scholarly journals Interorganisational social capital and innovation: a multiple case study in wine producers networks in Serra Gaúcha

2017 ◽  
Vol 14 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Kadígia Faccin ◽  
Denise Genari ◽  
Janaina Macke
Keyword(s):  
Social Capital ◽  
Multiple Case Study ◽  
Multiple Case

scholarly journals “We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs

2020 ◽  
Vol 57 (5) ◽  
pp. 2210-2244
Author(s):  
Brittany Murray ◽  
Thurston Domina ◽  
Amy Petts ◽  
Linda Renzulli ◽  
Rebecca Boylan
Keyword(s):  
Social Capital ◽  
North Carolina ◽  
Social Distance ◽  
Qualitative Data ◽  
Multiple Case Study ◽  
Bonding Social Capital ◽  
Bridging Social Capital ◽  
Inclusive Schools ◽  
Multiple Case

Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parents build and deploy social capital. We distinguish between bonding social capital, built in dense, homogeneous networks, and bridging social capital, gained through relationships across a social distance. Our analyses suggest that bonding alone is associated with opportunity hoarding; however, when schools are committed to building both bridging and bonding social capital, they can produce more equitable and inclusive schools.

scholarly journals Multiple Case Study of the Effect of Social Capital on Transaction Costs of Small Enterprises in Sri Lanka

2015 ◽  
Vol 3 (4) ◽  
pp. 74-89
Author(s):  
H. M. S Priyanath ◽  
S.P Premaratne
Keyword(s):  
Decision Making ◽  
Social Capital ◽  
Sri Lanka ◽  
Bounded Rationality ◽  
Low Cost ◽  
Multiple Case Study ◽  
Market Mechanism ◽  
Small Enterprises ◽  
Multiple Case

Market mechanism particularly in developing countries provides asymmetrical information which leads to create opportunism and bounded rationality that are the root causes to generate Transaction Cost (TC). Therefore, Small Enterprises (SEs) face serious difficulty in governing TC that discriminates particularly against SEs. Instead, SEs develop informal and personal relationships, inter-personal trust and norms (i.e. social capital) with external actors expecting information which facilitates SEs to minimize TC through the mitigation of opportunism and bounded rationality. Therefore, the paper attempts to study how does social capital facilitate to mitigate TC particularly in SEs in Sri Lanka? Case study method was mainly applied to collect data from six SEs purposively selected from Ratnapura District in Sri Lanka. Data was analysed employing directed approach to content analysis.Results of multiple case study show that SEs have ability to access low cost, reliable and quick information and information about exchange partners together with their reliabilities using their Social Capital (SC). Such information facilitates SEs to improve their rationality in decision making process. SEs usually get support from network members to assess information which leads to improve the rationality in decision making on transactions. Accordingly, SC on one hand facilitate SEs to access and assess information that affect the mitigation of bounded rationality and on the other hand provide information about exchange partners that helps SEs to mitigate opportunism. Thus, SC affects the decrease of TC of SEs through the improvement of access and assess information which lead to mitigate bounded rationality and opportunism.

scholarly journals Long-Term Impact of Closing Rural Schools on Local Social Capital: A Multiple-Case Study from Poland

2020 ◽  
Vol 12 (4) ◽  
pp. 598-617
Author(s):  
Anna Kłoczko-Gajewska
Keyword(s):  
Social Capital ◽  
Local Population ◽  
Social Activity ◽  
Multiple Case Study ◽  
Structured Interviews ◽  
School Closures ◽  
Multiple Case ◽  
Long Term Impact

AbstractIn many European countries, for both demographic and financial reasons, small schools are being closed. A rural school is one of the few public places which enables formal and informal meetings of community residents. When it is closed, social activity changes. This paper presents a multiple-case study of four Polish villages which in the year 2000 organized protests against school closures; two schools were saved and two were closed. Semi-structured interviews with local leaders and office workers were conducted in 2004 and 2016. The study shows that the decline of structural social capital was significantly smaller in those villages where the school was saved. In the village in which the building of the school did not serve the local population due to the decision of the authorities, a significant and long-term decline in both structural and cognitive social capital was observed. That means that local authorities may contribute to the degradation of the local social capital.

Die Problematik der Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege – Eine Multiple Case-Study

Pflege ◽  
2020 ◽  
pp. 1-9
Author(s):  
Carola Maurer ◽  
Heidrun Gattinger ◽  
Hanna Mayer
Keyword(s):  
Multiple Case Study ◽  
Multiple Case

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.

Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?

2020 ◽  
Vol 1 (3) ◽  
pp. 103-132
Author(s):  
Rungamirai Matiure ◽  
Erick Nyoni
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Multiple Case Study ◽  
Document Analysis ◽  
Learner Autonomy ◽  
Case Study Design ◽  
Midlands Province ◽  
Multiple Case ◽  
Comprehensive Framework

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

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