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Paper-cutting is a traditional Chinese art, and Fuyang paper-cutting is a miracle of Chinese paper-cutting art. As Fuyang paper-cutting art is gradually promoted by artists during the historical inheritance, its traditional form has changed, a batch of new-style paper-cutting artworks have been created, Wang Xiaying is a leading figure in its inheritance. From the perspective of manifestation means and modeling language, this paper found that Wang Xiaying on the basis of inheriting traditional paper-cutting learned from other arts, applied innovative techniques to break through limitations in modeling, and realized the innovation of paper-cutting art It was concluded that traditional paper-cutting arts could only achieve sustainable development by integrating with new elements. [ABSTRACT FROM AUTHOR]

Policy PointsThe implementation of large‐scale health care interventions relies on a shared vision, commitment to change, coordination across sites, and a spanning of siloed knowledge.Enablers of the system should include building an authorizing environment; providing relevant, meaningful, transparent, and timely data; designating and distributing leadership and decision making; and fostering the emergence of a learning culture.Attention to these four enablers can set up a positive feedback loop to foster positive change that can protect against the loss of key staff, the presence of lone disruptors, and the enervating effects of uncertainty. Context: Large‐scale transformative initiatives have the potential to improve the quality, efficiency, and safety of health care. However, change is expensive, complex, and difficult to implement and sustain. This paper advances system enablers, which will help to guide large‐scale transformation in health care systems. Methods: A realist study of the implementation of a value‐based health care program between 2017 and 2021 was undertaken in every public hospital (n = 221) in New South Wales (NSW), Australia. Four data sources were used to elucidate initial program theories beginning with a set of literature reviews, a program document review, and informal discussions with key stakeholders. Semistructured interviews were then conducted with 56 stakeholders to confirm, refute, or refine the theories. A retroductive analysis produced a series of context‐mechanism‐outcome (CMO) statements. Next, the CMOs were validated with three health care quality expert panels (n = 51). Synthesized data were interrogated to distill the overarching system enablers. Findings: Forty‐two CMO statements from the eight initial program theory areas were developed, refined, and validated. Four system enablers were identified: (1) build an authorizing environment; (2) provide relevant, authentic, timely, and meaningful data; (3) designate and distribute leadership and decision making; and (4) support the emergence of a learning culture. The system enablers provide a nuanced understanding of large‐system transformation that illustrates when, for whom, and in what circumstances large‐system transformation worked well or worked poorly. Conclusions: System enablers offer nuanced guidance for the implementation of large‐scale health care interventions. The four enablers may be portable to similar contexts and provide the empirical basis for an implementation model of large‐system value‐based health care initiatives. With concerted application, these findings can pave the way not just for a better understanding of greater or lesser success in intervening in health care settings but ultimately to contribute higher quality, higher value, and safer care. [ABSTRACT FROM AUTHOR]

The manufacturing sector plays a strategic role as a major contributor to economic growth and development. However, the harsh business environment in Nigeria has constrained learning and capability building in the Nigerian manufacturing sector. The present state of the manufacturing sector underscores the need for firm-level learning and strategic policy actions. This paper utilized data from the Enterprise Survey Panel covering the periods 2007, 2009, and 2014/2015 to investigate firm learning and productivity in the Nigerian manufacturing sector. Case study illustrations were also undertaken to further provide insights into the links between learning variables and the productivity of selected firms in the sector. Data were analyzed using descriptive statistics; dynamic panel model (DPM) via ordinary least squares (OLS) and General Method of Moments (GMM) techniques. The results of the estimation show there is a positive and significant relationship between export participation lagged by one period (t-1) and the current firm performance. A one-period lag of the learning variables, namely: skills and training increased the productivity of firms. The case study illustrations revealed that major learning capabilities include customer feedback; through employees, staff training/seminars/workshops, and supplier feedback. The paper provides evidence to conjecture that the STI mode of learning, which involves formal research and development (R&D) in firms is not deep enough, and that domestic firms have less productivity relative to firms with some proportion of foreign ownership. Also, some of the constraints to learning and productivity are an unstable regulatory environment, poor infrastructure and high cost of doing business. The paper recommends both formal and informal modes/mechanisms of learning are important to ensure improved productivity of manufacturing firms in Nigeria Also, learning opportunities may differ within and across manufacturing subsectors. Industry regulators or agencies should organize to provide a forum for firms and relevant stakeholders to regularly interact on learning experiences to learn from each other and collaborate to address obstacles to productivity. [ABSTRACT FROM AUTHOR]

Large publicly funded programmes of research continue to receive increased investment as interventions aiming to produce impact for the world's poorest and most marginalized populations. At this intersection of research and development, research is expected to contribute to complex processes of societal change. Embracing a co-produced view of impact as emerging along uncertain causal pathways often without predefined outcomes calls for innovation in the use of complexity-aware approaches to evaluation. The papers in this special issue present rich experiences of authors working across sectors and geographies, employing methodological innovation and navigating power as they reconcile tensions. They illustrate the challenges with (i) evaluating performance to meet accountability demands while fostering learning for adaptation; (ii) evaluating prospective theories of change while capturing emergent change; (iii) evaluating internal relational dimensions while measuring external development outcomes; (iv) evaluating across scales: from measuring local level end impact to understanding contributions to systems level change. Taken as a whole, the issue illustrates how the research for development evaluation field is maturing through the experiences of a growing and diverse group of researchers and evaluators as they shift from using narrow accountability instruments to appreciating emergent causal pathways within research for development. [ABSTRACT FROM AUTHOR]

