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The Key Factors in Social Innovation Projects

References Abreu, J. (2011).Innovación social, conceptos y etapas, Daena, International Journal of Good Conscience, 6(2) , pp. 134-148. Alonso-Martínez, D., Gonzáléz-Álvarez, N., & Nieto, M. (2015). La innovacion social como motor de creacion de empresas. Universia Business Review (47), pp. 48-63. Recuperado de: http://www.redalyc.org/pdf/433/43341001003.pdf Agostini, M. R., Vieira, L. M., Tondolo, R. D. R. P., & Tondolo, V. A. G. (2017). An overview on social innovation research: guiding future studies. BBR. Brazilian Business Review , 14

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Innovation Policy as a New Development Driver of the Regions in Slovakia: Does Activity of Regional Self-government Matter?

: A Comparative Perspective, pp. 141-178. Budapest, OSI/LGI. Buchta, S. (2003) ‘Slovenský vidiek na konci dvadsiateho storočia’. Sociológia , 35(2):125-140. Communal Research and Consulting Centre (2008) Benchmarking miest – nástroj komunálneho manažmentu , http://www.komunal.eu/subory/Benchmarking_miest___n__stroj_komun__lneho_mna__mentu.pdf (31, January, 2014) Cooke, P. (2001) ‘Regional innovation systems, clusters, and the knowledge economy’. Industrial and Corporate Change , 10(4):945-974. Cooke, P. (2007) ‘Regional Knowledge

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Service Innovation in Local Government: Analysis of Business Information Services in South Sulawesi Province, Indonesia

References Ahmad, B. (2014). Manajemen pelayanan umum . Jakarta: UT-Press. Albury, D. (2005). Fostering innovation in public service. Publik Money and Management 25 (1), 51-56. Podger, A. (2015). Innovation in the public sector: beyond the rhetoric to a genuine ‘learning culture’. In J. Wanna, HA. Lee, and S. Yates (Eds.) Managing under austerity, delivering under pressure (pp. 119-130). Canberra: ANU Press. Australian National Audit Office, 2009. Innovation in the public sector: enabling better performance, driving new directions

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Impacts of Aid for Innovation on Economic Growth in the Sub-Saharan African Countries

://d-nb.info/108095449X/34 . Molla, T. (2014). Knowledge aid as instrument of regulation: World Bank’s non-lending higher education support for Ethiopia. Comparative Education , 50 (2), 229-248. Montellano, A. Q., & Vázquez, S. T. (2015). Aid & innovation: a boost to the effectiveness of aid?” Revista International de Cooperación y Desarrollo 2(1), 5-36. Naudé, W. (2011). Foreign Aid for Innovation: The Missing Ingredient in Private Sector Development?’ (No. 2011/35). Ndikumana, L., & Pickbourn, L. (2017). The impact of foreign aid allocation on access to social

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Innovation Research Based on Global Entrepreneurship Monitor (GEM) Project: Review of the Last Decade

(3), 445–465. Amorós, J. E., Basco, R., & Romaní, G. (2016). Determinants of early internationalization of new firms: the case of Chile. International Entrepreneurship and Management Journal , 12 (1), 283–307. Anokhin, S., & Wincent, J. (2012). Start-up rates and innovation: A cross-country examination. Journal of International Business Studies , 43 (1), 41–60. Aragon-Mendoza, J., Pardo del Val, M., & Roig-Dobón, S. (2016). The influence of institutions development in venture creation decision: A cognitive view. Journal of Business Research

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Linear Structural Analysis of Media Management Administration, Innovation and Early Childhood Creative Technology Under the Office of the Basic Education Commission in Thailand

-term early childhood development (0-5 years). Bangkok: Prikwan Graphics. Seng, P.M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday. Sirijareun, A. (2014). Using innovation and technology. [Online] Available: http://taamkru.com Stošić, L. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 3(1), 111-114. Torrance, E. P. (1972). Can we teach children to think

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Envisioning Higher Education: How Imagining the Future Shapes the Implementation of a New Field in Higher Education

-Prozesses : Zur diskursiven Logik eines bildungspolitischen Programms . Bielefeld: transcript. Malazita, James W. 2019. Epistemic Infrastructure, the Instrumental Turn, and the Digital Humanities. Forthcoming in Debates in the Digital Humanities: Institutions, Infrastructures at the Interstices , edited by Anne McGrail, Angel David Nieves, and Siobhan Senier. Minneapolis: University of Minnesota Press. Manyika, James et al. 2011. Big Data: The Next Frontier for Innovation, Competition, and Productivity . Seoul/San Francisco/London/Washington: McKinsey Global

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Training in Companies: Educational Practices at the Heart of the World of Work

. Neuenburg: Bundesamt für Statistik. Quenson, Emmanuel. 2001. L’école d’apprentissage Renault 1919-1989. Paris : cnrs éditions. Retière, Jean-Noël. 2003. Autour de l’autochtonie. Réflexions sur la notion de capital social populaire. Politix 16 : 121–143. SEFRI. 2017. La formation professionnelle en Suisse. Faits et données . Berne : Secrétariat fédéral à la formation, la recherche et l’innovation. Schnapper, Dominique. 2012. La compréhension sociologique : démarche de l’analyse typologique (2 e éd.). Paris : PUF. Tanguy, Lucie. 2016

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Organization Versus Profession? Teaching in the context of higher education reforms from a Sociology of Professions Perspective

Laudel und Uwe Schimank. 2010. The Limits of Universality. How Field-Specific Epistemic Conditions Affect Authority Relations and their Consequences. S. 291–324 in Reconfiguring Knowledge Production. Changing Authority Relationships in the Sciences and their Consequences for Intellectual Innovation, hrsg. von Richard Whitley, Jochen Gläser und Lars Engwall. New York: Oxford University Press. Hasse, Raimund und Georg Krücken. 2015. Decoupling and Coupling. S. 197–214 in Education From Globalization to World Society. Neo-Institutional and Systems

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The Effects of the SPACE Learning Model on Learning Achievement and Innovation & Learning Skills in Higher Education

Abstract

The objectives of this research were to develop a flipped classroom design, and to investigate the learning achievements and the innovation and learning skills of undergraduate students who had registered on a software engineering course which used the flipped classroom design. The suitability of flipped classroom lesson plans was evaluated by nine experts. The sample comprised 63 undergraduate students –33 students in the experimental group and 30 students in the control group - who had registered on the software engineering course in the first semester in 2017. The samples were selected by using the cluster random sampling method. The research instruments used were: (1) the flipped classroom lesson plans; (2) a multiple-choice learning achievement test, and (3) an evaluation form for learning and innovation skills rubric scoring. Mean (x̄), standard deviation, and one-way MANOVA were used to analyze data. The results found that: 1) The suitability of the flipped classroom lesson plans was at a high level (x̄ = 4.45, SD = 0.73). 2)The learning achievement results and the innovation and learning skills of undergraduate students who studied software engineering by the use of the flipped classroom design were higher than those of undergraduate students in a normal classroom, with a level of significance of 0.05.

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