Redesigning work organizations and technologies: experiences from European projects

Currently distributed business process (re) design (resulting in components of business networks) basically relies on technical criteria. And that are the main purposes of most research projects supported by EC. Through the process of building a European Research Area, this means a strong influence in the national research programmes. However it is generally accepted that it should also take into account social criteria and aspects such as the quality of working life, or participation in decision processes. Those were some of the objectives of projects in de 80s decade, and framed some of the main concepts and scientific approaches to work organisation. The democratic participation of network and organisations members in the design process is a critical success factor. This is not accepted by everyone, but is based in sufficient case studies. Nevertheless, in order to achieve an optimization that can satisfying the requirements of agility of a network of enterprises, more complex design methods must be developed. Thus, the support to the collaborative design of distributed work in a network of enterprises, through a concurrent approaching business processes, work organisation and task content is a key factor to achieve such purposes. Increasing needs in terms of amounts of information, agility, and support for collaboration without time and space constrains, imposes the use of a computer-based model.business process; networks; decision processes; collaborative design;

What are communities of practice? A comparative review of four seminal works

This paper is a comparative review of four seminal works on communities of practice. It is argued that the ambiguities of the terms community and practice are a source of the concept's reusability allowing it to be reappropriated for different purposes, academic and practical. However, it is potentially confusing that the works differ so markedly in their conceptualizations of community, learning, power and change, diversity and informality. The three earlier works are underpinned by a common epistemological view, but Lave and Wenger's 1991 short monograph is often read as primarily about the socialization of newcomers into knowledge by a form of apprenticeship, while the focus in Brown and Duguid's article of the same year is, in contrast, on improvising new knowledge in an interstitial group that forms in resistance to management. Wenger's 1998 book treats communities of practice as the informal relations and understandings that develop in mutual engagement on an appropriated joint enterprise, but his focus is the impact on individual identity. The applicability of the concept to the heavily individualized and tightly managed work of the twenty-first century is questionable. The most recent work by Wenger – this time with McDermott and Snyder as coauthors – marks a distinct shift towards a managerialist stance. The proposition that managers should foster informal horizontal groups across organizational boundaries is in fact a fundamental redefinition of the concept. However it does identify a plausible, if limited, knowledge management (KM) tool. This paper discusses different interpretations of the idea of 'co-ordinating' communities of practice as a management ideology of empowerment

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Ontology modelling methodology for temporal and interdependent applications

The increasing adoption of Semantic Web technology by several classes of applications in recent years, has made ontology engineering a crucial part of application development. Nowadays, the abundant accessibility of interdependent information from multiple resources and representing various fields such as health, transport, and banking etc., further evidence the growing need for utilising ontology for the development of Web applications. While there have been several advances in the adoption of the ontology for application development, less emphasis is being made on the modelling methodologies for representing modern-day application that are characterised by the temporal nature of the data they process, which is captured from multiple sources. Taking into account the benefits of a methodology in the system development, we propose a novel methodology for modelling ontologies representing Context-Aware Temporal and Interdependent Systems (CATIS). CATIS is an ontology development methodology for modelling temporal interdependent applications in order to achieve the desired results when modelling sophisticated applications with temporal and inter dependent attributes to suit today's application requirements

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Re-articulating the creative hub concept as a model for business support in the local creative economy: the case of Mare Street in Hackney

This research was supported by the Arts and Humanities Research Council [grant Number AH/J005142/1].This research was supported by the Arts and Humanities Research Council [grant Number AH/J005142/1].This research was supported by the Arts and Humanities Research Council [grant Number AH/J005142/1].The literature on ‘creative hubs’ is scarce. Although the term is currently in wide use in policy circles, its actual meaning is not always clear. Accordingly, this paper aims to clarify what is meant by the ‘creative hub’ through the use of ethnographic work as well as a consolidation of the available literature. The findings suggest that although different creative hubs take on a number of different physical, spatial, organisational and operational manifestations they nonetheless can be understood as having four primary characteristics: first, they provide ‘creative’ services to creative SMEs, including micro-businesses; second, they are aimed specifically at early stage creative SMEs and micro-businesses; third, they are facilitated by trusted individuals who retain a number of important positions and conduct a number of important activities; and fourth, they have become important to the health of the local creative economy. This paper argues that the notion of the creative hub can be understood as a putative model for providing mainly business support in a local context for specifically the creative sector

Organising for Effective Academic Entrepreneurship

The contribution has three parts. In the first part the concept of academic entrepreneurship is explained, defined and put into the context of the entrepreneurial university. In the second part four cases are described: - (1) The Nikos case at the University of Twente: In Nikos teaching, research and spin-off activities are combined into one research institute. - (2) The NICENT case at the University of Ulster: NICENT is set up under the Science and Enterprise Centre activities in the UK. It focuses on education and training of students (undergraduates, graduates and post-graduates) and the stimulation of academic entrepreneurship in the academic constituency. - (3) The S-CIO case at Saxion Universities for Applied Sciences: In 2004 Saxion set up this Centre to have a one-stop shop for all entrepreneurial activities at the University. - (4) The Chair in Technological Entrepreneurship at Tshwane University: The focus of the Chair is on education of (under)graduate students in (technological) entrepreneurship and on the stimulation of entrepreneurship in the wider community. Each case has its own specific angle on academic entrepreneurship and in the thrid part the four cases are compared and analysed according to the model presented in the first part. Finally, some conclusions are formulated regarding the organisation of effective academic entrepreneurship

Toward Semantics-aware Representation of Digital Business Processes

An extended enterprise (EE) can be described by a set of models each representing a specific aspect of the EE. Aspects can for example be the process flow or the value description. However, different models are done by different people, which may use different terminology, which prevents relating the models. Therefore, we propose a framework consisting of process flow and value aspects and in addition a static domain model with structural and relational components. Further, we outline the usage of the static domain model to enable relating the different aspects