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61. 4.2.4. (2) The four poles of an entrepreneurial mindset
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...-plan is set in relation against the rest of world.  Ethics as well as sustainability are questioned, because only just causes that consider their environment are successful in the long term. Thi...

62. 4.2.2. Cybernetic Analysis of a complex system
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...tic practices are passed by and actors default to what they individually perceive to be the best practice, because there is no culture to control the practice but the final indicator itself (UPC facul...

63. 4.1.5. Web Knowledge Entrepreneurship
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
... are perhaps the most interesting internet based opportunities to creatively destruct knowledge practices, because both practices are highly empowering (enable simple publication of arguments and know...

64. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...rly defined process of how to detect, test and decide whether to implement an innovation opportunity. Because ICT is only an add-on to traditional practices [ii] most universities have introduced...

65. 4.1.3. Web Data
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...itutions utilisation of the web (Figure 1). The UOC (red line) receives by far the most page views per day because all students and teacher activity is conducted on the site. The FU (blue line) comes ...

66. 4.1.1. Formally contrasting Setting & Typology
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...lar rate for the big presidential universities.  We also note a comparatively higher rate for the LSE because it cannot take advantage of the economies of scale. The UOC naturally shows a very go...

67. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...on and therefore it is facing problems that have a distinctly different character than other universities. Because of the technical nature of the university, it is logical that the IT professionals ha...

68. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
...virtual campus does not foster the dynamic formation of UOC initiatives based on (knowledge) opportunities because authoring is happening mostly through institutional channels [ii]. In general, ...

69. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
Because of its status as a semi-private virtual university, UOC is not included in many evaluations. However, as is described in the paragraphs dealing with teaching and learning, UOC was quite succ

70. 3.4.6. Knowledge Entrepreneurship
(3 Case-Studies/3.4. Case-Study UOC)
...s model, and in contrast to the other universities, the academic freedom of the professors is constrained, because the material has to be first developed and then the course is later implemented by co...

71. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...rganized.  The initiative had to be implemented using an external union party to request its creation because the employees were anxious about upsetting the management. Decisions were made by the...

72. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)
...lopment of the virtual campus was basically frozen from thereon-- due mainly to financial constraints, and because since 2004 a complete new version was planned.  Today,  that project is now...

73. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
... Even though physical location has to be read in a less dominant context than with the other universities (because it does not directly influence the learning experience) it remains an important aspec...

74. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
...2 when a decision  was implemented to discontinue the current virtual campus software and start anew. Because of financial struggles resulting from entrepreneurial ventures into the private educa...

75. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...articipation is created through an innovation price. This makes it attractive to contribute an opportunity because of the possibly obtained beneficial price,; even more importantly, it also communicat...

76. 3.3.11. Rival Explanations
(3 Case-Studies/3.3._Case–Study_UPC)
...all activities and making them accountable. The coordination system hence allows for more decentralization because it gives responsibilities to the implementing unit, while on the other hand there is ...

77. 3.3.8. Knowledge Entrepreneurship
(3 Case-Studies/3.3._Case–Study_UPC)
...ented that even though the hierarchical structures are rigid, the daily reality is almost complete liberty because there are no control mechanisms. Hence the interviewee reported a strategy of ‘...

78. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...p team finds itself confronted with a host of assemblies (UPC management 19) in which everybody is elected because of a political stance and vision (UPC management 12). Hence there is a rather good ba...

79. 3.3.6. Economic Entrepreneurship Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...panies (see also Figure 3.3.5), and is the holder of hundreds of entrepreneurship courses each year.  Because of its impressive aforementioned accomplishments, it is generally recognized as the c...

80. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
...gy process has also been recognized by the regional administration evaluation (AQU, 2006). The libraries, (because the library function is truly poly-centric in the sense that it is a collection of au...

81. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)
...ng the e-learning platform further. Overall, the setup is quite satisfactory, which is somewhat surprising because there is no coordinating entity. ------------------------- [i]  http...

82. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
... the other hand, one observes redundancy and non-compatibility instead of synergies and economies of scale because of the entropic state of IT governance. Especially with regards to entrepreneurs...

83. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
...FU as a catharsis (Ciborra, 2002), clearing the organizational culture of the tendency to ‘do things because they have always been that way’ and give preference to entrepreneurs who come w...

84. 3.2.9. Rival Explanations
(3 Case-Studies/3.2. Case-Study FU Berlin)
...Berlin hosts the national government and most ministries, which does not have a strong influence on the FU because of its more generalist profile [iii]. Also German media is much less centralized when...

85. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)
... of content production (FU administration 58). This approach is reported to be very successful, especially because the consultants are able to develop close relationships with their clients and are no...

86. 3.2.6. Knowledge Entrepreneurship
(3 Case-Studies/3.2. Case-Study FU Berlin)
...  The FU has a particularly difficult stand with regards to the implementation of the Bologna process because of the traditionally well developed left wing student association structures, which o...

87. 3.2.5. Condition
(3 Case-Studies/3.2. Case-Study FU Berlin)
...As elaborated in the history section, the FU was created as an explicitly autonomous (free) university and because of the important role students played in its creation, they also had a decisive role ...

88. 3.2.4. IT Setting
(3 Case-Studies/3.2. Case-Study FU Berlin)
3.2.4.1.    History & Approach Because of its decentralized governance structure, the Natural Sciences and the Computer Science department were the first to procure computers.&n

89. 3.2.3. Setting & Typology
(3 Case-Studies/3.2. Case-Study FU Berlin)
...k of state funding at about 50% (FU Chancellor 67).  This caused complications within the institution because German Employment Laws make it almost impossible to lay off staff.  Therefore th...

90. 3.2.2. History
(3 Case-Studies/3.2. Case-Study FU Berlin)
...tA web), but the ‘critical-university’ was not sustainable [iv], probably (at least partially) because there was no assessment and certification process to add matriculated legitimacy. ...