Business models and information systems for sustainable development

Businesses are expected to explore market opportunities in the area of sustainable development, thus contributing to finding solutions aiming at sustainable quality of life. This will require adaptation and innovation of business models and information systems, with challenges of particular interest to the business modeling and software design community. This paper briefly discusses two relevant topics in this respect, namely (i) goal and value modeling, and (ii) model-driven development. We mention existing work that can be taken as a starting point for addressing sustainability issues, and we make some observations that may be taken into account when extending existing work

The Potential of an Enhanced Cooperation Measure in the EAFRD (2014-2020): the case of Ireland

This report was funded by the Department of Agriculture, Food and the Marine (DAFM) through the National Rural Network (February-May, 2012).The current Proposal for a Regulation of the European Parliament and of the Council on support for Rural Development by the European Agricultural Fund for Rural Development (EAFRD) includes Article (36) Cooperation that is potentially instrumental for realising the objectives of FOOD HARVEST 20204. The purpose of this report is to assess the scope and potential of Article 36 in the context of Irish agriculture and its findings have four key aspects. First, the main areas of confluence between Article 36 and primary policy objectives as set out in Food Harvest 2020 are identified. Second, a range of cooperation categories and types relevant to Article 36, many of which are operational in Ireland, are profiled. Third, drawing from case-studies of these co-operation types5, the operational characteristics of each type are presented, focusing on compatibility with Article 36. Possible supports that would encourage and assist the formation and operation of the cooperation types on a broad scale into the future, and also any possible constraints that would prevent success, are indicated. Fourth, a brief discussion of some key implementation considerations arising from the analysis overall is presented.Department of Agriculture, Food and the Marin

Improving School Improvement

PREFACEIn opening this volume, you might be thinking:Is another book on school improvement really needed?Clearly our answer is yes. Our analyses of prevailing school improvement legislation, planning, and literature indicates fundamental deficiencies, especially with respect to enhancing equity of opportunity and closing the achievement gap.Here is what our work uniquely brings to policy and planning tables:(1) An expanded framework for school improvement – We highlight that moving from a two- to a three-component policy and practice framework is essential for closing the opportunity and achievement gaps. (That is, expanding from focusing primarily on instruction and management/government concerns by establishing a third primary component to improve how schools address barriers to learning and teaching.)(2) An emphasis on integrating a deep understanding of motivation – We underscore that concerns about engagement, management of behavior, school climate, equity of opportunity, and student outcomes require an up-to-date grasp of motivation and especially intrinsic motivation.(3) Clarification of the nature and scope of personalized teaching – We define personalization as the process of matching learner motivation and capabilities and stress that it is the learner's perception that determines whether the match is a good one.(4) A reframing of remediation and special education – We formulate these processes as personalized special assistance that is applied in and out of classrooms and practiced in a sequential and hierarchical manner.(5) A prototype for transforming student and learning supports – We provide a framework for a unified, comprehensive, and equitable system designed to address barriers to learning and teaching and re-engage disconnected students and families.(6) A reworking of the leadership structure for whole school improvement --We outline how the operational infrastructure can and must be realigned in keeping with a three component school improvement framework.(7) A systemic approach to enhancing school-community collaboration – We delineate a leadership role for schools in outreaching to communities in order to work on shared concerns through a formal collaborative operational infrastructure that enables weaving together resources to advance the work.(8) An expanded framework for school accountability – We reframe school accountability to ensure a balanced approach that accounts for a shift to a three component school improvement policy.(9) Guidance for substantive, scalable, and sustainable systemic changes –We frame mechanisms and discuss lessons learned related to facilitating fundamental systemic changes and replicating and sustaining them across a district.The frameworks and practices presented are based on our many years of work in schools and from efforts to enhance school-community collaboration. We incorporate insights from various theories and the large body of relevant research and from lessons learned and shared by many school leaders and staff who strive everyday to do their best for children.Our emphasis on new directions in no way is meant to demean current efforts. We know that the demands placed on those working in schools go well beyond what anyone should be asked to do. Given the current working conditions in many schools, our intent is to help make the hard work generate better results. To this end, we highlight new directions and systemic pathways for improving school outcomes.Some of what we propose is difficult to accomplish. Hopefully, the fact that there are schools, districts, and state agencies already trailblazing the way will engender a sense of hope and encouragement to those committed to innovation.It will be obvious that our work owes much to many. We are especially grateful to those who are pioneering major systemic changes across the country. These leaders and so many in the field have generously offered their insights and wisdom. And, of course, we are indebted to hundreds of scholars whose research and writing is a shared treasure. As always, we take this opportunity to thank Perry Nelson and the host of graduate and undergraduate students at UCLA who contribute so much to our work each day, and to the many young people and their families who continue to teach us all.Respectfully submitted for your consideration,Howard Adelman & Linda Taylo

