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This article focuses on the complexities of managing multi-platform strategies in the complex and highly dynamic environments of contemporary media markets. Based on a comparative case study of two Nordic media organizations, the article identifies and articulates two sets of practices through which strategy is managed in the continuously changing print and online environments. While the practices that guide strategy development of print publishing tend to be content driven, brand constrained, commercially steered, and top-down monitored, strategizing for online platforms tends to be more technology driven, brand inspired, interactive, and entrepreneurial. For multi-platform media organizations this type of situation is challenging because the incremental and radical innovations that they pursue are platform specific, instead of aiming at exploitation and exploration on both platforms. To succeed in the market, the article argues, multi-platform media organizations need to develop strategies and organizational practices that allow them to be truly ambidextrous—to pursue both incremental and radical change—on all platforms. 相似文献
153.
Magnano Paola Zarbo Rita Zammitti Andrea Sgaramella Teresa Maria 《International Journal for Educational and Vocational Guidance》2022,22(2):385-405
International Journal for Educational and Vocational Guidance - Addressing immigrants’ social and work inclusion is a priority at a time of increasing migration to Italy and Europe. Career... 相似文献
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Youssef Tazouti Caroline Viriot-Goeldel Cornélie Matter Anémone Geiger-Jaillet Rita Carol Dominique Deviterne 《European Journal of Psychology of Education - EJPE》2011,26(2):199-213
The present article investigates the effects of individual and contextual variables on children’s early learning in French
nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery
schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing
and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s
pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in
the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances
between the French and German samples. However, significant differences were obtained for some subscale results. In addition,
our results indicate that individual and contextual variables have an impact on the differences observed between children
from the two countries. 相似文献
157.
Nicole Lee Ken Morimoto Marzieh Mosavarzadeh Rita L. Irwin 《The International Journal of Art & Design Education》2019,38(3):681-690
This article explores walking as a form of inquiry within a study group at The University of British Columbia committed to a/r/tography. Three propositions are explored and as a result we think more deeply about being present, truly present, to that which we never anticipated. The first proposition, ‘Go for a walk outside, find an object and do something with it’, leads us to think more deeply about being present to possibility: kicking the rock. The second proposition, ‘Walk around your neighbourhood with another. When you find unfamiliar ground, pause, and ground yourself’, leads us to appreciating being present in‐between place and relationality. The third proposition, ‘Follow one another in a line without stopping or speaking’, invites us to explore being present to interiority. Walking in response to these propositions and coming to think deeply about the impact of being present to presence, became important to us as a community of a/r/tographers. 相似文献
158.
Betsy L. Schultz Rita Coombs Richardson Catherine R. Barber Daryl Wilcox 《Early Childhood Education Journal》2011,39(2):143-148
Social-emotional learning in early childhood sets the stage for students’ future behaviors in schools. The current study examined
the effects of a social-emotional skills curriculum on the behavior of students in an early childhood program. The children
received instruction in social and emotional skills using the Connecting with Others: Lessons for Teaching Social and Emotional Competence program. Pre-test and post-test scores for the BASC-2 Rating Scale and the Connecting with Others Rating Scale were used
to determine if the children demonstrated progress in their behaviors by the end of the intervention. The results indicated
that the social skills curriculum Connecting with Others: Lessons for Teaching Social and Emotional Competence was associated with positive changes in the children’s behaviors. 相似文献
159.
Numerous institutions encourage service-learning, but few have extended beyond nonprofit realms to include (1) larger budgets, (2) multi-faceted volunteer/staff/leadership constraints, and (3) elevated expectations with immediate impact on full towns. This study explores how strategic communication students construct knowledge in branding and relationship building while solving real-world problems. To do so, this research examines service-learning, place-branding projects for senior capstone students. Specifically, students in two courses developed and partially implemented strategic place-branding plans for two struggling towns. This work details the approach and, through quantitative and qualitative methods, extends understanding of service-learning outcomes for students, faculty, the university, and communities. 相似文献
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