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  • 51.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Kahigi, Evelyn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Important factors in ICT4D projects - towards a model for quality assessment2008Inngår i: Proceedings of the ICDE World Conference on Open Learning and Distance Education, 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Information and Communication Technology for Development (ICT4D) is an approach adopted to improve the socio-economic situation in poor countries. It includes e-learning, open and free software, e-democracy, digital media, e-government, capacity building and infrastructure development. Billions of dollars are invested in such programs financed by international aid organizations, state funded aid agencies and multinational private companies. Well known problems are poor infrastructure, crime and poor adaptations to the socio-cultural context. It is a complex multidisciplinary, multi stakeholder and multimedia field with an emerging theoretical framework.

    This paper identifies and examines important quality aspects of ICT4D projects and provides empirical ICT4D examples illustrating each aspect. The overall research question in this study is: What makes some ICT4D projects more successful than others?

    Based on the authors own experience of projects in Sri Lanka, Uganda and Vietnam as well as analysis of other projects, the following quality aspects are considered as crucial for successful implementation of ICT in development projects: 1) Authentic local needs, 2) Local ownership, 3) Realistic limitations, 4) Competence network, 5) Communication strategy, 6) Planning horizon, 7) Documentation/measurable results, 8) Resources and sustainability and 9) Fun/Motivation. The relevance of these aspects are discussed and exemplified in the article.

    The thematic areas identified provide a basis for an emerging model, intended to be useful in the design and planning phase as well as in monitoring and evaluation of ICT4D projects.

  • 52.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Kigozi Kahiigi, Evelyn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Important aspects in ICT4D projects: towards a model for quality assessment2009Inngår i: Revista de investigaciones UNAD, ISSN 0124-793X, Vol. 8, nr 1, s. 29-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Information and Communication Technology for Development (ICT4D) is an approach adopted to improve the socio-economic situation in poor countries. It includes e-learning, open and free software, e-democracy, digital media, e-government, capacity building and infrastructure development. Billions of dollars are invested in such programs financed by international aid organizations, state funded aid agencies and multinational private companies. Well known problems are poor infrastructure, crime and poor adaptations to the socio-cultural context. It is a complex multidisciplinary, multi stakeholder and multimedia field with an emerging theoretical framework. This paper identifies and examines important quality aspects of ICT4D projects and provides empirical ICT4D examples illustrating each aspect. The overall research question in this study is: What makes some ICT4D projects more successful than others? Based on the authors own experience of projects in Sri Lanka, Uganda and Vietnam as well as analysis of other projects, the following quality aspects are considered as crucial for successful implementation of ICT in development projects: 1) Authentic local needs, 2) Local ownership, 3) Realistic limitations, 4) Competence network, 5) Communication strategy, 6) Planning horizon, 7) Documentation/measurable results, 8) Resources and sustainability and 9) Fun/Motivation. The relevance of these aspects are discussed and exemplified in the article. The thematic areas identified provide a basis for an emerging model, intended to be useful in the design and planning phase as well as in monitoring and evaluation of ICT4D projects.

  • 53.
    Mozelius, Peter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, K. P.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Towards e-learning for all in Sri Lanka - progress and problems in some selected Sri Lankan 21st century initiatives2011Inngår i: Proceedings of Cambridge International Conference on Open, Distance and e-Learning, 2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In the 21st century Sri Lanka and many other regions in Asia have shown a rapid but heterogeneous development in the field of Information and Communications Technology (ICT).The difference in impact on urban regions and rural areas has sometimes been described as the internal digital divide. At the same time as the gap has diminished between cities in developing countries and the developed world the internal development gap has increased in many Asian countries. How can this gap be bridged? In this paper some Sri Lankan initiatives for islandwide dissemination are analyzed and discussed. The study is built on observations, recorded interviews and a literature study. In formal tertiary education we have chosen a nationwide online learning programme for a Bachelor of Information Technology (eBIT) and how the content and curriculum was developed and revised by the National e-Learning Centre (NeLC), at the University of Colombo (UCSC). Regarding primary school and informal learning we have selected the One Laptop Per Child (OLPC) initiative and the Nenasala Telecentre network. We find that these initiatives together have improved life for people in rural areas but that there still exists an internal digital and social gap that needs further bridging.

