners to follow, and, in any case, the research was often concerned with topics not directly relevant to practitioners’ professional concerns. Such problems widened an already existing gap between research and practice. Over time, practitioners and researchers came to be seen as two separate communities, often having little direct contact with each other.

More recently, new emphasis on, and new conceptions of, continuous professional development for practitioners are leading to new types of involvement for practitioners in research. Specifically, they are becoming involved in different ways in the doing of the research, not just in the consuming of it. But now it is research on topics much more directly connected to their own professional practice. In this conception, involvement in research about their own practice is seen as an important part of on-going learning, and an important way to develop greater practitioner expertise. At the same time, this coincides with a world-wide movement across the professions towards evidence–based practice – the deliberate and organized collection of evidence about practice, as it goes on, in order to inform and improve practice. Thus in health, for example, evidence-based practice involves using the best available evidence to make informed medical and health practice decisions. Similarly, in education in the USA, government agencies that sponsor evaluations have aggressively pushed the concept of evidence-based policies and programmes. This push to develop the evidence base is now seen to have relevance at the level of the individual practitioner.

This view of professional development thus promotes the concept of the practitioner-researcher, and in education of the teacher-researcher. At the same time, the history of action research in education is a reminder that involvement of the teacher in research is not necessarily straightforward. The rise in popularity of action research in the 1970s was driven by a desire to reduce the separation between professional action and research, and to bring the two roles together. In other words, teachers were encouraged to become action researchers, and to research as well as to teach. Over time, however, disillusionment occurred. The action research teachers produced was typically seen not to have sufficient academic strength and rigor to convince often sceptical audiences. In the face of this scepticism, teachers found the burden of researching in addition to teaching to be not worth the time, effort and trouble. Thus enthusiasm for action research declined. In line with today’s enthusiasm for the concepts of the practitioner-researcher and the teacher-researcher, there is currently a renewed interest in action research (see section 7.6). It is one of the ways in which teachers’ professional development is being encouraged, but its history is a reminder of some of the difficulties.

Thus the challenge is to find good ways to implement effectively the concept of practitioner researcher, and different models of implementation can be found. One of these is the introduction and growth of the professional doctorate in education (and corresponding professional doctorates in other professional areas). In education, this degree is called the Doctor of Education degree, usually abbreviated around the world to Ed D. Being a doctorate, the Ed D requires a research dissertation, and the university still provides the necessary academic training in research and research methods. But, typically, Ed D candidates are encouraged to select topics for their research which are relevant to professional practice, including their own. The research is intended, in other words, to have direct applied relevance to professional practice. In recent years, professional doctorates, and especially Ed Ds, have been a major growth area for many universities in different countries.

Another promising practitioner researcher development is forms of partnership which grow up between professional researchers (for example, academic staff in universities) and teachers. These partnerships may take various forms – they may be based in schools, or perhaps jointly in schools and universities, they may show varying degrees of formalization, and they may be accompanied by project-based teacher consortia. But a distinguishing characteristic is that the starting point for the research tends to be a professional or applied problem or topic, rather than the more theoretical or academic starting points which are typical of university research. With this more applied starting point, the role of academics is then to help shape and focus the project, to develop the research questions to guide it, and to assist and advise on appropriate methods for designing the project and for collecting and analysing data. Box 3.1 gives an example of such a partnership

 

BOX 3.1
A higher degree–professional development partnership

An innovative teacher-researcher–professional-development partnership is that between the Hwa Chong Institution in Singapore, and the University of Western Australia Graduate School of Education. In this particular partnership, the university teaches both its Master of Education degree and its Doctor of Education degree directly in the school, to members of staff. Central motivations behind the programme included a desire for teachers to increase their knowledge and confidence about research, for use in their own teaching, and for topics for research to be chosen according to their relevance to professional practice in the school.

Thus there are various ways in which teachers and education administrators, as practitioners, and education researchers, are coming together. Writing about the UK, Taber (2007: 117) points out that there are increasing expectations that teachers should undertake small-scale empirical studies to inform their own practice. This applies to trainee teachers, but also to practising teachers as part of their on-going professional development – and it has always applied to teachers doing higher-degree research programmes. This means that the idea of carrying out small-scale empirical research projects is now built into all stages of the teaching career.

