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Journal articles on the topic 'Concept of change'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

Gustavsen, Bjørn, Anders Wikman, Marianne Ekman Philips, and Bernd Hofmaier. "Concept-Driven Change." Concepts and Transformation 1, no. 2-3 (January 1, 1996): 193–211. http://dx.doi.org/10.1075/cat.1.2-3.05gus.

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Sweden experienced a strong increase in productivity during the first part of the 1990s. Data from the Swedish Working Life Fund show that the productivity increase is linked to changes in work organization. These changes did not break with the Swedish tradition of expanding on work roles and the potential for learning and development among shop floor workers. The new element in the changed organization of work relates first and foremost to development processes as such, and new ways in which to broaden and accelerate such processes.

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2

Henriksen, Lars Bo. "Change, concepts and the conceptualising method." Proceedings of Pragmatic Constructivism 6, no. 2 (January 16, 2017): 29–33. http://dx.doi.org/10.7146/propracon.v6i2.25112.

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When looking for theories and methods in social science able to describe and understand changes, pragmaticconstructivism offers some possibilities in doing exactly that. Research on pragmatic constructivism requires dialogueswith actors in the field and an emphasis on language and language development. Concepts and concept developmenttherefore plays a very central role in any researchers effort to describe and understand changes in language games andlife worlds. In this essay I will take a closer look the concept of concepts and at concept formation. Through an analysisof Nørreklit’s (1973) ideas of concepts as properties and Gadamer’s (1962) ideas of concept formation, it is concludedthat concept development are present in everyday life as well as a research method. The difference between the two isthe accidental processes of everyday life, while research methods require a conscious application of conceptdevelopment.

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3

Bergner, Raymond M., and James R. Holmes. "Self-concepts and self-concept change: A status dynamic approach." Psychotherapy: Theory, Research, Practice, Training 37, no. 1 (2000): 36–44. http://dx.doi.org/10.1037/h0087737.

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4

Marques, Joan. "CHANGE: a concept of organizational learning and change." Development and Learning in Organizations: An International Journal 21, no. 3 (April 10, 2007): 6–9. http://dx.doi.org/10.1108/14777280710739052.

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5

Sung-Hoon Moon. "Structural Change of Community Concept." Culture and Politics 4, no. 4 (December 2017): 43–68. http://dx.doi.org/10.22539/culpol.2017.4.4.43.

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6

Nelson-Brantley, Heather V., and Debra J. Ford. "Leading change: a concept analysis." Journal of Advanced Nursing 73, no. 4 (December 20, 2016): 834–46. http://dx.doi.org/10.1111/jan.13223.

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7

Thurn, Christian M., Brigitte Hänger, and Tommi Kokkonen. "Concept Mapping in Magnetism and Electrostatics: Core Concepts and Development over Time." Education Sciences 10, no. 5 (May 1, 2020): 129. http://dx.doi.org/10.3390/educsci10050129.

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Conceptual change theories assume that knowledge structures grow during the learning process but also get reorganized. Yet, this reorganization process itself is hard to examine. By using concept maps, we examined the changes in students’ knowledge structures and linked it to conceptual change theory. In a longitudinal study, thirty high-achieving students (M = 14.41 years) drew concept maps at three timepoints across a teaching unit on magnetism and electrostatics. In total, 87 concept maps were analyzed using betweenness and PageRank centrality as well as a clustering algorithm. We also compared the students’ concept maps to four expert maps on the topic. Besides a growth of the knowledge network, the results indicated a reorganization, with first a fragmentation during the unit, followed by an integration of knowledge at the end of the unit. Thus, our analysis revealed that the process of conceptual change on this topic was non-linear. Moreover, the terms used in the concept maps varied in their centrality, with more abstract terms being more central and thus more important for the structure of the map. We also suggest ideas for the usage of concept maps in class.

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8

Soparnot, Richard. "The concept of organizational change capacity." Journal of Organizational Change Management 24, no. 5 (August 30, 2011): 640–61. http://dx.doi.org/10.1108/09534811111158903.

