Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
C hampton storyboard.final presentation2Charee1019
Interactive whiteboards were initially introduced in 1991 with the goal of promoting student-centered learning through technology in classrooms. They aimed to replace traditional chalkboards. Early adoption faced challenges from outdated technology at the time. Widespread adoption required overcoming resistance from veteran teachers hesitant to change and the use of professional development training to demonstrate the innovation's benefits. For the technology to be fully adopted, it must match the needs of the educational organization.
This document discusses the concept of a "network mindset" for philanthropy. It notes that while the world is becoming more networked due to factors like new technologies and globalization, philanthropy practices have remained largely unchanged. It explores what working with a network mindset could look like, involving openness, decentralized decision-making, and collective action. Some challenges of this approach are also outlined, such as information overload and managing accuracy. The document provides examples of how a network mindset could fuel social change by weaving communities, accessing diverse perspectives, building and sharing knowledge, mobilizing people, and coordinating resources and action. It concludes with tips for getting started with a network approach.
1) Universities are challenged to develop innovative solutions to complex problems through collaboration. This document examines bottom-up approaches where tacit knowledge is shared among faculty to create new knowledge.
2) The research studied a project at Maastricht University aimed at educational innovation across faculties using social network analysis and surveys of knowledge sharing attitudes.
3) Preliminary findings suggest educational innovators collaborate through sharing experiences and that knowledge sharing creates strong relationships and is seen as valuable, though more research is needed comparing other universities.
A case study of online collaborative learningguestfa4ed5f
This case study examined online collaborative learning in a graduate-level web-delivered course. The researcher investigated how the online collaborative environment was created, how teams worked together online, the relationship between collaboration and project quality, and student attitudes. Teams engaged in varying degrees of collaboration, from little to advanced. Higher collaboration generally correlated with higher quality projects. Students reported positive experiences with online collaboration and felt they could effectively communicate online.
In Part I of this workshop, you will hear directly from the former Chief Knowledge Officer (CKO) of the DoN who will share the OL strategies and approaches that led to MAKE recognition.
In Part II, tools that you can immediately apply for results will be introduced and detailed. Effectively applied in and emerging from DoN successes, these tools empower decision-makers at all levels of the organization, directly impacting the quality of organizational decision-making. They fall into the areas of: Facilitating Knowledge Flows (example, Relationship Network Management); Before/During/After Action Learning (examples, Continuous Improvement Review and Interrupted Case Study); and Knowledge Capacities (examples, Shifting Frames of Reference and Engaging Tacit Knowledge).
In Part III, in the context of Organizational Learning and Knowledge Management, the speaker and the facilitator will open the floor and offer their expertise to help solve real-life problems in your organizations. Participants in the workshop are invited to hand in their issues of concern prior to the workshop (can be anonymous), or bring them up during the workshop as time permits.
The School of System Change aims to equip people with the capabilities to lead system change initiatives addressing complex sustainability challenges. It offers learning experiences, tools, case studies and a global community of practice to connect change agents. The presenters discuss the design process of their learning experience, applying systems change capabilities to their own work. They outline frameworks for systems change and strategies for building the field. Their goal is for the School to fulfill the role of enabler and energizer of the wider network and field of systems change.
This document provides an overview of phenomenology as both a philosophy and methodology. It discusses the key thinkers and schools of phenomenology, including:
- Transcendental phenomenology founded by Edmund Husserl which uses descriptive methods like phenomenological reduction and bracketing to study the structures of experience.
- Hermeneutic phenomenology developed by Martin Heidegger which rejects the possibility of bracketing and focuses on interpretive understanding of human existence or "Being-in-the-world."
- Existential phenomenology of Jean-Paul Sartre and Maurice Merleau-Ponty which studies pre-reflective lived experience and the relationship between subject and world.
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
C hampton storyboard.final presentation2Charee1019
Interactive whiteboards were initially introduced in 1991 with the goal of promoting student-centered learning through technology in classrooms. They aimed to replace traditional chalkboards. Early adoption faced challenges from outdated technology at the time. Widespread adoption required overcoming resistance from veteran teachers hesitant to change and the use of professional development training to demonstrate the innovation's benefits. For the technology to be fully adopted, it must match the needs of the educational organization.
This document discusses the concept of a "network mindset" for philanthropy. It notes that while the world is becoming more networked due to factors like new technologies and globalization, philanthropy practices have remained largely unchanged. It explores what working with a network mindset could look like, involving openness, decentralized decision-making, and collective action. Some challenges of this approach are also outlined, such as information overload and managing accuracy. The document provides examples of how a network mindset could fuel social change by weaving communities, accessing diverse perspectives, building and sharing knowledge, mobilizing people, and coordinating resources and action. It concludes with tips for getting started with a network approach.