Large-scale urban projects that make use of exceptional architecture face a number of challenges: namely the scale and complexity of the projects as well as the elevated expectations faced by architectural and engineering firms. Meeting these challenges requires the development and approval of non-standard design and technical solutions. Based on the analysis of four case studies in the German context, we show how the creation of exceptional architecture requires that built environment professionals actively negotiate with established norms and standards in various ways. The learning processes thus enabled are contradictory. On the one hand, knowledge gained in the process of developing innovative solutions remains exclusive and, often, codification and standardization do not occur. On the other hand, in some instances, standards and norms are adapted to inform and guide other projects. In conclusion, this paper argues, norms and standards constitute a contested terrain and are characterized by a contradictory performativity. This paper thus advances wider debates on innovation in the building industry by highlighting the extreme tensions and ambivalent trade-offs that exist between the development of unique and tailor-made solutions for singular buildings and the investment in the standardization of novel products for the built environment. [ABSTRACT FROM AUTHOR]

The field of animal cognition has advanced rapidly in the last 25 years. Through careful and creative studies of animals in captivity and in the wild, we have gained critical insights into the evolution of intelligence, the cognitive capacities of a diverse array of taxa, and the importance of ecological and social environments, as well as individual variation, in the expression of cognitive abilities. The field of animal cognition, however, is still being influenced by some historical tendencies. For example, primates and birds are still the majority of study species in the field of animal cognition. Studies of diverse taxa improve the generalizability of our results, are critical for testing evolutionary hypotheses, and open new paths for understanding cognition in species with vastly different morphologies. In this paper, we review the current state of knowledge of cognition in mammalian carnivores. We discuss the advantages of studying cognition in Carnivorans and the immense progress that has been made across many cognitive domains in both lab and field studies of carnivores. We also discuss the current constraints that are associated with studying carnivores. Finally, we explore new directions for future research in studies of carnivore cognition. [ABSTRACT FROM AUTHOR]

Research for development interventions have traditionally employed one-way communication approaches between researchers and marginalized communities. These approaches risk imposing external development notions on project beneficiaries, hindering the achievement of human development objectives by emphasizing marginalized peoples' lack of agency. Two-way communication models are thus increasingly favored in research for development work, as a way to equalize power dynamics and incorporate local perspectives into the research process. This paper presents the participatory video methodology as an effective tool to establish a two-way communication channel between researchers and marginalized communities. The discussion begins by describing the transition from one- to two-way communication in the research for development field, followed by how participatory video opens a twoway communication process that contributes to research for development objectives. This is illustrated through a participatory video experience conducted within an agricultural research for development program in Nicaragua, where the methodology was linked to the program's learning, innovation, and gender and youth empowerment objectives while supporting its productive, economic, and environmental objectives. The paper concludes with an analysis of the effectiveness of participatory video in establishing a two-way communication channel, considering its limitations and its possible applications in various research fields. [ABSTRACT FROM AUTHOR]

Aim To explore and evaluate the affordances of a flipped classroom model applied to a research paper session within the professional development opportunity of a large conference setting. Method Authors were invited to present their research papers in a flipped classroom presentation format at two large, multi-national conferences. Before the session, authors and moderators met online to clarify features of the session, and preparation of the material. The research material was then posted online before the conference, to allow access by meeting attendees. During the sessions, moderators encouraged the audience to actively participate. An evaluation form was collected from the audience at the end of each session. Results Participants found the session valuable and appreciated the opportunity to engage in a meaningful dialogue with colleagues. However, the majority of the audience did not access the materials in advance. Lack of time,or technology-related issues were mentioned as potential challenges to such format. Conclusion In the context of a large conference, a 'flipped session' format can facilitate active learning and a participatory culture of inquiry. However, to change the nature of how individuals learn collaboratively at large conferences means a change in the culture of continuous professional learning. [ABSTRACT FROM AUTHOR]

This paper describes the Pacu Project innovation technologies during its trajectory related to aquaculture, as well as the impacts on its structure and dynamic. The research object is the Santa Rosa Farm production unit in Terenos, Mato Grosso do Sul. The influence of the interactive learning processes on the innovative act has been evaluated in this work. This case study uses the descriptive and explanatory methods used concerning the origin and dynamics of the company, through access to bibliographic and documentary sources, associated with data collection which was supported by a questionnaire applied to the executive manager, and visits to the unit. The research allowed the authors to verify the importance of the role played by interactive learning in the company, since its origins, be it either in processes of systemic innovation, as well as in the incorporation of competencies that enhance its resilience and the possibility of propagating knowledge systemically. [ABSTRACT FROM AUTHOR]

This paper aims to investigate, analyze and describe the educational learning process from the perspective of the picks that can create a more conducive climate for the student's innovation, creativity and excellence in all cycles of education in the Algerian learning institutions. This is to be done by shedding light on the natural qualifications of the student and ways of promoting and developing them within the learning environment, and the nature of the features that would lead the student to construct his own thoughts and to make his creativity presence felt on the educational scene ("stage" can also be used here). [ABSTRACT FROM AUTHOR]

Nurse‐led research and innovation is key to improving health experiences and outcomes and reducing health inequalities. Clinical academic training programmes for nurses to develop research and innovation skills alongside continued development of their clinical practice are becoming increasingly established at national, regional and local levels. Though widely supported, geographical variation in the range and scope of opportunities available remains. It is imperative that clinical academic opportunities for nurses continue to grow to ensure equity of access and opportunity so that the potential of nurse‐led clinical academic research to improve quality of care, health experience and health outcomes can be realised. In this paper, we describe and report on clinical academic internship opportunities available to nurses to share internationally, a range of innovative programmes currently in operation across the UK. Examples of some of the tangible benefits for patients, professional development, clinical teams and NHS organisations resulting from these clinical academic internships are illustrated. Information from local evaluations of internship programmes was collated to report what has worked well alongside 'real‐world' set‐up and sustainability challenges faced in practice. Clinical academic internship schemes are often opportunistically developed, making use of hybrid models of delivery and funding responsive to local needs and available resources. Key enablers of successful clinical academic internship programmes for nurses were support from senior clinical leaders and established relationships with local universities and wider organisations committed to research capacity building. [ABSTRACT FROM AUTHOR]

