The “Gift” of Time: Documenting Faculty Decisions to Stop the Tenure Clock During a Pandemic     

Smith  Jessi L.  Vidler  L. Lynn  Moses  Michele S. 《Innovative Higher Education》2022,47(5):875-893

Innovative Higher Education - Anticipating the deleterious effects of pandemic mitigation protocols on faculty’s research and creative work, many universities introduced mechanisms for...  相似文献   

Experiential learning of management principles via online student-manager discussions     

Lynn A. Fish 《Decision Sciences Journal of Innovative Education》2023,21(4):208-223

This teaching brief describes an experiential project used in a graduate Principles of Management course for nonbusiness undergraduate students. Groups of four to six first-year MBA students interviewed a seasoned manager online twice over the 8-week course and discussed the applications of course material. Project subtopics included an introduction to management, strategic management, ethics and social responsibility, innovation and change management, international business, organizational structure, authority and job design, human resource management, leadership, and communication, operations management, and business analytics. Students completed a group report and an individual reflection on their experience. Over 92% of graduate students in the class indicated that the project was a positive learning activity.  相似文献   

Team learning in IT implementation projects: Antecedents and consequences     

Ali E. Akgün  Gary S. Lynn  Halit Keskin  Derya Dogan 《International Journal of Information Management》2014

This study investigates the antecedents and consequences of team learning, which is composed of information acquisition, dissemination, and implementation, in information technology (IT) implementation projects. By investigating 129 IT implementation project teams, we found that (1) information acquisition and information dissemination have a positive impact on project outcomes, such as speed-to-users, lower implementation cost, and operational effectiveness, and (2) team behavior and enabler variables, such as teamwork, team communication, interpersonal trust between team members, team commitment, and senior manager support, positively influence team learning. We also found that team anxiety moderates the relationship between team learning and project outcomes.  相似文献   

Books,Articles, and Items of Academic Interest     

David Randall 《Academic Questions》2017,30(4):524-532

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Emotion Work Revealed by Job Loss Discourse: Backgrounding-Foregrounding of Feelings, Construction of Normalcy, and (Re)instituting of Traditional Masculinities     

Patrice M. Buzzanell  Lynn H. Turner 《Journal of Applied Communication Research》2003,31(1):27-57

Three emotion work themes were displayed in the discourse of individuals who lost their jobs and of their family members. Foregrounding-backgrounding of emotions indicated not only how some individuals and family members exerted effort to express positive emotions, but also why they would do so (for deep authenticity). In the construction of normalcy, respondents made an effort to portray and enact their lives as similar to the way things were before the job loss. By (re)instituting traditional masculinities, the men who lost their jobs were able to be "real" men in an emasculating situation. Taken together, these findings offer possibilities for further theoretical development and for communication interventions that can be applied by human resource professionals, career and outplacement counselors, family members, friends, and the individuals themselves.  相似文献   

VI. General Discussion     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):96-104

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“There's a Great Big Beautiful Tomorrow': Historic Memory and Gender in Walt Disney's “Carousel of Progress”     

Lynn Y. Weiner 《Journal of American culture (Malden, Mass. : 2003)》1997,20(1):111-116

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Single Mothers’ Experiences of Support at Their Young Children’s School: An Interpretative Phenomenological Approach     

Erin M. West  Lynne Guillot Miller  Randall M. Moate 《Early Childhood Education Journal》2017,45(3):379-391

This phenomenological study explored six single mothers’ experiences of support at their young children’s school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers’ formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children’s school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children’s school were also explored including the mothers’ desire for stronger relationships with other parents and families at the school.  相似文献   

A regional comparison of enterprise patent holdings: A study of British and Irish data     

Lynn Mainwaring  Nigel J. Moore  Philip D. Murphy 《Research Policy》2007,36(10):1655-1665

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Policy learning and innovation theory: an interactive and co-evolving process     

Lynn K. Mytelka  Keith Smith 《Research Policy》2002,31(8-9)

This paper explores links between the development of innovation theory since the late 1970s, and the evolution of innovation policy ideas, primarily in the 1990s. The argument is that there is a close connection between theory and policy, so that theory and policy learning can be seen as an integrated, co-evolving and interactive process. We analyse the theory-policy learning link in terms of two phases. We suggest that the complex economic crisis of the 1970s created an opening for rival analyses of events. During the 1980s, the development of evolutionary theories (pioneered by Nelson and Winter) and of empirically-based theories of the innovation process (pioneered by Nathan Rosenberg) created a framework in which policy agencies could consider heterodox ideas concerning objectives and instruments of public policy. By the early 1990s policy-makers, particularly in Europe, came to see RTD and innovation policies not just as important arenas of action in themselves, but as instruments towards more wide ranging policy objectives. The policy agencies involved, though hierarchical, were characterised by relatively open structures that permitted a degree of intellectual diversity: so organisations like the OECD and the European Commission played a central role, whereas the World Bank, for example, did not. Increasing policy interest stimulated a second phase of research in the 1990s, sponsored both nationally and by various EU programmes, in which expanding the innovation-oriented knowledge base became a significant objective for policy-makers. The paper argues that the theory-policy link has been central to the intellectual development of this field, which would have been impossible within the constraints of existing disciplinary structures and university funding systems. At the same time the analytical achievements have permitted a wide expansion in the conceptualization of policy targets and in the design of instruments available to policy-makers. In a sense, this is itself an evolutionary story: of a crisis and a conjunctural niche that permitted the creation and (so far) survival of a set of diverse and certainly non-conventional ideas.  相似文献