1) Universities are challenged to develop innovative solutions to complex problems through collaboration. This document examines bottom-up approaches where tacit knowledge is shared among faculty to create new knowledge.
2) The research studied a project at Maastricht University aimed at educational innovation across faculties using social network analysis and surveys of knowledge sharing attitudes.
3) Preliminary findings suggest educational innovators collaborate through sharing experiences and that knowledge sharing creates strong relationships and is seen as valuable, though more research is needed comparing other universities.
A case study of online collaborative learningguestfa4ed5f
This case study examined online collaborative learning in a graduate-level web-delivered course. The researcher investigated how the online collaborative environment was created, how teams worked together online, the relationship between collaboration and project quality, and student attitudes. Teams engaged in varying degrees of collaboration, from little to advanced. Higher collaboration generally correlated with higher quality projects. Students reported positive experiences with online collaboration and felt they could effectively communicate online.
In Part I of this workshop, you will hear directly from the former Chief Knowledge Officer (CKO) of the DoN who will share the OL strategies and approaches that led to MAKE recognition.
In Part II, tools that you can immediately apply for results will be introduced and detailed. Effectively applied in and emerging from DoN successes, these tools empower decision-makers at all levels of the organization, directly impacting the quality of organizational decision-making. They fall into the areas of: Facilitating Knowledge Flows (example, Relationship Network Management); Before/During/After Action Learning (examples, Continuous Improvement Review and Interrupted Case Study); and Knowledge Capacities (examples, Shifting Frames of Reference and Engaging Tacit Knowledge).
In Part III, in the context of Organizational Learning and Knowledge Management, the speaker and the facilitator will open the floor and offer their expertise to help solve real-life problems in your organizations. Participants in the workshop are invited to hand in their issues of concern prior to the workshop (can be anonymous), or bring them up during the workshop as time permits.
The School of System Change aims to equip people with the capabilities to lead system change initiatives addressing complex sustainability challenges. It offers learning experiences, tools, case studies and a global community of practice to connect change agents. The presenters discuss the design process of their learning experience, applying systems change capabilities to their own work. They outline frameworks for systems change and strategies for building the field. Their goal is for the School to fulfill the role of enabler and energizer of the wider network and field of systems change.
This document provides an overview of phenomenology as both a philosophy and methodology. It discusses the key thinkers and schools of phenomenology, including:
- Transcendental phenomenology founded by Edmund Husserl which uses descriptive methods like phenomenological reduction and bracketing to study the structures of experience.
- Hermeneutic phenomenology developed by Martin Heidegger which rejects the possibility of bracketing and focuses on interpretive understanding of human existence or "Being-in-the-world."
- Existential phenomenology of Jean-Paul Sartre and Maurice Merleau-Ponty which studies pre-reflective lived experience and the relationship between subject and world.
Thesis defense presentation of Justin Phillips (SDSU). "The Role of Relatedness and Autonomy in Motivation of Youth Physical Activity: A Self-Determination Perspective."
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
The document discusses the importance of conversations in developing relationships. It notes that while some advocate "selling the sizzle not the steak", engaging in meaningful conversations where common ground is found is better. The results of interviews with people on their dating experiences and favorite companies suggest that conversations matter because that's how relationships are formed. People are more inclined to connect with companies or products that fit their personality or lifestyle.
Powerpoint presentation M.A. Thesis DefenceCatie Chase
This document summarizes a research study that examined self-determination in post-secondary students with learning disabilities based on whether they were identified as having an LD in primary/secondary school or as an adult. The study found no statistically significant differences in self-determination, as measured by a self-determination scale, between the two groups of students. The discussion considers limitations of the study related to measurement, sample size, and sampling biases. Implications are discussed for further examining the relationship between time of LD identification and self-determination with more reliable measures and larger sample sizes.
This document outlines the dissertation of Naomi M. Mangatu titled "Beyond the Glass Ceiling: A Phenomenological Study of Women Managers in the Kenyan Banking Industry." The study explores the lived experiences of 24 women managers in Kenyan banks to understand factors contributing to or hindering their advancement to CEO positions. It uses a qualitative phenomenological research method and the van Kaam 7-step process for data analysis. The findings reveal that while women have made progress in their careers, few break through the glass ceiling to attain top leadership roles in Kenyan banks due to social pressures, cultural norms, and expectations that suppress women's advancement.
