Search results

This study explores how experts and novices in pedagogics expanded queries supported by the ERIC thesaurus, and how this was connected to the search effectiveness in an easy and a difficult search task. The expert group consisted of 15 undergraduates in pedagogy and the novice group of 15 students with no previous studies in this field. Their search logs were recorded and a pre‐ and post‐search interview was conducted. The results show that the number and type of terms selected from the thesaurus for expansion by experts improved search effectiveness, whereas there were no connections between the use of thesaurus and improvement of effectiveness among novices. The effectiveness of expansions varied between the facets of the queries. Thus, a vital condition for benefiting from a thesaurus in query expansion to improve search results is sufficient familiarity with the search topic. The results suggest also that it is not in the first place the number of terms used in expansion, but their type and quality that are crucial for search success.

The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study.

The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes.

The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional.

While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.

The aim of this paper is to link two sides of knowledge transfer (obtaining and providing knowledge), represented by the interplay between experts and novices, possibilities of technical support, and individual and organizational outcomes. An heuristic is developed to link up these different aspects and focus on practical application of some of them; the authors seek to answer the following research question: how can the organization support activities that would encourage knowledge transfer between novices and experts?

The authors used interviews, document collection, and observations on‐site to gain insights into knowledge management and e‐learning activities at Lufthansa, a German airline company, beginning in 2004, with the first qualitative investigation, in the form of telephone interviews. Over the following six years, the authors followed up with archival analysis and in 2010 conducted interviews with four experts who are responsible for knowledge management and e‐learning at the group level at Lufthansa. All interviews were recorded, transcribed and coded, then a qualitative content analysis was conducted. The interviews were complemented by several demonstrations of the system during a visit on‐site.

Every person can be simultaneously a novice and an expert in different fields of knowledge. Novices and experts need organizational leeway which allows time for creating “knowledge nuggets” (providing knowledge) and for learning (obtaining knowledge). The Lufthansa example shows that organizational leeway, the convergence of e‐learning and knowledge management in the form of rapid e‐learning, and introduction of knowledge transfer methods that provide opportunities for employees to obtain and provide knowledge, i.e. practice knowledge transfer on the job.

The contribution of this paper is that the authors develop an heuristic, which explains technically supported knowledge transfer processes among novices and experts, and their individual and organizational outcomes. The heuristic helps to classify knowledge transfer processes and their outcomes.

The purpose of this study is to examine how trends in historical data influence two types of predictive judgments: territory selection and salesperson hiring. Sales managers are confronted frequently with decisions that explicitly or implicitly involve forecasting with limited information. In doing so, they conceptualize how the magnitude of these trend effects may be affected by the experience managers have in making these types of judgments. Study 1 provides evidence of a curvilinear relationship between experience and reliance on the trend data whereby the sales territory selections of novice sales managers exhibited greater susceptibility to informational trends than did the evaluations of naïve and expert decision-makers. A benchmark analysis in Study 2 further revealed that the salesperson selections made by novice and expert sales managers were equally biased, albeit in opposite directions, with novices overweighting and experts underweighting historical performance trends. Implications of these findings are discussed, as are avenues for future research.

The authors employ an online experimental design methodology of practicing managers. For Study 1, they use regression, whereas Study 2 uses a deterministic process to develop a priori predictive benchmark forecasts. Ordinary least squares is then used to estimate manager’s decisions, which are then compared to the predictive forecasts to determine accuracy.

Study 1 provides evidence of a curvilinear relationship between experience and reliance on the trend data whereby the sales territory selections of novice sales managers exhibited greater susceptibility to informational trends than did the evaluations of naïve and expert decision-makers. A benchmark analysis in Study 2 further revealed that the salesperson selections made by novice and expert sales managers were equally biased, albeit in opposite directions, with novices overweighting and experts underweighting historical performance trends.

The present inquiry is the first to provide insights into an important issue that has been the subject of equivocal findings, namely, whether experience in a judgmental domain exerts a facilitating or debilitating effect on sales manager decision-making. In this regard, some research supports the intuition that experience in making a particular type of decision can insulate managers from judgmental bias and, in doing so, improve decision quality (see Shanteau, [1992a] for a summary). In contrast, other work provides a more pessimistic view by demonstrating that the quality of decision-making is either unaffected by or can erode with additional experience (Hutchinson et al., 2010). To help reconcile these conflicting findings, the authors presented and tested a theoretical framework conceptualizing how trends may influence predictive judgments across three levels of decision-maker experience.

The globalisation of markets combined with the paradoxical rise of nationalism has created an increased concern about the importance of the interaction of global brands with other cues such as the country of origin (COO) of products and services. The purpose of this paper is to evaluate the decision‐making processes of experts and novices with respect to international brand names, COO and intrinsic quality differences.

Within subject experimental design, quantitative study analysis of variance.

Results of a series of experiments with personal computers as a product with strong COO effects supported this argument. Experts or highly knowledgeable consumers were found to use COO in a circumspect manner or as a limited summary construct, only when such information was consistent with a linked brand name or a particular level of physical quality. Novices, for both products used COO as a halo regardless of brand name and physical quality.

International brand names are used in a more analytical manner by experts, with respect to quality, whilst novices based their decision‐making on extrinsic cues. This was a controlled experimental design and results could be evaluated further by more realistic design using actual products in a more market setting. Although the use of product description as used as experimental treatments in this study is not an unusual manner in which personal computers are purchased by consumers, especially when they are purchased online.

International marketers must carefully consider the quality, brand and COO information carefully when marketing to consumers of varying product knowledge as it appears different decision‐making styles are used by experts and novices.

