Journal Article

The mixed results of the use of the Electronic Patient Record can be explained by the coercive formalization induced by technology and driven by the convergence of clinical production information system and information system support hospital management. We show that enabling formalization process is the only one likely to meet both the objectives of the organization and the needs of professionals. [googletranslate_en]

In a context marked by the decline of extrinsic values ​​for the benefit of intrinsic values ​​(Ester & Vinken Braun, 2006; Riffault Tchernia & 2002; Tchernia, 2005), it seems important to bring attention to what lives inside the subject : her values. In France, no management research has studied the values ​​of Generation Y. We approach is qualitative and exploratory. A diverted projective technique (the letter to a friend) is available in 20 bachelor students (Bac + 1) belonging to Generation Y (born between 1985 and 1996). This is to identify their individual values, organizational and welfare. At the theoretical level, the results show that Generation Y develops a special motivation to the detriment of organizational socialization and in favor of the professional insertion. At the managerial level, nuanced results many stereotypes associated with generation Y. [googletranslate_en]

Technology is widely considered the main source of economic progress, but it has also generated cultural anxiety throughout history. The developed world is now suffering from another bout of such angst. Anxieties over technology can take on several forms, and we focus on three of the most prominent concerns. First, there is the concern that technological progress will cause widespread substitution of machines for labor, which in turn could lead to technological unemployment and a further increase in inequality in the short run, even if the long-run effects are beneficial. Second, there has been anxiety over the moral implications of technological process for human welfare, broadly defined. While, during the Industrial Revolution, the worry was about the dehumanizing effects of work, in modern times, perhaps the greater fear is a world where the elimination of work itself is the source of dehumanization. A third concern cuts in the opposite direction, suggesting that the epoch of major technological progress is behind us. Understanding the history of technological anxiety provides perspective on whether this time is truly different. We consider the role of these three anxieties among economists, primarily focusing on the historical period from the late 18th to the early 20th century, and then compare the historical and current manifestations of these three concerns.

Professionalise the HR function is the order of the day. Yes, but what are we talking about? Professionalize, is up skills? Restructure the organization of HR services? Animating the sector HR professionals? Develop new tools? Moreover, seeking to professionalize the whole entire HR function does make sense? In that case, can we professionalize a recruitment as a lawyer in employment law? The slogan "we must professionalise the HR function," would it not a kind of mantra, the confession of shortcomings and expressing the desire to fill them? The objective of this article is to help clarify these issues. It is also to show, based on a series of field observations, the means they implement to professionalize the HR function, the contribution of these achievements and perhaps also their limitations. [googletranslate_en]

We test the hypothesis that information and communication technologies (ICT) polarize labor markets by increasing demand for the highly educated at the expense of the middle educated, with little effect on low-educated workers. Using data on the United States, Japan, and nine European countries from 1980 to 2004, we find that industries with faster ICT growth shifted demand from middle-educated workers to highly educated workers, consistent with ICT-based polarization. Trade openness is also associated with polarization, but this is not robust to controlling for R&D. Technologies account for up to a quarter of the growth in demand for highly educated workers.

This article analyzes the highly creative capabilities as a set of resources and skills to access a variety of remote knowledge, articulate and preserve their redundancy to achieve new and original ideas. Based on an exploratory case study on open innovation laboratories of three large French companies, this article is to study the nature of these capabilities and organizational design implemented in an open innovation environment. The results allow to analyze the distributed nature of these resources in a space organized inter-sational and the new balance of control / freedom to exploit. [googletranslate_en]

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N = 3081) in the category of games, 29 studies (N = 2553) in the category of games, and 27 studies (N = 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction. Results suggest games (FEM = 0.77; REM = 0.51), simulations (FEM = 0.38; REM = 0.41), and virtual worlds (FEM = 0.36; REM = 0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games. With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction.

Wisdom of the crowds, Technological capabilities and Functional alignment, which when recognised and utilised in innovation processes, can unlock the ability to source, develop and commercialise ideas at rapid pace. The phenomenon is known as technological convergence. By definition, technological convergence is described as the process by which Information and Communications Technologies (ICTs) converge towards new and more unified markets. This convergence often leverages the three dimensions of innovation – economic, technical and functional. On the economic side, the focus of a focal firm is on maximising profits with minimal costs under resource constraints brought about in-part by liberalisation of markets. In this regard, open innovation which involves harnessing wisdom of the crowds at the fuzzy front-end of the innovation process has increasingly been promoted as a pragmatic mechanism for accessing widely distributed knowledge (Thanasopon, Papdopoulos & Vidgen, 2016), in large firms (Brunswicker & Chesbrough, 2018) and SMEs (Vanhaverbeke, Frattini, Roijakkers & Usman, 2018). On the technical side, the main driver has been the rise of enabling technologies, at times revolutioning social behaviour but mostly brought about through incremental shifts in technical abilities. Finally, convergence is realised through functional alignment, characterised by integration of computational, behaviour and communication factors in a unique value-proposition delivered through new product or new service (Canals, Torres & Borés, 2001). The growing prominence of technological convergence means firms can no longer afford to work in silos or rely on proprietory waterfall solutions to achieve competitive advantage and influence societal progress. Here, we build on our July 2018 editorial which emphasised the cumulative importance of management research and management practice working together for societal progress. W-T-F is offered here as the fundamental trilogy that both managers and researchers need to address to survive and thrive in an increasingly digitised and globally connected world.

The densification of the digital training offers in the French higher education institutions raises the question of culture and digital skills that are developed there. In continuation of a survey conducted across the French territory on the digital C2i training device within higher education institutions, this article proposes to question a number of representations on digital skills, digital culture and wider digital. To feed our analysis, we have chosen to deal with a corpus of documents - whose production is made according to political expectations and / or economic - on the digital development in various fields (education , economy, citizen, etc.). Along with this, this text will be an opportunity to discuss ideological patterns that may underlie some of the digital training standards currently in force. We conclude our discussion about the purpose of training to digital in the French higher education institutions. [googletranslate_en]