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Tan Hai Chen Carrillo Pat Anumba Chimay Kamara John M Bouchlaghem Dino Udeaja Chika 《知识管理研究与实践》2006,4(2):149-161
Knowledge Management Research & Practice - It is important that the knowledge generated on construction projects is captured and shared between project team members for continuous improvement,... 相似文献
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Mercy W. Kamara 《Minerva》2009,47(4):441-463
Drawing from contemporary social science studies on the shifting regime of research governance, this paper extends the literature
by utilizing a metaphoric image—research is a game—observed in a field engagement with 82 American, British, and Danish crop
and plant scientists. It theorizes respondents’ thinking and practices by placing the rules of the research “game” in dynamic
and interactive tension between the scientific, social, and political-economic contingencies that generate opportunities or
setbacks. Scientists who play the game exploit opportunities and surmount setbacks by adopting strategies and reinventing
tactics in order to maximize their winnings and to minimize their losses. Winners become superstars who decree what is open,
closed, or doable science for the majority of the scientific community. 相似文献
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This study examined differences between deaf/hard-of-hearing (D/HH) and hearing persons with regard to two interrelated and continuous developmental processes: attachment (Bowlby, 1969) and individuation (Mahler, 1963). The study also examined intergroup differences in two personal variables assumed to be influenced by these processes: self-esteem and well-being. Participants comprised 38 D/HH and 42 hearing persons aged 18 to 35 years from middle and upper-middle socioeconomic classes. All the D/HH participants had graduated from mainstreamed educational programs. Findings showed that D/HH participants expressed more fear of attachment and more fear of individuation than did hearing participants. D/HH participants also revealed a lower self-esteem and lower level of well-being compared to hearing participants. Higher fear of attachment correlated with lower levels of self-esteem and well-being. Results supported the theorized relationships between attachment and individuation processes and between these two processes and personality characteristics such as self-esteem and well-being. 相似文献
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Martha Kamara 《Journal of educational administration and history》2017,49(2):128-143
While the literature on women and educational leadership has been addressed in substantive ways in recent years, the experiences that reflect female Australian educational leaders are rare. This article reports findings from a study of five female Indigenous principals in the Northern Territory utilising biographic narratives and foregrounds their experiences as female educational leaders in Indigenous communities. I share the views of Ribbins, P. and Gronn, P. (2013. Researching principals: context and culture in the study of leadership in schools. Asia Pacific journal of education, 20 (2), 34–45) and Dimmock, C. and Walker, A. (2005. Educational leadership: culture and diversity. London: Sage) that research and theory into educational leadership must move towards the inclusion of localised unique cultural contexts since the practice of leadership is a socially bounded process. The study reveals the daily complex roles and challenges of being a female Indigenous principal in communities that are grounded in broader Indigenous epistemologies, beliefs, and value systems yet to be fully embraced by mainstream educational leadership perspectives. 相似文献
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