This study demonstrated a novel natural transformation mechanism in Actinobacillus actinomycetemcomitans (A.a.) that is independent of uptake signal sequences and the Tfox gene. The study showed that A.a. could be transformed with genomic and plasmid DNA present in microvesicles secreted into the growth medium of donor cells. This transformation occurred both in the presence and absence of components normally required for natural transformation in A.a. The results suggest outer membrane adhesion and fusion of donor microvesicles with recipient cells allows DNA delivery and homologous recombination. This novel mechanism could provide an easier method for genetically transforming A.a. compared to conventional techniques.
The document summarizes research being conducted on incorporating pile setup into pile design using Load and Resistance Factor Design (LRFD). The research aims to identify conditions where pile setup may be used, determine the reliability of pile setup prediction methods, and establish resistance factors. Field data on pile setup is presented from a bridge project in Louisiana. Methods for predicting pile setup are described, including empirical equations and static capacity methods using Cone Penetration Test data. Software tools for pile capacity analysis incorporating pile setup are identified.
This document outlines the agenda and results of Harm de Muinck's internship researching inter-organizational communities of practice. The internship aimed to develop a method to facilitate the creation of inter-organizational COPs. Through literature review and participative research, de Muinck identified key context factors influencing inter-organizational COP success. He developed a framework organizing these factors into people, systems, organizational, and inter-organizational categories. He also identified five core groups of actors involved in developing inter-organizational COPs. Finally, de Muinck constructed a three-phase method - initiate, ignite, sustain - along with associated activities and deliverables for creating inter-organiz
A Task-Centered Framework för Computationally Grounded Science CollaborationsDr. Matheus Hauder
Collaboration is ubiquitous in today’s science, yet there is limited support for coordinating scientific work. The general-purpose tools that are typically used (e.g., email, shared document editing, social coding sites), have still not replaced inperson meetings, phone calls, and extensive emails needed to coordinate and track collaborative activities. Scientists with diverse knowledge and skills around the globe could collaborate by opening scientific processes that expose all tasks and activities publicly to achieve a shared scientific question. This paper describes the Organic Data Science framework to support scientific collaborations that revolve around complex science questions that require significant coordination, entice contributors to remain engaged for extended periods of time, and enable continuous growth to accommodate new contributors as the work evolves over time. We discuss how the design of this framework incorporates principles followed by successful on-line communities. We present initial results to date of several communities that are collaborating using this framework.
A poster presentation from the Medical Libraries Association Annual Meeting, May 2015, in Austin Texas. The topic is on successful community building in a novel domain not previously supported by the campus libraries, and how outreach and engagement were developed.
Social Network Analysis & User InnovationsPaul Di Gangi
High-level introduction of social network analysis technique for a professional development workshop at Western Carolina University.
The purpose of this presentation was to introduce faculty to networks and social network analysis. A brief sample of research was also included to demonstrate key points.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
This document discusses facilitating the emergence of an online community of practice around user engagement in education technology. It introduces concepts like asset-based community development and appreciative inquiry to guide the process. Participants share experiences from successful past projects and discuss what made them feel successful. The goal is to support the formation of an effective, sustainable community through open discussion and by applying principles of appreciative inquiry and user-centered design.
The Innovation Engine for Team Building – The EU Aristotele Approach From Ope...ARISTOTELE
ARISTOTELE approach has been presented at the Innovation Adoption Forum for Industry and Public Sector within the 6th IEEE International Conference on Digital Ecosystem Technologies (IEEE DEST - CEE 2012). The presentation about ARISTOTELE has been held by Paolo Ceravolo and Ernesto Damiani (University of Milan) during the keynote "The Innovation Engine for Team Building – The EU Aristotele Approach". Learn more on http://www.aristotele-ip.eu/
The document discusses the goals and challenges of the ESSENCE project, which aims to develop online tools to facilitate structured analysis and dialogue around global issues like climate change. It notes that while argument mapping tools exist, they can be difficult for most users and lack incentives for both creation and use of arguments. The document advocates taking a socio-technical systems approach to develop tool systems tailored to specific collaborative communities, by understanding user goals, roles, and collaboration patterns in their unique context of use.
This document discusses building networks to promote eco-innovation in the hospitality industry. It defines networks and their importance for gaining social capital and spreading ideas. Both internal drivers like companies' technological capabilities and external drivers like regulations and customer demands can encourage eco-innovation. Building effective networks involves engaging relevant stakeholders like suppliers, universities and NGOs throughout the innovation process. Collaboration within networks helps companies access resources and overcome challenges to eco-innovation.
