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Learning Perspective (learning + perspective)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	53%
Law and Criminology	15%

Selected Abstracts

Toward a Dynamic Learning Perspective of Entrepreneurship

ENTREPRENEURSHIP THEORY AND PRACTICE, Issue 4 2005
Jason Cope
This conceptual article introduces a dynamic learning perspective of entrepreneurship that builds upon existing "dominant" theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this article maps out and extends current boundaries of thinking regarding how entrepreneurs learn. It presents key conclusions from emergent empirical and conceptual work on the subject and synthesizes a broad range of contributory adult, management, and individual learning literature to develop a robust and integrated thematic conceptualization of entrepreneurial learning. Three distinctive, interrelated elements of entrepreneurial learning are proposed,dynamic temporal phases, interrelated processes, and overarching characteristics. The article concludes by demonstrating how a "learning lens" can be applied to create further avenues for research in entrepreneurship from a learning perspective. [source]

Mentoring Global Dual-Career Couples: A Social Learning Perspective

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 1 2010
Michael Harvey
This paper explores the dimensions and means to implement a global dual-career expatriate couple mentoring program. The rationale is that learning from an experienced mentor mitigates the complexity of global assignments, leading to more successful completion of overseas assignments. We explored the impact of such mentoring programs on "nontraditional" global managers, along with their trailing spouses. Social learning theory was used as the foundation for the development of such a mentoring program. To add to the contextual understanding of global assignments imposed on global dual-career couples, we explored the effectiveness of mentoring by investigating temporal (before, during, after expatriation) and gender-related dimensions. Further, we analyzed the level of mentor involvement (personal, organizational, and professional) regarding psychosocial and career development. [source]

Organizational Transformation in Transition Economies: Resource-based and Organizational Learning Perspectives

JOURNAL OF MANAGEMENT STUDIES, Issue 2 2003
Klaus Uhlenbruck
ABSTRACT The capitalist and socialist societies of the twentieth century assigned firms different roles within their economic systems. Enterprises transforming from socialist to market economies thus face fundamental organizational restructuring. Many former state-owned firms in the transition economies of Central and Eastern Europe have failed at this task. These firms have pursued primarily defensive downsizing, rather than strategic restructuring, as a result of both internal and external constraints on restructuring strategies. Building on the organizational learning and resource-based theories, we analyse strategies available to management in privatized, former state-owned enterprises in transition economies to restructure their organization. Both internal forces promoting or inhibiting the restructuring process, and external constraints arising in the transition context are examined. A model and testable propositions are developed that explain post-privatization performance. Implications of our research point to the ways in which firms should manage and develop their resource base to transform to competitive enterprises. [source]

Toward a Dynamic Learning Perspective of Entrepreneurship

A student learning perspective on teaching and learning, with implications for problem-based learning

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2004
Michael Prosser
Over the last 20 years or so, there has been a substantial development in our understanding of how and what university students learn in their courses (here meaning a component of a programme) and programmes of study. This research has shown that rather than there being a direct connection between the way teachers teach and design their courses, and the quality of their students' learning outcomes, the relationship is indirect. The way students perceive and understand their learning context and the way they approach their learning in relationship to these perceptions have been found to be major intervening factors between teachers' teaching and students' learning outcomes. Their perceptions are, in turn, constituted in relation to their prior experiences of teaching and learning and what is designed for them to learn. In this paper, some of the key findings of this research and how it can be related to a problem-based learning (PBL) perspective in higher education are outlined. In particular, it is argued that the variation in students' perceptions and understanding of what PBL is about is fundamental to the way they approach their studies and to their learning outcomes. [source]

Analysing and Assessing Accountability: A Conceptual Framework1

EUROPEAN LAW JOURNAL, Issue 4 2007
Mark Bovens
But how can we establish the existence of accountability deficits? This article tries to get to grips with the appealing but elusive concept of accountability by asking three types of questions. First a conceptual one: what exactly is meant by accountability? In this article the concept of accountability is used in a rather narrow sense: a relationship between an actor and a forum, in which the actor has an obligation to explain and to justify his or her conduct, the forum can pose questions and pass judgement, and the actor may face consequences. The second question is analytical: what types of accountability are involved? A series of dimensions of accountability are discerned that can be used to describe the various accountability relations and arrangements that can be found in the different domains of European governance. The third question is evaluative: how should we assess these accountability arrangements? The article provides three evaluative perspectives: a democratic, a constitutional and a learning perspective. Each of these perspectives may produce different types of accountability deficits. [source]