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9

Dalton, Cindy C., and Laurie N. Gottlieb. "The concept of readiness to change." Journal of Advanced Nursing 42, no. 2 (April 2003): 108–17. http://dx.doi.org/10.1046/j.1365-2648.2003.02593.x.

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10

Eilam, Galit, and Boas Shamir. "Organizational Change and Self-Concept Threats." Journal of Applied Behavioral Science 41, no. 4 (December 2005): 399–421. http://dx.doi.org/10.1177/0021886305280865.

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11

Baykal, Orhan. "Concept of Lateral Change of Acceleration." Journal of Surveying Engineering 122, no. 3 (August 1996): 132–41. http://dx.doi.org/10.1061/(asce)0733-9453(1996)122:3(132).

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12

DuBose, Briony M., and Ann M. Mayo. "Resistance to change: A concept analysis." Nursing Forum 55, no. 4 (June 23, 2020): 631–36. http://dx.doi.org/10.1111/nuf.12479.

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13

Venton, Danielle. "Core Concept: Synthetic biology—change, accelerated:." Proceedings of the National Academy of Sciences 111, no. 48 (December 2, 2014): 16978–79. http://dx.doi.org/10.1073/pnas.1419688111.

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14

Waks, Leonard J. "THE CONCEPT OF FUNDAMENTAL EDUCATIONAL CHANGE." Educational Theory 57, no. 3 (August 2007): 277–95. http://dx.doi.org/10.1111/j.1741-5446.2007.00257.x.

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15

Gore, Jonathan S., and Susan E. Cross. "Defining and Measuring Self-Concept Change." Psychological Studies 56, no. 1 (February 11, 2011): 135–41. http://dx.doi.org/10.1007/s12646-011-0067-0.

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16

Ortiz-Sobrino, Miguel-Ángel. "Television, globalization and social change." Comunicar 13, no. 25 (October 1, 2005): 79–85. http://dx.doi.org/10.3916/c25-2005-011.

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XXI Century television is undergoing a process of transformation. New actors, new products and new ways of consuming television are on the lookout. Interactivity will make the traditional concept of television disappear. Television viewers can design their own grids independently of the operator’s schedule. The convergence of television and computer, Internet, telephone and video games bring us a new concept of television. Television faces two big transformations: digital transformation and that of the concept of «general public». The computer, the computer screen, has the calling of turning into a reception screen in which both computer and television functions fuse. Latest generation mobile telephony is integrating itself is this multimedia complex, in connection with television. Future television cannot dissociate from the Internet. La televisión del siglo XXI está en proceso de transformación. Nuevos actores, nuevos productos y nuevas formas de consumir televisión se atisban en el horizonte. La interactividad con la televisión hará desaparecer el concepto de televisión tradicional. El telespectador puede confeccionar sus propias parrillas, independientemente de la programación del operador. La convergencia de la televisión con el ordenador, Internet, el teléfono y los videojuegos nos llevan a un nuevo concepto de la televisión. La televisión se enfrenta a dos grandes transformaciones: la transformación digital y del concepto «público general». La nueva televisión propiciará una nueva forma de ver la televisión, en la que el espectador se olvidará del mundo para dialogar con la máquina e incluso, tomar decisiones que afecten a la programación. El anunciado apagón digital, previsto en España para 2010, va a revolucionar el panorama televisivo español. La oferta se ampliará y se sumará a la oferta del cable, satélite y teléfono. Se ampliarán las ofertas de televisión de pago. Estaremos ante un panorama absolutamente cambiante.

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17

Ushanov, P. V. "ADAPTATION TO CHANGES IN CONDITIONS CHANGE LIFE-CYCLE PHASES СORPORATION." Strategic decisions and risk management, no. 4 (November 2, 2014): 78–84. http://dx.doi.org/10.17747/2078-8886-2011-4-78-84.

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The concept of life cycle and corporations K.Adizes studied through the prism of Elliott Wave Theory and the theory of meridians. The features of the phases, the premise of constructive and destructive transition from one life cycle phase to another. Proposed clarifying the concept of the life cycle of the corporation, consisting of 10 phases.

