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UMUC - European Division - Mason G Daly - Van Lott Citation - September 29 1959
No full textEurope;Hoffmann, RosemaryCitation read on 29 Sept. 1959
Van Lott
This young scholar has taken classes in Maryland, Monterey, Tachikawa, Grant Heights, Tachikawa, Camp Drake, Tachikawa, Washington Heights, and Tachikawa. It would be especially appropriate, therefore, that we label his degree SA in General Studies with a pr1mary concentration in Tachikawa Trips. He has been fortunate in his trips. He has travelled with many learned professors enroute, and oites with special pleasure his contacts with Dr. Dee.
He is not sure why he took this second degree, except that his wife evaluated him one night, and found him lacking. She issued a tantalizing tentative and told him to take off for Tachi. She was also travelling too regularly to Zama and was, in that connection, restricting his extracurricular pleasures. So he figured he might as well knock off something in his spare time.
Now what he will do with the degree is not known to us. Back to peach trees and plum blossoms in Pennsylvania, as far as we know, but we are proud of his accomplishment, Dean Ehrensberger is proud, Bill Cissel is proud, Lee Maisel is proud, Jimmy Ohmichi is proud, President Elkins is proud, Debbie is proud, EBB is confounded, and as usual, Edna Peters has, missent or not sent his diploma.
And so, as is always the case when we depend on Edna for a diploma, and with the futile power frequently invested in me by Dean Ehrensberger, but never invested in me by anyone who has the power to invest it, I confer, upon you, James Van Clave Lott, present, but in absentia, the well earned degree of Bachelor of Arts in General Studies, and expect you to be equal to all the rights and privileges pertaining to a bachelor raised to the second degree
UMUC - European Division - Mason G Daly - Cry Chaos - Cry Cosmos - April 18 1967 - Rhein-Main
No full textEurope;Hoffmann, RosemaryDr. Mason G. Daly
Director
European Division
University of Maryland
Rhein/Main
18 April 1967
Protestant Men of the Chapel.
CRY CHAOS -CRY COSMOS
The United States was once described in a moment of exuberance as "bounded on the north by the aurora borealis, on the south by the precession of the equinoxes, on the east by the primeval chaos, and on the west by the Day of Judgment . " It is still an apt image big, cataclysmic, confounding, exciting, irrational, paradoxical. Certainly the United States has never found it more difficult to define its place in the universe, its purpose on earth. It reaches for the cosmos, it is on the edge of chaos. And surely when the United States cries cosmos from the edge of chaos all mankind shares that paradoxical situation.
Man has flung his first hesitant challenges into space, he has tuned in for remote whispers of his universe. "He flings treasures of million-dollar bills to the fire-winds just to touch the moon poets used to give us free." The poet asks, and so for that matter do some of us, why space? Why rockets? Will space travel pull us taller, make us wiser, move us closer, live us better?
A Great Societyman says "our entire society is the launching pad from which our rockets take fire. We must not send the childish, the uneducated, the sick, or the criminal into space. Those who travel up, those who stay behind, must be made whole, entire, and well. Otherwise, space is indeed meaningless, and our survival is in danger. "Surely that suggests the proximity of cosmos and chaos?
There is walking in our midst, sitting with us here today, an omnipresence -an omnipresence of change -major, drastic, radical, sudden change. It is in everything -in science, engineering, medicine; in merchandising and mobility; in pills and promiscuity. This omnipresence shakes our stability, the security which stemmed from the certain, the unchangeable. Morals and ethics fail to adjust fast enough. Religions falter and fumble the answers, religions which, from the beginning of time, were based on the acceptance of the incomprehensible. There is awfulness as well as awe in the new knowledge of the body, the mind, and the world; and the worlds and the worlds and the worlds about us. There is fear as well as fascination in having Robert Hutchins refer ahead to the day of zero employment, when all that mankind will have left to do is to study, reflect, develop culture, and enjoy life. What kind of world will it be, run by machines? What kind of man will it be in such leisure?
Man’s Concept of Man
Automation is here to force the individual -and all mankind to reconsider his conception of himself. As a professor at Carnegie Tech states: "The definition of man's uniqueness has always formed the kernel of his cosmological and ethical systems. With Copernicus and Galileo, he ceased to be the species located at the center of the the universe, attended by stars and sun. With Darwin, he ceased to be the species created and specially endowed by God with soul and reason. With Freud, he ceased to be the species whose behavior was potentially -governable by rational mind. As we begin to produce mechanisms that think and learn, he has ceased to be the species uniquely capable of complex, intelligent manipulation of his environment."
So man, consciously or unconsciously, is now setting out to find a new way to describe his place in the universe. Copernicus, Darwin, Freud are not enough. Machines and machine systems may not show clear signs of many fundamental human qualities such as imagination, compassion, love. But man's ability to build machines which learn, and store, and recall, and reassemble knowledge, machines which do possess so many qualities we today call "intelligence," means that some of the most fundamental changes we have ever experienced are in store for us. The conception of our role as human beings is in for a shattering revision, and this before 1984. This change in man's idea of man promises to be a cosmic leap, but automation and our response to it can mean chaos. Automation promises man the time and ultimate leisure to contemplate the overwhelming fact of immortality, to reach and feel the cosmos. Yet automation wipes out 40,000 jobs a week, hitting hardest the young and the old, the minorities, and all men and women in depressed areas. There is the chance for dignity; there is also looming disaster.
It is the best of times, it is the worst of times;
It is the age of wisdom, it is the age of foolishness;
It is the epoch of belief, it is the epoch of incredulity;
It is the season of light, it is the season of darkness;
We have everything before us, we have nothing before us.
That was Charles Dickens writing of France and England in 1770. How true it is as we now near 1970. As we move on into an age which is witnessing new heights in social justice and new depths in social degradation.
Chaos or Cosmos -- Nuclear
Everywhere we look man seems to be in a race against disaster. There is the great nuclear race which must somehow be controlled this side of chaos. The science and genius behind that race can take us to the cosmos and will, if conferences at Geneva can stay in session and stay sane long enough. Control or chaos, cosmos or chaos are the unquestioned alternatives which mankind discusses endlessly at Geneva.
The Protestant Church, which feels it is or should be so close to humanity, must surely be involved in that terrible alternative. First, I suppose, the Protestant Church must join some others in asserting that there is something between the two alternatives, that if a degree of chaos comes there are some lives to save after multi-millions expire in the holocaust. So get on with blood banks and fall-out shelters and pocket-sized Geiger counters. Any agency dealing in humanity, in saving souls and human dignity, any agency committed to the proposition that man is essentially good and worth saving, must not leave all the discussion and all the action to statesmen only.
Chaos or Cosmos -- Population
The nations meet in Geneva on nuclear proliferation and they confer with more and more regularity about another proliferation. Recently it was in Belgrade that they met; right now it is in Santiago, Chile. They are meeting about the proliferation of people. Perhaps the Protestant Church is properly concerned and carefully listening to these meetings about mankind; but perhaps it is just the statesmen agonizing some more together.
These meetings signal a belated recognition on the part of international bodies that here is another race against disaster, another place for control or chaos. At Geneva, arms-control or the threat of wiping out millions of lives; at Belgrade and Santiago, birth-control or the threat of multiplying millions of lives to the impoverishment of mankind.
The population conferences signify, dramatically and certainly, the belated acceptance of the fact that nature, tamed by science, is no longer to be relied upon to hold the balance. Man, not nature, must decide the future of mankind. The old, almost comfortable beliefs that population will be controlled by famines and epidemics and wars, have disappeared -except for the bizarre comfort we may have to take in the potential destructiveness of the next war. The science which has done so much can probably keep up yet a while, keeping us from serious pestilence and actual starvation. But in multiplying the quantity of life, the discussions at Santiago last week indicated that the quality of life will be wholly destroyed.
The whole tone of these conferences, as reported back, is set by the leaders of the developing countries, the ones most hit by the population explosion. Something must be done to relieve them of this terrible burden of excessive fertility, they say. They are the ones quoting Aldous Huxley to the effect that a "civilization which practises death control must practise birth control." They know the despair, these leaders of developing countries, the despair of seeing hard-won increases in national output swallowed up by new mouths to feed, old mouths which do not die. The developing countries, and to be sure the developed ones (if that is the word), like our own, have seen the dreadful drift of surplus populations into cities unready for them, with consequent cancerous slums, with unprepared and inadequate social services, with hideous inadequacies in education facilities creating more illiterates and more poverty and more disaster.
Can any one concerned about humanity doubt that man, about to leap to the cosmos, his greatest fulfillment, is on the edge of chaos, his greatest disaster, because he has death control widely and successfully practised and birth control almost totally ignored.
Surely this is an area for the Protestant Church to study and enter into more actively. The Catholic Church and its Pope agonize publicly and privately every day. I do not know the dimension of your present involvement in this disaster area around the world. I would not pretend to tell you what you should do, actively or otherwise. But I do assert that you should be carefully listening to the debate, preparing to enter into that debate, readying to exert your efforts in guidance and communication. We have worked miracles in lifesaving. Now we must work miracles in life-prevention, as incredible as that sounds.
