Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: Teachers in the South African educational context are being asked to meet an increasing number of professional demands. Teachers are expected not only to produce academic results and develop professionally, but also to play an affective role in the school. The paradigm used in this study is neo-liberalism. This allows the researcher to view the teacher as possessing technical or ‘hard’ skills as well as the less well-defined ‘soft’ or emotive skills. Here soft skills are defined as the interpersonal, human, people or behavioural skills needed to apply technical skills and knowledge in the workplace. A qualitative transcendental phenomenological research approach was selected in order to explore whether ‘excellent’ teachers from three schools in diverse economic settings in the Western Cape employed soft skills when teaching. The results of this study indicate that teachers perceived as ‘excellent’ exhibit intrapersonal behavioural, interpersonal conceptual and interpersonal affective soft skills. / AFRIKAANSE OPSOMMING: Binne die huidige Suid-Afrikaanse konteks, word daar toenemend professionele eise aan onderwysers gestel. Daar word nie net van onderwysers verwag om akademiese resultate op te lewer en hulself te verbeter nie, maar ook om ‘n emotiewe rol in die skool te speel. Neo-liberalisme skep die paradigma vir die studie. Dit laat die navorser toe om die onderwyser te beskou as iemand wat oor tegniese of ‘harde’ vaardighede in die werkplek beskik, maar ook oor die minder omskryfde ‘sagte’ of mensvaardighede. Sagte vaardighede word gedefinieer as die interpersoonlike, menslike of gedragsvaardighede wat nodig is om tegniese vaardighede en kennis toe te pas in die werkplek. ‘n Kwalitatiewe transendentale fenomenologiese aanslag is ontwerp om te bepaal of onderwysers, wat gesien word as ‘uitstekende’ onderwysers, van drie skole in diverse ekonomiese omgewings in die Wes-Kaap, dieselfde sagte vaardighede gebruik wanneer hulle skoolhou. Die resultate van die studie dui aan dat onderwysers wat gesien word as ‘uitstekende’ onderwysers, intrapersoonlike gedragsvaardighede en interpersoonlike affektiewe sagte vaardighede ten toon stel.

隨著全球經濟成長日漸趨緩，市場競爭越來越激烈，許多企業在面臨前所未有的環境劇變時，選擇透過建立新事業的方式找到企業持續向上成長的動力引擎。然而在建立新事業的過程中，企業往往會面對自身現有核心能力不足或是資源匱乏的經營窘境，導致新事業發展並不順遂。因此許多企業在發展新事業的過程當中，選擇透過組織創新的方式以獲得發展新事業的相關核心能力。 本研究主軸為探討企業組織創新作為與企業組織創新後發展其新事業相關之核心能力變化此兩大構面。本研究先針對研究目的研擬出研究問題後，進行文獻回顧並推導出具有實證性的觀念架構。透過多重個案研究方法，選擇四間我國電子產業中致力於新事業發展的企業，以具有理論基礎的觀念架構為主軸，進行個案資料蒐集與訪談，透過深度訪談的方式了解四間個案公司在新事業建立的過程中，組織創新作為對於該企業之影響。 本研究所獲得之研究結論如下： 一、 組織創新能夠有效的協助企業新事業發展。 二、 企業全面性的組織與制度改革有助於其提昇新事業發展的彈性空間。 三、 企業在文化上的重新塑造，會對其發展新事業產生全方位性的影響。 四、 技術創新與管理創新作為對於新事業開發過程中的核心技術能力有明顯且正向的影響。 五、 企業藉由管理創新的作為，可以提昇其規劃與評估的能力。 六、 企業之文化、組織、制度與系統等多方面的交互創新，會對其創新能力與執行能力產生明顯的正向效果。 最後，本研究說明了研究結果對於學術上之貢獻，並且在最後對於實務上以及後續研究上提出建議。 / With the global economic growth rate slowing down, the market becomes more and more competitive. Many companies try to create new businesses to face the environmental change and to keep growing. However, these companies face a business predicament of lacking core competencies while establishing new business, thus, usually leading to unsuccessful expansions. Therefore, it is necessary for the companies to seriously take core competencies into consideration as they intend to develop new business through organizational innovations. This study aims to explore the issue of how industrial firms build up their core competencies as they develop new businesses through organizational innovations. A multi-case study approach is used and four companies from the electronics industry in Taiwan are selected as research subjects. The preliminary findings from the study are as follows: 1. Organizational innovations are shown to be conducive to new business development. 2. A reform of corporate managerial systems is indicated to be helpful for enhancing the flexibility of new business development. 3. A re-structure of corporate culture shows a significant impact on the positioning of new business development. 4. Both of technological innovations and administrative innovations indicate a positive relationship with the establishment of the core competencies during the process of new business development. 5. The industrial firms are shown to enhance their methodological competencies through administrative innovations. 6. A holistic innovation based on the culture, organization, institution and managerial systems indicates a positive relationship with the industrial firms’ innovative capabilities and implementation capabilities. Keywords: Organizational Innovation, Technological Innovation, Administrative Innovation, Core Competencies, New Business, the Electronics Industry