Computer supported collaborative_learning(final)Gilbert Ng
This document discusses computer supported collaborative learning (CSCL) and how technology can foster collaborative learning. It explains that learning is socially constructed within communities and that organizations are communities of learners. CSCL uses tools like discussion threads, wikis, and messaging to facilitate asynchronous and synchronous collaboration. The document outlines critical success factors for CSCL, including ensuring tools match the environment and learning situation. It also discusses potential obstacles to collaboration with technology and proposes collaborative learning activities incorporating CSCL principles and tools.
Activating Research Collaboratories with Collaboration PatternsCommunitySense
This presentation explains how collaborative communities require evolving socio-technical systems. Collaboration patterns are important to design these systems and capture lessons learnt. The role of librarians as collaboration pattern stewards and collaborative working system architects is outlined.
Thesis defense presentation of Justin Phillips (SDSU). "The Role of Relatedness and Autonomy in Motivation of Youth Physical Activity: A Self-Determination Perspective."
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
The document discusses the importance of conversations in developing relationships. It notes that while some advocate "selling the sizzle not the steak", engaging in meaningful conversations where common ground is found is better. The results of interviews with people on their dating experiences and favorite companies suggest that conversations matter because that's how relationships are formed. People are more inclined to connect with companies or products that fit their personality or lifestyle.
Powerpoint presentation M.A. Thesis DefenceCatie Chase
This document summarizes a research study that examined self-determination in post-secondary students with learning disabilities based on whether they were identified as having an LD in primary/secondary school or as an adult. The study found no statistically significant differences in self-determination, as measured by a self-determination scale, between the two groups of students. The discussion considers limitations of the study related to measurement, sample size, and sampling biases. Implications are discussed for further examining the relationship between time of LD identification and self-determination with more reliable measures and larger sample sizes.
This document outlines the dissertation of Naomi M. Mangatu titled "Beyond the Glass Ceiling: A Phenomenological Study of Women Managers in the Kenyan Banking Industry." The study explores the lived experiences of 24 women managers in Kenyan banks to understand factors contributing to or hindering their advancement to CEO positions. It uses a qualitative phenomenological research method and the van Kaam 7-step process for data analysis. The findings reveal that while women have made progress in their careers, few break through the glass ceiling to attain top leadership roles in Kenyan banks due to social pressures, cultural norms, and expectations that suppress women's advancement.
This study demonstrated a novel natural transformation mechanism in Actinobacillus actinomycetemcomitans (A.a.) that is independent of uptake signal sequences and the Tfox gene. The study showed that A.a. could be transformed with genomic and plasmid DNA present in microvesicles secreted into the growth medium of donor cells. This transformation occurred both in the presence and absence of components normally required for natural transformation in A.a. The results suggest outer membrane adhesion and fusion of donor microvesicles with recipient cells allows DNA delivery and homologous recombination. This novel mechanism could provide an easier method for genetically transforming A.a. compared to conventional techniques.
The document summarizes research being conducted on incorporating pile setup into pile design using Load and Resistance Factor Design (LRFD). The research aims to identify conditions where pile setup may be used, determine the reliability of pile setup prediction methods, and establish resistance factors. Field data on pile setup is presented from a bridge project in Louisiana. Methods for predicting pile setup are described, including empirical equations and static capacity methods using Cone Penetration Test data. Software tools for pile capacity analysis incorporating pile setup are identified.
This document outlines the agenda and results of Harm de Muinck's internship researching inter-organizational communities of practice. The internship aimed to develop a method to facilitate the creation of inter-organizational COPs. Through literature review and participative research, de Muinck identified key context factors influencing inter-organizational COP success. He developed a framework organizing these factors into people, systems, organizational, and inter-organizational categories. He also identified five core groups of actors involved in developing inter-organizational COPs. Finally, de Muinck constructed a three-phase method - initiate, ignite, sustain - along with associated activities and deliverables for creating inter-organiz
A Task-Centered Framework för Computationally Grounded Science CollaborationsDr. Matheus Hauder
Collaboration is ubiquitous in today’s science, yet there is limited support for coordinating scientific work. The general-purpose tools that are typically used (e.g., email, shared document editing, social coding sites), have still not replaced inperson meetings, phone calls, and extensive emails needed to coordinate and track collaborative activities. Scientists with diverse knowledge and skills around the globe could collaborate by opening scientific processes that expose all tasks and activities publicly to achieve a shared scientific question. This paper describes the Organic Data Science framework to support scientific collaborations that revolve around complex science questions that require significant coordination, entice contributors to remain engaged for extended periods of time, and enable continuous growth to accommodate new contributors as the work evolves over time. We discuss how the design of this framework incorporates principles followed by successful on-line communities. We present initial results to date of several communities that are collaborating using this framework.