We know there are millions of mankind who see no connection between their own personal desires and the fate of nations. To succeed with them seems to call for a psychological revolution which would have to reverse the instincts of eternity. Procreation is indeed a very private and personal thing, almost mystic. It is a driving emotion, to frustrate it can be dangerous and difficult.
But the consensus at these international meetings and in intelligent conversation anywhere, is that limitation is necessary if mankind is to have any long-range dignity. There is hope, with the U. N. and other great agencies, and whole nations now entering in this race against this disaster, and there can be no doubt that science can cope with it, and there can be no doubt that the Church, both Protestant and Catholic, must be involved.
Urban Disaster or Urban Dignity
There is a related American phenomenon worthy of intense attention and concern. It is the edge of chaos on which America is now perched in the unready shift of its unready population to unready cities -with all of the accompanying pollutions of air and land and sea and space and souls and politics and people. Now, at last, we have an urban secretary ln the cabinet. But we have the megapolis, the metroplex sprawling so fast that it will take more than the bureaucratic sprawl of the new department to catch up.
A dispirited conservationist says the last species of vegetation between Boston and Richmond is soon to be the thruway cloverleaf, and we hardly wonder if that is a too-exaggerated hyperbole. What has been a kind of skirmish against slums must now become an all-out war for urban survival, and we are mustering slowly for that war. The picture is the same everywhere -masses of palpitating humanity disputing with insistent, motorized vehicles for living and breathing space. There are sociologists who hardly sound preposterous when they postulate the death wish for our cities and therefore for our civilization.
Our cities are right now disaster areas of fearful dimension because we will not break the stagnation of mind, and thereby, the condition which assumes that whites and non-whites cannot live together as friends and neighbors. This stagnation of mind is not just in the slums, it is in middle-class suburbia, in plush country estates and in city apartments, as well as in Protestant churches. Until this stagnation is removed our city blights will continue and endanger our society and kill our way of life. It takes no sociologist to tell us this. And it takes more than legislation and a cabinet secretary to change this looming disaster to reasonable dignity.
It is doubtful that urban disaster would have been fully realized even now, if the American Negro had not decided that chaos and disaster, which are his special national heritage, should not be meekly endured. I believe you might well wonder about the appeal and involvement the Protestant Church has for the American Negro right now. I wonder how effectively the great churches of America are getting to the disaster which is bleeding away the vitality of a large segment of 1/10th of our people, the disaster which is too personal for late legislation now so belatedly passed? Are you getting to the Negro who now knows that "north to freedom" is a hollow mockery? Are you getting to him in the wreckage of his southland, in the wreckage of his slumland?
This disaster is upon us, and every legislative and executive and judicial agency we have is not enough without the humanitarian agencies, without the great churches and their impulses and powers to humanize human beings. For we now see what happens when the individual who is colored begins to assess himself as a human being, we now see what happens when that individual sees, however dimly and viciously and frustratingly, the clear link between a rotting shack or tenement and a rotting America. We now see what James Baldwin meant in "The Fire Next Time." "Next Time" seems to be now. We now have the generation on hand that looks for an alternative to a lifetime of broken minds and souls, and if that alternative is violence, so be it. The creativity of that generation must sing out in other than the frightening Los Angeles rhythms of "kill-kill-kill."
You know, it took four years for anyone, much less the church groups which did finally react, to see that Prince Edward County, Virginia, with no schools at all for half its young ones, was a major disaster area. Why wasn't someone there with books? Why can my youngsters learn to swim and save lives and be fulfilled when their fellow Americans -same age, different color and fortune -fail to see a swimming pool until they are old enough to know they aren't wanted in it? We know there is to be no dignity for them, no salvation for us in our present predicament, unless we get those little ones, when very little, clothed in a little dignity, given a little glimmer of what it is to be human and loved and filled with something other than fear and frustration .
Project Head Start began, only began the gesture that is so late in coming. It recognizes belatedly what has been so obvious so long -that the bleeding cycle of illiteracy and poverty and more illiteracy and more poverty must be broken at the beginning. The head start is not soon enough or yet reaching a fraction of those who need it. All LBJ's proverty programs are in need of far more than a big bureaucracy and big budgets.
Hedonism or Humanism
The dimensions of disaster, the promises of chaos in our society are, to be sure, enough to scare any church group to its prayerful knees, at least enough to stop the reasonable digestion of today's lunch . As our populations more densely congregate into impersonal cells of self-concern and sheer survival, how many church groups are aghast that a human being can be raped or murdered or robbed without the slightest energizing of help or compassion from his church-going neighbors. There's enough in any daily paper, certainly including Stars & Stripes, to convince us that ours is about to become an hedonistic society . But there are a few columns of print to show that pleasure has not yet quite become the sole or chief good in our lives, that our moral function is not yet solely fulfilled through pleasure-fulfilling, selfish instincts. A cry can go forth from a young president which does cause a gratifying proportion of our society to say "what can I do?", which does cause a Peace Corps and reveal what might be called a national conscience . A great mandate can be given another president to change our laws, to amend our ways and erase some of our shared national shame . There is great dignity in much that we now accomplish. It is still possible for American men and women to see reality as the God of Genesis saw the chaos -as clay to be worked, that clay to be worked into a thing of order and beauty and purpose, into man's individual fulfillment.
In discussing here today the proximity of chaos and cosmos, in trying to suggest some new dimensions of disaster and dignity, I have been not a little like the man of old who, with all of human kind, once peered fearfully out over the rim of the future by finding answers in the entrails of a newly killed sheep. The ritual changes, and we try to read computers now. The punch cards or tapes or ticks thrown out to us from elaborate machines seem to indicate a lot of scary, looming disaster. Over-population, overaging, over-leisure, over-contamination, over-killing. But a proper reading of the machines, or of whatever devices or instincts we are reading, can do more than create anxiety. We know the early man probing those entrails was filled with anxiety too, about a mysterious plague, or a blighted crop, or a barren wife. We know that present man, with his irreconciled political systems, his danger of nuclear war, his certainty of over-population, must, like the early man, find his best hope not in magic but in new knowledge, in the better ordering of the knowledge he has; he must find it in banding together, as nations or as neighboring men of faith, as did early man, to ward off disaster, banding together voluntarily for service as well as for political and economic security. Fear of chaos can be turned to calm concern and foresight and thoughtful questioning and productive controversy, can be turned to great cosmic leaps
Agenda_of_the_January_29-_2013_Meeting_of_the_Commission_on_Maryland_Cybersecurity_Innovation_and_Excellence_1-17-13
No full textEntrepreneurship and Innovation
No full textEntrepreneurs act as catalysts for economic change and research, which indicates that they are highly creative individuals who imagine new solutions by generating opportunities for profit or reward. They often possess innate traits, such as a propensity for risk-taking, and are characteristically innovative—often introducing new technologies, increasing efficiency and productivity, or generating new products or services. This view of entrepreneurship builds on the work of Joseph Schumpeter who introduced the idea that macroeconomic equilibrium is being constantly destroyed by entrepreneurs' innovations and that of Robert Solow who established the primacy of technological progress in the advancement of society. It is also supported by Clayton Christensen's concept of disruptive innovation, which describes a process by which products and services threaten existing market leaders by competing from unexpected directions and displacing established competitors.Presented by The Graduate School and the Alumni Association at University of Maryland University College
Moderator: Dr. Michael Evanchik, Associate Dean, The Graduate School, University of Maryland University College
Webinar Series on InnovationWebinar Series on Innovation
•
Jan 19 – The Era of Open Innovation
Dr. Tom Mierzwa
•
Feb 16 – Entrepreneurship and Innovation
Dr. Subash Bijlani
•
Mar 15 – Using Design Thinking to Deliver Systemic Innovation
Mr. Roy Luebke
•
Apr 19 – Social Networking: The Essence of Innovation
Dr. Jay Liebowitz
2
Presenter: Dr. Subash Bijlani
Professor of Practice
The Graduate School
University of Maryland University College
Entrepreneurship
and InnovationDiscussion Agenda
Entrepreneurship and Innovation in Economic Development
Global shifts
Economics perspective
Innovation
Entrepreneurship
The entrepreneurial ecosystem
Q & A
4
Entrepreneurship and Innovation in Economic Development
In US companies less than 5 years old accounted for nearly all net job creation in the United States between 1980 and 2005.
New firms create on average approximately 3 million jobs in US each year. 5
Kauffman Foundation Research Series (July 2010)Growing global competition
6
There is an upsurge in entrepreneurship around the world – entrepreneurs are now numbering near 400 million in 54 countries
Over 140 million of these entrepreneurs expect to add at least five new jobs over the next five years. These figures and growth projections affirm that entrepreneurial activity is flourishing across the globe.
Global Entrepreneurship Monitor (2011), Acs, Z. and Szerb, L. (2010)The rise of the ‘rest’
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The rise of the rest is one of the phenomenal changes in the last half of the twentieth century.
