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1 – 10 of 75
Article
Publication date: 6 July 2015

Lianlian Liu

The purposes of this paper are to organize historical, solved questions and recent, unsolved questions in a coherent, progressive way; explore the key question to be answered…

Abstract

Purpose

The purposes of this paper are to organize historical, solved questions and recent, unsolved questions in a coherent, progressive way; explore the key question to be answered under this systematic framework; and reflect on an alternative analytical perspective to the current “problem-solving-orientedapproach. Transnational bribery regulation, with the Organization for Economic Co-operation and Development (OECD) Anti-Bribery Convention as the central governing legal instrument, is on the top agenda of international governance. However, its complex nature makes theoretical viewpoints on this topic rather fragmented. This fragmentation is used to help understand the wisdom of the Foreign Corrupt Practices Act (FCPA) approach in the early years. However, as the FCPA approach was internationalized and evolves to its current phase, in which individual inquiries become path-dependent and interdependent, the fragmentation causes more confusion than makes contribution.

Design/methodology/approach

Sections 2 and 3 retrospect the historical trajectory of academic research on the global regulation of transnational bribery, systemizes relevant theoretical insights and illustrates how people’s understandings of the wisdom of the FCPA approach in early years affect their evaluations of the effect of the OECD Anti-Bribery Convention in the contemporary era. Given that, at present, the most popular viewpoint is that the Convention is “ineffective”, Section 4 systemizes the diverse causal attributions of the “problem” in current academic literature, sorts out the roots causes and points out the key question for the next step forward under the version of the “problem-solving-oriented” analysis. Section 5 has a reflection on the inherent limitation of aproblem-solving-orientedapproach for our understanding of the effects of the Convention.

Findings

Under the version of aproblem-solving-orientedapproach, the key question to be solved is how to establish a mechanism to cope with the surreptitious nature of transnational bribery and the self-sacrificed nature of the FCPA-style approach simultaneously. The popular “problem-solving-orientedapproach has an inherent limitation to create new knowledge on the multilateral anti-bribery collaboration. A reality-based, historical analytical perspective is a good alternative to it.

Originality/value

The paper presents a personal, original organization of the conventional theoretical insights to the operation of the global anti-bribery collaboration and the underlying logics of these viewpoints. The paper also presents the author’s personal analysis of the “technical omission” and “inherent limitation” of a problem-solving-oriented approach to analyze the performance of the global anti-bribery collaboration, and the power of a historical analytical perspective as an alternative.

Article
Publication date: 31 August 2004

Kazuhisa Seta, Kei Tachibana, Ikuyo Fujisawa and Motohide Umano

Our research aim is to propose a support model for problem‐solving oriented learning (PSOL) and implement a humancentric system that supports learners and thereby develops their…

Abstract

Our research aim is to propose a support model for problem‐solving oriented learning (PSOL) and implement a humancentric system that supports learners and thereby develops their ability. We propose a human‐centric interactive framework for PSOL by employing the research results in the educational psychology field. The characteristic of our research is that our system understands the principle knowledge to support users through human‐computer interactions. It is very important to clarify the principle knowledge of the target application domain and develop the system based on it. We call the principle knowledge as ontology. By embedding ontology into the basis of a system, we can implement a more positive navigation function. In this paper, we analyze the learners’ cognitive activities in PSOL, propose a support model that encourages self‐regulated planning processes, and illustrate an interactive environment for making effective problem‐solving and learning processes based on the ontology.