A poster presentation from the Medical Libraries Association Annual Meeting, May 2015, in Austin Texas. The topic is on successful community building in a novel domain not previously supported by the campus libraries, and how outreach and engagement were developed.
Social Network Analysis & User InnovationsPaul Di Gangi
High-level introduction of social network analysis technique for a professional development workshop at Western Carolina University.
The purpose of this presentation was to introduce faculty to networks and social network analysis. A brief sample of research was also included to demonstrate key points.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
This document discusses facilitating the emergence of an online community of practice around user engagement in education technology. It introduces concepts like asset-based community development and appreciative inquiry to guide the process. Participants share experiences from successful past projects and discuss what made them feel successful. The goal is to support the formation of an effective, sustainable community through open discussion and by applying principles of appreciative inquiry and user-centered design.
The Innovation Engine for Team Building – The EU Aristotele Approach From Ope...ARISTOTELE
ARISTOTELE approach has been presented at the Innovation Adoption Forum for Industry and Public Sector within the 6th IEEE International Conference on Digital Ecosystem Technologies (IEEE DEST - CEE 2012). The presentation about ARISTOTELE has been held by Paolo Ceravolo and Ernesto Damiani (University of Milan) during the keynote "The Innovation Engine for Team Building – The EU Aristotele Approach". Learn more on http://www.aristotele-ip.eu/
The document discusses the goals and challenges of the ESSENCE project, which aims to develop online tools to facilitate structured analysis and dialogue around global issues like climate change. It notes that while argument mapping tools exist, they can be difficult for most users and lack incentives for both creation and use of arguments. The document advocates taking a socio-technical systems approach to develop tool systems tailored to specific collaborative communities, by understanding user goals, roles, and collaboration patterns in their unique context of use.
This document discusses building networks to promote eco-innovation in the hospitality industry. It defines networks and their importance for gaining social capital and spreading ideas. Both internal drivers like companies' technological capabilities and external drivers like regulations and customer demands can encourage eco-innovation. Building effective networks involves engaging relevant stakeholders like suppliers, universities and NGOs throughout the innovation process. Collaboration within networks helps companies access resources and overcome challenges to eco-innovation.
Computer supported collaborative_learning(final)Gilbert Ng
This document discusses computer supported collaborative learning (CSCL) and how technology can foster collaborative learning. It explains that learning is socially constructed within communities and that organizations are communities of learners. CSCL uses tools like discussion threads, wikis, and messaging to facilitate asynchronous and synchronous collaboration. The document outlines critical success factors for CSCL, including ensuring tools match the environment and learning situation. It also discusses potential obstacles to collaboration with technology and proposes collaborative learning activities incorporating CSCL principles and tools.
Activating Research Collaboratories with Collaboration PatternsCommunitySense
This presentation explains how collaborative communities require evolving socio-technical systems. Collaboration patterns are important to design these systems and capture lessons learnt. The role of librarians as collaboration pattern stewards and collaborative working system architects is outlined.
This is the summary of the material discussed in the classes of CSCW, a new elective taught to MTech students in 2012 at JIIT, Noida, India. Essentially speaking, these are the excerpts of the selected papers and other publications.
Communities for learning and professional developmentGeorge Roberts
This document outlines a proposal to study the establishment, development, and support needs of learning communities in diverse professional environments. It has two main aims: 1) to understand how learning communities form and are supported, and 2) to use these findings to help develop learning communities. The research questions focus on how professionals use communication tools and their communities to further their careers. A 4-stage process is proposed that starts with identifying key stakeholders and discovering community aims, resources, members, and practices. Potential benefits include more effective collaboration, capacity building, and sharing ideas across organizations. The goal is to model inter-organizational partnerships between universities, businesses, non-profits, and governments to support community learning and professional development.
2011.11.28 Collective Intelligence - Problems and PossibilitiesNUI Galway
Dr Michael Hogan, School of Psychology, NUI Galway presented this seminar "Collective Intelligence - Problems and Possibilities" as part of the Break the Barrier Seminar Series at the Whitaker Institute on 28th November 2011.