The aim of this diploma thesis is to map the importance of media education in general education and also to find out the way how pupils of the 2nd stage of elementary school and pupils of lower grade of multi-years grammar schools reflect the media education and at the same time to find out its benefit and usage in their real life. The theoretical part describes the basic knowledge that are connected with the theme of this work. The greatest emphasis is placed on the concept of media education in the Czech educational system. The practical part is focus on the results of the research which was made with the mentioned pupils. With the use of the interview with these pupils should be find out what is their opinion on the media education. Through their answers the author of this diploma thesis will try to outline if there is any difference in concept of media education between pupils of the elementary school and pupils of lower grade of multi-year grammar school. At the end of this work the author gives some suggestions for improvement and diversification of teaching media education that reacts on results found out in the research.

A dinamicidade dos mercados exige a criação de novos recursos para desenvolver competências essenciais que resultam em desempenho organizacional. A partir de uma revisão sistemática realizada de acordo com a Cochrane Reviewers’ Handbook, versão 5.1.0, verificaram-se os artigos relacionados ao recurso tecnológico, competência tecnológica e desempenho organizacional nas bases de dados Scopus e Web of Science. Além das principais bases de dados, realizou-se busca em artigos não publicados, conferências e literatura cinzenta, para tal utilizou-se SIGLE (System for Information on Grey Literature), NTIS (National Technical Information Service), Banco de dissertações e teses no NDLTD (Networked Digital Library of Theses and Dissertations) e conferências no SCOPUS. Também se realizou a verificação da lista de referências dos estudos selecionados, com o intuito de detectar alguma evidência relevante que não localizou-se na estratégia de busca. Dos 237 artigos localizados, 31 estudos analisam as competências essenciais que contribuem no desempenho organizacional, a saber: a) tecnologia; b) inovação; c) capital humano; c) aprendizagem organizacional; d) terceirização; e) cultura organizacional; g) capacidades dinâmicas; h) governança; i) gestão de suprimento; e j) interdependência de processo. Entre as competências citadas, a competência tecnológica merece destaque, pois determina o portfólio de produtos ou serviços que geram desempenho superior. Com o intuito de aprofundar o conhecimento sobre competência tecnológica, realizou-se a segunda revisão sistemática. Dos 5.424 artigos localizados, 477 estão relacionados à competência tecnológica. Os elementos que emergem do construto são: a) inovação; b) aquisição e difusão de tecnologias; c) desempenho de produto novo; d) pesquisa e desenvolvimento; e) intensidade tecnológica; f) diversificação tecnológica; e e) hi-tech. Para esta pesquisa, optaram-se pelas variáveis desempenho de produto novo, intensidade tecnológica e diversificação tecnológica, por relacionarem-se diretamente ao setor cooperativo de crédito. O objetivo deste estudo analisou a relação entre competência tecnológica e desempenho organizacional no setor de cooperativa de crédito. A população contou com 48 gerentes de negócio das 47 unidades de uma cooperativa de crédito no Estado do Rio Grande do Sul. As análises dos dados realizaram-se através do software IBM SPSS Statistics 20 e considerou a intensidade tecnológica como uma variável moderadora entre desempenho de produto novo e diversificação de tecnologias com desempenho organizacional. Os resultados mostram que o recurso tecnológico explica 54% da diversificação de tecnologias, 30% do desempenho de produto novo e 30% do desempenho organizacional. Entretanto o recurso tecnológico não é o suficiente para aumentar o desempenho organizacional, por isso faz-se necessário desenvolver a competência tecnológica. A competência tecnológica alavanca o desempenho financeiro de uma empresa, principalmente pelo desempenho de produto novo que explica 58% do desempenho organizacional e diversificação de tecnologias que explica 60% do desempenho. A intensidade tecnológica não apresentou efeito moderador. Conclui-se que a competência tecnológica promove a diferenciação e o crescimento da empresa em relação aos concorrentes, pois contribui para o desempenho financeiro. Além de ser considerada uma estratégia fundamental para a permanência da empresa em um mercado de alta velocidade. