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61. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...ommendations in order to slice them up, classify and prioritize them so they can be sub-contracted to local IT development and installation firms.  Until today the majority of the IT staff ...

62. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...upplied and has managed to attract substantive funding from third parties. Due to the officially ‘frozen development’ of the virtual campus, and while ‘waiting’ for the new fre...

63. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
...any features have been added, today it is a highly complex learning and communication platform. Unfortunately, development was largely discontinued after the last official release in 2002. The interne...

64. 3.4.9. Rival Explanations
(3 Case-Studies/3.4. Case-Study UOC)
...niversities as much as it could. It was decided that by 2010 3% of the GDP will be invested in research and development [iii]. The UOC is the only distance university that teaches in the Catal...

65. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
...TSA) prize, and the Digital Opportunity Award. In 2001, UOC reached the preliminary climax of its reputational development; the International Council for Open and Distance Education (ICDE) selected UO...

66. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)
...ched upon in the section on UOC’s IT history and approach, the university has a lean model of technology development and planning. The identification and exploration of software tools that might...

67. 3.4.6. Knowledge Entrepreneurship
(3 Case-Studies/3.4. Case-Study UOC)
...gy approach, it is also worth mentioning that UOC has chosen to outsource a substantial part of its technology development; while the final decisions are implemented by the vice-rector and his confida...

68. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...ce shared with the UOC community their strategic principles and objectives. The program stresses the following development: “to move from a great project to become a great university” (UOC...

69. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)
...rdized solution using mostly CGI scripts (1996,) to its third generation version utilizing mainly Java (2002). Development of the virtual campus was basically frozen from thereon-- due mainly to finan...

70. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
... of technology as a barrier. Even though young people also take UOC’s services in their educational development, the university’s official mandate is understood to be offering learnin...

71. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
...der to ensure the possibility for strong leadership with the objective of responsiveness to the rapid societal development. Hence, we witness a new organization; the Fundacio per a la Universitat Ober...

72. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
...o a black box. The complexity of the soft- and hardware infrastructure became so high that around 2000 further development became more and more difficult due to the volume of individually documented a...

73. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...derstood to follow an innovative and promising approach of Mode 2 Knowledge Production (Gibbons, 1994) and the development of technological artefacts (H. A. Simon, 1969). From a more critical pe...

74. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...ound in their daily work context and/or from user input.   The next step in the process is the formal development of these opportunities in brainstormed multidisciplinary meetings. This oppor...

75. 3.3.11. Rival Explanations
(3 Case-Studies/3.3._Case–Study_UPC)
...dependence was the reform of its university system. The concrete role of universities for the preservation and development of specifically Catalonian culture was thus enshrined in the regional higher ...

76. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
...l educational community through online Open Access / Open Educational Resources). Furthermore, a software development professor and a team of students are actively seizing the opportunity to cont...

77. 3.3.8. Knowledge Entrepreneurship
(3 Case-Studies/3.3._Case–Study_UPC)
...ells. As for their German colleagues, this obviously causes a relative delay in environmental awareness as new developments are likely to be published first in English. This weakness is however limite...

78. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
... are perceived by some as stifling growth [i] by for example, turning buildings scheduled to become technology development centres into teaching facilities and generally de-capitalising the technology...

79. 3.3.6. Economic Entrepreneurship Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...the award for the Best Technology Springboard in Catalunya from the federal Centre for Innovation and Business Development (CIDEM).     Figure 3.3.5 – UPC ...

80. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
...oday hosts 3,039 students and 270 professors. The faculty has 75 servers and 475 workstations for research and development. As is the case for the FU, the UPC computer scientists enjoy their own separ...

81. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
...ological citizenship (Delanty, 2001), and on the other, it is pushing innovation through research and regional development through technology transfer. While there is no explicit cultural citizenship ...

82. 3.3.2. History
(3 Case-Studies/3.3._Case–Study_UPC)
...of massification of higher education from its international peer institutions. One decisive figure in the development of the UPC is also a protagonist in the UOC case. Gabriel Ferraté i Pa...

83. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)
...h contributions to policy making and expert forums, as well as institutions meant to accelerate socio-economic development through entrepreneurship. After having just finished the consolidation phase ...

84. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
...chology for more than two decades He has developed a unique approach to venture creation, which focuses on the development and refinement of an innovative business model. In a truly entrepreneurial fa...

85. 3.2.9. Rival Explanations
(3 Case-Studies/3.2. Case-Study FU Berlin)
...ational Context Germany, which is Europe’s biggest economy, is experiencing a very low-growth economic development at around 1%. This, combined with the increased costs for pensions and the tr...

86. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)
...atives that are valued by the students. One comment on a user survey conducted by CeDiS before engaging in the development of a social networking platform is telling of the ambivalent if sometimes pos...

87. 3.2.6. Knowledge Entrepreneurship
(3 Case-Studies/3.2. Case-Study FU Berlin)
...nd excellence.  Stressing instead the pursuit of their own academic interests and awareness of scientific developments. Regarding internet based  innovations, a typical diffusion scheme...

88. 3.2.5. Condition
(3 Case-Studies/3.2. Case-Study FU Berlin)
...al Squad” (Kühne, 2006) of confidants had been setup and is working extensive additional hours. The development is top-secret (“Reichs-Geheimsache” – FU management 28) and...

89. 3.2.4. IT Setting
(3 Case-Studies/3.2. Case-Study FU Berlin)
... fu-berlin.de was registered. However, it took until 1990 to connect the FU to the science web WiN; again, web development was left to individualistic ambitions, until 1997 when a central web-team was...

90. 3.2.2. History
(3 Case-Studies/3.2. Case-Study FU Berlin)
...y was a student driven initiative to create scientific working groups on such themes as “Imperialism and development problems”, “sexuality and dominance”, or “psychosomat...