3.3 SMALL-SCALE EMPIRICAL STUDIES

In addition to the pressure from these expectations, there is generally today a greater understanding of the role and importance of small–scale research projects in a field such as education. When the quantitative approach dominated education research, as it did in the 1950s, 1960s and (to a lesser extent) the 1970s, there was an understandable emphasis on using samples of sufficient size to permit multivariate statistical analysis and inference. Inevitably, this meant large samples. Among its many effects, the rapid growth of qualitative research in the 1980s and up to the present has reinforced the value of smaller-scale research projects. There is now a greater realization that large sample sizes are not a necessary requirement for all research projects, and that it is not realistic to plan for large samples in many research situations, both because of resources required for large sample data collection, and because of issues of access and cooperation. At the same time, there is better understanding of the value of small-scale studies, both for their contribution to knowledge, insight and professional practice, and for their importance in research training.

There are limits to what can be done in any one project, and most experienced researchers and research supervisors would agree that it is better to have a small–scale project well done than a bigger project superficially done. ‘Bigger is better’ is by no means necessarily true, and bigger is often defined in terms of sample size. In addition, qualitative research shows us that there are trade-offs involved. A small–scale (or small sample size) interview-based project can go into considerable depth with a small sample, whereas a quantitative survey can investigate a much larger sample, but not in the same way or to the same depth. Both research strategies have their strengths, and often combining them can combine these strengths. But the point stressed here is that well-executed small–scale projects have much to contribute.

When practising (or trainee) teachers conduct empirical research in their own classroom or school (see section 3.4), the projects are very likely to be small scale. And research projects for masters or doctoral degrees need to be realistic in their size and scope, especially with respect to sample size. This also usually means relatively small samples. Yet the learning experience for a graduate student can be as profound and valuable from a small-scale project as from a large-scale project, and, as Campbell, McNamara and Gilroy (2004) point out, small-scale projects can also make important contributions to teachers’ professional development. Small-scale studies can open paths to larger projects. Their findings and insights can inform larger projects, and there are many examples of this. In addition to these points, knowledge in any field, but especially in a professional field such as education, usually progresses through the accumulation of evidence across many studies, rather than because of one large-scale definitive project, and small-scale research has much to contribute here. And finally, there are outstanding examples of the contribution small-scale studies can make in their own right. Box 3.2 refers to a particularly famous case of this.

 

BOX 3.2
Small-scale research

A compelling illustration of the potential value of small-scale research comes from the work of Jean Piaget. Piaget is one of the most influential thinkers in the history of education, and some of the most widely accepted ideas in the practice of education around the world today are based on his ideas about the stages of cognitive development in children, developed almost 100 years ago. His primary research method was the case study. Much of his theorizing was based on his observations of his own three children, and other samples he used for the research were small.

There is thus a continuum of research (Taber, 2007: 7), from professional academic research published in peer reviewed journals to small-scale practical and applied projects researching professional practice. It is logical that the small-scale empirical studies teachers are now under pressure to carry out to inform their own practice will focus on their own classroom. As noted, this is in line with the push for evidence-based practice which has developed. The same is true of teacher-initiated school-based inquiry – very often, the research is planned for the researchers’ own classrooms or schools. Researching one’s own school, college or classroom raises a number of issues, advantages and disadvantages, which need to be thought through in planning and conducting the research. For simplicity, in what follows, the shorthand ‘teacher-researcher-own-classroom’ is used. Teacher-researcher here is synonymous with practitioner-researcher, and own classroom here includes own school and own college.

3.4 RESEARCHING YOUR OWN CLASSROOM, SCHOOL OR COLLEGE

As with any strategy in planning empirical research, teacher-researcher-own-classroom research has advantages as well as disadvantages. Four possible advantages of teacher-researcher-own-classroom research are:

  • Convenience: The collection of research data is not likely to involve travel to other locations, or other logistical issues often involved in collecting data.
  • Access and consent: Access to the research situation is often easier because the researcher is working in the research situation. However, issues of consent are still involved, with their ethical implications. A teacher (or administrator) cannot simply exploit the work situation for research purposes, without the knowledge and consent of people involved, including children and parents. This point is discussed further below.
  • Relevance: It is usually not a problem to connect research in your own classroom, school or college to research to professional concerns and issues. On the contrary, some problematic or particularly interesting or promising aspect of the professional situation may well be the springboard for this research in the first place. In this way, the professional relevance of the research is built into the project.
  • Insider knowledge and understanding: Teacher-researchers studying their own school or classroom can bring an insider’s understanding of the research situation, including its social, cultural and micro-political aspects. This type of understanding can enrich and deepen the research, including interpretation of its results and consideration of their transferability to other situations. At the same time, such insider status is a two-edged sword, as noted below.

