1,888 research outputs found

    Examining systemic and dispositional factors impacting historically disenfranchised schools across North Carolina

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    This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders’ dispositions in eliminating opportunity gaps, outlined in NC’s strategic plan. The study’s quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes. The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018–2023 quantified and analyzed utterances of racism and critical race, outlined the sociopolitical context of such utterances, and identified systemic patterns and state leader dispositions. The second analysis of five interviews of K–12 graduates identified persistent and systemic factors influencing NC education 3 decades after Brown v. Board of Education (1954) and within the context of Leandro v. State of NC (1997), where the NC Supreme Court recognized the state constitutional right for every student to access a “sound basic education.” The final qualitative analysis consisted of five interviews of current NC public school system leaders, for personal narratives of the state of NC schools compared to patterns from lived experiences of NC K–12 graduates. The study’s findings suggested NC school and state education leaders experience a racialized dichotomy between willingness for change (equity intentions) and execution of transformative action (practice). Although leaders at the board and school levels recognize the need for inclusivity and equity, a struggle to transcend systemic challenges, especially rooted in racial biases and power dynamics is evident. This study may identify leadership qualities needed for change in NC to address systemic inequities for improving educational access and inform policy to uphold all students’ constitutional right to a sound, basic education

    Visual Programming Paradigm for Organizations in Multi-Agent Systems

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    Over the past few years, due to a fast digitalization process, business activities witnessed the adoption of new technologies, such as Multi-Agent Systems, to increase the autonomy of their activities. However, the complexity of these technologies often hinders the capability of domain experts, who do not possess coding skills, to exploit them directly. To take advantage of these individuals' expertise in their field, the idea of a user-friendly and accessible Integrated Development Environment arose. Indeed, efforts have already been made to develop a block-based visual programming language for software agents. Although the latter project represents a huge step forward, it does not provide a solution for addressing complex, real-world use cases where interactions and coordination among single entities are crucial. To address this problem, Multi-Agent Oriented Programming introduces organization as a first-class abstraction for designing and implementing Multi-Agent Systems. Therefore, this thesis aims to provide a solution allowing users to impose an organization on top of the agents easily. Since ease of use and intuitiveness remain the key points for this project, users will be able to define organizations through visual language and an intuitive development environment

    Investigating Digital Corporate Reporting from an Upper Echelons Theory Perspective: Evidence from the Arab Middle East

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    Utilising the insights of Upper Echelons Theory (UET) and bounded rationality assumption, this original study aimed to investigate the association between corporate leaders’ characteristics and both the extent and readability of Digital Corporate Reporting (DCR). Content analysis of corporate websites of 122 publicly listed Jordananian firms has been carried out. The logistics regression analysis revealed that maintaining a functioning corporate website is inversely associated with CEO age. This indicates that younger CEOs are more likely to retain a web presence for the firm than their older counterparts. The OLS regression analysis revealed that CEOs’ education and tenure were negatively associated with the extent of DCR. Moreover, it was found that Corporate Governance (CG) moderating variables hardly lessen this relationship. The results confirm the current thoughts regarding the rise of CEO effects in corporations with unique evidence from the Arab Middle East (AME). Building on the previous evidence, the study also aimed at uncovering the association between chairman characteristics and the readability of the digital version of the chairman’s Letter to Shareholders (LTS). A hand-built dataset from a sample of 379 LTS from 101 publicly listed firms in 7 AME countries over five years (2014 – 2018) were employed to achieve this objective. Focusing on the clarity of DCR, the results of this second part of this study emphasizes the potential of UET to provide incremental plausible explanations of the variance in the levels of readability of LTS. The clustered regression results of the panel data demonstrate that older and less educated chairpersons are associated with more readable disclosures. Such findings on disclosure styles demonstrate the power of individuals in positions of authority as a consequence of higher education and tenure. Such findings contribute to the evolving inquiry on the significance of readability for enhancing corporate disclosure transparency and have implications for improving the DCR extent and readability

    Digital Twins for Cities

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    Summer 2023 Full Issue

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    Innovating within Institutional Voids: A Digital Health Platform in India

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    Most of the literature on digital innovation assumes availability of resources and access to markets and intermediaries. Institutional voids – lack of formal and informal arrangements – are generally seen as detrimental to digital innovation. While the extant literature provides insights about how some innovation can take place within institutional voids, it largely ignores the role of digital platforms. Based on field work in India, we examine how digital platforms can interface with institutional voids to create social and economic impacts. We find that platforms can address socio-economic challenges by framing, aggregating, and networking within institutional voids. Using an illustrative case study in rural India, where voids and constraints are prevalent, our research highlights how platforms can take strategic actions to develop socio-digital solutions to serve marginalized populations while earning sustainable revenues. We highlight dynamic interactions among physical, social, and digital layers that help platforms reframe constraints and address institutional voids

    Connecting to make a difference : social learning and radical collective change in prefigurative online communities

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    In view of the current global social and ecological predicament, what might constitute relevant forms of radical collective change? What role can processes of social learning play in facilitating such change? And to what extent are online networks able to support the unfolding of such processes? This thesis addresses these questions. I first present the results of two participatory action research projects, taking place in two different prefigurative online communities attempting to bring about very different forms of collective change. The first focuses on building a transnational, decentralised grassroots economic system as an alternative to global capitalism, but struggles to shake free from the toxic influence of global financial markets, and from unhelpful ways of relating and organising. The second aims to foster self-organisation and new forms of relationality between humans and with the rest of the living world, but struggles to address the heritage of historical violence and injustice, or to bring about visible political change. With the help of the Wenger-Trayner social learning theory and evaluation framework, I consider what processes of social learning have been taking place (or not) in these networks, and their outcomes; and what other social change efforts may learn from these experiments and their limitations. Finally, I present a reflexive account of my own process of learning and unlearning through my involvement with these projects and others, with regards to the question of what may constitute radical collective change. This critical assessment of my own thinking and aspirations leads me to argue in favour of decolonial approaches to social change as potentially relevant responses to the global predicament. This thesis contributes to the understanding of social learning processes within prefigurative online communities, and to the practice of social change efforts in such contexts

    One Hundred Priority Questions for the Development of Sustainable Food Systems in Sub-Saharan Africa

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    Sub-Saharan Africa is facing an expected doubling of human population and tripling of food demand over the next quarter century, posing a range of severe environmental, political, and socio-economic challenges. In some cases, key Sustainable Development Goals (SDGs) are in direct conflict, raising difficult policy and funding decisions, particularly in relation to trade-offs between food production, social inequality, and ecosystem health. In this study, we used a horizon-scanning approach to identify 100 practical or research-focused questions that, if answered, would have the greatest positive impact on addressing these trade-offs and ensuring future productivity and resilience of food-production systems across sub-Saharan Africa. Through direct canvassing of opinions, we obtained 1339 questions from 331 experts based in 55 countries. We then used online voting and participatory workshops to produce a final list of 100 questions divided into 12 thematic sections spanning topics from gender inequality to technological adoption and climate change. Using data on the background of respondents, we show that perspectives and priorities can vary, but they are largely consistent across different professional and geographical contexts. We hope these questions provide a template for establishing new research directions and prioritising funding decisions in sub-Saharan Africa
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