Search results

The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships.

This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006) to develop and analyse themes. This study includes situated perspectives from the authors who offer their subjective relationship to the Studio’s development.

This paper assesses the outcomes and design of a transdisciplinary cross-stakeholder social innovation program and extends prior research on the potential and challenges of design thinking and immersive pedagogies for supporting service-learning and community engagement (SLCE) practices within higher education. Qualitative interview results reveal how time, resources and other structural and systemic factors operate across stakeholder groups. The findings address a gap in SLCE and social innovation literature by situating community learning within pedagogical interventions constructed not only for the benefit of students but for community members. The authors conclude that the research on social innovation in higher education could benefit from a more intentional examination of longitudinal effects of innovative pedagogical environments across a broad range of stakeholder perspectives and contexts.

This paper identifies how innovative higher education programs are forced to navigate structural, epistemological and ethical quandaries when engaging in community-involved work. Sustainable innovation requires such programs to work within institutional structures while simultaneously disrupting entrenched structures, practices, and processes within the system.

Social innovation in higher education could benefit from harnessing lessons from collective impact and ecosystem design frameworks. In addition, the authors argue higher education institutions should commit to studying longitudinal effects of innovative pedagogical environments across multiple stakeholder perspectives and contexts. This study closes these gaps by advancing an ecosystems model for long-term and longitudinal assessment that captures the impact of such approaches across stakeholder groups and developing an approach to designing and assessing community-involved collaborative learning ecosystems (CiCLE).

THERE ARE WOMEN engineers in every facet of that ubiquitous motley of professions that claim (sometimes with but little justification) to that title. There are, too, women politicians, women surgeons and physicians, women accountants, architects and one was recently appointed as Editor of a national newspaper.

Introduces social network analysis techniques to business logistics and transportation. The case study has two specific goals. First, it introduces social network analysis techniques to the business logistics and transportation community as a useful tool with which to study the dynamic flows of communication between members of a social network. Second, it describes a wide variety of techniques and then utilizes them to examine artifacts of scholarly communication ‐ journal citations. In doing so, it tracks the changing communication patterns across two separate time periods to describe the evolution and maturation of the fields of business logistics and transportation. Concludes that over a period of ten years the flow of information between the journals in the area of business logistics and transportation has become more efficient and that journals directly communicate with one another. Also, there is no longer a distinct break between logistics and transportation.

Somehow, without loading up on games or owning a sound card, the author has 28 CD‐ROMs at home, with more on the way. How did all these discs get there and what do they say (if anything) about the CD‐ROM marketplace? When are CD‐ROMs marvelous new publishing media, when are they essentially compact diskette replacements, and when are they wastes of good polycarbonate? The author goes through his motley collection, noting some highlights and some messy situations. After all this grumbling, the author adds notes on the personal computing literature for April through September 1994.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

The purpose of this conceptual paper is to provide a foundation for human resource development (HRD) scholars in attempts to devise mechanisms for establishing and facilitating actionable pathways through which unlearning can be acknowledged and serve as a contributing agent for HRD interventions. This paper concludes with a call to action for our HRD colleagues to join us in further examination of unlearning interventions within the organizational context.

This paper narratively details the literature associated with the myriad social science domains that have investigated the unlearning process. Additionally, a cross-disciplinary literature review provides the basis for an operational definition of unlearning provided herein.

The field of HRD is devoted to creating learning organizations as well as utilizing change initiatives to develop organizations. However, unlearning has been largely ignored within the field of HRD.

The first contribution is by answering the call of scholars across varied disciplines to further investigate unlearning within the organizational context (Bettis and Prahalad, 1995; Hedberg, 1981; Nystrom and Starbuck, 1984). Additionally, this paper seeks to specifically address the role that unlearning holds within the field of HRD as it builds upon the definition provided by Wang et al. (2017) and offers its own operational definition. Finally, this paper provides the only known review of cross-disciplinary research pertaining to unlearning.

In order to achieve sustained competitive advantage through developing human capital, organizations, apart from human resource management practices, concentrate on developing transformational leaders and implementing knowledge management (KM). To take part in their efforts, this paper intends to explore leadership and KM literatures to examine the interrelationship between transformational leadership, KM, and employee‐perceived human capital creation or benefits.

A systematic literature review is carried out of traditional and contemporary theoretical and empirical research studies to support the nexus of interrelationship between transformational leadership, KM, and human capital. This review is mainly integrated using a model and propositions that relate transformational leadership and KM with human capital benefits.

Transformational leaders have potential to affect their employees' perceptions of human capital benefits. They also have the greatest potential to augment these benefits through involving them in the KM process, establishing organizational culture, and encouraging communication among employees.

This model suggests that human resource managers should provide training to managers with regard to developing transformational leadership behavior, since this behavior contributes to human capital creation by which an organization achieves competitive advantage. Furthermore, this study mainly focuses on leaders as transformational leaders, since these leaders are highly capable of stimulating their followers' creativity. Therefore, this study only considered the components described by Bass and Avolio.

This paper contributes to leadership literature by adding the notion of transformational leadership as an antecedent of human capital creation.

Conceptualizing creativity as an ascription made by external audiences, this paper sheds light on the organized making of creativity, a process we label creativization. Creativitization is based on specific forms of knowledge and communication. By means of empirical illustrations from the field of fashion, we first view the utilization of knowledge in the form of materializations (in technologies), repertoires (of routines), and pooling (in projects). Second, we shed light on the significance of communication and demonstrate that communication in the form of themes, narratives, and storytelling not only serves external purposes of staging, but also fulfills internal functions of developing novelties. Third, we consider the (often lose) couplings between knowledge utilization and communication in the making of creativity. Finally, because manifest and highly institutionalized creativity expectations absorb resources and attention, we view creativization as an innovation barrier or even a substitute for innovations rather than its base.

This paper aims to present a visually documented brand history of Winchester Repeating Arms through a cultural analysis of iconic Western images featuring its lever action rifles.

The study applies visual culture perspectives and methods to the research and writing of brand history. Iconic Western images featuring Winchester rifles have been selected, examined, and used as points of departure for gathering and interpreting additional data about the brand. The primary sources consist chiefly of photographs from the nineteenth century and films and television shows from the twentieth century. Most visual source materials were obtained from the US Library of Congress, the Smithsonian Institution, the Buffalo Bill Center of the West and the Internet Movie Firearms Database. These have been augmented by written sources.

Within a few years of the launch of the Winchester brand in 1866, visual images outside company control associated its repeating rifles with the settlement of the American West and with the colorful people involved. Some of these images were reproduced in books and others sold to consumers in the form of cartes de visite, cabinet cards and stereographs made from albumen prints. Starting in the 1880s, the live Wild West shows of William F. Cody and his stars entertained audiences with a heroic narrative of the period that included numerous Winchesters. During the twentieth century and into the present, Winchesters have been featured in motion pictures and television series with Western themes.

Historical research is an ongoing process. The discovery of new primary data, both written and visual, may lead to a revised interpretation of the selected images.

Based largely on images as primary data sources, this study approaches brand history from the perspective of visual culture theory and data. The research shows how brands acquire meaning not just from the companies that own them but also from consumers, the media and other producers of popular culture.