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Books on the topic 'Emergent learning processes at work'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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1

Czaban, Laszlo. The transformation of work processes in emergent capitalism: The case of Hungary. Manchester: Manchester Business School, 1997.

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2

Seng, Tan Oon, Mary Ellis, and Anitha Devi Pillai. Project Work: Exploring Processes, Practices and Strategies. Singapore: Pearson Prentice Hall South Asia Pte. Ltd., 2009.

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3

Karen, Littleton, ed. Social processes in children's learning. Cambridge, U.K: Cambridge University Press, 1999.

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4

Miles, Matthew B. Learning to work in groups: A practical guide for members & trainers. 2nd ed. Troy, NY: Educator's International Press, 1998.

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5

Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press, 1993.

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6

Collaborative learning: Higher education, interdependence, and the authority of knowledge. 2nd ed. Baltimore, Md: John Hopkins University Press, 1999.

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7

Senge, Peter M. The fifth discipline: The art and practice of the learning organization. New York: Doubleday/Currency, 1990.

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8

The fifth discipline: The art and practice of the learning organization. London, England: Century Business, 1993.

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9

The fifth discipline: The art and practice of the learning organization. New York: Doubleday, 1994.

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10

Fridlund, Mats, Mila Oiva, and Petri Paju, eds. Digital Histories: Emergent Approaches within the New Digital History. Helsinki University Press, 2020. http://dx.doi.org/10.33134/hup-5.

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Historical scholarship is currently undergoing a digital turn. All historians have experienced this change in one way or another, by writing on word processors, applying quantitative methods on digitalized source materials, or using internet resources and digital tools. Digital Histories showcases this emerging wave of digital history research. It presents work by historians who – on their own or through collaborations with e.g. information technology specialists – have uncovered new, empirical historical knowledge through digital and computational methods. The topics of the volume range from the medieval period to the present day, including various parts of Europe. The chapters apply an exemplary array of methods, such as digital metadata analysis, machine learning, network analysis, topic modelling, named entity recognition, collocation analysis, critical search, and text and data mining. The volume argues that digital history is entering a mature phase, digital history ‘in action’, where its focus is shifting from the building of resources towards the making of new historical knowledge. This also involves novel challenges that digital methods pose to historical research, including awareness of the pitfalls and limitations of the digital tools and the necessity of new forms of digital source criticisms. Through its combination of empirical, conceptual and contextual studies, Digital Histories is a timely and pioneering contribution taking stock of how digital research currently advances historical scholarship.
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11

Czaban, Lazlo. The transformation of work processes in emergent capitalism: The case of Hungary. 1997.

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12

Beyerlein, Michael, Soo Jeoung Han, and Ambika Prasad. A Multilevel Model of Collaboration and Creativity. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190222093.003.0008.

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This chapter provides a framework for making sense of multilevel collaboration for enabling creative knowledge work. The work environment can be deliberately designed, but it must allow for emergent properties as the flow of information creates changes in the team members, the process, the structure, and the outcomes. The interrelationships that provide the channels for the flow represent a complex system subject to both enhancing and constraining influences from multiple sources. We examine network structure, learning, and complexity as key facets of that complex system that generate intangible forms of capital that fuel the creative work.
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13

Project work: Exploring processes, practices, and strategies. Singapore: Prentice Hall, 2009.

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14

1972-, Juan Angel A., ed. Monitoring and assessment in online collaborative environments: Emergent computational technologies for e-learning support. Hershey PA: Information Science Reference, 2010.

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15

Kris, Bosworth, and Hamilton Sharon J, eds. Collaborative learning: Underlying processes and effective techniques. San Francisco, Calif: Jossey-Bass, 1994.

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16

Light, Paul, and Karen Littleton. Social Processes in Children's Learning (Cambridge Studies in Cognitive and Perceptual Development). Cambridge University Press, 2000.

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17

Bosworth, Kris, and Sharon J. Hamilton. Collaborative Learning: Underlying Processes and Effective Techniques (J-B TL Single Issue Teaching and Learning). Jossey-Bass, 1994.

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18

The Essential Groupworker: Teaching and Learning Creative Groupwork. Jessica Kingsley Publishers, 1999.

