Search results

From the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor facilitates emergent activity, creating a classroom structure where students practice leadership behaviors. In this classroom structure, the professor assumes the leadership roles of coach and facilitator. As a result students building the classroom culture together they connect with each other: they develop strong relationships, take initiative, and learn important lessons about leadership. This article concludes with design principles for establishing a classroom of shared leadership in any teaching environment in any subject.

This study aims to focus on a short review on recent results dealing with the mechanical modelling and experimental characterization of a novel class of tensegrity structures, named class θ = 1 tensegrity prisms. The examined structures exhibit six bars connected by two disjoint sets of strings.

First, the self-equilibrium problem of tensegrity θ = 1 prisms is numerically investigated for varying values of two aspect parameters and, next, their prestress stability is studied. The mechanical behavior of the examined structures in the large displacements regime under uniform compression loading is also numerically computed through a path-following procedure. Finally, the predicted constitutive response is validated through experimental tests.

The presented results highlight that the examined structures exhibit a large number of infinitesimal mechanisms from the freestanding configuration, and reveal that they exhibit tunable elastic response switching from stiffening to softening.

This multi-faceted elastic response is in agreement with previous literature results on the elastic response of minimal tensegrity prism, and suggests that such units can be usefully used as non-linear springs in next-generation tensegrity metamaterials.

The optimisation of forest fuels supply chain involves several entities actors, and particularities. To successfully manage these supply chains, efficient tools must be devised with the ability to deal with stakeholders dynamic interactions and to optimize the supply chain performance as a whole while being stable and robust, even in the presence of uncertainties. This work proposes a framework to coordinate different planning levels and event-based models to manage the forest-based supply chain. In particular, with the new methodology, the resilience and flexibility of the biomass supply chain is increased through a closed-loop system based on the system forecasts provided by a discrete-event model. The developed event-based predictive model will be described in detail, explaining its link with the remaining elements. The implemented models and their links within the proposed framework are presented in a case study in Finland and results are shown to illustrate the advantage of the proposed architecture.

Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of this paper is to investigate a university faculty’s understanding and perceptions of SCL, along with current instructional practices in Qatar.

A mixed-method research design was employed including quantitative data from a survey of faculty reporting their current instructional practices and qualitative data on how these instructors define SCL and perceive their current practices via interviews with 12 instructors. Participants of the study are mainly from science, technology, engineering and mathematics (STEM) field.

Study results show that these instructors have rather inclusive definitions of SCL, which range from lectures to student interactions via problem-based teamwork. However, a gap between the instructors’ perceptions and their actual practices was identified. Although student activities are generally perceived as effective teaching strategies, the interactions observed were mainly in the form of student–content or student-teacher, while student–student interactions were limited. Prevailing assessment methods are summative, while formative assessment is rarely practiced. Faculty attributed this lack of alignment between how SCL could and should be practiced and the reality to external factors, including students’ lack of maturity and motivation due to the Middle Eastern culture, and institutional constraints such as class time and size.

The study is limited in a few ways. First regarding methodological justification the data methods chosen in this study were mainly focused on the faculty’s self-reporting. Second the limited number of participants restricts this study’s generalizability because the survey was administered in a volunteer-based manner and the limited number of interview participants makes it difficult to establish clear patterns. Third, researching faculty members raises concerns in the given context wherein extensive faculty assessments are regularly conducted.

A list of recommendations is provided here as inspiration for institutional support and faculty development activities. First, faculty need deep understanding of SCL through experiences as learners so that they can become true believers and implementers. Second, autonomy is needed for faculty to adopt appropriate assessment methods that are aligned with their pedagogical objectives and delivery methods. Input on how faculty can adapt instructional innovation to tailor it to the local context is very important for its long-term effectiveness (Hora and Ferrare, 2014). Third, an inclusive approach to faculty evaluation by encouraging faculty from STEM backgrounds to be engaged in research on their instructional practice will not only sustain the practice of innovative pedagogy but will also enrich the research profiles of STEM faculty and their institutes.

The faculty’s understanding and perceptions of implementing student-centered approaches were closely linked to their prior experiences – experiencing SCL as a learner may better shape the understanding and guide the practice of SCL as an instructor.

SCL is not a new topic; however, the reality of its practice is constrained to certain social and cultural contexts. This study contributes with original and valuable insights into the gap between ideology and reality in implementation of SCL in a Middle Eastern context.

This paper aims to inform strategies to enhance public procurement opportunities for women-owned small- and medium-sized enterprises (SMEs). To do so, the study examines two research questions: To what extent are women-owned enterprises under-represented among SME suppliers to government; and Do barriers to public procurement – as perceived by SME owners – differ across gender?

The study draws on the resource-based view (RBV) of the firm and on theories of role congruity and social feminism to develop the study’s hypotheses. Empirical analyses rely on comparisons of a sample of 1,021 SMEs that had been suppliers to government and 9,376 employer firms that had not been suppliers to government. Data were collected by Statistics Canada and are nationally representative. Logistic regression analysis was used to control for systemic firm and owner differences.

Controlling firm and owner attributes, majority women-owned businesses were underrepresented as SME suppliers to government in some, but not all sectors. Women-owned SMEs in Wholesale and Retail and in Other Services were, ceteris paribus, half as likely as to be government suppliers as counterpart SMEs owned by men. Among Goods Producers and for Professional, Scientific and Technical Services SMEs, there were no significant gender differences in the propensity to supply the federal government. “Complexity of the contracting process” and “difficulty finding contract opportunities” were the obstacles to contracting cited most frequently.

The limitations of using secondary analyses of data are well documented and apply here. The findings reflect only the perspectives of “successful bidders” and do not capture SMEs that submitted bids but were not successful. Furthermore, the survey did not include questions about sub-contractor enterprises, data that would likely provide even more insights about SMEs in government supply chains. Accordingly, the study could not address sub-contracting strategies to increase the number of women-owned businesses on government contracts. Statistics Canada’s privacy protocols also limited the extent to which the research team could examine sub-groups of small business owners, such as visible minorities and Indigenous/Aboriginal persons. It is also notable that much of the SME literature, as well as this study, define gender as a dichotomous (women/female, men/male) attribute. Comparing women/female and men/males implicitly assumes within group homogeneity. Future research should use a more inclusive definition of gender. Research is also required to inform about the obstacles to government procurement among the population of SMEs that were unsuccessful in their bids.

The study provides benchmarks on, and directions to, enhance the participation of women-owned SMEs or enterprises in public procurement. Strategies to support women-owned small businesses that comply with United Nations Sustainable Development Goals are advanced.

The study offers insights to reconcile economic efficiency and social (gender equity) policy goals in the context of public procurement. The “policy-practice divides” in public procurement and women’s enterprise policies are discussed.

The study is among the first to use a feminist lens to examine the associations between gender of SME ownership and public procurement, while controlling for other salient owner and firm attributes.