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Article
Publication date: 6 November 2017

Elham Mousavidin and Leiser Silva

The purpose of this paper is to theorize the social dynamics of modifiable off-the-shelf software (MOTS) configuration process. The authors do so by formulating theoretical…

402

Abstract

Purpose

The purpose of this paper is to theorize the social dynamics of modifiable off-the-shelf software (MOTS) configuration process. The authors do so by formulating theoretical propositions about the configuration process.

Design/methodology/approach

The authors have conducted a comprehensive review of the literature on MOTS configuration and the associated challenges to draw on the properties of MOTS. The authors then examined these properties through the lens of social construction of technology to formulate the authors’ theoretical propositions.

Findings

The authors formulate theoretical propositions about the configuration process. The authors also develop four scenarios based on the authors’ theoretical propositions for managing the configuration process of MOTS. These scenarios categorize the difficulty level of the configuration by two theoretical groups: malleability and interpretive flexibility.

Practical implications

The findings especially the scenarios can guide practitioners when managing configuration processes.

Originality/value

The authors synthesize the literature on MOTS. The theoretical contributions emphasize the social dynamics in configuring this type of software which is an angle that has not been developed in previous literature.

Details

Information Technology & People, vol. 30 no. 4
Type: Research Article
ISSN: 0959-3845

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Article
Publication date: 22 March 2019

Kaveh Abhari, Elizabeth J. Davidson and Bo Xiao

With the emergence of the sharing economy paradigm, the process of innovation is no longer unidirectional, but cyclical. This paradigm shift requires a better understanding of…

1517

Abstract

Purpose

With the emergence of the sharing economy paradigm, the process of innovation is no longer unidirectional, but cyclical. This paradigm shift requires a better understanding of social actors to fully leverage the promise of co-innovation in the sharing economy. To this end, the purpose of this paper is to develop a classification model to profile social actors based on their motivation to participate in different co-innovation activities.

Design/methodology/approach

A preliminary case study was first conducted to identify actors’ motivations to continuously participate in co-innovation activities. Next, a survey was administrated to validate the measurement model and then a discriminant analysis was run on a sample of 244 actors to classify actors based on their willingness to participate in three forms of co-innovation activities. Lastly, the resultant classifiers were cross-validated.

Findings

The results indicate that financial gains, entrepreneurship and learning are significant predictors of ideation (sharing new ideas). Enjoyment and learning are strong indicators of collaboration (sharing knowledge or experience), whereas networking, enjoyment, and altruism are most strongly related to socialization (sharing network and connections). These findings highlight three classes of social actors – ideators, collaborators and networkers – based on motivational differences.

Originality/value

Co-innovation among individual inventors is an understudied aspect of the sharing economy. This study provides a theoretically parsimonious classification model to profile social actors, predict the sharing activities in co-innovation networks, and highlight the importance of platform design to appeal to different classes of potential contributors in collaborative innovation.

Details

Internet Research, vol. 29 no. 5
Type: Research Article
ISSN: 1066-2243

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Available. Content available
Book part
Publication date: 19 December 2016

Radha R. Sharma and Sir Cary Cooper

Free Access. Free Access

Abstract

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Executive Burnout
Type: Book
ISBN: 978-1-78635-285-9

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Book part
Publication date: 3 July 2018

Alexander W. Wiseman and Petrina M. Davidson

The shift from data-informed to data-driven educational policymaking is conceptually framed by institutional and transhumanist perspectives. Examples of the shift to large-scale…

Abstract

The shift from data-informed to data-driven educational policymaking is conceptually framed by institutional and transhumanist perspectives. Examples of the shift to large-scale quantitative data driving educational decision-making suggest that data-driven educational policy will not adjust for context to the degree as done by the data-informed or data-based policymaking. Instead, the algorithmization of educational decision-making is both increasingly realizable and necessary in light of the overwhelmingly big data on education produced annually around the world. Evidence suggests that the isomorphic shift from localized data and individual decision-making about education to large-scale assessment data has changed the nature of educational decision-making and national educational policy. Big data are increasingly legitimized in educational policy communities at national and international levels, which means that algorithms are assumed to be the best way to analyze and make decisions about large volumes of complex data. There is a conceptual concern, however, that decontextualized or de-humanized educational policies may have the effect of increasing student achievement, but not necessarily the translation of knowledge into economically, socially, or politically productive behavior.

Details

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
Type: Book
ISBN: 978-1-78743-767-8

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Book part
Publication date: 4 November 2021

Abstract

Details

International Perspectives in Online Instruction
Type: Book
ISBN: 978-1-80043-672-5

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Article
Publication date: 6 June 2008

Uri Gal and Nicholas Berente

The purpose of this paper is to advocate a “social representations” approach to the study of socio‐cognitive processes during information systems (IS) implementation as an…

3547

Abstract

Purpose

The purpose of this paper is to advocate a “social representations” approach to the study of socio‐cognitive processes during information systems (IS) implementation as an alternative to the technological frames framework.

