scholarly journals Gains of e-collaboration in professional engagement initiatives

2021 ◽  
Vol 102 (2) ◽  
pp. 78-83
Author(s):  
E. Tazhibayeva ◽  
◽  
T. Dolidze ◽  
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Single Case ◽  
Online Collaboration ◽  
English Teacher ◽  
Single Case Study ◽  
Community Members ◽  
Teacher Professional

This paper presents a single case study of SR Teaching and Learning community, initially established as an English teacher professional development company in Baku, Azerbaijan. Since July, 2020, the company has determined to enhance its geography by cooperating with academicians and practitioners from different countries by engaging official representatives from Kazakhstan, Georgia, Russia, Poland, Panama, Iran and Uzbekistan through e-collaboration processes, which aims to meet the needs of in-service and pre-service English teachers in their home countries. By investigating ongoing e-collaboration created by the community we attempted to provide a better understanding of the benefits of teachers' online collaboration and its role in teacher professional engagement initiatives. The community members' responses about the nature and extent of e-collaboration they experience served as empirical data for our study. A significant role of moderators in teaching partnership has been noted. The minority of teachers were negative about teamwork claiming that online sessions had led to increase in their personal workload.

Artefacts and the Dynamics of Truces in Organizational Routines

2018 ◽  
Author(s):  
Nicolás J.B. Wiedemann ◽  
Leona Wiegmann ◽  
Juergen Weber
Keyword(s):  
Single Case ◽  
Single Case Study ◽  
Organizational Routines ◽  
Process Perspective ◽  
Temporary Settlement

Organizational routines can constitute a temporary settlement of individual actors’ diverging interests, described as a truce that enables the routine as a collective accomplishment to proceed. In this regard, scholars have recognized the central but ambiguous role of artefacts; they may be used to coordinate the interactions in routines but may also be mobilized to serve individual interests. Following this line of thinking, this chapter assumes a process perspective to advance our understanding of how such temporal settlements are continuously formed and in particular, the role artefacts play in this process. Based on a single case study over a period of thirty-three months, it analyses the use of a newly implemented artefact that inadvertently impeded smooth routine functioning as the artefact provided content that gave actors leeway to act out their interests in enacting the routine.

scholarly journals Regeringsautonomi og delegeringstab i dansk EU-politik: Et principal-agent teoretisk perspektiv

Politik ◽  
2010 ◽  
Vol 13 (3) ◽  
Author(s):  
Rasmus Bruun Pedersen
Keyword(s):  
Research Design ◽  
Single Case ◽  
Maastricht Treaty ◽  
Single Case Study ◽  
Government Behavior ◽  
Eu Integration ◽  
Treaty Negotiations ◽  
Role Of Information

Where do states’ positions on EU-integration come from? Despite a large number of studies we simply do not know which factors determine states’ positions in specific cases and why. This article analyses position making between ‘governments’ and ‘parliaments’ during the Maastricht Treaty negotiations. Furthermore, an analysis of the role of information asymmetries as intermediating factors in generating ‘influence on position’ will be carried out. The question asked is: Do governments enjoy relative autonomy vis-à-vis the Folketing that enables them to develop ‘positions’ they feel are in ‘the national interest’ or is Parliament able to control government behavior? The conclusions indicate that Parliaments control governmental positions, but also that governments, are able to exploit the negotiations to pursue certain ‘policy drifts’. The research design used is an in-dept single case study that analyses the level of inFluence on a multitude of different issues varied over the conflict level between the actors. 

Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills

2014 ◽  
pp. 147-159
Author(s):  
Blanche Jackson Glimps ◽  
Theron Ford
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Single Case ◽  
Cultural Literacy ◽  
Single Case Study ◽  
Daily Lives ◽  
Technology Learning ◽  
Use Of Technology ◽  
Portable Computers

Technology is part of our daily lives; we can observe the use of technology in our cell phones and portable computers and, most notably, within classrooms. If used within the proper pedagogical context, computer-aided technology can be quite advantageous to teacher educators whose pedagogical belief is also centered on teaching and learning that is responsive to students’ needs and cultures. When technology is combined with Problem-Based Learning (PBL), it can be a powerful aid to help pre-service teachers build cultural literacy and the skills needed to be responsive to students’ needs. This chapter presents a single case study of the highly successful academic outcomes through the wedding of PBL and technology.

The Project Manager as the Driver of Organizational Knowledge Creation

2020 ◽  
pp. 313-333
Author(s):  
Ted Bibbes ◽  
Minna Rollins ◽  
Wesley J. Johnston
Keyword(s):  
Single Case ◽  
Project Manager ◽  
Project Team ◽  
Single Case Study ◽  
Study Approach ◽  
Seci Model ◽  
Organizational Knowledge Creation ◽  
Team Environment

The areas Project Management and Knowledge Management include studies on the project and project team levels, but a specific focus on the role of the Project Manager in managing knowledge within the team has received less focus. The authors show how knowledge is created within the project team environment, and the specific role of the Project Manager as an individual uniquely situated to drive the creation of knowledge in the environment by facilitating, directing, and controlling team activities through the four SECI model phases. Using a single case study approach, this research shows how the PM acts as a “mixing valve” in the flow of knowledge in a dynamic, multi-directional, process within the project team environment.

Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills

2016 ◽  
pp. 1324-1337
Author(s):  
Blanche Jackson Glimps ◽  
Theron Ford
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Single Case ◽  
Cultural Literacy ◽  
Single Case Study ◽  
Daily Lives ◽  
Technology Learning ◽  
Use Of Technology ◽  
Portable Computers

Technology is part of our daily lives; we can observe the use of technology in our cell phones and portable computers and, most notably, within classrooms. If used within the proper pedagogical context, computer-aided technology can be quite advantageous to teacher educators whose pedagogical belief is also centered on teaching and learning that is responsive to students' needs and cultures. When technology is combined with Problem-Based Learning (PBL), it can be a powerful aid to help pre-service teachers build cultural literacy and the skills needed to be responsive to students' needs. This chapter presents a single case study of the highly successful academic outcomes through the wedding of PBL and technology.

scholarly journals How do Requirements Evolve over Time? A Case Study Investigating the Role of Context and Experiences in the Evolution of Enterprise Software Requirements

2018 ◽  
Vol 33 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Stephan Schneider ◽  
Jan Wollersheim ◽  
Helmut Krcmar ◽  
Ali Sunyaev
Keyword(s):  
Life Cycle ◽  
Single Case ◽  
Software Requirements ◽  
Process Theory ◽  
Single Case Study ◽  
Enterprise Software ◽  
Adoption Decision ◽  
Over Time

In recent years, organizations have increasingly sourced cloud-based enterprise software (ES). Although comprehensively capturing organizations’ requirements considerably affects the success of an ES sourcing project, little is known about how requirements evolve beyond the implementation. We conduct a longitudinal, exploratory single-case study of the life cycle of cloud-based ES in a medium-sized organization. Over 5 years, we trace the evolution of requirements throughout the ES life cycle, beginning with the initial adoption decision and ending with considerations to retire the ES. We develop a process theory that explains how requirements evolve beyond ES implementation and throughout its life cycle. We isolate nine mechanisms that explain how contextual factors and experiences are intertwined and shape the evolution of requirements. We then develop seven propositions that explain how sourcing cloud-based ES alters the mechanisms that shape the evolution of requirements. Our findings emphasize that the evolution of requirements for cloud-based ES follows similar mechanisms to that of the requirements for on-premises ES but changes how particular mechanisms manifest. Sourcing cloud-based ES changes the influence of business divisions in acquisition and configuration activities, the role of upgrade and customization procedures, and the influence of the ES’ ecosystem.

Sign in / Sign up

Export Citation Format

Share Document