Four possible disadvantages of teacher-researcher-own-classroom research are:

 

  • Bias and subjectivity: The very nature of the teacher-researcher’s insider position may bring the risk of subjectivity and bias. It may be difficult, in other words, to maintain a dispassionate, objective, arm’s length approach to the research situation. Selective sampling, bias in the collection or analysis of the data, and bias in the interpretation of results are obvious possibilities. As noted below, however, awareness and discussion of these possibilities usually brings suggestions and ideas for minimizing their effects.
  • Vested interest in the results: When the teacher-researcher’s-own-classroom research proceeds from some professional concern, a vested interest in the outcome of the research may influence the way it is conducted and the outcomes claimed. This is especially possible when a new or different method of teaching – perhaps teacher-developed – is the focus of the research. Again, awareness and analysis of the issue is the best defence against it, and will likely throw up possible measures for its control.
  • Generalizability: The transfer of observed research results to other situations may be a problem when researchers are studying their own classroom. An example is the possibility of a strong teacher effect in a study investigating children’s learning outcomes with a new method of teaching – positive results with the new method might be due to the ability and commitment of the teacher as much as they are due to the method. At the same time, this generalizability issue applies to any research that studies particular situations.
  • Ethics: Special ethical issues may be involved just because the researcher is also the teacher. Informed consent of children and parents is one issue, but confidentiality, protection and the subsequent use of data collected for research purposes are also important. Complicating matters further is the dividing line between research data and ‘normal’ professional data. For example, teachers collect information on children’s learning and academic performance in the course of their work. Using that information as research data raises ethical issues, which need to be carefully considered.

Running through this discussion about the advantages and disadvantages of teacher-researcher-own-classroom is the theme of the ‘positionality’ of the researcher. As in the point about bias and subjectivity above, this is highlighted when teacher-researchers study their own school or classroom. However, it is important to note two general points about this theme.

First, all researchers come to their project from some ‘position’, whoever the researcher and whatever the project. There is no such thing as a ‘position-free project’. Even the (supposedly) detached objective external researcher occupies a position with respect to the research.

Second, any researcher-position with respect to a project has both strengths and weaknesses, both advantages and disadvantages. For example, the insider may bring greater understanding but less objectivity to the research; the outsider may bring greater objectivity but less understanding. Both positions, in other words, have strengths and weaknesses.

In view of this, the planning of any research should include recognition and scrutiny of the researcher’s position, and analysis of its strengths and weaknesses. Only when this matter is analysed in the planning process can the advantages of the position be maximized and its disadvantages minimized. In the special case here – of the teacher-researcher-own-classroom – such disadvantages as bias, subjectivity and vested interest can be minimized by ‘bracketing’, and by the informed involvement of colleagues. In particular, informed colleagues as ‘critical friends’ can exercise a ‘watching brief’ acting as a cross-check for possible subjectivity, bias or vested interest.

The issue of positionality is an aspect of the more general concept of reflexivity (Greene and Hill, 2005: 8). The researcher always comes to the research from some position, and the ‘lens’ of the researcher is always involved in the analysis of data, and of its interpretation and representation. Understanding this, and taking the researcher’s position into consideration, should be a part of the preparation for any piece of research, and it is especially important in research with children (Davis, 1998)

3.5 RESEARCH WITH CHILDREN

By definition, much education research – probably most – is concerned with children. There is a long history of child study in educational psychology and developmental psychology in particular. A historical perspective on this research is important here, because of the methodological and ethical context it provides for present-day education researchers.

As with other areas of research in social science, the historical tradition of educational and developmental psychology research was based mainly on positivism, favouring quantitative methods. The emphasis was on ‘objective’ and quantifiable data, with statistical analysis focusing on the aggregation of data and relationships between variables. As a result, there is a wealth of quantitatively oriented observational research on children’s behaviour, and multiple tests and measuring instruments exist for assessing children’s developmental levels, their attitudes and their behaviours. In this research tradition, children and young people have typically been positioned passively (Veale, 2005). The emphasis has been on ‘children as the objects of research rather than children as subjects, on child-related outcomes rather than child-related processes and on child variables rather than children as persons’ (Greene and Hogan, 2005: 1). In the way child study has historically been approached, the child has also been seen as context-free, predictable and irrelevant (Hogan, 2005).

