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  • 1.
    Hajrizi, Edmond
    et al.
    University for Business and Technology, Kosovo.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of the Pacific, USA.
    University for Business and Technology University Libraries and Knowledge Center: A Concept Paper2017In: 8th International Conference Information Systems and Technology Innovations, Tirana, Albania, June 23-24, 2017.: Fostering the As-A-Service Economy / [ed] Sevrani, Kozeta, 2017Conference paper (Refereed)
    Abstract [en]

    The most significant innovation enables the realization of far greater human potential. The catalyst of such creativity in higher education is the acquisition of new knowledge and the living of new experiences. Then, within innovation and incubation environments, new thinking enriches knowledge handed down from previous generations, enlivens contemporary lives and informs future growth. Emergent knowledge encourages recognition of the limitations of traditional academic disciplines, exploration of new interdisciplinary frontiers, and, from this, novel transdisciplinary insights that unlock human potential and improve human conditions.

    In response, the University for Business and Technology intends to build collaboration environments to enable discovery and access, interpretation and analysis, creation and sharing of knowledge. These aspirations recognize the synergies possible when individual discovery is reinforced by collective inquiry with the shared purpose of using information to learn to create knowledge together. Further, this UBT planning initiative acknowledges that societal progress, whether local or global, ultimately depends on catalyzing, fortifying, and affirming human inquiry. So enabling environments will place humans at the center of the knowledge creation spaces and places that aim to advance participant capabilities to meet the demands of working in a global marketplace and living in a global society.

  • 2.
    Hajrizi, Edmond
    et al.
    University for Business and Technology, Kosovo.
    Somerville, Mary M.
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    The UBT Knowledge Center: A Collaborative Design Approach2017In: Proceedings UBT 6th Annual International Conference 27-29 october, 2017: International Conference on Education and Development & Psychology Sciences / [ed] Hajrizi, E., UBT Higher Education Institution , 2017, p. 5-11Conference paper (Refereed)
    Abstract [en]

    In setting the institutional vision for University for Business and Technology in 2001,founder Dr. Edmond Hajrizi sought to educate Kosovo students to become active contributors tothe society and in the workplace, within the country, the Balkans region, and beyond. The UBTKnowledge Center initiative extends the founding vision of national development through highereducation. Since local knowledge, identity, and learning are necessarily situated, Kosovarstudents, faculty, staff, and administrators serve as topical experts and international educatorsfrom Sweden and the United States serve as design facilitators for this collaborative project. Thispaper presents the vision for and concept of the Knowledge Center, followed by reflections onthe process so far and anticipated future actions.

  • 3.
    Hajrizi, Edmond
    et al.
    University for Business and Technology, Kosovo.
    Somerville, Mary M.
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    The UBT Knowledge Center: A Collaborative Design Approach2017In: International Journal of Business and Technology, ISSN 2223-8387, Vol. 6, no 1, article id 5Article in journal (Refereed)
    Abstract [en]

    In setting the institutional vision for University for Business and Technology in 2001, founder Dr. Edmond Hajrizi sought to educate Kosovo students to become active contributors to the society and in the workplace, within the country, the Balkans region, and beyond. The UBT Knowledge Center initiative extends the founding vision of national development through higher education. Since local knowledge, identity, and learning are necessarily situated, Kosovar students, faculty, staff, and administrators serve as topical experts and international educators from Sweden and the United States serve as design facilitators. Participatory design commenced in April 2017 when international faculty from Sweden and the United States co-taught a graduate level course, Information Systems Analysis, Design, and Modelling, at the Pristina campus. Working with UBT administrators, directors, managers, and librarians, students worked in teams to co-design three essential parts of a holistic Knowledge Center ecosystem: a digital environment to advance local knowledge visibility, an organizational environment to enhance boundary crossing collaboration, and a digital academic library environment to enable discovery of and access to published academic scholarship. Following these ‘learn by doing’ instructional activities, exploratory knowledge management discussions produced a Knowledge Center concept paper in July 2017, with funding from the Fulbright Specialist Program. The white paper recognizes the social context of learning – that knowledge is acquired and understood through action, interaction, and sharing with others. It thereby anticipates the social relationships necessary for information exchange and knowledge creation, oftentimes enabled by technology, for knowledge incubation in the university and beyond. This collaborative design approach anticipates continuing to convene multidisciplinary conversations and to integrate interdisciplinary coursework into realization of the University’s founding knowledge vision which recognizes the critical importance of developing new and more complex ways for connecting people, information, and technology in the university and with the society. In response, the UBT Knowledge Center aims to foster knowledge creation which curates and preserves intellectual, cultural, national, and regional resources for future generations.

  • 4.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of the Pacific, USA.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Hajrizi, Edmond
    University for Business and Technology, Kosovo.
    Making Local Knowledge Visible: The Case of the University for Business and Technology in Kosovo2018In: Systems research and behavioral science, ISSN 1092-7026, E-ISSN 1099-1743, Vol. 35, no 5, p. 588-597Article in journal (Refereed)
    Abstract [en]

    A vision to further national development through higher education now informs planning for the University for Business and Technology Knowledge Center. At its essence, the Center aims to make local knowledge visible through furthering discovery of and access to research content produced by academic students and university professors on institu- tional, local and international levels. This paper reports on conceptual exploration of this in- stitutional idea during spring semester 2017 in a graduate course on systems thinking and methodology. Using active learning pedagogy to improve local situations, an international teaching team facilitated student and stakeholder engagement in participatory design activ- ities using soft systems methodology tools and techniques. Course evaluation outcomes re- vealed students’ improved levels of knowledge and development of insights. In addition, their course work demonstrated their advanced understanding of systems thinking and its application. Furthermore, students expressed high motivation to learn more about other human-centred theories and participatory design tools. In considering the value of the University’s knowledge vision, they were especially enthusiastic about its implications for furthering national democratic development in Kosovo and regional economic growth in south-eastern Europe.

  • 5.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of the Pacific, USA.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Hajrizi, Edmond
    University for Business and Technology, Kosovo.
    University for Business and Technology Knowledge Center: Making Local Knowledge Visible2017In: Paper presented at the Vienna 2017 International Society for System Sciences, The 61st ISSS World Conference, Vienna, July 9-14, 2017, International Society for the Systems Sciences , 2017, no 1, article id 3108 (3238)Conference paper (Refereed)
    Abstract [en]

    Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and informed systems (Mary Somerville and Anita Mirjamdotter).  In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.

1 - 5 of 5
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