This research essay is authored by Isabella Winkler, student in the master program Business Education at Universität Innsbruck and participant in the 2017 edition of the course “Open Organizations and Organizing Openness“.
Globalization and digitalization are keywords which characterize today’s society. The process of digitalization and dissemination of data has already found its way into education. It is one of the biggest concerns when talking about modernizations in educational systems (Dobusch & Heimstädt, 2016). One primary goal of recent education is to make knowledge accessible anywhere, anytime and for anyone. As a result education becomes egalitarian and contributes to the public’s welfare. In his educational ideal Humboldt already registered that it is the state’s duty to make knowledge available for everyone even for the poorest (Gaisbauer, Kaperer, Koch & Sedmak, 2013). Going one step further beyond open access for everybody the UNESCO has come up with the conception of Open Educational Resources (OER). “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others.” (Atkins, Brown & Hammond, 2007, p. 4).
What also came along with this Open Education Movement were Massive Open Online Courses (MOOCs) in the segment of higher education. Since 2008 these educational opportunities offered by universities and commercial organizations have shaped the educational infrastructure. The number of MOOCs has rapidly grown in the last ten years because educational institutions have to fulfill the needs of potential students and to meet the requirements of the fast changing educational market towards learner-centered and individualized learning methods. MOOCs are online courses which provide each person free access to university level education without paying a fee and without the need to fulfill certain admission requirements (Yuan & Powell, 2013). Though, at this point it raises the question: To what extent does the ‘Open’ in Massive Open Online Courses correspond to the ‘Open’ in Open Educational Resources or do MOOCs not overcome the hurdle of providing only Open Access instead of Open Education? Continue reading “The Simulacrum of Massive Open Online Courses representing Open Educational Resources”
On March 1, 2017 a one day workshop on “Approaches to Ethical Challenges in Business and Economics: Religious and Cultural Contributions” organized by University of Innsbruck in cooperation with the Austrian Israeli Academic Network (AIANI) takes place Claudiana, (Herzog-Friedrich-Straße 3, 2nd floor). Among the speakers are Rabbi Barry Leff (The Neshamah Center) and Richard Weiskopf (University of Innsbruck).
The workshop is free of charge and a couple of places are still available for readers of this blog. If someone from the OS conjunction community is interested and flexible enough to join at the last minute, please send an e-mail to Andreas.Exenberger [at] uibk.ac.at.
Am Dienstag, 24. Jänner 2017, 17:00 Uhr, findet im Kaiser-Leopold-Saal der Katholisch-Theologischen Fakultät Karl-Rahner-Platz 3, A-6020 Innsbruck die Antrittsvorlesung von Leonhard Dobusch zum Thema “Die Organisation der Digitalität: Zwischen grenzenloser Offenheit und offener Exklusion” statt.
Antrittsvorlesungen richten sich an ein breites Publikum und wir würden uns freuen, bekannte Gesichter aus der Organization Studies Innsbruck Community dort zu sehen.
Details und eine ausführliche Biographie von Leonhard Dobusch finden sich im Flyer zur Veranstaltung. Um Anmeldung wird bis spätestens Freitag, 20. Jänner 2017, an firstname.lastname@example.org gebeten.
Alle zwei Jahre werden an der Universität Innsbruck unter dem Titel “LehrePlus!” Preise für exzellente Lehre vergeben. In der Kategorie e-Learning wurde 2016 Leonhard Dobusch für seine wiki-basierte Lehrveranstaltung mit dem Titel “Open Organizations and Organizing Openness” ausgezeichnet (vgl. zu den Hintergründen des Kurses einen englischen Beitrag bei governance across borders). Die Preisverleihung in der Aula der Universität Innsbruck findet am 10. November 2016 um 17 Uhr statt (Einladungsflyer).
“Zeit für Wissenschaft” ist der Titel der offiziellen Podcast-Reihe der Universität Innsbruck, in denen sich Melanie Bartos mit WissenschaftlerInnen ausführlich über ihre jeweilige Forschung unterhält. In der Ausgabe 32 der Podcast-Reihe war Leonhard Dobusch vom Institut für Organisation und Lernen das Gegenüber und sprach mit Melanie Bartos über Open Source, Creative Commons, Wikipedia und das Thema organisationale „Offenheit“ ganz allgemein.
Erfreulicherweise – und passend zum Thema dieser Ausgabe – steht der Podcast unter einer Creative Commons Lizenz.
This research essay is authored by Cäcilia Bart, student in the master program Organization Studies at Universität Innsbruck.
Metaphors help t o understand organizations from different perspectives. Over the past 20 years the dominant metaphor for understanding organizational improvisation has been that of the Jazz band (Kamoche et al., 2003). However, this focus on one metaphor implies that we have forgotten an important lesson that Morgan (1997) taught us about metaphors: “a way of seeing is also a way of not seeing”. Continue reading “Organizational Improvization beyond the Jazz Metaphor: Indian Music and Music Therapy”
This research essay is authored by Hannes Henzinger, student in the master program Organization Studies at Universität Innsbruck.
“The intuitive mind is a sacred gift
and the rational mind is a faithful servant.
We have created a society that honors the servant
and has forgotten the gift.” (Albert Einstein)
A common narrative in today’s organization and management literature is that this world, especially the world of business, has become increasingly complex and unpredictable. Not just the scope, also the velocity of change has increased. Such a dramatic shift in the image of the environment seems to ask for an abandonment of old organizational practices. Not just bureaucracy seems outdated. Even stable strategies, routines, and planning are running the risk of falling short of what is needed to react timely and adaptively in this new environment. This narrative calls for a reconstruction of the practice of organizing, “new models and metaphors are needed for organizing” (Barrett, 1998, p. 605). The metaphor of a jazz band, introduced by Karl Weick, is a particularly catchy one. With an allusion to peak performance, like a “flow” experience (Csikszentmihalyi, 1990), it elegantly charms the reader into seeing jazz aspects in organizing and decision making. Beyond the lessons that are elaborated on in the article by Barrett (1998) the metaphor offers two further potentially valuable aspects, that, although foundational to the metaphor, often go unnoticed: the role of intuition in organizing and decision making and playful practice. Continue reading “Organizing Intuition and Playful Practice: The Jazz Band Metaphor Revisited”