In the past two decades, however, there have been major changes in the way some research with children has been construed and approached. Sometimes called a new sociology of childhood or a new social studies of childhood, this perspective ‘accords children conceptual autonomy, looking at them as the direct and primary unit of study. It focuses on children as social actors in their present lives and it examines the ways in which they influence their social circumstances as well as the ways in which they are influenced by them. It sees children as making meaning in social life through their interactions with other children as well as with adults. Finally, childhood is seen as part of society not prior to it’ (Christensen and Prout, 2005: 42). One consequence of this change has been a concern with children’s perceptions, attitudes, beliefs, views and opinions. A second consequence has been a direct research focus on children’s experience itself – how children interpret and negotiate their worlds, and the way in which their construction of experience shapes their perceptions and views. This approach not only seeks the child’s perspective – it also acknowledges children as ‘competent’ human beings in their own right, rather than as ‘deficient’ or ‘unformed’ adults (Hill, 2005). They are constructed as human beings, not human ‘becomings’ (Qvortrup, 1987; Roberts-Holmes, 2005: 55).

Table 3.1   Possible bases for differentiating children from adults

Source: Hill, 2005: 66

 

Such an approach clearly requires qualitative methods. Thus these changes are in line with the growth of qualitative methods in education research in general, and the movement of qualitative methods from the margin to the mainstream. As in other areas of education research, there has been a questioning and critique of traditional positivistic methods and of their paradigmatic and epistemological bases. This in turn has led to a broadening both of paradigm considerations and methodological approaches. In other words, positivism and post-positivism have been challenged, and other paradigms – notably interpretivism and social constructivism – have been promoted. And qualitative and ethnographic methods have become important in studies of children’s experience in multiple settings. As a consequence, the methodological toolbox for research with children is now broader than it used to be, in the same way that it is for research with adolescents and adults.

However, there are important differences between children and adults, with implications for the methods of research. Hill (2005) summarizes the key differences as competence, power and vulnerability. As shown in Table 3.1, competence here centres on verbal competence, and the capacity of children to understand and express abstract ideas. But it also includes issues of meaning, the use of non-verbal communication, and so on.

Power in this context relates to age, size and status. Researchers are usually adults, and adults are typically in positions of authority over children. These power and status differentials raise the possibility that children may find it difficult to dissent, disagree or say things which adults may not like (Hill, 2005: 63). Added to that, perceived incompetence and weakness combine to place children in a potentially vulnerable situation in research – in particular, they may be open to persuasion and influence.

These considerations sensitize us to important differences between children and adults, with implications for the way we use methods in our research. Balancing this, there are both many similarities between children and adults, and enormous variation within the general category ‘children’ – as Veale (2005: 253) notes, a ‘multiplicity of childhoods’ needs to be understood. This means that research with children needs the same full range of quantitative, qualitative and mixed methods as any other area of education research. This includes methods developed in the positivist tradition, newer methods stimulated by the growth of interest in qualitative research, and appropriate combinations of the two. In addition, however, methods for research with children need to be developmentally appropriate, sensitive to the issues of ability, power and vulnerability noted above, and able to accommodate the faithful representation of children’s views, experience and meanings, in line with the view of children as social actors and co-constructors of their own reality. Research methods for the study of children are described and analysed from this point of view by Fraser et al. (2004), Greene and Hogan (2005), Grieg and Taylor (1999), MacNaughton et al. (2001) and Roberts-Holmes (2005). There are also important ethical considerations in research with children, which are taken up in section 3.6 of this chapter.

Figure 3.1   Children in research

 

The greater emphasis on children’s experience, together with increased recognition of their rights as citizens, has also led to a reconsideration of children’s role in research. A first consequence of this is to see children as active participants in research that aims at change and transformation of aspects of their lives. A second consequence, an extension of the first, is to see children as researchers themselves. The continuum in Figure 3.1 shows these changes in the role of children in research.

‘Children as participants’ in this diagram implies participatory research. In keeping with the principles of participatory research in general (see section 7.6), participatory research with children:

  • rejects researcher-imposed realities and challenges imposed knowledge
  • seeks ways of working with children that define their own reality
  • promotes reciprocal learning between participants and researchers
  • recognizes and promotes awareness of children’s agency in transformation.

Research methods developed to implement these ideas are described by Veale (2005).

Even in participatory research with children, however, adults are the planners and designers. The concept of children as researchers, as in the right-hand point on the continuum in Figure 3.1, goes further, involving children in the selection of research topics, and in the shaping, planning and designing of research projects. Thus, Kellett (2005) asks why, when we place such importance on the benefits of research for the personal and professional development of adults, children should not have access to these benefits. She provides evidence, based on two years of pilot testing, that children can be taught to do empirical research without compromising its core principles. She points to a number of important learning benefits from teaching children to do research. These include the development of metacognition and critical thinking, improving the ability to develop focused research questions, extending children’s logical and lateral thinking, and their organizational and management skills. Higher-order thinking is especially promoted in the data analysis stage, and research reporting and dissemination sharpens writing, communication and organizational skills. Less tangible, but equally important benefits flow from ‘project ownership’, particularly in terms of motivation and self-esteem. In addition to these learning benefits, there is the knowledge children can create through their own research. Kellett’s book (2005) is an experience-based, step-by-step guide to teaching the research process to children aged 10–14. It also includes examples of research projects designed, executed and reported by children.

3.6 ETHICAL ISSUES

Empirical research in education inevitably carries ethical issues, because it involves collecting data from people, and about people. Planning for research must therefore identify and consider the ethical issues involved, and a research proposal must show how they will be dealt with. As O’Leary (2004: 50) points out, researchers are unconditionally responsible for the integrity of all aspects of the research process.

The literature on ethical issues in education research is of two main types. First, there are the codes of ethical and professional conduct for research, put out by the various education research organizations – examples are the principles and guidelines published by the American Educational Research Association (AERA, 1992) and the British Educational Research Association (BERA, 2004). The second type of literature is the various commentaries on ethical issues, sometimes across social research in general, and sometimes specific to education research. Examples are the writings of Miles and Huberman (1994), and Punch (1986, 1994) in social research, and of Hill (2005) and Roberts-Holmes (2005) in education and psychological research. Both types of literature are valuable. The first type offers researchers guidelines for ethical conduct, and checklists of points to consider. The second describes what issues have come up for different researchers, and how they have been handled. These two bodies of literature together provide a general framework for dealing with ethical issues. That general framework often needs elaboration for education research dealing with children, as is discussed below.

Ethical issues arise in quantitative, qualitative and mixed methods approaches, but they are sometimes more acute in some qualitative approaches. This is because, while all social research intrudes to some extent into people’s lives, qualitative research often intrudes more. Some qualitative research deals with the most sensitive, intimate and innermost matters in people’s lives, and ethical issues inevitably accompany the collection of such information. With the growth of interest in qualitative methods, recognition and consideration of ethical issues have become a bigger feature of the education and social science research literature. Ethical issues saturate all stages of the research process, beginning with the researcher’s choice of topic, which raises such questions as why is this research worthwhile, and who benefits from this research?

Punch (1994) summarizes the main ethical issues in social research as harm, consent, deception, privacy and confidentiality of data. Miles and Huberman (1994: 290–7) have a broader list of eleven ethical issues that typically need attention before, during and after qualitative studies, though many apply to quantitative studies also. Each issue is briefly outlined below, as a series of relevant questions – as noted, they give a valuable general framework for dealing with ethical issues.

Issues arising early in a project:

  1. Worthiness of the project – is my contemplated study worth doing? Will it contribute in some significant way to a domain broader than my funding, my publication opportunities, my career?
  2. Competence boundaries – do I have the expertise to carry out a study of good quality? Or, am I prepared to study, be supervised, trained or consulted with to get that expertise? Is such help available?
  3. Informed consent – do the people I am studying have full information about what the study will involve? Is their consent to participate freely given? Does a hierarchy of consent (e.g., children, parents, teachers, administrators) affect such decisions?
  4. Benefits, costs, reciprocity – what will each party to the study gain from having taken part? What do they have to invest in time, energy or money? Is the balance equitable?

    Issues arising as the project develops:

  5. Harm and risk – what might this study do to hurt the people involved? How likely is it that such harm will occur?
  6. Honesty and trust – what is my relationship with the people I am studying? Am I telling the truth? Do we trust each other?
  7. Privacy, confidentiality and anonymity – in what ways will the study intrude, come closer to people than they want? How will information be guarded? How identifiable are the individuals and organizations studied?
  8. Intervention and advocacy – what do I do when I see harmful, illegal or wrongful behaviour by others during a study? Should I speak for anyone’s interests besides my own? If so, whose interests do I advocate?

