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We propose a dramaturgical approach to the understanding of business networks with particular reference to IMP research. Our purpose is to focus upon immeasurable processes and practices too often neglected by the tangible, variance modeling of business networks (Colville & Pye, 2010; Rinallo & Golfetto, 2006). This paper follows our call to take language and communication more seriously (Ellis, Lowe & Purchase, 2006). The inventive fluidity of communication, in the form of dramaturgy, when added to the rather more entitative IMP model of Actors, Resources and Activities (Håkansson & Snehota, 1995) creates a more processual, theatrical ‘scenario’ of Actor-Characters, Resource Props and Scripted Activities. We employ the dramaturgical approach of Goffman (1956, 1961) which, in keeping with the approach of the IMP Group is centrally attentive to social interaction. In order to illustrate the potential contribution of this approach, we apply this dramaturgical perspective to the interactions described in a published case study (Helander & Möller, 2007, 2008a, 2008b). 相似文献
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Summary The invariance of covariance structures under Lie groups of transformations is discussed. Implications for minimum discrepancy
estimates of parameters are considered. 相似文献
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Brian E. Gravel Eli Tucker-Raymond Kaitlin Kohberger Kyle Browne 《International Journal of Technology and Design Education》2018,28(4):921-938
Making as a design-centered learning activity has recently received significant attention in education. We use literacies—how individuals use representations to learn—to explore the STEM literacy practices of experienced designers and makers. Describing makers’ representational practices in STEM contexts can inform the design of literacy supports for young makers that can encourage their use of representations to connect STEM disciplines and design practices. We interviewed experienced makers to describe one literacy practice central to design: identifying, organizing, and integrating information. Makers enacted this practice within specific making processes—e.g., designing—with the purpose of sourcing and navigating information related to their chosen problems. The research supports efforts to bridge learning while making with learning in schools by positioning STEM literacies as central practices involved in the processes of designing and making. 相似文献
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