Design/methodology/approach

The paper demonstrates how social representations theory can improve research outcomes by applying it to three recent studies that employed the technological frames framework.

Findings

It is found that because the technological frames framework is overly technologically centered, temporally bounded, and individually focused, it may lead to symptomatic explanations of IS implementation. Alternatively, using the theory of social representations can offer more fundamental causal explanations of IS implementation processes.

Research limitations/implications

IS researchers are encouraged to use a social representations approach to study IS implementation as the theory provides a rich vocabulary to examine the formation, change, and content of representations of IS, and their relationship to people's actions toward IS.

Originality/value

The paper introduces a new theoretical perspective into the IS research discipline, which can be applied to provide better research results concerning IS implementation.

Details

Information Technology & People, vol. 21 no. 2
Type: Research Article
ISSN: 0959-3845

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Book part
Publication date: 10 July 2014

To explain how reading, rewinding a story in reverse order, and then rereading allows a reader to contextualize information, acquiring not only major themes and events but also…

Abstract

Purpose

To explain how reading, rewinding a story in reverse order, and then rereading allows a reader to contextualize information, acquiring not only major themes and events but also details and other literacy characteristics of the literature selection.

Design/methodology/approach

A representation of sequencing structures is discussed including world-related, concept-related, inquiry-related, learning-related, and utilization-related. In addition, the instructional design aspects of backwards sequencing are discussed.

Findings

Just as a level or stud finder uses a back-and-forth approach for finding the most suitable position, so does the backwards sequential approach to reading comprehension. By slowing down and focusing on parts before the whole, students are more likely comprehend content.

Practical implications

The importance of prediction towards comprehension has been recognized for decades. However, using a learning design that features reading a story once, then revisiting the story structure components in backwards order, and finally reading it again, allows for precise and complete learning. This theory has research and pedagogical implications for students of all ages.

Details

Theoretical Models of Learning and Literacy Development
Type: Book
ISBN: 978-1-78350-821-1

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Article
Publication date: 1 April 1998

C. Clissman, R. Murray, E. Davidson, J. Hands, O. Sijtsma, A. Noordzij, R. Moulton, S. Shanawa, J. Darzentas and I. Pettman

Provides a brief introduction to the UNIverse Project and its major objectives. Continues and completes the overview of the international standards, softwares and systems which…

310

Abstract

Provides a brief introduction to the UNIverse Project and its major objectives. Continues and completes the overview of the international standards, softwares and systems which will enable bibliographic searching of multiple distributed library catalogues. Part 3 reviews three further areas: ‐ inter library loans protocols; multimedia document delivery and authentication and directory services.

Details

New Library World, vol. 99 no. 2
Type: Research Article
ISSN: 0307-4803

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Book part
Publication date: 9 May 2017

Kirsi Tirri and Sonja Laine

Inclusion, defined as nondiscriminatory education for all, involves embracing gifted students whose special needs should be considered in curriculum planning and in the teaching…

Abstract

Inclusion, defined as nondiscriminatory education for all, involves embracing gifted students whose special needs should be considered in curriculum planning and in the teaching methods used. However, inclusion has often been connected with disability and special needs education. It has been claimed that inclusion neglects the needs of the gifted. This chapter identifies ethical challenges in inclusive education, with gifted students as a case example. Several critical misconceptions about gifted students and gifted education are identified as leading to ethical challenges for teachers. These misconceptions are discussed in the ethical framework of distributive justice in teaching, and recommendations are given for ways to support teachers in meeting the needs of gifted students in inclusive educational settings.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Article
Publication date: 1 February 1998

C. Clissman, R. Murray, E. Davidson, J. Hands, O. Sijtsma, A. Noordzij, R. Moulton, S. Shanawa, J. Darzentas and I. Pettman

Provides a brief introduction to the UNIverse Project and its major objectives. Continues the overview of the international standards, softwares and systems which will enable…

290

Abstract

Provides a brief introduction to the UNIverse Project and its major objectives. Continues the overview of the international standards, softwares and systems which will enable bibliographic searching of multiple distributed library catalogues. Part 2 reviews three further areas: record syntax conversion which covers UNIMARC, SGML and Dublin Core; result set de‐duplication, covering International Standard Book Number (ISBN), International Standard Serial Number (ISSN), the Universal Standard Bibliographic Code (USBC), Serial Item and Contribution Identifier (SICI), Digital Object Identifiers (DOI) and Uniform Resource Names (URN); and multi‐lingual thesauri.

Details

New Library World, vol. 99 no. 1
Type: Research Article
ISSN: 0307-4803

Keywords

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