13 results
Foreword by John Seely Brown
- Edited by Margaret H. Szymanski, Jack Whalen
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- Book:
- Making Work Visible
- Published online:
- 05 August 2012
- Print publication:
- 31 March 2011, pp xxi-xxvi
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Summary
I was delighted to learn that this book was being written covering the pioneering efforts of the social scientists at Xerox, especially given that many of these efforts were undertaken long before ethnographic research had become de rigueur in today's corporate and design worlds. For me, personally, this journey has been extraordinary. After all, I started out as a hard-core computer scientist and an AI junkie with a strong leaning toward cognitive modeling. To many, I have now become a softie, questioning nearly all of the ontological and epistemological assumptions I had embraced in graduate school. This transformation emerged from my rich interactions with many of the authors in this book – especially Lucy Suchman, Gitti Jordan, Jack Whalen, and Marilyn Whalen – but it also emerged from the frequent encounters PARC had with the challenges that were arising in the Xerox world as copiers became more complex to operate and maintain and as the document became the currency of the modern age. These challenges were often more usefully unpacked by the methodologies and sensibilities discussed in this book than by the more formal tools and sensibilities of traditional computer science, engineering, and operations research. These challenges, when properly framed, were tied to the context of work and were more easily met by leveraging the “invisible” resources in the context both to get the job done and to facilitate collective learning.
Contributors
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- By Rose Teteki Abbey, K. C. Abraham, David Tuesday Adamo, LeRoy H. Aden, Efrain Agosto, Victor Aguilan, Gillian T. W. Ahlgren, Charanjit Kaur AjitSingh, Dorothy B E A Akoto, Giuseppe Alberigo, Daniel E. Albrecht, Ruth Albrecht, Daniel O. Aleshire, Urs Altermatt, Anand Amaladass, Michael Amaladoss, James N. Amanze, Lesley G. Anderson, Thomas C. Anderson, Victor Anderson, Hope S. Antone, María Pilar Aquino, Paula Arai, Victorio Araya Guillén, S. Wesley Ariarajah, Ellen T. Armour, Brett Gregory Armstrong, Atsuhiro Asano, Naim Stifan Ateek, Mahmoud Ayoub, John Alembillah Azumah, Mercedes L. García Bachmann, Irena Backus, J. Wayne Baker, Mieke Bal, Lewis V. Baldwin, William Barbieri, António Barbosa da Silva, David Basinger, Bolaji Olukemi Bateye, Oswald Bayer, Daniel H. Bays, Rosalie Beck, Nancy Elizabeth Bedford, Guy-Thomas Bedouelle, Chorbishop Seely Beggiani, Wolfgang Behringer, Christopher M. Bellitto, Byard Bennett, Harold V. Bennett, Teresa Berger, Miguel A. Bernad, Henley Bernard, Alan E. Bernstein, Jon L. Berquist, Johannes Beutler, Ana María Bidegain, Matthew P. Binkewicz, Jennifer Bird, Joseph Blenkinsopp, Dmytro Bondarenko, Paulo Bonfatti, Riet en Pim Bons-Storm, Jessica A. Boon, Marcus J. Borg, Mark Bosco, Peter C. Bouteneff, François Bovon, William D. Bowman, Paul S. Boyer, David Brakke, Richard E. Brantley, Marcus Braybrooke, Ian Breward, Ênio José da Costa Brito, Jewel Spears Brooker, Johannes Brosseder, Nicholas Canfield Read Brown, Robert F. Brown, Pamela K. Brubaker, Walter Brueggemann, Bishop Colin O. Buchanan, Stanley M. Burgess, Amy