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-07-13T14:18:48Z No. of bitstreams: 1 Tese Daniela Gasperin.pdf: 2314550 bytes, checksum: d5f7e3e5b33be8499b7f91251d4a1f2d (MD5) / Made available in DSpace on 2017-07-13T14:18:48Z (GMT). No. of bitstreams: 1 Tese Daniela Gasperin.pdf: 2314550 bytes, checksum: d5f7e3e5b33be8499b7f91251d4a1f2d (MD5) Previous issue date: 2017-07-13 / The dynamicity of markets requires the creation of new resources to develop core competencies that result in organizational performance. From a systematic review carried out according to the Cochrane Reviewers' Handbook, version 5.1.0, articles related to technological resource, technological competence and organizational performance in the Scopus and Web of Science databases were verified. In addition to the main databases, a search was carried out on unpublished articles, conferences and gray literature, using SIGLE (System for Information on Gray Literature), NTIS (National Technical Information Service, Bank of theses and dissertations in NDLTD (Networked Digital Library of Theses and Dissertations) and conferences in the SCOPUS, as well as the verification of the list of references of the selected studies in order to detect some relevant evidence that was not found in the search strategy Of the 237 articles located, 31 studies analyze the essential competencies that contribute to organizational performance, namely: a) technology; b) innovation; c) human capital; d) organizational learning; e) outsourcing; f) organizational culture; g) dynamic capabilities; h) governance; i) supply management; and j) process interdependence. Among the mentioned competences, technological competence deserves to be highlighted, as it determines the portfolio of products or services that generate superior performance. In order to deepen the knowledge about technological competence, the second systematic review was carried out. Of the 5,424 articles found, 477 are related to technological competence. The elements that emerge from the construct are: a) innovation; b) acquisition and diffusion of technologies; c) new product performance; d) research and development; e) technological intensity; f) technological diversification; and e) hi-tech. For this research, the variables of new product performance, technological intensity and technological diversification were chosen because they were directly related to the credit cooperative sector. The objective of this study was to analyze the relationship between technological competence and organizational performance in the credit cooperative sector. The population counted with 48 business managers of the 47 units of a credit union in the state of south of Brazil. Data analysis was performed using IBM SPSS Statistics 20 software and considered the technological intensity as a moderating variable between new product performance and diversification of technologies with organizational performance. The results show that the technological resource explains 54% of technology diversification, 30% of new product performance and 30% of organizational performance. However, the technological resource is not enough to increase organizational performance, so it is necessary to develop technological competence. Technological competence leverages a company's financial performance, especially for new product performance that accounts for 58% of organizational performance and technology diversification that accounts for 60% of performance. Technological intensity did not present a moderating effect. It is concluded that the technological competence promotes the differentiation and the growth of the company in relation to the competitors, since it contributes to the financial performance. In addition to being considered a fundamental strategy for the company's permanence in a high-speed market.

A dinamicidade dos mercados exige a criação de novos recursos para desenvolver competências essenciais que resultam em desempenho organizacional. A partir de uma revisão sistemática realizada de acordo com a Cochrane Reviewers’ Handbook, versão 5.1.0, verificaram-se os artigos relacionados ao recurso tecnológico, competência tecnológica e desempenho organizacional nas bases de dados Scopus e Web of Science. Além das principais bases de dados, realizou-se busca em artigos não publicados, conferências e literatura cinzenta, para tal utilizou-se SIGLE (System for Information on Grey Literature), NTIS (National Technical Information Service), Banco de dissertações e teses no NDLTD (Networked Digital Library of Theses and Dissertations) e conferências no SCOPUS. Também se realizou a verificação da lista de referências dos estudos selecionados, com o intuito de detectar alguma evidência relevante que não localizou-se na estratégia de busca. Dos 237 artigos localizados, 31 estudos analisam as competências essenciais que contribuem no desempenho organizacional, a saber: a) tecnologia; b) inovação; c) capital humano; c) aprendizagem organizacional; d) terceirização; e) cultura organizacional; g) capacidades dinâmicas; h) governança; i) gestão de suprimento; e j) interdependência de processo. Entre as competências citadas, a competência tecnológica merece destaque, pois determina o portfólio de produtos ou serviços que geram desempenho superior. Com o intuito de aprofundar o conhecimento sobre competência tecnológica, realizou-se a segunda revisão sistemática. Dos 5.424 artigos localizados, 477 estão relacionados à competência tecnológica. Os elementos que emergem do construto são: a) inovação; b) aquisição e difusão de tecnologias; c) desempenho de produto novo; d) pesquisa e desenvolvimento; e) intensidade tecnológica; f) diversificação tecnológica; e e) hi-tech. Para esta