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- Fazey, Ioan, et al.
(författare)
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Ten essentials for action-oriented and second order energy transitions, transformations and climate change research
- 2018
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Ingår i: Energy Research and Social Science. - : Elsevier BV. - 2214-6296 .- 2214-6326. ; 40, s. 54-70
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Forskningsöversikt (refereegranskat)abstract
- The most critical question for climate research is no longer about the problem, but about how to facilitate the transformative changes necessary to avoid catastrophic climate-induced change. Addressing this question, however, will require massive upscaling of research that can rapidly enhance learning about transformations. Ten essentials for guiding action-oriented transformation and energy research are therefore presented, framed in relation to second-order science. They include: (1) Focus on transformations to low-carbon, resilient living; (2) Focus on solution processes; (3) Focus on ‘how to’ practical knowledge; (4) Approach research as occurring from within the system being intervened; (5) Work with normative aspects; (6) Seek to transcend current thinking; (7) Take a multi-faceted approach to understand and shape change; (8) Acknowledge the value of alternative roles of researchers; (9) Encourage second-order experimentation; and (10) Be reflexive. Joint application of the essentials would create highly adaptive, reflexive, collaborative and impact-oriented research able to enhance capacity to respond to the climate challenge. At present, however, the practice of such approaches is limited and constrained by dominance of other approaches. For wider transformations to low carbon living and energy systems to occur, transformations will therefore also be needed in the way in which knowledge is produced and used.
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| 4. |
- Hultman, Glenn, 1947-
(författare)
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The anthropology of didactics and learning
- 2018
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Definitions of learning (and teaching) are sometimes made on the basis of references outside and above the immediate classroom event. The didactic questions phrased in terms of what, How and Why. The curriculum, policies and the various substances when these issues are preserved and problematized. At the same time, there is the school's reality in the classrooms, but more as a recipient of this problem. This reality can be the starting point of a self-sustaining reflection emanating from teachers and students and their actual situation. This is approaching it as the terms "implementing the field" where I want to continue the discussion. How do we get a different perspective on What, How and Why based on teachers ' practice? Are these questions at all realistic to ask (in practice) and what answers can you expect? What is an example for teaching science content from a student's perspective? And how is the issue from the teacher's perspective in the practical stage?
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| 5. |
- Whalen, Peter, et al.
(författare)
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Anatomy of competitive advantage : towards a contingency theory of entrepreneurial marketing
- 2016
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Ingår i: Journal of Strategic Marketing. - : Routledge. - 0965-254X .- 1466-4488. ; 24:1, s. 5-19
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Tidskriftsartikel (refereegranskat)abstract
- Entrepreneurial marketing (EM), born out of the practice of firms operating in conditions of uncertainty, is emerging as a powerful alternative to cope with the decreasing effectiveness associated with traditional marketing. In this article, the authors provide their collective position regarding the field of EM. A brief history and conceptual background of EM is presented and the contextual differences that have shaped its evolution are considered. Distinctions between traditional and EM are derived based on discussions of the concepts of size, speed, market, opportunity, risk, and uncertainty. The perspective of value co-creation in uncertainty is used to develop a contingency framework to serve as the foundation towards a general theory of EM. Operand and operant resources and environmental conditions are proposed to moderate the EM process from opportunity recognition to entrepreneurial organization, EM, and temporary competitive advantage. The theoretical facets are illustrated with seven propositions and directions for future research.
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