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61. Pragmatism
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...ut which we could not make our way through the world, for it enables us to deal with the shortcomings of our knowledge about the world. Strategy is evidence of our imagination, not our reason, and to ...

62. Axiology & Teleology
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...xt? Do I truly feel like pursuing that telos? In the following four values: wealth, power, justice and knowledge are presented from their axiological aspects. While the following presentat...

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)
...cial power reproduction and his account on how education is responsible for much more than simple scientific knowledge transmission, but in fact is also  a main influencer in character developmen...

64. 4.2.4. Mindset & Values
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
.... Two methods for the transmission of a life-plan seem possible: Firstly, a role model (the individual knowledge entrepreneur) can explore new goals and practices which are then imitated (see se...

65. 4.2.3. Knowledge Entrepreneurship in Universities
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
It is the challenge of this thesis not only to describe the phenomenon of ‘knowledge entrepreneurship’ in its actualization in universities, but to also propose it as a unified systemati

66. 4.2.2. Cybernetic Analysis of a complex system
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...rastructure (Trosien, 2005). The only variable was that the person completing the survey had a more adequate knowledge base regarding the expectations of the ranking’s authors. The UPC has,...

67. 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

68. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...isciplines and has thus rationally chosen not to attempt to be an innovator but rather incorporate ICT based knowledge tools as a late early adopter or even early majority. The CIO equivalent at the L...

69. 4.1.2. Strategy and Practise in the case of Internet based innovation Appropriation
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...f how opportunities, that arise from the rapid evolution of cyberspace, are sized as an instance of possible knowledge entrepreneurship [i]. Before the various approaches implemented at the e...

70. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...3.4.11.    Analysis and Conclusion There can be no doubt that the UOC is a truly successful knowledge venture that has helped thousands of people who otherwise would have had difficul...

71. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
... (e.g. RSS and blogs). The virtual campus does not foster the dynamic formation of UOC initiatives based on (knowledge) opportunities because authoring is happening mostly through institutional channe...

72. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
...motivational skills of the tutor) what quality the learning experience has cumulatively. In fact UOC needs a knowledge entrepreneurial mindset to identify, evaluate and realize the opportunities to le...

73. 3.4.6. Knowledge Entrepreneurship
(3 Case-Studies/3.4. Case-Study UOC)
... As in most other universities  no defined process for the initiation of a new project exists. Instead knowledge technology innovation has a home in the Educational Technology Department. Due to...

74. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...ns the learning. Some students are de facto experts on their subjects, the take the courses to certify their knowledge and add some theoretical augmentation.  Others simply want to improve their ...

75. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC) model and process development.  The appropriation of innovations meant to enhance UOC’s knowledge services is entrusted to the Educational Technology Department. Here, eight fullt...

76. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
... the “information society.” The IN3 also houses the virtual PhD programme on the information and knowledge society that accommodates and frames this present research project.   ...

77. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
... There can be no doubt that when UOC started, it was a true pioneer in the application of technology and a knowledge entrepreneur, as the opportunity to develop a new knowledge service was initially...

78. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...more, the I2CAT and the K2M projects are understood to follow an innovative and promising approach of Mode 2 Knowledge Production (Gibbons, 1994) and the development of technological artefacts (H. A. ...

79. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...desdorff, 1997). As such, its mandate is to foster private sector-governmental-university collaboration as a knowledge entrepreneurship institution. The foundations director follows a Simonian (2000; ...

80. 3.3.11. Rival Explanations
(3 Case-Studies/3.3._Case–Study_UPC) and scientific patrimony of Catalonia, as well as ‘incorporate the Catalan language in all areas of knowledge, thus contributing to the process of its standardisation in scientific, cultural ...

81. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
...ortunity to contribute and improve upon the e-learning platform. As their practices are an exemplary case of knowledge entrepreneurship the practices are described in a separate section as unique stra...

82. 3.3.8. Knowledge Entrepreneurship
(3 Case-Studies/3.3._Case–Study_UPC)    Environmental Awareness Most stakeholders report to subscribing to mailing lists, to reading articles on the internet and to going to conferences. In general, stakeholde

83. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...e conduct of a common SWOT  analysis (UPC administration X). Like at the LSE and the FU, no formal knowledge management activities are conducted. The ICE however does understand itself as a ...

84. 3.3.6. Economic Entrepreneurship Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...trepreneurship as well as noting another institution which evidences still developing, but impressively high knowledge and economic entrepreneurial objectives.    UPC Inn...

85. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
...f autonomous facilities with a coordinating centre) have embraced the challenge posed by the digitization of knowledge repositories and information services. This emergent trend is especially evident ...

86. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
...alized schools and departments were founded. Today, the UPC describes itself as delivering “skills and knowledge oriented towards real professional practice” and it does so by fostering re...

87. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)
...for the Science of Education (ICE). The library, on the other hand, takes care of the development of digital knowledge repositories. Lastly, there is the School of Informatics with which all stakehold...

88. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
...odel is assessed to be successful in identifying, evaluating, and spreading opportunities for internet based knowledge entrepreneurship at the FU. ZEDAT is on its way to more effective management...

89. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
...nior students coached the younger ones. The original goal was not exclusively the transfusion of specialized knowledge but encouraged instead competencies like active learning, collaboration, as well ...

90. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)
...The “Working Group Market” (WGM) deserves special mention, because it provides an internet based knowledge opportunity to FU students. The WGM is an easy to use bulletin board, where stude...