pesquisa, optaram-se pelas variáveis desempenho de produto novo, intensidade tecnológica e diversificação tecnológica, por relacionarem-se diretamente ao setor cooperativo de crédito. O objetivo deste estudo analisou a relação entre competência tecnológica e desempenho organizacional no setor de cooperativa de crédito. A população contou com 48 gerentes de negócio das 47 unidades de uma cooperativa de crédito no Estado do Rio Grande do Sul. As análises dos dados realizaram-se através do software IBM SPSS Statistics 20 e considerou a intensidade tecnológica como uma variável moderadora entre desempenho de produto novo e diversificação de tecnologias com desempenho organizacional. Os resultados mostram que o recurso tecnológico explica 54% da diversificação de tecnologias, 30% do desempenho de produto novo e 30% do desempenho organizacional. Entretanto o recurso tecnológico não é o suficiente para aumentar o desempenho organizacional, por isso faz-se necessário desenvolver a competência tecnológica. A competência tecnológica alavanca o desempenho financeiro de uma empresa, principalmente pelo desempenho de produto novo que explica 58% do desempenho organizacional e diversificação de tecnologias que explica 60% do desempenho. A intensidade tecnológica não apresentou efeito moderador. Conclui-se que a competência tecnológica promove a diferenciação e o crescimento da empresa em relação aos concorrentes, pois contribui para o desempenho financeiro. Além de ser considerada uma estratégia fundamental para a permanência da empresa em um mercado de alta velocidade. / The dynamicity of markets requires the creation of new resources to develop core competencies that result in organizational performance. From a systematic review carried out according to the Cochrane Reviewers' Handbook, version 5.1.0, articles related to technological resource, technological competence and organizational performance in the Scopus and Web of Science databases were verified. In addition to the main databases, a search was carried out on unpublished articles, conferences and gray literature, using SIGLE (System for Information on Gray Literature), NTIS (National Technical Information Service, Bank of theses and dissertations in NDLTD (Networked Digital Library of Theses and Dissertations) and conferences in the SCOPUS, as well as the verification of the list of references of the selected studies in order to detect some relevant evidence that was not found in the search strategy Of the 237 articles located, 31 studies analyze the essential competencies that contribute to organizational performance, namely: a) technology; b) innovation; c) human capital; d) organizational learning; e) outsourcing; f) organizational culture; g) dynamic capabilities; h) governance; i) supply management; and j) process interdependence. Among the mentioned competences, technological competence deserves to be highlighted, as it determines the portfolio of products or services that generate superior performance. In order to deepen the knowledge about technological competence, the second systematic review was carried out. Of the 5,424 articles found, 477 are related to technological competence. The elements that emerge from the construct are: a) innovation; b) acquisition and diffusion of technologies; c) new product performance; d) research and development; e) technological intensity; f) technological diversification; and e) hi-tech. For this research, the variables of new product performance, technological intensity and technological diversification were chosen because they were directly related to the credit cooperative sector. The objective of this study was to analyze the relationship between technological competence and organizational performance in the credit cooperative sector. The population counted with 48 business managers of the 47 units of a credit union in the state of south of Brazil. Data analysis was performed using IBM SPSS Statistics 20 software and considered the technological intensity as a moderating variable between new product performance and diversification of technologies with organizational performance. The results show that the technological resource explains 54% of technology diversification, 30% of new product performance and 30% of organizational performance. However, the technological resource is not enough to increase organizational performance, so it is necessary to develop technological competence. Technological competence leverages a company's financial performance, especially for new product performance that accounts for 58% of organizational performance and technology diversification that accounts for 60% of performance. Technological intensity did not present a moderating effect. It is concluded that the technological competence promotes the differentiation and the growth of the company in relation to the competitors, since it contributes to the financial performance. In addition to being considered a fundamental strategy for the company's permanence in a high-speed market.