Nelson Burnett, J. Patout Burns, David B. Burrell, David Buttrick, James P. Byrd, Lavinia Byrne, Gerado Caetano, Marcos Caldas, Alkiviadis Calivas, William J. Callahan, Salvatore Calomino, Euan K. Cameron, William S. Campbell, Marcelo Ayres Camurça, Daniel F. Caner, Paul E. Capetz, Carlos F. Cardoza-Orlandi, Patrick W. Carey, Barbara Carvill, Hal Cauthron, Subhadra Mitra Channa, Mark D. Chapman, James H. Charlesworth, Kenneth R. Chase, Chen Zemin, Luciano Chianeque, Philip Chia Phin Yin, Francisca H. Chimhanda, Daniel Chiquete, John T. Chirban, Soobin Choi, Robert Choquette, Mita Choudhury, Gerald Christianson, John Chryssavgis, Sejong Chun, Esther Chung-Kim, Charles M. A. Clark, Elizabeth A. Clark, Sathianathan Clarke, Fred Cloud, John B. Cobb, W. Owen Cole, John A Coleman, John J. Collins, Sylvia Collins-Mayo, Paul K. Conkin, Beth A. Conklin, Sean Connolly, Demetrios J. Constantelos, Michael A. Conway, Paula M. Cooey, Austin Cooper, Michael L. Cooper-White, Pamela Cooper-White, L. William Countryman, Sérgio Coutinho, Pamela Couture, Shannon Craigo-Snell, James L. Crenshaw, David Crowner, Humberto Horacio Cucchetti, Lawrence S. Cunningham, Elizabeth Mason Currier, Emmanuel Cutrone, Mary L. Daniel, David D. Daniels, Robert Darden, Rolf Darge, Isaiah Dau, Jeffry C. Davis, Jane Dawson, Valentin Dedji, John W. de Gruchy, Paul DeHart, Wendy J. Deichmann Edwards, Miguel A. De La Torre, George E. Demacopoulos, Thomas de Mayo, Leah DeVun, Beatriz de Vasconcellos Dias, Dennis C. Dickerson, John M. Dillon, Luis Miguel Donatello, Igor Dorfmann-Lazarev, Susanna Drake, Jonathan A. Draper, N. Dreher Martin, Otto Dreydoppel, Angelyn Dries, A. J. Droge, Francis X. D'Sa, Marilyn Dunn, Nicole Wilkinson Duran, Rifaat Ebied, Mark J. Edwards, William H. Edwards, Leonard H. Ehrlich, Nancy L. Eiesland, Martin Elbel, J. Harold Ellens, Stephen Ellingson, Marvin M. Ellison, Robert Ellsberg, Jean Bethke Elshtain, Eldon Jay Epp, Peter C. Erb, Tassilo Erhardt, Maria Erling, Noel Leo Erskine, Gillian R. Evans, Virginia Fabella, Michael A. Fahey, Edward Farley, Margaret A. Farley, Wendy Farley, Robert Fastiggi, Seena Fazel, Duncan S. Ferguson, Helwar Figueroa, Paul Corby Finney, Kyriaki Karidoyanes FitzGerald, Thomas E. FitzGerald, John R. Fitzmier, Marie Therese Flanagan, Sabina Flanagan, Claude Flipo, Ronald B. Flowers, Carole Fontaine, David Ford, Mary Ford, Stephanie A. Ford, Jim Forest, William Franke, Robert M. Franklin, Ruth Franzén, Edward H. Friedman, Samuel Frouisou, Lorelei F. Fuchs, Jojo M. Fung, Inger Furseth, Richard R. Gaillardetz, Brandon Gallaher, China Galland, Mark Galli, Ismael García, Tharscisse Gatwa, Jean-Marie Gaudeul, Luis María Gavilanes del Castillo, Pavel L. Gavrilyuk, Volney P. Gay, Metropolitan Athanasios Geevargis, Kondothra M. George, Mary Gerhart, Simon Gikandi, Maurice Gilbert, Michael J. Gillgannon, Verónica Giménez Beliveau, Terryl Givens, Beth Glazier-McDonald, Philip Gleason, Menghun Goh, Brian Golding, Bishop Hilario M. Gomez, Michelle A. Gonzalez, Donald K. Gorrell, Roy Gottfried, Tamara Grdzelidze, Joel B. Green, Niels Henrik Gregersen, Cristina Grenholm, Herbert Griffiths, Eric W. Gritsch, Erich S. Gruen, Christoffer H. Grundmann, Paul H. Gundani, Jon P. Gunnemann, Petre Guran, Vidar L. Haanes, Jeremiah M. Hackett, Getatchew Haile, Douglas John Hall, Nicholas Hammond, Daphne Hampson, Jehu J. Hanciles, Barry Hankins, Jennifer