Business model requirements and challenges in the mobile telecommunication sector

The telecommunications business is undergoing a critical revolution, driven by innovative technologies, globalization, and deregulation. Cellular networks and telecommunications bring radical changes to the way telecom businesses are conducted. Globalization, on the other hand, is tearing down legacy barriers and forcing monopolistic national carriers to compete internationally. Moreover, the noticeable progress of many countries towards deregulation coupled with liberalization is significantly increasing telecom market power and allowing severe competition. The implications of this transition have changed the business rules of the telecom industry. In addition, entrants into the cellular industry have had severe difficulties due to inexistent or weak Business Models (BMs). Designing a BM for a mobile network operator is complex and requires multiple actors to balance different and often conflicting design requirements. Hence, there is a need to enhance operators’ ability in determining what constitutes the most viable business model to meet their strategic objectives within this turbulent environment. In this paper, the authors identify the main mobile BM dimensions along with their interdependencies and further analysis provides mobile network operators with insights to improve their business models in this new ‘boundary-less’ landscape

How ECS Improve Creative Use of Employees’ Knowledge?

Recently, organizations are using crowdsourcing systems (CSs) to collect innovative ideas from their employees harnessing their insights of companies’ products, processes, customers, and competitors. While crowd workers in third-party CSs are a diverse and multifaceted population with a range of motives and experience, and yet few researchers have grappled with the facilitators of the employees’ behavior comprising the creative application of their knowledge using enterprise CSs. This study develops a theoretical framework to identify enterprise CSs role and to provide the way how CSs are related to creative behavior via knowledge sharing. In this research, we used a survey to collect data from organizational employees and conducted data analysis to understand how enterprise CSs affect employees’ creative knowledge application. The findings of this study can help organization refine their ECSs and innovative initiatives

Consulting project - Recidar

En cuanto al proyecto de consultoría que se ha llevado a cabo para Recidar, encierra un enfoque innovador para garantizar un futuro viable a su compromiso social de abogar por procesos de economía circular en Lima. La iniciativa recomendada se construye a través de la colaboración con diferentes actores clave que permitirán optimizar el alcance y la profundidad de la nueva Recidar. La asociación con actores locales clave es la clave para que Recidar desarrolle una mejor vía para su visión a largo plazo. Dado que Recidar está actualmente atascada con el alto nivel de actividad que se le exige a diario, el trabajo externo propuesto le dará una nueva visión para construir adecuadamente su negocio de modo que pueda resistir a las importantes fluctuaciones del entorno externo en el que opera.The following consultancy project analyzes the status of Recidar's strategic plan and recommends a greater emphasis on a long-term vision. The preliminary work has been based on the search for relevant academic articles covering the different dimensions of the circular economy. In addition, the literature review covers the different management practices that a social enterprise should foster to ensure a viable long-term vision for its operations. To successfully develop a comprehensive recommendation, an industry analysis (Porter's 5 forces), external analysis (PESTEL), internal analysis (AMOFHIT) and a detailed analysis of the problem at hand have been carried out. In terms of concrete recommendations, it highlights collaboration with universities, an engagement with a professional with inside knowledge of Gamarra, initiatives within the Gamarra ecosystem and the development of an e-commerce platform. These initiatives aim to improve brand recognition, promote a circular economy, create diverse revenue streams, and most importantly, respond to Recidar's request to build a long-term strategy for the future of its social mission

Regional collective learning processes, innovation and growth of high technology SMEs: The case of the Cambridge region

Recent theoretical research on the technological development of dynamic European regions has drawn attention to the supposedly key role of "untraded interdependencies" between local firms and other organisations (Storper, 1995), involving informal inter-firm networking (Yeung, 1994) and processes of "collective learning" (Camagni, 1991, Lorenz, 1992). These processes, which involve exchange and development of technological expertise, are seen as being based on relationships of trust and reciprocity, while the networks and processes themselves are viewed as influential in the recent evolution of dynamic regional clusters of innovative small and medium sized enterprises. The paper will attempt to assess the extent, importance and nature of collective learning processes in the specific caseof technology-intensive firms in the Cambridge region recenty descried as the "nearest thing in Europe to Silicon Valley" (Martin 1996). Based on an original interview survey of technology-based enterprises, the paper will asses the role of technology firm spin-off and acquistion, inter-firm research and technology collaboration, and scientific and professional labour market recruitment, in the development of local technological competencies and collective learning capabilities. Alltention will also be paid to the role of key local instiutions and supporting business services in this regard. The paper will conclude by condsidering implications for policy.

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo