Synergistic Approach to Enterprise Management

2015 ◽  
Vol 4 (3) ◽  
pp. 4-13
Author(s):  
Заковоротный ◽  
Vilor Zakovorotnyy ◽  
Угнич ◽  
Ekaterina Ugnich ◽  
Флек ◽  
...  
Keyword(s):  
Theoretical Analysis ◽  
Dynamic Model ◽  
Dynamic Systems ◽  
Self Organization ◽  
Enterprise Management ◽  
Economic Systems ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
Synergistic Approach ◽  
The Stability

The research reveals the peculiarities of synergistic model of enterprise management in market conditions. The possibilities of synergistic approach application towards the study of economic systems are shown in the article. On the basis of theoretical analysis of complex dynamic systems basic rules are identified which must be taken into consideration while examining the enterprise as a system in which the processes of self-organization exist. A generalized dynamic model of an enterprise in market environment is presented. It is carried out the analysis of the established condition of the enterprise as a system and the stability of its stationary state.

Complex dynamic systems in students of interpreting training

2018 ◽  
Vol 13 (2) ◽  
pp. 185-207 ◽  
Author(s):  
Yanping Dong
Keyword(s):  
Dynamic Systems ◽  
Empirical Data ◽  
Self Organization ◽  
Future Research ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Initial State ◽  
Cognitive Changes ◽  
Complex Dynamic Systems ◽  
Contradictory Data

Abstract Students of interpreting training may go through drastic cognitive changes, but current empirical findings are disparate and isolated. To integrate these findings and to obtain a better understanding of interpreting training, the present article tries to reinterpret students of interpreting training as complex dynamic systems. Relying primarily on longitudinal empirical data from several existing studies, the article illustrates how the initial state of some key parameters influences the progress of the systems, how the parameters themselves evolve, and how interpreting competence develops as a result of self-organization. The hope is that a metatheoretical framework such as Dynamic Systems Theory will allow specific findings and particularistic models for interpreting training to be integrated. Moreover, this approach may allow false dichotomies in the field to be overcome and seemingly contradictory data in empirical reports to be better understood, thereby providing guidelines for future research.

scholarly journals Attractors of university students’ agency development stages

2021 ◽  
Vol 10 (2) ◽  
pp. 98-107
Author(s):  
Alexander V. Kaptsov ◽  
◽  
Ekaterina V. Nekrasova ◽  
Keyword(s):  
University Students ◽  
Dynamic Systems ◽  
Self Organization ◽  
Full Time ◽  
Stable States ◽  
Complex Dynamic ◽  
Psychological Traits ◽  
Development Stages ◽  
Complex Dynamic Systems ◽  
Academic Group

The relevant problem of social educational psychology is to identify states of self-organization and self-development of students’ psychological traits in the academic group. One of the possible ways to solve the problem is to use the mathematical theory of dynamic systems to determine the attractors of the development stages of university students’ agency. The purpose of the study presented in the article is to substantiate application of the theory of complex dynamic systems in modeling development stages of university students’ agency. Hypothesis of the study: the theory of complex dynamic systems is applicable to modeling the development stages of university students’ agency. Approbation of the theory of dynamical systems was carried out in the course of a longitudinal study in four groups of 1st to 4th year full-time students (N = 79; M = 19.6; SD = 2.4 years; 100% women). The study revealed that the development stages of university students’ agency have one stable stationary state. The interval between two measurements was 28 weeks. The most common attractors are found in the “learner” and “master” stages. We revealed two stable states in the stages in the second-year students’ group. The stages indicate presence of micro groups with different levels of manifestation of development stages of agency, which are characterized by the phenomenon of self-organization in the academic group. The applied aspect of the study is to create a dynamic model of the stages of university students’ agency development in a separate academic group. The research showed prospects of applying the dynamic systems theory combined with the ecopsychological approach.

scholarly journals Complex Dynamic Systems View on Conceptual Change: How a Picture of Students’ Intuitive Conceptions Accrue From Dynamically Robust Task Dependent Learning Outcomes

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Ismo T. Koponen ◽  
Tommi Kokkonen ◽  
Maiji Nousiainen
Keyword(s):  
Conceptual Change ◽  
Learning Outcomes ◽  
Dynamic Systems ◽  
Computational Modelling ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
Intuitive Conceptions ◽  
Context Dependent ◽  
The Stability ◽  
Dependent Learning

We discuss here conceptual change and the formation of robust learning outcomes from the viewpoint of complex dynamic systems (CDS). The CDS view considers students’ conceptions as context dependent and multifaceted structures which depend on the context of their application. In the CDS view the conceptual patterns (i.e. intuitive conceptions here) may be robust in a certain situation but are not formed, at least not as robust ones, in another situation. The stability is then thought to arise dynamically in a variety of ways and not so much to mirror rigid ontological categories or static intuitive conceptions. We use computational modelling to understand the generic dynamic and emergent features of that phenomenon. The model is highly simplified and idealized, but it shows how context dependence, described here by an epistemic landscape structure, leads to the formation of context dependent robust states that can be viewed as attractors in learning, and how owing to the sharply defined nature of these states, learning appears as a progression of switches from one state to another, giving thus the appearance of conceptual change as switches from one robust state to another. Finally, we discuss the implications of the results in directing attention to the design of learning tasks and their structure, and how empirically accessible learning outcomes might be related to these underlying factors.

scholarly journals Variability as normal as apple pie

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Marjolijn Verspoor ◽  
Wander Lowie ◽  
Kees de Bot
Keyword(s):  
Dynamic Systems ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Controlled Processes ◽  
Complex Dynamic Systems ◽  
L2 Development ◽  
Limited Degree ◽  
Development Phases ◽  
Longitudinal Case Studies ◽  
Over Time

Abstract In recent studies in second language (L2) development, notably within the focus of Complex Dynamic Systems Theory (CDST), non-systematic variation has been extensively studied as intra-individual variation, which we will refer to as variability. This paper argues that variability is functional and is needed for development. With examples of four longitudinal case studies we hope to show that variability over time provides valuable information about the process of development. Phases of increased variability in linguistic constructions are often a sign that the learner is trying out different constructions, and as such variability can be evidence for change, and change can be learning. Also, a limited degree of variability is inherent in automatic or controlled processes. Conversely, the absence of variability is likely to show that no learning is going on or the system is frozen.

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