Haraguchi, Stanley S. Harakas, Anthony John Harding, Conrad L. Harkins, J. William Harmless, Marjory Harper, Amir Harrak, Joel F. Harrington, Mark W. Harris, Susan Ashbrook Harvey, Van A. Harvey, R. Chris Hassel, Jione Havea, Daniel Hawk, Diana L. Hayes, Leslie Hayes, Priscilla Hayner, S. Mark Heim, Simo Heininen, Richard P. Heitzenrater, Eila Helander, David Hempton, Scott H. Hendrix, Jan-Olav Henriksen, Gina Hens-Piazza, Carter Heyward, Nicholas J. Higham, David Hilliard, Norman A. Hjelm, Peter C. Hodgson, Arthur Holder, M. Jan Holton, Dwight N. Hopkins, Ronnie Po-chia Hsia, Po-Ho Huang, James Hudnut-Beumler, Jennifer S. Hughes, Leonard M. Hummel, Mary E. Hunt, Laennec Hurbon, Mark Hutchinson, Susan E. Hylen, Mary Beth Ingham, H. Larry Ingle, Dale T. Irvin, Jon Isaak, Paul John Isaak, Ada María Isasi-Díaz, Hans Raun Iversen, Margaret C. Jacob, Arthur James, Maria Jansdotter-Samuelsson, David Jasper, Werner G. Jeanrond, Renée Jeffery, David Lyle Jeffrey, Theodore W. Jennings, David H. Jensen, Robin Margaret Jensen, David Jobling, Dale A. Johnson, Elizabeth A. Johnson, Maxwell E. Johnson, Sarah Johnson, Mark D. Johnston, F. Stanley Jones, James William Jones, John R. Jones, Alissa Jones Nelson, Inge Jonsson, Jan Joosten, Elizabeth Judd, Mulambya Peggy Kabonde, Robert Kaggwa, Sylvester Kahakwa, Isaac Kalimi, Ogbu U. Kalu, Eunice Kamaara, Wayne C. Kannaday, Musimbi Kanyoro, Veli-Matti Kärkkäinen, Frank Kaufmann, Léon Nguapitshi Kayongo, Richard Kearney, Alice A. Keefe, Ralph Keen, Catherine Keller, Anthony J. Kelly, Karen Kennelly, Kathi Lynn Kern, Fergus Kerr, Edward Kessler, George Kilcourse, Heup Young Kim, Kim Sung-Hae, Kim Yong-Bock, Kim Yung Suk, Richard King, Thomas M. King, Robert M. Kingdon, Ross Kinsler, Hans G. Kippenberg, Cheryl A. Kirk-Duggan, Clifton Kirkpatrick, Leonid Kishkovsky, Nadieszda Kizenko, Jeffrey Klaiber, Hans-Josef Klauck, Sidney Knight, Samuel Kobia, Robert Kolb, Karla Ann Koll, Heikki Kotila, Donald Kraybill, Philip D. W. Krey, Yves Krumenacker, Jeffrey Kah-Jin Kuan, Simanga R. Kumalo, Peter Kuzmic, Simon Shui-Man Kwan, Kwok Pui-lan, André LaCocque, Stephen E. Lahey, John Tsz Pang Lai, Emiel Lamberts, Armando Lampe, Craig Lampe, Beverly J. Lanzetta, Eve LaPlante, Lizette Larson-Miller, Ariel Bybee Laughton, Leonard Lawlor, Bentley Layton, Robin A. Leaver, Karen Lebacqz, Archie Chi Chung Lee, Marilyn J. Legge, Hervé LeGrand, D. L. LeMahieu, Raymond Lemieux, Bill J. Leonard, Ellen M. Leonard, Outi Leppä, Jean Lesaulnier, Nantawan Boonprasat Lewis, Henrietta Leyser, Alexei Lidov, Bernard Lightman, Paul Chang-Ha Lim, Carter Lindberg, Mark R. Lindsay, James R. Linville, James C. Livingston, Ann Loades, David Loades, Jean-Claude Loba-Mkole, Lo Lung Kwong, Wati Longchar, Eleazar López, David W. Lotz, Andrew Louth, Robin W. Lovin, William Luis, Frank D. Macchia, Diarmaid N. J. MacCulloch, Kirk R. MacGregor, Marjory A. MacLean, Donald MacLeod, Tomas S. Maddela, Inge Mager, Laurenti Magesa, David G. Maillu, Fortunato Mallimaci, Philip Mamalakis, Kä Mana, Ukachukwu Chris Manus, Herbert Robinson Marbury, Reuel Norman Marigza, Jacqueline Mariña, Antti Marjanen, Luiz C. L. Marques, Madipoane Masenya (ngwan'a Mphahlele), Caleb J. D. Maskell, Steve Mason, Thomas Massaro, Fernando Matamoros Ponce, András Máté-Tóth, Odair Pedroso Mateus, Dinis Matsolo, Fumitaka Matsuoka, John D'Arcy May, Yelena Mazour-Matusevich, Theodore Mbazumutima, John