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18

Roudometof, Victor. "Gusts of Change." European Journal of Social Theory 12, no. 3 (August 2009): 409–24. http://dx.doi.org/10.1177/1368431009337353.

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Since the 1960s, the concepts of the ‘global’ and the ‘transnational’ have challenged the state-centred orientation of several disciplines. By 1989, the ‘global’ contained sufficient ambiguity and conceptual promise to emerge as a potentially new central concept to replace the conventional notion of modernity. The consequences of the 1989 revolutions for this emerging concept were extensive. As a result of the post-communist ‘New World Order’, a new vision of a single triumphant political and economic system was put forward. With the ‘globalizing of modernity’ as a description of the post-1989 reality, ‘globalization’ became the policy mantra of the Clinton and Blair administrations up until the late 1990s when ‘anti-globalization’ activists were able to question the salience of this dominant theory of ‘globalization’. In scholarly discussion, ‘globalization’ became a floating signifier to be filled with a variety of disciplinary and political meanings. In the post-9/11 era, this Western-centred ‘globalization’ has been conceptually linked to cosmopolitanism while it has played a minor role in the multiple modernities agenda. The article concludes with an assessment of the current status of the ‘global’ in theory and research.

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19

Thammatucharee, Yanyong. "The Action Centric of Self-Change Concept." Change Management: An International Journal 20, no. 2 (2020): 39–52. http://dx.doi.org/10.18848/2327-798x/cgp/v20i02/39-52.

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20

Ahn, Byung-Hak. "Typography in Epistemological Change of Letter Concept." Journal of the Korea Contents Association 7, no. 10 (October 28, 2007): 146–56. http://dx.doi.org/10.5392/jkca.2007.7.10.146.

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21

Lachance, Paul, and Lillian Langseth. "The RDA Concept: Time for a Change?" Nutrition Reviews 52, no. 8 (April 27, 2009): 266–70. http://dx.doi.org/10.1111/j.1753-4887.1994.tb01454.x.

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22

Sanitioso, Rasyid. "Behavioural consequences of motivated self-concept change." European Journal of Social Psychology 28, no. 2 (March 1998): 281–85. http://dx.doi.org/10.1002/(sici)1099-0992(199803/04)28:2<281::aid-ejsp856>3.0.co;2-m.

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23

Edel, Abraham. "Naturalism and the Concept of Moral Change." Proceedings and Addresses of the American Philosophical Association 60, no. 5 (June 1987): 821. http://dx.doi.org/10.2307/3130117.

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24

Levari, David E., Daniel T. Gilbert, Timothy D. Wilson, Beau Sievers, David M. Amodio, and Thalia Wheatley. "Prevalence-induced concept change in human judgment." Science 360, no. 6396 (June 28, 2018): 1465–67. http://dx.doi.org/10.1126/science.aap8731.

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Why do some social problems seem so intractable? In a series of experiments, we show that people often respond to decreases in the prevalence of a stimulus by expanding their concept of it. When blue dots became rare, participants began to see purple dots as blue; when threatening faces became rare, participants began to see neutral faces as threatening; and when unethical requests became rare, participants began to see innocuous requests as unethical. This “prevalence-induced concept change” occurred even when participants were forewarned about it and even when they were instructed and paid to resist it. Social problems may seem intractable in part because reductions in their prevalence lead people to see more of them.

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25

Kimble, C. "Review of Attitude: Concept, Formation and Change." Contemporary Psychology: A Journal of Reviews 37, no. 4 (April 1992): 383. http://dx.doi.org/10.1037/032051.

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26

Pears, Russel, Sripirakas Sakthithasan, and Yun Sing Koh. "Detecting concept change in dynamic data streams." Machine Learning 97, no. 3 (January 11, 2014): 259–93. http://dx.doi.org/10.1007/s10994-013-5433-9.

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27

Martin, T. P. "Change mining in evolving fuzzy concept lattices." Evolving Systems 5, no. 4 (June 21, 2014): 259–74. http://dx.doi.org/10.1007/s12530-014-9109-x.