The idea for this Special Issue, 'Creating thriving and sustainable futures in physical education, health and sport' arose from the Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) World Congress in Edinburgh, 25–28 July, 2018. The quadrennial World Congress welcomed an international audience of over 400 delegates from 40 plus countries to critically consider some of the demanding issues and resurgent possibilities for productive engagement in physical education, physical activity, health and sport. Early career researchers and established scholars alike presented and discussed their research on ways in which physical education can thrive in schools and also articulate with wider societal objectives for increasing physical activity, enhancing health and encouraging sporting participation and achievement. In doing so, the World Congress sought to explore how physical education could make the most of policy and practice opportunities through exploring and critiquing contrasting conceptual visions and by reviewing the pedagogical possibilities for improving student outcomes. In exploring the overarching conference theme, the World Congress had four sub themes: physical education, policy engagement and economic liberalism; empowering practitioners and supporting professional learning; transformative learning and teaching in physical education and sports pedagogy and innovative perspectives on physical education, physical activity, health and wellbeing and sport. There are two papers from each sub theme in the special issue: one paper from each keynote lecture and the other from paper presentations which were particularly well-received for their relevance and incisiveness by congress delegates and members of the Scientific Committee. Collectively, the papers investigate a range of questions and utilise a range of methodological approaches for exploring the critical issues raised. Our editorial aspiration is that these papers can stimulate further professional discussions and inform future research agendas. [ABSTRACT FROM AUTHOR]

Adverse environmental effects of intensive agriculture, together with scarcity in phosphates and water, urge farmers to find more sustainable practices. An example of such a sustainable practice is on-farm processing of organic waste. This paper explores three mechanisms that can lead to a widespread uptake of this technique: (1) economies of scale, (2) information sharing, and (3) adjustment of social norms. Although each of these mechanisms has been studied before, this paper provides new insights by considering the interactions that might exist between the different mechanisms when they are applied to real-life situations. Based on a pilot study, we developed a multi-criteria mathematical programming model at individual farm level. We used this model to simulate the uptake of on-farm processing of organic waste, as a result of the three mechanisms and their interactions. Our results show that each mechanism results in an increased uptake, but is not likely to cause a widespread uptake. Interaction between the mechanisms, will lead to a much higher uptake. This result suggests that simultaneous consideration of multiple mechanisms is essential to understand the behaviour of social–ecological systems. [ABSTRACT FROM AUTHOR]

e-learning is the recommended formative modality for dealing with the the COVID-19 situation. The purpose of this article is to describe the prospects for online learning derived from the unab-uoc agreement and its effects on promoting teaching innovation mediated by digital technologies. The qualitative methodology of textual contrast text of 200 research papers enabled a descriptive study that identifies the causes of the institutionalization of e-learning in education, describes the theoretical constructs and typologies of connectivism, and analyzes teacher outcomes and experiences for online learning from inter-agency contexts. Finally, a discussion is offered on the importance and challenges of techno-educational innovation to support teaching. [ABSTRACT FROM AUTHOR]

This paper locates the development of a science and technology museum within the history of the predominantly object-based Vienna Museum, which was founded early in the twentieth century. It portrays interactive engagement with young people in terms of its continuity with the aim of popularising science, which had been a founding principle of the museum. At the same time, this paper examines the way in which the rise of interactivity represented a radical shift from an emphasis on technology itself towards a focus upon scientific principles, a phenomenon which in turn had an influence upon enquiry-based learning. [ABSTRACT FROM AUTHOR]

This article deals with the challenges of harnessing agricultural research, technology and innovation in Africa. In particular, it focuses on the ways in which development assistance could adapt to improve impact. A historical review of evolving research methods illustrates the way in which increasing interest in innovation has reframed the research approach. This form of research practice is increasingly being referred to as research for development. While the contours of this approach are still emerging, this paper outlines key practices and principles and suggests how these could be implemented. This styalized view of future practice is then used to discuss the implications of this for the role of different actors in the research, innovation and development assistance landscape. Concluding observations include the lament that despite the large diversity in the types of projects and research practice, there is little consensus on what works and what does not. This lack of systematic efforts to critically assess the performance of different approaches hampers learning and capacity building and holds back more effective deployment of agricultural science technology and innovation in the continent. [ABSTRACT FROM AUTHOR]

It has been argued that Open Educational Resources (OER) present opportunities for innovation in education. However, there has been a lack of retrospective analysis of the forms of innovation that can emerge through OER, and the processes and challenges these entail. This paper presents a post-project analysis of the diverse uses and impacts of open courses produced through an international OER initiative. A thematic analysis of retrospective interviews and documentation from this case study is reported on, guided by a review of relevant concepts from innovation and OER literature. Through this we identify three archetypal forms through which the OER created opportunities for innovation: Specific Adoption; Preferred Practise and Foundations for Innovation. We identify drivers and inhibitors through which these forms of innovation interacted with each other in this initiative. This elaborates on the notion that a single existing model does not capture the multi-faceted relationships between innovation and OER. [ABSTRACT FROM AUTHOR]

Abstract The rate of transition to a circular economy would largely be influenced by how successfully sustainable niche innovation can be developed and adopted. This paper measures and evaluates the effectiveness of employing a triple helix-based system intermediary as a policy tool for nurturing a niche innovation network in line with circular economy transition. This was achieved through a complete social network analysis of a national industrial biotechnology innovation network, in which the organization functioning as network manager was innovatively structured as a triple helix-based system intermediary. Through unique access to the entire national industrial biotechnology niche network, a large set of primary data was collected on 13 types of relational ties related to innovation between all 64 public sector, industry and academic niche network member organizations. The impact of the triple helix-based system intermediary on the level of cohesion, presence of cohesive subgroups and centralisation of the niche network was empirically measured. As such, the effectiveness of the intermediary in undertaking key nurturing activities of building the network, facilitating shared learning and raising expectations were evaluated. This allowed for the most comprehensive empirical study to date on a niche innovation network and the role of system intermediaries in circular economy transition. The results of the analysis demonstrate the profound nurturing effect that the introduction of a triple helix-based system intermediary has had on the network. In particular, the results appear to confirm the effectiveness of the intermediary with regards to increasing knowledge and resource flows amongst triple helix institutions as well as between regime and niche actors. Highlights • System intermediation is necessary for nurturing circular economy oriented niche innovation networks. • Niche network cohesion, clustering and centralisation increased from presence of triple helix-based system intermediary. • Triple helix system intermediary expanded niche network, raised expectations and increased shared learning. • Triple-helix system intermediary can broker structural holes between niche and wider regime. [ABSTRACT FROM AUTHOR]

Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers' views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients' care pathway were purposively invited to join focus groups. Data collected from the teachers' conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is "worth the struggle," which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes. [ABSTRACT FROM AUTHOR]

The objective of this paper is to analyze how learning happens at regional innovation policies in a multilevel governance framework. We explore the case of Galicia, a region with competencies on innovation policies also affected by two other government levels. Our methodology consisted of in-depth interviews with the persons who bore the major responsibility for innovation policies during last decades. Our findings suggest that the interactions with other government levels are a key channel for policy learning. Sometimes learning is associated with simple imitation of the national level, which might lead to questionable results because neither the previous policy-making trajectory nor the region particularities are taken into account. Other times learning is needed because a new political rationality is imposed. This has been the case of the Smart Specialization strategy in Galicia, which nevertheless was key to enhance social and political participation, a channel for policy learning not used before. [ABSTRACT FROM AUTHOR]

How might historical perspectives assist the goal of improving humanitarian responses? This introduction to a special issue of Disasters on the history of humanitarian action explores this question and outlines how the other submissions to the edition, each with its own approach and focus area from the nineteenth-century to the present today, make different contributions to understanding of humanitarian action. The paper argues that the value of history lies not so much in the information it might offer, but in the challenges it can pose to habitual ways of thinking and in the skills of investigation and interpretation it fosters. These attributes make historical perspectives a potentially valuable addition to the critical questioning of humanitarian practitioners and policymakers. The paper advocates integrating history into a more reflective attitude to change and a more adventurous and holistic approach to innovation, as opposed to simply using it to 'learn lessons'. [ABSTRACT FROM AUTHOR]

This paper asks whether destabilizations associated with the global financial crisis and rapid innovation in digital technologies may be creating possibilities for a rebalancing of commercial market and other values associated with equality and fairness in policy interventions aimed at building knowledge societies. An analysis of high-level policy speeches and a selection of digital technology projects provides a basis for reflections on this question. The paper considers whether recent destabilizations are encouraging challenges to the discourses and practices associated with market-led technology diffusion models. The analysis indicates that there are some shifts in the discourses, but there is less evidence of shifts in practice. It is suggested that greater attention to the complex features of the innovation process may help to foster stakeholder learning in a way that might favour values consistent with inclusive and equitable knowledge societies. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Design/methodology/approach – An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper. Findings – The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality. Research limitations/implications – A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency. Practical implications – The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures. Social implications – The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically “literate” and innovative staff, and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching. Originality/value – A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework. [ABSTRACT FROM AUTHOR]

For over a decade policy-makers have claimed that advanced industrial societies should develop a knowledge-based economy (KBE) in response to economic globalisation and the transfer of manufacturing jobs to lower cost countries. In the UK, this vision shaped New Labour’s policies for vocational education and training (VET), higher education and skills, and it continues to be influential. Learning for the KBE, according to policy-makers’ claims, requires individuals to acquire measurable knowledge or skills in the form of qualifications through formal education and training, which will allegedly improve national economic competitiveness and productivity. This paper argues that quite different conceptualisations of learning for the KBE can be drawn from the fields of economic geography and regional studies; in particular, the ‘cluster’ literature, which analyses the processes which underpin innovation and learning in regional agglomerations of economic activity. The paper argues that the cluster literature can and should be used to open up a debate about the nature, scale and location of the learning processes that support the KBE; the implications of which have not yet been fully appreciated in the fields of VET and skills policy. Moreover, when these insights are combined with those from social theories of learning, a more holistic understanding of how innovation occurs emerges. The paper concludes with some recommendations for the Coalition Government as it develops policies to rebalance and grow the UK economy, and suggests that these recommendations may also be relevant for other countries facing similar challenges. [ABSTRACT FROM AUTHOR]

