The antecedents of e-learning adoption within Italian corporate universities: A comparative case study

The implementation of Information and Communication Technologies (ICT) in business education appears to be influenced by a number of organizational issues, such as culture and technological sophistication. However, extant research has had very little to say about the antecedents that shape the adoption and diffusion of ICT across companies. In order to shed light on the phenomenon under investigation, this paper presents a comparative case study between five Italian companies that have instituted a corporate university. By distinguishing companies in typical cases and deviant cases with regard to the extensive use of e-learning technologies, our findings provide some useful insights about the antecedents that make companies more or less prone to employ the new frontiers of technology in their CUs

Integration in the European Research Area by means of the European Framework Programmes. Findings from Eigenvector filtered spatial interaction models

One of the main goals of the European Research Area (ERA) concept is to improve coherence and integration across the European research landscape by removing barriers for collaborative knowledge production in a European system of innovation. The cornerstone of policy instruments in this context is the European Framework Programme (FP) that supports pre-competitive collaborative R&D projects, creating a pan-European network of actors performing joint R&D. However, we know only little about the contribution of the FPs to the realisation of ERA. The objective of this study is to monitor progress towards ERA by identifying the evolution of separation effects, such as spatial, institutional, cultural or technological barriers, which influence cross-region R&D collaboration intensities between 255 European NUTS-2 regions in the FPs over the time period 1999-2006. By this, the study builds on recent work by Scherngell and Barber (2009) that addresses this question from a static perspective. We employ Poisson spatial interaction models taking into account spatial autocorrelation among residual flows by using Eigenvector spatial filtering methods. The results show that geographical distance and country border effects gradually decrease over time when correcting for spatial autocorrelation among flows. Thus, the study provides evidence for the contribution of the FPs to the realisation of ERA.

Collaboration in an Open Data eScience: A Case Study of Sloan Digital Sky Survey

Current science and technology has produced more and more publically accessible scientific data. However, little is known about how the open data trend impacts a scientific community, specifically in terms of its collaboration behaviors. This paper aims to enhance our understanding of the dynamics of scientific collaboration in the open data eScience environment via a case study of co-author networks of an active and highly cited open data project, called Sloan Digital Sky Survey. We visualized the co-authoring networks and measured their properties over time at three levels: author, institution, and country levels. We compared these measurements to a random network model and also compared results across the three levels. The study found that 1) the collaboration networks of the SDSS community transformed from random networks to small-world networks; 2) the number of author-level collaboration instances has not changed much over time, while the number of collaboration instances at the other two levels has increased over time; 3) pairwise institutional collaboration become common in recent years. The open data trend may have both positive and negative impacts on scientific collaboration.Comment: iConference 201

Collaborative Development of Open Educational Resources for Open and Distance Learning

Open and distance learning (ODL) is mostly characterised by the up front development of self study educational resources that have to be paid for over time through use with larger student cohorts (typically in the hundreds per annum) than for conventional face to face classes. This different level of up front investment in educational resources, and increasing pressures to utilise more expensive formats such as rich media, means that collaborative development is necessary to firstly make use of diverse professional skills and secondly to defray these costs across institutions. The Open University (OU) has over 40 years of experience of using multi professional course teams to develop courses; of working with a wide range of other institutions to develop educational resources; and of licensing use of its educational resources to other HEIs. Many of these arrangements require formal contracts to work properly and clearly identify IPR and partner responsibilities. With the emergence of open educational resources (OER) through the use of open licences, the OU and other institutions has now been able to experiment with new ways of collaborating on the development of educational resources that are not so dependent on tight legal contracts because each partner is effectively granting rights to the others to use the educational resources they supply through the open licensing (Lane, 2011; Van Dorp and Lane, 2011). This set of case studies examines the many different collaborative models used for developing and using educational resources and explain how open licensing is making it easier to share the effort involved in developing educational resources between institutions as well as how it may enable new institutions to be able to start up open and distance learning programmes more easily and at less initial cost. Thus it looks at three initiatives involving people from the OU (namely TESSA, LECH-e, openED2.0) and contrasts these with the Peer-2-Peer University and the OER University as exemplars of how OER may change some of the fundamental features of open and distance learning in a Web 2.0 world. It concludes that while there may be multiple reasons and models for collaborating on the development of educational resources the very openness provided by the open licensing aligns both with general academic values and practice but also with well established principles of open innovation in businesses

