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61. 4.2.4. Mindset & Values
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...le of philosophy [i]: “Philosophy is stylizing the human being with the practice of terminological gene-technology (‘begrifflicher gentechnologie’), thereby developing new taxonomies...

62. 4.2.2. Cybernetic Analysis of a complex system
(4 Cross Case Analysis/4.2. Theory of Knowledge E-ship in Universities)
...2) or planning future states. As a senior manager at UOC expressed, creating and maintaining productive technology environments is like cooking (UOC 7), one needs the right ingredients, in the r...

63. 4.1.5. Web Knowledge Entrepreneurship
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
.... An interesting discussion of how this kind of practice promotes a society deploying architectures of ‘technology of control’ or ‘technology of access’ has been developed by L...

64. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...). All researched universities have setup dedicated entities for the exploitation of these opportunities. For technology innovation the LSE has the Centre for Learning  Technology (CLT), the FU h...

65. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
...ng in concert to implement the recommended strategic changes and maintain the system. The new vice-rector for technology has identified and stressed the importance of an IT strategy and the first docu...

66. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
... a specialist on societal development, especially regarding the positive and negative effects which networked technology has on private and professional lives. He has been asked by the former rector t...

67. 3.4.8. UOC Position (Institutional Results)
(3 Case-Studies/3.4. Case-Study UOC)
... relative autonomy results from two conditions: on the one hand, most stakeholders are no experts in internet technology and hence the possibilities of an internet based university are hard to judge r...

68. 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

69. 3.4.6. Knowledge Entrepreneurship
(3 Case-Studies/3.4. Case-Study UOC)
... nevertheless on the forefront of this virtual pedagogic environment. As described in the section on the technology approach, it is also worth mentioning that UOC has chosen to outsource a substa...

70. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)
...History & Approach The UOC was born with the promise of efficiency gains made possible through internet technology. The venture was started with an internet connection based on a rack of 30 mode...

71. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...er percentage of male students (56%) which is most likely due to the inequalities regarding the perception of technology as a barrier. Even though young people also take UOC’s services in t...

72. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
...unistic [i] one (UOC faculty 2). Given Ferraté’s background as an engineer, he was not afraid of technology.   Since his vision for the new university was an entrepreneurial and...

73. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
...entre was opened and investigations began relating to the crosscutting theme of information and communication technology (ICT). On its foundation UOC was designed to be a lean institution, run by an e...

74. 3.3.13. Analysis and conclusion
(3 Case-Studies/3.3._Case–Study_UPC)
...t the ‘big picture’ of life (Lombardo, 2007).  The necessary question being posed is: Beyond technology, are these students being adequately prepared for cultural citizenship [iv] (De...

75. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...T The I2CAT foundation was founded with the mission to promote research and innovation in advanced internet technology. Thereby, it follows Etzkowitz’ and Leydesdorff’s triple helix inno...

76. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
... very satisfactory results twice (ibid). 3.3.9.1.    e-Learning Tools Integration (Technology) The UPC was one of the first universities in the world to introduce a comput...

77. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...leadership are perceived by some as stifling growth [i] by for example, turning buildings scheduled to become technology development centres into teaching facilities and generally de-capitalising the ...

78. 3.3.6. Economic Entrepreneurship Setting
(3 Case-Studies/3.3._Case–Study_UPC)
... and consciousness of the university’s formative role; the ranking also illustrates that innovation and technology transfer are two key points for awarding the UPC the respectable 6th place (el ...

79. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
...(Delanty, 2001), and on the other, it is pushing innovation through research and regional development through technology transfer. While there is no explicit cultural citizenship education, the UPC is...

80. 3.3.2. History
(3 Case-Studies/3.3._Case–Study_UPC)
...igh demand for technical workers and engineers.  The demand that arose with the increasing complexity of technology was satisfied by the UPC, which learned and implemented the practices of massif...

81. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)
...ng this paradigm the UPC has enabled continuous institutional growth. Therefore, the UPC has a well-developed technology transfer unit and an entrepreneurship program. The UPC is a classic technical u...

82. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
...y-centric structures. On the one hand, individual entities are free to pursue their interests and develop the technology and practices they deem most adequate. On the other hand, one observes redundan...

83. 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

84. 3.1.7. Internet Use
(3 Case-Studies/3.1. Case-Study LSE)
3.1.7.1.    e-Learning Tools Integration (Technology) Next to its standard IT services, the School has identified teaching technologies (above all e-learning) as an important new

85. 3.1.6. Knowledge Entrepreneurship
(3 Case-Studies/3.1. Case-Study LSE)
... today. The CLT is ‘the responsible’ entity for the identification, evaluation and realization of technology based opportunities to improve teaching & learning. A similar function for ...

86. 3.1.4. IT History and Approach
(3 Case-Studies/3.1. Case-Study LSE)
... the core IT infrastructure, one for the business information systems, one for the spread of IT as a learning technology, and one for the library services, plus two teams who promote and experiment wi...

87. 3.1.1. Overview
(3 Case-Studies/3.1. Case-Study LSE)
...novation appropriation is institutionalized in the specialized academic support units the Centre for Learning Technology. Also some Library staff is doing research support. The activities are framed t...

88. 2.1.2. Demarcation
(2 Research Methodology/2.1 Research Approach)
...search exploits concepts from many disciplines in order to deal with the theme of knowledge entrepreneurship, technology and universities. During the advancement of the research several, sometimes ver...

89. 2.1.1. Development of the Research Questions
(2 Research Methodology/2.1 Research Approach)
...quo;s findings, the research was constantly adjusted as new phenomena and relationships emerged. Whilst using technology as the special interest theme, I intended nonetheless not to focus fieldwork ac...

90. 1.3.6. Innovation Appropriation
(1 Research Approach & Background/1.3 Theoretic Background & Originating Theory)
... a university (Zellweger-Moser, 2003, p. 104). Another widely cited concept in innovation studies is the technology acceptance model (TAM). It has the perceived usefulness as well as easy operati...