How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

/pdf/a-break-in-the-clouds-towards-a-cloud-definition-svovsw1r5a.pdf

A Break in the Clouds: Towards a Cloud Definition

Creativity: Flow and the Psychology of Discovery and Invention

Sorting Things Out: Classification and Its Consequences.

『Google Scholar』の利点

E-learning is a web-based learning ecosystem for the dissemination of information, communication, and knowledge for education and training. Understanding the impact of e-learning on society, as well as its benefits, is important to link e-learning systems to their success drivers. The aim of this study is to find the determinants of user perceived satisfaction, use, and individual impact of e-learning. This study proposes a theoretical model integrating theories of information systems' satisfaction and success in the e-learning systems. The model was empirically validated in higher education institutions and university centers in Brazil through a quantitative method of structural equation modeling. Collaboration quality, information quality, and user perceived satisfaction explain e-learning use. The drivers of user perceived satisfaction are information quality, system quality, instructor attitude toward e-learning, diversity in assessment, and learner perceived interaction with others. System quality, use, and user perceived satisfaction explain individual impact.

/pdf/e-learning-success-determinants-brazilian-empirical-study-3noklsssrs.pdf

E-learning success determinants: Brazilian empirical study

E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here [the authors] propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services related to e-learning. This article presents an in-depth literature review on those dimensions. The article first presents the related concepts of computer use in learning across time, revealing the emergence of new trends on e-learning. The theoretical framework is a contribution for guiding e-learning studies. The article classifies the stakeholder groups and their relationship with e-learning systems. The framework shows a typology of e-learning systems' services. This theoretical approach integrates learning strategies, technologies and stakeholders.

/pdf/an-e-learning-theoretical-framework-m74wa2eg73.pdf

An e-Learning Theoretical Framework.

https://run.unl.pt/bitstream/10362/41784/1/MAparicio_TOliveira_FBacao_MPainho_Gamification_post_print.pdf

Gamification: a key determinant of massive open online course (MOOC) success

Grit in the path to e-learning success

E-learning systems are enablers in the learning process, strengthening their importance as part of the educational strategy. Understanding the determinants of e-learning success is crucial for defining instructional strategies. Several authors have studied e-learning implementation and adoption, and various studies have addressed e-learning success from different perspectives. However, none of these studies have verified whether students' cultural characteristics, such as individualism versus collectivism (individualism/collectivism), play a determinant role in the perceived e-learning success. This study provides a deeper understanding of the impact of students' cultural characteristics, for individualism/collectivism, on the perceived outcomes of e-learning systems use. This study proposes an e-learning systems success model that includes a cultural construct, individualism/collectivism. This paper reports an empirical study developed through an electronic survey distributed to higher education students belonging to various learning levels and from various universities. The study applies quantitative methods to obtain results. Our findings demonstrate that learners' perceived individual impact is positively influenced by their satisfaction and e-learning systems' use. Results demonstrate the determinant role of individualism/collectivism on individual and organizational impacts. Students influenced by collective culture perceive more individual and organizational impacts than individualistic culture students. Individualism/collectivism also moderates the users' perceived satisfaction on individual impact, and from individual impacts to organizational impacts. The result shows that for the students with a stronger individualistic culture, satisfaction plays a central role in the way they assess the individual impacts, and individual impacts on organizational impacts. This empirical research discusses the theoretical and practical implications.

/pdf/cultural-impacts-on-e-learning-systems-success-h6j3ysos3a.pdf

Manuela Aparicio

Papers

E-learning success determinants: Brazilian empirical study

An e-Learning Theoretical Framework.

Gamification: a key determinant of massive open online course (MOOC) success

Grit in the path to e-learning success

Cultural impacts on e-learning systems' success