    Fulltekst (pdf)
    fulltext
  • 54. Muhoza, Olivier Ufitese
    et al.
    Tedre, Matti
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Aghaee, Nam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Viewpoints to ICT Practices and Hindrances in Tanzanian Secondary Schools and Teacher Training Colleges: focus on Classroom Teachers2014Inngår i: International Conference on Teaching and Learning in Computing and Engineering (LaTiCE), 2014: proceedings, IEEE Computer Society, 2014, s. 133-140Konferansepaper (Fagfellevurdert)
    Abstract [en]

    On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if the- e is no technological infrastructure to put quickly aging technical know-how into immediate use.

  • 55.
    Muianga, Xavier
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Byungura, Jean Claude
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peiris Colombage, Ranil
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mutimucuio, Inocente
    Eduardo Mondlane University, Mozambique.
    Blended learning systems in tertiary education: A comparative analysis of two universities from Rwanda and Mozambique2016Inngår i: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016, Association for the Advancement of Computing in Education, 2016, s. 1006-1015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study is about analyzing the state of the art of blended learning systems comparatively with reference to complex adaptive system framework from two developing countries namely Rwanda and Mozambique. A qualitative approach was carried out, based on a comparison of the results of interviews conducted in both institutions. 22 lecturers, 25 students, two IT staff, two distance education experts and two managers from both were interviewed in the discourse form. The results show that in two cases, Institution has not recognized and implemented strategies to create a sustainable BL environment. Status of technology is different in two cases, but there are signs of improvements in all two cases. The most interesting finding is two selected cases have initiated integration of ICT using BL approach, but they have not seen BL as a complex system. Therefore, BL systems development has not considered the systems thinking approach, and there are conflicts between subsystems.

  • 56.
    Muianga, Xavier
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nilsson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mondlane, Avelino
    Mutimucuio, Inocente
    Guambe, Alsone
    ICT in Education in Africa - Myth or Reality: A Case Study of Mozambican Higher Education Institutions2013Inngår i: The African Journal of Information Systems, ISSN 1936-0282, E-ISSN 1936-0282, Vol. 5, nr 3, s. 106-117Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the last decade, there has been a growth in Information Communication and Technology for Education (ICT4E) in sub-Saharan Africa. Through support from local and international development agencies, several Higher Education Institutions (HEIs) have engaged in introducing, implementing and supporting ICT4E. This study aims at providing a description and analysis of the current state of ICT4E implementation in HEIs in Mozambique. An exploratory study of 19 HEIs was conducted using open ended questionnaires and interviews. The results show that the country has advanced greatly in terms of design and implementation of ICT policies, as well as telecommunication. Additionally, MoReNet the national education research network supports ICT infrastructure capacity building in HEIs through its nationwide data network that interconnects academic and research institutions. Teacher centered approaches are still the dominant pedagogy.

    Fulltekst (pdf)
    fulltext
  • 57.
    Muianga, Xavier Justino
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Männikkö Barbutiu, Sirkku
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Vasco Mutimucuio, Inocente
    Teachers´ perspective towards professional development regarding the use of SCL approaches and ICT: A quantitative case study of Eduardo Mondlane University, Mozambique2019Inngår i: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 15, nr 2, s. 79-97Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Eduardo Mondlane University (UEM) has carried out a curricular reform since 2000 to introduce Student Centered Learning (SCL) as well as the use of Information and Communication Technology (ICT). To meet the demands of this reform, UEM has introduced professional development training for teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as a theoretical framework to design the training and to evaluate how, if at all, professional development training has changed the pedagogical practice. This quantitative study has its focus on teachers who in a period of 3 years followed the training. 147 teachers returned a questionnaire, from which 92 who used SCL and ICT for teaching and learning purposes - were selected for this study. Results indicate that professional development has an impact on teachers' beliefs and practices. It supports the shift from traditional teacher-centered instruction to SCL. Teachers who attended the training are more likely to use ICT and SCL. They got a different perception of the impact of professional development on their day-to-day work and the lives of students. In addition, teachers who participated and used ICT believe that ICT contributes to changes in students’ learning outcomes and the quality of educational processes.