Made available in DSpace on 2016-04-15T00:46:12Z (GMT). No. of bitstreams: 2 Luciane de Campo Moda1.pdf: 1467663 bytes, checksum: 5a9b37ce56ee55841983b058ff392c3a (MD5) Luciane de Campo Moda2.pdf: 2402399 bytes, checksum: 8c2d994a143e0593e7319d5643ec0009 (MD5) Previous issue date: 2006-03-14 / Authors such as BARNEY (1991, 2001), HAMEL and PRAHALAD (1995) argue that the Resources of the Firm can be an important source of competitive advantage. Despite the fact that these sources are represented by several resources (a strategy, a product, a competitive differential), several studies say that the capacity of the Firm in promoting organizational learning, are fundamental to obtain sustained competitive advantage. The theories show that organizational core competencies, source of innovation, need to be mapped and improved continuously, in an organizational learning process. Therefore, a People Management Model that promotes double looping learning and innovation will be a source of sustainable competitive advantage. This study intends to investigate how the trinomial: Innovation, Organizational Learning and People Management Model, happen in a company that identifies itself as an innovative company. / Autores como BARNEY (1991, 2001), HAMEL e PRAHALAD (1995) colocam que os Recursos da Firma podem ser importantes fontes de vantagem competitiva. Apesar dessas fontes estarem representadas por diferentes recursos (uma estratégia, um produto, um diferencial competitivo), diversos estudos colocam que a capacidade da Firma em promover a aprendizagem organizacional mostra-se fundamental para a obtenção de inovação e conseqüentemente vantagem competitiva sustentável. As teorias mostram que as competências essenciais da organização, fonte de inovação, necessitam ser mapeadas e aprimoradas, em um processo contínuo de aprendizagem organizacional. Logo, um modelo de gestão de pessoas que promova a aprendizagem em circuito duplo e a inovação será fonte de vantagem competitiva sustentável. Este projeto de pesquisa pretende investigar como o trinômio: Inovação, Aprendizagem Organizacional e Modelo de Gestão de Pessoas se interligam em uma empresa que se auto identifica como inovadora.

The master thesis follows up on the topic of an increasingly used method called formative assessment. The goal is to analyze formative assessment as a complex method. It includes its development, psychological context of assessment, essential methods and techniques of this kind of assessment and a part about competences mainly of a teacher beginner to be a professional evaluator, whose methods reflect his personality and individual principles based on the best intentions. The first chapter of the practical part introduces qualitative research which took a place in Czech Republic and foreign countries. Results from Czech Republic refer to the fact, that Czech teachers use techniques of formative assessment, but not yet as a complex system. The results from foreign countries connect teachers' working conditions for using formative assessment based on the adjustment of schooling curriculums in the countries they teach in. The second chapter of the practical part is a methodological collection of formative assessment techniques. KEYWORDS Assessment, personal approach to a pupil, classroom climate, evaluation norms, self- assessment, peer-assessment, criteria, learning objectives, motivation, core competencies.

In the global economy of the 21st century, competition is complex, challenging and fraught with competitive opportunities and threats. Strategic leadership is increasingly becoming the main focus for business and academics alike and is the key issue facing contemporary organisations. Without effective strategic leadership, the capability of a company to achieve or sustain a competitive advantage is greatly constrained. More than 30 years of Harvard Business School research have shown that aligned and integrated companies outperform their nearest competitors by every major financial measure. The organisational effectiveness emanating from alignment is a significant competitive advantage. Alignment is that optimal state in which strategy, employees, customers and key processes work in concert to propel growth and profits. Aligned organisations enjoy greater customer and employee satisfaction and produce superior results. Can leadership make a difference? Some leaders do, some do not - and many more could. Effective strategic leadership can thus help organisations enhance performance while competing in turbulent and unpredictable environments. However, there has been little empirical evidence of the effects of strategic level leadership on organisational processes that have distinctive strategic significance. A greater understanding of the criteria that influence success in organisations will enable organisations to take positive action to become more successful. iv This study examines the importance of critical leadership criteria and the degree of alignment in high-performing organisations. A quantitative research design was used in this study to assess the impact of strategic leadership on strategic alignment of business organisations in South Africa. The research instruments to test the research questions comprised two questionnaires. The first was used to establish the value top leadership place on selected critical leadership criteria, and the second to establish the level of alignment in the organisations under investigation. The population selected for this study consisted of the companies included in the 200 top-performing organisations which appeared in the 2007 Financial Mail. Six companies participated in the research. The data was electronically collated into a database and the results were then analysed using the statistical inferential techniques of correlation and linear regression analysis. The study proposes that strategic leadership will positively influence strategic alignment which, in turn, will have a beneficial effect on organisational performance. / Graduate School for Business Leadership / D. B. L.