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28

Deitel, Mervyn. "The Change in the Dumping Syndrome Concept." Obesity Surgery 18, no. 12 (October 22, 2008): 1622–24. http://dx.doi.org/10.1007/s11695-008-9756-8.

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29

Dieciuc, Michael, and Walter R. Boot. "The trajectories of conceptual change: mouse-tracking prevalence-induced concept change." Journal of Vision 19, no. 10 (September 6, 2019): 299b. http://dx.doi.org/10.1167/19.10.299b.

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30

Dymitrow, Mirek. "The concept of ‘rural’ as a psychosocial process: From concept attainment to concept unlearning." Quaestiones Geographicae 38, no. 4 (December 26, 2019): 15–28. http://dx.doi.org/10.2478/quageo-2019-0036.

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Abstract Realising that human geography has been defined less by its canonical works but rather by its canonical concepts, the current status of the concept ‘rural’ puts a question mark over progress in human geography in terms of how well we have been able to adapt knowledge to reciprocate with societal change at large. As one of the oldest geographical concepts still in widespread use, ‘rural’ stands in stark contrast to the immense changes encountered by the society during the last century, let alone decades. And while this problem has been approached both empirically and philosophically, not enough stress has been put on the cognitive and sociological processes that have governed the attainment and retention of ‘rural’ in science, and beyond. In this vein, the aim of this paper is to provide a structured argument for facilitating a view of ‘rural’ less as a geographical space and more as a concept purportedly thought to define such space by way of inculcation.

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31

Allemand, Mathias, and Mike Martin. "On Correlated Change in Personality." European Psychologist 21, no. 4 (October 2016): 237–53. http://dx.doi.org/10.1027/1016-9040/a000256.

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Abstract. Correlated change in personality is essential to understanding change and development. It refers to the question of whether and to what degree changes in personality are interrelated over time within and between individuals. Compared to the longstanding literature on personality development, relatively less research has focused on correlated change in personality. The main goal of this paper is thus to discuss the potential of this concept for the field of personality development. First, we define correlated change and propose a categorization framework with multiple dimensions. Second, we discuss several theoretical concepts of correlated change that help understand the patterns, causes, and mechanisms underlying correlated change in personality. Third, we briefly describe several statistical approaches to modeling correlated change. Fourth, we summarize previous research on correlated change in personality. We focus our research on (a) correlated change within the Big Five personality traits, and (b) between the Big Five personality traits and three domains of life. Finally, we conclude by discussing challenges and future directions of the concept for the field of personality development.

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32

Emery, Lydia F., Wendi L. Gardner, Eli J. Finkel, and Kathleen L. Carswell. "“You’ve Changed”: Low Self-Concept Clarity Predicts Lack of Support for Partner Change." Personality and Social Psychology Bulletin 44, no. 3 (November 14, 2017): 318–31. http://dx.doi.org/10.1177/0146167217739263.

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People often pursue self-change, and having a romantic partner who supports these changes increases relationship satisfaction. However, most existing research focuses only on the experience of the person who is changing. What predicts whether people support their partner’s change? People with low self-concept clarity resist self-change, so we hypothesized that they would be unsupportive of their partner’s changes. People with low self-concept clarity did not support their partner’s change (Study 1a), because they thought they would have to change, too (Study 1b). Low self-concept clarity predicted failing to support a partner’s change, but not vice versa (Studies 2 and 3), and only for larger changes (Study 3). Not supporting a partner’s change predicted decreases in relationship quality for both members of the couple (Studies 2 and 3). This research underscores the role of partners in self-change, suggesting that failing to support a partner’s change may stem from self-concept confusion.

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33

Hewahi, Nabil M., and Ibrahim M. Elbouhissi. "Concepts Seeds Gathering and Dataset Updating Algorithm for Handling Concept Drift." International Journal of Decision Support System Technology 7, no. 2 (April 2015): 29–57. http://dx.doi.org/10.4018/ijdsst.2015040103.