Amsden, A.H. (2001), van Agtmael, A. (2007), Zakaria, F. (2008).
For the first time in history less developed countries have industrialized and caught up in industries requiring large amounts of technological capabilities.Economic Perspectives
Classical economics did not incorporate a systematic treatment of innovation or entrepreneurship.
The dominant perspective of most economists over the last two centuries, represented by the works of Roy Harrod (1900-1978) and Evesy Domar (1914-1978) to explain an economy's growth rate in terms of the level of saving and productivity of capital.
It was based on an exogenous technology progress model - a phenomenon coming from outside the economic system. 8
Domar, E. (1946), Harrod, R. F. (1948)Leontief Paradox
Leontief (1936) reached a paradoxical conclusion that the USA, a capital abundant country, was exporting labor-intensive commodities and importing capital- intensive commodities.
It undermined the validity of the Heckscher-Ohlin theory that countries with plentiful natural resources will generally have a comparative advantage in products using those resources. 9
Leontief, W. W. (1936)
Wassily Leontief
(1905-1999)Solow’s ‘Exogenous’ Residual
10
Robert Solow found an ‘exogenous’ residual associated with technical change in US economy according to calculations that related national output to capital and labor inputs only.
About four-fifths of the growth in US output per worker emanated from technical progress.
Robert Merton Solow
(born 1924)
Solow, R. M. (1957) 11
Endogenous growth theory tried to overcome this shortcoming by building macroeconomic models out of microeconomic foundations.
In Endogenous growth theory investment in human capital, innovation and knowledge are significant contributors to economic growth.
Endogenous growth theory demonstrates that national policy measures have an impact on the long-run growth rate of an economy.
Romer’s model
(Romer, 1990)
Paul Romer
(born 1955)Creative Destruction
“The fundamental impulse that…keeps the capitalist engine in motion comes from the new consumers, goods, the new methods of production or transportation, the new markets, the new forms of industrial organization that capitalist enterprise creates”
The process of Creative Destruction is the essential fact about capitalism. It is what capitalism consists in and what every capitalist concern has got to live in…”
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Schumpeter, J. A. (1939)Kondratiev waves Pace of Innovation
1999
60 yrs
55 yrs
40 yrs
50 yrs
30 yrs
1735
1845
1900
1950
1990
2020
Water Power
Textiles
Iron
Steam Rail Steel
Electricity
Chemicals
Internal-Combustion
Engine
Petrochemicals
Electronics
Aviation
Digital
Software
Media
Biotech
1st Wave
3rd Wave
2nd Wave
4th Wave
5th Wave
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Kondratiev, N. D. (1935). Innovation and Inventions
Invention To conceive the idea
Innovation To use - the process by which an invention or idea is translated into the economy
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Examples:
Dot-com boom
Clinical medicine
iPod
IBM PC 15
Processes
Organizational forms
Systems
Services
Business models
Products
Innovation
Types of innovation
Carlsson & Stankiewicz (1995), Dosi’s (1988), Lundvall (1992), Nelson & Rosenberg (1993) Innovation opportunities
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Peter Drucker, defined 7 classes of “Opportunities”. He named these the "Sources of Innovation":
The unexpected
Incongruities
Process needs
Industry and market structure
Demographics
Changes in perception
New knowledge
Drucker, P. F. (1985), Dean, T. J. and McMullen, J.S. (2007)Disruptive innovation
The theory of disruptive innovation, suggested by Clayton Christensen, describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves ‘up market’, eventually displacing established competitors. 17
Christensen and Bower, 1995
Christensen, 1997
Christensen and Raynor, 2003
Clayton M. Christensen
(born 1952)Cycle of innovation by pioneer entrepreneur and copying by imitators
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Profit
Competitive Position Achieved
Superior Customer Value
Sources of Advantage
R&D. Processes
Knowledge and Skills
Counter-moves by Imitators Erodes Advantage
Investments in Renewal
R&D. Processes
Knowledge and Skills
Performance
Revenue
Profit
Market Share
Pioneer Entrepreneur’s
Key Success Factors
Barriers to Imitation
Porter, M. (1985), Barney, J, (1991)Types of Entrepreneurs
Social entrepreneur - places passion before profit when launching a business. Seek to develop innovative solutions to global problems that can be copied by others to enact change.
Serial entrepreneur - continuously comes up with new ideas and starts new businesses. More likely to take risks and recover from business failure.
Lifestyle entrepreneur - choose a business model intended to develop and grow business to make a long-term, sustainable and viable living working in a field where they have a particular interest, knowledge or high degree of expertise
Inventing entrepreneur - usually scientists and/or researchers who have developed new technologies or technology applications to meet market needs or create new markets.
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George, G. and Bock, A. J. (2009)Traits of entrepreneurs
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What makes someone an entrepreneur?
The entrepreneurial personality is, on the one hand, socially constructed, but on the other hand, presents consistency in behaviors, skills and competencies.
Desire for commitment
Preference for moderate risk – risk eliminators rather than risk takers
Confidence in their ability to succeed
Desire for immediate feedback
High level of energy
Future orientation
Skill at organizing
Value of achievement over moneyIntrapreneurship
21
Intrapreneurship is the practice of a corporate management style that integrates risk-taking and innovation approaches, as well as the reward and motivational techniques, that are more traditionally thought of as being the province of entrepreneurship.
Pinchot, G. (1985).
http://www.utdallas.edu/~chasteen/Reinventing%20the%20intrapreneur.htm
http://en.wikipedia.org/wiki/Intrapreneurship
http://www.bnet.com/article/great-intrapreneurs-in-business-history/19688822
Policy
Support
Culture
Finance
Markets
Human Capital
Entrepreneurship
The entrepreneurship ecosystem
The Entrepreneurship Ecosystem consists of the elements outside the individual entrepreneur that are conducive to, or inhibitive of, the choice of a person to become an entrepreneur, or the probabilities of his or her success following launch.
Hughes (1965)
Jones (1981, 1988) Improving the environment for entrepreneurship
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"Entrepreneurs embody the promise of America: the idea that if you have a good idea and are willing to work hard and see it through, you can succeed in this country. And in fulfilling this promise, entrepreneurs also play a critical role in expanding our economy and creating jobs."
—President Barack Obama, January 31, 2011
AGREE Act
On Nov 15, 2011Senators Chris Coons (D-DE) and Marco Rubio (R-FL) introduced The American Growth, Recovery, Empowerment and Entrepreneurship Act.
Startup America Act
U.S. Senators Jerry Moran (R-Kan.) and Mark Warner (D-Va.) introduced bipartisan legislation on Dec 8, 2011 aimed at jumpstarting the economy through the creation and growth of new businesses. Comments….
Questions?
24
Contact information: Dr Subash Bijlani
E-mail: [email protected]
Phone: 240-684-2487
View slides at http://www.umuc.edu/library/libresearch/
25
References
Acs, Z. J. and Szerb, L. (2010). Global Entrepreneurship and the United States. 63 pages. Under contract no SBAHQ-09-M-0288.
Amsden, A.H. (2001). The Rise of "The Rest": Challenges to the West from Late-Industrializing Economies. New York: Oxford University Press.
Barney, J. (1991) Firm Resources and Sustained Competitive Advantage. Journal of Management, 17(1), 99-120. Retrieved from http://jom.sagepub.com/
Carlsson, B., & Stankiewicz, R. (1995). On the nature, function and composition of technological systems. In Carlsson (Ed.), Technological systems and economic performance: The case of factory automation (pp. 21-56). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Christensen, C. M. (1997). The Innovator's Dilemma. Boston, MA: Harvard Business School Press.
Christensen, C. M., & Bower, J. L. (1995). Disruptive Technologies: Catching the Wave. Harvard Business Review, January-February 1995
Christensen, C. M., & Raynor, M. E. (2003). The Innovator's Solution. Boston, MA: Harvard Business School Press.
Dean, T. J. & McMullen, J.S. (2007, January). Toward a theory of sustainable entrepreneurship: reducing environmental degradation through entrepreneurial action. Journal of Business Venturing, 22(1), 50-76.
Domar, E. (1946). Capital expansion, rate of growth, and employment. Econometrica, 14(2),137-47. Retrieved from http://www.econometricsociety.org/
Dosi, G. (1988). Sources, procedures and microeconomic effects of innovation, Journal of Economic Literature, 26(3), 1120-71. Retrieved from: http://www.aeaweb.org/journal
Drucker, P. F. (1985). Innovative and Entrepreneurship, Practice and Principles. Harper & Row.
George, G. and Bock, A. J. (2009). Inventing Entrepreneurs – Technology Inventors and their Entrepreneurial Journey. Upper Sadle River, NJ: Pearson Prentice Hall.
Global Entrepreneurship Monitor (2011). GEM 2011 Global Report. http://www.gemconsortium.org/docs/download/2201References
Harrod, R. F. (1948). Toward a dynamic economics: Some recent developments of economic theory and their application to policy. London: Macmillan.
Hughes, J.R.T. (1965). The Vital Few: The Entrepreneur & American Economic Progress. New York: Oxford University Press.
