315,741 research outputs found

    VALS: Virtual Alliances for Learning Society

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    [EN] VALS has the aims of establishing sustainable methods and processes to build knowledge partnerships between Higher Education and companies to collaborate on resolving authentic business problems through open innovation mediated by the use of Open Source Software. Open Source solutions provide the means whereby educational institutions, students, businesses and foundations can all collaborate to resolve authentic business problems. Not only Open Software provides the necessary shared infrastructure and collaborative practice, the foundations that manage the software are also hubs, which channel the operational challenges of their users through to the people who can solve them. This has great potential for enabling students and supervisors to collaborate in resolving the problems of businesses, but is constrained by the lack of support for managing and promoting collaboration across the two sectors. VALS should 1) provide the methods, practice, documentation and infrastructure to unlock this potential through virtual placements in businesses and other public and private bodies; and 2) pilot and promote these as the “Semester of Code”. To achieve its goals the project develops guidance for educational institutions, and for businesses and foundations, detailing the opportunities and the benefits to be gained from the Semester of Code, and the changes to organisation and practice required. A Virtual Placement System is going to be developed, adapting Apache Melange, and extending it where necessary. In piloting, the necessary adaptations to practice will be carried out, particularly in universities, and commitments will be established between problem owners and applicants for virtual placements

    Creating business value from big data and business analytics : organizational, managerial and human resource implications

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    This paper reports on a research project, funded by the EPSRC’s NEMODE (New Economic Models in the Digital Economy, Network+) programme, explores how organizations create value from their increasingly Big Data and the challenges they face in doing so. Three case studies are reported of large organizations with a formal business analytics group and data volumes that can be considered to be ‘big’. The case organizations are MobCo, a mobile telecoms operator, MediaCo, a television broadcaster, and CityTrans, a provider of transport services to a major city. Analysis of the cases is structured around a framework in which data and value creation are mediated by the organization’s business analytics capability. This capability is then studied through a sociotechnical lens of organization/management, process, people, and technology. From the cases twenty key findings are identified. In the area of data and value creation these are: 1. Ensure data quality, 2. Build trust and permissions platforms, 3. Provide adequate anonymization, 4. Share value with data originators, 5. Create value through data partnerships, 6. Create public as well as private value, 7. Monitor and plan for changes in legislation and regulation. In organization and management: 8. Build a corporate analytics strategy, 9. Plan for organizational and cultural change, 10. Build deep domain knowledge, 11. Structure the analytics team carefully, 12. Partner with academic institutions, 13. Create an ethics approval process, 14. Make analytics projects agile, 15. Explore and exploit in analytics projects. In technology: 16. Use visualization as story-telling, 17. Be agnostic about technology while the landscape is uncertain (i.e., maintain a focus on value). In people and tools: 18. Data scientist personal attributes (curious, problem focused), 19. Data scientist as ‘bricoleur’, 20. Data scientist acquisition and retention through challenging work. With regards to what organizations should do if they want to create value from their data the paper further proposes: a model of the analytics eco-system that places the business analytics function in a broad organizational context; and a process model for analytics implementation together with a six-stage maturity model

    Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato

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    In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A “snapshot” of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, “within” and “across” case themes, and implications of the research

    Implementing Web 2.0 in secondary schools: impacts, barriers and issues

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    One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level

    A Research Agenda for Studying Open Source I: A Multi-Level Framework

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    This paper presents a research agenda for studying information systems using open source software A multi-level research model is developed at five discrete levels of analysis: (1) the artifact; (2) the individual; (3) the team, project, and community; (4) the organization; and (5) society. Each level is discussed in terms of key issues within the level. Examples are based on prior research. In a companion paper, [Niederman, et al 2006], we view the agenda through the lens of referent discipline theories
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