    Issues arising later in, or after, the project:

  9. Research integrity and quality – is my study being conducted carefully, thoughtfully and correctly in terms of some reasonable set of standards?
  10. Ownership of data and conclusions – who owns my data, my field notes and analyses: me, my organization, my funders? And once my reports are written, who controls their diffusion?
  11. Use and misuse of results – do I have an obligation to help my findings be used appropriately? What if they are used harmfully or wrongly?

As Miles and Huberman point out, these issues typically involve dilemmas and conflicts, and negotiated trade-offs are often needed, rather than the application of rules. But heightened awareness of all these issues is an important starting point. Feminist approaches to research have contributed further perspectives on the ethical issues involved. Thus, Mauthner et al. (2002) point out that ethical debates in society in general are increasingly wide-ranging, and these authors show that ethical concerns in research are similarly more wide-ranging than can be covered by sets of rules. Their key themes are responsibility and accountability in applied feminist research practice based on personal experience methods. Some of the ethical issues their analysis exposes are questions of intention underlying research, the many meanings of participation and the important idea that consent may need to be on-going and renegotiated throughout a research project. Several other writers (O’Leary, 2004; Hill, 2005; Roberts-Holmes, 2005) also point out that the key issue of consent is an on-going process. It is not a one-off event, but must be continuously renegotiated. The right to withdraw, or not to participate in some part of the research, must be respected.

These general ethical issues are especially sharply framed in qualitative research on children’s subjective experience in natural contexts. This subject is discussed in detail by Hill (2005). Against the background of increased emphasis in the past 20 years on the rights of the child (see, for example, the United Nations Convention on the Rights of the Child, 1989), he uses the list of issues shown in Table 3.2 to identify key ethical issues in research with children:

He elaborates these key issues, showing that in today’s world especially, some are not as straightforward as they might appear. For example, discussing potential harm or distress (2005: 72–4), Hill notes various possibilities. What should be done during a research project if an adult has abusive intentions towards children? If emotional harm is likely to result? If a child becomes upset? If a child discloses an incident of abuse, or does something that may harm others? Or if dissemination of research findings adversely affects other people? Hill presents a similar analysis of privacy and confidentiality, showing that it involves public confidentiality, social network confidentiality and third-party breach of privacy. He summarizes his discussion of these ethical issues using a four-part rights perspective (Hill, 2005: 81):

Table 3.2   Key ethical issues in research with children (based on Alderson, 1995)

 

TOPIC SAMPLE QUESTIONS
1 Research purpose Is the research in children’s interests?
2 Costs and benefits What are the costs and risks for children of doing or not doing the research? What are the potential benefits?
3 Privacy and confidentiality What choices do children have about being contacted, agreement to take part, withdrawing confidentiality?
4 Inclusion and exclusion Who is included, who is excluded? Why? What efforts are made to include disadvantaged groups (e.g. those with physical impairments, homeless young people)?
5 Funding Are funds ‘tainted’? Are resources sufficient? In what circumstances should children be recompensed?
6 Involvement and accountability To what extent can children or carers contribute to the research aim and design? What safeguards and checks are in place?
7 Information Are the aims and implications clearly explained? Is written documentation available in other languages?
8 Consent How well are rights to refuse cooperation explained and respected? Are informal ‘pressures’ used? What is the correct balance of parental and child consent?
9 Dissemination Do participants know about and comment on the findings? How wide is the audience for the research – academics, practitioners, policy makers, the public, research participants, etc.?
10 Impact on children How does the research affect children through its impact on thinking, policy and practice? Are children’s own perspectives accurately conveyed?

Source: Hill, 2005: 66

 

1 welfare – the purpose of the research should contribute to children’s well-being, either directly or indirectly (for example, through increasing adult’s understanding of children so that their interactions or interventions are more sensitive to childrens wishes and needs);
2 protection – methods should be designed to avoid stress and distress; contingency arrangements should be available in case children become upset or situations of risk or harm are revealed;
3 provision – children should whenever possible feel good about having contributed to research as a service which can inform society, individuals, policy and practice;
4 choice and participation – children should make informed choices about the following:
  a.   agreement or refusal to taking part;
b.   opting out (at any stage);
c.   determining the boundaries of public, network and third-party confidentiality;
d.   contributing ideas to research agendas and processes, both for individual research projects and to the research enterprise as a whole.