  • 58.
    Muianga, Xavier
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Männikkö Barbutiu, Sirkku
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mutimucuio, Inocente
    Teachers’ perspectives on professional development in the use of SCL approaches and ICT: A quantitative case study of Eduardo Mondlane University, MozambiqueManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Eduardo Mondlane University (UEM) has carried out a curricular reform since 2000 to introduce Student Centered Learning (SCL) as well as the use of Information and Communication Technology (ICT). To meet the demands of this reform, UEM has introduced professional development training for teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as a theoretical framework to design the training and to evaluate how, if at all, professional development training has changed the pedagogical practice. This quantitative study has its focus on teachers who in a period of 3 years followed the training. 147 teachers returned a questionnaire, from which 92 who used SCL and ICT for teaching and learning purposes - were selected for this study. Results indicate that professional development has an impact on teachers' beliefs and practices. It supports the shift from traditional teacher-centered instruction to SCL. Teachers who attended the training are more likely to use ICT and SCL. They got a different perception of the impact of professional development on their day-to-day work and the lives of students. In addition, teachers who participated and used ICT believe that ICT contributes to changes in students’ learning outcomes and the quality of educational processes.

  • 59. Peiris, C. Ranil
    et al.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hewagamage, Kamalanath
    Wikramanayake, Gihan
    An Analysis of Existing Issues in Students' Research and Project Initiation Stage: Information and Communication Technology Perspective2013Inngår i: INTED 2013. 7th International Technology, Education and Development Conference: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, International Association of Technology, Education and Development (IATED) , 2013, s. 1760-1769Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Universities are challenged to produce quality graduates and have introduced different type of teaching methods in the curriculum to address this challenge. As a measure to minimize this issue, universities have introduced various activities in the curriculum. Industrial placements, industry based projects, field visits, courses, workshops, seminars from industry experts and special courses such as entrepreneurship are a few examples raised so far. Among other activities, a research project component is a leading way to link theory into practice, enhance employability skills of the students and improve the industry university collaboration. There are mainly two types of key participants in the thesis process, and they are students and supervisors. A student or group of students performs research under the guidance of a supervisor or team of supervisors. Research supervision is a unique teaching methodology, and it is certainly one of the most complex and problematic among other pedagogical methods and such projects report a high dropout rate. Also, it is a well-known problem that a large number of students are failing to complete their research project within the scheduled timeframe with the anticipated quality. The selection of an interesting topic and a suitable supervisor are essential requirements for a successful research project. Many students select research topics without a proper understanding of the topic. Students, supervisors and industry representatives have research ideas that are important for each other but, lack of communication between these parties prevents the initiation of them as valuable research projects. Hence, although industry is a main source of ideas, there is a lack of industry related students projects in the Sri Lankan university system. Although, Information and Communication Technology (ICT) enable information systems are developed to support teaching, learning, and administrative activities, there is a lack of research to study about the use of ICT for the thesis supervision process. The focus of this study identifies issues in the initial stage of the research supervision process with the purpose of designing an ICT enabled framework for the thesis supervision process. This study utilizes both quantitative and qualitative data analysis techniques, and follows a mixed method. A survey was conducted to identify issues in the thesis initiation stage, and four types of questionnaires distributed to supervisors, students, administrators and industry representatives. Furthermore, coordinators were interviewed to clarify unclear problematic areas. Finally, issues are explained as a model that can be used as a foundation for future studies.