S. McClure, Christian McConnell, Lee Martin McDonald, Gary B. McGee, Thomas McGowan, Alister E. McGrath, Richard J. McGregor, John A. McGuckin, Maud Burnett McInerney, Elsie Anne McKee, Mary B. McKinley, James F. McMillan, Ernan McMullin, Kathleen E. McVey, M. Douglas Meeks, Monica Jyotsna Melanchthon, Ilie Melniciuc-Puica, Everett Mendoza, Raymond A. Mentzer, William W. Menzies, Ina Merdjanova, Franziska Metzger, Constant J. Mews, Marvin Meyer, Carol Meyers, Vasile Mihoc, Gunner Bjerg Mikkelsen, Maria Inêz de Castro Millen, Clyde Lee Miller, Bonnie J. Miller-McLemore, Alexander Mirkovic, Paul Misner, Nozomu Miyahira, R. W. L. Moberly, Gerald Moede, Aloo Osotsi Mojola, Sunanda Mongia, Rebeca Montemayor, James Moore, Roger E. Moore, Craig E. Morrison O.Carm, Jeffry H. Morrison, Keith Morrison, Wilson J. Moses, Tefetso Henry Mothibe, Mokgethi Motlhabi, Fulata Moyo, Henry Mugabe, Jesse Ndwiga Kanyua Mugambi, Peggy Mulambya-Kabonde, Robert Bruce Mullin, Pamela Mullins Reaves, Saskia Murk Jansen, Heleen L. Murre-Van den Berg, Augustine Musopole, Isaac M. T. Mwase, Philomena Mwaura, Cecilia Nahnfeldt, Anne Nasimiyu Wasike, Carmiña Navia Velasco, Thulani Ndlazi, Alexander Negrov, James B. Nelson, David G. Newcombe, Carol Newsom, Helen J. Nicholson, George W. E. Nickelsburg, Tatyana Nikolskaya, Damayanthi M. A. Niles, Bertil Nilsson, Nyambura Njoroge, Fidelis Nkomazana, Mary Beth Norton, Christian Nottmeier, Sonene Nyawo, Anthère Nzabatsinda, Edward T. Oakes, Gerald O'Collins, Daniel O'Connell, David W. Odell-Scott, Mercy Amba Oduyoye, Kathleen O'Grady, Oyeronke Olajubu, Thomas O'Loughlin, Dennis T. Olson, J. Steven O'Malley, Cephas N. Omenyo, Muriel Orevillo-Montenegro, César Augusto Ornellas Ramos, Agbonkhianmeghe E. Orobator, Kenan B. Osborne, Carolyn Osiek, Javier Otaola Montagne, Douglas F. Ottati, Anna May Say Pa, Irina Paert, Jerry G. Pankhurst, Aristotle Papanikolaou, Samuele F. Pardini, Stefano Parenti, Peter Paris, Sung Bae Park, Cristián G. Parker, Raquel Pastor, Joseph Pathrapankal, Daniel Patte, W. Brown Patterson, Clive Pearson, Keith F. Pecklers, Nancy Cardoso Pereira, David Horace Perkins, Pheme Perkins, Edward N. Peters, Rebecca Todd Peters, Bishop Yeznik Petrossian, Raymond Pfister, Peter C. Phan, Isabel Apawo Phiri, William S. F. Pickering, Derrick G. Pitard, William Elvis Plata, Zlatko Plese, John Plummer, James Newton Poling, Ronald Popivchak, Andrew Porter, Ute Possekel, James M. Powell, Enos Das Pradhan, Devadasan Premnath, Jaime Adrían Prieto Valladares, Anne Primavesi, Randall Prior, María Alicia Puente Lutteroth, Eduardo Guzmão Quadros, Albert Rabil, Laurent William Ramambason, Apolonio M. Ranche, Vololona Randriamanantena Andriamitandrina, Lawrence R. Rast, Paul L. Redditt, Adele Reinhartz, Rolf Rendtorff, Pål Repstad, James N. Rhodes, John K. Riches, Joerg Rieger, Sharon H. Ringe, Sandra Rios, Tyler Roberts, David M. Robinson, James M. Robinson, Joanne Maguire Robinson, Richard A. H. Robinson, Roy R. Robson, Jack B. Rogers, Maria Roginska, Sidney Rooy, Rev. Garnett Roper, Maria José Fontelas Rosado-Nunes, Andrew C. Ross, Stefan Rossbach, François Rossier, John D. Roth, John K. Roth, Phillip Rothwell, Richard E. Rubenstein, Rosemary Radford Ruether, Markku Ruotsila, John E. Rybolt, Risto Saarinen, John Saillant, Juan Sanchez, Wagner Lopes Sanchez, Hugo N. Santos, Gerhard Sauter, Gloria L. Schaab, Sandra M. Schneiders, Quentin