This paper describes a studio model that attempts to bridge the gap between conventional design studio settings and professional practice, by adopting design-build principles that…
Abstract
This paper describes a studio model that attempts to bridge the gap between conventional design studio settings and professional practice, by adopting design-build principles that incorporate experiential learning theory, derived from the early research of Dewey, Lewin, and Piaget. Part of the dichotomy of the profession is the dynamic difference in the established representational tools of the trade and the result of the built environment. This disconnect exists because the tools of the trade utilize two dimensional explanations about a three dimensional place, typically comprised of drawings in the form of plans, elevations, and perspectives. Additionally, there is a dynamic difference in scale that exists between these tools and the environments they represent. Thus, design educators tend to teach representational techniques without teaching a clear understanding of what they represent. This gap in education creates a gap in the profession. The described case studies outline an alternative studio model that is intended to introduce some of the “realities” often missing in a conventional studio approach. Each of the case studies involved second year Interior Design students, who were given the parameters of an existing space with specific user needs. The students had to design and then physically construct that interior environment all within a ten week time period (one academic quarter). By creating a more “hands-on” learning environment, it is the hope that students retain that knowledge in a more meaningful and lasting way, with the ability to transfer that experience over to similar situations in other studio settings and within the professional practice.
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The process of educating future architects and designers around the world varies dramatically. However, there is one striking similarity - the dominance of the design studio as…
Abstract
The process of educating future architects and designers around the world varies dramatically. However, there is one striking similarity - the dominance of the design studio as the main forum for knowledge acquisition and assimilation, and for creative exploration and interaction. Such a setting encompasses intensive cognitive and physical activities, which ultimately result in conceptualizing meaningful environments proposed to accommodate related human activities. The design studio is the primary space where students explore their creative skills that are so prized by the profession; it is the kiln where future architects are molded. It has occupied a central position since architectural education was formalized two centuries ago in France and later in Germany, the rest of Europe, North America, and the rest of the world.
Jeffrey W. Alstete and Nicholas J. Beutell
Examines student performance indicators in online distance learning courses offered on the Internet at a mid‐sized private college in the USA. A sample of 74 undergraduate and 147…
Abstract
Examines student performance indicators in online distance learning courses offered on the Internet at a mid‐sized private college in the USA. A sample of 74 undergraduate and 147 graduate business students in ten courses were selected for statistical analysis of their grade performance and the relationship with various indicators. The research results include findings that gender and age are related differently for undergraduate and graduate students to performance in distance learning courses, and that undergraduate grades, age, work experience, and discussion board grades are significantly related to overall course performance. However, standardized test scores (SATs, GMATs) and organization position level are not related to the performance in distance learning courses. Makes recommendations for further qualitative and empirical research on distance learning student performance in online computer‐mediated courses and programs.
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Anna R. Oliveri and Jeffrey Paul Carpenter
The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the…
Abstract
Purpose
The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the affinity space concept to accommodate changes in social media platforms and algorithms.
Design/methodology/approach
Guided by a sociocultural perspective, this paper reviews and discusses some ways the affinity space concept has been used to frame studies across various contexts, its benefits and disadvantages and how it has already evolved. It then calls for and describes a refresh of the affinity space concept.
Findings
Although conceptualized 20 years ago, the affinity space concept remains relevant to understanding social media use for learning. However, a refresh is needed to accommodate how platforms have changed, algorithms’ evolving role in social media participation and how these technologies influence users’ interactions and experiences. This paper offers three perspectives to expand the affinity space concept’s usefulness in an increasingly platformized and algorithmically mediated world.
Practical implications
This paper underscores the importance of algorithmic literacy for learners and educators, as well as regulations and guidance for social media platforms.
Originality/value
This conceptual paper revisits and updates a widely utilized conceptual framing with consideration for how social media platform design and algorithms impact interactions and shape user experiences.
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Nisha Solanki, Rohit Yadav and Mohit Yadav
Social entrepreneurship is an area that has been extensively researched from a variety of angles and across a broad range of academic disciplines. Parallel to this, practitioners…
Abstract
Social entrepreneurship is an area that has been extensively researched from a variety of angles and across a broad range of academic disciplines. Parallel to this, practitioners have applied social entrepreneurship ideas to a variety of industries and at varying degrees of complexity. The purpose of this study is to understand how the social capital of an entrepreneur drives the growth of social enterprises by contributing to the social entrepreneur skills. A systematic assessment of available literature was carried out based on searches of major academic databases (Web of Science, EBSCO and CAPES Portal de Periódicos), with an initial list of 3,106 publications being narrowed down to 472 articles that were subjected to content analysis after being narrowed down. Further, a theoretical proposal and research propositions were developed, highlighting the relationship between social capital and the activities of social entrepreneurs, as well as their relationships with the collective actors and institutions that make up social entrepreneurship in its totality. The conclusion of the chapter is that the interface between social entrepreneurship and social capital is a latent field for research. Further contributions of the chapter are a theoretical model to help researchers consolidate their efforts by identifying three key themes identified by intensive literature: creation of social capital by the social entrepreneur, relationships between institutions and the formation of groups and social capital as a formation of groups. In these words, a future agenda for discussing these topics is outlined for discussion.
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This paper aims to provide an overview over the development of historical research into advertising from the early twentieth century. Its main purposes are to interest marketing…
Abstract
Purpose
This paper aims to provide an overview over the development of historical research into advertising from the early twentieth century. Its main purposes are to interest marketing scholars and business historians in the history of advertising, help scholars that are unfamiliar with the field in choosing an appropriate theoretical and methodological angle, and provide a critique of a range of methods and theoretical approaches being applied in advertising historical research.
Design/methodology/approach
The research design of this paper is based on historiographical analysis and method critique. It surveys the advertising historical literature of the three decades between 1980 and 2010, and it compares and contrasts dominant research methodologies and theoretical paradigms that have been used by historians and advertising researchers.
Findings
Much advertising historical research is based on a specific set of theoretical paradigms (“Modernization”, “Americanization”, and “Semiotics”), without being aware of the manifest impact they have on the narratives and understandings that historians create. Identifying these paradigms and outlining their impact will help marketing historians and advertising researchers to avoid the pitfalls associated with particular paradigms.
Originality/value
This paper subjects the modern historiography of advertising to a methodological and narratological analysis. It uses this analysis to propose new and somewhat more critical directions in advertising historical research.