Jones, E. (1981). The European Miracle. Cambridge: Cambridge University Press.
Jones, E. (1988). Growth Recurring. Oxford: Clarendon Press.
Kondratieff, N. D. (1935). The long waves in economic Life. Review of Economic Statistics. 17(6), 105-115. Retrieved from http://www.mitpressjournals.org/loi/rest
Leontief, W. W. (1936). Quantitative input and output relations in the economic system of the United States. Review of Economics and Statistics, 18(3), 105-125. Retrieved from http://www.jstor.org/stable/1927837
Lundvall, B. A. (1992). Introduction, in B. A. Lundvall. (Ed.) (1992). National systems of innovation: Towards a theory of innovation and interactive learning. London: Pinter Publishers.
Nelson, R.R. & Rosenberg, N. (1993). Technical innovation and national systems. In R. R.
Pinchot, G. (1985). Intrapreneuring: Why You Don't Have to Leave the Corporation to Become an Entrepreneur. Harper & Row.
Porter, M., (1985) Technology and competitive advantage. Journal of Business Strategy, 5(000003), 60-78. Retrieved from www.emeraldinsight.com/info/journals/jbs/jbs.jsp
Schumpeter, J. A. (1939). The theory of economic development : an inquiry into profits, capital, credit, interest, and the business cycle. Translated from the German by Redvers Opie (1961) New York: Oxford University Press.
Solow, R.M. (1957). Technical progress and the aggregate production function. Review of Economics and Statistics, 39(3), 312-320. Retrieved from http://www.mitpressjournals.org/loi/rest
van Agtmael, A. (2007). The Emerging Markets Century: How a New Breed of World-Class Companies Is Overtaking the World. New York: Free Press
[UNAVAILABLE] Using design thinking to deliver systemic innovation
No full textTHIS WEBCAST IS NO LONGER AVAILABLE VIA THE LINK.
Design thinking is a solution-focused methodology that combines elements of critical thinking, systems thinking, strategic thinking, and abductive reasoning to produce a desired future state or condition. Design thinking is not about how to create something that looks appealing, but is focused on how to find the right problem to solve, establish a goal or intent to design a future condition, and unleash the creative potential within any organization including for-profit, non-profit, or governmental entities. The “Using Design Thinking to Deliver Systemic Innovation” webinar will discuss:
An approach to framing problems more effectively
The power of more deeply understanding humans and their context of use to discover unmet needs
Analyzing qualitative and quantitative research to find new patterns and opportunities
Synthesizing findings to form unique solutions to complex issues
Mr. Luebke will also demonstrate how external issues such as strategic intent, culture, market drivers, organizational structure, and risk tolerance must be balanced against discovering human needs to develop transformative solutions.Property of:
Roy Luebke
Presented by The Graduate School and the Alumni Association at University of Maryland University College
Moderator: Dr. Michael Evanchik, Associate Dean, The Graduate School, University of Maryland University College
Webinar Series on Innovation Property of:
Roy Luebke
Webinar Series on Innovation
•Jan 19 – Where Good Ideas Come From: Inside the Organization or Through Open Innovation
Dr. Tom Mierzwa
•Feb 16 – Entrepreneurship and Innovation
Dr. Subash Bijlani
•Mar 15 – Using Design Thinking to Deliver Systemic Innovation
Mr. Roy Luebke
•Apr 19 – Social Networking: The Essence of Innovation
Dr. Jay Liebowitz Property of:
Roy Luebke
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Structured Innovation And Design Thinking
Presented By:
Roy Luebke
March 15, 2012
Creating a repeatable, learnable process Using structured tools and methods
To consistently increased customer value And deliver economic growth. Property of:
Roy Luebke
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What’s The Situation: Why Innovation?
Decades of cost cutting
Inward focus
China and India
Green
Debt
Outsourcing Property of:
Roy Luebke
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The CEO Conundrum
“We have people that can build anything..….
The problem is we don’t know what we SHOULD be building”
Property of:
Roy Luebke
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According to Peter Drucker:
The only reason a company exists
Get customers
There are 2 basic functions of a business
Marketing and innovation Property of:
Roy Luebke
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Common Innovation Definition
•Creating something new that delivers Economic Value
•It is a combination of research, creativity and invention that is taken to the market and creates Customer Value
Incremental …………. Transformational Property of:
Roy Luebke
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What The Heck is Design Thinking Anyway: Combining Skills
Uses methods and processes Acquire information Analyze for patterns Synthesizing potential solutions Prototyping Implementing
Empathy : Human-Centered
Creativity
Rationality and Validity
Communication
- Visual
- Metaphors
Adaptable
Playful
Abductive reasoning
Systems Thinking
Critical Thinking
Creative Thinking
Strategic Thinking
Decision oriented Property of:
Roy Luebke
Thinking About Design Thinking
Not just about ideas alone
Not just to be cool, hip or witty
Relevance
9 Property of:
Roy Luebke
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3 Critical Solution Questions
Is it Desirable? (Do people want it)
Is it Feasible?
(Can we build it)
Is it Viable?
(Can we make money) Property of:
Roy Luebke
Design Thinking Is Simply Creating The Future
11 Property of:
Roy Luebke
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Innovation: Summary
The Customer, The Customer, The Customer
Combination of strategic intent, culture, organization
and people.
Visualize insights to find new patterns
and Opportunities.
Define the true problem and undefined Needs.
It’s not just about ideas.
New types of thinking needed to combine analytical reasoning and creative visioning.
Property of:
Roy Luebke
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Operations
Innovation
Safe, Proven, Rules, Routines, Linear, Reliable
Experiment, Risk,
New, Value, Validity
Business Requires Balance Property of:
Roy Luebke
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We Cannot Prove The Future…..
“The only way to predict the future is to have power to shape the future”
-Eric Hoffer Property of:
Roy Luebke
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Goal of reliability - Operations:
•Produce consistent, predictable outcomes. Eliminate subjectivity, judgment, and bias. Goal of validity - Innovation:
•Produce outcomes that meet desired objectives. Over time this shows the result is CORRECT.
•Quantitative analysis strips out nuance and context.
•Needs subjectivity and judgment.
Source: Roger Martin Property of:
Roy Luebke
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Innovate What? 10 Types of Innovation
Business model
Finance
Networking
Channel
Delivery
Brand
Customer experience
Core process
Process.
Enabling process
Product performance
Offering
Product system
Service
Source: Doblin/Monitor Property of:
Roy Luebke
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Strategic Intent
Culture
and
Motivation
Organization – People And Processes
Customers
and
Markets
Abstract
Real
Know
Make
Sense Intent
?
Know Users
Frame
Insights
Explore
Concepts
Realize
Offerings
Abstracted from Institute of Design
Structured Innovation And “Design Thinking”
Risk and Uncertainty Property of:
Roy Luebke
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Strategy and Innovation……
Two sides of the same coin Property of:
Roy Luebke
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Innovation - Driven By Strategy
Goal: PROFIT GROWTH
Positioning
Making choices
Establishing barriers to imitation
Create value
Product value erodes over time Property of:
Roy Luebke
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Strategy – Where Are You going? Balancing The Factors
Strategy
Framing
Costs
Customers
Channels Property of:
Roy Luebke
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Strategic Intent As Driving Force
Establish the desire to win:
“What can be” versus “What is”
Focus on key competitive targets,
competencies to develop, types of resources,
and segments
What timeframe strategy is to be achieved Property of:
Roy Luebke
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New People Skills Needed
Combination of “Right Brain” and “Left Brain” thinking: Analytical and Creative.
Obtain and use qualitative data in cultural, social, cognitive, physical and emotional contexts.
Apply a wide variety of formal tools to interpret insights, recognize patterns, and develop concepts.
Evaluate concepts against contextual criteria as well as business portfolio and strategy drivers. Property of:
Roy Luebke
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Need New Processes
Exploration and discovery
Experiment, try, prototype,
fail early/fail often, embrace
the failure….before you launch
Test and verify Property of:
Roy Luebke
Balancing Risk and Uncertainty
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Create portfolios of options Focus and maximize investments Chose among strategic alternatives Senior leader’s tolerance for pushing the envelope Property of:
Roy Luebke
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Portfolio Management
Maximize total value of all projects
Achieve balance of risk, long term vs. short term
Gain strategic alignment
Helps in allocating resources effectively
Common decision criteria
Build Growth Platforms Property of:
Roy Luebke
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Look For Customer and Market Changes
Trend analysis – Changes in trends
Consumer/customer/channel Research
–Quantitative and Qualitative
•Political
•Economic
•Social
•Technical Property of:
Roy Luebke
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Abstract
Real
Know
Make
Sense Intent
?
Know
Users
Know
Context
Frame
Insights
Explore
Concepts
Make Plans
Realize Offerings
Abstracted from Institute of Design
Design Thinking Model Property of:
Roy Luebke
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Favorite Al Quotes
"Anyone who has never made a mistake
has never tried anything new."
"We can't solve problems by using the same kind of thinking we used when we created them."
