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1.
In this article, we analyse how situated learning influences niche development. Situated learning is tied to social action and context, perceiving knowledge and learning as socially constructed. In addition, a dialectic view of structure and agency is adopted. Policymaking is used as an example of a community. A qualitative case study of Finnish energy policy is presented. The regime in Finland is the electricity industry that supports bioenergy, while wind energy development is supported by active individuals and a few niche actors. The full-members of the policymaking community consist of the government and the regime actors. The niche actors did learn how the community functions and developed alternative strategies accordingly, but without success. A reason could be that the niche actors excluded the regime from their strategies. We conclude that situated learning is likely to enhance niche development, but compromises in niche development may be needed.  相似文献   

2.
This paper examines whether firm learning economies lead to reduced environmental incidents in Bakken unconventional oil drilling. We model the relationship between environmental safety and learning in preventing environmental incidents. We do not find evidence that firm or interfirm learning leads to increased environmental safety. We do find evidence that idiosyncratic quality of matches between firms and subcontractors is associated with improved environmental safety.  相似文献   

3.
In this paper we develop an analytical framework for studying learning processes in the context of efforts to bring about system innovation by building new networks of actors who are willing to work on a change towards sustainable development. We then use it to evaluate two specific intervention programmes carried out by a self-proclaimed ‘system instrument’. The framework integrates elements from the Innovation Systems approach with a social learning perspective. The integrated model proposes essentially that these kinds of systemic instruments can serve to enhance conditions for social learning and that such processes may result in learning effects that contribute to system innovation by combating system imperfections. The empirical findings confirm the assumption that differences in learning can be explained by the existence or absence of conditions for learning. Similarly, the existence or creation of conducive conditions could be linked to the nature and quality of the interventions of the systemic instrument. We conclude that the investigated part of the hypothesised model has not been refuted and seems to have explanatory power. At the same time we propose that further research is needed among others on the relation between learning, challenging system imperfections and system innovation.  相似文献   

4.
This paper takes a constructivist technology studies approach to understand the changing shape of transport and mobility, tracing in particular the growing importance of discourses around sustainability and democratic involvement in transport and urban planning as well as in wider public debate. The concept of sociotechnical frames is used to capture the interaction between the technical, social and cultural dimensions of transport and mobility; sociotechnical change comes about when these different elements begin to pull apart from each other. In light of this framework, the paper examines shifts within the sociotechnology of transport and mobility since the late 1980s and draws on a case study of a controversial development dispute in the UK to examine how notions of sustainability and public involvement are constructed within local contexts. The case study highlights especially issues around the relative power to bring about change of different actors within a frame.  相似文献   

5.
The aim of this paper is to extend the theoretical literature on knowledge and network structure by studying the use of social networks as a learning mechanism. The novelty of this approach is suggested by the empirical evidence on informal trading of know-how. In the model, we consider a set of actors who create and diffuse knowledge with the aim of increasing their own personal knowledge. They are located on a lattice (identifying the social space) and are directly connected to a small number of other individuals. We assume that individuals can learn individually or socially, and that individuals choose how to learn on the basis of a cost-benefit comparison. Within this framework, we compare network structures in terms of efficiency and equity. We find that the opportunity cost of using the network affects its optimal structure in terms of aggregate performance and that the small world does not emerge unambiguously as being the most efficient.  相似文献   

6.
Eric Paglia 《Geopolitics》2018,23(1):96-123
This article adapts and applies a securitisation framework to produce an analytical explanation for the heightened geopolitical status of climate change over the past decade, as demonstrated by the breakthrough Paris Agreement of 2015. Rather than speech acts invoking security, the focus of this analysis is on the socio-scientific discourse of global climate crisis that emerged in the several year period leading to the 2009 COP 15 conference in Copenhagen. Two types of experts—contributory and interactional—are identified as the essential and interdependent actors that engaged in ‘crisification’, a novel crisis-based perspective on political agenda setting, in which climate crisis served as a primary discursive device employed by prominent advocates of urgent action. Contributory experts, that is, authoritative climate scientists and their institutions, together with interactional experts—non-scientist social actors who appropriated and mediated scientific data and knowledge in framing climate change as a global crisis—constituted an extended epistemic community of climate advocates. Through an array of speech acts, this extended community effectively co-constructed a convincing climate crisis discourse that consisted of quantitative data artefacts based on CO2 concentration and global mean temperature, and qualitative invocations of existential threat to human civilisation, which contributed to the ascent of climate change on the global political agenda. In proposing crisification as a complement to securitisation, the article offers a theoretical innovation that facilitates constructivist analysis of issues framed as crises, including geopolitical problems in certain non-military sectors where crisis is a favoured label for perceived threats to core values.  相似文献   

7.
This article utilises a case study of the problem of second-hand smoke in enclosed public places to examine economic and political solutions to social problems. The responses of economic actors to this problem are examined via review of a number of pre-existing case studies of private arrangements in bars and restaurants prior to the introduction of smoking bans. The responses of political actors are examined via a study of the legislative process that led to the ban on smoking in enclosed public places introduced in England in 2007. This empirical evidence supports the view that economic decision-making leads to a plurality of different accommodations of different preferences, suggestive of inter-subjective learning, whereas political decision-making leads to exclusive, all-or-nothing solutions indicative of an adversarial approach to decision-making and the imposition of one group's preferences on the whole population.  相似文献   

8.
刘柏  卢家锐 《财经研究》2018,(5):97-108
履行社会责任的公司究竟是真心实意的"好公民"还是表里不一的"好演员"?文章基于业绩预告视角,研究了企业社会责任声誉与行为背离的异象.研究发现,企业履行社会责任越佳,发布业绩预告的概率越低,初步表明我国很可能存在企业社会责任背离的"好演员".进一步的实证表明,在发布业绩预告的企业中,企业社会责任评分越高,业绩预告的准确性和精确性也越高.这表明发布业绩预告且履行社会责任好的企业是真心实意的"好公民".文章的研究表明,业绩预告行为有助于利益相关者甄别履行社会责任好的企业是"好公民"还是"好演员",也有利于投资者做出投资决策和缓解市场信息不对称.  相似文献   

9.
":民以食为天,食以安为先"。食品安全关系到人们的生命健康,也关系到社会的稳定与发展。近年来,河北省食品安全事件时有发生,全社会对河北省的食品安全提出质疑。在分析河北省食品安全监管现状以及存在问题的基础上,提出"五位一体"食品安全监管创新模式,指出该模式的构建原则、运行机理和运行机制。  相似文献   

10.
The aim of this article is to present a learning theory (constructivist theory) that supports and explains a lot of the requested changes in entrepreneurship education. It also explains how entrepreneurs learn and serves as a basis for designing entrepreneurship programs. If we look at the 'skills' and competencies of entrepreneurs from a constructivist's perspective we find most of them by observing children under the age of five or six: they are motivated to learn, they are interested in a variety of different topics, they ask excellent questions, they try many things to get insights, they are creative, they are impatient. In short, they create and govern their own learning process, which is open for any content, style, goal, experience, etc., and allows them to take every opportunity to answer the question in concern. In this sense it is similar to the entrepreneurial process where the entrepreneur tries everything and is ready to learn what is needed to be successful.  相似文献   

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