Details

Interactive Technology and Smart Education, vol. 1 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 1 December 1996

Alma Mintu‐Wimsatt and Roger J. Calantone

The willingness of negotiating parties to cooperate, communicate, and compromise ‐ prerequisites of the problem‐solving orientation ‐ often lead to successful outcomes…

2033

Abstract

The willingness of negotiating parties to cooperate, communicate, and compromise ‐ prerequisites of the problem‐solving orientation ‐ often lead to successful outcomes. Consequently, problem‐solving oriented strategies are often employed by negotiators in order to achieve mutually acceptable outcomes. The results of a survey conducted among 98 exporters indicate that negotiators’ perceptions of their counterparts’ strategies seem to have the strongest influence on the extent of problem‐solving behaviors observed among negotiators. Prenegotiation experience, inherent conciliatory predisposition, and perceptions of the organization’s flexibility were also found to influence negotiators’ problem‐solving orientation.

Details

Journal of Business & Industrial Marketing, vol. 11 no. 6
Type: Research Article
ISSN: 0885-8624

Keywords

Article
Publication date: 4 January 2013

Kumar Laxman

The purpose of this paper is to investigate the pedagogical implications of implementing inquiry‐based learning within the context of a problem‐solving oriented curriculum in a

2471

Abstract

Purpose

The purpose of this paper is to investigate the pedagogical implications of implementing inquiry‐based learning within the context of a problem‐solving oriented curriculum in a polytechnic institution in Singapore. An interventionist study examines the impact of developing questioning skills on students’ problem‐solving abilities.

Design/methodology/approach

A case study approach was adopted as the key research methodology for this course. The students who participated in this study came from a class of 25 first‐year students and they were assigned to five groups consisting of five members in each group. These students ranged in ages from 17 to 19 and were an even mix in terms of gender distribution.

Findings

It was found in the study that inquiry‐based learning as an educational process of active learning encouraged students to discover new knowledge on their own and enhanced their problem‐solving abilities. By generating their own questions and evidence‐supported explanations, students were also able to engage in higher levels of cognitive reasoning in the classroom.

Originality/value

The findings of this study will inform curriculum designers and educators who wish to implement alternative pedagogies on how they can develop inquiry‐based lessons for their classes.

Details

International Journal for Lesson and Learning Studies, vol. 2 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 1 September 2000

Alma Mintu‐Wimsatt and Roger J. Calantone

The interdependence of economies has led many researchers to examine whether US business practices are universal. Various models and scenarios have been investigated in an attempt…

1232

Abstract

The interdependence of economies has led many researchers to examine whether US business practices are universal. Various models and scenarios have been investigated in an attempt to further understand foreign business counterparts. This paper utilizes a previously developed US‐based model on the problem‐solving approach in negotiation and tests its applicability among Canadian industrial exporters. The authors found that the sample’s problem‐solving orientation was highly influenced by two sets of factors: individual as well as organizational factors. Consequently, it seems that within the context of the problem‐solving orientation, Canadian exporters share similar patterns of behavior to those of their US counterparts.

Details

Journal of Business & Industrial Marketing, vol. 15 no. 5
Type: Research Article
ISSN: 0885-8624

Keywords

Article
Publication date: 1 August 2006

Eliezer Yariv

Submitting negative feedback is a stressful experience which both superiors and subordinates try to avoid. Do principals adapt to the mum effect and hide their (negative) thoughts…

2862

Abstract

Purpose

Submitting negative feedback is a stressful experience which both superiors and subordinates try to avoid. Do principals adapt to the mum effect and hide their (negative) thoughts and feelings, or do they confirm Weening et al. hypothesis about the existence of facilitating conditions.

Design/methodology/approach

About 40 elementary school principals described in semi‐structured interviews cases of poor performing teachers whom they had to inform about their shortcomings.

Findings

Four consecutive stages, which escalated in directedness and criticism were found. Each stage depended on the outcomes of the previous one. Initially, half of the principals preferred first to ignore, but later 88 percent held a soft negative feedback and problem‐solving oriented discussions. When these discussions did not bring the expected results, about 80 percent criticized the worker orally. Only 30 percent criticized in writing. That process was accompanied with mixed feelings, mainly those of anger and compassion.