First Looks: CATaC '98\ud

The First International Conference on Cultural Attitudes Towards Technology and Communication (CATaC’98), and its affiliated publications, seek to bring together current insights from philosophy, communication theory, and cultural sciences in an interdisciplinary dialogue. The synthesis of disparate scholarly ideas will shed greater light on just how culture impacts on the use and appropriation of new communications technologies. Beyond the individual contributions themselves, some of our most significant insights will emerge as we listen and discuss carefully with one another during the conference itself. As a way of preparing for that discussion, I offer the following overview of the CATaC papers and abstracts, along with a summary of the insights and questions they suggest

Conceptualizing the Role of Geographical Proximity in Project Based R&D Networks: A Literature Survey

Empirical evidence shows that research is being carried out more in cooperation or in collaboration with others, and the networks described by these collaborative research activities are becoming more and more complex. This phenomenon brings about new strands of research questions and opens up a different research context in the area of geography of innovation. The recent set of literature addressing these new issues shows a high degree of variation in terms of focus, approaches and methodology. Hence to elucidate the relationship between networks and geography it is crucial to have a review them. In this regard, this study focuses on a particular type of networks, namely, project based R&D networks and aims at describing the state-of-the-art in explaining the specificity of geography in formation and evolution of such networks. Towards this aim, we framed the discussion along four lenses: the specificity of geography in partner choice, in successful execution of the collaboration, in the resulting innovation performance both at the organizational and regional level, and the spatio-temporal evolution of networks. The overview provided by the survey is suggestive regarding the theorization of geography and network relationship, and informative regarding the issues demanding further research effort, and promising extensions.

Is the European R&D network homogeneous? spatial interaction modeling of network communities determined using graph theoretic methods

Interactions between firms, universities, and research organizations are crucial for successful innovation in the modern knowledge-based economy. Systems of such interactions constitute R&D networks. R&D networks may be meaningful segmented using recent methods for identifying communities, subnetworks whose members are more tightly linked to one another than to other members of the network. In this paper, we identify such communities in the European R&D network using data on joint research projects funded by the fifth European Framework Programme. We characterize the identified communities according to their thematic orientation and spatial structure. By means of a Poisson spatial interaction model, we estimate the impact of various separation factors – such as geographical distance – on the variation of cross-region collaboration activities in a given community. The European coverage is achieved by using data on 255 NUTS-2 regions of the 25 pre-2007 EU member-states, as well as Norway and Switzerland. The results demonstrate that European R&D networks are not homogeneous, instead showing relevant community substructures with distinct thematic and spatial properties.

Communities of practice and virtual learning communities : benefits, barriers and success factors

A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain. A virtual learning community may involve the conduct of original research but it is more likely that its main purpose is to increase the knowledge of participants, via formal education or professional development. Virtual learning communities could have learning as their main goal or the elearning could be generated as a side effect. Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to -and from- geographically isolated communities and international information sharing. Clearly there are benefits to be derived from sharing and learning within and outwith HEIs. There is a sense of connectedness, of shared passion and a deepening of knowledge to be derived from ongoing interaction. Knowledge development can be continuous, cyclical and fluid. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs. Critical success factors (CSFs) for a virtual CoP are discussed. These include usability of technology; trust in, and acceptance of, ICTs in communication; a sense of belonging among members; paying attention to cross-national and cross-cultural dimensions of the CoP; shared understandings; a common sense of purpose; use of netiquette and user-friendly language and longevity. The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries