Narrow Results

The paper discusses the relationship between learning, innovation and (institutional) reflexivity. It is often held that reflexivity is a crucial factor for learning and innovation processes. However, a rather formalistic approach to reflexivity is predominant. We propose to overcome this limitation and to develop a more meaningful concept of reflexivity which "reflects" the contingent, relational, dynamic and complex character of organizational environments and reality. Based on this broadened understanding it appears that reflexivity is imminently a dialectic category and, under specific circumstances, it can also inhibit innovation. This is especially the case when reflexive tools are abused to push performance only. In order to illustrate our concept and hypotheses we added two case studies which highlight the conflicting counterparts of reflexivity and innovation and pointed us to important cultural "success factors".

Outdoor Adventure Education (OAE) has been defined in many ways, the researchers in this study prefer the following definition: A variety of teaching and learning activities and experiences usually involving a close interaction with an outdoor natural setting and containing elements of real or perceived danger or risk in which the outcome, although uncertain, can be influenced by the actions of the participants and circumstances. OAE has been developed for years in western countries, however; the calling for educational reformation has never stopped in Taiwan and until recently OAE programs become mainstream in educational development. OAE is used in direct practice by social workers, especially working with high-risk youth; however, it is unclear to what’s the roles and responsibilities that social workers do actually play and take when comparing to the professional facilitators. The purpose of this study was to explore the division of roles and responsibilities between social workers and facilitators in OAE programs for high-risk youth in Taiwan and to propose a suggested pattern for division of labor. Qualitative research was used by the researchers in this study. Four social workers who served as facilitators and five professional facilitators were invited to conduct in-depth interview about their experience of learning in OAE program with high-risk youth.