Group items tagged

This paper explores the structure of the project-based innovation networks promoted by tax incentives to innovation activities in the Brazilian ICT sector ("ICT Law"). It proposes a framework for characterizing the decentralized governance of innovation projects in sectors, identifying (i) the boundaries between firms and technological partners, (ii) the specialization of actors in types of activities and (iii) the speed of change in the collaborations between firms and technological institutes. The empirical analysis is based on the data of more than 10,000 innovation projects conducted between 1997 and 2003. The results show a strong re-organization of the innovation networks in the sector during the period, attributed mainly to a shift from investments in middleware to software-related innovation activities, the re-specialization of the subsidiaries of multinational companies, and the emergence of private research institutes as central nodes inside the sectoral innovation system.

This article critiques the notion of a cross-national convergence of institutional and policy responses to science-based technologies. The continued significance of institutional legacies is demonstrated through a comparative analysis of strategies for the biopharma industry in two radically different settings: India and the European Union (EU). Tensions are evident in both the EU 'high' route and the mixed strategy pursued in India. State promotion of biopharma is seen in India as a pathway to economic development, framed by a vision of India as a global power. Here, the 'low' route of cost advantages is combined with a 'global' rhetoric of innovation, modeled on US experience, and uneven forays into advanced R&D. The pursuit of product innovation was reinforced by India's adoption of TRIPS-mandated intellectual property rights. In the EU, the aim is an integrated policy and regulatory approach to sustain and legitimize European integration, with the ultimate intent of overtaking the USA.

"Compared with other countries in Asia, Japan is far behind in terms of introducing and delivering bilingual education, let alone effective immersion programmes. In order to make its citizens more bilingual, Japan has been introducing innovative measures including the implementation of the teaching of English in elementary education and a new curriculum guideline requirement of using English exclusively in all high school English classes. However, these innovations are met with opposition and obstacles. Before Japan can introduce effective bilingual and immersion programmes comparable to those in Europe, North America and other Asian countries, it is crucial that Japan addresses these concerns. At the same time, other linguistic resources unique to Japan are being neglected. To elaborate and explore the above issues, this article focuses on public English education and ethnic bilingual schools in Japan."

This study explores the personal transformation process experienced by future bilingual educators enrolled in a graduate school of education that is committed to rigorous, collaborative, innovative, and transformational research. The majority of these preservice (PST) and novice teachers (NT), largely White, monolingual women, has little direct knowledge about or experience with teaching culturally, linguistically and ability diverse students. Educational researchers have long emphasized the importance of providing PST and NT graduate students with opportunities to analyze and reflect on their personal theoretical beliefs concerning teaching standards and methods of student learning. Additionally, it has been determined that teacher educators must communicate the necessary theoretical foundations to provide their students with a starting point for analyzing their emerging teaching philosophies, the goal being the development of their new visions of reform-minded practices and innovative techniques of teaching. Data indicated that all the PSTs entered the program with images of teaching that were related to their earlier classroom experiences as students, and that, during their 2-year tenure in the graduate school of education, teaching internship, and master's-level coursework, most experienced professional and personal epiphanies.

"The article introduces the path, the actors and the contexts of the Reflect-OR Project. Reflect-OR is a Leonardo da Vinci Transfer of Innovation (TOI) project developed in the framework of the Lifelong Learning Programme (LLP) and promoted by the European Commission. Reflect-OR aimed at sustaining the empowerment processes of career guidance practitioners by supporting a major awareness and use of their individual, organizational and networking resources. The Reflect-OR project is the transfer of a previous Leonardo da Vinci project called Reflect which experimented with reflective methodologies with teachers and trainers. The path was characterized by an active process of transfer of innovation, constantly constructed and negotiated with the various life-long career guidance (LLCG) practitioners and agencies and based on a creative methodological approach called Participatory and Appreciative Action and Reflection (PAAR). Another important aspect was constituted by the peculiarities of the different contexts involved in the transfer process (Italy, Switzerland and Bulgaria) which allowed a deep reflection on LLCG systems and created a common background for reframing and empowerment."

"This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process of learning as well as the means by which this process is supported. Our research questions were: (a) How will this professional development model result in shifts in teacher thinking about language and literacy learning for ELLs; (b) what innovations in teachers' repertoires of practice will be developed; and (c) in what ways will these shifts in teachers' thinking and innovations in their repertoire of practice bring about new forms of language and literacy learning? Our findings point to the need to place development in the forefront of teacher professional development models. Also foregrounded is the importance of promoting teachers' critical reflection on classroom practices and of creating hypotheses for pedagogical change vis-à-vis new understanding about students' linguistic, cognitive and academic needs."

