Working Papers (CME)
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Duus, Henrik Johannsen (København, 2007)[More information][Less information]
Abstract: Der kan forventes en øget interesse for virksomhedens eksterne omgivelser i strategilægningen i forbindelse med ændringer i virksomhedernes erhvervsbetingelser. Dette aktualiserer Strategisk Forecasting, som kan defineres som det område af erhvervsøkonomien, der omhandler studiet og anvendelsen af metoder, teorier og teknikker, som understøtter langsigtede analyser af virksomhedernes fjernmiljø i forbindelse med den strategiske iværksættelse af innovative aktiviteter. Dette paper afgrænser området i forhold til andre typer af analyser og udvikler det teoretiske grundlag bag området. Afslutningsvis specificeres udfordringerne i den fremtidige teoretiske udvikling og implikationerne for den erhvervsøkonomiske praksis i virksomhederne. URI: http://hdl.handle.net/10398/7680 Files in this item: 1
cme 2007-014.pdf (257.2Kb) -
Duus, Henrik Johannsen (København, 2003)[More information][Less information]
Abstract: E-learning området er meget varieret hvad angår produkter, holdninger og meninger, og indeholder også en del "støj" og mytedannelser, som afspejles i såvel den akademisk-videnskabelige som den journalistisk-offentlige debat om området. Denne variation i såvel produkter som udtrykte meninger søges systematiseret og ordnet i fire idealtypiske paradigmer. Det vises, hvorledes disse fire paradigmer har hver sine bestemte karakteristika og udviklingsgrænser. Dette har afgørende strategisk betydning for virksomheders og læreanstalters udvikling af e-learning, idet forkerte paradigmevalg vil hæmme udviklingen. URI: http://hdl.handle.net/10398/7679 Files in this item: 1
fire design paradigmer.pdf (283.8Kb) -
Duus, Henrik Johannsen (København, 2008)[More information][Less information]
Abstract: Current changes in business conditions may increase interest in environmental scanning and external analysis within the area of corporate strategy. Thus, strategic forecasting is gaining prominence. Strategic forecasting can be defined as the area of business economics that deals with the study and the practical application of methods, theories, models and techniques for long-term analysis of the non-proximate environment of the firm with the purpose of conducting strategic innovation. This paper distinguishes strategic forecasting from other analytical approaches and develops its theoretical basis. Finally, challenges in future theoretical development and implications for business economic theory and practices are elaborated. URI: http://hdl.handle.net/10398/7674 Files in this item: 1
cme 2008-017.pdf (200.8Kb) -
Challenges without the ClassroomLindberg, Frank; Pettersson, Michael (København, 2007)[More information][Less information]
Abstract: The development of ITC has increased focus onto distance learning programs worldwide. Most universities today offer distance learning programs that are based on the Internet. This development represents a fundamental change in the very logic of being a university. It is no longer enough to rely on professor authority. How can one create a learning situation that enables the university to remain viable? In most western countries, the professors have dominated the learning processes at universities. Since the 50-ties, learning has been about learning-in, memorizing, and cram (Illeris, 2000) where professors most often decide what and when one could learn by providing the context and substance. In this perspective, the student has a role which is close to the one of a passive receiver, and s/he is mainly preoccupied with the problem of generating substance in memory most efficiently. Today, technology challenges our pedagogical reasoning in many ways. However, old pedagogical models often prevail. We see practices where lectures, notes and course information are published on the Internet, where ICT helps professor-student communication, and online based student tests. These attempts are based on old-time educational logic. There are fewer attempts to use ICT according to a different pedagogical perspective than the old professor authoritarian model. The purpose of this paper is to illuminate some challenges virtual students experience when facing a new ICT-based learning situation. We will try to explore and develop understandings of what it might mean to be a student when learning occurs within a virtual problem based learning landscape. When students are used to the traditional classroom, challenges appear in the twilight zone between two pedagogical practices. How do the students cope with challenges that a new virtual program demands, and what paradoxes and ambiguities appear when old learning processes do not work anymore? The present focus reflects an existential-phenomenological point of departure. This perspective is based on the philosophical writings of Søren Kierkegaard and Martin Heidegger (1927/1996; "Being and Time”), and the successors Hans-Georg Gadamer and Paul Ricoeur. The work is also inspired of the father of culturalism – Jerome Bruner (1996) and Wenger’s (1998) community of practice. Thompson (1997) is an inspiration through his initiator of hermeneutical endeavor within consumer research. The consequences of this perspective are that the student and his/her experiences and learning cannot be separated from the student’s existence. As for the subject matter, we cannot separate the student from his/her studying. Learning becomes a profoundly socio-cultural process which has to be studied according to the situation and context in which it appears. It is the heart of this project that the twilight zone between cultural roles might reveal some interesting knowledge about the introduction of ICT and its consequences. The socio-cultural conditions of present society set the context for the hermeneutic analysis of meanings and salient life concerns that learning experiences hold for time-pressured virtual students with high degree of responsibilities. An existential-phenomenological assumption is that individuals would tend to interpret their experiences within present socio-cultural framework. Due to its novel characteristics of the program, however, it is particularly interesting to investigate the role that virtual studying serves in the construction of reality and meaning. Furthermore, as it is assumed that experiences cannot be separated from who one is (being-in-the world), the process of human change during virtual studying is also expected to influence salient types of learning, the student’s work practice, and his/her private practice. URI: http://hdl.handle.net/10398/7676 Files in this item: 1
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Bordum, Anders (København, 2004)[More information][Less information]
Abstract: In this articlei I will argue that trust is a fundamental and critical concept because trust is the direct or transcendental constitutive ground of most social phenomena, as well as applicable as an operational method in critical theory. There are two different but overlapping positions on trust I address in this article. One is the standpoint we find in business strategy, that trust is naïve to show, and control or contracts are presumed better. In the strategy game the idealistic good guys seems to lose (Arrow 1974), (Williamson 1975). The other position is the position taken by systems theory where trust is treated as if it was a value-neutral system-internal decision, which presupposes that trust and mistrust are symmetrically interrelated functionally (Luhmann 1979). In his early book Trust and Power, Niklas Luhmann seems to agree with the vision guiding my general argument that there is a need for clear directions and specifications in organisations and systems as to whether trust or distrust is appropriate and rational (Luhmann 1979:93). Yet I challenge these positions described above with an alternative understanding inspired by Jürgen Habermas which can be applied as an operational strategy for analyzing trust in its’ empirical and social distribution, without ignoring the questions of validity in real social settings where trust is actively playing a direct or indirect constitutional role in the foundation of most interactions, organisations, institutions, and societies. URI: http://hdl.handle.net/10398/7675 Files in this item: 1
wp2004-004.pdf (106.5Kb)