Purpose – In line with an emerging critical trend in the field of intellectual capital (IC), the aim of this paper is to probe the evolutionary path of IC research and practices. The paper aims to argue that IC research and practices need to shift from the measuring paradigm to a learning paradigm. Design/methodology/approach – A total of 15 interviews with experienced IC consultants were conducted while they were all working on a European Commission funded IC project across five European countries from 2005 to 2008. Altogether their voices constitute a critical line of thought. Findings – The findings showed that a learning paradigm does not take a stand against the measuring paradigm, however it does transform the measuring paradigm, as it takes it to a new level of understanding by engaging a firm's attention to the socio-psychological mechanism that generates and sustains IC flows. IC flows entail new knowledge flows, practice flows, and affect flows that elicit organizational change and innovation. Practical implications – The paper discusses two implications of this research. First, effective IC flow management may strengthen a firm's future earning potential by allowing for value-added activities and by nurturing a strong learning motive. Second, three criteria for IC information disclosure are proposed to work around the issue of management control and/or public relations manipulation. The paper suggests that the design and implementation of IC models within a reporting framework should aim to make the concept of IC more accessible, actionable, and effective. Originality/value – This paper offers a novel conceptual framework and an operational context which explore the possible ways of advancing IC research and practices. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine existing learning innovation systems and propose a systematic methodology of delivering educational innovations in the right amount, in the right place and at the right time. Design/methodology/approach – Higher education is not effectively incorporating new discoveries in cognitive science and human learning into effective teaching strategies. In this paper, the authors explore the various impediments to change. To partially overcome these barriers, Drexel University, in collaboration with Untra Academic Management Solutions, LLC, has embarked on the development of a knowledge management system to assist instructors in obtaining, implementing, evaluating and disseminating new educational innovations. The system as envisioned would be capable of adapting to various educational environments and evolving with changes in curricula, faculty expectations, learning outcomes and student characteristics. Findings – The SocraticNet as a learning environment is stimulated, based on Socratic inquiry among teachers and learners. It is an interactive social network system utilising Web 2.0-based emerging technologies fostering communication and sharing among faculty, students and others (e.g. librarians) engaged in a particular course or other educational experience. Students learn by sharing what they know, by asking questions, judging and evaluating the retrieved information, and using this information efficiently in completing their assignments or research papers. This approach results in multidimensional information flow – instructor to instructor, instructor to student, student to instructor, student to student – which adds a new richness to the interactions between faculty and students providing the framework for a true learning community. Research limitations/implications – The present work has been conducted at one institution. This can be extended to include more institutions and tried with different disciplines. There are implications for changes in relation to teaching and learning approached adopted in higher education and also for development of technology tailored to address issues emanating from the scenario. Practical implications – The research work presented has the potential to stimulate debate to further develop and refine thinking on the role and use of technology directed at improving teaching and learning in higher education. Originality/value – This paper examines learning and teaching styles in higher education taking cognizance of conditions and factors impeding new innovations in practice. Details discussions are presented and unique suggestions are made. [ABSTRACT FROM AUTHOR]

There are many handbooks on research and evaluation that are useful to read but difficult to implement in complex networked situations. This paper describes the ArtsSmarts Inquiry Model (AIM), which is founded on action research principles, and allows for networks of partners to conduct program evaluations. The AIM emerged from a special research project funded by the Canadian Council on Learning as a method of increasing research capacity within ArtsSmarts, a non-profit organization that facilitates relationships between artists and teachers in the classroom. Because ArtsSmarts is based on partnerships with distributed capacity, the research framework had to be flexible, while providing a structure with a universal core to facilitate the sharing of stories. This paper outlines the development process, the design of the framework, and some of the reflections from participating partners. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to enrich the discussion on the determinants of training participation and informal learning of scientists and engineers (S&Es). Design/methodology/approach – Tobit analyses on survey data. Findings – The authors find that both formal training and informal learning are particularly related to job and firm characteristics instead of labour supply characteristics. S&Es employed in firms that apply innovative production processes more often participate in formal training, and also benefit from the informal learning potential of their jobs. However, lifelong learning is not triggered in firms with many product innovations. S&Es who are employed in firms that operate on highly competitive markets also participate in formal training less often. The same holds for S&Es employed in small firms, although the latter compensate this by more hours of self-teaching. S&Es employed in jobs that require a high level of technical knowledge more often participate in formal training, whereas those employed in jobs that require more general skills are more involved in informal learning. Furthermore, older S&Es with long firm tenures participate in formal training less often, and have fewer opportunities for learning in their jobs. Therefore, their competence level is at risk. Practical implications – Public policies that stimulate process innovation also appear to prevent skills obsolescence among S&Es. Public policies that aim to diminish labour market shortages of S&Es by discouraging early retirement should particularly take account of the necessity to keep the human capital of older S&Es with long firm tenures up to date. Originality/value – The paper contributes to the literature on the determinants of human capital development by including both formal training and different modes of informal learning; and employee characteristics as well as job and firm characteristics in its analyses. [ABSTRACT FROM AUTHOR]

Abstract: Living and being part of today’s Knowledge Society implies recognizing the importance of the past and imposes considering Cultural Heritage as a fundamental background of our identity. This paper investigates how ICT tools can contribute to enhancing Cultural Heritage Education. It is an attempt to answer the question concerning whether ICT can really provide any added value to Cultural Heritage pedagogy, education and learning. By focusing on those Cultural Heritage artifacts that pertain to the field of arts and archeology, the paper assumes a methodological perspective and provides examples of some of the most innovative experiences in the field, thus driving the reader to reflect on the pedagogical impact that may derive from exploiting ICT potentialities. ICT, in fact, on the one hand, offers an easier access and a multi-perspective view of Cultural Heritage artifacts, and, on the other, may also enrich and improve Cultural Heritage Education thanks to the adoption of innovative learning/teaching methods. [Copyright &y& Elsevier]