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In data mining, the phenomenon of change in data distribution over time is known as concept drift. In this research, the authors introduce a new approach called Concepts Seeds Gathering and Dataset Updating algorithm (CSG-DU) that gives the traditional classification models the ability to adapt and cope with concept drift as time passes. CSG-DU is concerned with discovering new concepts in data stream and aims to increase the classification accuracy using any classification model when changes occur in the underlying concepts. The proposed approach has been tested using synthetic and real datasets. The experiments conducted show that after applying the authors' approach, the classification accuracy increased from low values to high and acceptable ones. Finally, a comparison study between CSG-DU and Set Formation for Delayed Labeling algorithm (SFDL) has been conducted; SFDL is an approach that handles sudden and gradual concept drift. CSG-DU results outperforms SFDL in terms of classification accuracy.

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34

Uzuntiryaki, Esen, and Ömer Geban. "Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts." Instructional Science 33, no. 4 (July 2005): 311–39. http://dx.doi.org/10.1007/s11251-005-2812-z.

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35

Salhi, S., and Alan West. "Managing Distribution and Change: The Total Distribution Concept." Journal of the Operational Research Society 42, no. 2 (February 1991): 190. http://dx.doi.org/10.2307/2583192.

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36

Davis, Mark A., Jan Pergl, Anne-Marie Truscott, Johannes Kollmann, Jan P. Bakker, Roser Domenech, Karel Prach, et al. "Vegetation change: a reunifying concept in plant ecology." Perspectives in Plant Ecology, Evolution and Systematics 7, no. 1 (March 2005): 69–76. http://dx.doi.org/10.1016/j.ppees.2004.11.001.

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37

Mejía Sarmiento, Javier Ricardo, Gert Pasman, Erik Jan Hultink, and Pieter Jan Stappers. "‘Concept Cars’ as Vehicles for Change in SMEs." Temes de Disseny, no. 36 (October 1, 2020): 40–69. http://dx.doi.org/10.46467/tdd36.2020.40-69.

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Making prototypes of fictitious artifacts has long been applied in corporations as a design-led way to envisioning the future. These techniques make use of design to explore speculative futures translating abstract questions into concrete objects and bringing the human dimension and experience into futures techniques. The design-led strategic foresight techniques follow making activities – including visual synthesis, prototyping and storytelling – and result in experimental and experiential artifacts offering concrete, hands-on and specific images of the futures. An example of these techniques is the making and sharing of concept cars, a long-standing practice in the automotive industry. These artifacts facilitate the sharing of future visions, which embody future ideas, to diverse people. Whereas corporations use these design-led strategic foresight techniques as a driver for innovation, small and medium-sized enterprises, which are the backbone of society and the global economy, have been deprived of these kinds of explorations due to their being resource intensive. To help these enterprises, we developed DIVE (design, innovation, vision and exploration) based on design-led strategic foresight techniques developed by corporations but adapted to the scale and needs of these small players. DIVE helps external designers and company representatives in making and sharing artifacts to envision the future of their company. The technique follows an analogy that invites participants to make a hole in the world as it is and descend underwater to the speculative futures and then come back to the reality. Along with this plunge into fiction, participants identify trends, create ideas about the future, and make a prototype of an artifact that is subsequently used to motivate people to talk about the company’s future and present. This artifact, the vision concept, includes ideas about the future product or service, the context and the business itself. This paper aims to evaluate DIVE as a design-led strategic foresight technique and focuses on the benefits and limitations of its application. It includes two cases that explored the future of the shopping experience for the company Solutions Group. It is a Colombian medium-sized enterprise that develops and produces point-of-purchase materials for consumer goods corporations such as Procter & Gamble. In both cases, the participants employed DIVE activities to make and share a vision concept. At the end of the cases, the DIVE outcomes were validated by three external innovation experts. DIVE proved its efficacy in supporting designers in setting future visions, prototyping vision concepts and stories and making recommendations for different time frames, and participants also learned about the strategic value of design.