J. Schultze, Fernando F. Segovia, Turid Karlsen Seim, Carsten Selch Jensen, Alan P. F. Sell, Frank C. Senn, Kent Davis Sensenig, Damían Setton, Bal Krishna Sharma, Carolyn J. Sharp, Thomas Sheehan, N. Gerald Shenk, Christian Sheppard, Charles Sherlock, Tabona Shoko, Walter B. Shurden, Marguerite Shuster, B. Mark Sietsema, Batara Sihombing, Neil Silberman, Clodomiro Siller, Samuel Silva-Gotay, Heikki Silvet, John K. Simmons, Hagith Sivan, James C. Skedros, Abraham Smith, Ashley A. Smith, Ted A. Smith, Daud Soesilo, Pia Søltoft, Choan-Seng (C. S.) Song, Kathryn Spink, Bryan Spinks, Eric O. Springsted, Nicolas Standaert, Brian Stanley, Glen H. Stassen, Karel Steenbrink, Stephen J. Stein, Andrea Sterk, Gregory E. Sterling, Columba Stewart, Jacques Stewart, Robert B. Stewart, Cynthia Stokes Brown, Ken Stone, Anne Stott, Elizabeth Stuart, Monya Stubbs, Marjorie Hewitt Suchocki, David Kwang-sun Suh, Scott W. Sunquist, Keith Suter, Douglas Sweeney, Charles H. Talbert, Shawqi N. Talia, Elsa Tamez, Joseph B. Tamney, Jonathan Y. Tan, Yak-Hwee Tan, Kathryn Tanner, Feiya Tao, Elizabeth S. Tapia, Aquiline Tarimo, Claire Taylor, Mark Lewis Taylor, Bishop Abba Samuel Wolde Tekestebirhan, Eugene TeSelle, M. Thomas Thangaraj, David R. Thomas, Andrew Thornley, Scott Thumma, Marcelo Timotheo da Costa, George E. “Tink” Tinker, Ola Tjørhom, Karen Jo Torjesen, Iain R. Torrance, Fernando Torres-Londoño, Archbishop Demetrios [Trakatellis], Marit Trelstad, Christine Trevett, Phyllis Trible, Johannes Tromp, Paul Turner, Robert G. Tuttle, Archbishop Desmond Tutu, Peter Tyler, Anders Tyrberg, Justin Ukpong, Javier Ulloa, Camillus Umoh, Kristi Upson-Saia, Martina Urban, Monica Uribe, Elochukwu Eugene Uzukwu, Richard Vaggione, Gabriel Vahanian, Paul Valliere, T. J. Van Bavel, Steven Vanderputten, Peter Van der Veer, Huub Van de Sandt, Louis Van Tongeren, Luke A. Veronis, Noel Villalba, Ramón Vinke, Tim Vivian, David Voas, Elena Volkova, Katharina von Kellenbach, Elina Vuola, Timothy Wadkins, Elaine M. Wainwright, Randi Jones Walker, Dewey D. Wallace, Jerry Walls, Michael J. Walsh, Philip Walters, Janet Walton, Jonathan L. Walton, Wang Xiaochao, Patricia A. Ward, David Harrington Watt, Herold D. Weiss, Laurence L. Welborn, Sharon D. Welch, Timothy Wengert, Traci C. West, Merold Westphal, David Wetherell, Barbara Wheeler, Carolinne White, Jean-Paul Wiest, Frans Wijsen, Terry L. Wilder, Felix Wilfred, Rebecca Wilkin, Daniel H. Williams, D. Newell Williams, Michael A. Williams, Vincent L. Wimbush, Gabriele Winkler, Anders Winroth, Lauri Emílio Wirth, James A. Wiseman, Ebba Witt-Brattström, Teofil Wojciechowski, John Wolffe, Kenman L. Wong, Wong Wai Ching, Linda Woodhead, Wendy M. Wright, Rose Wu, Keith E. Yandell, Gale A. Yee, Viktor Yelensky, Yeo Khiok-Khng, Gustav K. K. Yeung, Angela Yiu, Amos Yong, Yong Ting Jin, You Bin, Youhanna Nessim Youssef, Eliana Yunes, Robert Michael Zaller, Valarie H. Ziegler, Barbara Brown Zikmund, Joyce Ann Zimmerman, Aurora Zlotnik, Zhuo Xinping
- Edited by Daniel Patte, Vanderbilt University, Tennessee
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- Book:
- The Cambridge Dictionary of Christianity
- Published online:
- 05 August 2012
- Print publication:
- 20 September 2010, pp xi-xliv
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9 - Relational networks, strategic advantage: collaborative control is fundamental
