4,756 research outputs found

    Entrepreneurship in the Netherlands; New economy: new entrepreneurs!

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    Dit onderzoek beschrijft de belangrijkheid van bestaande en startende bedrijven voor de Nederlandse economie. In drie bijdragen wordt uit verschillende invalshoeken ingegaan op de relatie tussen ondernemerschap en de nieuwe economie. De effecten van ICT op het economische proces worden behandeld. Daarnaast wordt ingegaan op de vraag of de 21ste eeuw een nieuwe gouden eeuw zal zijn voor ondernemerschap. Tot slot komt de rol van kennisgerichte bedrijven in de nieuwe economie uit macro-economisch oogpunt aan de orde.

    Technological practices in the European auto industry: Exploring cases from Belgium, Germany and Portugal

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    The relation between work organisation and technological practices in auto industry is analysed in this article. The concept of “technological practice” in this sector is used to describe the specific ways of embedding information and communication technology applications into the organizational forms and cultural patterns. This concept was developed with the Sowing project (TSER, DG XII) and that approach included either the shop floor co-operation up to the regionally based networks of companies and supporting institutions. The authors studied different sectors in the automotive firms of different European countries (Germany, Belgium and Portugal): shopfloor and production lines, design and management and the local inter-relationships. It was underlined some evidencies of the different alternatives in terms of technological practices for the same sector. Much of the litterature try to disseminate an idea of a single (and optimum) organisational model for the same type of product. And here, even with the same type of technology, and of product (medium-high range), one can find different models, different cultures, different ways of organising the industrial structure (firms, regional institutions, R&D centres) in the same sector (auto industry).Automobile sector; technological practice; Information and Communication Technologies; work organisation; industrial structure; production models

    The Cord (October 9, 2013)

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    Mind the Gap: Convergence of Technology and Technology of Convergence in Italian Regions, 1982-2001

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    The paper investigates the patterns of Total Factor Productivity (TFP) convergence across Italian regions, in the period 1982-2001. According to the main theoretical approaches, two different concepts of convergence may be devised, strongly intertwined. Beta-convergence applies when poor, lagging behind countries tend to grow faster than the rich and leading ones, while sigma-convergence refers to the reduction of the cross-regional dispersion of the productivity index over time. We start from the distinction between “first†and “second†capitalism, representing two areas interested by different and idiosyncratic evolutions of the industrial structure after the World War II. The former area consists of North-western regions, while the latter basically refers to North-eastern and Adriatic regions. While North-eastern regions were characterized by higher TFP levels in 1982, the “second capitalism†regions showed up sensible lower levels. The hypothesis of convergence of TFP found strong econometric support, as we could reject both the hypothesis of no-mean reversion and that of no convergence (Lichtenberg, 1996). The evidence abut sigma convergence is even more striking, as TFP dispersion has been decreasing since 1985, with a speeding up in the second half of the 1990s. We argue that this pattern of convergence is the result of catching up process in which laggards are still able to deploy the growth potential of the post-fordist model of industrialization, while leading regions, according to the Wolff’s law, have slowly exhausted those opportunities. Empirical evidence suggests that this is occurring through the routinization of innovative activity and the support of R&D carried out within Universities and public labs. This witnesses the key role of both innovation and knowledge spillovers from academia to the business system and stresses once more the need to sustain the provision of funds to the public research system.

    The Cord (May 14, 2014)

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    Keeping Autonomous Driving Alive: An Ethnography of Visions, Masculinity and Fragility

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    In 'Keeping autonomous driving alive', the author studies the relationships between researchers and artefacts held together by contested visions. Drawing on ethnographic fieldwork in a pioneering research project in Germany, he argues we can make sense of technological visions only if we simultaneously grasp the role of care, gender, and narrative in sustaining technological research. Instead of focusing on the genesis and expansion of sociotechnical assemblages, the book offers a radically new alternative to the study of visions. Building on literature from Science & Technology Studies, Science Communication, and Gender Studies, GĂśde Both investigates the ambivalence and fragility of technological visions, video demonstrations, and street trials in the hands of researchers invested in self-driving cars. Keeping autonomous driving alive will be of interest to sociologists and anthropologists of technology, gender, and mobility. It is essential reading for those concerned with uncertainty in technological research and with conflicting demands in communicating science. The book provides scholars within the fields of robotics, artificial intelligence, and automotive engineering a means of reflecting on their involvement in self-driving cars. Keeping autonomous driving alive offers science, technology, mobility, and automotive journalists a unique perspective on the present realities of a futuristic technology

    Keeping Autonomous Driving Alive

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    InKeeping autonomous driving alive, Göde Both studies the relationships between researchers and artefacts held together by contested visions. Drawing on ethnographic fieldwork in a pioneering research project in Germany, he argues we can make sense of technological visions only if we simultaneously grasp the role of care, gender, and narrative in sustaining technological research.; Eine radikal neue Alternative zum Studium von Visionen: Aufbauend auf Literatur aus den Bereichen Science & Technology Studies, Wissenschaftskommunikation und Gender Studies untersucht der Autor die Ambivalenz und Fragilität von technologischen Visionen, Videodemonstrationen und Straßenversuchen in den Händen von Forschenden, die sich mit selbstfahrenden Autos beschäftigen. Das Buch ist für Soziolog*innen und Anthropolog*innen mit Fokus auf Technik, Geschlecht und Mobilität von interessant, die sich mit der Unsicherheit in der technologischen Forschung und mit den widersprüchlichen Anforderungen bei der Vermittlung von Wissenschaft beschäftigen. Gleichzeitig bietet die Studie Wissenschaftler*innen in den Bereichen Robotik, künstliche Intelligenz und Automobiltechnik eine Möglichkeit, über ihre Beteiligung am selbstfahrenden Auto nachzudenken

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

    The Cord (February 12. 2014)

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    Transforming pre-service teacher curriculum: observation through a TPACK lens

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    This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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