1,721,146 research outputs found
i-Design Foundation (“Metodologie e tecnologie a supporto dell’innovazione nello sviluppo nuovo prodotto in un Value Network del settore aeronautico”
No full texti-Design Foundation (“Metodologie e tecnologie a supporto dell’innovazione nello sviluppo nuovo prodotto in un Value Network del settore aeronautico”) durata di 36 mesi. Responsabilità scientifica per conto del Socio Esecutore Centro Cultura Innovativa d’Impresa dell’Università del Salento. Il Progetto è stato presentato dal Distretto Tecnologico DHITECH scarl ed è stato ammesso al finanziamento dal Ministero con Decreto n.1051/Ric. del 16 ottobre 2008, pubblicato su G.U. n.78 del 3 aprile 2009. Inizio attività: 1/1/2009 Fine attività: 31/08/2012. Tipo progetto Far Ricerca Industriale
Progetto di Addestramento alla Ricerca “Experiencing i-Design” collegato al progetto di ricerca i-Design Foundation (“Metodologie e tecnologie a supporto dell’innovazione nello sviluppo nuovo prodotto in un Value Network del settore aeronautico
No full textExperiencing i-Design” della durata di 30 mesi, collegato al progetto di ricerca i-Design Foundation (“Metodologie e tecnologie a supporto dell’innovazione nello sviluppo nuovo prodotto in un Value Network del settore aeronautico”). Responsabilità scientifica per conto del Socio Esecutore Centro Cultura Innovativa d’Impresa dell’Università del Salento. Il Progetto è stato presentato da DHITECH ed è stato ammesso al finanziamento dal Ministero con Decreto n.1051/Ric. del 16 ottobre 2008, pubblicato su G.U. n.78 del 3 aprile 2009. Inizio attività: 1/09/2009 Fine attività: 31/08/2012. Tipo progetto Far Ricerca Industriale
An innovative Approach for Creating Business Leaders: Evidence from a Case Study
No full textThe 21st century’s competitive environment is challenging
traditional management theories and requires business leaders able to meet the
complexity of the new challenges. This entails a rethinking of the processes of
education management. The aim of this paper is to present an innovative
approach aimed at creating business leaders suitable for competing in the
competitive landscape of the 21st century. The approach derives from an
empirical study of the International Master in ‘Business Innovation Leadership’
organised by the e-Business Management Section (eBMS) of Scuola Superiore
ISUFI–University of Lecce (Italy). The result is the creation of a new profile,
the ‘Change Manager and Business Engineer’, capable of identifying and
exploiting the distinctive potential of the new Information and Communication
Technologies (ICTs) for reconfiguring traditional business contexts. We refer
to this capability as ICT-driven Business Innovation Leadership, an evolution
of traditional management education that integrates management studies with
technological ones
“Rethinking human capital creation: an innovative approach from a business school”
No full textPurpose: The coming of the 21st Century is challenging traditional management theories and requires the development of global business leaders able to meet the complexity of the new environment. This entails a rethinking of management education. The aim of this paper is to present an innovative framework aimed at creating human capital suitable for competing in the emergent competitive landscape of the 21st century.
Design/methodology: The framework is the result of an empirical study of the e-Business Management School (eBMS) of Scuola Superiore ISUFI – University of Lecce (Italy). For this study we applied a participative observation (Yin, 1994), because we observed the Business School community, while taking part in it, from November 1999 till August 2006.
Findings: The result is the creation of a new profile, the “Change Manager” and “Business Engineer” capable to identify and exploit the distinctive potential of the new Information and Communication Technologies reco¬¬¬¬¬¬nfiguring traditional business contexts.
Practical implications: Leading business schools must be more practical oriented, should undertake research that points towards thought leaders, and should work through lifelong learning networks adopting a “learning in action” approach supported by experiential laboratories.
Originality/value: The paper is of value for all involved in management education trying to design innovative programs and learning environments suitable for creating the business leaders of the future
Creating ‘business engineers’ for leading the 21th century organizations
No full textIn corso di stamp
Digital academic entrepreneurship: The potential of digital technologies on academic entrepreneurship
No full textToday's digital technologies, such as social media, business analytics, the Internet of Things, big data, advanced manufacturing, 3D printing, cloud and cyber-solutions and MOOCs, permeate every private and public organization. However, even if this phenomenon has been analyzed for entrepreneurship in general, to the best of our knowledge, the impact of digital technologies on academic entrepreneurship remains not only slightly addressed. With the aim of filling this gap, this paper proposes a novel contribution regarding the emerging concept of Digital Academic Entrepreneurship. Based on a qualitative literature review, an interpretative framework for Digital Academic Entrepreneurship is deductively proposed that is composed of the following components: the rationale for the adoption of digital technologies for academic entrepreneurship (why), the emerging forms of digital academic entrepreneurship (what), the stakeholders involved through the digital technologies to achieve the academic entrepreneurship goal (who), and the processes of academic entrepreneurship supported by digital technologies (how). The discussion section provides a conceptualization of Digital Academic Entrepreneurship. The paper closes with the identification of a research agenda for this promising and under-researched field
“Innovative practices in human capital creation: the eBMS case”
No full textPurpose: The coming of the 21st Century is challenging traditional management theories and requires the development of global business leaders able to meet the complexity of the new environment. This entails a rethinking of management education. The aim of this paper is to present an innovative framework aimed at creating human capital suitable for competing in the emergent competitive landscape of the 21st century.
Design/methodology: The framework is the result of an empirical study of the e-Business Management School (eBMS) of Scuola Superiore ISUFI – University of Lecce (Italy). For this study we applied a participative observation (Yin, 1994), because we observed the Business School community, while taking part in it, from November 1999 till August 2006.
Findings: The result is the creation of a new profile, the “Change Manager” and “Business Engineer” capable to identify and exploit the distinctive potential of the new Information and Communication Technologies reco¬¬¬¬¬¬nfiguring traditional business contexts. We refer this capability as ICT-driven Business Innovation Leadership, an evolution of traditional management education in the 21st Century, which goes beyond the MBA, integrating management studies with technological ones.
Practical implications: Leading business schools must be more practical oriented, should undertake research that points towards thought leaders, and should work through lifelong learning networks adopting a “learning in action” approach supported by experiential laboratories.
Originality/value: The paper is of value for all involved in management education trying to design innovative programs and learning environments suitable for creating the business leaders of the future
Designing, Managing and Assessing a Web 2.0 Learning community to enhance Inquiry based Learning
No full textThis paper develops understanding of how to design, manage and
assess learning environments in which traditional and Web 2.0 technologies are
integrated to improve the overall learning experience. To provide preliminary
evidence, we designed an integrated model of a web based learning
community (WBLC), comprising the following components: learning actors
(learners, stakeholders, mentors, tutors, staff); learning processes (abstract
conceptualisation, active experimentation, reflective observation and concrete
experience); learning modes (inquiry based learning) and learning tools
(wiki, blog, folksonomies) together with a learning dashboard (social network
analysis, knowledge creation, learning satisfaction, IT adoption). The
application of the model to the community of an international Master’s
programme provided evidence of the potential benefits of the model.
Preliminary results suggest that Web 2.0 technologies in education have great
potential in supporting the acquisition of learner competencies and skills.
However, they also require significant effort from students and mentors in changing their attitude towards new ways of interacting
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