International Academic Symposium of Social Science 2022

This conference proceedings gathers work and research presented at the International Academic Symposium of Social Science 2022 (IASSC2022) held on July 3, 2022, in Kota Bharu, Kelantan, Malaysia. The conference was jointly organized by the Faculty of Information Management of Universiti Teknologi MARA Kelantan Branch, Malaysia; University of Malaya, Malaysia; Universitas Pembangunan Nasional Veteran Jakarta, Indonesia; Universitas Ngudi Waluyo, Indonesia; Camarines Sur Polytechnic Colleges, Philippines; and UCSI University, Malaysia. Featuring experienced keynote speakers from Malaysia, Australia, and England, this proceeding provides an opportunity for researchers, postgraduate students, and industry practitioners to gain knowledge and understanding of advanced topics concerning digital transformations in the perspective of the social sciences and information systems, focusing on issues, challenges, impacts, and theoretical foundations. This conference proceedings will assist in shaping the future of the academy and industry by compiling state-of-the-art works and future trends in the digital transformation of the social sciences and the field of information systems. It is also considered an interactive platform that enables academicians, practitioners and students from various institutions and industries to collaborate

The ACT Report: Action to Catalyze Tech, A Paradigm Shift for DEI

Despite widespread awareness of the lack of DEI in tech and public commitments from tech companies to do better, great uncertainty exists among leaders about how to make real progress.While there are deep pockets of DEI excellence within tech companies themselves, there has never been an attempt to connect this knowledge in a one-stop shop for people and leaders working across tech, nor has there been an effort to catalyze DEI outcomes through collaborative industry-wide action. DEI can't be solved by one company or leader; it requires long-term collective effort.The ACT Report calls for a new paradigm in DEI that is holistic, collective, and long-term. Tech's current approach is often dispersed, individual, and short-term. Despite important progress in DEI, tech companies are too often reduced to poaching each other's talent from underrepresented groups. The paradigm shift described in the ACT Report fundamentally requires a shift in thought and behavior. It is based on values, and provides a blueprint to indivisibly link DEI strategy and business strategy. Companies must bring a business approach to inclusion, and an inclusive approach to business. In other words, DEI and business strategies can no longer be separate. The ACT Report explains what this means in practice.Making the tech industry more inclusive requires a systemic response to a systemic problem. The foundational system that impacts employment opportunity is education. The tech industry, like other industries, must deliver early intervention measures at scale to drive equity from cradle to career. That means tackling educational inequity generally, and increasing access to computer science education specifically.

Social Innovation in Higher Education

This open access book offers unique and novel views on the social innovation landscape, tools, practices, pedagogies, and research in the context of higher education. International, multi-disciplinary academics and industry leaders present new developments, research evidence, and practice expertise on social innovation in higher education institutions (HEIs), across academic and professional disciplines. The book includes a selected set of peer-reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs. The volume demonstrates how HEIs can respond to societal challenges, support positive social change, and contribute to the development of international public policy discourse. It answers the question ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. Furthermore, it examines how higher education innovation assists societal challenges and investigates the benefits of effective social innovation engagement by HEIs. The interdisciplinary approach of the volume makes it a must-read for scholars, students, policy-makers, and practitioners of economics, education, business and management, political science, and sociology interested in a better understanding of social innovation

Learn How to Experiment: The Development of a Corporate Accelerator

Incumbent high technology organizations’ responses when facing digital disruption present an important area for research in the field of strategy and innovation management. In times of increasing environmental dynamism and uncertainty, these firms, which previously have relied on strong capabilities in research and development, supported by experiential learning, find themselves unable to learn about new markets and technologies in a satisfactory pace. This study argues that these firms must learn to experiment in order to facilitate development of new businesses, thus enabling organizational renewal and adaptation to the changing environment. As little is known about how incumbents may achieve this undertaking, this thesis sets out to answer the following question: How do large established firms learn how to experiment in order to develop new businesses? Through an in-depth case study of a large multinational telecommunications company, I follow the establishment of a corporate accelerator aimed to support systematic experimentation- driven venturing in new strategic business areas. The study draws on multiple sources of data, including field observations, interviews and archival data. The findings, which amount to a grounded model depicting the process of learning how to experiment, are discussed in the light of corporate entrepreneurship theory, the emerging literature on accelerators as enablers of experimentational learning, and organizational learning literature. I identify six distinct learning mechanisms that transpire partly in parallel, partly sequentially over three distinct phases. These learning mechanisms are referred to as (1) schematic arms- length vicarious learning; (2) coactive vicarious learning; (3) unlearning of conflicting corporate practices; (4) replication across the organization; (5) deliberate learning; and (6) adaptive replication of corporate practices

Social Innovation in Higher Education

This open access book offers unique and novel views on the social innovation landscape, tools, practices, pedagogies, and research in the context of higher education. International, multi-disciplinary academics and industry leaders present new developments, research evidence, and practice expertise on social innovation in higher education institutions (HEIs), across academic and professional disciplines. The book includes a selected set of peer-reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs. The volume demonstrates how HEIs can respond to societal challenges, support positive social change, and contribute to the development of international public policy discourse. It answers the question ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. Furthermore, it examines how higher education innovation assists societal challenges and investigates the benefits of effective social innovation engagement by HEIs. The interdisciplinary approach of the volume makes it a must-read for scholars, students, policy-makers, and practitioners of economics, education, business and management, political science, and sociology interested in a better understanding of social innovation

e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)

Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

ARCH 14 - International Conference on Research on Health Care Architecture - November 19-21, 2014, Espoo, Finland - Conference Proceedings

Healthcare Architecture has grown rapidly in recent years. However, there are still many questions remaining. The commission, therefore, is to share the existing research knowledge and latest results and to carry out research projects focusing more specifically on the health care situation in a variety of contexts. The ARCH14 conference was the third conference in the series of ARCH conferences on Research on Health Care Architecture initiated by Chalmers University. It was realized in collaboration with the Nordic Research Network for Healthcare Architecture .It was a joint event between Aalto University, Finnish Institute of Occupational Health (FIOH) and National Institute of Health and Welfare (THL International).The conference gathered together more than 70 researchers and practitioners from across disciplines and countries to discuss the current themes