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- By John Hagel III, Deloitte Center for The Edge, John Seely Brown, University of Southern California and Deloitte Center for The Edge, Mariann Jelinek, College of William and Mary
- Edited by Sim B. Sitkin, Duke University, North Carolina, Laura B. Cardinal, University of Houston, Katinka M. Bijlsma-Frankema, Vrije Universiteit, Amsterdam
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- Book:
- Organizational Control
- Published online:
- 05 June 2012
- Print publication:
- 16 September 2010, pp 251-300
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Summary
A brief glance at the evolution of strategic focus reveals dramatic shifts in relevant context with potent implications for organization and control, rooted in the reversal of a century-old “long wave” centered on internalizing various economic activities to control them, that gave rise to the integrated firm, the corporation, and the conglomerate (Chandler, 1977; Chandler and Salsbury, 1974). Where companies from the mid-1860s to roughly the 1980s created strategic advantage by internalizing activities for greater stability, efficiency, and control, increasingly since then advantage has centered more on faster learning and innovation (IBM_Global_Services, 2006; Prahalad and Krishnan, 2008; Schramm, 2006). But no company can control all the resources needed for innovation (Prahalad and Krishnan, 2008), so creating strategic advantage has increasingly required collaborative, outsourced, strategic alliances (Culpan, 2002; Doz et al., 2001; Doz and Hamel, 1998) and “open innovation” (Chesbrough et al., 2006; Chesbrough, 2003). Moreover, such innovation embraces new business and service models, not just new products: thus new models of business are emerging, centering on networked interactions (Chesbrough, 2006; Sirkin et al., 2008; Tuomi, 2002).
These developments pose critical theoretical and practical challenges for traditional conceptualizations of organizational control. First, most organizational theory of control has fixated on employees of “the firm,” yet contemporary relational networks explicitly transcend firm boundaries, to tap into expanded expertise. Much prior discussion addresses control in terms of hierarchical models, economic rationality, and managers' ability to enforce compliance (Bijlsma-Frankema and Costa, Chapter 13), but these are not really options among firms in voluntary association.
Introduction
- Edited by Marcia L. Conner, University of Virginia, James G. Clawson, University of Virginia
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- Book:
- Creating a Learning Culture
- Published online:
- 05 June 2012
- Print publication:
- 17 June 2004, pp 1-16
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Summary
The success of a volume like this can be measured by its power to compel us to browse through its pages (thank goodness for paper!), to take excursions into its texts (praised be prose!), to create or extend relationships with its authors (thank G-d for friends!), to sense the shape of the landscape by hovering over its table of contents (some structure is good!), and, finally, to settle back, lengthen our focal point, and take the time to reflect on critical questions (time, oh precious time!). How did we get here? What, if anything, is being said here that could not have been said before? And why are we saying it now?
