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The background of the article lies in South Eastern Finland, in Lappeenranta, where an active University campus has attracted a group of ICT startups as well as SME’s in the field to collaboration. The novel education approach also has another remarkable role as a developer and source of innovation. An experimental development ecosystem (EDE), wher...
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... phases helped to validate our findings. When a team entrepreneur expressed in an interview (1) that she was interested to learn a new tool for making videos, later discussed in training session (2) about utilizing the tool in a customer project, reflected the use of same tool when a project was completed (3), and finally the a video was publicly available (4) in social media platform - we were able to validate integrity of our chain of making interpretations. An example of how these 14 cases were analyzed is presented in figure 6. Based on our current experience, better utilization of tools and applications is not limited by availability of ICT tools and applications. Rather, it is limited by individual differences in the will to share information about one's working. Sharing work- related information is a much more sensitive issue than it is usually expected to be. This very same phenomenon limits the use of many other ICT systems as well. Every time when there is competition of projects within teams or departments of the same organization, openness in sharing information is limited. Only part of the employees are willing to share their business contacts via the company-wide CRM system, for example. A better understanding of the benefits of balance between individual work and team work (see [55] for more details) is needed to better utilize ICT systems. Cui bono (Who benefits?) question has to be answered clearly when new systems are ...
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... hschulen, wie z.B. die Business School Tiimiakatemia in Finnland (LINK2) denken ihren Lehrplan bereits zum Großteil von diesem didaktischen Ziel her, das in der Literatur als "Überlebensfähigkeiten" für das 21.Jahrhundert (Wagner, 2008) oder als "Ökosystem" des Lernens für innovative, unternehmerische oder soziale Lehr-Lernsysteme beschrieben wird (Juvonen et. al, 2018, Saafedra et al. 2012. Dieses "Ökosystem" der 21st century skills wird in Zukunft die bewusste Ausgestaltung einer Lehrlern-Beziehungskompetenz brauchen. Aus diesen Überlegungen heraus kann am Beispiel der Formula Student folgendes Bild zu den korrespondierenden Kompetenzstufen mit Blick auf die 21st century skills beispielhaft und nich ...
Als vierte Ebene eines hochschuldidaktischen Kompetenzmodells für Hochschullehrende sollte dieLehr-Lern-Beziehungskompetenz von Hochschuldidaktiker/innen in den Blick genommen werden.Eine erste Definition und Ausgestaltung wird hier als ein Diskursangebot an die Community geleis-tet. Den Hintergrund bilden neuere empirische Forschungsergebnisse und entsprechende Diskurse,die zunehmend auf die Lehrendenrolle als zentralen Faktor für das Lerngelingen verweisen.
In: Neues Handbuch Hochschullehre