Sentiment analysis in SemEval: a review of sentiment identification approachesIJECEIAES
Social media platforms are becoming the foundations of social interactions including messaging and opinion expression. In this regard, sentiment analysis techniques focus on providing solutions to ensure the retrieval and analysis of generated data including sentiments, emotions, and discussed topics. International competitions such as the International Workshop on Semantic Evaluation (SemEval) have attracted many researchers and practitioners with a special research interest in building sentiment analysis systems. In our work, we study top-ranking systems for each SemEval edition during the 2013-2021 period, a total of 658 teams participated in these editions with increasing interest over years. We analyze the proposed systems marking the evolution of research trends with a focus on the main components of sentiment analysis systems including data acquisition, preprocessing, and classification. Our study shows an active use of preprocessing techniques, an evolution of features engineering and word representation from lexicon-based approaches to word embeddings, and the dominance of neural networks and transformers over the classification phase fostering the use of ready-to-use models. Moreover, we provide researchers with insights based on experimented systems which will allow rapid prototyping of new systems and help practitioners build for future SemEval editions.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
3. Introduction: Supervision Internship at Microsoft Nederland and Hutspot Supervisors: Remko Helms (1st) HuubPrüst (2nd) Rob Elsinga (Microsoft) Suzanne van Kinderen (Hutspot) 3
4. Introduction: Background 4 Improve the productivity of the knowledge worker 1 Solution: adopting New World of Workvision2 Share knowledge and experiences with others around the New World of Work Solution: community of practice (partners and customers) 1Rasmus, D. (2005) The New World of Work. Microsoft white paper. 2 Bijl, D. (2007) Het nieuwewerken. Sduuitgevers: Den Haag.
5. Three dimensions: technology, facilities and organization Initial partner group: Entrants after launch: Introduction: Partner initiators 5
6. Problem statement 6 CoP models : evolution stages 1 and SES model 2 Intra-organizational only IO-CoPs: No identification of groups of actors No overview of context factors influencing success No facilitating method available Wenger, E., McDermott, R., Snyder, W. (2002) Cultivating Communities of Practice. Boston: Harvard Business School Press. 2 Dignum, V., Eeden, P. van (2003) Seducing, engaging and supporting communities at Achmea. Proceedings of the ECKM, Oxford, UK.
7. Research questions How can a method be constructed that facilitates the development of an inter-organizational community of practice? Which context factors can influence inter-organizational CoP success? How to create a framework of inter-organizational CoP context factors? Which groups of actors can be identified that are involved in development of an inter-organizational CoP? Which phases, activities and deliverables are relevant to an inter-organizational CoP in order to construct a method? 7
9. Theory: Communities of Practice 9 Lave & Wenger (1991): apprenticeship situations 1 Also in many other settings 2 Definition: “communities of practice are groups of people who share a concern, problems, or passion about a topic, and deepen their knowledge and expertise in an area by interacting on an ongoing basis” Lave, J., Wenger, E. (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. Wenger, E., McDermott, R., Snyder, W. (2002) Cultivating Communities of Practice. Boston: Harvard Business School Press.
10. Theory: Inter-Organizational CoPs 10 Communities over the organizational border, sharing knowledge with workers from other organizations 1 Definition: “an organizational form having autonomous governance, gathering voluntary individuals from different organizations, with a common professional practice aiming at developing their expertise on an individual basis” Soekijad, M., Huis in ‘t Veld, M.A.A., Enserink, B. (2004) Learning and Knowledge Processes in Inter-Organizational Communities of Practice. Knowledge and Process Management, 11(1), 3-12. Moingeon, B., Quelin, B., Dalsace, F., Lumineau, F. (2006) Inter-Organizational Communities of Practice: Specificities and Stakes. Les Cahiers de Recherche 857, Groupe HEC.
11. Theory: CoP context factors 11 CoP context factor framework Grootveld, A., Helms, R.W. (2008) Development and Application of a Factor Framework to Diagnose Possible Failure in Communities of Practice. Proceedings of the 9th ECKM, 249-256.
12.
13. Development phase 13 Deliverables: IO-CoP context factor framework IO-CoP method Framework Literature sources Method Participative observations Interview results Literature suggestions
14. Result: Factor framework 14 Which context factors can influence IO-CoP success? How to create a framework of IO-CoPsucces? People, Systems, Organizational and Inter-organizational context
19. Result: group of actors 19 Which groups of actors can be identified that are involved in development of an inter-organizational CoP? Answer: 1. Initiators 2. Stakeholders 3. Members 4. Leaders 5. Developers
20. Result: IO-CoP method 20 Method engineering 1 Participative observations Interview results Literature suggestions Which phases, activities and deliverables are relevant to an inter-organizational CoP in order to construct a method? Answer: 3 phases. Initiate – Ignite - Sustain Brinkkemper, S. (1996) Method Engineering: engineering of information systems development methods and tools. Information and Software Technology, 38(4), 275-280.
