African Students’ Identity Negotiation and Relational Conflict Management: Being “Foreign”, Being “Careful”     

《Journal of Intercultural Communication Research》2013,42(6):474-490

ABSTRACT

International students face challenges associated with identity negotiation as they interact with others who may hold distinctly differing worldviews while operating from a position of cultural dominance. The current study explores how African students negotiate identity in interactions with domestic students within a relational-conflict context. Themes emerging include uncertainty in self-presentation, constrained relationships with domestic students, and avoidance as a response to relational conflict. The emergent concept is that of “being careful”, attributable to African students’ perception of power differences between foreign and domestic students, as well as risk associated with assertive conflict behavior. Theoretical and practical implications are discussed.  相似文献   

Creating a Sport Historian’s Life Story Narrative in Society     

Francois Johannes Cleophas 《国际体育史杂志》2017,34(5-6):330-334

Abstract

This narrative relayed life story experiences of a South African sports historian. Written in the first person, it related how academic, employment, schooling, sport, and political experiences laid a foundation for sport historical engagement with the world. Individual names and places, not commonly used in grand narratives, or those who function below the national were highlighted throughout the text. These were people and places that may be regarded as marginal or subalteran and largely ignored in present dominant narratives. Therefore, the reader gets a glimpse of the South African Senior Schools Sports Association, South African Amateur Athletics Board, Teachers’ League of South Africa, University of the Western Cape. Local areas such as Blouvlei and the village of Wellington are also visited. There was a deliberate attempt to avoid statistics because the black historical experience was largely ignored in official accounts. Throughout the narrative, a relational plot was utilized that sought significant relationships between the historian and others. The narrative thus does not follow a linear projection because these relationships affect the sportsperson at different times in his or life sometimes being unaware of their existence. Instead, places and spaces in Cape Town that impacted on the shaping of a sport historian were emphasized.  相似文献   

企业创新链从构建到跃升的过程机理分析——资源编排视角下的典型案例分析     

梁丽娜  于渤  吴伟伟 《研究与发展管理》2022,34(5):32-47

选取比亚迪汽车股份有限公司作为案例对象，从企业资源编排视角出发探究企业创新链从构建到跃升的过程机理。研究发现：适配市场需求、政策规划及服务创新所形成的市场发展导向在企业创新链构建及跃升过程中起指引性作用；企业各阶段通过资源编排积蓄的创新资源和通过关系联结所形成的社会资本为其创新链构建提供了关系和资源基础；差异化资源编排行动与关系联结的交互适配过程展示了企业资源和关系权力位置的迭代进阶过程，是创新链模式跃升的资源和关系基础；企业技术随着其资源和关系权力位置从边缘到中心地位的变化实现了跨越，且技术跨越是创新链从“线性反馈式”到“多方协作式”再到“开放融通式”跃升的内驱动力。本文利用资源编排理论拓展了企业创新链研究领域，依托资源交换的社会关系性和资源动态关联特征拓宽了企业创新链构建及跃升的解释边界，为如何构建创新链并实现创新链“适时”跃升提供了新的分析视角。  相似文献   

数智情境下智力资本与制造企业价值创造：基于网络嵌入和职业可持续性视角     

胡倩倩  覃大嘉  宁振安  黄泽平 《科技管理研究》2023,(7):105-115

随着数智技术向制造业各环节的广泛渗透与融合，传统知识要素影响组织价值创造的作用机制有可能产生改变，因而需要更深入的探索考察。鉴于此，分别从组织内外关键知识载体的视角出发，基于知识资源观和社会网络视角，首先探索智力资本、外部网络嵌入与企业价值创造间关系机理，再进一步剖析组织内部员工职业可持续性的调节作用机制。以2010—2020年1 265家上市制造业企业面板数据为样本，实证研究结果显示，智力资本对制造业企业价值创造具有显著促进作用，网络嵌入在智力资本与企业价值创造中起到中介作用，职业可持续性在智力资本与企业价值创造的关系中起到正向调节作用。研究结论对于企业智力资本系统构建、企业战略优化及企业价值创造等均具有积极的理论借鉴和实践启示。  相似文献   

平台生态嵌入、数据赋能对中小制造企业创新柔性的影响——基于资源编排视角     

赵慧娟  陈洪洋  姜盼松  杨皎平 《研究与发展管理》2022,34(5):1-15

在当今数字经济和VUCA时代，如何提高创新柔性以响应动态环境是摆在所有制造企业面前的难题，对中小制造企业而言，由于自身资源相对短缺和资源管理能力不足，提升创新柔性的机制具有特殊性。本文基于资源编排理论的过程视角，结合中小制造企业固有特性，引入平台生态嵌入作为构建资源组合的新形式、数据赋能作为实现资源连接和供需精准匹配的前提和基础、价值共创活动作为推动资源有效利用的新途径，建立了三者与创新柔性间的理论模型。基于106家嵌入工业互联网平台生态的中小制造企业样本，通过PLS结构方程和层次回归方法实证检验结果表明：平台生态嵌入对创新柔性具有倒U型影响，并且受到数据赋能的正向调节；价值共创活动在平台生态嵌入与创新柔性间存在部分中介作用；数据赋能对创新柔性具有正向作用，并调节了价值共创活动在平台生态嵌入与创新柔性之间的中介作用。本文在理论上揭开了中小制造企业创新柔性的提升机制，对资源编排理论做出有益补充，同时对中小制造企业如何有效利用工业互联网平台等资源提升创新柔性具有一定指导意义。  相似文献   

Learning to work with the black box: Pedagogy for a world with artificial intelligence     

Margaret Bearman  Rola Ajjawi 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1160-1173

Artificial intelligence (AI) is increasingly integrating into our society. University education needs to maintain its relevance in an AI-mediated world, but the higher education sector is only beginning to engage deeply with the implications of AI within society. We define AI according to a relational epistemology, where, in the context of a particular interaction, a computational artefact provides a judgement about an optimal course of action and that this judgement cannot be traced. Therefore, by definition, AI must always act as a ‘black box’. Rather than seeking to explain ‘black boxes’, we argue that a pedagogy for an AI-mediated world involves learning to work with opaque, partial and ambiguous situations, which reflect the entangled relationships between people and technologies. Such a pedagogy asks learners locate AI as socially bounded, where AI is always understood within the contexts of its use. We outline two particular approaches to achieve this: (a) orienting students to quality standards that surround AIs, what might be called the tacit and explicit ‘rules of the game’; and (b) providing meaningful interactions with AI systems.

Practitioner notes

What is already known about this topic

• Artificial intelligence (AI) is conceptualised in many different ways but is rarely defined in the higher education literature.
• Experts have outlined a range of graduate capabilities for working in a world of AI such as teamwork or ethical thinking.
• The higher education literature outlines an imperative need to respond to AI, as underlined by recent commentary on ChatGPT.

What this paper adds

• A definition of an AI that is relational: A particular interaction where a computational artefact provides a judgement about an optimal course of action, which cannot be easily traced.
• Focusing on working with AI black boxes rather than trying to see inside the technology.
• Describing a pedagogy for an AI-mediated world that promotes working in complex situations with partial and indeterminate information.

Implications for practice and/or policy

• Focusing on quality standards helps learners understand the social regulating boundaries around AI.
• Promoting learner interactions with AI as part of a sociotechnical ensemble helps build evaluative judgement in weighting AI's contribution to work.
• Asking learners to work with AI systems prompts understanding of the evaluative, ethical and practical necessities of working with a black box.

  相似文献