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38

Levi, Yair. "The Change-Oriented Cooperative: Concept and Practice Issues." Economic and Industrial Democracy 15, no. 2 (May 1994): 227–40. http://dx.doi.org/10.1177/0143831x94152005.

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39

Salhi, S. "Managing Distribution and Change: The Total Distribution Concept." Journal of the Operational Research Society 42, no. 2 (February 1991): 190–91. http://dx.doi.org/10.1057/jors.1991.38.

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40

Mercer, Sarah. "Language learner self-concept: Complexity, continuity and change." System 39, no. 3 (September 2011): 335–46. http://dx.doi.org/10.1016/j.system.2011.07.006.

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41

FitzGibbon, Ann. "Exploring Caine and Caine's concept of perceptual change." Irish Educational Studies 20, no. 1 (March 2001): 251–65. http://dx.doi.org/10.1080/0332331010200120.

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42

Mavlonov, Jurabek. "THE CONCEPT OF CIVIL SOCIETY: CHANGE SCIENTIFIC PARADIGM." Theoretical & Applied Science 26, no. 06 (June 30, 2015): 30–33. http://dx.doi.org/10.15863/tas.2015.06.26.7.

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Shapka, Jennifer D., and Daniel P. Keating. "Structure and Change in Self-Concept During Adolescence." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 37, no. 2 (April 2005): 83–96. http://dx.doi.org/10.1037/h0087247.

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44

Dyson, Alan. "Special Educational Needs and the Concept of Change." Oxford Review of Education 16, no. 1 (January 1990): 55–66. http://dx.doi.org/10.1080/0305498900160105.

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45

Rosenberg, Aron, and Lisa Starr. "EDUCATIONAL CHANGE AND RETHINKING DISCIPLINARITY: A CONCEPT ANALYSIS." Regards croisés de la recherche sur l’accompagnement professionnel en milieux scolaire et universitaire 55, no. 1 (March 11, 2021): 151–75. http://dx.doi.org/10.7202/1075724ar.

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This article analyzes the potential for reshaping disciplinary divides by engaging with theories and movements that relate to educational change. Generating educational structures that diverge from conventional discipline-based models are a common way of attempting contemporary educational reforms. Interdisciplinary approaches are analyzed in this paper relative to theories of change in the context of secondary level education, with a focus on Québec, Canada. The purpose of this article is to understand and give meaning to the concept of interdisciplinarity within educational change and reform. This exploration proposes a conceptual map for understanding educational change efforts that aim towards rethinking disciplinarity. A model case, NEXTschool, is included to illustrate the applied relevance of the theories and ideas explored in this paper.

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46

Gorges, Julia, and Jelena Hollmann. "The Structure of Academic Self-Concept When Facing Novel Learning Content: Multidimensionality, Hierarchy, and Change." Europe’s Journal of Psychology 15, no. 3 (September 27, 2019): 491–508. http://dx.doi.org/10.5964/ejop.v15i3.1716.

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Academic self-concepts of ability are key factors in promoting education and learning throughout students’ school career. Yet we know little about their structure and structural change when students leave high school to face novel academic tasks. The present study investigated the structure and structural change of first-year students’ study-related self-concepts of ability. Data stems from a longitudinal study with two measurement points covering the initial study phase (t1: N = 341; age: M = 21.6; SD = 3.56; 57.5% female). Self-concepts were assessed regarding the participants’ study program and four of its subordinate subjects. Confirmatory factor analyses and structural equation models were used to compare structural models and to investigate structural stability and directional effects. Results support the assumption of multidimensionality (i.e., distinct self-concepts for different subjects) and hierarchy with a generic field-of-study-specific self-concept at the apex. Specifying generic field-of-study-specific self-concept as a method factor (i.e., indicated by both subject-specific and field-of-study-specific items) was most consistent with theoretical assumptions. The structural model was invariant over the first months at university. Generic field-of-study-specific self-concept and subject-specific self-concepts largely developed independently from one another. The results emphasize the recently suggested conceptualization of generic self-concept as a method factor to reflect self-concept hierarchy. Self-concepts were structurally stable over time. Several significant horizontal effects (i.e., stability within subjects) suggest that students align their self-concepts closely to the curriculum they encounter in educational contexts and, therefore, may benefit from ample feedback on their performance to develop appropriate subject-specific self-concepts.

