Informing Business: Research and Education on a Rugged Landscape |
From inside the book
Page 117
To develop such a scheme we need to consider a number of areas: how we store
and process knowledge (this chapter), how knowledge accumulates through
learning and practice (Chapter 6), and what oc- curs when we transfer
knowledge ...
To develop such a scheme we need to consider a number of areas: how we store
and process knowledge (this chapter), how knowledge accumulates through
learning and practice (Chapter 6), and what oc- curs when we transfer
knowledge ...
Page 159
Learning. and. Expertise. Roadmap & Objectives: In Chapter 5 we considered
what is meant by mental models and the types of knowledge we employ when
encountering a task that is unfamiliar. Effective informing, on the other hand,
depends ...
Learning. and. Expertise. Roadmap & Objectives: In Chapter 5 we considered
what is meant by mental models and the types of knowledge we employ when
encountering a task that is unfamiliar. Effective informing, on the other hand,
depends ...
Page 160
For conceptual purposes, the learning process can be broken down into two
components: stimulus and response. The stimulus is the information the client
receives that initiates the learning process. That will be the subject of Chapter 7,
where ...
For conceptual purposes, the learning process can be broken down into two
components: stimulus and response. The stimulus is the information the client
receives that initiates the learning process. That will be the subject of Chapter 7,
where ...
Page 438
In total, I feel that the integrative nature of the case method combined with its self-
evident contribution to three of the four core learning objectives makes it a natural
component of any informing business school curriculum. Realistically, however ...
In total, I feel that the integrative nature of the case method combined with its self-
evident contribution to three of the four core learning objectives makes it a natural
component of any informing business school curriculum. Realistically, however ...
Page 439
both experimentation and reflection makes it an excellent mechanism for
reinforcing the “understanding how to learn” core objective for virtually any
complex (rugged landscape) domain. Additionally, experiential learning often
takes place in a ...
both experimentation and reflection makes it an excellent mechanism for
reinforcing the “understanding how to learn” core objective for virtually any
complex (rugged landscape) domain. Additionally, experiential learning often
takes place in a ...
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AACSB academic acquired activities actually adaptation agribusiness become behavior Black Swan business research business schools Chapter client cognitive complex concept consider core course decision decomposable described develop disciplinary disciplines doctoral domain economics effect entities environment estimate estimate-of-fitness example existing experience expert system expertise fact factors faculty members Figure filters fitness function fitness landscape focus Gill global goal Harvard Harvard Business School heuristics Hyperbolic Discounting impact important individuals information cascade Informing Business Informing Science informing systems interaction involved journals knowledge learning long term low structure Malcolm Gladwell mental models motivation ness observed particular peaks performance power law practice practitioners predict presented problem space progress punctuated equilibrium referred relationships result rigor role rugged landscape significant skills specific statistical task teaching tend theory theory-of-fitness tion Type II error undergraduate underlying variables
Bibliographic information
| Title | Informing Business: Research and Education on a Rugged Landscape |
| Author | T. Grandon Gill |
| Publisher | Informing Science, 2010 |
| ISBN | 193288629X, 9781932886290 |
| Length | 615 pages |
| Export Citation | BiBTeX EndNote RefMan |