The contributors to this volume and the diverse participants at a Darden Graduate School of Business Administration colloquium in spring 2002, which set this book in motion, pose these questions even more pointedly: How have we – the practitioners and stakeholders in the art of creating learning cultures – learned what we know? What do we need to learn next? Beyond articulating these essential questions, the contributors to this volume offer some answers.
It takes twenty years
It was in 1990, with Peter Senge's The Fifth Discipline: The Art and Practice of the Learning Organization, that learning was first catapulted from the peripheral corporate domains of training and development departments to a place much closer to the center of business discourse.
Series Foreword
- Martin Packer, Duquesne University, Pittsburgh
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- Book:
- Changing Classes
- Published online:
- 06 July 2010
- Print publication:
- 27 November 2000, pp xi-xii
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Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions are being made by anthropology, by cognitive, developmental, and cultural psychology, by computer science, by education, and by social theory. These contributions are providing the basis for new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice that emerges from human activity. The empirical settings of these research inquiries range from the classroom to the workplace, to the high technology office, and to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are underway as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
Series foreword
- Edited by Yrjö Engeström, University of California, San Diego, Reijo Miettinen, University of Helsinki, Raija-Leena Punamäki, University of Helsinki
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- Book:
- Perspectives on Activity Theory
- Published online:
- 05 June 2012
- Print publication:
- 13 January 1999, pp xiii-xiv
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Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions are being made in anthropology; in cognitive, developmental, and cultural psychology; in computer science; in education; and in social theory. These contributions are providing the basis for new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice emerging from human activity. The empirical settings of these research inquiries range from the classroom, to the workplace, to the high-technology office, to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are under way, as scholars and practitioners from diverse fields seek to develop theories and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
Series Foreword
- Edited by Magdalene Lampert, University of Michigan, Ann Arbor, Merrie L. Blunk, University of Michigan, Ann Arbor
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- Book:
- Talking Mathematics in School
- Published online:
- 04 August 2010
- Print publication:
- 13 October 1998, pp ix-x
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Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions from anthropology; cognitive, developmental, and cultural psychology; computer science; education; and social theory are providing theory and research that seeks new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice emerging from human activity. The empirical settings of these research inquiries range from the classroom, to the workplace, to the high-technology office, to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations, and that they come to appropriate the tools that culture provides to support and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are under way, as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
Series forward
- Etienne Wenger
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- Book:
- Communities of Practice
- Published online:
- 05 July 2013
- Print publication:
- 28 July 1998, pp xi-xii
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Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions are being made by anthropology, by cognitive, developmental, and cultural psychology, by computer science, by education, and by social theory. These contributions are providing the basis for new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice that emerges from human activity. The empirical settings of these research inquiries range from the classroom to the workplace, to the high technology office, and to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are underway as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
6 - Changing the game of corporate research: Learning to thrive in the fog of reality
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- By John Seely Brown, Xerox Corporation, PARC, Palo Alto, CA
- Edited by Raghu Garud, New York University, Praveen Rattan Nayyar, New York University, Zur Baruch Shapira, New York University
- Foreword by James G. March
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- Book:
- Technological Innovation
- Published online:
- 07 October 2011
- Print publication:
- 28 April 1997, pp 95-110
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Summary
Introduction: Setting my sights
In the context of corporate research, questions of foresight and oversight are always present. But there are different ways to address them. From a theoretical point of view, many of the issues are clear. From a practical point of view, however, attempts to discern unfolding technological and social trajectories are always clouded by what I call “the fog of reality.” What I'd like to do in this chapter is take the practical rather than theoretical road and address the topic of foresight and oversight from my practical experience of life in the fog.
In particular, I'd like to talk about ways in which the fog is getting thicker. This is because the game of corporate research is itself changing even as we play it. (One of the changes, as I hope to make clear, is that we in the labs can no longer afford to regard the rest of the corporation as the opposing team!) Rapid and continuous changes are making it inevitable that we not only learn to live with the fog of reality, but that we learn to thrive on it – and I'll try to suggest some ways we're trying to do that.
From my own experience, however, I don't think oversight and foresight can be discussed without first introducing another “sight” and that is “hindsight.” Corporate research is a ripe field for Monday morning quarterbacks telling the players what they should have seen and done.