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19

Stark, Alastair. Types of Policy Learning and the Inquiry Process. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198831990.003.0002.

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This chapter begins the theoretical work of the book through an exploration of the types of policy learning that we might see emerging from a public inquiry and the nature of the inquiry learning process. The purpose of this discussion is to reconceptualize the public inquiry in ways which better reflect its modern character and, in doing so, to build an organizing framework for the subsequent analysis of the book’s case studies. The chapter first presents a typology of policy learning that is used to show that inquiries have the potential to produce a range of learning outcomes that have not been properly considered before. It then discusses the learning process, making the case that we need to think about multiple, complex sequences of learning if we are to properly understand and evaluate inquiries.
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20

Dewar, Jacqueline, Curtis Bennett, and Matthew A. Fisher. The Scholarship of Teaching and Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.001.0001.

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This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows instructors how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes them all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors’ experience leading many SoTL workshops in the United States and Canada. The taxonomy of SoTL questions—What works? What is? What could be?—that emerged from the SoTL studies undertaken by the Carnegie scholars provides a useful framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to science, technology, engineering, and mathematics (STEM) faculty at all types of institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.
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21

Clark, David. Learning the Craft and Crafting the Vision (1957 – 1967). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190637934.003.0005.

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Cicely Saunders was the first modern doctor to devote her entire professional career to caring for those at the end of life. Her approach was forged in clinical practise, research, and teaching at St Joseph’s Hospice. It was significantly influenced by the writings of authors such as C.S. Lewis, Viktor Frankl, and Teilhard de Chardin. Emerging ideas about religious community, found in the work of theologians such as Olive Wyon, were also significant. She set out to re-invent older traditions of terminal care into a new, modern guise, drawing on medical innovations in pain and symptom control, and emerging ideas of personhood, suffering, and identity. Her aims were given added authenticity through a series of personal bereavements in the early 1960s. This chapter also describes the detailed process by which St Christopher’s Hospice became a reality and opened its doors in July 1967, when Cicely Saunders was forty-nine years old.
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22

Bornstein, David, and Susan Davis. Social Entrepreneurship. Oxford University Press, 2010. http://dx.doi.org/10.1093/wentk/9780195396348.001.0001.

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In development circles, there is now widespread consensus that social entrepreneurs represent a far better mechanism to respond to needs than we have ever had before--a decentralized and emergent force that remains our best hope for solutions that can keep pace with our problems and create a more peaceful world. David Bornstein’s previous book on social entrepreneurship, How to Change the World, was hailed by Nicholas Kristof in The New York Times as “a bible in the field” and published in more than twenty countries. Now, Bornstein shifts the focus from the profiles of successful social innovators in that book--and teams with Susan Davis, a founding board member of the Grameen Foundation--to offer the first general overview of social entrepreneurship. In a Q & A format allowing readers to go directly to the information they need, the authors map out social entrepreneurship in its broadest terms as well as in its particulars. Bornstein and Davis explain what social entrepreneurs are, how their organizations function, and what challenges they face. The book will give readers an understanding of what differentiates social entrepreneurship from standard business ventures and how it differs from traditional grant-based non-profit work. Unlike the typical top-down, model-based approach to solving problems employed by the World Bank and other large institutions, social entrepreneurs work through a process of iterative learning--learning by doing--working with communities to find unique, local solutions to unique, local problems. Most importantly, the book shows readers exactly how they can get involved. Anyone inspired by Barack Obama’s call to service and who wants to learn more about the essential features and enormous promise of this new method of social change, Social Entrepreneurship is the ideal first place to look.
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23

Light, Paul, and Karen Littleton. Social Processes in Children's Learning (Cambridge Studies in Cognitive and Perceptual Development). Cambridge University Press, 2000.

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24

Kim, Chinhyon. Mediating ESL learning through collaborative dialogue: An exploration of the processes occurring between Korean adults and their partners. 2005.

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25

Pawa, Manjit K. Peer dialogue: Cognitive and affective processes and outcomes in an adult EAP classroom. 2007.

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26

Lawee, Eric. Rashi's Commentary on the Torah. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190937836.001.0001.

