Understanding digital eco-innovation in municipalities: An institutional perspective

Municipalities consume over 67% of global energy and are responsible for over 70% of greenhouse gas emissions (GHG). The Intergovernmental Panel on Climate Change warns that rapid adjustments need to happen at a global level, or the effects of climate change will be irreversible. The contribution of municipalities is therefore vital if GHG emissions are to be reduced. Our research is timely in its exploration of the ways in which municipalities institutionalise environmental sustainability practices in and through Green digital artefacts. Using mechanism-based institutional theory as a lens, the paper presents the findings of three contrasting case studies of large municipalities in the United Kingdom in their respective programmes to leverage the direct, enabling and systemic effects of Green ICT in order to reduce GHG emission and achieve their eco-sustainability goals. The case sites are also regarded as exemplars for further research and practice on digital eco-innovation. The mechanism-based explanations illustrate how a social web of conditions and factors influence eco-sustainability outcomes. We conclude that the digital technology-enabled grassroots-based initiatives offer the best hope to begin the transition to sustainable climate change within municipalities. The contributions of our study are therefore both theoretical and practical

An Exploratory Study of Followership in New Hampshire High Schools

This study explores followership theory and practical application in schools, extending Robert Kelley’s previous research from business to education. The study investigates three questions: 1) What is the distribution of Kelley’s five followership types in schools? 2) What is the relationship between teachers’ followership types and their demographic characteristics? 3) What leadership functions support teacher followership? These questions were explored using a modified 20-item version of Kelley’s The Followership Questionnaire and open-ended responses from teachers. A total of 559 New Hampshire public high school teachers completed the survey. Results were analyzed for associations between teacher demographic characteristics and followership types. Teachers were selected for their expertise as educators, their existing leadership roles in classrooms, and their potential for positive impact on school-wide leadership from a follower position. This study provides research to support strengthening teacher followership as a means to improving school effectiveness and student achievement. The study found most teachers to be exemplary followers and recommends developing a new school-specific followership model and instrument to clarify teacher followership types compared to those in other industries

eCPD Programme - Enhanced Learning.

This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme

Innovate Magazine / Annual Review 2011-2012

This year\u27s issue highlights some of the ways the SJSU School of Library and Information Science is being a catalyst for global innovation, explores the tools SJSU SLIS master\u27s students and faculty use to interact in our innovative online learning environment, and describes some of the exciting career pathways our alum are pursuing.https://scholarworks.sjsu.edu/innovate/1000/thumbnail.jp

Innovative Asia: Advancing the Knowledge-Based Economy - Highlights of the Forthcoming ADB Study Report

[Excerpt] The development of knowledge-based economies (KBEs) is both an imperative and an opportunity for developing Asia. It is an imperative to sustain high rates of growth in the future and an opportunity whereby emerging economies can draw from beneficial trending developments that may allow them to move faster to advance in global value chains and in position in world markets. Over the last quarter of a century, driven mostly by cheap labor, developing countries in Asia have seen unprecedented growth rates and contributions to the global economy. Sustaining Asia’s growth trajectory, however, requires developing economies to seek different approaches to economic growth and progress, especially if they aspire to move from the middle-income to the high-income level. KBE is an important platform that can enable them to sustain growth and even accelerate it. It is time for Asia to consolidate and accelerate its pace of growth. Asia is positioned in a unique moment in history with many advantages that can serve as a boost: to name a couple, an expanding middle of the pyramid—Asia is likely to hold 50% of the global middle class and 40% of the global consumer market by 2020; and the growing importance of intra-regional trade within Asia, increasing from 54% in 2001 to 58% in 2011. Many developing economies are well placed to assimilate frontier technologies into their manufacturing environment

Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations

LLiDA set out to: review the evidence of change in the contexts of learning, including the nature of work,nknowledge, social life and citizenship, communications media and other technologies review current responses to these challenges from the further and higher education sectors, in terms of: a) the kinds of capabilities valued, taught for and assessed (especially as revealed through competence frameworks); b) the ways in which capabilities are supported ('provision') c) the value placed on staff and student 'literacies of the digital' collect original data concerning current practice in literacies provision in UK FE and HE, including 15 institutional audits and over 40 examples of forward thinking practice offer conclusions and recommendations, in terms of the same issues reviewed in

Policy review of teacher education in Northern Ireland

"This report is written as background for departmental officials and assumes, therefore, familiarity with the issues. Its purpose is to consider the aims, objectives and policies on which the current model of teacher education (initial, induction, early professional development, continuing professional development) in Northern Ireland is based, and to offer an opinion on how well current provision fits these, identifying gaps as necessary." - page 3