Knowledge and Management Models for Sustainable Growth

In the last years sustainability has become a topic of global concern and a key issue in the strategic agenda of both business organizations and public authorities and organisations. Significant changes in business landscape, the emergence of new technology, including social media, the pressure of new social concerns, have called into question established conceptualizations of competitiveness, wealth creation and growth. New and unaddressed set of issues regarding how private and public organisations manage and invest their resources to create sustainable value have brought to light. In particular the increasing focus on environmental and social themes has suggested new dimensions to be taken into account in the value creation dynamics, both at organisations and communities level. For companies the need of integrating corporate social and environmental responsibility issues into strategy and daily business operations, pose profound challenges, which, in turn, involve numerous processes and complex decisions influenced by many stakeholders. Facing these challenges calls for the creation, use and exploitation of new knowledge as well as the development of proper management models, approaches and tools aimed to contribute to the development and realization of environmentally and socially sustainable business strategies and practices

The information behaviour of Nigerian digital entrepreneurs: idea generation in start-up businesses.

Though a wealth of research on information behaviour has been undertaken in a variety of contexts over the years, less has been done on entrepreneurship. In particular, there is a lack of literature around the ideation or business idea generation component in the early stages of business formation. This study seeks to address the theoretical and empirical gap within this research stream, bringing together information, innovation and creativity theory as lenses through which to explore the phenomenon. Twenty-six semi-structured interviews were conducted with business founders. Participants operated in a variety of segments of the digital technology spectrum, such as financial technology, digital art/non-fungible tokens, cryptocurrency, telecommunication, digital surveillance and e-commerce. Critical Realism (CR) and Grounded Theory (GT) were used as theoretical and practical data techniques, using abduction in the theoretical redescription of concepts (codes) identified in the empirical data, and retroduction to identify the necessary contextual conditions for a particular causal mechanism to take effect and result in the observed empirical trends. Results show several societal and personal factors play a role in shaping the information behaviour of digital entrepreneurs. These factors include but are not limited to poverty, marginalising, parenting (especially maternal) and mentors. Digital entrepreneurs traverse through various information landscapes - predominantly the Internet - and employ a composite approach to navigate these environments, depending on their information needs at any given time. Marginalised entrepreneurs - especially immigrants and women - show sophisticated information behaviour strategies in equalising socio-economic adversities. The current research indicates that language, social and economic status can present significant barriers for individuals seeking information, and they can add additional layers of complexity to the already existing barriers

La cultura de los datos: Actas del II Congreso Internacional de la Asociación Argentina de Humanidades Digitales

Proceedings of the 3rd conference of the Asociación Argentina de Humanidades Digitales (AAHD), Rosario, Argentina, 2018

La cultura de los datos: Actas del II Congreso Internacional de la Asociación Argentina de Humanidades Digitales

Proceedings of the 3rd conference of the Asociación Argentina de Humanidades Digitales (AAHD), Rosario, Argentina, 2018

La cultura de los datos : Actas del II Congreso Internacional de la Asociación Argentina de Humanidades Digitales

El Segundo Congreso Internacional de Humanidades Digitales fue co-organizado por primera vez con una institución universitaria, la Facultad de Humanidades y Artes de la Universidad Nacional de Rosario. Desde el título elegido, La cultura de los datos, la sede(s), la modalidad de organización y la orientación multinivel y transdisciplinaria es reflejo del desarrollo teórico, experimental y transformador que la AAHD desea plasmar año tras año al invocar un espacio colaborativo de saberes, impulsando sus ya habituales modos de hacer y compartir proyectos durante sus jornadas. En estas Actas, la cultura de los datos aparece como el eje de las presentaciones y debates, que revisa nuestras taxonomías y prácticas en tanto creadores o usuarios de datos. Los trabajos también habilitan reflexiones sobre los modos y contextos de circulación, y sobre la difusión y preservación de datos, ya que no son ubicuos ni ahistóricos. Se reflejan aquí trabajos colaborativos, comunidades e infraestructuras, ya que “data are relata”, los datos solo tienen sentido si están relacionados con otros datos, fenómenos, procesos, personas, comunidades. Los datos solo tienen sentido si están organizados y en este libro encontramos las claves actuales para ese proceso.Facultad de Humanidades y Ciencias de la Educació

The impact of mathematics teaching efficacy on teachers’ pedagogical practices

This study explores the pedagogical practices of 167 Year 4 and 160 Year 8 New Zealand mathematics teachers who have different levels of mathematics teaching efficacy. Using data from the National Monitoring Study of Student Achievement 2013, the teacher questionnaire items believed to be the indicators of mathematics teaching efficacy were selected, represented by six items such as “I feel confident about teaching maths”. Then, low, mid, and high efficacious teachers were identified and compared to see how they differed with respect to their teaching profile and the frequency they used effective pedagogies when teaching mathematics (italicised below) (Anthony & Walshaw, 2007). Twenty eight percent of Year 4 and 41% of Year 8 teachers had high mathematics teaching efficacy. Compared with the other teachers, teachers with high mathematics teaching efficacy were better able to provide an ethic of care in their classroom, they more frequently arranged their classrooms for learning to enable students to collaborate, and more frequently expected their students to communicate their thinking and debate ideas with others. They more frequently provided students with worthwhile mathematical tasks, they more frequently provided opportunities for their students to build on their own thinking, and to explore how new learning linked to or changed what they already knew. They more frequently expected their students to make mathematical connections by reflecting on their learning, to use multiple representations, and use ideas and skills from different curriculum areas