LES^SENCE DESING THINKING BRAIN

                                

Les^sence a multidisciplinary definition of innovation

– This paper aims to undertake a content analysis of extant definitions of “innovation” as a basis for proposing an integrative definition of organizational “innovation”.

Design/methodology/approach
– A literature review was used to generate a representative pool of definitions of organizational innovation, including definitions from the different disciplinary literatures of economics, innovation and entrepreneurship, business and management, and technology, science and engineering. A content analysis of these definitions was conducted in order to surface the key attributes mentioned in the definitions, and to profile the descriptors used in relation to each attribute.

Findings
– The key attributes in the paper present in definitions were identified as: nature of innovation; type of innovation; stages of innovation, social context; means of innovation; and aim of innovation. These attributes are defined, descriptors assigned to them, and both a diagrammatic definition and a textual definition of organizational innovation are proposed.

Originality/value
– As a concept that is owned and discussed by many business disciplines, “innovation” has many different definitions that align with the dominant paradigm of the respective disciplines. Building on these diverse definitions, this paper proposes a general and integrative definition of organizational “innovation” that encompasses the different perspectives on, and aspects of, innovation, and captures its essence.

1. QUALITATIVE METHODES

The word qualitative implies an emphasis on the qualities of entities and on processes and meanings that are not experimentally examined or measured [if measured at all] in terms of quantity, amount, intensity, or frequency. Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied, and the situational constraints that shape inquiry. Such researchers emphasize the value-laden nature of inquiry. They seek answers to questions that stress how social experience is created and given meaning. In contrast, quantitative studies emphasize the measurement and analysis of causal relationships between variables, not processes. Qualitative forms of inquiry are considered by many social and behavioral scientists to be as much a perspective on how to approach investigating a research problem as it is a method.

• Personal experience and engagement -- researcher has direct contact with and gets close to the people, situation, and phenomenon under investigation; the researcher’s personal experiences and insights are an important part of the inquiry and critical to understanding the phenomenon.
• Empathic neutrality -- an empathic stance in working with study respondents seeks vicarious understanding without judgment [neutrality] by showing openness, sensitivity, respect, awareness, and responsiveness; in observation, it means being fully present [mindfulness].
• Dynamic systems -- there is attention to process; assumes change is ongoing, whether the focus is on an individual, an organization, a community, or an entire culture, therefore, the researcher is mindful of and attentive to system and situational dynamics. The Analysis

• Unique case orientation -- assumes that each case is special and unique; the first level of analysis is being true to, respecting, and capturing the details of the individual cases being studied; cross-case analysis follows from and depends upon the quality of individual case studies.
• Inductive analysis -- immersion in the details and specifics of the data to discover important patterns, themes, and inter-relationships; begins by exploring, then confirming findings, guided by analytical principles rather than rules.
• Holistic perspective -- the whole phenomenon under study is understood as a complex system that is more than the sum of its parts; the focus is on complex interdependencies and system dynamics that cannot be reduced in any meaningful way to linear, cause and effect relationships and/or a few discrete variables.
• Context sensitive -- places findings in a social, historical, and temporal context; researcher is careful about [even dubious of] the possibility or meaningfulness of generalizations across time and space; emphasizes careful comparative case analyses and extrapolating patterns for possible transferability and adaptation in new settings.
• Voice, perspective, and reflexivity -- the qualitative methodologist owns and is reflective about her or his own voice and perspective; a credible voice conveys authenticity and trustworthiness; complete objectivity being impossible and pure subjectivity undermining credibility, the researcher's focus reflects a balance between understanding and depicting the world authentically in all its complexity and of being self-analytical, politically aware, and reflexive in consciousness.

Schließen

1. BRAND VALUATION -A&A-.

brands should be managed as valuable, long‐term corporate assets. It is proposed that for a true brand asset mindset to be achieved, the relationship between brand loyalty and brand value needs to be recognised within the management accounting system. It is also suggested that strategic brand management is achieved by having a multi‐disciplinary focus, which is facilitated by a common vocabulary. This article seeks to establish the relationships between the constructs and concepts of branding, and to provide a framework and vocabulary that aids effective communication between the functions of accounting and marketing. Performance measures for brand management are also considered, and a model for the management of brand equity is provided.  

