61. 4.2.4.2. Axiology & Teleology
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)

...this knowledge, described by Lombardo (2007) as “understanding the big picture” and “deep learning”, that causes wise men to say they know that they don’t know. It is thi...

62. 4.2.4. (2) The four poles of an entrepreneurial mindset
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)

...means that it has the ability to create something within a structure. Furthermore, he did he not understand learning as a the act of practiced individual activities, but as learning of production for ...

63. 4.2.2. Cybernetic Analysis of a complex system
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)

...mic negotiations about their planning. The leadership commented that “the system is in the process of learning this in the moment” (FU Chancellor 3), it became clear that, while some depar...

64. 4.1.5. Web Knowledge Entrepreneurship
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)

...opriate internet based innovations. The conditions of the universities are compared looking at the use of e-learning, mailing lists, online video and audio content, as well as more advanced services s...

65. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)

... entities for the exploitation of these opportunities. For technology innovation the LSE has the Centre for Learning  Technology (CLT), the FU has the CeDiS, the UPC has ICE and the innovation un...

66. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)

...tion has been mandated to identify and appropriate internet based innovations meant to improve teaching and learning. The team is quite well supplied and has managed to attract substantive funding fro...

67. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)

...rmous innovative accomplishment. Over the years many features have been added, today it is a highly complex learning and communication platform. Unfortunately, development was largely discontinued aft...

68. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)

...C is not included in many evaluations. However, as is described in the paragraphs dealing with teaching and learning, UOC was quite successful in the rankings it did enter into. In 2004, it received a...

69. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)

3.4.7.1.    E-Learning Tools Integration (Technology) As touched upon in the section on UOC’s IT history and approach, the university has a lean model of technology developm

70. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)

...ive’, etc., that were introduced and, in the beginning, caused problems with the professors and the e-learning consultants. She states also that it did not take long before the students got the ...

71. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)

...ogy has played in the functioning of the UOC, the organization has always stressed that the student’s learning itself, and not the medium of its transmission, was deservedly at the centre of its...

72. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)

...ices in their educational development, the university’s official mandate is understood to be offering learning opportunities for adults interested in continuing their education. Many students ar...

73. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)

...mind. (See the business model for an analysis of the economic- and organisational-aspects, as well as the e-learning platforms for the pedagogical and technological aspects of the UOC model). Pr...

74. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)

... was the first university to offer certified university degrees exclusively through internet based distance learning. After focusing the first years on teaching only, in 2000 a research centre was ope...

75. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)

....  Such strict budgetary control doesn’t allow for experimentation, innovative research ideas or learning projects to adequately mushroom.  One critique expressed by an informant...

76. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)

...society” (BSC web)   3.3.12.4.    Dynamics of Open Source e-Learning Platform The knowledge entrepreneurial ventures (developed by software developme...

77. 3.3.10. UPC Position (Institutional Results)
(3 Case-Studies/3.3._Case–Study_UPC)

3.3.10.1.    Teaching and Learning Results The UPC is evaluated in national and international university rakings and quite a positive impression remains (see table 1). The newspaper

78. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)

...06b). This indicator measures the availability of wireless network connection, library access, and use of e-learning. For the period of 2002-2004 the UPC received satisfactory results twice and very s...

79. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)

...ost important element of Catalonian culture. 3.3.7.4.    Strategy & Organizational Learning The UPC developed its first holistic strategic plan in 1995 as result of quality ...

80. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)

...he UPC computer scientists enjoy their own separate intra-net and continuously experiment with innovative e-learning solutions. It should also be noted that it was a software development professor who...

81. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)

...Another interesting venture at the UPC is its Fundacio institution which offers post-graduate and life-long learning courses at competitive market prices. Even though the Fundacio was founded more tha...

82. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)

...ement, including innovation, is outsourced to the wholly-owned spin-off, “UPCnet” The spread of learning technology is entrusted to the Institute for the Science of Education (ICE). The li...

83. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)

...y, by encouraging wide spread stakeholder ownership by providing opportunities – facilitated by the e-learning consultants and the in-house funding- for faculty to look for needs that can be sat...

84. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)

...as not exclusively the transfusion of specialized knowledge but encouraged instead competencies like active learning, collaboration, as well as the “fomentation of independent, critical thinking...

85. 3.2.8. FU Position (Institutional Results)
(3 Case-Studies/3.2. Case-Study FU Berlin)

...d almost all Professors do have a personal website.  3.2.8.1.    Teaching and Learning In general a positive trend for the FU can be observed looking at the assessment...

86. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)

3.2.7.1.    e-learning Tools Integration (Technology) In line with the FU’s decentralist traditions, individual departments started to experiment with e-learning on their ow

87. 3.2.5. Condition
(3 Case-Studies/3.2. Case-Study FU Berlin)

...alize opportunities, and produce very good results for example in the area of internet based innovations (e-learning: Dr. Apostolopoulos, spin-offs: Prof. Schiller, and research: Prof. Perchelt) ...

88. 3.2.4. IT Setting
(3 Case-Studies/3.2. Case-Study FU Berlin)

..., as can be seen by observing its staff and budget growth rate, a very dynamic institution specialized on e-learning and multi-media production. The library runs quite a substantial part of its servic...

89. 3.2.3. Setting & Typology
(3 Case-Studies/3.2. Case-Study FU Berlin)

...oyees (FTE), plus 600 hours of student assistant jobs per month (FU web). CeDiS the centre specialized on e-learning employs the equivalent of 35 full time people . Its entrepreneurial style is reflec...

90. 3.2.2. History
(3 Case-Studies/3.2. Case-Study FU Berlin)

... In 2000 the FU creates, together with eight Berlin universities, a spin-off company for the marketing of e-learning (multimedia) products (web). In 2003 the FU receives the “entrepreneurial thi...