 

While ethical dilemmas in research with children may sometimes be hard to resolve (Roberts-Holmes, 2005: 75), there is a general legal framework that applies, and professional bodies may have guidelines and codes of conduct that aim to protect both children and researchers. In addition, and most importantly for the graduate student, universities usually now have specific and detailed ethical clearance requirements for each project. These requirements will normally be based on the legal framework and codes of conduct mentioned. Education researchers need to be alert to the ethical issues their research inevitably carries, and to use the various guidelines indicated in planning how to deal with them.

CHAPTER SUMMARY

Political context: local and general dimensions for many projects

Practitioner-researcher: teachers as researchers; increasingly common; multiple models

Small-scale studies: importance in training; contribution to knowledge

Researching your own workplace: advantages and disadvantages; positionality and reflexivity in research

Research with children:historical dominance of qualitative methods; new emphasis on qualitative (and mixed) methods; differences between adults and children (competence, power, vulnerability)

Ethical issues:centrally important, especially in research with children; multiple issues involved; frameworks for dealing with these issues

 

   FURTHER READING

 

Burgess, R.G. (ed.) (1989) The Ethics of Educational Research. Lewes: Falmer.

Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner Research and Professional Development in Education. London: Paul Chapman.

Christensen, P. and James, A. (eds) (2000) Research with Children: Perspectives and Practices. Abingdon: Falmer.

Fox, M., Green, G. and Martin, P. (2007) Doing Practitioner Research. London: Sage.

Greene, S. and Hogan, D. (eds) (2005) Researching Children’s Experience: Approaches and Methods. London: Sage.

Grieg, A.D., Taylor, J. and MacKay, T. (2007) Doing Research with Children. 2nd edn. London: Sage.

Hammersley, M. (ed.) (2007) Educational Research and Evidence-Based Practice. London: Sage.

Hill, M. (2005) ‘Ethical considerations in researching children’s experiences’, in S. Greene and D. Hogan (eds), Researching Children’s Experience: Approaches and Methods. London: Sage. pp. 253–72.

Israel, M. and Hay, I. (2006) Research Ethics for Social Scientists. London: Sage.

Mauthner, M., Birch, M., Jessop, J. and Miller, T. (2002) Ethics in Qualitative Research. London: Sage.

Miles, M.B. and Huberman, A.M. (1994) Qualitative Data Analysis. 2nd edn. Thousand Oaks, CA: Sage.

Punch, M. (1986) The Politics and Ethics of Fieldwork: Muddy Boots and Grubby Hands. Beverly Hills, CA: Sage.

Punch, M. (1994) ‘Politics and ethics in qualitative research’, in N.K. Denzin and Y.S. Lincoin (eds), Handbook of Qualitative Research. Thousand Oaks, CA: Sage. pp. 83–97.

Sapsford, R. and Abbott, P. (1996) ‘Ethics, politics and research’, in R. Sapsford and V. Jupp (eds), Data Collection and Analysis. London: Sage. pp. 317–42.

Sieber, J.E. (1982) Planning Ethically Responsible Research: A Guide for Student and Internal Review Boards. Newbury Park, CA: Sage.

 

   EXERCISES AND STUDY QUESTIONS

 

  1. What is meant by the political context of education research? When would the local political context be most relevant? When would the general political context be most relevant?
  2. Do you think the teacher-researcher concept is a good idea? What are its strengths and weaknesses?
  3. What are the strengths of small-scale empirical studies? What are their weaknesses? How does your answer apply to each of qualitative and quantitative research?
  4. Discuss the different advantages and disadvantages of researching your own classroom, school or college. Can you think of other advantages and disadvantages than those shown in section 3.4?
  5. What does the ‘positionality’ of a researcher mean? What are different ‘positions’ a researcher might come from, and what are the advantages and disadvantages of each?
  6. Describe and discuss the major methodological change that has occurred over the past two decades in research with children. To what extent does this fit the overall pattern of methodological change in education research?
  7. Briefly design a piece of research involving a classroom or school with which you are familiar. Identify the central research question, and what data you would need to answer it. What ethical issues arise?
  8. Study the AERA or BERA code of ethics for education research (www.aera.netwww.bera.ac.uk). On what are they based, and what are their implications, especially for research with children?

 

How do you want to run the group say every 3 months to start a new group?

