Innovation programmes require organisations to transfer both technology and knowledge to the diverse actors who operate within innovation eco-systems. The changing relationship between science and society has witnessed the growth of public private partnerships (PPP) to create new knowledge, while also triggering the emergence of a new role for universities as catalysts for innovation. This brings many challenges, stemming from the inherent nature of knowledge and the complex interactions involved with inter-disciplinary knowledge transfer. Concurrently, these public-funded programmes come under increasing scrutiny to demonstrate greater societal and economic impact as a return on research investment. Knowledge generated within the UK low carbon energy innovation system has the potential to facilitate the achievement of national emission targets. However, while knowledge may be successfully created, there is no guarantee that it will be disseminated and utilised in a way that contributes to the achievement of knowledge-related objectives. Current literature concentrates on the micro level inhibitors and enablers of knowledge transfer; however, a gap in empirical work which investigates system level knowledge interactions is evident. Research and practical application in this field has historically centred on technology transfer whilst under-emphasising the crucial role of knowledge within this complex, socio-technical innovation system. The overall aim of this qualitative study is to achieve a better understanding of the influences of knowledge transfer across a defined innovation system. This is achieved through the perceptions of participants via two case studies; one in a PPP and one in a University. Semi-structured interviews were conducted with twenty-eight participants, along with document analysis and participant observation at workshops, to investigate the participant perceptions. A three tier (macro-, meso- and micro-level) data analysis approach was adopted to reflect the systems level interactions. The study found that knowledge transfer is often perceived as the dissemination of information via explicit forms of knowledge, which may or may not be used by stakeholders to achieve innovation objectives. The main barriers to stakeholders utilising knowledge included: accessibility to knowledge; fit-for-purpose knowledge; stakeholder motivation/ability to use the knowledge; and viewing knowledge as an object. While there is an emerging impact agenda in academia, cultural and normative influences direct researchers towards traditional academic outputs (e.g. publications). Knowledge utilisation by stakeholders was found to be maximised through relational, stakeholder driven models, which view knowledge as a process. Knowledge utilisation was context specific, and, due to complex system influences, was never guaranteed to occur. Although planning for knowledge utilisation was undertaken at both the PPP and the University, implementing and measuring results was found to be difficult due to dynamic system influences such as understanding stakeholder motivations, resourcing constraints and complexity in the desired project outcomes. This makes adaptability and responsiveness important qualities for knowledge producers, while also necessitating specific skill sets. Based on this work, a set of principles were developed which should guide more effective utilisation of knowledge and promote more impactful research outcomes.

This study conceptualises Chinese language-major undergraduates' motivation to learn a third language (L3) from a self perspective. Two overarching aims were adopted to guide the research: how learners' L3 motivation was formulated and reformulated over the course of one year of learning an L3 and whether classroom intervention could help learners to construct their L3 motivation. This research adopted a longitudinal case study design and was situated in a state university in China. Students who had chosen to learn an L3 as their major and English majors who were required to learn an L3 participated in the research. To achieve the two principal research aims, the data collection process was divided into two phases. The goal of the first phase was to explore the development of my participants' L3 motivation without any intervention. Qualitative research methods were employed during this phase and data were gathered from open questionnaires, interviews, class observation and written journals. In the second phase, an intervention was carried out to explore how to construct my participants' ideal L3 selves. A quasi-experimental design was employed and mixed methods were adopted. Analysis was primarily guided by the L2 Motivational Self System and was carried out at both at class level and individual level. At a class level, findings suggest that both L3 majors' and English majors' L3 motivation was mainly constituted on the basis of their ideal L3 selves, ought-to L3 selves and L3 learning experiences, which were constantly constructed and reconstructed over the course of learning. Notably, learners' motivational trajectories did not display a homogenous pattern at the group level. In total, six different motivational patterns were identified, three from English majors and three from L3 majors. It was also interesting to identify that a few learners developed a type of multilingually oriented motivation during their L3 learning. Data collected at the second phase of fieldwork revealed that the intervention was effective in helping English majors to construct their ideal L3 selves but less useful in the case of L3 majors. At the individual level, six cases were analysed in depth to investigate how the trajectories identified at the group level developed temporally and contextually. The analysis shows that the construction of these learners' L3 motivation involved a complex interplay between their future L3 selves and current L3 learning experience. It was through this process that learners explored the relationship between the L3 and their self-identification, and attempted to develop their personal meaning of learning an L3. On the basis of the empirical evidence, this thesis argues that the construction of learners' L3 motivation hinges on exploration of the position of the L3 in their self-identification, and that class intervention might help learners to realise the importance of learning an L3 by helping them to develop their ideal L3 selves, at least in the case of non-L3-major students. Moreover, this study suggests that it is crucial for L3 learners in China to recognise the value of being multilingual, which plays an essential role in constructing their L3 selves and sustaining their L3 motivation.

This thesis addresses two case studies of two large state-owned manufacturing companies in Libya. The study focuses on management accounting and control system (MACS) changes within the two companies. The study is motivated by the paucity of literature on management accounting practices in the developing countries in general and in Libya in particular. The case study approach adopted in conducting the present research was useful in exploring the dynamics of the MACS in the two organizations. Data were collected from three sources of evidence. Firstly, semi-structured interviews were conducted with managers, heads of offices and accountants of each company. The participants were selected from different backgrounds and managerial levels so as to provide broader understanding of the operations of the MACS. Secondly, observations include the direct observation and the participant observation. Finally, various documents were reviewed to provide supporting evidence for the interview results. New institutional sociology (NIS) perspective provided the theoretical framework to interpret and analyze the findings. NIS provided explanations regarding how the MACS in the two companies were shaped by various external and internal factors. The main factors identified in shaping the operations of the MACS were the need to comply with the political pressures, the Libyan government’s laws and regulations, the instructions imposed by the management committee in both companies, leading organizations’ pressures (ISO), customers’ satisfaction (coercive isomorphism), the influence of professional associations (normative isomorphism) and the need to imitate efficient organizations in order to be more legitimate and successful (mimetic isomorphism). The study also investigates the interplay between the institutional forces, market forces and intra - organizational power relationships. This analysis is essential to overcome the criticism of NIS that it downplays the role of market forces and intra - organizational power relations. The findings of the study have implications for understanding the operations of MACS in developing countries.