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47

Taufiq, Lathifatuzzahra, S. Sriyati, and D. Priyandonko. "Students’ Conceptual Change On Human Reproduction Concept Using Scientific Approach." International Journal of Science and Applied Science: Conference Series 2, no. 1 (December 10, 2017): 216. http://dx.doi.org/10.20961/ijsascs.v2i1.16714.

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<p class="Abstract">This study aim was to describe students’ conceptual change and investigate the patterns of students’ conceptual change in human reproduction system concept through application scientific approach. The research method was weak experimental with one group pretest-post-test design and the number subject of this study were 34 students, 11<sup>th</sup> -grade students of SMAN 1 Indramayu. The instrument was three tier test which given at pretest and post-test. Data analyzed used qualitative and quantitative analysis. Qualitative analysis obtained through analyzed student answer then classified into category suitable. Quantitative analysis obtained through calculation N-gain value and one sample t test. The results showed mostly students had a misconception and lack of knowledge on all of the human reproduction concept. After a lesson, a conceptual change occurred, a percentage of students who have scientific concept increased from 27,74% to 79,23% and the average value of N-gain included into category medium (0,69). According to one sample t test, showed that there was a significant difference between post-test and minimum completeness criteria (KKM) value, 75 (amp. Sign 2 tailed = 0,048). Therefore, a scientific approach supported to build the concept. Furthermore, the analysis also showed students’ conceptual change patterns: changed to be positive, changed to be negative, still positive, and still negative. Pattern 4 (lack knowledge to be understanding a concept or changed to be positive) is the most which got 31,69%.</p>

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Doka, Kenneth J. "Changes in Postmortem Identity and Grief." OMEGA - Journal of Death and Dying 78, no. 3 (February 14, 2017): 314–26. http://dx.doi.org/10.1177/0030222817693157.

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This article reviews the concept of postmortem identity, noting its relationships to other concepts such as relational trauma. Identity is a very fluid concept that can change even after an individual's death as new information becomes available or even as social values change. Such modifications of postmortem identity can affect the course of bereavement-complication reactions to loss.

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H. James, Harrington, and Voehl Frank. "Cultural Change Management." International Journal of Innovation Science 7, no. 1 (March 1, 2015): 55–74. http://dx.doi.org/10.1260/1757-2223.7.1.55.

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A lot of brilliant work has been done to develop methodologies and approaches to apply change management concepts to managing the development and implementation of projects and programs. This has resulted in major improvements in success rates, delays, and the total effectiveness of these projects and programs. Unfortunately, these endeavors have not resulted in the desired improvement in the organization’s ability to endure the constant change activities that the environment, technology, customer, and international competition have placed upon the organization. This technical paper presents a new concept called Culture Change Management (CCM) that will strengthen the total organization’s capability and willingness to accept and prosper in a rapidly changing worldwide environment. It will require a major change in the way organizational change management has been structured, minimizing the focus on projects and programs and maximizing the focus on organizational operations.

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Janicijevic, Nebojsa. "Organizational learning in the theory of organizational change." Ekonomski anali 51, no. 171 (2006): 7–31. http://dx.doi.org/10.2298/eka0671007j.

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The concept of organizational learning has been presented and placed within the referential frame of the organizational change theory. It appears that organizational changes shows to be a wider concept than organizational learning, since every learning includes change, but every change does not necessarily include learning. Organizational learning presents a particular type of organizational change, one which comprises creation and utilization of knowledge, includes changes of both cognitive structures and behaviors of organizational members, and necessarily is normative by its nature. The referential frame of the theory of organizational change is based on the classification of organizational changes and put together all theories into four perspectives: organizational development, organizational transformation, organizational adaptation and process perspective. It can be concluded that the concept of organizational learning is eclectic one, since it includes all types of organizational changes and encompasses all mentioned perspectives of organizational changes. .

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