24. Conclusion 24 The Initiate-Ignite-Sustain method is a certain approach for IO-CoP development Probably suits other community types as well Research limitations Evaluation (no case development study) Time-path
Dutch: Het nieuwewerken adopting innovative ICT solutions altering organizational structures changing the workplace itself change leading practices to facilitate the knowledge worker optimally in his or her daily work.
Ultimately, this leads to the construction of a new method. This method consists of phases, groups of actors, activities. It can be used to facilitate the development of an inter-organizational community of practice.
TrustTrust is a measure of belief in the ability, benevolence and integrity of others. In an inter-organizational setting, trust may seem to exist between organizations. However, organizations as an entity cannot trust each othersince they cannot have attitudes. That is why trust in an inter-organizational setting is often noted as trust between individuals from two or more organizations. three factors of trust (Mayer et al., 1995) in their study: ability-based trust, benevolence-based trust and integrity-based trust. They can vary independently from each other.1. Ability is the level of confidence that an organization has in the competences, skills and knowledge of another organization.2. Benevolence is based on the expectation that the other party will not take excessive advantage of others when the opportunity is there. It is therefore the opposite of opportunism.3. Integrity is the perception that the other party adheres to the generally accepted set of norms and principles. It is rooted in the previous experiences and earlier made promises.Member valueIndividuals will only participate in a community of practice if there is something to gain for them. This gain is the value that they perceive in participating.IdentityCommunity identity is the degree in which a member sees himself as part of the community (Grootveld and Helms, 2008). In any community, identity is shaped in a social identification process (Wenger, 1998; Moingeon et al., 2006). This process explains the identification that individuals might feel towards their fellow community members. Identification in a CoP happens through “legitimate peripheral participation” (Lave and Wenger, 1991). This theory argues that newcomers first learn by participating in peripheral activities and later by more central activities that require a higher level of domain expertise. Socialization and learning are tied here.The above also implies that the amount of identity in newly formed communities is lower than in communities that thrive for several years (Grootveld and Helms, 2008). This is why low levels of identity are not that critical in a newly developed community of practice. However, identity should never be underestimated. If there is no common ground to feel connected (McDermott et al., 2002), members will not be motivated to actively participate in community activities and the sharing of knowledge and practices. This is highlighted in what Hoffman and Wulf encountered in their study (Hoffman and Wulf, 2002). Potential community members from different SMEs were very reluctant to share their insights. But when it became clear that they all shared similar problems, they were more easily sharing their knowledge and were giving each other advice.LeadershipThis refers to the different leader roles people may attain in a community. Having strong leadership is a crucial success factor in initiating and sustaining a community (McDermott et al., 2002; Huysman, 2006). Leadership is not the same thing as management support. The latter is about facilitating in terms of structuring, monitoring and funding (Dignum and van Eeden, 2003). Of course, leaders could rely on management support.A community may have one leader or multiple leaders, each in a different role. Community size Small communities may do with one leader. Larger community sizes generate more complex structures, and may need those multiple leaders. Crave and Ladame (2005) prefer to use the term animator instead of leader because of the voluntarism of membership. McDermott et al. (2002) use the term coordinator, since the leader will also be responsible for coordination the various community activities.They state that is has to be someone that challenges the other members. The task is made easier by the credibility and trust he must have enjoyed earlier on from the members to reach the leadership position. The leaders should be recognizable among the members, have good networking capabilities and are motivated to take on the leadership role.Decision making is in particular critical for the success of learning in communities (Mentzas et al., 2006). The opinions of as many members as possible should be taken into account before the actual decision making. The leaders can make use of collaborative media to facilitate this task.Especially when an IO-CoP is set up in its first stages, it needs strong leadership and decision making. Specific management attention might be the better term here. None of the organizations will continue with the initiative if there is no strong decision making. When the community is launched, leadership continues to stay critical (Soekijad et al., 2004). Leading members hailing from various organizations in a community involves additional stakes.McDermott et al. (2002) listed a number of functions for the leader/coordinator. The most important ones are the following. I slightly adapted the list so it does apply to IO-CoPs as well.Media choiceUsabilityThis term has its background in human computer interaction. It is regarded as ensuring that interactive products are easy to learn, effective to use, and enjoyable from the user perspective. Organizational valuesThis is the benefit an organization gains from participating in an IO-CoP. Knowledge is a highly required asset, especially if it leads to innovation (Soekijad et al., 2004). But organizations cannot simply rely on internal knowledge alone. They need to get exposed to external knowledge sources to remain in a competitive environment (Lertpittayapoom et al., 2007). Additionally, organizations seem to be more dependent on each