Implementing innovation in schools requires careful orchestration of a host of dimensions and stakeholders. Stakeholders fundamental to change are teachers. This article explores the potential of an in-school professional development program at empowering

This paper will focus on an applied research initiative1 we are currently engaged in, which brings together academics (both from conventional institutions - the university, the research centers and undergraduate colleges - and from 'new and innovative institutional structures') with policy-makers and grant-making organizations. The initiative has to do with the entire field of higher education (India having one of the biggest higher education systems in the world), but interestingly it was incubated by the Center for the Study of Culture and Society (CSCS). The painstaking process of the gestation of collaborative interdisciplinary themes/fields of research/teaching and the labor of negotiation with policy-makers and grantees in the field of higher education by a Cultural Studies centre is thus the focus of this paper. Called the Higher Education Cell, an important aspect of the initiative's genealogy is that it is based on (a) a critique of the existing disciplines and an attention to the birthing of 'new thematic/field specifics' as also (b) a critique of the research undertaken in mainstream institutions and an attention to new research methodologies. The Higher Education Cell is at present focusing on four major functions through which it plans to engage with the higher education sector. These functions are (i) Incubation of Research Initiatives, (ii) Institutional Collaborations, (iii) Documentation and Archiving, and (iv) Grant Development.

Mobile communication has become a common phenomenon in most parts of the world. There are indeed more mobile subscriptions than there are people who use the internet. For many people outside of the metropolitan areas of Europe and North America, this is literally their first use of electronically mediated interaction. This preface to the special issue of New Media & Society examines mobile communication in a global context. Through an overview of eight articles situated in the global south, we describe how mobile communication sheds light upon notions of information, appropriation and development and how it is challenging, and in many cases changing, notions of gender. While the mobile phone reshapes development and micro dynamics of gendered interactions, it is not necessarily a revolutionary tool. Existing power structures may be rearranged, but they are nonetheless quite stable. The analysis of mobile communication in the global south helps us to understand the rise of innovative practices around information and communication technologies and, in turn, enables us to develop theory to understand these emergent empirical realities.

This article focuses on how three dimensions of critical democracy preparation (place-based geographical knowledge, social and political awareness of American Indian history and culture, and orientations conducive to the development of personal connections with American Indians) were impacted by different instructional approaches introduced when implementing an innovative Indian Education for All education program at a K-5 school in Montana. Student-learning outcomes were measured through pre- and post-intervention tests of place-based and social/political knowledge and a short survey of personal orientations. Instructional approaches across first-grade through fifth-grade were identified through interviews and participant observation. In their own ways, participating teachers, working in partnership with Salish tribal educators, demonstrated that Indigenous education contributes to critical-democracy learning. The specific outcomes of the Indigenous-education program varied according to the different instructional approaches teachers elected to pursue. Instructional comparisons showed that combining place-based instruction with guided reflection on personal connections with American Indian people through "boundary-breaking" approaches that aim to bring about critical consciousness ignited the most impressive changes in learners' orientations. The research findings offer particularly valuable insights for teachers striving for equity and excellence in elementary schools with American Indian populations.

One of the foundational aims of this journal is to enable articulations of globalisation other than those conceived of within a narrow, economistic modality. The articles that comprise this special issue, in our view, make a timely and innovative contribution to the plurality of analytical insights that have been published in this journal since its inception. Further, this issue represents the first issue of Globalizations that, in its entirety, takes seriously the claim that gender matters to global politics and therefore to globalisation. Ideas about gender are thoroughly bound up in the processes of integration, fragmentation, economic restructuring, and im/migration that characterise the sets of practices and politics described by the short-hand of 'globalisation', and in various ways the articles in this collection interrogate these practices to enrich our understanding of their particular and more general effects.

This article considers the emergence of large-scale "commons-based peer production" projects such as Wikipedia.org from an institutional development perspective. The argument it makes is threefold. First, that that the lowered transaction costs and information abundance found online transform a subset of public goods problems, essentially replacing free ridership with mass coordination as the central challenge. Second, that the boundaries of this subset are defined by a "power law topology" that leads to the emergence of online hub spaces and serves to resolve search problems endemic to the anti-geographic online landscape. These boundary conditions limit the overall impact of commons-based peer production for the political space. Third, that all such hubs move through a common five-stage institutional development process, directly related to standard models of the diffusion of innovation. Identification of the institutional development process behind Wikipedia leads in turn to the stipulation of seven hypotheses: the "Field of Dreams" Fallacy, the "Interest Horizons" thesis, "Political Strategy is Not Like Computer Code," the "Location-based Wave" thesis, "Power Law Fragility Under Moore's Law," the "Punctuated Equilibrium" thesis, and "Code-Forking the Public Sphere." Each thesis holds direct implications for the potential and limitations of "open source" applications in the political arena