Indigenous Methodologies: Suggestions for Junior Researchers

GEOGRAPHICAL RESEARCH, Issue 1 2010
NAOHIRO NAKAMURA
Abstract Indigenous methodologies in geography have recently been developed to decolonise Western dominated paradigms. It has been argued that research which does not benefit Indigenous communities should not be conducted. However, Indigenous methodologies are not taught in many post-secondary institutions. Therefore, when they pursue Indigenous topics, many junior researchers are self-taught in these methodologies. However, these methodologies cannot be defined simply and they are too diverse to be learnt in a short period. In Japan, Indigenous peoples are not widely recognised and research on contemporary Indigenous issues is limited. The concept of Indigenous methodologies is rarely discussed. Because of this, Japanese researchers rarely identify their research as adopting an Indigenous methodology. Indigenous researchers are thereby discouraged from pursuing Indigenous methodologies. Furthermore, a methodology or a thesis statement used by researchers to reflect Indigenous perspectives often gets little support from Indigenous peoples. My master's research on the Ainu mirrored this situation. While Indigenous methodologies remain difficult to learn, junior researchers should not be discouraged from this form of engagement. Practical suggestions are therefore necessary to encourage their use and application. Based on my experience, I suggest that researchers approach Indigenous communities from a learning perspective. This would encourage open-mindedness and sensitivity. Researchers should also be prepared and willing to refine their research questions and to continue their literature searches after their fieldwork is completed. These strategies could limit misinterpretation and exploitation of Indigenous knowledges and peoples. [source]

Overcoming the winner's curse: an adaptive learning perspective

JOURNAL OF BEHAVIORAL DECISION MAKING, Issue 1 2008
Yoella Bereby-Meyer
Abstract The winner's curse phenomenon refers to the fact that the winner in a common value auction, in order to actually win the auction, is likely to have overestimated the item's value and consequently is likely to gain less than expected and may even lose (i.e., it is said to be "cursed"). Past research, using the "Acquiring a company" task has shown that people do not overcome this bias even after they receive extensive feedback. We suggest that the persistence of the winner's curse is due to a combination of two factors: variability in the environment that leads to ambiguous feedback (i.e., choices and outcomes are only partially correlated) and the tendency of decision makers to learn adaptively. We show in an experiment that by reducing the variance in the feedback, performance can be significantly improved. Copyright © 2007 John Wiley & Sons, Ltd. [source]

Reconsidering Regulation and Governance Theory: A Learning Approach

LAW & POLICY, Issue 2 2009
JOHN S. F. WRIGHT
Theories and frameworks for regulation of particular industries or types of behavior have grown in richness in recent years. This article identifies three perspectives within contemporary regulatory theory: "normative,""descriptive," and "poststructuralist" perspectives. We ask whether contemporary models of regulatory governance arrangements adequately capture and explain the characteristics and operation of existing regulatory spaces. We outline three key models linked to these perspectives (responsive regulation, smart regulation, and nodal governance) and discuss their relevance with specific reference to one complex case study, the gambling industry in a federal polity, Australia, where the regulatory arrangements are quite diverse. We argue that regulatory theory needs to remain flexible if it is to inform an understanding of concrete regulatory challenges, thereby assisting analysts and practitioners to assess current and potential approaches for improved regulatory governance arrangements. Accordingly, we build a case for considering a learning perspective on regulation and governance theory linked to pragmatism. [source]

Matching of catalogues by probabilistic pattern classification

MONTHLY NOTICES OF THE ROYAL ASTRONOMICAL SOCIETY, Issue 1 2006
D. J. Rohde
ABSTRACT We consider the statistical problem of catalogue matching from a machine learning perspective with the goal of producing probabilistic outputs, and using all available information. A framework is provided that unifies two existing approaches to producing probabilistic outputs in the literature, one based on combining distribution estimates and the other based on combining probabilistic classifiers. We apply both of these to the problem of matching the H i Parkes All Sky Survey radio catalogue with large positional uncertainties to the much denser SuperCOSMOS catalogue with much smaller positional uncertainties. We demonstrate the utility of probabilistic outputs by a controllable completeness and efficiency trade-off and by identifying objects that have high probability of being rare. Finally, possible biasing effects in the output of these classifiers are also highlighted and discussed. [source]

DOES PUBLIC ACCOUNTABILITY WORK?

PUBLIC ADMINISTRATION, Issue 1 2008
AN ASSESSMENT TOOL
In recent years, there has been a drive to strengthen existing public accountability arrangements and to design new ones. This prompts the question whether accountability arrangements actually work. In the existing literature, both accountability ,deficits' and ,overloads' are alleged to exist. However, owing to the lack of a cogent yardstick, the debate tends to be impressionistic and event-driven. In this article we develop an instrument for systematically assessing public accountability arrangements, drawing on three different normative perspectives. In the democratic perspective, accountability arrangements should effectively link government actions to the ,democratic chain of delegation'. In the constitutional perspective, it is essential that accountability arrangements prevent or uncover abuses of public authority. In the learning perspective, accountability is a tool to make governments effective in delivering on their promises. We demonstrate the use of our multicriteria assessment tool in an analysis of a new accountability arrangement: the boards of oversight of agencies. [source]

Managing People to Promote Innovation

CREATIVITY AND INNOVATION MANAGEMENT, Issue 2 2005
Helen Shipton
There is growing evidence available to suggest that Human Resource Management (HRM) practice is an important predictor of organizational performance. Drawing upon organizational learning perspectives, we argue that HRM systems also have the potential to promote organizational innovation. We present longitudinal data from thirty-five UK manufacturing organizations to suggest that effective HRM systems , incorporating sophisticated approaches to recruitment and selection, induction, appraisal and training , predict organizational innovation in products and production technology. We further show that organizational innovation is enhanced where there is a supportive learning climate, and inhibited (for innovation in production processes) where there is a link between appraisal and remuneration. [source]