                                                                                                 

                                   

2. SOCIAL  DESIGN MARKETING -FORCE- .

Design refers to the form characteristics of a product that provide utilitarian, hedonic, and semiotic benefits to the user.

Product design has always been of keen interest to marketers. Medieval craftsmen sought to curry favor with the quality of their ecclesias- tical ornamentation, and railroads of the 1930s at- tracted passengers with the visual impact of their streamlined locomotives and comfort of their Pull- man cars. Today, companies like Apple achieve re- cord profits during a major recession because of leadership in design (Michaels, 2010). The mass me- dia has become attuned to design issues with numer- ous web sites, videos, and publications that critique new designs from the Consumer Electronics Show, Tokyo Auto Show, or New York’s Fashion Week. In 1995, I argued that academic marketing research had essentially ignored product design despite its long- term relevance to marketing strategy and increasing cultural prominence (Bloch, 1995).

Fifteen years later, I am pleased that design re- search activity within marketing has grown signifi- cantly. There is now a steady stream of relevant articles, special issues, and conferences as well as stim- ulating blogs and design-focused organizations. De- spite the enhanced attention in recent years, design research remains a topic of modest activity when compared to its relevance to buyer decision making, brand building, and overall marketing success. This imbalance is due to the fact that marketing academics are still relative outsiders to the aesthetic and engi- neering issues that strongly connect to design. In this essay, I will first provide a concise definition of design followed by several prescriptions for further increas- ing the prominence of design research within market- ing academia.

Design is a large topic that may be studied from a number of perspectives. One may study the design

process, business and engineering constraints on de- sign, or the fit of design within overall marketing strategy, among other issues. The definition used here is based on recent work on design value or benefits (Boztepe, 2007; Chitturi, 2009; Schifferstein and Zwartkruis-Pelgrim, 2008; Van Rompay, Pruyn, and Tieke, 2009).

which general research design permits determination of cause 

3.LES^SENCE DEPENDENT VARIABLE

Abstract.

The variable that depends on other factors that are measured. These variables are expected to change as a result of an experimental manipulation of the independent variable or variables. It is the presumed effect creation.