“If I had an hour to save the world I would spend 59 minutes defining the problem and one minute finding solutions.” Property of:
Roy Luebke
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Problem Framing – Address the correct issue
Source: Institute of Design Property of:
Roy Luebke
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Data Driven, Portfolio-based, Value-based Decision Process
Know Context
Know Users
Frame Insights
Explore Concepts
Make
Plans
Realize
Offerings
Research Phase
Analysis Phase
Synthesis Phase
Video/Photo Research Experience Journeys Ethnographic Interviews Contextual Research
Context Maps Value Webs Innovation Maps
List Sorting Clustering Analytic Frameworks Context Analysis Activity Analysis
Concept
Definition
Concept
Matrix
Scenario
Planning
User Journey
Strategic
Roadmap
Innovation
Briefs
Strategic Plan
Tactical Plan
Business Case
Behavioral
Prototypes
Concept
Testing
Usability
Testing
Property of:
Roy Luebke
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Research
•Know your users
•Know the context
•Understand Purpose
–Test A Hypothesis
–Discovery Property of:
Roy Luebke
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Context: Five Human Factors
1.Physical
2.Cognitive
3.Social
4.Cultural
5.Emotional
How things are easy to hold, lift, manipulate, operate
because of the way they accommodate the human body
Making things easier to understand
Make things easier to adapt to a group of users
Making things cool, hot, and valued by people in a culture
Desire for a deep, personal interaction/engagement
Source: Institute of Design Property of:
Roy Luebke
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Context: Human Drivers “Never Mind What People Say”
Dr. Cialdini describes six "weapons of influence":
1.Reciprocity: people will repay favors.
2.Commitment and Consistency: people will stick to commitments made publicly.
3.Social Proof: people will do what other people do.
4.Authority: people obey authority figures.
5.Liking: people are more influenced by those they like.
6.Scarcity: people desire what is perceived as scarce.
Source: Cialdini, Ariz. State Univ. Property of:
Roy Luebke
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Qualitative Research “Observe and Learn”
•Disposable Camera Studies
•Ethnographic Interview with video and digital photos
•Extreme user studies
•Participatory design
•Scenarios and personas
•User experience journeys
•Value web diagrams Property of:
Roy Luebke
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Synthesis – Explore Concepts, Frame Solutions, Make Plans
A solution-oriented process
Analysis focuses on patterns and insights. Synthesis focuses on concepts and plans
Synthesis happens in continuous cycles
Iterating really helps refine ideas
Concepts are combinations of ideas Property of:
Roy Luebke
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Synthesis – The Money Maker
Synthesize What?
From the strategic intent or problem frame…….
To Include:
Contextual research and analysis
External trends and drivers
Relevant quantitative data
Organizational and cultural barriers
The world is full of analysts, NOT many Synthesists Property of:
Roy Luebke
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Ideation Is One Component
Creativity is a process
Creativity is not primarily
aimed at economic gain
Creativity is evaluated by
the creator
Creativity is novel and
appropriate ideas
-Source: Silje Friis PhD Dissertation and by Dr. Lotte Darso
Innovation is a result
Innovation is economic gain
Innovation is evaluated
by the recipients
Innovation implements
ideas, implements change
and turns into a marketable
reality
Property of:
Roy Luebke
Prototyping and Iteration:
Fail early, fail often,
……fail inside
Learn from and build upon failures and synthesis
Link solutions to research insights
38 Property of:
Roy Luebke
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Decision Making Is CRITICAL – Select Best Alternatives
Evaluating Concepts
Selecting among alternatives
Creating a valuable portfolio
Balance risk and investments
Common decision criteria Property of:
Roy Luebke
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Decision Analysis: Force Field charts ADRI Analysis Equivalents 3D Graphs Waterfall charts Decision Trees Sensitivity Analysis
Decision Making Tools: Examples
1.We cannot prove the future 2. There are always unknowns
3.It’s about balancing risk and uncertainty Property of:
Roy Luebke
Implementation: Realize New Value
Innovation occurs when you take something
to the market
Incremental vs. Transformational
……..Organizational readiness
Evidence that most new offerings have high
failure rates
41 Property of:
Roy Luebke
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Summary: Structured Innovation
You are creating the future NOT proving
Intent, culture, customer, organization and people is critical.
Visualize insights to find new patterns and new opportunities/customer needs.
Define the true problem.
Innovation is not just about ideas.
There are new types of thinking needed.
Failure early/often and learn from results.
$ Must deliver economic value. Property of:
Roy Luebke
43
Contact:
Roy Luebke
Thank You
Phone: 919-395-2990
Email: [email protected]
Essays of Robert Louis Stevenson, 5 vols as part of the 40-volume New Edinburgh Edition of the collected works of Robert Louis Stevenson Edinburg University Press
No full textThe Essays of Robert Louis Stevenson is the first scholarly edition of this significant body of work from a writer whose literary and cultural importance is recognized by scholars and critics working in many different fields. The five volumes of Essays will appear (projected date, 2013-14) as the "flagship" volumes of the forty-volume New Edinburgh Edition of the Collected Works of Stevenson (EdRLS), published by the Edinburgh University Press.1
Essays of Robert Louis Stevenson, 5 vols
as part of the 40-volume New Edinburgh Edition of the Collected Works of Robert Louis Stevenson
Edinburgh University Press
Robert-Louis Abrahamson
Collegiate Professor
University of Maryland University College
European Division
Abstract
The Essays of Robert Louis Stevenson is the first scholarly edition of this significant body of work from a writer whose literary and cultural importance is recognized by scholars and critics working in many different fields. The five volumes of Essays will appear (projected date, 2013-14) as the "flagship" volumes of the forty-volume New Edinburgh Edition of the Collected Works of Stevenson (EdRLS), published by the Edinburgh University Press.
Original features of the Essays volumes will include
examination of all the witness texts including manuscripts, and magazine and volume publications
inclusion of any illustrations originally placed in the magazine versions
some previously unpublished drafted essays
full explanatory notes to clarify Stevenson’s many literary and cultural allusions
summary index to each text and alphabetical index
an assessment of Stevenson’s place in the history of the essay
The four co-editors of the Essays are working together to produce the five volumes. I am immediately responsible for Volume 1 (Virginibus Puerisque), and half of Volume 2 2
(Familiar Studies of Men and Books), specifically the essays in that volume about American and Scottish writers.
Accompanying the printed edition will be an electronic edition of the final texts and the chief witness texts, as well as background material and databases covering the publication history, location of MSS, and other relevant details. This electronic component is pioneering the application of advanced software and data organization to serious scholarly editing.
As part of this work, my co-editor Richard Dury and I are serving as guest editors of the Journal of Stevenson Studies, producing an issue of the Journal for Autumn, 2012, containing articles exclusively addressing Stevenson's essays. No scholars or critics before us have given the essays such sustained attention.
Aims and Methodology The aim of the Essays volumes was to create several sets of documents: Copytext of each essay, based upon the most authoritative early edition from the period, that is, when the author worked with greatest concentration and effort and was still involved in the process of creation. For the essays collected in volume form by Stevenson himself, the copytext has been taken from the first edition of the collected volume. For uncollected essays, the copytext has been taken from the periodical publication of the essay or from MS. List of variants in other versions of each essay produced in Stevenson's lifetime List emendations to the copytext, based on obvious errors and omissions Short introduction to each essay, detailing the composition history and any important features Set of explanatory notes for each essay Summary for each essay General Introduction to the five volumes Introductions to individual volumes, including publishing history, reception, republication history, translations
To achieve these aims we employed the electronic procedures pioneered by the EdRLS project. The Essays volumes were in the first wave of production and in many ways served as the test cases for the electronic methodology, which consisted of several steps:
1. Locate copies of the copytexts and variant texts, including MS texts 3
2. Scan the texts to create .pdf files for copytext and all variant copies of each essay. The scans were sometimes requested from the library holding the desired text and sometimes produced in the EdRLS office at the University of Edinburgh. 3. OCR the .pdf file to produce a Word document of the text 4. Proofread the Word document against the scanned .pdf file. This was usually carried out through Skype calls between some of the editors (all based in different countries), one person reading aloud the scanned text, the other checking the OCR text. 5. Using JUXTA software, collate all texts of each essay to identify substantive and accidental variants 6. Submit a list of proposed emendations to the General Editors, who, on a Skype conference call, would give (or withhold) final approval to proposed changes 7. Submit the final copytext, incorporating emendations, to the Technical Editor to be converted to camera-ready format 8. Proofread the camera-ready text 9. Submit Explanatory Notes to fellow editors for discussion before final submission to Technical Editor 10. Proofread camera-ready text of Notes 11. Compile introductory material, in conference with fellow editors 12. Submit introductory material to Technical Editor 13. Proofread final copy before submission to Edinburgh University Press for publication
Throughout this process the Essays Editors conducted weekly (sometimes daily) conferences via Skype, shared documents via Google.docs and databases via Skydrive. The editors met together in person once in London, once in Stirling, and once in Edinburgh.