  • 60.
    Peiris, Ranil
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Priyantha Hewagamage, Kamalanath
    Wickramanayeke, Gihan N.
    Assessment Theory and Practice in Thesis Supervision: A Study of Information and Communication Technology Enabled System (SciPro) for Effective Evaluation2013Inngår i: EDEN 2013 Annual Conference: The Joy of Learning. Enhancing Learning Experience Improving Learning Quality. Book of Abstracts / [ed] Morten Flate Paulsen, András Szucs, European Distance and E-Learning Network , 2013, s. 79-79Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper discusses Information and Communication Technology (ICT) support for thesis supervision assessment from a theoretical point of view. A case study methodology was selected due to the qualitative nature of this research and data collected through the observations and development team discussions. Formative and summative assessment methods were selected from the literature for the main discussion from the thesis supervision assessment point of view. Thesis supervision is a special type of pedagogy, which creates a flexible learning and teaching environment. Students and supervisors collaboratively work for designing a learning process to accomplish objectives of the thesis. Although the academic institution provides a general structure for the thesis supervision process, students and supervisors are in an unstructured environment, which can easily deviate from the study plan and hence, continuous assessment is highly required. Formative assessment methods provide a continuous feedback to both supervisors and students to take necessary actions to re-align the process. Summative assessments are used to assess the overall quality of the product in a particular point. When compared with traditional classroom teaching assessment practices, implementation of summative and formative assessment in thesis supervision process is a challenging task. Although both, formative and summative methods contribute to produce a quality thesis, implementation of formative assessment methods are more complex than summative methods. “SciPro”, a web based thesis supervision information system was observed as a critical case. The observation of the selected case confirms that, facilities in ‘SciPro’ have implemented formative and summative assessment principles and we argue that ICT enabled thesis supervision is highly supportive for implementing assessment theories in thesis supervision process.

  • 61. Thilakarathna, Kenneth
    et al.
    Keppitiyagama, Chamath
    De Zoysa, Kasun
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    INCORPORATING DIGITAL TOOLS FOR INFORMAL PEER GROUP LEARNING2010Konferansepaper (Fagfellevurdert)
  • 62.
    Wettergren, Gunnar
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Making campus education flexible: Adapting to student needs2011Inngår i: Society for Information Technology & Teacher Education International Conference (SITE) 2011 Nashville, Tennessee, USA March 7, 2011, Chesapeake, VA: AACE , 2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The number of students that attend higher education is increasing (10.6% increase in Sweden), students are getting older, and have a different social situation than before. This changes the way universities should deliver education to its students. We currently use a very university centered approach that ignores the needs of the students, this must change to a more student centered delivery model. We believe that we must move into a form of flexible learning that allows students to be in control of their lives. In this article we explain such a model, the rational, how we rebuilt our lectures halls to handle flexible learning, and we concluded by presenting the lessons we learned along the way. We aim at presenting an example of how flexible learning can be incorporated into campus education by offering students three ways of taking part in lectures and other activities. (1) On campus in the lecture hall, (2) At home watching live streaming, or (3) Watching the recorded video after the fact.

  • 63.
    Wettergren, Gunnar
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Ken
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Näckros, Kjell
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Glimbert, Lars
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Designing the physical learning space with digital resources The best of two worlds?2010Konferansepaper (Fagfellevurdert)
  • 64.
    Wijesinghe, Chaminda
    et al.
    National School of Business Management, Sri Lanka .
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Colombage, Ranil Peiris
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    University-Industry Collaboration for ICT Innovation in Sri Lanka2018Inngår i: E-Learn 2018: World Conference on E-Learning / [ed] Saul Carliner, Association for the Advancement of Computing in Education, 2018, s. 553-558Konferansepaper (Fagfellevurdert)
    Abstract [en]

    University-Industry Collaboration (UIC) has become a vital component in emerging economies. As universities gradually become the center of society's knowledge production system, their role in innovation becomes more diverse. Education systems and industries are significantly different between developed countries and developing countries. This implies that the research should be conducted to identify the local UIC and innovation ecosystem in order to address the real problem domain. The aim of this study is to investigate which factors will affect UIC to work as a source of ICT Innovation in Sri Lanka. An explorative case study method was used. Interviews were conducted with key informants at major ICT businesses and Universities in Sri Lanka. Results suggest that many of the collaborations are formed on the basis of personal relationships, and there is no IT-based support system for systematic collaboration. Increased collaboration might help Universities to produce Innovative highly employable graduates.

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