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专业策划人的跨界学习

【中文摘要】:本研究从三位专业策划人的生命故事出发,提出问题「专业策划人是如何学习的」这个问题,运用叙说探究的方法以及开创学派的理论视角,深入探讨策划人的学习历程。首先发现到策划人所处的生态环境是具有「跨多重疆界性」的,策划人要带领一整个团队共同工作,如灯光、设计师、舞台、艺术家等等。再次基础上展开对策划人学习方式的研究,最终获得两大主要研究发现:
1.连结是一种学习
2.文化转译是一种学习
本研究中所界定的学习,是指向他者(other)流变(becoming)的过程,本非传统意义上所指的知识的获得。在此界定之下,三位研究参与者各自的连结与文化转译,被当做是一个自

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我创造与再创造

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的开创历程。
【英文摘要】:This research starts with the life-stories of three professional planners, and raised the question that how do planners learn. With narrative for research method and the viewpoint of becoming for theory view, the researcher begins to discuss about the learning process of three planners. Firstly, this research finds that planners are working in a multi-boundary habitat. Planners work together with, for instance, lighting, designer, stage staff, and artist. Based on this, the research finally gets two findings:
1.connection as learning
2.culture translation as learning.
Instead of traditional opinion that learning is knowledge acquisition

专业的事,找专业的人降低重复率就找文懂论文网,专业降低重复率5年经验

, learning in this research is defined as a process of becoming others. In this way, connection and culture translation are recognized as self-creation and self-recreation.
【参考文献】:

  • 1. 陈向明. (2004). 社会科学质的研究, 台北五南图书出版公司.
  • 2. 蔡敦浩, 刘育忠, & 王慧兰. (2011). 叙说探究的第一堂课. 鼎茂图书.
  • 3. 吴孟珍. (2011). 社会建构论下的创业实践:创业机会的建构. 创业管理研究6.4: 13-34.
  • 4. 林韶怡. (2011). 拥抱创业者的生活世界: 现象学取向下的创业研究. 创业管理研究》(台湾), 6(4), 57-96.
  • 5. 许耿铭. (2009). 协力理论在跨界人力资源管理的应用: 以 [政府机关与绩优民间机构人才交流. 《文官制度季刊》, 1(3), 55-79.
  • 6. 何中馨. (2007). 跨界的知识传递. JOURNAL OF GEOGRAPHICAL SCIENCE, 47, 59-83.
  • 7. 谢传崇, 朱纹秀. (2011).国民中学校长跨界领导指标建构之研究. 朝阳人文社会学刊, 9(2), 189-216.
  • 英文文献:
  • 1. Crawford, M. B. (2009). Shop class as soulcraft: An inquiry into the value of work. Penguin..
  • 2. Cope, J., & Watts, G. (2000). Learning by doing–an exploration of experience, critical incidents and reflection in entrepreneurial learning. International Journal of Entrepreneurial Behaviour & Research, 6(3), 104-124. Fletcher, D. E. (2006). Entrepreneurial processes and the social construction of opportunity. Entrepreneurship and Regional Development, 18(5), 421-440. Hamilton, E. E. “Entrepreneurial learning in family business.” (2006).
  • 3. Fischer, M. M., & Nijkamp, P. (2009). Entrepreneurship and regional development (No. 0035).
  • 4. Hamilton, E. (2006). Whose story is it anyway? Narrative accounts of the role of women in founding and establishing family businesses. International Small Business Journal, 24(3), 253-271.
  • 5. Hjorth, D., & Johannisson, B. (2009). Learning as an entrepreneurial process. Revue de l’Entrepreneuriat, 8(2), 57-78.
  • 6. Moody, J. L. (2010). Concert lighting: techniques, art and business. Taylor & Francis.
  • 7. Johansson, A. W. (2004). Narrating the entrepreneur. International small business journal, 22(3), 273-293.
  • 8. O”Connor, E. S. (2007). Reader beware: Doing business with a store (y) of knowledge. Journal of Business Venturing, 22(5), 637-648.
  • 9. Phillips, N., Tracey, P., & Karra, N. (2013). Building entrepreneurial tie portfolios through strategic homophily: The role of narrative identity work in venture creation and early growth. Journal of Business Venturing, 28(1), 134-150.
  • 10. Sims, D. (2003). Between the millstones: A narrative account of the vulnerability of middle managers’ storying. Human Relations, 56(10), 1195-1211.
  • 11. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge university press.
  • 来源:中山大学;作者:刘凯蒙
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