Managerial interaction - Discussion practices in management meetings

siirretty Doriast

E-Learning as a Socio-Cultural System: A Multidimensional Analysis

In this study we will introduce a global synchronous e-learning platform that is used for teaching virtual collaboration, multicultural communication, and business process management. The platform has been used in joint learning sessions between international universities and the data of the study has been gathered from self-reflecting essays of the participating university students. We will analyze the data from the point of view of how the students create a social and cultural identity in this totally virtual environment, in which no student will probably ever meet face-to-face his or her team members and collaboration partners. We will consider both the environment as a social construction as well as an environment which is technology supported. In this respect the study has several implications for the educators in the present global and ever technology richer university environment.</p

Valmiuksia tulevaisuuden työelämään simulaatiopeli-oppimisen kautta

Työtä tehdään yhä useammin hajautuneesti digitaalisissa ympäristöissä. Etä- ja digitaalinen työ tulevat jäämään pysyväksi osaksi työelämää myös koronapandemian jälkeen. Työn digitalisoituminen on tarkoittanut teknologiaosaamisen korostumista, kun yhteisöllisen ongelmanratkaisun taitojen merkitys on kasvanut. Nykypäivän työelämässä korostuvat yhteisölliset digitaaliset taidot, joiden kehittäminen on syytä aloittaa jo ennen työelämään siirtymistä oppilaitoksissa. Samaan aikaan liiketoimintaosaamisen merkitys myös muissa kuin liike-elämän tehtävissä on korostunut. Simulaatiopeliympäristöjä on käytetty juuri kompleksisten kokonaisuuksien, kuten yritystoiminnan, kollaboratiiviseen oppimiseen. Tässä tutkimuksessa esitämme virtuaalisesti toteutetun korkeakoulukurssin ja siitä kerätyn aineiston avulla, kuinka simulaatiopelaaminen toimii nykyaikaisen työympäristön vaatiman osaamisen oppimisessa.</p

Interactional and procedural practices in managing coopetitive tensions

Purpose - The purpose of this paper is to explore interactional and procedural practices in managing tensions of coopetition (simultaneous collaboration and competition between firms). Design/methodology/approach - Through an in-depth literature review of prior research within coopetition and strategy-as-practice fields, and by using two illustrative empirical examples, the authors develop a framework for preventing and managing coopetitive tensions through combinations of procedural and interactional practices. Findings - The authors identify tensions related to strategizing, task and resource allocation, as well as knowledge sharing. Furthermore, they demonstrate potential ways of how these tensions can be prevented, resolved and managed. Research limitations/implications - The findings show that the analysis of tensions in coopetition would benefit from a holistic, multilevel approach that recognizes practices that are interactional (i.e. face-to-face interactions) as well as procedural (i.e. organizational routines). Coopetitive tensions and their resolution are related to the use or neglect of both types of practices. Furthermore, interactional and procedural practices are mutually interdependent and can complement each other in tension management in various ways. Practical implications - The findings of this study shed light on the roles and activities of actual practitioners involved in coopetition, and shows how their work and practices in-use contribute to coopetition, related tensions and their resolution. Originality/value - By adopting the strategy-as-practice approach, this study generates valuable insights into the practices and tensions in coopetition, as well as illuminates the roles of the practitioners involved in managing coopetition relationships.fi=vertaisarvioitu|en=peerReviewed

Organizing for collaboration in simulation-based environments: An affordance perspective

Extant research has identified the significance of technological affordances in computer-supported learning environments. However, until recently, there is scarcely empirical research on affordances for organizing collaboration in these learning environments. To address this gap, this study empirically examines affordances for organizing collaboration in a simulation-based learning environment. We focus, in particular on understanding how the organizing affordances of the learning environment are perceived and employed by the learners during a simulation-based learning task. The study was executed among 177 undergraduate higher education (HE) business students from 10 universities in Belgium, China, Estonia, New Zealand, the USA, Austria, and Finland. The data were obtained from the students' reflective essays, and analyzed with a qualitative content analytical approach. The results of our analyses yield in four types of organizing affordances: (1) organizing the division of work, (2) managing information and resources, (3) managing tasks, and (4) strategizing. Each type of organizing affordance was required in the joint learning task. The study offers an advanced understanding of affordances for organizing and of their use/nonuse in simulation-based learning environments. The findings of this study have theoretical and empirical implications and can contribute to both the development of pedagogic and educational practices as well as the design of learning tasks and environments

The design principles for flow experience in educational games

Educational games have to be well designed to incorporate learner engagement, an integral component of educational effectiveness. One foundation of designing educational engagement is flow theory. This article presents a flow framework that describes the building blocks of flow experience that can be used to design appealing and effective educational games for formal and informal learning contexts. The framework provides the principles for good educational game design, based upon associative, cognitive and situative learning theories, including engagement and pedagogic elements with a focus upon feedback and flow principles. Furthermore, the paper clarifies the relation between the flow experience and immersion. We tested the flow framework in the RealGame case study, which revealed that the RealGame business simulation game was well designed and effective at engaging student.We found tht the university student; flow experience in the game was high and the findings indicated that sense of control, clear goals and challenge-skill dimensions of flow scored the highest, but a rewarding experience and feedback dimensions also scored highly by the students. Overall, the results indicate that flow framework is a useful tool in studying game-based learning experiences

Teaching Professional Communication in a Global Context: Using a Three-Phase Approach of Theory Exploration, Self-Assessment, and Virtual Simulation

In today\u27s globally diverse society, standard theoretical instruction is not able to expose our students to the realities of international communication, multicultural collaboration, and dispersed global work. Abstract text-based cases are limited in delivering a realistic view of the challenges of working virtually and globally within international teams. In addition to cases, we believe that hands-on experiential, collaborative exercises – combined with the metacognitive exercise of reflective practice – offer greater learning potential. While international collaboration and exercises may take extra time, effort, and cost, the benefits to students can be substantial