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61. 4.2.4. Mindset & Values
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...the case of the reputation of, or the myth about, how the leader and his team are in actuality. At the LSE it was a wide spread myth that ‘the new boss is a manager’; the same is true for ...

62. 4.1.5. Web Knowledge Entrepreneurship
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...epreneurial agents identifying the beneficial opportunity and realizing the bureaucratic steps. At the LSE provision has been limited to the social hotspots – the library, the lobbies and the ga...

63. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...ve setup dedicated 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...

64. 4.1.3. Web Data
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...content on both www.upc.es (broun line) and www.upc.edu (green line). As was expected content from the LSE website, even though well structured and adequately representing the organisation, is request...

65. 4.1.1. Formally contrasting Setting & Typology
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
... variety of size indicators, which follow the disperse structure of the sample. For example, while the LSE is the smallest organisation in student numbers, it is still hiring more professors than the ...

66. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...   3.4.11.4.    Internet Based Innovation Appropriation Like at the LSE and the FU, a specialized institution has been mandated to identify and appropriate internet ...

67. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)
...servers and is therefore responsible for a much wider scale of technology than an institution like the LSE. Since its early days, UOC’s technology has undergone an enormous evolution to what is ...

68. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
3.4.5.1.    Leadership As with the LSE, the historic and the current leadership teams are portrayed in order to grasp a full view of both the past and current leadership conditions.

69. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...utions through the ‘g e c’ company. This strategic service bears much resemblance with the LSE Enterprise. 3.4.3.5.    Finance Despite the fact that UOC is a pri...

70. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...t framework. Additionally, the UPC is assessed to share the same high standards of transparency as the LSE (see e.g. the database of protocols of meetings of the council and the senate which are publi...

71. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...een observed at the FU in regards to the computer sciences departments, and to a certain degree at the LSE within the information systems department. Notably though, at the UPC the integration and par...

72. 3.3.8. Knowledge Entrepreneurship
(3 Case-Studies/3.3._Case–Study_UPC)
...results’  (UPC faculty 38) 3.3.8.4.    Risk Tolerance Like in the LSE and the FU, the first and popular response when asked about risk taking was that universities...

73. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...; (EUA, 2005) by developing strategic discourses and advising the management team. Similar to the LSE, the Board of Governors - consisting of eight thematic committees - is the highest entity of ...

74. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
...U management 59), is assessed to have potential for improving the situation at the FU. As for the LSE, the provision of an open FU wide intranet seems to provide a very interesting opportunity to...

75. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
...nages and provides the space. [iii]  As they have never been implemented at the FU, barely elsewhere.   ...

76. 3.2.7. Internet Use
(3 Case-Studies/3.2. Case-Study FU Berlin)
...o;change enforcers’ but rather as helpers to explain and facilitate new practices. With impulses of the e-learning consultants, who spur and support faculty ambitions, 199 e-learning projec...

77. 3.2.6. Knowledge Entrepreneurship
(3 Case-Studies/3.2. Case-Study FU Berlin)
...l support is nothing they should expect (FU faculty 33). Instead, they are expected to find the money elsewhere and (at least overall) they are not doing badly at funding their own research (see figur...

78. 3.2.5. Condition
(3 Case-Studies/3.2. Case-Study FU Berlin)
...ram with the goal of codifying knowledge and competencies as they are implemented at the FU. As in the LSE, most organizational learning happens between befriended or otherwise connected colleagues an...

79. 3.1.11. Analysis and conclusion
(3 Case-Studies/3.1. Case-Study LSE)
Of the four universities investigated and portrayed in this research, the LSE has produced and continues to produce the most successful graduates. The list of 14 Nobel Laureates and 34 heads of state

80. 3.1.10. Unique Strange Attractors
(3 Case-Studies/3.1. Case-Study LSE)
3.1.10.1.    LSE Enterprise Back in 1992, the LSE’s director asked one of its alumni to look into additional fundraising through academic outreach (read: academics working out

81. 3.1.9. Rival Explanations
(3 Case-Studies/3.1. Case-Study LSE)
...l spirit.  Sandwiched between the BBC World Service building and the Royal Courts of Justice, the LSE is directly in the political and communicative mix of the British government and media. ...

82. 3.1.8. LSE Position
(3 Case-Studies/3.1. Case-Study LSE)
Overall the LSE as university is constantly ranked among the top in national and global evaluations [i] (Guardian, 2006; SundayTimes, 2006; THES, 2006). The Times Higher Education Supplement even ra

83. 3.1.7. Internet Use
(3 Case-Studies/3.1. Case-Study LSE)
...ormed jointly by the Teaching and Learning Development Office (TLDO, now the TLC), IT Services and the LSE Library. Its mission was to explore the possibilities and potential of e-learning environment...

84. 3.1.6. Knowledge Entrepreneurship
(3 Case-Studies/3.1. Case-Study LSE)
As has been alluded to in the history section, the LSE has built and maintains a strong reputation in establishing the parameters of social science discourses. As such, it serves as a benchmark for

85. 3.1.5. Condition
(3 Case-Studies/3.1. Case-Study LSE)
...trast to his predecessor Professor Anthony Giddens, an outstanding sociologist, who during his time as LSE director developed an innovative political direction named the ‘third way’ (Gidde...

86. 3.1.4. IT History and Approach
(3 Case-Studies/3.1. Case-Study LSE)
Due to the non-technical alignment of the LSE, computers and the internet enter the university’s practice on a pure use basis [i]. However, even though LSE’s specialisation excludes IT d

87. 3.1.3. Setting & Typology
(3 Case-Studies/3.1. Case-Study LSE)
...anically (in the sense that new courses and careers were added when resources were secured). Today the LSE has about 7800 students and plans to grow to about 9000 once a new building which has recentl...

88. 3.1.2. History
(3 Case-Studies/3.1. Case-Study LSE)
...Founded in 1895 by the socialist Fabian Society, the London School of Economics and Political Science (LSE) was created with the aim to contribute to the betterment of society (LSE web1). The founding...

89. 3.1.1. Overview
(3 Case-Studies/3.1. Case-Study LSE)
The London School of Economics and Political Science (LSE) has managed to emerge as a globally leading research institution and a talent breeding ground based on inspired (knowledge) entrepreneurship.

90. 2.5.1. Development of PhD Research as Action Research
(2 Research Methodology/2.5 Phenological Action Research)
...ansion of the research through the implementation of a focus group interview held with students of the LSE. This opportunity arose in an informal meeting with an LSE teaching assistant, was assessed t...