The Experts below are selected from a list of 449907 Experts worldwide ranked by ideXlab platform
Roberta Capello - One of the best experts on this subject based on the ideXlab platform.
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spatial transfer of knowledge in high technology milieux Learning versus collective Learning Processes
Regional Studies, 1999Co-Authors: Roberta CapelloAbstract:CAPELLO R. (1999) Spatial transfer of knowledge in high technology milieux: Learning versus collective Learning Processes, Reg. Studies 33 , 353‐365 . An analysis of the definitions provided so far in the literature shows ambiguities in the conceptualization of collective Learning. A parallel analysis of the concepts of Learning and collective Learning is provided, and similarities and differences underlined. One of the main distinguishing features of collective Learning is embedded in the element of ‘club externality', while ‘continuity' and ‘dynamic synergies' are common properties of Learning and collective Learning. These reflections lead to some interesting empirical questions which are investigated in the empirical part of the paper. In particular, the empirical analysis addresses the questions: (1) is it true that collective Learning is not the result of co-operative behaviour, but of a collective behaviour; and (2) is it true that collective Learning is the way of achieving new creative resources ...
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spatial transfer of knowledge in high technology milieux Learning versus collective Learning Processes
Regional Studies, 1999Co-Authors: Roberta CapelloAbstract:CAPELLO R. (1999) Spatial transfer of knowledge in high technology milieux: Learning versus collective Learning Processes, Reg. Studies 33 , 353‐365 . An analysis of the definitions provided so far in the literature shows ambiguities in the conceptualization of collective Learning. A parallel analysis of the concepts of Learning and collective Learning is provided, and similarities and differences underlined. One of the main distinguishing features of collective Learning is embedded in the element of ‘club externality', while ‘continuity' and ‘dynamic synergies' are common properties of Learning and collective Learning. These reflections lead to some interesting empirical questions which are investigated in the empirical part of the paper. In particular, the empirical analysis addresses the questions: (1) is it true that collective Learning is not the result of co-operative behaviour, but of a collective behaviour; and (2) is it true that collective Learning is the way of achieving new creative resources ...
H. L. Liyanage - One of the best experts on this subject based on the ideXlab platform.
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Impact of supply chain actor citizenship behavior on supply chain Learning Processes
Kelaniya Journal of Management, 2018Co-Authors: H. L. LiyanageAbstract:Critical evaluation of early literature into supply chain Learning indicates lack of research into the impact of supply chain actor citizenship behavior on supply chain Learning Processes. Therefore, this study explores the impact of supply chain actor citizenship behavior impact on supply chain Learning Processes. The study uses constructivist epistemology, interpretative theoretical perspective, case study research methodology and grounded theory thematic technique in data analysis. Findings of the study indicate that different elements of the supply chain actor citizenship behavior concept are connected to different levels of supply chain Learning Processes. Self-development is found to have an impact on intuition process, helping behavior is found to have an impact on interpretation process, tolerance is found to have an impact on integration process and constructiveness is found to have an impact on institutionalization process. An original contribution to theory includes extending organizational Learning theory and citizenship behavior concept to supply chain context. And practitioners are recommended to explore dynamics of self-development, helping behavior, tolerance, and constructiveness on enhancing supply chain Learning Processes.
Ezequiel V. Albano - One of the best experts on this subject based on the ideXlab platform.
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A cellular automata model for social-Learning Processes in a classroom context
European Physical Journal B, 2002Co-Authors: Clelia M. Bordogna, Ezequiel V. AlbanoAbstract:A model for teaching-Learning Processes that take place in the classroom is proposed and simulated numerically. Recent ideas taken from the fields of sociology, educational psychology, statistical physics and computational science are key ingredients of the model. Results of simulations are consistent with well-established empirical results obtained in classrooms by means of different evaluation tools. It is shown that students engaged in collaborative groupwork reach higher achievements than those attending traditional lectures only. However, in many cases, this difference is subtle and consequently very difficult to be detected using tests. The influence of the number of students forming the collaborative groups on the average knowledge achieved is also studied and discussed.
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Theoretical description of teaching-Learning Processes: a multidisciplinary approach.
Physical Review Letters, 2001Co-Authors: Clelia M. Bordogna, Ezequiel V. AlbanoAbstract:A multidisciplinary approach based on concepts from sociology, educational psychology, statistical physics, and computational science is developed for the theoretical description of teaching-Learning Processes that take place in the classroom. The emerging model is consistent with well-established empirical results, such as the higher achievements reached working in collaborative groups and the influence of the structure of the group on the achievements of the individuals. Furthermore, another social Learning process that takes place in massive interactions among individuals via the Internet is also investigated.
Alma Mccarthy - One of the best experts on this subject based on the ideXlab platform.
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Collective Learning Processes and Human Resource Development
Advances in Developing Human Resources, 2008Co-Authors: Thomas N. Garavan, Alma MccarthyAbstract:Collective Learning is important to both human resource development (HRD) researchers and practitioners. Collective Learning is a broad term and includes Learning between dyads, teams, organizations, communities, and societies. Most conceptions of collective Learning highlight characteristics such as relationships, shared vision and meanings, mental models and cognitive and behavioral Learning. Collective Learning Processes pose challenges for both HRD research and practice. For researchers, we need to more fully understand how collective Learning Processes occur, the factors that affect collective Learning, and the emergent nature of collective Learning. For practitioners, the challenge concerns whether collective Learning can be planned, structured, and managed.
Stephan Rist - One of the best experts on this subject based on the ideXlab platform.
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Social Learning Processes in Swiss Soil Protection—The ‘From Farmer - To Farmer’ Project
Human Ecology, 2009Co-Authors: Flurina Schneider, Thomas Ledermann, Stephan RistAbstract:Social Learning approaches have become a prominent focus in studies related to sustainable agriculture. In order to better understand the potential of social Learning for more sustainable development, the present study assessed the Processes, effects and facilitating elements of interaction related to social Learning in the context of Swiss soil protection and the innovative ‘From Farmer - To Farmer’ project. The study reveals that social Learning contributes to fundamental transformations of patterns of interactions. However, the study also demonstrates that a Learning-oriented understanding of sustainable development implies including analysis of the institutional environments in which the organizations of the individual representatives of face-to-face-based social Learning Processes are operating. This has shown to be a decisive element when face-to-face-based Learning Processes of the organisations’ representatives are translated into organisational Learning. Moreover, the study revealed that this was achieved not directly through formalisation of new lines of institutionalised cooperation but by establishing links in a ‘boundary space’ trying out new forms of collaboration, aiming at social Learning and co-production of knowledge. It is argued that further research on social Learning Processes should give greater emphasis to this intermediary level of ‘boundary spaces’.