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Rashi’s Commentary on the Torah explores the reception history of the most important Jewish Bible commentary ever composed, the Commentary on the Torah of Rashi (Shlomo Yitzhaki, 1040–1105). The Commentary has shaped perceptions of the meaning of the Torah, Judaism’s foundation document, among leading scholars, lay readers, and initiates in Jewish learning for more than nine centuries. The Commentary has benefited from enormous scholarly attention but analysis of diverse reactions to this work has been amazingly scant. Viewing the Commentary’s path to preeminence through a wide array of religious, intellectual, and literary lenses, Lawee focuses considerable attention on a hitherto unexamined—and wholly unexpected—feature of the work’s reception: critical, and at times astonishingly harsh, resistance to it. At the same time, he shows how Rashi’s interpretation of the Torah became an exegetical classic, a staple in the curriculum, a source of shared religious vocabulary for Jews across time and place, and a foundational text that shaped the Jewish nation’s collective identity. The book takes as its larger integrating perspective processes of canonicity as they shape how traditions flourish, disintegrate, or evolve. Rashi’s scriptural magnum opus, the foremost work of Franco-German (Ashkenazic) biblical scholarship, faced stiff completion for canonical preeminence in the form of rationalist reconfigurations of Judaism abroad in Mediterranean seats of learning. It nevertheless emerged triumphant in an intense medieval battle for Judaism’s future. Investigation of the reception of Rashi’s Commentary throws light on issues in Jewish scholarship and spirituality that continue to stir reflection, and even passionate debate, in the Jewish world today.
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27

El Namaki, MSS, and Pooja Sharma, eds. Management of Data in AI Age. CSMFL Publications, 2020. http://dx.doi.org/10.46679/isbn9788194848349.

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This book is a compilation of contributed works on management of data in the age of artificial intelligence. The AI technologies have changed the way the businesses do manage themselves in modern times. It becomes much more important to manage the data a business owns when the same can be collated and used by the allied AI technologies for forming business decisions. This book highlights how AI and machine learning can help businesses categorise and manage their organizational data. The book introduces how small businesses can benefit from AI technologies for their data management with limited budgets. The book advocates for making AI processes to be core part of consumer experience and support management within the businesses. As a unique feature, this book also goes to make an awareness as to how human brain can use AI’s deep learning capabilities to make reflective decisions. The book also introduces as to how big data and big data analytics can help agriculture and farm management sector. It is hoped that the readership will find this book useful in the areas of big data management, machine learning and data decisions, AI technologies for small businesses, usage of AI in emerging sectors and those areas where data needs to managed in an environment of automation.
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28

Connectionist Models of Neurons, Learning Processes, and Artificial Intelligence: 6th International Work-Conference on Artificial and Natural Neural Networks, ... Part I (Lecture Notes in Computer Science). Springer, 2001.

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29

Mansilla, Veronica Boix. Interdisciplinary Learning. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.22.

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This chapter examines cognitive and epistemological foundations of interdisciplinary learning and their implications for quality interdisciplinary instruction. It shows that learning processes conducive to interdisciplinary integration reflect the plurality of interdisciplinary pursuits and disciplinary epistemologies—for example, from creating a historical monument to producing a complex explanation of overfishing. The chapter offers an epistemological framework to understand the cognitive demands of interdisciplinary learning and integration pointing to four processes in dynamic interaction: (1) establishing purpose; (2) weighing disciplinary insights; (3) building leveraging integrations, and (4) maintaining a critical stance. In interdisciplinary learning, such processes interact, informing one another as learning progresses iteratively. The result is a system of thought in reflective equilibrium—an improvement in understanding vis-à-vis prior beliefs, as well as an understanding subject to further revision. The framework is applied to two distinct examples of interdisciplinary work and implications for quality instruction are outlined
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30

Varier, M. R. Raghava. A Brief History of Āyurveda. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190121082.001.0001.

