3 Conclusion This unit has introduced a series of ideas that relate to campaigning and how organisations can adapt their outlook in order to achieve their campaigning goals.
2 Activity and questions Listen to the following audio clip between Terry O'Sullivan, Senior Lecturer in Management at the Open University Business School, and Chris Stalker, Head of Campaigning Effectiveness at the National Council for Voluntary Organisations. This audio clip is followed by a series of questions. It is suggested that you listen to the audio before attempting the questions. Click to listen to the audio clip. (13 minutes) 1 Problems facing campaigning organisations This unit aims to explore some of the problems campaigning organisations can encounter, and how such problems can be anticipated and even avoided. It consists of: a short case study about a parent teacher association which is campaigning for the lowering of the speed limit on roads within the vicinity of its school. an audio extract from a podcast interview on campaigning which forms part of the learning material for the OU Business Scho Learning outcomes By the end of this unit you should be able to: understand some of the necessary changes that organisations may have to make in order to achieve particular campaigns; give examples of how organisations have changed their campaigns to achieve their goals. Introduction Campaigning organisations, whatever their size or orientation, are intent on achieving change in the behaviour or attitudes of their target groups. But if you have ever tried working to achieve change in this way, you will probably know that getting the results you want from campaigning can be difficult. It is all too easy to get sidetracked, or run out of energy and resources, before the objective has been achieved. And the decision to campaign on a particular issue can expose tensions and c Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Figure 1 (top right and left, bottom right): Mike Levers, Th References Introduction This unit will examine some of the key ideas connected with innovation in organisations. You will be introduced to some important concepts which are used to analyse innovation, in particular the distinction between innovation and invention. In exploring the theme of innovation, general links will be made to the implications for the business functions. This material is from our archive and is an adapted extract from Understanding Business Functions (B202) which is n Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Table 1: Eurobarometer 49, September 1998, © European Communities. www.flickr.com TPCOM All other materials included in this unit are derived from co 1.9 Conclusion If we try to recapitulate what we have done in this unit two main areas need to be considered: is there likely to be a European identity in the near future? and how important are national sentiments going to be? While it could be said that by the end of the twentieth century the EU had become a reasonably integrated economic space politically, and especially at the cultural level, progress was limited. But even at the economic level, areas like labour mobility were still very low in the 1.8.2 Summary A variety of factors will decide the future of Europe, including the success or otherwise of EMU, the results of expansion, and the evolving global situation. 1.5.1 A true community of Europeans? Ray Hudson (Hudson and Williams, 1999) has maintained that the formation of a true community of Europeans is important and desirable, and that it will not follow automatically from the converging of linguistic and cultural practices. It is difficult to envisage the disappearance of national differences, though they may be less pronounced in the future. What seems to be clear for Hudson is that only by looking at the future can a European identity be created; the past, unless highly sanitised, 1.11.1 Subject positions In her analysis, Blackman is identifying a pattern in Diana's talk and relating it to other similar methods of self-representation found in our culture. It is worth thinking through this in more detail. One key claim of discourse researchers is that language positions people – discourse creates subject positions. What does this mean? To speak at all is to speak from a position (remember the discussion of footing in the previous section). Further than this, the positions or slots in c 1.7.1 Footing The practices which make up a speech event or the interaction order can be quite fine grained. In documentary programmes such as Panorama, for instance, interviewers have to be particularly sensitive to the accusation that they are biased, that they are not sufficiently detached or impartial. As Clayman (1992) demonstrates, one way interviewers achieve this while still asking pertinent and provocative questions is through adjusting their footing. The term ‘footing’ again com 1.5.1 The co-production of meaning The third sense in which discourse is a social action refers to the origins of meanings. Meaning emerges from complex social and historical processes. It is conventional and normative. We have some idea what it signifies to say Prince Charles is a proud man because we are members of a speaking community and culture which has agreed associations for ‘proud man’. We draw on those to make sense. Meaning is also relational. Proud signifies as it does because of the existence of other t 1.3.1 Discourse is constitutive First we'll focus on Diana's utterances as a form of description. She is describing some events in the world and people's reactions to those. Social scientists deal with descriptions of this kind all the time. They are basic data. But what do we do with them? One way to respond is to move to judgements about adequacy and accuracy. Is this objective data? Is Diana telling it how it was? Would we want other sources of information about what really happened? Social science is made up of these ki 1.2 Discourse as social action Consider this first transcribed extract from the interview. Note that the numbers in brackets refer to pauses and give the length of the pause in seconds, while (.) signifies a micro-pause too small to count and .hhh indicates an audible in-breath. 1.1 Introduction In this reading I focus on a piece of data to introduce some of the main themes and issues in discourse research. The material I have chosen to examine has historical interest. It is a public text of some import for British society and yet it also has a curiously private and confessional aspect. I am going to look at extracts from Princess Diana's interview with Martin Bashir which was screened in 1995 on Panorama – a British news-documentary television programme. What was stri Learning outcomes On completion of this unit, you should be able to: identify some key themes in discourse analysis; appreciate the consequences of discourse research for some key topics in social science, such as indentity, interaction and subjectivity; be familiar with some discourse analytical techniques and their consequences for analysing social interactions. Introduction This unit introduces some of the main themes and issues in discourse analysis. To do this, it looks at extracts from the late Princess Diana interview screened on Panorama in 1995. The interview not only broke the conventions for British Royal appearances, but also reshaped the usual boundaries between public and private for the Royal family. While the focus here may be on Diana's words, the unit is not in itself concerned with the Diana phenomenon. And while some of the points discour
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