1. The Benefits of Group Work. As stressful as group work is in college, it can actually be beneficial in the long run because it closely parallels the group dynamics of participating on a committee, task force, or on a collaborative team project found in many workplaces. Whatever form the group assignment takes in your course, the opportunity to work with others, rather than on your own, can provide distinct benefits. These include:
2. Increased productivity and performance -- groups that work well together can achieve much more than individuals working on their own. A broader range of skills can be applied to practical activities and the process of sharing and discussing ideas can play a pivotal role in deepening your understanding of the research problem. This process also enhances opportunities for applying strategies of critical inquiry and creative or radical problem-solving to an issue.
3. Skills development -- being part of a team will help you develop your interpersonal skills. This can include expressing your ideas clearly, listening carefully to others, participating effectively in group deliberations, and clearly articulating to group members the results of your research. Group work also help develop collaborative skills, such as, team-based leadership and effectively motivating others. These skills will be useful throughout your academic career and all are highly sought after by employers.
4. Knowing more about yourself -- collaborating with others will help identify your own strengths and weaknesses. For example, you may be a better leader than listener, or, you might be good at coming up with the 'big idea' but not so good at developing a specific plan of action. Enhanced self-awareness about the challenges you may have in working with others will enhance learning experiences. Here again, this sense about yourself will be invaluable when you enter the workforce.
5. Cross-Cultural Comparison.--Comparison of various psychological, sociological, or cultural factors in order to assess the similarities or diversities occurring in two or more different cultures or societies.
6. Sociological Factor. Attributes and experiences that influence an individual's personality, attitudes, and lifestyle, which are derived from the social values and/or behavior of the groups to which an individual belongs, or aspires to belong.
7. Study desing Cross-sectional studies. are simple in design and are aimed at finding out the prevalence of a phenomenon, problem, attitude or issue by taking a snap-shot or cross-section of the population. This obtains an overall picture as it stands at the time of the study. For example, a cross-sectional design would be used to assess demographic characteristics or community attitudes. These studies usually involve one contact with the study population and are relatively cheap to undertake.
   Pre-test/post-test studies measure the change in a situation, phenomenon, problem or attitude. Such studies are often used to measure the efficacy of a program. These studies can be seen as a variation of the cross-sectional design as they involve two sets of cross-sectional data collection on the same population to determine if a change has occurred.
8. Correlational Study. A correlational study determines whether or not two variables are correlated. This means to study whether an increase or decrease in one variable corresponds to an increase or decrease in the other variable.In general, a correlational study is a quantitative method of research in which you have 2 or more quantitative variables from the same group of participants, & you are trying to determine if there is a relationship (or covariation) between the 2 variables (that is, a similarity in pattern of scores between the two variables, not a difference between their means). Theoretically, any 2 quantitative variables from the same group of participants can be correlated.
9. Research Experiment methods.here are three basic types of experimental research designs . These include pre-experimental designs, true experimental designs, and quasi-experimental designs. The degree to which the researcher assigns subjects to conditions and groups distinguishes the type of experimental design. This module will focus on the different types of true experimental designs. True experimental designs are characterized by the random selection of participants and the random assignment of the participants to groups in the study. The researcher also has complete control over the extraneous variables. Therefore, it can be confidently determined that that effect on the dependent variable is directly due to the manipulation of the independent variable. For these reasons, true experimental designs are often considered the best type of research design.
10. Factorial Design – The researcher manipulates two or more independent variables (factors) simultaneously to observe their effects on the dependent variable. This design allows for the testing of two or more hypotheses in a single project.
11. Social Determination -Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social–contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs—competence, autonomy, and relatedness—which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.

                          

https://drive.google.com/file/d/1QuFVPxkSQ8HpQzX8aSDNk61bvhNaVewv/view


DIFUSION ON IMPLEMENT DESIGN IQUALITY

Once the design has been determined, there are four elements of true experimental research that must be considered:

1. Manipulation: The researcher will purposefully change or manipulate the independent variable, which is the treatment or condition that will be applied to the experimental groups. It is important to establish clear procedural guidelines for application of the treatment to promote consistency and ensure that the manipulation itself does affect the dependent variable.
2. Control: Control is used to prevent the influence of outside factors (extraneous variables) from influencing the outcome of the study. This ensures that outcome is caused by the manipulation of the independent variable. Therefore, a critical piece of experimental design is keeping all other potential variables constant. For example, if testing the effects of fertilizer on plant height, all other factors such as sunlight, soil type and water would have to be constant (controlled).
3. Random Assignment: A key feature of true experimental design is the random assignment of subjects into groups. Participants should have an equal chance of being assigned into any group in the experiment. This further ensures that the outcome of the study is due to the manipulation of the independent variable and is not influenced by the composition of the test groups. Subjects can be randomly assigned in many ways, some of which are relatively easy, including flipping a coin, drawing names, using a random table, or utilizing a computer assisted random sequencing.
4. Random selection: In addition to randomly assigning the test subjects in groups, it is also important to randomly select the test subjects from a larger target audience. For example, if a researcher wanted to look at the impact of sleep on the test scores of 5^th graders in a particular city, a sample of 5^th graders would need to be randomly selected from the city’s population in such a way that any 5^th grader would have an equal chance of being selected for the study. This ensures that the sample population provides an accurate cross-sectional representation of the larger population including different socioeconomic backgrounds, races, intelligence levels, and so forth.

The artistic solution

1. 
   

                           

https://drive.google.com/file/d/1J3YP_mACG5zJOBe78avJiETCZkhJjmry/view