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For over two and a half millennia Āyurveda was the mainstream healthcare programme in the Indian subcontinent. However, what was once seen as indispensable, is now often officially described as ‘alternative medicine’. Moreover, there seems to be a lack of proper understanding of the specific culture from which Āyurveda emerged. This is because existing works on the subject have mostly been mere compilations of Āyurvedic practices and focused on classical texts. This book studies the stages of development in the system of Āyurveda and its practice from proto-historic times until British colonization. Using original Pāli and Sanskrit works, archaeological artefacts, as well as oft-neglected medieval epigraphic documents, M. R. Raghava Varier highlights how centuries of privileging Western knowledge has resulted in the sidelining of indigenous learning—a process that accelerated with the advent of colonialism. Further, he makes use of Jain and Buddhist sources to question the assumption that Āyurveda is a purely Hindu or Brahmanical system, thus providing a historiographical frame for conceptually establishing the notion of Āyurveda.
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31

Hamburg, David A., and Beatrix A. Hamburg. Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.001.0001.

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With a view to deepening our understanding of sources of hatred and prejudice, this book uses a developmental and evolutionary perspective to explore and explain the process by which our beliefs are conveyed to the youngest members of society. Discussing the psychological obstacles to peaceful relations between groups, the authors focus on the developmental processes by which we can work to diminish ethnocentrism, prejudice, and hatred, which children learn from a very early age. Until now, scholarship and practice in international relations have gravely neglected crucial psychological aspects of these terrible problems and have not yet explored the educational opportunities related to them. Addressing these promising lines of inquiry and innovation, this book fosters a more humane and less violent development in childhood and adolescence. Educators, religious leaders, developmental and social psychologists, will find this a valuable resource, as will a socially concerned segment of the public who are looking for practical ways to work for peace.
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32

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.
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33

Smilde, Rineke. Community Engagement and Lifelong Learning. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.32.

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This chapter discusses the relationship of community engagement through music and the concept of lifelong learning, which is a dynamic concept of learning that enables us to respond to change. Underpinning the work of community musicians is the notion that artistic processes can have transformative potential that can bring about a sense of community, inclusion, and collective identity. Three case studies of community engagement will be explored with different aims and points of departure but with shared values and approaches, comprising important aspects of the concept of lifelong learning. Outcomes of the case studies are discussed and key issues on community engagement in these examples are reflected. In addition, implications for the training and education of community musicians are discussed in this light, aiming at considerable artistic and personal development of the musicians involved. This involves a strong plea to demarginalize community engagement in the curricula of music colleges.
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34

Smart, Tim, and Lucy Green. Informal learning and musical performance. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0007.

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If the adage ‘You live and learn’ reflects any truth, then the vast majority of living and learning must take place informally. This can range from unintentional and nonconscious processes such as enculturation, to intentional and conscious self-teaching. While the study of informal learning in music has tended to focus on popular and other vernacular musicians, this chapter adopts a wider approach, considering the perspectives of a range of musicians across several musical contexts, styles and genres. The authors review key sources of knowledge, skills and abilities relevant to these musicians and to their performance, and consider examples of how informal learning practices are valued in underpinning their work. They also examine the characteristics and prevalence of informal learning, how it interfaces with other practices, and how research in the field of informal music learning may serve to promote and champion a richer perspective on the learning of music for the benefit of all learners, intentional or not.
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35

Bruffee, Kenneth A. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. The Johns Hopkins University Press, 1998.

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36

Bruffee, Kenneth A. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. The Johns Hopkins University Press, 1998.

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37

Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. The Johns Hopkins University Press, 1995.

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38

The Fifth Discipline: The Art & Practice of The Learning Organization. Currency, 2006.

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39

The Fifth Discipline: The Art & Practice of The Learning Organization. Currency, 2006.

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40

Argote, Linda, and John M. Levine, eds. The Oxford Handbook of Group and Organizational Learning. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190263362.001.0001.

