Business Models of Sustainable Open Educational Resources (OER)

2021 ◽  
pp. 579-594
Author(s):  
Shouhong Wang
Keyword(s):  
Faculty Member ◽  
Business Models ◽  
Institutional Level ◽  
The Social ◽  
Sustainable Value ◽  
Individual Faculty Member ◽  
Four Levels ◽  
Open Education Resources ◽  
The Individual ◽  
Social Level

This article conceptualizes four business models for sustainable open education resources (OER) at four levels: the social level, the education institutional level, the OER community level, and the individual faculty member level. The business model at each of the four levels has its application realm. At the social level, social benefits of OER are the central motivation of the OER movement. At the institutional level, education institutions are facing challenges of student enrollment increase. At the OER community operational level, communities of practice must be established. At the individual faculty member level, the key players of OER must take effective actions for OER. Sustainable OER can be achieved only when the stakeholders at the four levels collaborate towards the common objective of sustainable value creation. The comprehensive set of business models can be used for all parties involved in OER to define and implement strategies for sustainable OER. The article also provides recommendations for future research into tests of the conceptualized business models for sustainable OER.

Business Models of Sustainable Open Educational Resources (OER)

2019 ◽  
Vol 1 (2) ◽  
pp. 1-16
Author(s):  
Shouhong Wang
Keyword(s):  
Faculty Member ◽  
Business Models ◽  
Open Educational Resources ◽  
Future Research ◽  
Institutional Level ◽  
The Social ◽  
Individual Faculty Member ◽  
Four Levels ◽  
The Individual ◽  
Social Level

This article conceptualizes four business models for sustainable open education resources (OER) at four levels: the social level, the education institutional level, the OER community level, and the individual faculty member level. The business model at each of the four levels has its application realm. At the social level, social benefits of OER are the central motivation of the OER movement. At the institutional level, education institutions are facing challenges of student enrollment increase. At the OER community operational level, communities of practice must be established. At the individual faculty member level, the key players of OER must take effective actions for OER. Sustainable OER can be achieved only when the stakeholders at the four levels collaborate towards the common objective of sustainable value creation. The comprehensive set of business models can be used for all parties involved in OER to define and implement strategies for sustainable OER. The article also provides recommendations for future research into tests of the conceptualized business models for sustainable OER.

L'identité Wallonne saisie par l'enquête : Une approche constructiviste de l'identité collective

Res Publica ◽  
1994 ◽  
Vol 36 (3-4) ◽  
pp. 343-359
Author(s):  
Marc Jacquemain ◽  
René Doutrelepont ◽  
Michel Vandekeere
Keyword(s):  
Social Identity ◽  
Survey Research ◽  
Social Identity Theory ◽  
Social Behaviour ◽  
Identity Theory ◽  
Social Identities ◽  
The Social ◽  
The Individual ◽  
Social Level

At first view, the methodology of survey research may seem rather unsuitable to the study of such "holistic" phenomena as collective and social identities.  That difficulty vanishes - at least partly - as soon as we consider social identity as the link between the individual and his belongings, as does the "social identity theory", developed from the work of Taffel and Turner.  From there on, survey research may prove to be a useful device to cope with some main characteristics of social identity: mainly its variability among groups and classes within a same society and its particular sensitivity to socio-political contexts.  Survey research, combined with the social identity theory may help to test historical assumptions at a macro-social level. It may also give some ''flesh" and some additional realism to the micro-theories of social behaviour, which are too often limited by their conception of a strictly rational and interested agent.

Sources of Stability and Instability in Rural Thai Society

1968 ◽  
Vol 27 (4) ◽  
pp. 777-790 ◽  
Author(s):  
Steven Piker
Keyword(s):  
Well Being ◽  
Complete Reduction ◽  
External Pressures ◽  
Stability And Instability ◽  
The Social ◽  
The Face ◽  
Social Arrangements ◽  
The Individual ◽  
High Degree ◽  
Social Level

Ongoing cultures, by virtue of the personalities they produce and the social arrangements they embody, create tensions or strains for their individual members; and they provide as well for the institutionalized expression and alleviation, if not complete reduction, of these tensions in culturally approved channels. In this view, cultural stability refers not to the absence of persisting conflict on the individual or social level; but rather to a high degree of complementarity between institutionalized sources of strain or conflict for the individual, and institutionalized arrangements for tension reduction or expression. This conception of stability does not assume that all relatively stable cultures are equally productive of psychological well-being, even assuming this nebulous condition could be specified. Nor does it assert that all stable cultures are equally adaptive in the face of external pressures. It does imply, however, that sources of conflict and channels for its expression will be sufficiently balanced to insure perpetuation of culturally standardized social arrangements and beliefs over many generations.

scholarly journals Does Money Buy Happiness?

