Results 1 - 10
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840
Initial Trust Formation in New Organizational Relationships
- Academy of Management Review
, 1998
"... Davis, Gerald Smith and Aks Zaheer for their helpful reviews and comments on earlier versions of this paper. Trust is a key enabler of cooperative human actions. Three main deficiencies about our current knowledge of trust are addressed by this paper. First, due to widely divergent conceptual defini ..."
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Cited by 353 (4 self)
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Davis, Gerald Smith and Aks Zaheer for their helpful reviews and comments on earlier versions of this paper. Trust is a key enabler of cooperative human actions. Three main deficiencies about our current knowledge of trust are addressed by this paper. First, due to widely divergent conceptual definitions of trust, the literature on trust is in a state of construct confusion. Second, too little is understood about how trust forms and on what trust is based. Third, little has been discussed about the role of emotion in trust formation. To address the first deficiency, this paper develops a typology of trust. The rest of the paper addresses the second and third deficiencies by proposing a model of how trust is initially formed, including the role of emotion. Dispositional, interpersonal, and impersonal (system) trust are integrated in the model. The paper also clarifies the cognitive and emotional bases on which interpersonal trust is formed in early relationships. The implications
The Intellectual Challenge of CSCW: The Gap Between Social Requirements and Technical Feasibility
- Human-Computer Interaction
, 2000
"... Over the last 10 years, Computer-Supported Cooperative Work (CSCW) has identified a base set of findings. These findings are taken almost as assumptions within the field. In summary, they argue that human activity is highly flexible, nuanced, and contextualized and that computational entities such a ..."
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Cited by 225 (12 self)
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Over the last 10 years, Computer-Supported Cooperative Work (CSCW) has identified a base set of findings. These findings are taken almost as assumptions within the field. In summary, they argue that human activity is highly flexible, nuanced, and contextualized and that computational entities such as information transfer, roles, and policies need to be similarly flexible, nuanced, and contextualized. However, current systems cannot fully support the social world uncovered by these findings. This paper argues that there is an inherent gap between the social requirements of CSCW and its technical mechanisms. The social-technical gap is the divide between what we know we must support socially and what we can support technically. Exploring, understanding, and hopefully ameliorating this social-technical gap is the central challenge for CSCW as a field and one of the central problems for HCI. Indeed, merely attesting the continued centrality of this gap could be one of the important intellectual contributions of CSCW. This paper also argues that the challenge of the social-technical gap creates an opportunity to refocus CSCW as a Simonian science of the artificial. To be published in Human-Computer Interaction Preprint- Ackerman- Challenge of CSCW 1 1.
Toward a Theory of Social Practices. A Development in Culturalist Theorizing
- European Journal of Social Theory
, 2002
"... This article works out the main characteristics of ‘practice theory’, a type of social theory which has been sketched by such authors as Bourdieu, Giddens, Taylor, late Foucault and others. Practice theory is presented as a conceptual alternative to other forms of social and cultural theory, above a ..."
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Cited by 189 (0 self)
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This article works out the main characteristics of ‘practice theory’, a type of social theory which has been sketched by such authors as Bourdieu, Giddens, Taylor, late Foucault and others. Practice theory is presented as a conceptual alternative to other forms of social and cultural theory, above all to cultural-ist mentalism, textualism and intersubjectivism. The article shows how practice theory and the three other cultural-theoretical vocabularies differ in their localization of the social and in their conceptualization of the body, mind, things, knowledge, discourse, structure/process and the agent. Key words action culture knowledge practice Wittgenstein In the complex landscape of contemporary social theories after the ‘interpreta-tive turn ’ of the 1970s, ‘practice theories ’ or ‘theories of social practices ’ have formed a conceptual alternative that seems attractive to an audience dissatisfied with both classically modern and high-modern types of social theories,1 but that,
The Meanings of Trust
, 1996
"... Our trust conceptualizations have benefited from discussions with Ellen Berscheid and Larry Cummings of the University of Minnesota. The authors also thank three anonymous reviewers from the Organizational Behavior division of the 1996 meeting of the Academy of Management for their comments on an ea ..."