The learning system in Pakistan is very challenging because of gender inequality in Pakistan. In Pakistan, females are striving to make money mostly via opening beauty parlor at home, working at training center, tutoring or coaching on small take-home pay at private schools, manufacturing bangles at quarters, sewing at home and working in countryside etc. The main aim of this paper is to study the impact of feminine learning in the changing paradigms of Pakistan. Female learning is helpful to reduce poverty. The aim of this paper is to show the impact of learning skills on overall society. Learning is the key element to acquire valuable high paid job. In our country because of lack of great number of learning centers, females are unable to learn skills and participate in social sector to support society and family. In this study, data were collected with the help of primary and secondary data. In this study, 100 respondents were selected from Hyderabad who are females and five open ended questions were asked to collect the data. The secondary data was also collected via Economic Survey of Pakistan, Statistical Survey of Pakistan and from different books, newspapers etc to support study. [ABSTRACT FROM AUTHOR]

The advent of digitalization has brought revolutionary changes to the methods and instrumentation of surveying and it appears that the initial training and special qualities of the surveyor are no longer a precondition for the practice of surveying. Nowadays, many tools and techniques have been developed or improved upon for the acquisition of survey data with a high degree of accuracy, flexibility, simplicity, and cost reduction. This development poses new challenges for the traditional surveyor who needs to cope with the new trend. This paper discusses a very brief history of surveying. The innovations in surveying are discussed under the following headings: land surveying, remote sensing, hydrographic surveying, map-data processing, and data communication. Some important challenges facing the surveyor due to these innovations are highlighted. The paper also attempts to identify the responses surveyors could adopt. It is suggested in this paper that adaptive learning and retraining will help the modern surveyor but the best response will be "reprofessionalization". [ABSTRACT FROM AUTHOR]

Using the evolutionary framework of inductive screening, this paper seeks to examine the drivers of technological catch-up in the integrated circuits (ICs) industry in Taiwan and China. The paper shows that IC manufacturing began with multinationals relocating export-oriented assembly operations in the 1960s in Taiwan and in the 1980s in China, but serious technological catch-up took place when, with the assistance of the government, local firms began to participate in wafer fabrication and designing activities. While foreign ownership and export markets were critical in initiating connections in the global IC value chain, the paper argues that the role of the government through funding, research and development laboratories and development of human capital were critical in local firms' technological catch-up process in both the countries. [ABSTRACT FROM AUTHOR]

This paper provides an introduction to the symposium on e-learning in politics. It draws out a number of common themes explored in the papers and places these within the context of wider debates relating to both the teaching and learning of politics and e-learning. [ABSTRACT FROM AUTHOR]

In this conceptual paper, we expose learning cultures that contribute to firms' sustained success in innovations. The learning cultures we propose are based on the cultural theory proposed by Mary Douglas. We argue that different learning cultures have different preferences for modes of learning: the hierarchical learning culture prefers internal knowledge creation; the competitive learning culture learns through external knowledge transfer and the egalitarian learning culture learns through debates and discourse. We argue that, owing to their inherent characteristics, each learning culture will be more effective at different stages of the innovation process: the hierarchical learning culture will come to the fore during the radical phase of the innovation process, the competitive learning culture will be more effective during the incremental phase and the egalitarian learning culture will outshine the other two during the transition period between the radical and incremental phases. Finally, we propose that firms that support different learning cultures during different stages of the innovation process in the sequence that we outline in this paper will enjoy sustained success in innovations. Managerial and theoretical implications are also discussed. [ABSTRACT FROM AUTHOR]

The objective of this paper is to propose a multidisciplinary approach for the analysis of demand and innovation. It combines insights from studies on technology diffusion, evolutionary economics and cognitive psychology to argue that consumption and demand are learning processes driven by trial-and-error, rather than by ex-ante maximisation. The paper presents a heuristic synthesis to incorporate learning processes in the determination of consumption preferences and capabilities. The case of banking service innovation in the UK is presented as an illustrative example of the outlined dynamics. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine the changes in the way information management is taught at the Department of Applied Social Science (DASS) in the context of a fast-changing world situation. It looks at the way reflective learning is being incorporated in teaching and provides some details of projects and modules which incorporate reflective learning in teaching and learning programmes. Design/methodology/approach - The paper examines the changing global situation to which a university education needs to respond. It then focuses on the information field and gives details of the way in which some new projects and modules are being developed to meet new challenges. Findings - As this is ongoing work, a final analysis is not possible at this stage. External evaluation of the Quality Leaders Project (QLP) will provide further assessment of this approach and responses from employers and students will further inform the direction of this approach. Practical implications - The paper highlights the need for change in the teaching of information management. Changes in curricula and learning practices at universities and direct intervention through pilot projects can offer one solution. The experience gained has the potential of developing a new teaching model with lifelong learning at its core. Originality/value - This paper brings ideas and practices from teaching, learning and management to the information sector. It will be of interest to a number of professions: teaching, management, lifelong learning and information as well as political activists and organisations whose learning needs are largely ignored in the mainstream education systems. [ABSTRACT FROM AUTHOR]

The paper examines the extent to which a University undergraduate curriculum initiative provided initial teacher trainees with opportunities to challenge orthodox design methodologies through the production of an electronic portfolio within and extended design and technology activity. It was found that the ‘electronic portfolio’ served primarily as a developmental tool for promoting creative continuity and sound, reflective, design practice within a structured educational design challenge. The portfolio also provided a focus for the development of ‘e’ learning skills as it facilitated the use of new technologies in the compilation of the portfolio. Additionally, the portfolio provided trainees with a means by which they were able to demonstrate their capability to prospective employers. The use of the ‘electronic portfolio’ challenges current orthodoxy and methods routinely employed to present and assess trainees’ creative work, which have been shown to constrain innovative practice. The paper concludes that the use of the ‘electronic’ portfolio was successful in facilitating trainees’ engagement with a creative Design and Technology process. [ABSTRACT FROM AUTHOR]