Research limitations/implications

The results emphasize the need for individual guidance as how to overcome their hesitattions and give effective feedback to their poor‐performing teachers. As an exploraty study, its major weakness was the reliance on one side of the equation – the principals.

Originality/value

Most earlier studies on mum effect were conducted in experimental setting. This study provides a uniquely realistic evidence of the interpersonal processes within the workplace. The worker appraisal and the transmission of (negative) feedback are explored through emotional lens.

Details

Journal of Managerial Psychology, vol. 21 no. 6
Type: Research Article
ISSN: 0268-3946

Keywords

Article
Publication date: 20 February 2023

Hamed Mubarak Al-Awidi and Suad Abdul Aziz Al-Furaih

Informal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus…

Abstract

Purpose

Informal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus disease 2019 (COVID-19) pandemic. However, finding effective ways to facilitate innovative teaching and learning through open educational resources (OER) is a vital issue. The purpose of the current study is to investigate the informal learning characteristics (ILC) (i.e. observation, imitation, exploration, innovation and articulation) of teachers in using OER and whether these characteristics have any relationship with teachers' innovative work behavior (IWB, i.e. opportunity exploration, idea generation, idea promotion and idea realization) in schools.

Design/methodology/approach

The current study utilized a descriptive quantitative survey approach. A survey with three parts was developed: the Open Educational Resources Scale (OERS), the Teachers' Informal Learning Characteristics Scale (TILCS) and the Teachers' Innovative Work Behavior Scale (TIWBS). The information was gathered from a sample of 2,024 teachers working in Kuwait's public schools through an online survey.

Findings

The results revealed that social media, YouTube, PowerPoint and games were the most common open resources used by teachers. Teachers' responses on the TILCS showed that observation was the most common among teachers and exploration was the second. Responses on the TIWBS showed that idea generation was the highest. When using OER, the results showed that all five subscales of the TILCS and all four subscales of the TIWBS were linked in a good way.

Research limitations/implications

This study had several limitations that should be considered in future research. First, the data collection method was self-report. Future research necessitates adopting qualitative methods such as participant observations where IWB can be monitored and documented. Another limitation is almost all teachers have smartphone with Internet access, which may have affected the results. This situation might not be found in other countries since a large percentage of young people in Kuwait use information and communication technology as is the case in other Gulf region countries.

Practical implications

This study expects that this kind of support will be reflected on teachers' IWB which accelerates teachers' movement toward upper IWB tasks such as idea promotion and idea realization. This support will motivate teachers to transform teachers' innovative ideas into useful applications and try to assist teachers' colleagues through conducting workshops or inviting well-known educators to present their experiences to school personnel.

Social implications

This study can be a guide to help teachers be independent, self-directed, problem-solving-oriented and internally motivated by incorporating the assumptions of andragogy theory. Furthermore, this study points out the high tendency of teachers to use OER and helps to plan teachers' professional development programs that take Andragogical tendencies into account in addition to developing teachers' lifelong learning skills.

Originality/value

The results implied that teachers have obvious ILC toward OER, specifically through observation and exploration to create their own innovations in their work environments. With the appropriate internal and external incentives and support from school administrators, this study expects that teachers will move forward toward upper informal learning stages such as innovation and articulation and toward upper tasks in IWB such as idea promotion and idea realization. As a result, schools as places of work can go through a lot of changes if new OER-related applications and workshops are added.

Details

The International Journal of Information and Learning Technology, vol. 40 no. 2
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 8 June 2022

Guo Chen, Jiabin Peng, Tianxiang Xu and Lu Xiao

Problem-solving” is the most crucial key insight of scientific research. This study focuses on constructing the “problem-solving” knowledge graph of scientific domains by…

Abstract

Purpose

Problem-solving” is the most crucial key insight of scientific research. This study focuses on constructing the “problem-solving” knowledge graph of scientific domains by extracting four entity relation types: problem-solving, problem hierarchy, solution hierarchy and association.

