The Dynamics of Actors' and Stakeholders' Participation: An Approach of Management by Design
Why this work is in the frame
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Bibliographic record
Abstract
Abstract Design thinking (Owen, 2005), articulated around systems thinking, facilitates the definition of complex issues in a sustainable way, in which all actors and stakeholders (AS) play a predominant role. Innovative procedures, such as ‘management by design’, highlight the role of AS in structuring the project from and through the design process. Consequently, management by design requires revision of the dynamics of actors' and stakeholders' participation (ASP). Comparing the differences between the traditional approach to project development (which focuses on the organized project) and the project as an organizing process (which focuses on the organizing project) shows the advantages of design thinking for improving the ASP. This comparison requires the review of common theories, such as the organization as a dynamic process and the notion of project itself. However, despite all the advantages of ASP, this comparison demonstrates that their involvement includes multiple, unstable, evolving and potentially conflicting roles throughout the project process. The introduced notion of the ‘organizing project’ is conceived as a ‘social actions construct’. It allows for a complementary and more global vision of the project. It highlights elements and stakes otherwise hidden in the traditional ‘organized project’ perspective.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it