Abstract: This paper examines the impact of public research and development (R&D) support on cost reducing innovation for wind turbine farms in Denmark, Germany and the United Kingdom (UK). First we survey the literature in this field. The literature indicates that in Denmark R&D policy has been more successful than in Germany or the UK in promoting innovation of wind turbines. Furthermore, such studies point out that (subsidy-induced) capacity expansions were more effective in the UK and Denmark in promoting cost-reducing innovation than in Germany. The second part of the paper describes the quantitative analysis of the impact of R&D and capacity expansion on innovation. This is calculated using the two-factor learning curve (2FLC) model, in which investment cost reductions are explained by cumulative capacity and the R&D based knowledge stock. Time-series data were collected for the three countries and organized as a panel data set. The parameters of the 2FLC model were estimated, focusing on the homogeneity and heterogeneity of the parameters across countries. We arrived at robust estimations of a learning-by-doing rate of 5.4% and a learning-by-searching rate of 12.6%. The analysis underlines the homogeneity of the learning parameters, enhancing the validity of the 2FLC formulation. [Copyright &y& Elsevier]

This paper is the first of three related papers exploring the ways in which the principles of Learning Organizations (LOs) could be applied in Primary Care settings at the point of service delivery. Here we introduce the notion of the Learning Practice (LP) and outline the characteristics and nature of an LP, exploring cultural and structural factors in detail. Drawing upon both theoretical concepts and empirical research into LOs in health care settings, the format, focus and feasibility of an LP is explored. Characteristics of LPs include flatter team-based structures that prioritize learning and empowered change, involve staff and are open to suggestions and innovation. Potential benefits include: timely changes in service provision that are realistic, acceptable, sustainable, and owned at practitioner level; smoother interprofessional working; and fast flowing informal communication backed up by records of key decisions to facilitate permanent learning. Critical comment on potential pitfalls and practical difficulties highlights features of the present system that hinder development: tightly defined roles; political behaviours and individual-oriented support systems; plus the ongoing difficulties involved in tolerating errors (whilst people learn). This paper contributes to the wider quality improvement debate in the area in three main ways. First, by locating Government's desires to create health systems capable of learning within the theoretical and empirical evidence on LOs. Second, it suggests what an LP could be like and how its culture and structures might benefit both staff and patients in addition to meeting externally driven reforms and health priorities. Third, it extends the application of LO concepts to the health care sector locating the principles in bottom-up change. [ABSTRACT FROM AUTHOR]

This paper is the third of three related papers exploring the ways in which the principles of Learning Organizations (LOs) could be applied in Primary Care settings at the point of service delivery. Here we provide a systematic literature review of contextual factors that either play a key role in providing a facilitative context for a Learning Practice or manifest themselves as barriers to any Practice's attempts to develop a learning culture. Core contextual conditions are identified as, first, the requirement for strong and visionary leadership. Leaders who support and develop others, ask challenging questions, are willing to be learners themselves, see possibilities and make things happen, facilitate learning environments. The second core condition is the involvement and empowerment of staff where changes grow from the willing participation of all concerned. The third prerequisite is the setting-aside of times and places for learning and reflection. This paper contributes to the wider quality improvement debate in three main ways. First, by highlighting the local contextual issues that are most likely to impact on the success or failure of a Practice's attempts to work towards a learning culture. Second, by demonstrating that the very same factors can either help or hinder depending on how they are manifest and played out in context. Third, it adds to the evidence available to support the case for LOs in health care settings. [ABSTRACT FROM AUTHOR]

The incubation system is discussed in this paper as an aspect of the 'triple helix' model of innovation in which universities feature as organizational actors interfacing the public-private/voluntary sector nexus in the process of economic growth and development. Questions arise, however, as to how effectively the incubation, and indeed the triple helix, system can be implemented in developing countries as a strategy of innovation. The introduction of the incubation system in Algeria shows the difficulties involved in implementing innovation strategies based on the 'triple helix' model in developing countries in general.. It also shows the vulnerability of the triple helix model itself when one of the key actors does not possess the capability and power to play its role effectively. The paper explores the main issues and challenges to be envisaged in the course of implementation of innovation strategies based on the 'triple helix' culture.. It argues that policy in developing countries like Algeria should seek to promote learning and innovation through an effective system of interactions between and within the main components of the triple helix model, namely government, university and industry. [ABSTRACT FROM AUTHOR]

Academic writing is a vital, yet complex skill that must be developed within a doctoral training process. In addition, becoming an academic researcher is a journey of changing sense of self and identity. Through analysis of a group session, we show how the feedback of peers addresses questions of structure and writing style along with wider issues of researcher identity. Thus, peer learning is demonstrated as a process of simultaneously building a text and an identity as scholarly researcher. The paper advocates ‘borrowing brainpower’ from peers in order to write better texts and, at the same time, ‘share insecurities’ during the development of the researcher identity. Based on a distributed notion of peer learning and identity, we point to the need for further research into the everyday activities of doctoral writing groups in order to understand the dynamic relationship between production of text and creation of researcher identity. [ABSTRACT FROM PUBLISHER]

Co-location alone is not sufficient to ensure efficient and effective interaction between economic agents. Also, institutions at multiple scales shape the behaviour of organizations and provide incentives for interaction. However, institutions, as well as the impact of institutions on economic agents, are not static, but rather change over time. In this paper we investigate this dynamic process: How does institutional change at different geographical scales affect localized learning processes? Using an intensive case study of the medical technology sector in Southern Sweden, we trace in detail how institutions at the supra-national, national and regional scale have changed over the past 15 years and how these have affected the opportunities for localized learning between firms and hospitals. Our case makes three contributions. First, it provides a detailed empirical example of the interdependencies between institutions at the supra-national, national and regional scales. Second, as institutions shape the behaviour of organizations, we demonstrate that institutional change introduced at the extra-regional scale can have profound consequences for the establishment of local innovation linkages – and thereby for the opportunities for localized learning. Third, this leads us to reconsider the ambitions of regional policies that aim to enhance localized learning. [ABSTRACT FROM AUTHOR]