Timetable The text of Virginibus Puerisque is now in camera-ready format. The Explanatory Notes and Textual Notes are projected to be completed by November, 2012, and the volume introduction by the end of December. The General Introduction, which will appear in this volume, is projected to be completed by June, 2013.
The text of Familiar Studies of Men and Women is in the process of conversion to OCR. The majority of work on this volume, shared between Richard Dury and myself, will be carried out in 2013-14.
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Volume 3 of the Essays, Memories and Portraits, edited by Alex Thomson, is due in camera-ready format in June, 2013.
Volume 4, Uncollected Essays, 1871-1880, edited by Richard Dury, is due in camera-ready copy in January, 2014.
Volume 5, Uncollected Essays, 1881-94, edited by Leslie Graham, is due in camera-ready copy in January, 2014.
Importance of the new edition of the Essays Although many of Stevenson's essays have continued to be reprinted since the 1870s and 80s, a great many have never appeared since the last complete edition in the 1920s, and the 1920s editions contained many errors in the texts and virtually no background material or explanatory notes. No one has examined the changes made by Stevenson or his editors when the essays first appearing in periodical form were republished in book form. Several essays have not been republished since their first appearance in magazines, or were left in MS at Stevenson's death. Many biographies and critical articles refer to Stevenson's essays, but usually only to provide incidental information about Stevenson's fiction. There have been very few articles and no extended studies of the essays in their own right, despite their literary merits and cultural significance.
Stevenson has always remained a popular author and his standing in academic studies has been steadily rising in the past fifteen years. He currently holds a strong place in Scottish Studies, Victorian Studies, Children's literature, Post-colonial literature, South Seas literature, Gothic Studies, and the study of popular fiction. Individual essays have been cited in disciplines as diverse as child psychology, Scottish portrait painting, Californian local history, and the history of urban street lighting.
The study of the essay as a literary form in its own right represents a small but strong corner of literary studies, and after a period of neglect Stevenson's essays are again being appreciated for their diversity and their radical contribution in content and style to literary tradition. A conference on The Literary Essay in English, held at Queen Mary College, University of London, in July 2011, recognized this growing importance by including in its program a talk on Stevenson's essays and several references to Stevenson's work in other talks, as well as special mention of our Essays edition as prominent work in this literary and scholarly field. Volume 9 (2012) of the Journal of Stevenson Studies, guest edited by Richard Dury and myself, contains eleven articles from scholars around the world, addressing many aspects of Stevenson's essays. 5
First page of "Virginibus Puerisque," Cornhill Magazine, August 1876 6
Title page of 1st edition of Virginibus Puerisque, 1881 7
First page of "Virginibus Puerisque," 1881 (1st edition)
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Camera-ready title page of New Edinburgh Edition of Virginibus Puerisque, 2014
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First page of "Virginibus Puerisque," New Edinburgh Edition, 2014
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Virginibus Puerisque: ‘virginibus puerisque canto’ (‘I sing to maids and boys’; Horace, Odes, 3.1). The same ode is quoted in the essay ‘Charles of Orleans’, which Stevenson was working on at the same time.
Falstaff ... Jacques: Falstaff, Henry IV pts 1 and 2 and Merry Wives of Windsor; Mercutio, Romeo and Juliet; Benedick, Much Ado about Nothing; Biron, Love's Labour's Lost; Iago, Othello; Jacques, As You Like It (adapted into French by George Sand, 1856).
Panurge: character in Gargantua and Pantagruel (1532-64), a series of five novels by François Rabelais. The Third Book of Pantagruel is largely devoted to discussions about whether Panurge should marry, a question still unsettled at the end.
Maître Guérin: comedy by Émile Augier (1864).
Maxime de Trailles: cynical aristocrat who appears in several of Balzac’s Comédie Humaine novels; Stevenson’s quotation (‘It’s terrible; every one of us is getting married!’) comes from Le Deputé d'Arcis (1854).
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Lydgate ... Ladislaw: characters in George Eliot’s Middlemarch (1871).
7
Marcus Aurelius: Roman emperor and philosopher (121-80 CE); his wife Faustina was a woman of ‘wanton levity’, ‘as much celebrated for her gallantries as for her beauty’ (Gibbon, Decline and Fall of the Roman Empire I.IV.i).
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Hannah Godwin wrote to her brother William: letter of 29 June 1784, read by Stevenson in C. Kegan Paul’s William Godwin: His Friends and Contemporaries (1876, vol. 1, ch. 2, pp. 30-31).
First page of Explanatory Notes for "Virginibus Puerisque", New Edinburgh Editio
Impact of direct instruction on student perception of teaching presence in online learning
No full textAbstract:
The Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001) posits that teaching presence is one of the three interdependent elements of a deep and meaningful learning experience. Significant research has been done using this model in the online environment; however, more work is needed to understand the impact of specific indicators on student perception. This study examined the impact of “direct instruction” (Garrison, Anderson & Archer, 2000) on student perception of “Teaching Presence”, as defined by the CoI framework by using an action research approach (Fraenkel, Wallen & Hyun, 2012) and a comparison-group experiment methodology. The independent variable (direct instruction) was a weekly recorded lecture, aided by a powerpoint presentation, applied in the experimental group. The dependent variable was teaching presence as perceived by students measured through means of the Community of Inquiry survey instrument. Although the group with the direct instruction scored higher on seven of the ten items in the survey, the difference was not statistically significant. The results of this study reveals the need for further studies that investigate the interaction between the three dimensions of the model for better predictive value.ABSTRACT
Using the Community of Inquiry (Anderson, Rourke, Garrison, & Archer, 2001) as a theoretical framework, the authors hypothesized that direct instruction in the form of podcasts and voice overs would increase student perception of faculty presence. A comparison group experiment was conducted. The Community of Inquiry Survey Instrument (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea & Swan, 2008) was used to measure perception of faculty presence. The results indicate that the classes with voiceovers had higher scores on 7 of the 10 items in the survey, however, there was no significant statistical difference in the classes with and without the voiceovers. ShareFair on UMUC Faculty Research and Scholarship,
September 20, 2012 a) to examine the impact of direct instruction on online students’ learning experience
b) to contribute to the research and literature around communities of inquiry in
online environments
c) to inform best teaching practices and faculty training at UMUC (Anderson, Rourke, Garrison, & Archer, 2001)
CONCEPTUAL FRAMEWORK
The ability for an instructor to be recognized and perceived as the instructor; manifested in lectures, course materials, reading selections, discussion management, and presentations Comparison group experiment method
Four HRMN 367 classes, two faculty
Two classes (experimental group[) received direct instruction
Two classes (control group) did not receive direct instruction
Independent variable: direct instruction through means of a weekly recorded lecture
Dependent variable: measure of teaching presence through CoI survey instrument
ANOVA test was used to test for significance (α = 0.05) Research hypothesis:
The addition of audio lectures to direct instruction will significantly increase students’ perception of teaching presence in online environments.
Null hypothesis:
The addition of audio lectures to direct instruction will not have a significant impact on students’ perception of teaching presence. The Scale
1
2
3
4
5
Strongly disagree Disagree Neutral Agree Strongly Agree
There were no responses that indicated a disagreement (whether a disagree or a strongly disagree) within the audio-enhanced classes.
Some areas received negative responses in the classes that had no audio enhanced lectures:
The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking (4%)
Instructor actions reinforced the development of a sense of community among course participants (4%)
The instructor presented direct instruction on the course topics (4%) Comparative
Data Results (average of each item on survey) 1.The instructor clearly communicated important course topics.
2.The instructor clearly communicated important course goals.
3.The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.
4.The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.
5.The instructor helped to keep course participants engaged and participating in productive dialogue.
6.The instructor encouraged course participants to explore new concepts in this course.
7.Instructor actions reinforced the development of a sense of community among course participants.
8.Instructor helped to focus discussion on relevant issues in a way that helped me to learn.
9.The instructor maintained an active presence in the classroom.
10. The instructor presented direct instruction on the course topics.
Survey items Anova: Single Factor a 0.05
SUMMARY
Groups Count Sum Average Variance
Data1 2 9.43 4.715 0.00245
Data2 2 9.57 4.785 0.00845
Data3 2 9.55 4.775 0.00125
Data4 2 9.44 4.72 0.0002
Data5 2 9.55 4.775 0.00125
Data6 2 9.64 4.82 0.0032
Data7 2 9.55 4.775 0.00125
Data8 2 9.58 4.79 0.0002
Data9 2 9.75 4.875 0.00045
Data10 2 9.43 4.715 0.00405
ANOVA Accept Null Hypothesis because p > 0.05 (Means are the same)
Source of Variation SS df MS F P-Value F crit
Between Groups 0.045145 9 0.005016 2.204884 0.117 3.020383
Within Groups 0.02275 10 0.002275
Total 0.067895 19
ANOVA RESULTS
The data revealed no significant statistical difference in student perception of faculty presence in classes with lectures and voiceover, and classes where the same faculty did not use the voiceovers.
When comparing the average scoring, the classes with voiceover scored higher in 7 of the 10 items of the survey on faculty presence.
