排序方式： 共有145条查询结果，搜索用时 15 毫秒
141.
Technology-gaps, innovation-diffusion and transformation: an evolutionary interpretation 总被引：1，自引：0，他引：1
This paper discusses and outlines a perspective on economic growth based on evolutionary theorizing. Consistent with this perspective, capitalist development is shown to be a process of alternating periods of convergence and divergence, with some signs of a shift towards divergence recently. We also show that the importance of innovation for economic growth has increased lately, while at the same time imitation, (or diffusion) has become more demanding. The manufacturing sector which used to be very important for growth has lost much of its dynamism. We relate these findings to the big technological shifts that have occurred during the last decades. 相似文献
142.
143.
Bart Prakken 《The Information Society》2004,20(1):53-57
Our tendency is to generate ever-increasing amounts of information to deal with the uncertainties we face in today's turbulent environment. However, if we look at the problem more fundamentally, we see that uncertainty, the variable responsible for information demand, itself can be reduced. Thus, we should not get fixated on information generation (the supply-side approach) but should also consider ways of reducing needs for information flows (the demand-side approach). This article provides an overview of a Dutch sociotechnical approach that focuses on reduction of complexity so as to reduce uncertainty and thereby organizational information flows. 相似文献
144.
145.
How and with whom academics develop and maintain formal and informal networks for reflecting on their teaching practice has received limited attention even though academic development (AD) programmes have become an almost ubiquitous feature of higher education. The primary goal of this mixed-method study is to unpack how 114 academics in an AD programme developed internal (within their programme) and external (outside their programme) learning and teaching relations. A secondary goal is to highlight the affordances of social network analysis (SNA) methods in conjunction with qualitative approaches for academic developers to understand the (in)formal learning processes in their AD programme. The quantitative results indicate that participants maintained 4.84 relations within their AD programme and 3.17 external ties. The qualitative results indicate that most academics developed a range of emotional, academic, and professional support links, which were mostly outside the AD context. Participants needed an outlet to share their feelings, challenges, and frustrations about their teaching and their experiences on the AD programme. These feelings were shared with people they trusted, primarily close friends and colleagues. This study provides a social perspective on the formal and informal relations of AD, and argues that SNA techniques can help academic developers to make these relationships visible. 相似文献