The research presented in this paper started from an initial study at the primary school level. Through polls applied through focus groups and questionnaires the teacher's perceptions on determinant factors of the quality of the teaching process at the primary school level were identified. Starting from these conclusions we considered that a closer attention should be given to the teaching process quality through an approach oriented toward innovation of the educational design and the initiation of some endeavours of improvement at the level of each subject in the educational design is necessary. The development of the research took place in the school years 2012-2013 and 2013-2014 each of them being a distinct stage in identifying and implementing the solutions considered being the most pertinent in reaching the intended results. The whole enterprise took place according to the Deming cycle/ PDCA (plan-do-check-act). We have to mention the fact that the research process that is the identification of the improvement means is not considered closed at the present moment, being, according to the Kaizen philosophy, an everlasting one. [ABSTRACT FROM AUTHOR]

Nowadays, business environment is faster than ever in the field of new technologies. The firms are forced to find new ways to compete and survive through innovations. To meet these demands, different tools and techniques are used in order to measure capability of firms to innovate. One of them is the Value Innovation Potential Assessment Tool, which helps to identify appropriate opportunities for firms to use it to assess their effectiveness of innovation work. The main goal of this paper was to investigate the Value Innovation Potential under transitional conditions in some firms in South-Eastern Serbia. The research was done using a questionnaire taken from literature, which was applied to one hundred employees in mentioned Serbian firms. The data were statistically analysed, explained and main conclusions were obtained. Proposed factor model of Value Innovation Potential was tested using confirmatory factor analysis (CFA) on investigated population. [ABSTRACT FROM AUTHOR]

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature-given debate around the marketisation of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences, and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi-perspective model of assessment, which also embraces assessment of learning, assessment for learning and assessment for lifelong learning. Further research is required to build a meta-theory of assessment to enhance the synergies between these alternative approaches and minimise the tensions between them. [ABSTRACT FROM AUTHOR]

Education is viewed as central to improving future palliative care for children and families across all countries. International education initiatives will ensure practitioners are aware of global health issues and can provide culturally sensitive care. Creative and innovative means of meeting such directives are required to achieve meaningful student learning. This paper focuses on one innovation, a children’s palliative care workshop using case studies as a teaching method, with nursing students from the USA and nursing and midwifery students from the UK. Key learning points arising from student evaluation were recorded under three main themes, these were: differences across countries, similarities across countries, and making learning fun and memorable. Findings indicated that this joint learning activity was viewed positively by all students and has enabled them to learn with and from each other, potentially impacting on their future practice. [ABSTRACT FROM AUTHOR]

There is a currently ongoing discussion regarding the most effective methodologies for establishing collaborative virtual learning environments (VLEs) and the true contribution to student creativity and innovation in such environments, particularly in the corporate sphere. Educational social networks based on collaborative learning have grown exponentially in recent years, with countless networks now established in nearly all fields. However, stimulation of creativity among VLE users in general, and specifically in the corporate sphere, has become an important issue in educational research. Utilizing experiences of corporate distance learning (DE) in Brazil, the present paper proposes a means of evaluating the presence of creativity indicators among students in collaborative virtual teaching and learning environments. Case studies are used to compare a corporate VLE project that uses information and communication technologies (ICTs) under a creative and educommunicative approach with a project that uses ICTs under a traditional approach. The study was conducted in partnership with the consulting and e-learning company Perfectu. The results obtained suggest that the pedagogic model adopted and the manner in which ICTs are employed determine whether ICTs lead to innovative results, not the use of ICTs alone. The average level of creativity in the group that used the creative and educommunicative model was higher than that of the group that used the traditional paradigm. [ABSTRACT FROM AUTHOR]

Context • Radical constructivism (RC) is seen as a fruitful way to teach innovation, as Ernst von Glasersfeld's concepts of knowing, learning, and teaching provide an epistemological framework fostering processes of generating an autonomous conceptual understanding. Problem • Classical educational approaches do not meet the requirements for teaching and learning innovation because they mostly aim at students' competent performance, not at students' understanding and developing their creative capabilities. Method • Analysis of theoretical principles from the constructivist framework and how they can be used as a foundation for designing a course in the field of innovation. The empirical results are based on qualitative journal entries that were coded and categorized according to Charmaz's grounded theory approach. Results • It is shown that there is a close relationship between learning and innovation processes. The proposed investigated course design based on RC incorporates the following concepts: the course setting is understood as a framework to guide understanding; students work in teams and are subjective constructors of their own knowledge; instructors take on the role of coaches, guiding students through an innovation process as co creators. Such a framework facilitates dynamic processes of assimilation and accommodation, as well as perturbation through the "other," which potentially lead to novel, and viable, conceptual structures crucial for sustainable innovation. Constructivist Content • The paper argues in favor of RC principles in the context of teaching and learning. The proposed course setting is oriented at von Glasersfeld's understanding of knowing, learning, and teaching (vs. training). It outlines theoretical and practical aspects of these principles in the context of a course design for innovation. Furthermore, it shows the importance of von Glasersfeld's concept of intersubjectivity for processes of accommodation and the generation of (novel) autonomous conceptual structures. The interplay between creating coherence, perturbation, and irritation through interacting with the "other" (in the form of co-students and instructors) is assumed to be vital for such processes, as it leads to the creation of not only novel but also viable conceptual structures, therefore re-establishing a relative equilibrium critical for sustainable innovation. [ABSTRACT FROM AUTHOR]