Hyatt, Jennifer Leigh. Women Chief Housing Officers at State Universities in the Northwest United States. Doctor of Education (Higher Education), December 2016, 89 pp., 1 table, 3 figures, 48 references, titles. This qualitative study explored the experiences of women chief housing officers (CHOs) at state universities within the northwest region of the United States. The study used narrative inquiry methodology with a thematic analysis approach to investigate how seven female CHOs experience and make meaning of their professional career progression and journey toward becoming and remaining a CHO. Five core themes emerged from the study: (a) understanding housing operations, (b) self-efficacy, (c) gender inequities, (d) relationships with staff, and (e) mentorship. The theme of gender identity suggests that gender does influence how these female CHOs make meaning of their professional experience. The overall results suggest that although the perception of many is that the field of student affairs is wide open to women, in some senior-level positions, such as CHO, gender inequity is prevalent. A factor that may contribute to this inequity is the privatization of housing which calls for a greater understanding of business and housing operations, areas dominated by males. An implication from this study is that an increase in the number of women in the CHO position may only occur when university housing personnel expand professional preparation for mid-level housing positions to include more business-related practices. The mid-level position could then be seen as a step toward desired CHO competencies and toward making the position of CHO more inclusive.

With advancements in educational digitalisation, new opportunities for international collaboration on education have been created. Through the KTH Global Development Hub collaboration, students from universities in Botswana, Kenya, Sweden and Tanzania participate in modules with Challenge Driven Education (CDE). These modules allows students to gain intercultural and interdisciplinary experiences while working with real societal challenges. In this master’s degree project, Batswana, Swedish and Kenyan students’ and teachers’ experiences with CDE in blended campus-based and remote international education have been investigated. This was done through qualitative interviews, and through observations of a CDE module at Botho University in Botswana. The data was then analysed using thematic analysis with an inductive approach and discussed through the lens of previous research on CDE, e-learning and Collaborative Online International Learning (COIL), as well as contextualised through discussion of a student project on hydroponics. Based on the data and analysis, guidelines for working with Online-CDE were created. The guidelines are intended to aid teachers to bridge the gap between their previous knowledge and experience in CDE and the difficulties prevalent when planning an Online-CDE module. The modules allowed students to develop core competencies. The intercultural exchange of Online-CDE is appreciated by students and inspires them to work harder, although it may sometimes lead to conflicts. Issues with internet access and a limited knowledge of how to use digital tools provided created difficulties for both students and teachers. Although teachers aimed for students to work interdisciplinarily, project groups often divided work internally, therefore only achieving multi-disciplinarity. / I takt med att digitala lösningar för utbildning utvecklas, uppkommer nya möjligheter för internationella samarbeten kring utbildning. Genom samarbetet i KTH Global Development Hub (GDH) kan studenter från universitet i Botswana, Kenya, Sverige och Tanzania läsa kurser med utmaningsdriven utbildning (CDE). Kurserna ger studenter en möjlighet att få interkulturella och interdisciplinära erfarenheter samtidigt som de arbetar med riktiga samhällsutmaningar. I det här examensarbetet undersöks botswanska, svenska och kenyanska studenter och lärares erfarenheter av CDE i hybridundervisning där vissa studenter deltar digitalt från andra länder än arrangerande universitet. Data samlades in genom kvalitativa intervjuer och observationer av en CDE-kurs på Botho University i Botswana. Insamlad data analyserades genom tematisk analys och diskuterades utifrån tidigare forskning inom CDE, e-lärande och internationella virtuella samarbeten inom lärande (COIL). Resultaten kontextualiserades genom en diskussion av ett studentprojekt om hydroponisk odling. Baserat på resultat och analys togs riktlinjer för Online-CDE fram. Riktlinjerna är tänkta som ett komplement till lärares tidigare erfarenheter av CDE och behandlar de unika svårigheter som uppkommer med Online-CDE. Kurserna gav studenterna möjlighet att utveckla mjuk kompetens. Den interkulturella aspekten av Online-CDE uppskattas av studenterna och får dem att anstränga sig mer, även om det ibland leder till konflikter. Otillräcklig och dyr internetuppkoppling samt begränsad kunskap om de digtala verktyg som används under kurserna skapar problem för både lärare och studenter. Även om lärare eftersträvar interdisciplinära elevsamarbeten delar projektgrupper ofta upp arbetet på ett sätt som leder till multidisciplinärt arbete.