Conference abstract and presentation of research to voluntary sports clubs and virtual community building through social networking sites.
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Purpose: This study aims to extend literature on academic entrepreneurship and entrepreneurial networking by examining how academics, in their role of entrepreneurial educators, network for the creation and execution of novel teaching practices in cooperation with external actors. Design/methodology/approach: The empirical investigation is based on qualitative inquiry, using a case study approach. Specifically, eight cases originating at three universities in Germany, The Netherlands and Mexico were examined. The cases which constituted innovative teaching practices were selected following a replication logic. Each involved extensive participation of societal actors in course development or delivery and aimed to stimulate students to work on real life challenges and disseminate novel knowledge back to the world of practice. All courses were either introduced or taught by educators who possessed different levels and types of academic and industrial or entrepreneurial experience. Findings: Based on eight cases the authors found that the networking behaviour of entrepreneurial educators is crucial for the generation of proximity with external actors and for the acquisition of key resources, such as an external actor to participate in teaching practice and for the generation of legitimacy for their innovations in teaching. The entrepreneurial and industrial experience of entrepreneurial educators emerges as an affordance to network with external actors, helping them to achieve a common understanding of the opportunity and to generate trust among them. Practical implications: This study equips managers of higher education institutions with critical insights into innovating the teaching mission of the university and developing closer and stronger relationships with external actors of the university. Originality/value: This study seeks to advance the literature on academic entrepreneurship by shifting the attention away from academic entrepreneurs as merely founders of spin-offs and collaborators with business on research and development towards entrepreneurial educators who see opportunities in establishing collaborations with external actors as part of their teaching activities. Further, it introduces the “social networking perspective” to this field. Vissa (2012) and Stam (2015) introduced this perspective as a logical extension to the study of the generation of social capital to reach entrepreneurial goals.
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This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collecting information to inspire further project development and implementation strategies. We conclude by summarising the lessons learned and providing recommendations for improved and extended use and further dissemination of the project results and facilities.
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Hoofdstuk 2 gaat over peer en professionele online support voor ouders bij het opvoeden. In totaal bevat het boek 31 hoofdstukken over sociaal netwerken, geschreven door tientallen onderzoekers wereldwijd.
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Steeds meer ouderen lijken te worstelen met de integratie van twee aparte werelden, de echte en de virtuele, want zij zien de voordelen van nieuwe communicatiemiddelen en willen de aansluiting met de moderne wereld niet missen. Hedendaagse jongeren staan anders in het leven: voor hen is er maar één wereld. Technologie is zo vanzelfsprekend dat ze helemaal niet meer zien waar ICT een rol speelt en waar niet. Het is er ‘gewoon’ en als het leuk of nuttig is moet je het gebruiken. Het internet en mobiele apparaten zijn alleen maar hulpmiddelen om je zo goed mogelijk te informeren, om te communiceren, te netwerken en je te vermaken.
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Social media platforms such as Facebook, YouTube, and Twitter have millions of users logging in every day, using these platforms for commu nication, entertainment, and news consumption. These platforms adopt rules that determine how users communicate and thereby limit and shape public discourse.2 Platforms need to deal with large amounts of data generated every day. For example, as of October 2021, 4.55 billion social media users were ac tive on an average number of 6.7 platforms used each month per internet user.3 As a result, platforms were compelled to develop governance models and content moderation systems to deal with harmful and undesirable content, including disinformation. In this study: • ‘Content governance’ is defined as a set of processes, procedures, and systems that determine how a given platform plans, publishes, moder ates, and curates content. • ‘Content moderation’ is the organised practice of a social media plat form of pre-screening, removing, or labelling undesirable content to reduce the damage that inappropriate content can cause.
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The use of social networking and e-health technology through mobile (and other) devices, like smartphones and tablets, has been increasing in the last 20 years. This is equally true for people in marginalized situations, like homeless people. Earlier research shows that the majority of homeless people own a smart phone (Heaslip et al., 2021) and that mobile technology has the potential to support the health and wellbeing of persons who are homeless (Calvo & Carbonell, 2019). In our presentation, we will explore this potential further and shed light on how and why online social networking is used by homeless people and their social workers.We will present findings from our two-year qualitative research project ‘Social Network First?’ on network support offered to homeless people in Amsterdam and Haarlem, two cities in the Netherlands. In the recent decade, the Netherlands has seen the number of homeless people doubled (CBS, 2021) and the urgency to support this disadvantaged group has increased. Whereas policy in previous years focused predominantly on a ‘housing first’ approach, in which the main priority is to accommodate homeless people, the belief grows that this approach is not sufficient. For that reason, in addition to housing, Dutch shelter organizations are implementing a novel network support approach in the care of homeless people. With this approach, loosely based on the resource group method, social workers attempt to empower their homeless clients by involving and strengthening their clients’ social contacts. To understand the network support approach and its contribution to the empowerment of homeless people, we have conducted 25 semi-structured interviews with homeless people, their relatives and friends, social workers, and other professionals involved. The analysis of the interview data reveals that online social networking is of crucial importance for the network support approach. Our (preliminary) results show that especially WhatsApp is used by social workers to connect the homeless person to his/her social network in two ways. Firstly, WhatsApp is used for thoroughly mapping the social network of the client. Secondly, WhatsApp is used to create an online support group, which offers the client and his/her network possibilities for (re)connection and mutual support. In addition, WhatsApp is used extensively by social workers to easily maintain contact with homeless clients. This is important because, especially with clients who are not ready yet to work on their recovery, using WhatsApp allows social workers to just check in once in a while, while giving control of the process to the client. Whereas these results are predominantly positive, we will also discuss the cons of social networking technology, like privacy issues. In conclusion, our presentation offers a comprehensive exploration of the opportunities of social networking technology in the context of supporting homeless people. By examining the implications for social workers, we aim to inspire attendees with insights in how digital communication methods can be used to improve their social work practice. Subsequently, we aspire this contributes to developing pathways out of homelessness with the help of others.
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This paper quantifies output from 11 annual conferences held by the European Federation of Food Science and Technology (EFFoST) in the period 2010–2020 on a range of themes in food science/technology, innovation, sustainability, valorisation, food safety, food and health, food properties, consumer aspects and related areas. Summaries of the 11 conferences have been published in a series of 11 reports published in Trends in Food Science and Technology. Collated outputs from the 11 conferences were 283 plenary/keynote lectures, 982 theme lectures, 3196 posters and 4710 attendees. This represents a very large dissemination effort by any standard and augers well for the status of food science and technology in Europe and also more globally. Special sessions are a feature of recent EFFoST conferences, consisting of discussion platforms/forums with chairpersons and ‘hot topics’ for debate. Two examples are (i) the OLEUM project which aims to better guarantee olive oil quality and authenticity, and (ii) the valorisation of side streams. Foremost among special sessions are those for young scientists. The Young EFFoST Day provides opportunity for young food professionals to expand their competencies and networking in food science. It is a day for young scientists managed by young scientists. Networking between conference attendees at posters sessions, coffee and lunch breaks is a key part of each conference, which facilitates information exchange and the framing of new collaborative projects.
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