scholarly journals External Learning Opportunities and the Diffusion of Process Innovations to Small Firms: The Case of Programmable Automation

1991 ◽  
pp. 341-381 ◽  
Author(s):  
Maryellen R. Kelley ◽  
Harvey Brooks
Keyword(s):  
Small Firms ◽  
Learning Opportunities ◽  
Process Innovations ◽  
External Learning

scholarly journals Meaning of professional development for stakeholders in rural Pakistan

2020 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Learning Opportunities ◽  
Survey Method ◽  
Work Place ◽  
Shared Understanding ◽  
Education Department ◽  
Rural Pakistan ◽  
School Based ◽  
Ongoing Development ◽  
External Learning

<p><i>Professional Development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.</i></p>

A Perceptual Measure of Innovation Performance: Firm-Level Evidence from Turkey

2017 ◽  
Vol 14 (06) ◽  
pp. 1750038 ◽  
Author(s):  
Derya Findik ◽  
Berna Beyhan
Keyword(s):  
Factor Analysis ◽  
Small Firms ◽  
Innovation Performance ◽  
Large Firms ◽  
Firm Level ◽  
Process Innovations ◽  
Significant Difference ◽  
Process Oriented ◽  
Product And Process ◽  
The Impact

This paper aims to introduce a qualitative indicator to measure innovation performance of Turkish firms by using firm-level data collected by Turkish Statistical Institute (TURKSTAT) in 2008 and 2009. We propose a new indicator to measure the innovation performance which is simply based on the perception of firms regarding to the impacts of innovation. In order to create performance indicators, we conduct a factor analysis to group the firms’ perceptions on the impacts of innovation. Factor analysis gives us product and process-oriented impacts of innovation. There are significant differences among product innovators, process innovators and firms engaged in both product and process innovations with respect to their perceptions on product and process-oriented impacts of innovation. Among these three groups, product- and process-oriented impacts provide a highest value for the firms that perform both product and process innovations. As far as the link between firm characteristics and the impact of innovation is considered, there is a significant difference between small and large firms with respect to their perceptions on product-oriented impact of innovation. While product-oriented impact is larger for small firms, large firms focus more on process-oriented impact. Anova results also indicate that perceptions on process-oriented impact significantly differ among exporter firms, domestic market-oriented firms and firms being active in internal and external markets. Process-oriented impact generates results in favor of exporting firms.

Action Research Methods

2005 ◽  
pp. 1-5
Author(s):  
Patrice Braun
Keyword(s):  
Action Research ◽  
Technological Innovation ◽  
Electronic Mail ◽  
Small Firms ◽  
The Internet ◽  
Process Innovations ◽  
Resource Poor ◽  
Ict Adoption ◽  
E Mail ◽  
The Web

To date, most research into the implications of the Internet for SMEs has focused on individual business barriers to ICT and e-commerce adoption. Such research has shown that SMEs tend to be time- and resource-poor, with their size being their main disadvantage vis-à-vis ICT adoption (OECD, 2000; Van Beveren & Thompson, 2002). Perhaps the question is not whether small firms have adopted ICT, but rather where are small firms in terms of their ICT adoption. ICT encompasses a series of separate yet interrelated components; for example, electronic mail (e-mail), the Internet, the Web, and e-commerce, which can be adopted in a variety of social and business settings. Hence, it is suggested that ICT cannot be considered as a single technological innovation but rather as a series of (process) innovations, potentially resulting in variable ICT adoption patterns (Walczuch, Van Braven, & Lundgren, 2000).

scholarly journals Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402098261
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Learning Opportunities ◽  
Survey Method ◽  
Work Place ◽  
Education Department ◽  
Rural Pakistan ◽  
School Based ◽  
Key Stakeholders ◽  
Ongoing Development ◽  
External Learning

Professional development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials, and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.

scholarly journals The Comparison of Innovative and Strategic Priorities of Small and Large Companies in Russian local production systems

2016 ◽  
Vol 2 (320) ◽  
Author(s):  
Svetlana Kuznetsova
Keyword(s):  
Business Model ◽  
Manufacturing Systems ◽  
Small Firms ◽  
Production Systems ◽  
Innovation System ◽  
Small Companies ◽  
Scientific Center ◽  
Characteristic Type ◽  
Process Innovations ◽  
Product And Process

Industrial companies are the core of the national innovation system. However, large, medium and small enterprises differ significantly in their role in the innovation system, resource potential, strategic priorities and objectives. The paper focuses on a comparative analysis of the strategic priorities of innovative activities of Russian companies of different size. We have identified three types of companies: small innovative companies, large and medium-sized companies with a traditional business model, major innovation-driven companies with an integrated business model. Our analysis of the trajectories of small innovative firms located in Novosibirsk Scientific Center showed that the majority of the companies can be characterized either as spin-off firm or as specialized supplier. Spin-offs are newly established small firms, who have recently separated from the major research labs or parent companies. The typical behavior model for such companies is innovative entrepreneurship. Specialized suppliers are small companies that provide significant contributions to complex manufacturing systems in the form of equipment, parts, tools and software. Innovative objectives of such small companies deal with design and production of the specific elements required for large companies. Large and medium-sized companies with a traditional business model are characterized by the existing structure of commodity output and the supply chain. Characteristic type of innovative behavior for such companies includes incremental product and process innovations. Large innovation-oriented companies with an integrated business model have traditional production units and innovative units in their structure. Innovation priorities of major innovation-oriented companies with integrated business model are consistent with the hybrid model of behavior which combines the traditional model with an innovative entrepreneurship.

scholarly journals Meaning of professional development for stakeholders in rural Pakistan

2020 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Learning Opportunities ◽  
Survey Method ◽  
Work Place ◽  
Shared Understanding ◽  
Education Department ◽  
Rural Pakistan ◽  
School Based ◽  
Ongoing Development ◽  
External Learning

<p><i>Professional Development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.</i></p>

Action Research Methods

2008 ◽  
pp. 3112-3118
Author(s):  
Patrice Braun
Keyword(s):  
Action Research ◽  
Technological Innovation ◽  
Electronic Mail ◽  
Small Firms ◽  
The Internet ◽  
Process Innovations ◽  
Resource Poor ◽  
Ict Adoption ◽  
E Mail ◽  
The Web

To date, most research into the implications of the Internet for SMEs has focused on individual business barriers to ICT and e-commerce adoption. Such research has shown that SMEs tend to be time- and resource-poor, with their size being their main disadvantage vis-à-vis ICT adoption (OECD, 2000; Van Beveren & Thompson, 2002). Perhaps the question is not whether small firms have adopted ICT, but rather where are small firms in terms of their ICT adoption. ICT encompasses a series of separate yet interrelated components; for example, electronic mail (e-mail), the Internet, the Web, and e-commerce, which can be adopted in a variety of social and business settings. Hence, it is suggested that ICT cannot be considered as a single technological innovation but rather as a series of (process) innovations, potentially resulting in variable ICT adoption patterns (Walczuch, Van Braven, & Lundgren, 2000).

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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