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Although individual learning has elicited substantial theoretical and empirical attention for well over 100 years, systematic work on how groups and organizations learn from their experience, retain the knowledge they acquire, and transfer this knowledge is much more recent. Moreover, because the literatures on group and organizational learning developed relatively independently, few efforts have been made to analyze their similarities and differences. The goals of this Handbook are to provide comprehensive and up-to-date reviews of both fields by leading scholars, to identify important cross-cutting themes, and to suggest productive avenues for future research. Contributions are organized under two major headings -- (1) processes of group and organizational learning and (2) contextual influences on group and organizational learning. The former includes chapters on mindfulness of learning processes, information sampling and search, information processing and interpretation, training, remembering and retaining knowledge, performance feedback and social comparisons, learning from others and transferring knowledge, and innovation and creating knowledge. The latter includes chapters on unit composition, structures and routines, intergroup contexts, and online environments. An integrative chapter identifies connections between the chapters and also points out directions for future research.
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41

The Fifth Discipline: The Art and Practice of the The Learning Organization. Random House Audio, 1994.

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42

Wiener, Harvey S. Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.001.0001.

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Reading, however fundamental the task may seem to everyday life, is a complex process that takes years to master. Yet, learning to read in the early stages is not an overwhelming problem for most children, especially when their classroom learning is coupled with a nurturing home environment in which reading is cherished, and pencil and paper are always available and fun to use. In fact, studies have shown that children score higher in reading if their parents support and encourage them at home. Unfortunately, though many parents want to involve themselves actively in their children's education, very few know just what to do. Now Dr. Harvey S. Wiener, author of the classic Any Child Can Write, provides an indispensable guide for parents who want to help their children enter the magic realm of words. In Any Child Can Read Better, Second Edition, Dr. Wiener offers practical advice on how to help children make their way through the maze of assignments and exercises related to classroom reading. In this essential book, parents learn how to be "reading helpers" without replacing or superseding the teacher--by supporting a child's reading habits and sharing the pleasures of fiction, poetry, and prose. Home learning parents also will find a wealth of information here. Through comfortable conversation and enjoyable exercises that tap children's native abilities, parents can help their child practice the critical thinking and reading skills that guarantee success in the classroom and beyond. For example, Dr. Wiener explains how exercises such as prereading warm-ups like creating word maps (a visual scheme that represents words and ideas as shapes and connects them) will allow youngsters to create a visual format and context before they begin reading. He shows how pictures from a birthday party can be used to create patterns of meaning by arranging them chronologically to allow the party's "story" to emerge, or how they might by arranged by order of importance--a picture of Beth standing at the door waiting for her friends to arrive could be displayed first, Beth blowing out the birthday cake placed toward the middle of the arrangement, and the pictures of Beth opening her gifts, especially the skates she's been begging for all year, would surely go toward the end of the sequence. Dr. Wiener shows how these activities, and many others, such as writing games, categorizing toys or clothes or favorite foods, and reading journals, will help children draw meaning out of written material. This second edition includes a new chapter describing the benefits of encouraging children to keep a journal of their personal reactions to books, the value of writing in the books they own (underlining, writing in the margins, and making a personal index) and a variety of reading activities to help children interact with writers and their books. Dr. Wiener has also expanded and updated his fascinating discussion of recommended books for children of all ages, complete with plot summaries. Written in simple, accessible prose, Any Child Can Read Better offers sensible advice for busy parents concerned with their children's education.
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43

Naji, Abdennasser. Total Quality Management in Education: Conditions for systemic improvement of the quality of learning outcomes. amazon, 2020. http://dx.doi.org/10.37870/979-8694752237.

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This book deals with the issue of the quality of education systems by examining the key factors that influence learning outcomes, and by highlighting in a systemic way the determinants of this quality. I have shown the importance of considering the quality of learning outcomes as the ultimate and unavoidable objective of any education system that aims to be efficient and effective. I reviewed the theoretical bases that concern the politics, approaches and mechanisms of quality management applied to education. I developed a model called Elmandjra, which tries to explain the influence links that can exist between the inputs, the processes and the outputs of an education system, and how they must function to improve the quality of the learning outcomes. To answer the problem of the book, I compared the proposed model to the reality of the Moroccan educational system based on a research methodology that combines discussion within a focus group, and analysis of statistical data and results of international surveys concerning the Moroccan education system. The results of the work made it possible to establish a model for the quality of education systems comprising nine criteria. They also generated 52 indicators which use will enable other researchers to apply the model to the institutional assessment of education systems. I ended my book by presenting the conclusions on the state of the Moroccan education system that the exploitation of the Elmandjra model made it possible to draw, as well as by recommendations to improve the quality of the Moroccan education system, which other countries can to be inspired to improve theirs.
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44

Chase, Zachary James. The Inca State and Local Ritual Landscapes. Edited by Sonia Alconini and Alan Covey. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219352.013.9.

