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61. 4.2.4.3. Pragmatism
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
Pragmatism is probably the most obvious and most researched component of a philosophical entrepreneurship model, because it deals with the question of ‘how to implement?’. An entrepreneu

62. 4.2.4.2. Axiology & Teleology
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...meta-physical argument for knowledge entrepreneurship. As an motivation knowledge entrepreneurship has been researched under the concept of curiosity (Kashdan, Rose, & Finchmam, 2004) and more spe...

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)
...llowing section, a conglomerate of meta-physical dispositions is developed based on phenomenological action-research and feedback based system optimization. The philosophical themes are thereby unders...

65. 4.2.3. Knowledge Entrepreneurship in Universities
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
... universities, but to also propose it as a unified systematic paradigm based on the phenomenological action-research conducted and the findings of the case studies. The analysis is divided into two pa...

66. 4.2.2. Cybernetic Analysis of a complex system
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...ing a particular 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 in...

67. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...leton-Kelly, 2005)) and serves as feedback channel thereby balancing/reinforcing feedback loops (Ibid). All researched universities have setup dedicated entities for the exploitation of these opportun...

68. 4.1.3. Web Data
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...uation is the Webometrics project conducted by the Centre for Information and Documentation at the National Research Board (table 4.3).   Table 4.3 - Webometrix ranking ...

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)
...been conducted (Bates, 2000; Collis & Wende, 2002; Pittinsky, 2003) and it is not the intention of this research to elaborate on how this process can be theorized. Rather it is used as an example ...

70. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...e instrument to elevate the educational level of society. Having said that, it is not the objective of this research to assess the impact UOC has on society, but rather- to investigate what enables it...

71. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
...onal paradigm of complexity science and Deleuze’s ‘becoming’ theorem that is framing this research approach. This indicates that the organization [i] is internally aware of the conti...

72. 3.4.9. Rival Explanations
(3 Case-Studies/3.4. Case-Study UOC)
...ed local universities 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...

73. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
...in the certificate, a defined process to reach the degree.   3.4.8.2.    Research Results The UOC was originally thought of as a pure teaching university and it ad...

74. 3.4.7. Internet Use
(3 Case-Studies/3.4. Case-Study UOC)
...s of operation and is now constantly being refined through the application of insights from UOC’s own research into, and reflections upon, its own practices. UOC’s initial e-learning appro...

75. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...tion. Mrs. Tubella holds a doctorate in social sciences and had previously been UOC’s vice-rector for research from 1999-2003 and, since its inauguration in 2000, she has also been co-directing ...

76. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)
...epartment is to have the workstations replaced every three years (UOC management 30). At the time this research was being conducted, UOC had undergone a profound reassessment of its IT infrastruc...

77. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...o types of physical locations exist. First, the spatial setting of the core administration, faculty and the research centre, and finally the support centres. When the UOC was founded in 1995 it took i...

78. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
...;s second rector. Prof. Tubella, who knows the university well through her long engagement as professor and researcher, has set out to turn UOC into a ‘great university’ (UOC, 2006), which...

79. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
...sively through internet based distance learning. After focusing the first years on teaching only, in 2000 a research centre was opened and investigations began relating to the crosscutting theme of in...

80. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...lished online [i]). Also UPC’s practices and institutions for the fomentation of commercialisation of research results, be it in the form of transfer services (implemented through the CTT) or th...

81. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
3.3.12.1.    I2CAT The I2CAT foundation was founded with the mission to promote research and innovation in advanced internet technology. Thereby, it follows Etzkowitz’ and Ley

82. 3.3.11. Rival Explanations
(3 Case-Studies/3.3._Case–Study_UPC)
...igher education coordination system described below) as well as the fact that 3% of the GDP was invested in research and development [ii] by 2010. 3.3.11.3.    Local Universiti...

83. 3.3.10. UPC Position (Institutional Results)
(3 Case-Studies/3.3._Case–Study_UPC)
... make use of new systems (many times of an e-learning variety) in teaching . 3.3.10.2.    Research Results The 2006 El Mundo ranking puts the UPC “indisputably” at the ...

84. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
...ble within the platform (e.g. in his class on the history of computers). Within his class, students have to research one thematic aspect and either create a new article on the evolving wiki-knowledge-...

85. 3.3.8. Knowledge Entrepreneurship
(3 Case-Studies/3.3._Case–Study_UPC)
....2.    Entrepreneuring (Strategy & Vision) When it comes to entrepreneuring, almost no researcher reports to developing his opportunities in a conscious way, but he/she seems rath...

86. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
... supply of teaching forces is not favouring change either, as professors usually giving allegiance to their research ‘home’ – the departments where they meet colleagues of the same m...

87. 3.3.6. Economic Entrepreneurship Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...is documented through the existence of 18 company chairs, 534 contracts with companies, 52 Million Euros in research income, and a respectable 6,853 internships (UPC, 2006d). The following paragraphs ...

88. 3.3.5. IT History and Approach
(3 Case-Studies/3.3._Case–Study_UPC)
...ears and today 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...

89. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
... training for technological citizenship (Delanty, 2001), and on the other, it is pushing innovation through research and regional development through technology transfer. While there is no explicit cu...

90. 3.3.3. Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...ich students would meet in small informal groups to discuss their work and progress” (UPC, 2005a) the researcher has observed and participated in various informal activities on campus.  Con...