other when they are focusing on their core competences (Soekijad and Andriessen, 2003). Because organizations are becoming more knowledge intensive and dependent on others, an important way for survival is collaboration. Collaboration allows for the acquiring of the needed external knowledge. It manifests itself partnerships and alliances.Inter-organizational knowledge sharing is the critical process for the success of collaboration between partners. The variety of knowledge and experience in an IO-CoP is great, and this increases the learning potential (Moingeon et al., 2006). IO-CoPs are therefore a good vehicle for knowledge sharing.Organizations should be continuously being made aware what the gains are in IO-CoP participation. This must happen through its participating members. If this awareness fades, or even worse if the actual value disappears, the community will lose the respective organization and its accompanying members.Organizational culturesOrganizational culture shapes the assumptions surrounding knowledge sharing, especially which knowledge is valuable and when to share it (Timonen and Ylitalo, 2007). Differences in organizational cultures might have its effects on inter-organizational knowledge sharing. Nieminen (2005) states that there are different dimensions in which this might be happening. How an organization perceives the collaboration as a way of operating oneself is of influence to knowledge sharing. Also of influence is the way knowledge sharing is encouraged in the organization. The use of reward systems plays a supporting role in this. If knowledge sharing is not encouraged within the organization, sharing knowledge across the border will not happen either. But even if internal knowledge sharing is encouraged, external knowledge may still seem to be seen as an evil. If this is the case, knowledge sharing across the border will still not happen (Timonen and Ylitalo, 2007). It can be argued that management’s role is essential in encouraging and coordinating the organizations knowledge sharing efforts.Prior experiencesA factor that influences knowledge sharing on the inter-organizational level is the nature of the relationship between companies (Nieminen, 2005). The current relationship is based on past experiences and has a great impact on later interaction (Mu, Peng and Love, 2008). Current relationships are also forthcoming from the networks in which an organization is embedded.The relationship is explained by the formal opportunities that organizations create to share knowledge with each other (Timonen and Ylitalo, 2007). The informal opportunities rely on personal relationships, which are explained in the people context factor paragraph. Formal opportunities include joint ventures as collaborating in structured work teams and setting up shared training programs. With this, a common mindset is developed for further collaboration, and this includes participating in an IO-CoP together.Knowledge sharing requires a stable relationship (Mentzas et al., 2006). This does mean that an instable relationship as a result of negative experiences in past behavior hampers knowledge sharing in a community. There is also the possibility of organizations having no prior experiences at all. If this is the case, this context factor is of no influence of IO-CoP success with regard to those participating parties.Power balanceThis context factor is about decision making in the community and not about knowledge sharing itself per se. Power in inter-organizational relationships is the extent of influence one party has over the others in terms of influencing decisions that are significant to achieving the joint goals. They can be balanced, where all organizations have the same influence on decision making or unbalanced if one or more organizations have greater influence on decision making than the others (Muthusamy and White, 2005). This power balance is also in effect in the processes of inter-organizational community decision making.If those that wield the greater power are willing to restrain the use of the excessive power over the others and at the same time inviting others for joint decision making, then the relationship is strengthened which in turn will have a positive effect on the community.Reciprocal commitmentThis is the moral obligation that comes with knowledge sharing among organizations. Those who share knowledge are never certain how much they are in debt to each other. Therefore feelings of moral obligation to “repay” are being generated and reinforced (Muthusamy and White, 2005). In an inter-organizational community of practice, this is happening with each contribution towards the community.Reciprocal commitment is seen as a duty to the community and it also forms the basis on which problems are addressed and solved (Muthusamy and White, 2005). It reduces uncertainty among the involved organizations. Therefore, it is significant to knowledge sharing in inter-organizational communities of practice. The community should have a mechanism in place that supports the reinforcement of this reciprocal commitment. If this is not the case, certain organizations might not join the community in the fear that they will give more than they will take (Soekijad et al., 2004). In other words, they feel that they are opportunistically exploited by their peers and generated trust has disappeared (Mu, Peng and Love, 2008).Co-sponsorshipCo-sponsorship is an important factor to get started at all. CoPs are usually seen to support knowledge management initiatives within an organization. But in an inter-organizational setting it is vague who and which organization is going to profit from all the effort, and who will benefit the most. Co-sponsorship will reduce the risks involved. These risks are primarily participating without clear gains. By sharing the costs, the financial burden is reduced for all as well (Soekijad et al., 2004).
Ability is the level of confidence in the competences, skills and knowledgeBenevolence is based on the expectation that the other party will not take excessive advantage of others when the opportunity is thereIntegrity is the perception that the other party adheres to the generally accepted set of norms and principles