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Boosting impact and innovation in higher education : the knowledge entrepreneur and high diversity groups in universities.
This book provides a practical guide to mastering The Knowledge Entrepreneur Toolkit and to establishing High Diversity Groups in universities. It represents a practical guide for academics, professional staff and university leaders to develop the skills and cultures needed to work intelligently and...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
United Kingdom :
Emerald Publishing,
2018.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Rynehart, Ross. | |
| 245 | 1 | 0 | |a Boosting impact and innovation in higher education : |b the knowledge entrepreneur and high diversity groups in universities. |
| 264 | 1 | |a United Kingdom : |b Emerald Publishing, |c 2018. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed April 3, 2018). | |
| 505 | 0 | |a Cover; Boosting Impact and Innovation in Higher Education; Contents; List of Tables; List of Figures; Preface; Chapter 1 Introduction; The Knowledge Entrepreneur; High Diversity Groups; The Relationship between the KE Role and HDGs; The Need for Change in University Cultures; The Issue of Intelligence; Academic and Professional Cultures within Universities; High Diversity versus High Diversity Groups (HDGs); Complexity, Diversity and Discourse; Stacey's Complex Responsive Processes (CRPs); Individual and Group Mind; Knowledge Entrepreneurs and Complex Responsive Processes. | |
| 505 | 8 | |a High Diversity Leadership Groups (HDLGs)High Diversity Research Groups (HDRGs); Developing KEs: Breaking the Training Mould; The Knowledge Entrepreneur; Chapter 2 The Knowledge Entrepreneur Role; The Need for the KE Role; The Knowledge Entrepreneur (KE) Toolkit; The Four Foundational Elements of the KE Toolkit; The Eight Mental Models of the KE Toolkit; Chapter 3 The Intra-personal or Self Components of the KE Toolkit; Self-Awareness; Mental Model 1. The Myers-Briggs Type Indicator (MBTi); Mental Model 2. 5P Feedback; Self-Management; Mental Model 3. Communication Model or Filters. | |
| 505 | 8 | |a Mental Model 4. Double Loop Learning (DLL)Chapter 4 The Inter-personal or Social Components of the KE Toolkit; Social Awareness; Mental Model 5. Three Perceptual Positions; Mental Model 6. Conversational Patterns; Relationship Management; Mental Model 7. Rapport; Mental Model 8. Political Landscape; Chapter 5 The Challenge of Learning; Learning to Be Competent; Committing to Practise; Warning: Awareness Is Not the Same as Competence!; Mastering the KE Toolkit; High Diversity Groups; Chapter 6 Introduction to High Diversity Groups; Thriving on Diversity; How Are HDGs Different? | |
| 505 | 8 | |a Seven Defining Characteristics of HDGsCultural Challenges of Establishing HDGs; Chapter 7 The HDG Process Playlist; The Six HDG Phases; Facilitating HDGs; The Five Types of HDG Processes; 1. Sense-making Processes; 2. Creative knowledge processes; 3. Decision-making processes; 4. Group Dynamic Management Processes; 5. Learning Processes; Ten Symbolic Practices; Chapter 8 Two Specific Types of HDGs; 1. High Diversity Leadership Groups (HDLGs); Leadership and Management; Leadership Groups and High Diversity Leadership Groups; 2. High Diversity Research Groups. | |
| 505 | 8 | |a Grand Challenges and Wicked ProblemsThe Challenge of Establishing HDRGs; The Importance of Patronage; Examples of HDRGs; Example 1: Stanford Interdisciplinary; Example 2: The Media Lab -- M.I.T; Example 3: Janelia Research Campus -- Howard Hughes Medical Research Institute; Example 4: Transdisciplinarity Lab (TdLab) -- Department of Environmental Systems Science, ETH Zurich; Conclusion; Chapter 9 A Hypothetical Example of a HDG; Vignette: A University HDLG in Action; Conclusion; Chapter 10 How to Establish and Develop High Diversity Groups; The Need for a Guiding Coalition (GC). | |
| 520 | |a This book provides a practical guide to mastering The Knowledge Entrepreneur Toolkit and to establishing High Diversity Groups in universities. It represents a practical guide for academics, professional staff and university leaders to develop the skills and cultures needed to work intelligently and creatively with high levels of diversity. | ||
| 590 | |a Emerald Insight |b Emerald All Book Titles | ||
| 650 | 0 | |a Educational innovations. | |
| 650 | 0 | |a Education, Higher |x Aims and objectives. | |
| 650 | 6 | |a Enseignement |x Innovations. | |
| 650 | 6 | |a Enseignement supérieur |x Finalités. | |
| 650 | 7 | |a Higher & further education, tertiary education. |2 bicssc | |
| 650 | 7 | |a Organization & management of education. |2 bicssc | |
| 650 | 7 | |a Educational strategies & policy. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Education, Higher |x Aims and objectives |2 fast | |
| 650 | 7 | |a Educational innovations |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Rynehart, Ross. |t Boosting impact and innovation in higher education. |d United Kingdom : Emerald Publishing, 2018 |z 1787548333 |z 9781787548336 |w (OCoLC)1014436387 |
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