Design/methodology/approach

This paper presents a low-cost method for identifying these relationships in scientific papers based on word analogy. The problem-solving and hierarchical relations are represented as offset vectors of the head and tail entities and then classified by referencing a small set of predefined entity relations.

Findings

This paper presents an experiment with artificial intelligence papers from the Web of Science and achieved good performance. The F1 scores of entity relation types problem hierarchy, problem-solving and solution hierarchy, which were 0.823, 0.815 and 0.748, respectively. This paper used computer vision as an example to demonstrate the application of the extracted relations in constructing domain knowledge graphs and revealing historical research trends.

Originality/value

This paper uses an approach that is highly efficient and has a good generalization ability. Instead of relying on a large-scale manually annotated corpus, it only requires a small set of entity relations that can be easily extracted from external knowledge resources.

Details

Aslib Journal of Information Management, vol. 75 no. 3
Type: Research Article
ISSN: 2050-3806

Keywords

Article
Publication date: 15 May 2018

Wilhelm Kuntner and Wolfgang G. Weber

The purpose of this study is to contribute to the theoretical groundwork for socio-psychological investigations into the management of socially sustainable supply chains. It…

Abstract

Purpose

The purpose of this study is to contribute to the theoretical groundwork for socio-psychological investigations into the management of socially sustainable supply chains. It proposes an analytical framework for the study of the psychological conflict potential between the fulfillment of core labor standards and cost efficiency requirements.

Design/methodology/approach

Theoretical considerations are illustrated using an explorative qualitative-empirical case study.

Findings

An activity-theoretical approach makes it possible to combine the subjective experience of tensions between conflicting requirements on sustainability management and the practical imperatives of the capitalist-market economic system in a coherent socio-psychological analytical framework.

Research limitations/implications

The proposed analytical framework serves as a starting point for theoretical considerations on socio-psychological determinants of the sustainability performance of the management of transnational supply chains.

Originality/value

This paper addresses the novel topic of how supply chain sustainability managers give sense to difficulties concerning the fulfillment of core labor standards while being constrained by cost efficiency requirements. To this end, in a hitherto unique way, concepts from activity theory, social cognitive theory of self-regulation and the theory of communicative action are combined into an analytical framework.

Details

Journal of Global Responsibility, vol. 9 no. 2
Type: Research Article
ISSN: 2041-2568

Keywords

Article
Publication date: 28 September 2021

Shih-Hui Lo and Cheng-Da Liu

The purpose is to forward systems theory one more step towards social theory and integrate problem-solving and theory-building, and search for the integration and unity of science…

Abstract

Purpose

The purpose is to forward systems theory one more step towards social theory and integrate problem-solving and theory-building, and search for the integration and unity of science by revealing the nature and role of critical systems thinking (CST).

Design/methodology/approach

This article describes relations between systems theory and social theory in three parts. First, it examines the links of systems methodologies with three social science approaches as well as the role of CST. Second, the focus of theory and the form of explanation are discussed from critical social science (CSS) perspective. Third, the direction of theorizing of a CST-based systems theory is investigated.

Findings

First, CST is a hidden assumption of system dynamics (SD)/systems thinking (ST). Second, systems theory is positioned in CSS. Third, CST integrates traditional and soft systems methodologies (SSM), and connects systems science and social science. Fourth, this article reveals hidden links between systems approaches and three corresponding social science approaches. Fifth, the theoretical focus of a CST-based systems theory could be formal/structure theory and/or substantive/content theory. Sixth, the form of explanation could be structural/mechanismic explanation combining causal and interpretive explanations. Seventh, a CST-based systems theory may adopt abduction, which complements a defect in deduction and induction in a difficulty of nonlinearity.

Originality/value

It illustrates a graph of the competing approaches in systems science corresponding to paradigms in social science.

Details

Kybernetes, vol. 52 no. 1
Type: Research Article
ISSN: 0368-492X

Keywords

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