The objective of this work is to explore the context in which the Instituto Euvaldo Lodi has induced University-Enterprise relations within the local Science and Technology System in Bahia, Brazil, between 1996 and 1998. In order to do so, the authors analyses a few relevant aspects of the Brazilian Innovation System and its Bahia sub-system. Such analysis takes into account three basic points of view: that of the productive sector (i.e., how the intra-firm work is organized and how inter-firm exchanges affect the system), that of the State (financial support and public policies) and that of the research and higher education institutions. Against this background, the authors describes the IEL programs for bridging university knowl-edge and entrepreneurial practice in Bahia, aiming at creating better conditions for technological innovation. Among the main conclusions of this dissertation is the realization that, in spite of the limited potential of innovation in technologically fragmented environments, the bridging work of agents such as IEL may promote specific interactions between enterprises and universities, creating an environment in which information exchange, cooperative projects and consulting activities may be stimulated.
Adaptado ao ensino de gestores há quase um século, o método Harvard de estudos de casos é hoje amplamente adotado em escolas de Administração em todo o mundo. Este artigo propõe que as novas tecnologias de comunicação e informação oferecem oportunidade de enriquecer tal metodologia com recursos como interatividade dinâmica e colaboração assíncrona. Para tanto, são discutidas as principais características das interfaces hipertextuais e o caráter revolucionário da Internet como ferramenta educacional. No tocante ao método de estudos de casos, especificamente, argumenta-se que interfaces hipertextuais possibilitam uma forma inovadora de representar múltiplas perspectivas de análise das situações-problemas típicas de domínios de conhecimento pouco estruturados, conformepropõe a Teoria da Flexibilidade Cognitiva. É descrito, por fim, como estas características foram incorporadas ao Projeto Aplicado de Novas Tecnologias para Estudos de Casos Online - Panteon, uma interface para criação e diagnóstico de casos hipertextuais. O protótipo desta ferramenta de aprendizagem está em fase de testes, tanto em escolas de gestão quanto em organizações.
This paper evaluates how the advices of experienced entrepreneurs to young start-up creators in an online community reflect entrepreneurship traits commonly found in conceptual typologies. The overall goal is to contrast and evaluate existing models based on evidence from an online community. This should facilitate future studies to improve current typologies by ranking entrepreneurial traits according to perceived relevance. In order to achieve these objectives, we have conducted a "netnographic study" (i.e., the qualitative analysis of webbased content) of 96 answers to the question "What is the best advice for a young, first-time startup CEO?" on Quora.com. Relying on Quora's ranking algorithm (based on crowdsourcing of votes and community prestige), we focused on the top 50% of answers (which we shall call the "above Quora 50" category) considered the most relevant by its 2000+ followers and 120,000+ viewers. We used Nvivo as a Qualitative Data Analysis Software to code all the entries into the literature categories. These codes were then later retrieved using matrix queries to compare the incidence of traits and the perceived
In this article, we discuss how the Harvard Method of case study, Interactive Communication Technologies, and Cognitive Flexibility Theory may contribute to case-based learning about business decision-making. In particular, we are interested in designing learning environments that foster critical thinking, creativity, and reasoning that entertains multiple hypotheses from multiple perspectives. We posit a framework for implementation and evaluation based upon Jonassen, Peck, and Wilson's "Meaningful Learning" model and Iowa's "Integrated Thinking Model." Based upon this framework, we describe the design and features of Panteon, a Web-based system for diagnosing complex business cases. We report the results of an evaluation of Panteon, utilizing focus group interviews, observations, and questionnaires to investigate participants' assessment of Panteon in comparison to the Harvard Case approach. Results indicate that both students and business experts favored Panteon for its affordances to stimulate higher order cognitive skills. The implications and limitations of the evaluation are discussed. *The authors would like to thank the CAPES Foundation for its precious support to the development and testing of Panteon's prototype. 371 Ó 2004, Baywood Publishing Co., Inc. 1990), we introduce a convergence of three cross-disciplinary approaches: The Harvard Method (of case study), the inherent properties of new Information and Communication Technologies, and the principles of Cognitive Flexibility Theory. 372 / LIMA, KOEHLER AND SPIRO THE PANTEON PROJECT / 373
Este artigo discute as origens e os usos do Método Harvard de estudos de casos em educação empresarial. Ele argumenta que os princípios socioconstrutivistas incorporados nesta técnica de ensino são mais relevantes em nossa sociedade pósmoderna do que na era industrial em que ela foi concebida. Recentes evoluções tecnológicas, principalmente com advento da Web 2.0 e ferramentas colaborativas on-line, tornam oportuno experimentar com versões de estudos de caso mediadas por interfaces digitais, a fim de aumentar o seu potencial de pensamento crítico e criativo em ambientes autênticos – o que denominamos potencial de “Interatividade Colaborativa”. Após analisar cuidadosamente os méritos pedagógicos da abordagem original, discutimos possíveis inovações para versões de casos na web que poderiam ser incorporadas a essa tradição centenária. Apresentamos os resultados de nossas experiências anteriores no Brasil com o Sistema Panteon para resolução colaborativa de problemas (LIMA, 2003), bem como uma utilização mais recente do Facebook e Google Sites como ferramentas para a discussão de um caso fictício chamado “Organixis” na EMLV, uma Escola de Gestão em Paris. Conclui-se que, se por um lado essas ferramentas têm um enorme potencial em termos de interatividade colaborativa, por outro lado várias barreiras se apresentam, incluindo a resistência de professores e alunos a novos métodos baseados em aprendizagem à distância e os desafios tecnológicos de gestão de plataformas on-line.
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