scholarly journals Geographical Indication Building Process for Sharr Cheese (Kosovo): “Inside Insights” on Sustainability

2021 ◽  
Vol 13 (10) ◽  
pp. 5696
Author(s):  
Claire Bernard-Mongin ◽  
Jimmy Balouzat ◽  
Elise Chau ◽  
Alice Garnier ◽  
Stéphanie Lequin ◽  
...  
Keyword(s):  
Collective Action ◽  
Learning Process ◽  
Collective Learning ◽  
Mountain Range ◽  
Knowledge Brokering ◽  
Institutional Work ◽  
Organization Studies ◽  
Building Process ◽  
The Icj ◽  
Interpretative Flexibility

This article aims to contribute to the reflection on sustainability in the field of Geographical Indications (GI). GIs are instruments for organizing collective action that have great interpretative flexibility. They are mobilized by a set of qualifying actors of differing natures, with diverse and sometimes divergent interests. For this reason, we focus on how the dimension of sustainability emerges from a collective learning process. Based on the approaches developed by Organization Studies, this article describes and analyzes the process of creating a GI for Sharr Cheese, a Balkan seasonal sheep pastoral cheese highly typical of a mountain range in Kosovo ◆ (◆ This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.). The authors occupied an embedded research position in this learning process, from 2015 to 2019. The article describes boundary work carried out by the facilitators of collective action (brokers) within experimental spaces during the GI-building process. It analyzes how environmental accountability within the Sharr Cheese GI emerges from a strategic knowledge-brokering process and intensive institutional work.

Cultural learning process: lesson from microhistory

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tianyuan Yu ◽  
Albert J. Mills
Keyword(s):  
Learning Process ◽  
Critical Incident ◽  
Cultural Learning ◽  
Extensive Reading ◽  
Organization Studies ◽  
Content Type ◽  
Knowledge Accumulation ◽  
The Past ◽  
Making Sense ◽  
Historical Accounts

Purpose The purpose of this paper is to examine the cultural learning process (namely, the development, practice and enhancement of cultural intelligence (CQ)) of a successful entrepreneur – Harold Bixby, a Pan American Airways expatriate, as reflected in the memoir of his experiences in China during 1933–1938. Design/methodology/approach This study adopts a microhistory approach as a methodology for studying history and the past while ultimately requiring evaluations informed by the present. This paper first identifies the literature gap on CQ development and the need to study historical accounts of the past in assessing the CQ development process. This study then outlines the four key foci of microhistory as a heuristic for making sense of on-going and past accounts of selected phenomena. Findings This paper finds that specific personality traits (namely, openness to experience and self-efficacy), knowledge accumulation through deep cultural immersion (namely, extensive reading/study, visiting/observation and interacting/conversation), critical incident and metacognition all contributed to Bixby’s CQ development, which was a time-consuming process. Originality/value The study contributes to debates around cultural learning and historical organization studies by providing a rich, qualitative study of CQ assessment and CQ development through microhistory. This study highlights the importance of cognitive CQ and the function of extensive reading/studying in the process of knowledge accumulation. This paper draws attention to critical incidents as an underexplored way of learning tacit knowledge. Moreover, this study suggests metacognitive CQ can be enhanced through meditative and reflexive teaching and research practices. These findings have significant implications for cross-cultural training programs.

scholarly journals Recommending collaboratively generated knowledge

2012 ◽  
Vol 9 (2) ◽  
pp. 871-892 ◽  
Author(s):  
Weiqin Chen ◽  
Richard Persen
Keyword(s):  
Recommender System ◽  
Learning Process ◽  
Positive Feedback ◽  
Information Technologies ◽  
Knowledge Building ◽  
Learning Objects ◽  
Building Process ◽  
Collaborative Knowledge Building ◽  
New Challenges ◽  
Collaborative Knowledge

With the development and adoption of information technologies in education, learners become active producer of knowledge. There is an increasing amount of content generated by learners in their learning process. These emerging learning objects (ELOs) could potentially be valuable as learning resources as well as for assessment purpose. However, the potentials also give rise to new challenges for indexing, sharing, retrieval and recommendation of such learning objects. In this research we have developed a recommender system for emerging learning objects generated in a collaborative knowledge building process and studied the implications and added values of the recommendations. We conducted two evaluations with learners to assess and improve the system?s design and study the quality and effects of the recommendations. From the evaluations, we received generally positive feedback and the results confirm the added values of the recommendations for the knowledge building process.

