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61. Pragmatism
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...cs is the science of steering any kind of system through adjusting practices, based on feedback information. Following this initial understanding, it is a classical post-hoc management approach as the...

62. Axiology & Teleology
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...s? Is the telos congruent in my life’s context? Do I truly feel like pursuing that telos? In the following four values: wealth, power, justice and knowledge are presented from their axiolo...

63. 4.2.4. (2) The four poles of an entrepreneurial mindset
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
The following four poles that were developed mainly through the phenomenological action research method, are found to influence the individual as well as collective/institutional entrepreneurial ide

64. 4.2.4. Mindset & Values
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
In the following section, a conglomerate of meta-physical dispositions is developed based on phenomenological action-research and feedback based system optimization. The philosophical themes are there

65. 4.2.2. Cybernetic Analysis of a complex system
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...lar outcome) taken from the complexity sciences, are deployed to describe the insights of this research. The following paragraphs develop some concepts found influential in setting the investigatory s...

66. 4.1.5. Web Knowledge Entrepreneurship
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)    Formally contrasting web knowledge entrepreneurship In the following section the situation at the investigated universities regarding the approbation of internet based i

67. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...10% of the functionality of the e-learning suite one reaps 85% of the potential benefits (LSE4). In the following paragraphs the different strategies and practices of the investigated universitie...

68. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...dition, while the specific phenomena found to enable knowledge entrepreneurship are further developed in the following chapter Cross-Case Analysis. Also, it is important to state that UOC was during t...

69. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
... When reviewing table 3.4.2, which outlines the production of UOC’s thirteen research fields, the following observations can be made: Under the new leadership team UOC has increased its res...

70. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)
...ed to be played on a DVD-player, or transformed into an audio-book. Current Practices (Use Cases) The following paragraphs outline the organization of the e-learning platform imparted by the UO...

71. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC), Ferraté first created a “list of things that were to be avoided,” which contained the following point: “In traditional universities I needed three years to reach something...

72. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC), the virtual campus was a stand-alone software platform. The internet connection was increased to 2Mb the following year.  Generally, the system grew rapidly to serve the exploding user base. ...

73. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...h still hosts the university management and some faculty. Over the years, several new spaces have been added following the UOC’s natural growth pattern. In 2001 and 2006 a research centre in the...

74. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
...p; This consortium was founded in 1994 as a ‘holding’ for the higher education enterprise. Following his vision, Ferraté contracted the manager (who a role akin to that of a C...

75. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...ut. On the other hand have most leadership teams steered the institution with a very pragmatic managerialism following the premises of efficiency rather than consensus or participation (UPC management...

76. 3.3.6. Economic Entrepreneurship Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...s with companies, 52 Million Euros in research income, and a respectable 6,853 internships (UPC, 2006d). The following paragraphs describe the two main institutions for entrepreneurship as well as not...

77. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
... library and the School of Informatics. The evolution and role of each of those entities is described in the following paragraphs. Since 1976 the UPC has employed a School of Informatics that ste...

78. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
...gure 3.3:2.     Figure 3.3.2 - Sources of UPC Income 2006 The following description contrasts the spending of 2004 (EUA, 2005) with 2006 (as depicted in ...

79. 3.3.2. History
(3 Case-Studies/3.3._Case–Study_UPC)
Founded in 1971 the UPC is a conglomerate of a host of technical schools in and around Barcelona. Over the following years, it has assimilated various additional schools as well as created several n

80. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)
...rate socio-economic development through entrepreneurship. After having just finished the consolidation phase following a period of constant change in the political environment, the UPC has now identif...

81. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
...ational practice in Germany the Tutorial Model was initiated and successfully piloted at the FU [i] in 1951. Following the critical stance towards system politics, the students at the FU were eager to...

82. 3.2.9. Rival Explanations
(3 Case-Studies/3.2. Case-Study FU Berlin) of its more generalist profile [iii]. Also German media is much less centralized when compared to London, following instead the federalist polycentric setting. Despite its problems, Berlin, having ...

83. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin) that leadership had set clear preferences and the results were accordingly (FU 70). [ii]  The following data regarding the CeDiS is from May 2007 [iii]  Mostly as part of one...

84. 3.2.2. History
(3 Case-Studies/3.2. Case-Study FU Berlin)
... explicitly communist influences  and began agitating for free speech and scientific autonomy. Over the following months, the Soviets tightened their grip on their sector of the university and in...

85. 3.1.11. Analysis and conclusion
(3 Case-Studies/3.1. Case-Study LSE)
... this outstanding academic climate? From the interviews and observations made, it is concluded that the following factors are particularly influential in creating the environment necessary: ...

86. 3.1.8. LSE Position
(3 Case-Studies/3.1. Case-Study LSE)
...of very good universities are Anglophone. [iii] As of 15.Feb.2007. 4icu explains its ranking with the following statement: The ranking is based upon an algorithm including three unbiased and in...

87. 3.1.7. Internet Use
(3 Case-Studies/3.1. Case-Study LSE)
...o explore the possibilities and potential of e-learning environments (LSE administration 35, Darking, 2004). Following an operational review at the end of the first three-year funding period, the proj...

88. 3.1.6. Knowledge Entrepreneurship
(3 Case-Studies/3.1. Case-Study LSE)
...ce any innovations on their stakeholders but completely follow a supply and demand based approach. Sincerely following the motto: “moving forward without pushing” (LSE management 32). ...

89. 3.1.2. History
(3 Case-Studies/3.1. Case-Study LSE)
...ledge fields, such as geography, anthropology, and international relations, as university level disciplines. Following WWII, the political mission of the School was increasingly realised as a growing ...

90. 2.5.2. Validation of Action Research
(2 Research Methodology/2.5 Phenological Action Research)
...rsquo;s work has been used for this research. Subsequently feedback has been obtained and worked in from the following:   Table 2.2 - Obtained Expert Feedback Wiki and...