4,899 research outputs found
Embodying entrepreneurship: everyday practices, processes and routines in a technology incubator
The growing interest in the processes and practices of entrepreneurship has
been dominated by a consideration of temporality. Through a thirty-six-month
ethnography of a technology incubator, this thesis contributes to extant
understanding by exploring the effect of space. The first paper explores how
class structures from the surrounding city have appropriated entrepreneurship
within the incubator. The second paper adopts a more explicitly spatial analysis
to reveal how the use of space influences a common understanding of
entrepreneurship. The final paper looks more closely at the entrepreneurs within
the incubator and how they use visual symbols to develop their identity. Taken
together, the three papers reject the notion of entrepreneurship as a primarily
economic endeavour as articulated through commonly understood language and
propose entrepreneuring as an enigmatic attractor that is accessed through the
ambiguity of the non-verbal to develop the ‘new’. The thesis therefore contributes
to the understanding of entrepreneurship and proposes a distinct role for the non-verbal in that understanding
Exploring Employees\u27 Perceptions of the Learning Organization and Their Learning Experiences in a Georgia State Government Agency – A Concurrent Mixed Methods Study
This concurrent Mixed Methods (MM) research study explored employee learning perceptions and experiences in a state of Georgia government agency. The study used the Dimension of the Learning Organization Questionnaire (DLOQ) to examine employee perceptions of a learning organization across management levels and tenure. It also used semi-structured phenomenological interviews to examine learning experiences. The two questions that framed the study were: (1) How do employees navigate learning individually, in teams, and organizationally? (2) How do employee perceptions of the learning organization compare based on tenure and management level? The concurrent mixed methods design allowed for comparison of findings from the questionnaire and the interviews. Participants were simultaneously recruited from the same state of Georgia government agency to complete the questionnaire and interview voluntarily. Three hundred and thirty-eight (338) employees responded to the questionnaire, the quantitative (QUAN) strand. Five (5) employees participated in the interviews, the qualitative (QUAL) strand. The interview data was analyzed using a hybrid/eclectic methodology of coding, theming, and analytic memos. The questionnaire data was analyzed using descriptive and non-parametric statistical tests. The findings of the study suggest that leadership influences learning critically. For this organization to continue learning and growing, it must focus on the leaderships’ impact on its employees\u27 learning in the work environment. Additionally, significant differences in employee perceptions of the learning organization were observed. These differences were between employees with 6 to 10 years and those with 16 to 20 years of tenure on Inquiry/Dialogue (Dimension 2), Organization Environment Connection (Dimension 6), and Individual Level learning (Level 1). While the findings present possible explanations for the differing perceptions, future research should examine this further
Training and Development Challenges in Public Universities: The Case of Saudi Arabian Higher Education
This research examines the challenges encountered by training and development (T&D) inpublic higher education universities in Saudi Arabia in terms of needs analysis,implementation, and evaluation. The research emphasizes an understanding of how these problems affect the success rate of T&D programmes through an analytical study focused on understanding the problems in T&D in these institutions by applying a case study method that researches the perspectives of faculty members and senior managers. In response to anidentified gap in the literature particularly regarding investigating the delivery of T&D programmes in public universities within developing and Gulf Cooperation Council (GCC) countries, this research seeks to explore T&D in Saudi Arabian Higher Education, with the aim of broadening knowledge in this field and offering a deeper understanding of the T&D situation in these institutions, so that HR departments, decision-makers, and policymakers might be better equipped to effectively implement T&D. Semi-structured interviews were used to gather qualitative data from 85 senior managers and faculty staff at four Saudi Arabian public universities, and this data was interpreted using framework analysis. The results highlight a number of significant challenges to the effective delivery of T&D within these institutions that are likely to hinder the growth of T&D in Saudi public universities and possibly compromise the government’s Saudi Vision 2030 plan. The results indicate limited communication between HR departments and colleges to deliver T&D programmes; biases in the selection processes of academic staff for T&D; lack of interest among faculty members to attend T&D; and lack of coordination in university policy practices. Overall, the findings of this research show that the Saudi Arabian higher education sector has failed to capture the value of T&D, thus compromising competitive advantage through their human capital. In light of the findings, a streamlined framework is developed to suggest ways to overcome the challenges identified, which would improve Human Resources practices and help universities gain the value of their T&D programmes, enhancing the performance of the institution as well as of its staff and students
Cooperative/Collaborative Learning
This book brings together a diverse range of international scholars to highlight recent developments in research on collaborative learning. The emphasis is on research that has a strong evidence base for the work that is presented and includes empirical studies, best evidence synthesis of the relevant research, case studies, and theoretical reports. It also highlights how different technologies have been used to facilitate group interaction, dialogue, and learning. There is much to be gained by sharing and learning about what happens in different disciplines and contexts and how different collaborative pedagogies can be implemented when needed to promote understanding and learning. This book will have strong appeal to pre-service and experienced teachers and researchers who are interested in how different collaborative pedagogies can be embedded in course curricula to promote student engagement and learning
Co-curating the City
Co-curating the City explores the role of universities in the construction and mobilisation of heritage discourses in urban development and regeneration processes, with a focus on six case study sites: University of Gothenburg (Sweden), UCL East (London), University of Lund (Sweden). Roma Tre university (Rome), American University of Beirut, and Federal University of São Paulo, Brazil. The aim of the book is to expand the field of critical heritage studies in the urban domain, by examining the role of institutional actors both in the construction of urban heritage discourses, and in how those discourses influence urban planning decisions or become instrumentalised as mechanisms for urban regeneration. It proposes that universities engage in these processes in a number of ways: as producers of urban knowledge that is mobilised to intervene in planning processes; as producers of heritage practices that are implemented in development contexts in the urban realm; and as developers engaged in campus construction projects that both reference heritage discourses as a mechanism for promoting support and approval by planners and the public, and capitalise on heritage assets as a resource. The book highlights the participatory processes through which universities are positioning themselves as significant institutions in the development of urban heritage narratives. The case studies investigate how universities, as mixed communities of interest dispersed across buildings and urban sites, engage in strategies of engagement with local people and neighbourhoods, and ask how this may be contributing to a re-shaping of ideas, narratives, and lived experience of urban heritage in which universities have a distinctive agency. The authors cross disciplinary and cultural boundaries, and bridge academia and practice
TRIZ Future Conference 2004
TRIZ the Theory of Inventive Problem Solving is a living science and a practical methodology: millions of patents have been examined to look for principles of innovation and patterns of excellence. Large and small companies are using TRIZ to solve problems and to develop strategies for future technologies. The TRIZ Future Conference is the annual meeting of the European TRIZ Association, with contributions from everywhere in the world. The aims of the 2004 edition are the integration of TRIZ with other methodologies and the dissemination of systematic innovation practices even through SMEs: a broad spectrum of subjects in several fields debated with experts, practitioners and TRIZ newcomers
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