Expert knowledge and decision-making in controversy contexts

1993 ◽  
Vol 2 (4) ◽  
pp. 417-426 ◽  
Author(s):  
Camille Limoges
Keyword(s):  
Decision Making ◽  
Boundary Conditions ◽  
Learning Process ◽  
Expert Knowledge ◽  
Collective Learning ◽  
The Other ◽  
Current View ◽  
Public Controversy ◽  
Decision Making Processes

There was a time when the mobilization of experts was a taken-for-granted, unproblematic aspect of decision-making processes. That confidence has vanished. Ascertaining the significance of expertise now requires a reconsideration of the dynamics of controversies. The current view still assimilates controversy to the medieval exercise of the disputatio in which two parties argue one against the other. A non-reductionist view is needed to take fully into account the diversity of worlds of relevance involved in the dynamics of any public controversy. Only then is it possible to understand how decision making is predicated upon associations of worlds of relevance, and how expertise is actually a collective learning process which sets the boundary conditions for the efficacy of individual experts.

scholarly journals A decade of institutional work: context and opportunities for research

2019 ◽  
Vol 26 (91) ◽  
pp. 750-775
Author(s):  
Felipe de Mattos Zarpelon ◽  
Anelise Caon Bittencourt ◽  
Kadígia Faccin ◽  
Alsones Balestrin
Keyword(s):  
Theoretical Approach ◽  
Research Agenda ◽  
State Of The Art ◽  
Special Issue ◽  
Work Context ◽  
Institutional Work ◽  
Field Of Study ◽  
Organization Studies

Abstract The theoretical approach underlying institutional work sustains the understanding of the process through which individuals create, maintain and disrupt institutions. The interest in this approach encouraged the publication of a special issue in the journal Organization Studies in 2013. Lawrence, Leca, and Zilber introduced that special issue with an analysis of this field of study pointing to three avenues to further develop the theoretical approach: a) implementation of methodologies with an emphasis on the individual’s experiences; b) development of reflexivity by individuals; and c) commitment to practical contributions. We recall their research to revise the contributions of institutional work and to evaluate how these three avenues have been followed in this field of study. We then suggest an updated research agenda based on phenomena observed in the Brazilian context. Among the contributions of this study, we highlight a) the characteristics of the field of study on institutional work (state-of-the-art); b) central and adjacent themes to institutional work (map of themes); and c) opportunities and trends to further develop research on institutional work.

scholarly journals Caste and Organization Studies: Our Silence Makes Us Complicit

2020 ◽  
pp. 017084062096403
Author(s):  
Snehanjali Chrispal ◽  
Hari Bapuji ◽  
Charlene Zietsma
Keyword(s):  
Caste System ◽  
Institutional Work ◽  
Organization Studies ◽  
Precarious Work ◽  
Grand Challenges ◽  
Modern Slavery ◽  
The World ◽  
Scant Attention

The caste system has received scant attention in organization studies, despite persisting over thousands of years, influencing the socioeconomic lives of over a billion people around the world and subjecting over 300 million people to severe socioeconomic discrimination. By overlooking caste, scholars risk conforming subaltern empirics to imperialist knowledge and miss the nuance and complexity that caste can bring to organization studies. We argue that the caste system is an institution that affects the workplace, yet it is difficult to dismantle because of its rooting in bodies and the sacred, which strips away agency. As an institution that is deeply embodied, caste has implications for institutional work, precarious work and modern slavery. We conclude with a call for scholarly engagement with caste to study its implications in the pursuit of grand challenges and inclusive organizations.

