Designing global leadership development programmes that promote social capital and knowledge sharing

This paper explores the role of Global Leadership Development (GLD) programmes for developing the social capital of multinational enterprises and ultimately the enhancement of knowledge sharing across corporate divisions and national borders. Drawing on both qualitative interview and survey data, we find that GLD programmes can promote cross-border knowledge sharing. However, the effects of such programmes depend on their design. We identify two factors crucial for social capital development and knowledge sharing: first, a selection issue related to participants’ previous experience with leadership programmes and, secondly, a process issue which concerns the quality of the social interaction in the group work

Evaluering av Kvalitetsreformen. Delrapport 5. Kvalitet som forhandling: NOKUT i norsk høyere utdanning 2003-2006

I denne delrapporten utgjøres datagrunnlaget av ulike kilder, herunder formelle lover, forskrifter og retningslinjer, samt kildemateriale som er fremkommet som et resultat av NOKUTs virksomhet. Her har spesielt ulike evaluerings- og akkrediteringsrapporter utarbeidet av NOKUT vært sentrale kilder

Internasjonal IKT-utdanning − Formål, organisering og innhold

I forbindelse med handlingsplanen for IKT i norsk utdanning (2000-2003) fremkom det et behov for en større utredning om IKT som fag. Utdannings- og forskningsdepartementet har bedt Norgesnettrådet iverksette en slik utredning i løpet av 2002. Som et ledd i denne utredningen har Norgesnettrådets sekretariat bedt NIFU om å kartlegge og vurdere hvordan IKT utdanningene er organisert i en del utvalgte land, slik at en nærmere sammenligning med norsk IKT utdanning kan gjøres. Dette notatet er resultatet av dette arbeidet

Successful and unsuccessful radical transformation of multinational mobile telephony companies: the role of institutional context

A number of prominent European multinational mobile telephony companies (MNMTCs) have their origins in state-owned monopolies that successfully undertook radical transformation in the late 1980s to late 1990s. Not only did they face liberalization of their domestic markets but they also moved from fixed-line telephony to mobile telephony prior to rapid expanded overseas. Our study focuses on Telenor whose operations currently span the Nordic region and Southeast Asia. Like other MNMTCs, Telenor currently faces another period of radical change as global digital services providers are set to ride on the connectivity MNMTCs supply thereby reducing them to “dumb-pipes”. Our study indicates that Telenor has abandoned radical transformation for “modernization” of its extant operations. For an understanding of why this second radical change is proving arduous for MNMTCs, we argue that there is a need to take into consideration institutional change

Designing global leadership development programmes that promote social capital and knowledge sharing

This paper explores the role of Global Leadership Development (GLD) programmes for developing the social capital of multinational enterprises and ultimately the enhancement of knowledge sharing across corporate divisions and national borders. Drawing on both qualitative interview and survey data, we find that GLD programmes can promote cross-border knowledge sharing. However, the effects of such programmes depend on their design. We identify two factors crucial for social capital development and knowledge sharing: first, a selection issue related to participants’ previous experience with leadership programmes and, secondly, a process issue which concerns the quality of the social interaction in the group work

University managers or institutional leaders? An exploration of top-level leadership in Chinese universities

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Global rankings in the Nordic region: challenging the identity of research-intensive universities?

Global university rankings currently attract considerable attention, and it is often assumed that such rankings may cause universities to prioritize activities and outcomes that will have a positive effect in their ranking position. A possible consequence of this could be the spread of a particular model of an ‘‘ideal’’ university. This article tests this assumption through an analysis of a sample of research-intensive universities in the Nordic region. Through document analysis and interviews with institutional leaders and staff from central administration, the study explores whether high-ranked Nordic universities take strategic measures as a response to global rankings, and whether the traditional identities of the universities are changing, as they are influenced and affected by the rankings. The study shows that rankings have a relatively modest impact on decision-making and strategic actions in the Nordic universities studied, and that there are few signs of rankings challenging the existing identities of the universities in this region

Strategizing Identity in Higher Education

There is a growing body of literature shedding light on processes of strategy making within public universities. Yet, to date, only a handful of studies have analysed the role that organizational identity plays in such processes. This paper addresses this knowledge gap, by investigating how identity mediates processes of organizational change across two comprehensive universities based in Northern Europe. Our data and analysis reveal that identity has the potential to provide organizations, like universities, with substantial flexibility during strategic change processes, not only as a tool for legitimating change in the eyes of internal and external constituencies, but also as a strategic mechanism for coping with an increasingly turbulent and volatile external environment. The paper is part of recent re-discovering of the role played by the more tacit dimensions of organizations (culture, identity, logics, etc.) operating within highly institutionalised environments

Shadow organising: emerging stakeholder collaboration in higher education to enhance quality

Much research is currently addressing how to establish, maintain and govern stakeholder collaboration in higher education. In this article, the concept of shadow organising, i.e. stakeholder imitation of formal educational provision, is introduced to illustrate bottom-up, proactive ways to connect multiple autonomous organisations and stakeholder groups within and outside universities (such as professional bodies, employers and student unions). The article exemplifies the concept of shadow organising by analysing emerging stakeholder collaboration in legal education. The case illustrates the collaborative but informal efforts of a range of supporting actors. The results show that the actors are connected to each other through concrete and practical actions, instead of agreements, regulations or partnerships, which have stabilised into a widespread latticework of interlinked activities: training law students, hiring law graduates, supervising learning processes and instituting quality control. Simultaneously, however, actors maintain their distinctive roles, identities and mandates without initiating official collaboration or a common discussion of objectives and rationales