Series foreword
- Edited by Laura Martin, Arizona Museum of Science and Technology, Katherine Nelson, City University of New York, Ethel Tobach
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- Book:
- Sociocultural Psychology
- Published online:
- 05 November 2011
- Print publication:
- 29 September 1995, pp vii-viii
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Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions are being made by anthropology, by cognitive, developmental, and cultural psychology, by computer science, by education, and by social theory. These contributions are providing the basis for new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice emerging from human activity. The empirical settings of these research inquiries range from the classroom, to the workplace, to the high technology office, to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations, and that they come to appropriate the tools that culture provides to support and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are under way, as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
Series Foreword
- Edited by James V. Wertsch, Clark University, Massachusetts and Washington University, St Louis, Pablo del Rio, Universidad de Salamanca, Spain, Amelia Alvarez
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- Book:
- Sociocultural Studies of Mind
- Published online:
- 05 June 2012
- Print publication:
- 28 April 1995, pp vii-viii
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- Chapter
- Export citation
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Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions from anthropology; cognitive, developmental, and cultural psychology; computer science; education, and social theory are providing theory and research that seeks new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice emerging from human activity. The empirical settings of these research inquiries range from the classroom, to the workplace, to the high-technology office, to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations, and that they come to appropriate the tools that culture provides to support and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series is born of the conviction that new and exciting interdisciplinary syntheses are underway, as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate to characterizing the complex relations of social and mental life, and to understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
Series foreword
- Edited by Seth Chaiklin, Aarhus Universitet, Denmark, Jean Lave, University of California, Berkeley
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- Book:
- Understanding Practice
- Published online:
- 06 January 2010
- Print publication:
- 25 June 1993, pp vii-viii
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Summary
The situated nature of learning, remembering, and understanding is a central fact. It may appear obvious that human minds develop in social situations, and that they use the tools and representational media that culture provides to support, extend, and reorganize mental functioning. But cognitive theories of knowledge representation and educational practice, in school and in the workplace, have not been sufficiently responsive to questions about these relationships. And the need for responsiveness has become salient as computational media radically reshape the frontiers of individual and social action, and as educational achievement fails to translate into effective use of knowledge.
This series is born of the conviction that new and exciting interdisciplinary syntheses are under way, as scholars and practitioners from diverse fields seek to analyze and influence the new transformations of social and mental life, and to understand successful learning wherever it occurs.
Computational media include not only computers but the vast array of expressive, receptive, and presentational devices available for use with computers, including interactive video, optical media such as CD-ROM and CD-I, networks, hypermedia systems, workgroup collaboration tools, speech recognition and synthesis, image processing and animation, and software more generally.
These technologies are dramatically transforming the basic patterns of communication and knowledge interchange in societies, and automating the component processes of thinking and problem solving. In changing situations of knowledge acquisition and use, the new interactive technologies redefine-in ways yet to be determined-what it means to know and understand, and what it means to become “literate” or an “educated citizen.”
The series invites contributions that advance our understanding of these seminal issues.
Series Foreword
- Jean Lave, Etienne Wenger
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- Book:
- Situated Learning
- Published online:
- 05 June 2012
- Print publication:
- 27 September 1991, pp 11-12
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- Chapter
- Export citation
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Summary
The situated nature of learning, remembering, and understanding is a central fact. It may appear obvious that human minds develop in social situations, and that they use the tools and representational media that culture provides to support, extend, and reorganize mental functioning. But cognitive theories of knowledge representation and educational practice, in school and in the workplace, have not been sufficiently responsive to questions about these relationships. And the need for responsiveness has become salient as computational media radically reshape the frontiers of individual and social action, and as educational achievement fails to translate into effective use of knowledge.
This series is born of the conviction that new and exciting interdisciplinary syntheses are under way, as scholars and practitioners from diverse fields seek to analyze and influence the new transformations of social and mental life, and to understand successful learning wherever it occurs.
Computational media include not only computers but the vast array of expressive, receptive, and presentational devices available for use with computers, including interactive video, optical media such as CD-ROM and CD-I, networks, hyper-media systems, work-group collaboration tools, speech recognition and synthesis, image processing and animation, and software more generally.
These technologies are dramatically transforming the basic patterns of communication and knowledge interchange in societies, and automating the component processes of thinking and problem solving. In changing situations of knowledge acquisition and use, the new interactive technologies redefine – in ways yet to be determined – what it means to know and understand, and what it means to become “literate” or an “educated citizen.”
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