The Study of European Political Development

1977 ◽  
Vol 29 (3) ◽  
pp. 462-475 ◽  
Author(s):  
Peter H. Merkl
Keyword(s):  
Collective Action ◽  
Political Development ◽  
Political Change ◽  
State Building ◽  
Organizational Life ◽  
Full Circle ◽  
Building Process ◽  
History Of ◽  
Historical Model ◽  
Current Return

The evolution of theories of political development has gone full circle with its current “return to Europe” and to history. Scholars are once more examining the early state-building process and especially the extractive and repressive activities of its military, bureaucratic, and taxation systems. A geographical and historical model of the timing of state formation in Europe since 1500 reveals situations and necessities that explain much of the history of various European states. The changing dynamics of collective action and violence since 1830, moreover, reflect the underlying transformation of society and organizational life. But it is still too early to attempt an exhaustive synthesis of the different theories of crisis and political change.

Environmental Scanning in Tunisian Manufacturing SMEs

2007 ◽  
Vol 06 (01) ◽  
pp. 57-67 ◽  
Author(s):  
Souad Kamoun-Chouk
Keyword(s):  
Decision Making ◽  
Longitudinal Study ◽  
Human Resources ◽  
Learning Process ◽  
Strategic Change ◽  
Collective Learning ◽  
Environmental Scanning ◽  
Weak Signals ◽  
Change Effort ◽  
Attention Process

This longitudinal study investigates the success and failure factors of the initiation of a strategic change effort in a panel of 17 manufacturing SMEs in Tunisia. A Baiting Environmental Attention Process (B.E.A.PRO) was developed and used to help managers make sense of weak signals in their relevant environment and how these signals could impact decision-making under conditions of uncertainty and ambiguity. The study shows that B.E.A.PRO might be an effective tactic for triggering a collective learning process, leading Tunisian SMEs to question their existing way of seeing the environment. The study also showed that a successful baiting process could not continue when the expert and the knowledge facilitator leaves. As usual, companies that believe they can rely on their own human resources, without creating the environment that will encourage them to stay, will likely fail.

scholarly journals La planificación estratégica como aprendizaje.

2012 ◽  
Vol 16 (1) ◽  
pp. 46
Author(s):  
Cesar LIP LICHAM
Keyword(s):  
Active Learning ◽  
Strategic Planning ◽  
Learning Process ◽  
Continuous Line ◽  
Strategic Learning ◽  
Institutional Work ◽  
The One ◽  
Or Organization ◽  
The Mind

No person or organization knows enough like to solve everything in advance. Although big lines can betraced to guide institutional work, the unpredictable become forces them to develop active learning actioncourses. Of these courses, the strategic planning is the one that had produced the optimum and the mostlingering successful results. The strategic learning implies that the person or organization has to mobilizein a continuous line which extreme limits are, on one hand, the totally premeditated strategies, and on theother hand, the fully emergent strategies. To learn strategically it is required to release the mind in orderto slip flexibly in the continuous line and to accomplish that the possible action courses will be created froma fertile dialogue between the thought and the action. In this article we describe the main prior andcurrent ideas of the strategic planning, that considered as a learning process, has a paradoxical nature,where the final product is the process.

Knowledge Building Online

2010 ◽  
pp. 985-998 ◽  
Author(s):  
David S. Stein ◽  
Constance E. Wanstreet ◽  
Hilda R. Glazer
Keyword(s):  
Adult Learners ◽  
Knowledge Building ◽  
Collective Learning ◽  
Shared Understanding ◽  
Building Process ◽  
The World ◽  
Staged Approach ◽  
Online Environments

This chapter explores the promise and process of knowledge building in online environments. The promise lies in the dual capability of knowledge building to support the collective learning of future adult learners by building on the information artifacts produced by present learners, thus improving upon what is known about a subject. Electronic tools for sharing emerging thoughts facilitate knowledge building and expand its reach outside the immediate classroom to involve learners from any part of the world in inquiry-based discussions. The knowledge-building process involves participation, collaboration, and achieving shared understanding. A case study of adult learners attempting higher levels of learning shows knowledge building in process. The chapter proposes a staged approach to preparing adult learners to engage in knowledge building.

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