TOPIC: Change Management:  A support group for cannabis user in a forensic ward (To stop them using)

A 12000 words dissertation meeting the Learning Outcomes 1-6 below

  1. Critically explore, analyse and evaluate the nature and organisation of their field of professional practice
  2. Be self directed and be able to act autonomously in designing; developing and planning their dissertation
  3. Demonstrate skill in evaluating the rigour and validity of research applicable to their dissertation
  4. Extrapolate from existing research and scholarship to identify new or revised approaches to practice
  5. Be innovative in formulating research problems/ practice development areas, locating and managing data and information, synthesising findings and drawing conclusions from the work.
  6. Analyse change or research methodologies and develop a strategy/framework to support the future implementation of their proposal

This written assessment must be word-processed using Microsoft Word and presented in Arial Font size 11pt. Double-line spacing or 1.5 line spacing must be applied throughout the main text of this piece of work, with at least 3.5 cm margin to the left to allow for binding. Pages should be numbered, and each page of the assignment should have your university ID number in the header of each page. Each chapter must start on a new page. The main text of the assignment must be aligned to the left of the page. An accurate and consistent referencing approach must be undertaken in accordance with the guidelines outlined in the current referencing guide (using APA referencing style). The use of direct quotes should be avoided unless considered as being vital and integral to the discussion. Where undertaken, direct quotes must be presented appropriately, and page numbers must be cited with the reference.

NOTE THE ESSAY IS ABOUT CHANGE MANAGEMENT NOT Research Methodology. HOWEVER use the template below

Further Explanation

Talk about:

Change Theory

Planning for Change

Models of Change

Applying Change to Practice: considerations

So why do we need to change?

So what drives change / improvement? for example: national & local policy, resources available, research / evidence, good practice examples, staff and patient,  attitudes & experiences, finances, organisation systems, structure etc…

key roles in the process for successful & sustained change:

Sponsor- having the authority to make the change happen, with control over resources; clear vision; identifying goals & outcomes

Implementer – implements the change and usually directly reports to the sponsor / manager, providing feedback on progress; important to listen, enquire & clarify at the start

Change Agent – a facilitator of change, who helps the sponsor & implementer to stay aligned, keeps the sponsor on board, gathers data, educates, advises, coaches etc…

Advocate – has an idea, is able to make the idea appealing, though needs a sponsor to make it happen; highly motivated

consider the impact of change on people; Remember

change has an emotional impact upon people

unresolved emotions if left unaddressed

period of grief towards loss of previous way of working

people may need an outlet to explore their feelings about a proposed change

group supervision may offer a solution during a transitional period

support staff to come to terms with the new way.

Focus on clinical effectiveness & clinical governance

Make use of Planning tools I.e SWOT, Lewin’s Force Field Analysis (A useful appendix, can be used to support the planning stage of any change. Allows practitioners to visualise the barriers and drivers to support change and put strategies in place to support these factors)

Make use of Models to explain your rationale

You need to include

Policies

Recent Research

Planning tool

Which model are you using I.e SWOT, Lewin’s 3 Stage Model

Hierarchy of evidence

Aims of findings

Relevance and meaning of the intervention agent

Theory behind the change

Who will act as change agent?

Who are the sponsor?

Who are the stakeholders?

What did Literature say, is it an issue? What causes it

How long the change management will be running for

Visualise how you run the group. e Jan Feb Mon- Fri etc

How do you want to run the group say every 3 months to start a new group?

How do you implement the change?

Who will be involved in delivery the running the group Nurse, Psychologist i.e.  the educator

How do you involve the patient?

The outcome you expect from the change moment;

level of control / influence

potential for Improvement

likely benefits from Improvement

likely staff commitment

probability of success

demonstration to wider organisation

Some references to help, please use more references.

Cameron, E., Green, E. (2015) Making sense of change management (4th Edition). London: Kogan Page

Derrick, N. (2015) Staff support during a ward closure. Mental Health Practice 19(4),14-19

Gottwald, M., Lansdown, G.E. (2014) Clinical Governance: improving the quality of healthcare for patients and service-users. Maidenhead: McGraw-Hill Education / Open Univ Press

Hallett, N., Hewison, A. (2012). How to address the physical needs of clients in a mental health setting. Nursing Management 18(10), 30-35

Mind Tools (2017) Change Management. Retrieved from: https://www.mindtools.com/pages/article/newPPM_87.htm

NHS England (2017) NHS Change Model, Retrieved from: https://www.england.nhs.uk/ourwork/qual-clin-lead/sustainableimprovement/change-model/