Adoption | EPFL Graph Search

Adoption is a process whereby a person assumes the parenting of another, usually a child, from that person's biological or legal parent or parents. Legal adoptions permanently transfer all rights and responsibilities, along with filiation, from the biological parents to the adoptive parents. Unlike guardianship or other systems designed for the care of the young, adoption is intended to effect a permanent change in status and as such requires societal recognition, either through legal or religious sanction. Historically, some societies have enacted specific laws governing adoption, while others used less formal means (notably contracts that specified inheritance rights and parental responsibilities without an accompanying transfer of filiation). Modern systems of adoption, arising in the 20th century, tend to be governed by comprehensive statutes and regulations. History Antiquity ;Adoption for the well-born While the modern form of adoption emerged in the United

A Digital Platform connecting Academia and Small Businesses: An opportunity for Knowledge Management Experiments

Quentin Adrien Cavillier

Digital transformation is one of the biggest phenomena of this decade. One enabler of this revolution was cloud computing. Today, software engineers can deliver software as a service (SaaS), which is accessible to users through the Internet. Slack, Shopify, and Dropbox are examples of successful SaaS. We are experiencing an emergence of numerous small web applications with easy-to-use features for specific domains such as project management, accounting, resources management, customer relationships, and so forth. Thus, SaaS has been recognised as particularly well suited for the digital journey of small enterprises. However, surveys conducted by governmental agencies reveal a low adoption rate of SaaS by small enterprises in traditional sectors such as construction, services, and dealership. Previous studies have highlighted a lack of top management support, a weak relative advantage perceived, and a lack of knowledge as the key reasons for this low level of adoption. Whilst academic research defines these critical factors, it has not found potential solutions to mitigate them. Thus, this thesis presents two exploratory studies to enhance the adoption of digital practices by small traditional enterprises (STEs). A first study explored the value of leading collaborative projects between students and STEs about the assessment of SaaS solutions. A secondary objective of this initiative was the design of a platform acting as an open innovation platform. A three-year study allowed the completion of thirty-nine projects and the testing of two different platform designs. The feedback from students demonstrated the value of a well-structured platform composed of different management models for each project phase. Furthermore, 67 per cent of the STEs involved on the platform acknowledged the value of such collaborative projects. However, the collaborations did not improve top management support, and projects tended to stagnate because of various organisational factors. A second study, using a mixed-methods research design, was performed to explore the relations amongst the organisational factors acting as enablers and barriers to the digitalisation of STEs. The objective was to improve understanding of TSEs' situation and devise a proposition to enhance top management support. An academic contribution of this study was the design and application of a conceptual framework combining organisational factors from the literature on dynamic capabilities, organisational inertia, and intellectual capital. The combination of the qualitative observations and quantitative results highlighted the importance of the sensing and leadership capabilities for STE directors. They also revealed the mediator effect of the relational capability on the development of these latter. Therefore, this thesis makes important contributions to the literature on open innovation by defining a new field for leading knowledge management experiments. It also contributes to develop a comprehensive overview of the organisational factors affecting STEs' adoption. A further major contribution is the potential value of the digital platform to innovate the services of practitioners, such as governmental agencies and consultants, that support STEs on their digital transformation journey. In conclusion, this research is valuable in opening the discussion about potential innovations that might reshape the relationship academia-business.

EPFL2019

The TACS Model: Understanding Primary School Teachers’ Adoption of Computer Science Pedagogical Content

Barbara Bruno, Francesco Mondada

Context With the introduction of computer science (CS) into curricula worldwide, teachers’ adoption of CS-pedagogical content is essential to ensure the long-term success of reform initiatives. Continuing Professional Development (CPD) programs play a key role in this process. Unfortunately, adoption is seldom evaluated in CS-CPDs, or CPDs in general. The result is a dearth of studies i) modelling teachers’ adoption of CS-pedagogical content, or ii) investigating factors influencing the uptake of this new discipline. Both aspects are crucial to design and characterise successful CPD programs. Objectives We thus propose the Teachers’ Adoption of CS (TACS) model to investigate factors influencing the adoption of CS-pedagogical content by teachers who are following a mandatory CS-CPD program. More specifically, the model proposes that contextual factors (e.g. age, gender, and general teaching experience), prior factors (e.g. experience, and CS perception), and acceptance factors (e.g. interest, and self-efficacy) may impact teachers’ adoption of CS-pedagogical content. Methods The study included 180 grade 5-6 teachers (students aged 9-11) that were following a mandatory CS-CPD program. The CS-CPD program involved participation in three day-long sessions distributed over the 2019-2020 academic year. In between sessions, with the support of instructional coaches in the schools, teachers were encouraged, but not required, to adopt the CS-pedagogical content. Therefore, during the CPD, and employing surveys based on the TACS model, we evaluated teachers’ adoption of the proposed content and investigated how the different factors influenced it. Results At the PD-level, the results indicate that self-efficacy and interest queried during the CS-CPD are indicative of CS-pedagogical content adoption. To shed more light on the relationship between these metrics, a more in-depth analysis was conducted with n=92 teachers whose responses could be matched between sessions. While interest relates to how teachers adopt CS-pedagogical content overall, both interest and self-efficacy are necessary to ensure the likelihood of a specific activity being adopted. Finally, individual teacher characteristics appear to impact adoption, with teachers with low ICT experience requiring onboarding, while middle-aged teachers require convincing to adopt CS-pedagogical content. Conclusion Three takeaways emerge from the study. First, the analyses confirm the foundation of the TACS model. Second, the findings establish the key role that interest plays in said model. Finally, the results support the relationship between the contextual, prior and acceptance factors on the adoption of primary school CS-pedagogical content.

2022

Will Your Household Adopt Your New Robot?

Julia Fink

Domestic robots have slowly found their way into some of our homes and onto the shelves of major stores selling technical appliances. Who hasn’t already seen or heard of robots that vacuum or mow the lawn? As researchers in robotics, we feel this growing commercial success is a great opportunity to learn about robot adoption processes. Leaving the marketing buzz and usual fantasies about robot invasions aside, we are curious to find out how robots are perceived by users. Are robots revolutionizing people’s practices at home? Understanding the adoption of such robots is also central, as it helps to pinpoint crucial factors to be taken into account while designing new robots. Other questions we wish to consider include: What convinces people to adopt them? What stops people from adopting them? What features or concepts should be transferred to future robot generations? To answer these questions, we conducted an ethnographic study that analyzed how people adopted or rejected a vacuum-cleaning robot in their homes [1]. We gave a popular commercially available robot (iRobot’s Roomba) to nine households and observed them over a period of six months [2]. We recruited households with and without children, pets, and gardens. We analyzed cleaning habits before Roomba. We then observed how they evolved from the moment we brought them the robot: at installa- tion, after two weeks, and then two and four months after installation.

2012