The findings of the study are too inconclusive to state that enhancements to direct instruction result in overall positive outcomes, however, they do seem to indicate a positive trend, as evidenced by the anecdotal data in the survey.
Future correlational studies that include multiple regression techniques may shed more light on the relationship between the three (now four) dimensions of CoI but also the interaction between them and possible predictors of effective online learning. Anderson, T., L. Rourke, D. R. Garrison, and W. Archer. 2001. Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks 5 (2): 1-17.
Bliss, C. A., & Lawrence, B. (2009).From posts to patterns: A metric to characterize discussion board activity in online classes. Journal of Asynchronous Learning Networks, 13(2), 15-32.
Correia, A., Ali, S. N., Iino, H., Hargrave, C. P. (2010). Evaluation of an online master program: from the distance learning users’ perspective, 2010 Annual Proceedings - Anaheim: Volume #2
Garrison, D. R., T. Anderson, and W. Archer. 2000. Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2:87-105.
Ice, P., Curtis, R., Phillips, P. & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students’ sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.
Kamin, C.S., O’Sullivan, P., Deterding, R.R., Younger, M., & Wade, T. (2006). Teaching presence in virtual problem-based learning groups. Medical Teacher , 28(5): 425-428.
Mayadas, A. F., Bourne, J. and Bacsich, P. (2009). Online Education Today. Journal of Asynchronous Learning Networks, Aug2009, Vol. 13 Issue 2, p49-56
Morgan, T. (2011). Online classroom or community-in-the-making? Instructor conceptualizations and teaching presence in international online contexts. The Journal of Distance Education, 25(1).
References (partial
Naypyidaw: A field study of Burma's new national capital
No full textThis field study shows how the layout and design of Naypyidaw city, its “landscapes of power,” represent the vision of the military regime and its constitutional successor for a “new” Myanmar, a country that is modern, traditional, efficient, but – above all – unified and controlled from the top down. Described succinctly, the role of the new capital is not only to provide enhanced security for the regime, but to proclaim its cultural and “nation-building” agenda.Naypyidaw: A Field Study of Burma’s New National Capital
•In November of 2005, the State Peace and Development Council, Burma’s (Myanmar’s) military regime at the time, announced the relocation of the country’s capital, which had been at Rangoon since the middle of the 19th century, to an entirely new site located 320 kilometers to the north, which was given the official name of NAYPYIDAW, usually translated from Burmese as “the royal city” or “the abode of the king.” The new city is very large in area, over 2,700 square miles or 7,000 square kilometers, and has a population estimated at a little under one million people, though the new city’s area encloses some much older settlements.
•In January of this year, I went to Naypyidaw in order to study the new city’s layout and design, which is very different from those of Rangoon. I discovered an ultra-modern city, connected by wide highways, which seemed at times more like an American suburban development than a Southeast Asian capital. In the very center of the new city is a Buddhist pagoda, the Upattasanti Pagoda, which is a replica of the Shwedagon Pagoda in Rangoon, the holiest site in Burmese Buddhism. Its construction was sponsored by the head of the military junta (now retired), Senior General Than Shwe, who cast himself in a kingly role. Traditionally, Burmese have believed that no human settlement, whether it is a royal capital or a humble village, could be complete without a Buddhist pagoda, a reliquary for Buddha relics and place for meditation and contemplation. This slide shows the Shwedagon Pagoda, north of the city center of Rangoon. Unlike the Shwedagon, which is a solid structure, the Upattasanti Pagoda is hollow and lavishly decorated inside. In deference to the Shwedagon’s supreme status, the new pagoda was built 30 centimeters lower than the Shwedagon’s 99.4 meter height. Around the central column of the Upattasanti Pagoda’s central chamber are images of the Four Buddhas of our era, including the latest, Gotama Buddha. This image is made of jade. This slide was taken from the platform of the Upattasanti Pagoda, showing the surrounding countryside. There are uplands (the Shan Plateau) in the distance. Naypyidaw’s natural environment is rather dry, dominated by rice and vegetable fields, sugar palms and scrub vegetation. Now we view Naypyidaw’s secular landscapes. Here is a slide of the imposing new Hluttaw (national legislature) building, an imposing structure that seems ‘pharonic’ in design, like a set from the movie The Ten Commandments. This is another view of the Hluttaw building. Burmese architectural styles are apparent, especially the tiered roofs. Important aspects of the city are its different commercial centers. This is a rather traditional one, the Myoma Market, which looks similar to markets found in many Southeast Asian towns and cities. However, Naypyidaw also boasts a newer type of retail establishment, the multi-storey Junction Shopping Centre, which is similar to those found in developed countries. The Myanmar International Convention Centre will be the venue for the 2014 Association of Southeast Asian Nations (ASEAN) summit, when it is Myanmar’s turn to serve, for the first time, as ASEAN’s chair. Myanmar joined ASEAN in 1997. This is a highway near the Convention Centre. While Rangoon’s streets are clogged with traffic, Naypyidaw’s wide boulevards are largely empty, save for the occasional motorbike, taxi or truck. Naypyidaw is a very ‘thinly-connected’ landscape, with poor public transportation. There are as many as 1,500 modern, mid-rise apartment buildings to house civil servants, such as this one. This very modern looking building, probably an auditorium or gallery, is being built in the Hotel Zone, where many foreign visitors stay. It is typical of Naypyidaw architecture. This bungalow is one of many found at the Thingaha Hotel, on extensive and nicely landscaped grounds. Naypyidaw is dotted with roundabouts decorated with flower motifs, such as this one. The roundabouts are landmarks, and in a sense plural “centers” in the otherwise de-centered city. The National Landscape Garden (NLG), with two tall viewing towers. The NLG is a large park that is in the shape of the country of Burma, containing miniatures of its most important sites. In this symbolic manner, the new capital “contains” the entire country. Here, for example, is a small replica of Rangoon City Hall in the National Landscape Garden. Here is a road that leads to the huge Military Compound, the headquarters of Burma’s armed forces, which visitors cannot photograph. However, one can see the gates leading to the compound in the distance. Generally, the military presence in Naypyidaw is rather low key. My Thanks to the University College, University of Maryland, for generously providing a Faculty Research Grant which made this fieldwork – a small part of which is displayed here – possible. Donald M. Seekins, Ph.D
Social media and catholic educational leadership
No full textThis Poster Session is based on a journal article in the November/December 2011 edition of Momentum, the official journal of the National Catholic Educational Association (NCEA). The article, co-authored by Michael G. Caruso and Susan Gibbs, describes the unique considerations for Catholic educational leaders when adopting social media at a systems, school or parish community level. The primary audience was Catholic school system and independent Catholic school leaders, as well as Catholic arch/diocesan and parish leaders responsible for the oversight and delivery of educational programs for youth. The findings from the article were adapted slightly for this Poster Session to allow for their consideration in other types of school and community programs.Abstract
This Poster Session is based on a journal article in the November/December 2011 edition of Momentum, the official journal of the National Catholic Educational Association (NCEA). The article, co-authored by Michael G. Caruso and Susan Gibbs, describes the unique considerations for Catholic educational leaders when adopting social media at a systems, school or parish community level. The primary audience was Catholic school system and independent Catholic school leaders, as well as Catholic arch/diocesan and parish leaders responsible for the oversight and delivery of educational programs for youth. The findings from the article were adapted slightly for this Poster Session to allow for their consideration in other types of school and community programs.
Introduction
As social media has taken center stage in the lives of young people, and even parents, Catholic school leaders and educators are grappling with what their roles and responses should be. The authors undertook this research in an effort to identify salient church and social media documents that Catholic educational leaders would need to keep in mind when adopting or adapting policy guidance germane to Catholic schools or Catholic program community environments involving young people.
Social media, which encourages dialogue and two-way communication, adds a new twist to the challenge of communications for many reasons:
Virtually everyone now has instant access to a public platform (Facebook for example, claimed 750 million active users in 2011 and 955 million in June 2012).
Speed often takes precedence over prudence.
The line between private and public information has never been more blurred.
Even (arch)dioceses and schools that have embraced the use of technology in the classroom may be reluctant to adopt social media or may be unsure of what to include in a policy.
Catholic educational communities are not alone. Nearly every organization today is grappling with how to manage the proliferation of emerging technologies and the impact of instant and unfiltered communications.
Yet Catholic educators have unique considerations because of their responsibility for students, understanding of parents as the primary educators of their children, and the mission of Catholic schools and parish catechetical programs as instruments of evangelization, in addition to education.
Objectives
Key objectives for this article were focused on identifying specific considerations for Catholic school and parish educational leaders related to the use of social media.
To identify the challenges and opportunities for Catholic school leaders and determine how similar or distinct they are from those of leaders in public and other private schools or youth programs.
To identify the salient elements of social media policy in a Catholic context, focusing largely on system-wide policies for schools and educational programs.
To generate recommendations for an effective social media policy (also known as an “Acceptable Use Policy” or AUP) and related best practices.
