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نتیجه جستجو - Reflective practice

تعداد مقالات یافته شده: 2
ردیف عنوان نوع
1 Researching Pure Digital Entrepreneurship – A Multimethod Insider Action Research approach
تحقیق در مورد کارآفرینی دیجیتالی خالص - یک رویکرد تحقیقات خود عملی چند منظوره -2019
Knowledge production in Pure Digital Entrepreneurship (PDE) needs to reflect the non-linear nature of a journey defined by digital artifact and platform creation. Accordingly, this paper proposes and offers practical guidance on the use of Multimethod Insider Action Research (MIAR) as a suitable research design for studying the entrepreneurial journey in this context. It argues for integrating first-person Reflective Practice, second-person Collaborative Inquiry and Design Research for third-person knowledge production that balances rigour and relevance. While calls for such forms of longitudinal process inquiry have largely gone unanswered due to identified challenges, this paper uses a case narrative to illustrate the feasibility of conducting them in a PDE context.
Keywords: Digital entrepreneurship | Multimethod | Insider Action Research | Design research
مقاله انگلیسی
2 When ‘knowing what’ is not enough: Role of organised simulations for developing effective practice
وقتی که "دانستن چیزها" کافی نیست: نقش شبیه سازی های سازماندهی شده برای توسعه روش موثر-2018
A decade on from the Rethinking Project Management (PM) network, concerns about the relevance gap continue with a number of multinationals looking explicitly to alternative strategies and forms of PM staff development. The literature is light on how project simulations can help the development of experienced managers as reflective experts. Few have examined the link between intended learning outcomes and real-time performance. Posing the question of “how easily is knowledge developed in the classroom transformed into effective practice?” the paper presents a chronological account of a 3-day simulated project by 25 experienced managers. Despite their prior experience and learning from shared problem-solving and structured reflections, participants struggled to deliver their projects as planned. Analysis referencing the knowledge epistemology and ambidexterity literatures yielded a number of design improvement opportunities and the insight that closing the knowing-doing gap requires courses to incorporate the ‘soft’ perceptual and attitudinal aspects underlying why people fail to convert their learning into effective practice.
keywords: Project education |Project simulation |Experiential learning |Actionable knowledge |Reflective practice |Ambidexterity
مقاله انگلیسی
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