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Ritual landscapes were integral to Inca imperial expansion, both as a medium for and as a product of the interaction between the Inca state and regional and local polities. The incorporation of peoples and lands into the Inca Empire entailed complex dealings with local and regional huacas, together with the co-optation and modification of local elite lineages, corporate origins, and histories. Late Horizon ritual landscapes were thus emergent phenomena, constructed over time through processes of negotiation and reconfiguration between the Inca and other peoples. I refer to these negotiated landscapes as “local-imperial,” and explore these interactive processes through archaeological and ethnohistorical data from Cuzco, Pachacamac, Huamachuco, and Huarochirí. Inasmuch as local-imperial ritual landscapes were composite entities described in this article, viewing these different forms of evidence together clarifies our image of the Inca expansion as the work of physical, social, and symbolic-semiotic mastery.
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45

Reay, Trish, Tammar B. Zilber, Ann Langley, and Haridimos Tsoukas, eds. Institutions and Organizations. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843818.001.0001.

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Institutions—the structures, practices, and meanings that define what people and organizations think, do, and aspire to—are created through process. They are “work in progress” that involves continual efforts to maintain, modify, or disturb them. Institutional logics are also in motion, holding varying degrees of dominance that change over time. This volume brings together two streams of thought within organization theory—institutional theory and process perspective—to advocate for stronger process ontology that highlights institutions as emergent, generative, political, and social. A stronger process view allows us to challenge our understanding of central concepts within institutional theory, such as “loose coupling,” “institutional work,” the work of institutional logics on the ground, and institutionalization between diffusion and translation. Enriched with an emphasis on practice and widened by taking a broad view of institutions, this volume draws on the Ninth International Symposium on Process Organization Studies to offer key insights that will inform our thinking of institutions as processes.
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46

Doolin, Bill. Implementing E-Health. Edited by Ewan Ferlie, Kathleen Montgomery, and Anne Reff Pedersen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198705109.013.19.

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The application of information and communication technology to support health care organization, management, and delivery is high on the health policy agenda in many countries, and its implementation has become a significant issue. Despite optimistic expectations and increasing investment in e-health, the anticipated benefits are often elusive. This chapter reviews the factors driving the development of e-health before introducing a conceptualization of e-health focused on the management and use of health care information at the point of care, between health care providers and, ultimately, by health care consumers. The chapter then explores a range of issues that render e-health implementation problematic. In particular, implementing e-health is both a complex and emergent process that requires consideration of local health care contexts, and a socio-technical problem involving changes in work processes, interactions, and behaviors.
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47

Simpson, Barbara. George Herbert Mead (1863–1931). Edited by Jenny Helin, Tor Hernes, Daniel Hjorth, and Robin Holt. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199669356.013.0017.

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During his lifetime, George Herbert Mead published more than a hundred critical commentaries, reports, and original articles exploring how consciousness and mind arise in human conduct. Even so, his seminal thinking about the social processes of human experience remains significantly under-utilized in the organizational literature. In this chapter I argue that the synthesis of intersubjectivity and temporality, which Mead achieves by using the notion of sociality, offers an unparalleled access, both theoretically and methodologically, to the dynamics of emergent practice in organizations. In particular, his formulation of human experience as the passage of events, or present moments, emerging from the interplay between reconstructed pasts and imagined futures, invites a radical re-examination of the notion of temporal continuity and change. The chapter also positions Mead’s work in relation to other pragmatist philosophers and the hermeneutic and phenomenological traditions more generally, while also emphasizing the relevance of his ideas to contemporary organizational living.
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48

Senge, Peter M. The Fifth Discipline. Random House Audio, 1999.

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49

The Fifth Discipline. New York: Broadway Books, 2010.

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50

Fifth Discipline. Random House Audio, 1994.

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