Methods
The data collection and analysis for the article included a combination of qualitative research methods, capitalizing on the authors’ familiarity with Catholic school and parish policy documents at a systems level. General principles associated with qualitative and action research informed the research approach. Examples were gleaned from K-12 Catholic education to generate best practices and recommendations, thus forming the basis for components of an effective social media policy.
Limitations of the Research
The authors assumed Catholic school leaders and other educators who choose to work in them have unique considerations as leaders and educators because of the faith-based nature of their institutions and the expectations that they will abide by Church doctrine.
The official nature of the Church documents identified increases the likelihood that the findings and recommendations as they relate to Catholic schools and educational programs will remain relevant for some time. Yet the break-neck speed with which social media is being adopted and implemented necessarily limits the currency of practical guidelines used to inform policy and practice.
Research Questions
How should Catholic schools and parishes establish and manage Facebook and Twitter accounts for marketing and communications?
What can be done if a teacher or staff member discloses confidential information or disparages a school via a personal Facebook page or Twitter account?
When is it acceptable for a teacher to “friend” a student or parent?
What should the role of social media be in the classroom? Findings
The results from this research can provide a beginning strategy for Catholic school and parish communities seeking to ensure that their policies are guided by best practices in social media and the cultural values of the Catholic faith.
The authors found that there is a rapidly changing and expanding body of knowledge, examples and best practices from which to draw for those seeking to develop and or implement effective social media policies and practices.
The research further suggests that while the cultural milieu matters, there are many common challenges, opportunities and practices in the use of social media for young people, families and educators.
The fast-paced nature of social media in education suggests that social media policy in Catholic education and other educational venues may be informed as much by practice as by the policy guidance itself.
Further research is needed to address the dynamic nature of social media’s role and function in Catholic education as well as its intersection with the expectations of other educational institutions and organizations.
Role of Leadership
The role of the Catholic leader is to guide and facilitate the proper use of social media. To this end, (arch)diocesan, school and parish leaders have begun to recognize and accept that these types of communications are occurring, and that establishing expectations for their use within and by these communities based on Catholic principles can facilitate a respect for privacy, while supporting and even encouraging the appropriate use of emerging technologies.
Though there may be reticence among some local Church and educational leaders to use social media out of fear of misuse, the reality is that any communications system can be misused, and since humans are imperfect, it likely will be. However, actual or potential misuse is not a reason to ban the use of social media. Used properly, technology can enhance evangelization, communication and education.
Further, Catholic educational and community leaders have a new opportunity to partner with parents in developing and implementing social media policies and guidelines designed to ensure the safety and privacy of their children. In addition to creating social media policies, Catholic schools and school systems are developing practical guidance for parents that include: “encouraging a regular check on the privacy settings on their child’s computer; knowing the passwords for their child’s accounts; checking their child’s text messages; and insisting on having full access to the content of your children’s social media accounts.” Catholic Perspective
As Catholic schools, the starting point is the Catholic faith. Everything Catholic school educators do is expected to flow from what the Catholic Church teaches. Communications and technology are no different.
The Church has provided guidance on new media forms since the publication of Inter Mirifica, a Second Vatican Council document on social communications. The Catechism of the Catholic Church also tells us that “society has a right to information based on truth, freedom and justice,” and encourages “moderation and discipline” in using social communications media (CCC, 2512).
The implicit challenge the Pope and American Bishops give us is to ensure that online communications are Christ-centered and charitable, based upon respect, friendship and dialogue. Cardinal Donald Wuerl, Archbishop of Washington, wrote in his pastoral letter on the New Evangelization that “the call to discipleship involves us welcoming Jesus into our everyday lives” (Disciples of the Lord: Sharing the Vision, 2010).
The Catholic educational leader must not be afraid to remind school and parish communities that living our faith doesn’t end when we enter the virtual world. Indeed, we would do well to remind ourselves that “everything is sacred”, viewing every interaction as an opportunity for an encounter with Christ Jesus in word and deed. Our “digital lives” are no exception.
Developing a Policy
School systems nationwide--Catholic, private and public--are grappling with and developing social media policies in the light of rapidly changing technologies. Researchers at the University of Maryland found wide variance in the social media policies of nearly 100 public schools in a new study.
They framed the challenge well: “How do school institutions promote media education so young people can learn to use new technologies safely and ethically, but safeguard students against negative behaviors?” (Social Media Access in K-12 Schools: Intractable Policy Controversies in an Evolving World, June Ah, Lauren K. Bivona, and Jeffrey DiScala, University of Maryland, 2011)
Catholic schools have an advantage in developing policies. The United States Conference of Catholic Bishops has developed excellent Social Media Guidelines that should be the starting point for any (arch)diocese or Catholic school.
Recommendations
The following components of a social media policy (also known as an “acceptable use policy” or AUP) provide a beginning strategy for Catholic schools and parish communities to ensure that their policies are guided by the values of the Catholic faith.
1. Social media use should respect and be based upon Gospel values, regardless of where it occurs.
2. Social media policy should be consistent with (arch)diocesan system codes of conduct (or those of the sponsoring religious order, network or organization), and employment and child protection policies.
3. Social media policy should respect the rights of parents as the primary educators of their children, not allowing students to access social media without prior knowledge by and permission from parents.
4. Social media policy should address legal issues. This includes copyright, fair use and the federal Children’s Online Privacy Act, which deals with website interaction with children under age 13.
5. Social media policy should set clear and specific expectations for faculty and staff, students and parents regarding the content and use of official and personal accounts.
Conclusion
Catholic educational leaders and those who teach in Catholic schools and parish catechetical programs have an important role to play in terms of social media in their respective educational communities. As agents of the Church and role models, Catholic educators have the chance to seize the moment to provide Christ-centered guidance. Enlightened educational policy can help school and parish community members--especially students, staff and parents--negotiate the uncharted waters of social media. The basis for such policy is an expectation that anyone in the Catholic faith community exhibit Christian charity and respect whether communicating in person, by e-mail or social media.
As Pope Benedict XVI so eloquently reminds us, “Believers who bear witness to their most profound convictions greatly help prevent the web from becoming an instrument which depersonalizes people, attempts to manipulate them emotionally or allows those who are powerful to monopolize the opinions of others.” (Pope Benedict XVI, Message for the 45th World Day of Communications)
Young people have already set sail on the vast ocean of social media. Catholic educational leaders would do well to embrace the medium and chart a winning course that keeps faith with the teachings of the Church.
References and Related Resources Caruso, M. G. & Gibbs. S. (2011). Catholic Educational Leaders Should Chart a Positive Course for Social Media, Momentum, 42, 12-15. http://www.readperiodicals.com/201111/2569017021.html#b
Social Media Access in K-12 Schools: Intractable Policy Controversies in an Evolving World
June Ah, Lauren K. Bivona, and Jeffrey DiScala, University of Maryland, 2011 http://ahnjune.com/wp-content/uploads/2011/07/ASIST2011_AUP.pdf
“Truth, Proclamation and Authenticity of Life in the Digital Age.” Message for the 45th World Day of Communications, Pope Benedict XVI, June 5, 2011
http://www.vatican.va/holy_father/benedict_xvi/messages/communications/documents/hf_ben-xvi_mes_20110124_45th-world-communications-day_en.html
"New Technologies, New Relationships. Promoting a Culture of Respect, Dialogue and Friendship." Message for the 43rd World Day of Communications, Pope Benedict XVI, May 24, 2009
http://www.vatican.va/holy_father/benedict_xvi/messages/communications/documents/hf_ben-xvi_mes_20090124_43rd-world-communications-day_en.html
Resources USCCB Social Media Guidelines http://www.usccb.org/about/communications/social-media-guidelines.cfm The USCCB Social Media Guidelines are offered by the United States Conference of Catholic Bishops Department of Communications as a synthesis of best practices. (June 2010) They include material compiled from church entities, for-profit corporations, and non-profit organizations. In this document, “church personnel” is defined as anyone—priest, deacon, religious, bishop, lay employee, or volunteer—who provides ministry or service or is employed by an entity associated with the Catholic Church. edSocialMedia
http://www.linkedin.com/groups/edSocialMedia-1819083?trk=myg_ugrp_ovr
edSocialMedia explores the role of social media in education with a particular focus on the use of social media in academics, marketing and outreach in independent schools and colleges. Association of Catholics Exploring Social Media
http://www.linkedin.com/groups?gid=3841716&trk=myg_ugrp_ovr
ABOUT THE AUTHORS
Dr. Michael G. Caruso has been an adjunct professor for UMUC since 2003. He recently served as Executive Director for the National Catholic Educational Association Department of Chief Administrators of Catholic Education, and has held leadership positions in both public and Catholic education as well as research and policy roles with the federal government and in nonprofit organizations.
Susan Gibbs is president of Gibbs MediaWorks, LLC and formerly served as executive director of communications for the Archdiocese of Washington for 15 years. She is a nationally-recognized expert in communications for the Catholic Church and frequently provides consultations and presentations for Catholic schools, (arch)dioceses and other church organizations.
Contact Information:
Michael G. Caruso, Ph.D.
[email protected]
240-997-312