2021 ◽  
pp. 71-78
Author(s):  
Yew-Kwang Ng
Keyword(s):  
Competition Effect ◽  
Individual Level ◽  
Low Level ◽  
The Social ◽  
The Individual ◽  
Social Level ◽  
Environmental Disruption ◽  
Adaptation Effects

AbstractAfter a relatively low level of survival and comfort, additional consumption does not increase happiness significantly, especially at the social level. At the individual level, people want more due to the relative competition effect which cancels out at the social level. In addition, the adaptation effects and environmental disruption effects also work to limit the contributions of higher consumption and enlarge the gap between expectation and actuality.

The Psychology of (Pseudo)Science: Cognitive, Social, and Cultural Factors

Pseudoscience ◽  
2018 ◽  
Author(s):  
Emilio J. C. Lobato ◽  
Corinne Zimmerman
Keyword(s):  
Personal Identity ◽  
Scientific Community ◽  
Cultural Factors ◽  
Theoretical Frameworks ◽  
Individual Level ◽  
Psychology Of Science ◽  
The Social ◽  
The Individual ◽  
Social And Cultural Factors ◽  
Social Level

We review findings from the psychology of science that are relevant to understanding or explaining peoples’ tendencies to believe both scientific and pseudoscientific claims. We discuss relevant theoretical frameworks and empirical findings to support the proposal that pseudoscientific beliefs arise in much the same way as other scientific and non-scientific beliefs do. In particular, we focus on (a) cognitive and metacognitive factors at the individual level; (b) trust in testimony and judgments of expertise at the social level; and (c) personal identity and the public’s relationship with the scientific community at a cultural level.

Metrics of Justice

2019 ◽  
pp. 51-85
Author(s):  
Ali Mehdi
Keyword(s):  
Capability Approach ◽  
Special Focus ◽  
The Social ◽  
Theories Of Justice ◽  
The Individual ◽  
Sen’S Capability Approach ◽  
Social Level ◽  
The Capability Approach

This chapter characterizes and critiques the relevant aspects of various metrics of justice put forth by major theories of justice, with a special focus on Amartya Sen’s capability approach. It then goes on to discuss some of the relevant issues pertaining to the measurement of justice within the capability framework. For instance, justice is to be eventually measured at the individual and not the social level, although our choice will be governed by the evaluative purpose. It ends with a conceptual assessment of the capability approach, highlighting some of its challenges.

Teaching Ad Tech: Assessing Collaborative Teaching in an Advertising, Computer Science and Design Course

2017 ◽  
Vol 21 (2) ◽  
pp. 45-53 ◽  
Author(s):  
Jay Newell ◽  
Wallapak Tavanapong ◽  
Sherry Berghefer
Keyword(s):  
Human Computer Interaction ◽  
Faculty Member ◽  
Computer Science ◽  
Learning Outcomes ◽  
Collaborative Teaching ◽  
Faculty Members ◽  
Individual Faculty Member ◽  
The Individual ◽  
Computer Interaction ◽  
Technology Course

Advertising technology is advancing quickly incorporating digital techniques that may be beyond the experience of the individual faculty member. Collaborative teaching, where faculty members from different disciplines co-teach a course, may be a solution. This report assesses the learning outcomes of an advertising technology course taught by faculty from one university's advertising, computer science and human-computer interaction programs. The course was run twice, with a third one in progress. Students were predominantly advertising majors, with a minority of computer science and design majors. Two semesters of pre- and post-tests were analyzed, finding increases in student comfort with preparing and presenting technologically advanced solutions to advertising challenges.