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Cited by 148 (0 self)
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Our trust conceptualizations have benefited from discussions with Ellen Berscheid and Larry Cummings of the University of Minnesota. The authors also thank three anonymous reviewers from the Organizational Behavior division of the 1996 meeting of the Academy of Management for their comments on an earlier version of this paper. THE MEANINGS OF TRUST What does the word ‘trust ’ mean? Scholars continue to express concern regarding their collective lack of consensus about trust’s meaning. Conceptual confusion on trust makes comparing one trust study to another problematic. To facilitate cumulative trust research, the authors propose two kinds of trust typologies: (a) a classification system for types of trust, and (b) definitions of six related trust types that form a model. Some of the model’s implications for management are also outlined. 2 THE MEANINGS OF TRUST “...trust is a term with many meanings. ” (Williamson, 1993: 453) “Trust is itself a term for a clustering of perceptions. ” (White, 1992: 174) Scholars and practitioners widely acknowledge trust's importance. Trust makes cooperative endeavors happen (e.g., Arrow, 1974; Deutsch, 1973; Gambetta, 1988). Trust is a key to positive interpersonal relationships in
Understanding Mobile Contexts
, 2004
"... Mobile urban environments present a challenge for context-aware computers because they differ from fixed indoor contexts such as offices, meeting rooms, and lecture halls in many important ways. Internal factors such as tasks and goals are different---external factors such as social resources are dy ..."
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Cited by 89 (14 self)
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Mobile urban environments present a challenge for context-aware computers because they differ from fixed indoor contexts such as offices, meeting rooms, and lecture halls in many important ways. Internal factors such as tasks and goals are different---external factors such as social resources are dynamic and unpredictable. An empirical, user-centred approach is needed to understand mobile contexts. In this paper, we present insights from an ethnomethodologically inspired study of 25 adult urbanites in Helsinki. The results describe typical phenomena in mobility: how situational and planned acts intermesh in navigation, how people construct personal and group spaces, and how temporal tensions develop and dissolve. Furthermore, we provide examples of social solutions to navigation problems, examine mobile multitasking, and consider design implications for mobile and context-aware human-- computer interaction.
Becoming a Scientist: The role of undergraduate research in Students’ cognitive, personal and professional development
- Science Education
, 2006
"... ABSTRACT: In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and stude ..."
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Cited by 87 (0 self)
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ABSTRACT: In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student participants yields comparative insights into the structural elements of this form of UR program and its benefits for students. Comparison of the perspectives of faculty and their students revealed considerable agreement on the nature, range, and extent of students ’ UR gains. Specific student gains relating to the process of “becoming a scientist ” were described and illustrated by both groups. Faculty framed these gains as part of professional socialization into the sciences. In contrast, students emphasized their personal and intellectual development, with little awareness of their socialization into professional practice. Viewing study findings through the lens of social constructivist learning theories demonstrates that the characteristics of these UR programs, how faculty practice UR in these colleges, and students ’ outcomes—including cognitive and personal growth and the development of a professional identity—strongly exemplify many facets of these theories, particularly, student-centered and situated learning as part of cognitive apprenticeship
Critical ethnography in education: Origins, current status and new directions
- Review of Educational Research
, 1989
"... Interpretivist movements in anthropology and sociology have recently merged with neo~Marxist and feminist theory to produce a unique genre of research in the field of education known as "critical ethnography. " Critical ethnographers seek research accounts sensitive to the dialectical rela ..."
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Cited by 79 (1 self)
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Interpretivist movements in anthropology and sociology have recently merged with neo~Marxist and feminist theory to produce a unique genre of research in the field of education known as "critical ethnography. " Critical ethnographers seek research accounts sensitive to the dialectical relationship between the social structural con-straints on human actors and the relative autonomy of human agency. Unlike other interpretivist research, the overriding goal of critical ethnography is to free individ-uals from sources of domination and repression. This review traces the development of critical ethnography in education, including a brief discussion of its view of validity; discusses its current status as a research genre; and describes criticisms and suggests new directions. Critical ethnography in the field of education is the result of the following dialectic: On one hand, critical ethnography has grown out of dissatisfaction with social accounts of "structures " like class, patriarchy, and racism in which real human actors never appear. On the other hand, it has grown out of dissatisfaction with cultural accounts of human actors in which broad structural constraints like
Hanging on the 'Wire: A Field Study of an Audio-Only Media Space
- ACM Transactions on Computer-Human Interaction
, 1997
"... The primary focus of this article is an analysis of an audio-only media space from a computer-supported cooperative work (CSCW) perspective. To explore whether audio by itself is suitable for shared media systems, we studied a workgroup using an audio-only media space. This media space, called Thund ..."
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Cited by 79 (5 self)
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The primary focus of this article is an analysis of an audio-only media space from a computer-supported cooperative work (CSCW) perspective. To explore whether audio by itself is suitable for shared media systems, we studied a workgroup using an audio-only media space. This media space, called Thunderwire, combined high-quality audio with open connec-tions to create a shared space for its users. The two-month field study provided a richly nuanced understanding of this audio space’s social use. The system afforded rich sociable interactions. As well, users were able to create a useful, usable social space; however, through an analysis of the social norms that the participants formulated, we show that they had to take into account being in an audio-only environment. Within the field study, then, audio by itself was sufficient for a usable media space and a useful social space, but users were forced to adapt to many audio-only and system conditions. The article also considers audio’s implications for privacy.