This is one of the few studies to experimentally manipulate brand, quality and COO information amongst different groups of consumers with varying product knowledge (experts and novices). The experimental treatments were also carefully chosen so that differences due to the use of a global brand IBM could be evaluated against a lesser known local brand name.

Recognizing the value and limitations of current knowledge of the appropriation process in the consumption of aesthetic experiences, this research aims to generate a localized account for novice and expert consumers of the varying role of cultural capital in the appropriation cycles and interpretative responses of an aesthetic experience.

This research uses a single case study design of Miró’s blockbuster exhibition, and draws on multiple sources of evidence, notably 50 in-depth visitor interviews, observations and archival records.

An evidence-based framework of the appropriation process for novice and expert consumers of aesthetic experiences is offered. This framework highlights the significance of appropriation pace and personal versus communal interpretations – amongst other features – in distinguishing distinct versions of the appropriation process in accordance with the varied accumulation of consumer cultural capital.

The transferability of the findings to other aesthetic or experience-based consumption contexts such as performing arts or sports is discussed, alongside the relevance of the proposed framework for researchers of aesthetic experiences.

The empirical investigation of the understudied connection between visitors’ cultural capital and their museum experiences provides insights into curatorial and marketing practices in terms of broadening, diversifying and engaging museum audiences.

This research provides new theoretical insights into the literature of appropriation process and consumption of art experiences by bringing together consumers’ cultural capital with the appropriation process and interpretive responses to an aesthetic experience.

This investigation tested the designer assumption that VIBE is a tool for an expert user and asked: what are the effects of user expertise on usability when VIBE's non‐traditional interface is compared with a more traditional text‐based interface? Three user groups – novices, online searching experts, and VIBE system experts – totaling 31 participants, were asked to use and compare VIBE to a more traditional text‐based system, askSam. No significant differences were found; however, significant performance differences were found for some tasks on the two systems. Participants understood the basic principles underlying VIBE although they generally favored the askSam system. The findings suggest that VIBE is a learnable system and its components have pragmatic application to the development of visualized information retrieval systems. Further research is recommended to maximize the retrieval potential of IR visualization systems.

The purpose of this paper is to theorize on the mechanisms underlying the development of entrepreneurial expertise. While prior studies have identified differences between the behavior of novice and expert entrepreneurs, the mechanisms that cause these differences have not received sufficient attention.

This paper systematically reviews the extant literature on entrepreneurial expertise and builds the conceptual framework by employing an action-control belief framework to propose mechanisms underlying the development of expert behavior.

This paper argues that differences in behavior between novice and expert entrepreneurs stem from self-perceptions of their ability to act. More specifically, stronger action-control beliefs encourage entrepreneurs to create new interpretations of the world over time; develop and use strategies that allow them to rely on perceived control over means and ends, their perceived capacity, and their agency; and hence behave more like experts.

This paper suggests that strategy, capacity, and control beliefs are key in individuals’ decisions of whether to engage in entrepreneurial action and that expert entrepreneurs hold stronger beliefs than novices. Positive experiences, particularly those associated with deliberate practice, contribute to developing these beliefs and, more broadly, to entrepreneurial expertise.

This paper proposes that the mechanism of transformation from novice to expert behavior can be attributed to positive changes in deeply held beliefs about strategy (i.e. possible means-ends frameworks), capacity (i.e. access to means), and control (i.e. perceived efficacy). Each of the beliefs can develop separately from others and at different pace. In other words, this work explains why novice and expert entrepreneurs behave differently.

The development of Information Systems (IS) and Information and Communication Technologies (ICT) is offering new opportunities for businesses to implement promotion strategies focused on customer attraction and retention. In this sense, mobile coupon usage has increased as a promotion tool, especially in the fast-food sector. However, the use by consumers of these coupons is not homogeneous and it is conditioned by prior experience. Thus, this study aimed to examine variations between Fast Food Restaurant (FFR) customers based on their prior experiences with the use of mobile coupon (expert vs novice users).

A sample of 400 fast-food customers was collected using a structured questionnaire. In order to compare the proposed relationships between expert and novice users, a multigroup approach was applied through new, recently proposed evaluation procedures designed for PLS–SEM.

The results show that the two groups of consumers (expert vs novice users) have notable differences regarding the relationship between perceived ease of use and perceived usefulness. This relationship was the strongest in both groups. However, there are no differences found in other aspects considered as antecedents to mobile coupons usage, for instance, usage intention and attitude.

This work emphasises the importance of considering differences based on experience between mobile coupon users. Ease of use, perceived consumer utility and increased mobile coupons in apps can be the key to driving effective business strategies based on promotional tactics by FFRs. Likewise, this study can help other researchers in their empirical applications of PLS–SEM analysis.

This study is the first to provide an in-depth analysis of differences based on users' experience with mobile coupons at FFRs. It is innovative in its introduction of the consumer's coupon proneness variable.

To apply the concept of ill‐structured problems and learner expertise to the reference consultation.

Research literature from the 1960s forward regarding ill‐structured problems and learner expertise in a variety of disciplines was surveyed. Resulting characteristics of expert problem‐solvers were used to suggest applications to the reference consultation.

Librarians can structure the reference consultation to better meet students' needs as information problem solvers.

The method described appears to have sound basis in research into cognitive development and reflective thinking, but it has not been empirically demonstrated in the reference environment. Empirical research with reference librarians and students would be a logical next step.

Research into ill‐structured problems and learner expertise is ongoing in information retrieval systems. It has not been applied to the reference consultation.