Este estudo se propõe a identificar os fatores que permitam melhorar a etapa de geração de ideias de um processo de inovação. A partir de um estudo de caso, de um dos processos de inovação executado pela empresa DuPont na América Latina, busca-se entender quais aspectos influenciam a etapa de geração de ideias no que se refere aos métodos utilizados e aos participantes envolvidos, de forma a identificar sugestões e melhorias para essa etapa do processo de inovação nesta empresa. No âmbito das ideias para a inovação, pesquisadores indicam que a preocupação das empresas é pela ideia excepcional, pois se sabe que, na fase de geração de ideias, o objetivo principal é gerar, capturar e selecionar a melhor ideia, aquela que pode se tornar mais lucrativa. A empresa estudada utilizou o processo de inovação denominado Emerging Markets Growth Initiatives (EMGI), implantado em 2003 e com a participação principalmente de funcionários na etapa de geração de ideias, durante doze anos, e que obteve sucesso em algumas inovações desenvolvidas com a aplicação desse processo. No entanto, com o passar do tempo houve diminuição de ideias inovadoras e, em 2015, esse processo foi substituído por um novo processo de inovação, conduzido pelos Centros de Inovação da organização. A partir do referencial teórico sobre inovação e geração de ideias e da pesquisa empírica de observação direta e de entrevistas em profundidade com uma amostra intencional, não representativa, de participantes desse processo, pode-se concluir que o método aplicado não afetou o desempenho do processo, mas que a repetição dos participantes pode ter sido um limitante após diversos anos de processo. A proteção da propriedade intelectual, que é um fator de vantagem competitiva, foi cuidadosamente observada na inclusão de colaboradores externos (clientes, consultores e acadêmicos). Colaboradores externos foram incluídos com moderação em cada etapa, não havendo consenso entre os respondentes, o que indica que a inclusão de participantes externos deve ser considerada caso a caso, haja vista também as políticas governamentais vigentes para a proteção de propriedade intelectual. Sugere-se engajar um volume maior de colaboradores externos, sendo necessário, entretanto, o aprofundamento nos estudos sobre as melhores práticas para proteger a propriedade intelectual. / The objective of this research is to identify the factors that may improve the idea generation phase of the innovation process. A case study of one of the innovation process executed by DuPont in Latin America was the basis to understand which aspects influence the idea generation phase, regarding methods applied and participants involved, with the purpose to identify suggestions and improvements to this step of the innovation process in this company. In the subject of ideas for innovation, researchers point out that companies\' main concern is to find the exceptional idea, because is known that in the idea generation phase, the main objective is to generate, capture and select the best idea, the one that may become the most profitable. The company studied executed the Emerging Markets Growth Initiatives (EMGI) process, implemented in 2003, mainly with company\'s employees in the idea generation phase, during twelve years, and it was able to develop some successful innovation with this process. However, after some time, a reduction in innovative ideas was identified and, in 2015, this process was replaced by a new innovation process, led by the company Innovation Centers. From the theorical framework about innovation and idea generation in conjunction with an empiric research and in-depth interviews with an intentional sample, non-representative, of this process\' participants, it was concluded that the method applied for idea generation did not interfere in the performance of the process, but the repetition of participants might have limited the process after several years of execution. The intellectual property protection, a factor of competitive advantage, was carefully evaluated when of the opening to external participantes (customers, consultants and academics). They were included with moderation in each step of the process, there was no consensus among the interviewees, indicating the inclusion of external participants should be considered case by case, evaluating also the current government policies regarding protection of intellectual property. It is suggested to include a higher volume of external colaborators, being needed, however, further studies about the best practices to protect the intellectual property.

Institutions of higher learning have required students to take general education courses since such they were conceived and implemented in the 1940s. Requirements vary widely across institutions, but there is a broad consensus that a literature course be required in order to graduate. While these courses feature many types of literature, one literary field is overwhelmingly overlooked: young adult literature. Brigham Young University has recently implemented a young adult literature course that will fulfill a general education requirement. This case study examines the question, "What might be the rationale for including a course in young adult literature as part of the general education curriculum?" The findings of this case study suggest teaching YA literature as a GE course benefits students' emotional and intellectual intelligence. Drawing on observations, interviews, students' work, and students' reflections, analysis concludes that young adult literature has the ability to be used in a university general education class to successfully teach intellectual abilities and to impart and improve emotional intelligence.

PSATool is a checklist-based, web-based application for assessing the physical security of Intermediate Distribution Frameworks. IDFs, or wiring closets, are an integral if often neglected component of information security. Earlier work by Timbs (2013) identified 52 IDF-related security requirements based on federal and international standards for physical security. PSATool refines Timbs’ prototype application for IDF assessment, extending it with support for mobile-device-based data entry. PSATool was used to assess 25 IDFs at a regional university, a college and a manufacturing corporation, with an average of 9 minutes per assessment. Network managers and assessors involved in the assessments characterized PSATool as suitable for creating assessments, usable by IT department personnel, and accurate, in terms of its characterizations of IDF status.

No description available.

No description available.

No description available.

No description available.