The e-learning cycle and continuous improvement for e-entrepreneurs

The purpose of this paper is to explore the integration of learning, continuous improvement and innovation theories as a basis for enhancing the education of e-entrepreneurs. Conceptual development of emerging interdisciplinary literature is combined with example analysis to develop the Circle of E-learning uniquely augmented by hermeneutics, action research and the creative destruction cycle of innovation using applied examples of e-entrepreneurship. Four R&rsquo;s are discussed in the Circle of E-learning; Review, Revise, Reconstruct, and Reveal. Observations for each of the 4R&rsquo;s are made regarding continuous improvement of the education of e-entrepreneurs. Findings are that the procedural pivot points indicated by the 4R&rsquo;s can be helpful for administrators and educators to improve operations and outcomes in management and professional development situations.<br /

The impact of mobile phone uses in the developing world: giving voice to the rural poor in the Congo

In recent years, the rise of information and communication technologies (ICTs) contrasted with the dire living conditions of the world’s poorest has been the subject of debate among industry and academia. However, despite the amount of writings produced on mobile phones, Western bias is surprisingly unbridledly prevailing alongside the fêted dissemination of mobile phones. Expansive literature tends to present the rapid adoption of mobile phones among rural individuals, with little to no indication of how local values and voices are respected or promoted. We undertook semi-structured interviews with 16 rural chiefs to inquire into ways in which mobile phones enabled socio-economic development in the rural Congo. Rather than using quantitative, large-scale, or top-down data, we sought to give voice to chiefs themselves about the role of mobile phones. We found that Western bias dominates the literature and deployment of mobile phones more than usually acknowledged. We suggested some paths forward, while bringing the African communal Utu or Ubuntu culture to the center stage

Media and Ideology: Mutual Signifiers That Signify Each Other

This chapter aims mainly to provide a framework towards the sophisticated relation between "media" and "ideology" by putting the key thinkers' arguments, such as Marx, Gramsci, Althusser (and also Zizek's and Hall's complementary contributions), at the center. In order to fulfill this aim, the chapter will, firstly, elaborate on Marx's conception of ideology, as Marx's understanding of "ideology," "human being," and "the world" directly determines not only the direction and but also the content of the debates on media and ideology. Secondly, Gramsci's theory of "hegemony" will be scrutinized. In this way, the view claiming that the primary function of media is to produce "hegemony" through which the capitalist class maintains its own privileged position in society will be discussed. Finally, the chapter will discuss Althusser's notion of "ideology" and "ideological state apparatus." Thus, the reader will notice the way how media and ideology mutually include each other. © 2020, IGI Global

A brief debate on alienation, authenticity, and tourism

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Theorizing young people's perceptions of their citizenship identity

The paradigm of social justice gives voice to those without the resources to deal with responsibilities imposed by a neoliberal agenda. The authors focus on pupils in Sweden and England, countries which have moved from a sense of communality to the growth of neoliberal societal individualism. To clarify real citizenship (rather than formal), they apply the concepts of intersectionality and of human capabilities in place of rights, which means that people adhere to numerous simultaneous collectivities and having the capability to do something requires more than an entitlement to it. While everyone might have the right to an education and to a dignified life, many live in powerlessness and in political, social, and economic exclusion. Sufficient human capabilities are required in order to receive the education necessary for citizenship in its real meaning, and the intersectional approach enables interrogation of factors that coalesce, rather than viewing in them in isolation