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1 – 10 of 123Barbara Gray and Sandra Schruijer
The idea that relational processes are central to knowledge creation and knowledge sharing is an idea in good currency (Bouwen & Taillieu, 2004; Brown & Duguid, 1996; Wenger, 1998…
Abstract
The idea that relational processes are central to knowledge creation and knowledge sharing is an idea in good currency (Bouwen & Taillieu, 2004; Brown & Duguid, 1996; Wenger, 1998). Rather than considering knowledge as a commodity that can be transferred from one mind to another, when knowledge is viewed as a relational practice, it resides in social interactions and is actualized in common practices that evolve within a particular community of practice (Sternberg & Horvath, 1999; Van Looy, Debackere, & Bouwen, 2000). Thus, knowledge is both embedded and emergent — subject to change as participants in a community interact with one another. To understand what is known, it becomes necessary to study how members of an organizational community interact and how their knowledge shifts over time.
A conference on the history of heterodox economics in the twentieth century was held during October 3–5, 2002 at the University of Missouri-Kansas City. The conference organizers…
Abstract
A conference on the history of heterodox economics in the twentieth century was held during October 3–5, 2002 at the University of Missouri-Kansas City. The conference organizers were Frederic S. Lee and John King. Several papers presented at the conference are published below, several in significantly revised and/or expanded form, together with one paper distributed at but not formally presented at the conference. Malcolm Rutherford’s paper, “On the Economic Frontier: Walton Hamilton, Institutional Economics, and Education,” will be published in History of Political Economy. All of the papers published here have been reviewed.
Daphne Berry and David Fitz-Gerald
This case explores the context in which decisions related to the composition of the board of directors are made at a company with a strong, participatory culture and strong values…
Abstract
This case explores the context in which decisions related to the composition of the board of directors are made at a company with a strong, participatory culture and strong values of accountability, responsibility, and community.
This case study seeks an in-depth understanding of a 100% ESOP company’s (Carris Reels, Inc.) values, culture, and processes related to broad-based employee participation in decision-making and governance of the company. Data were collected from formal and informal interviews and discussions with Carris Reels’ employees, observation, and company archival data, including newsletters, meeting minutes, and announcements.
Goals may be sufficiently different at highly participatory, majority employee-owned ESOP companies such that regulatory guidelines for board structure for public or privately held companies that are not employee-owned should be evaluated in the context of that company’s stakeholders.
A trend toward external members for boards of directors should be given careful consideration in the case of majority ESOP companies whose employee-owned and governed status is central to the company’s vision.
This case study provides an in-depth look at a company’s board of directors’ composition-related decision-making in the context of broad-based participatory processes and the desire to maintain a profitable and fully employee-owned and governed enterprise.
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Renée E. DeRouin, Barbara A. Fritzsche and Eduardo Salas
In this paper, we review the literature on learner control and discuss the implications that increased control may have for training in e-learning environments. The purpose of…
Abstract
In this paper, we review the literature on learner control and discuss the implications that increased control may have for training in e-learning environments. The purpose of this paper is to provide a comprehensive review of the learner control literature, focusing on adults and workplace training. We begin by reviewing the literature on learner control, focusing on the positive and negative effects associated with providing adult learners with control in e-learning environments. We organize our review into instructional design factors that have been manipulated to provide learners with control and person issues that moderate the relation between learner control and outcomes. Then, we summarize developments in training research and in adult learning that relate to learner control in order to provide a theoretical context for understanding learner control in adult workplace e-learning.
Kathleen M. Alley and Barbara J. Peterson
To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of…
Abstract
Purpose
To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of ideas for composition in grades K-8.
Design/methodology/approach
The ideas or content expressed in written composition are considered critical to ratings of writing quality. We utilized a Systematic Mixed Studies Review (SMSR) methodological framework (Heyvaert, Maes, & Onghena, 2011) to explore K-8 students’ ideas and writing from a range of theoretical and methodological perspectives.
Findings
Students’ ideas for writing originate from a range of sources, including teachers, peers, literature, content area curriculum, autobiographical/life experiences, popular culture/media, drawing, and play. Intertextuality, copying, social dialogue, and playful peer interactions are productive strategies K-8 writers use to generate ideas for composing, in addition to strategies introduced through planned instruction. Relevant dimensions of instruction include motivation to write, idea planning and organization, as well as specific instructional strategies, techniques, and tools to facilitate idea generation and selection within the composition process.
Practical implications
A permeable curriculum and effective instructional practices are crucial to support students’ access to a full range of ideas and knowledge-based resources, and help them translate these into written composition. Instructional practices for idea development and writing: (a) connect reading and writing for authentic purposes; (b) include explicit modeling of strategies for planning and “online” generation of ideas throughout the writing process across genre; (c) align instructional focus across reading, writing, and other curricular activities; (d) allow for extended time to write; and (e) incorporate varied, flexible participation structures through which students can share ideas and receive teacher/peer feedback on writing.
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Charles Thorpe and Brynna Jacobson
Drawing upon Alfred Sohn-Rethel's work, we argue that, just as capitalism produces abstract labor, it coproduces both abstract mind and abstract life. Abstract mind is the split…
Abstract
Drawing upon Alfred Sohn-Rethel's work, we argue that, just as capitalism produces abstract labor, it coproduces both abstract mind and abstract life. Abstract mind is the split between mind and nature and between subject/observer and observed object that characterizes scientific epistemology. Abstract mind reflects an abstracted objectified world of nature as a means to be exploited. Biological life is rendered as abstract life by capitalist exploitation and by the reification and technologization of organisms by contemporary technoscience. What Alberto Toscano has called “the culture of abstraction” imposes market rationality onto nature and the living world, disrupting biotic communities and transforming organisms into what Finn Bowring calls “functional bio-machines.”
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The chapter introduces the reader to select language of human sexuality and the definitions and characteristics of some key terms related to lesbian, gay, bisexual, transgender…
Abstract
The chapter introduces the reader to select language of human sexuality and the definitions and characteristics of some key terms related to lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ+), identifies different theoretical perspectives of human sexuality and sexual orientation, and discusses select LGBTQ+ theories and concepts in a historical context that library and information science (LIS) professionals should consider while performing their roles related to information creation–organization–management–dissemination–research processes. It helps better understand the scope of what is LGBTQ+ information and traces its interdisciplinary connections to reflect on its place within the LIS professions. The chapter discusses these implications with the expectation of the LIS professional to take concrete actions in changing the conditions that lack fairness, equality/equity, justice, and/or human rights for LGBTQ+ people via the use of information. Important considerations in this regard include the need for an integrative interdisciplinary LGBTQ+ information model, growth of a diversified LGBTQ+ knowledge base and experiences, holistic LGBTQ+ information representations, LGBTQ+ activism, and participatory engagement and inclusion of LGBTQ+ users.
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