44 research outputs found

    Issues related to conducting a global studio

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    The purpose of this paper is to initiate discussion and guide a proposed workshop on issues in crossinstitutional and cross-disciplinary design studios, with a focus on assessment. This paper overviews issues associated with the implementation and coordination of the Global Studio, a recent crossdisciplinary and cross-institutional teaching and learning collaboration conducted across three HE institutions. First, we outline the aims of the Global Studio. Then, we describe the initial planning and implementation of the Global Studio. Finally, we discuss some of the challenges faced by academics teaching on the course.We suggest that many of these challenges were associated with assessment

    Lessons learned on initiating networked innovation

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    Strategizing and the initiation of interorganizational collaboration through prospective resourcing

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    In this paper, we explain how managers establish resource complementarity during their strategizing efforts for interorganizational collaboration. Based on a longitudinal field study at an automotive company, we show that resource complementarity is not given but jointly constructed in interactions with multiple potential partners through recursive cycles of what we refer to as 'prospective resourcing'. Prospective resourcing mediates the interplay of strategizing and collaboration, thereby reversing the prevailing logic that strategy precedes and determines collaboration. Our findings offer insight into resourcing as a mechanism for developing strategic initiatives and shows how external actors may influence strategizing

    Constructing project business around professional identity: business model strategizing of architectural firms

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    Creative professional service firms experience difficulties in establishing healthy and sustainable business models, as they must reconcile the often competing value systems upon which the models are based. They continuously negotiate between professional values and beliefs and the firm’s commercial goals, resulting in struggles between identity and strategy. Adopting a work lens, this study investigates the reciprocal tensions between identity and strategy in 17 business model design workshops with members of architectural firms. Observational data show that practitioners collaboratively construct their business models around professional values, thereby strengthening organizational identity, but constraining innovation in their business models. The research contributes to the body of literature on business model design processes by articulating how professional aspects of identity enable and constrain practitioners in shaping and being shaped by their strategic actions and decisions

    Revisiting Group-Based Technology Adoption as a Dynamic Process: The Role of Changing Attitude-Rationale Configurations

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    In this study, we set out to better understand the dynamics behind group-based technology adoption by investigating the underlying mechanisms of changes in collective adoption decisions over time. Using a longitudinal multi-case study of production teams in the British oil and gas industry, we outline how internally or externally triggered modifications to the constellation of adoption rationales and attitudes toward a focal technology between subgroups caused changes to adoption decisions within a team. The constellations further seemed to impact usage patterns including conflicts about ICT use and the stability of adoption. Based on these observations, we suggest that group-based adoption can be differentiated in qualitatively different technology adoption states (TAS), which emerge as the result of disparate attitude–rationale configurations across subgroups in a user collective. With this reconceptualization of collective adoption as technology adoption states, our study extends current group-based models by providing a new, qualitative lens to view the creation and stability of adoption patterns in complex user groups. With this, our study offers a process view on the (dis)continuance of information systems and provides a basis for practical guidelines on how to deal with problematic adoption situations when actors from multiple (sub)groups are involved

    Distributed design studio: evaluation of three way collaboration

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    The Globally Distributed Design Studio (GDDS) was developed as a course in which students could practice virtual collaboration and designer-client interaction. Geographical distance was used to provide students with an experiential learning environment to prepare them for collaboration in a distributed product development process. The GDDS course was established between three universities. The results of a mid-term course evaluation show that most of the students found it an interesting and motivating experience and felt they had improved their skills for virtual teamwork and designer-client communication. In terms of the student feedback, the course can be seen as successful even more so for collaboration across greater distance

    Outcomes from a distributed design studio

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    This exhibition aims to demonstrate the specific outcomes which have been generated by students participating in the Globally Distributed Design Studio course conducted across three universities, Delfit, Napier and Northumbria. The exhibition of the specific student outcomes from this course such as prototypes, models, design development concepts and briefs provides conference delegates with additional data regarding the Globally Distributed Design Studio course, thereby supplementing the accompanying paper which evaluates students' learning within this course. The Globally Distributed Design Studio course was developed with aim of providing students with skills in distance communication and distance teamwork. The basic idea was to set-up experiential learning environment and to link student product development teams around the globe in 'designer' and 'client' roles. It was anticipated that taking up the roles of both 'client' and 'designer' would encourage the embedding of design process stages in student practices, thereby enhancing student learning. The paper describes the details of the course structure, process and outcomes

    Thinking and representing in design.

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    Department of Psychology, University of AberdeenEPSR
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