scholarly journals IDENTITY PHENOMENON RESEARCH: THEORETICAL LEVEL

2019 ◽  
Keyword(s):  
Social Identity ◽  
Personal Identity ◽  
Collective Identity ◽  
Research Question ◽  
Social Imaginary ◽  
Self Identity ◽  
Institutional Level ◽  
The Social ◽  
Patterns Of Behavior ◽  
The Individual

Classical and modern theories of identity, such as E. Giddens concept of self-identity, social identity of I. Hoffmann, non-reflective identity of M. Foucault, the theory of recognition and social imaginary of C. Taylor, the concept of imaginary communities of B. Anderson, the theory of «using the Other» and the exclusive identity of I. Neumann are analyzed. As a result of the analysis, methodological benchmark principles for the conceptualization of identity phenomenonare defined. It is suggested to consider the phenomenon of identity as a multi-level construct, also, the principles of identity typology are developed. According to this typology, ontological (personal identity) and social (collective identity) dimensions of the phenomenon are distinguished. It is admitted that personal identity, in addition to being directly connected with emotions, is the result of an individual’s personal experience. Meanwhile collective identity is a phenomenon of a social level, mental awareness of the existence of a community that shares common for an individual interests/values. As types of personal identity, the reflective, when the individual asks himself «whom I relate to/ want to relate myselfto?», and non-reflective – the individual unconsciously reproduces certain practices, patterns of behavior –forms of the phenomenon are analyzed. Within the framework of collective identity, it is suggested to distinguish between identities according to the institutional level (regional/local or national/state), as well as according to the attributes of a social group (ethnic, racial, linguistic, gender, etc.). The attention is drawn to the further perspective of the social identity study precisely through the prism of the institutional level. In particular, the following research question is identified as an important aspect of the further research: how the features of the reproduction of certain formal and informal practices affect the formation and «renewal»/reconstitution of regional and national identities.

scholarly journals Preparing for Service: A Template for 21st Century Legal Education

2017 ◽  
Author(s):  
Michael J Madison
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Business Models ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
The Face ◽  
Individual Faculty Member ◽  
Multiple Challenges ◽  
The Individual

Legal educators today grapple with the changing dynamics of legal employment markets; the evolution of technologies and business models driving changes to the legal profession; and the economics of operating – and attending – a law school. Accrediting organizations and practitioners pressure law schools to prepare new lawyers both to be ready to practice and to be ready for an ever-fluid career path. From the standpoint of law schools in general and any one law school in particular, constraints and limitations surround us. Adaptation through innovation is the order of the day.How, when, and in what direction should innovation take place? Who should lead, guide, and participate? These are questions often asked in both legal education in particular and in higher education in general. Rarely are answers accompanied by specific examples, strategies, or programs. This paper offers precisely that specificity. It documents one institution’s process and output, beginning with the concept of innovation in the face of multiple challenges and proposing one set of concrete, actionable strategies, tactics, and programs. These range from school-wide interventions to ideas for use at the level of the individual faculty member and course.The purpose of making the paper available is to note merely that if innovation is a hill to be climbed, then it can be climbed. The process and results may be more valuable if they are shared with others, even if the particular route documented here is not the only one available and may not the best for all times and places.

scholarly journals Persuasion Connotations at Macro-Social Level

2019 ◽  
Vol 24 (1) ◽  
pp. 38-44
Author(s):  
Maria-Lucia Rusu
Keyword(s):  
Comparative Analysis ◽  
Public Space ◽  
Social Space ◽  
Methodological Aspect ◽  
Analysis Method ◽  
Human Relationships ◽  
The Public ◽  
The Social ◽  
The Individual ◽  
Social Level

Abstract This approach examines the comparative relationship between persuasion at micro and macro-social level, under the framework of the comparative analysis method. In this sense, after identifying and presenting the concept of persuasion, the similarity of interpretation and persuasion techniques are emphasized. The study first addresses the epistemological and methodological aspect of the social connotations of persuasion. It has as main objectives to ensure the interpretation of the concept, to identify the strategies, to describe the mechanisms by which the persuasion in the public space is reconstructed and to discover the methods of resistance to this type of communication. The usefulness of studying this type of communication results from the effects it has on the individual and its various inter-human relationships in the macro-social space.

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