Search results

The importance of co-innovation platforms has been well established, but a valid and reliable instrument to measure the affordances of these platforms for co-innovation behavior has not yet been reported in the literature. A robust, validated instrument to measure co-innovation platform affordances (PAs) will facilitate the conduct of studies across different platforms and contribute to enhanced understanding of co-innovation behaviors, outcomes, and platform design. The purpose of this paper is to conceptualize co-innovation PAs, develop a reliable measurement instrument capturing critical facets of co-innovation, namely ideation, collaboration, and communication, and validate the instrument.

The construct of PAs was conceptualized based on the findings from two case studies of co-innovation networks and the key characteristics of social mediating technology affordances. The measurement items newly developed via a case study underwent a two-round exploratory analysis to ensure face validity and content validity. The resulting instrument was subjected to a pilot study and a field study to establish the necessary reliability and validity.

The findings of the study reveal that co-innovation PAs have three distinctive components, namely ideation, collaboration, and communication. Furthermore, the results of the study suggest that PAs are most appropriately operationalized as a second-order construct comprising all three components. The empirical results from the field study show a high degree of confidence in both translation validity and criterion-related validity.

Drawing from co-innovation and affordances literature, this study develops and validates a general instrument to measure co-innovation PAs. The result is a reliable and parsimonious instrument with 12 items. The authors believe that the instrument can contribute significantly to future empirical investigations of co-innovation behavior on virtual platforms.

In this paper, empirical evidence is presented regarding the translation of the learning tactics inventory (LTI) instrument that measures learning versatility in entrepreneurs with four main learning strategies: acting, thinking, feeling or access to others. The purpose of this paper is to show how translating instruments from other languages and for cross-cultural studies is not sufficient to achieve instrument validity, and the use of structural equation modeling can help to strengthen the process.

After using iterative and multi-technique strategies that involved close translation and adaptation, structural equation modeling was also performed to validate whether relationships exist among the constructs and their variables using a confirmatory analysis.

After careful translation, the Spanish version of the LTI instrument does not measure the intended constructs. Such evidence was uncovered by contrasting the different dimensions of the English and Spanish translated versions.

Instruments in cross-cultural studies require more than translation strategies to adapt the instrument to the new context. This paper shows that, with the use of structural equation modeling, constructs may change in different international contexts and how misinterpretations of the instrument can occur if additional validity tests are ignored.

Consistent with the extant literature, the findings suggest that, when studying a complex phenomenon such as learning through a survey developed in a different country and language, cultural factors should be explained to maintain construct validity. Hence, in entrepreneurship and management research, instruments such as the LTI need to be validated with confirmatory analysis to accurately reflect the different learning strategies of entrepreneurs across cultures.

En este artículo se presenta evidencia empírica sobre la traducción del instrumento referente al Inventario de Tácticas de Aprendizaje, el cual mide la versatilidad del aprendizaje entre emprendedores con 4 principales estrategias: acción, pensamiento, sentimientos y acceso a los demás. El objetivo del artículo es el mostrar cómo la traducción en estudios multiculturales no es suficiente para lograr la validez del instrumento, y como el uso de Ecuaciones Estructurales puede fortalecer el proceso.

Tras utilizar múltiples técnicas e iterativas que involucran traducción cercana y adaptación, se utilizó la metodología de Ecuaciones Estructurales para validar relaciones entre constructos y variables mediante un análisis confirmatorio.

Se ha demostrado que, aún y con una traducción cuidadosa, el instrumento no refleja los constructos de la versión en inglés. Dicha evidencia se encontró al analizar las diferentes dimensiones entre las versiones en inglés y en español.

Los instrumentos en estudios multiculturales requieren más que una traducción para adaptarse a nuevos contextos. El presente artículo muestra con el uso de Ecuaciones Estructurales los constructos pueden cambiar en contextos internacionales diversos; así como que las interpretaciones erróneas del instrumento pueden acontecer si los estudios de validez de constructo son ignorados.

Alineado a la literatura existente, los resultados sugieren que al estudiar un fenómeno como el aprendizaje en un contexto diferente al de la creación del instrumento, los factores culturales deben tomarse en cuenta con el objetivo de mantener la validez de constructo. Por tanto, en investigaciones sobre emprendimiento y administración, instrumentos como el Inventario de Tácticas de Aprendizaje deben validarse con un análisis confirmatorio con el objetivo de reflejar adecuadamente las diferentes estrategias de aprendizaje entre culturas.

Transcultural, México, Emprendedores, Aprendizaje, Pruebas, Traducción

Artículo de investigación

Neste artigo, são apresentadas evidências empíricas sobre a tradução de um instrumento relacionado ao Inventário de Táticas de Aprendizagem, que mede a versatilidade de aprendizagem entre os empreendedores através de 4 principais estratégias: ação, pensamento, sentimentos e acesso a outros. O objetivo do artigo é mostrar como a tradução em estudos multiculturais não é suficiente para alcançar a validade do instrumento, de modo que o uso de Equações Estruturais pode fortalecer o processo.

Além de utilizar múltiplas técnicas e estratégias iterativas envolvendo tradução e adaptação próximas, a metodologia da Equação Estrutural foi usada para validar as relações entre construtos e variáveis, envolvendo análises confirmatórias.

Se demonstrou que, mesmo com uma tradução cuidadosa, o instrumento não reflete os construtos da versão em inglês. Essa evidência foi encontrada ao analisar as diferentes dimensões entre as versões em inglês e espanhol.

Instrumentos em estudos multiculturais requerem mais do que uma tradução para se adaptar a novos contextos. O presente artigo mostra que, com o uso de equações estruturais, os construtos podem mudar em diversos contextos internacionais; assim como as interpretações errôneas do instrumento podem acontecer se os estudos de validade de construto forem ignorados.

Alinhados à literatura existente, os resultados sugerem que, ao estudar um fenômeno como a aprendizagem em um contexto diferente da criação do instrumento, fatores culturais devem ser levados em conta para manter a validade de construto. Portanto, em pesquisas sobre empreendedorismo e administração, instrumentos como o Inventário de Táticas de Aprendizagem devem ser validados com uma análise confirmatória com o objetivo de referenciar adequadamente as diferentes estratégias de aprendizagem entre culturas.

Intercultural, México, Empreendedor, Aprendizagem, Testar, Tradução

Artigo de pesquisa

From an extensive review of the literature in the field of total quality management (TQM), 11 constructs of TQM implementation were identified. An instrument measuring these constructs was developed. The reliability and validity of the instrument were tested and validated using data from 212 Chinese manufacturing companies. Various methods were employed for this test and validation. Comparisons between this instrument and the three other quality management instruments were made. It was concluded finally that the instrument presented in this paper was reliable and valid. Researchers will be able to use this instrument for developing quality management theory. Industrial practitioners will be able to use this instrument to evaluate their TQM implementation so as to target improvement areas.

The purpose of this paper is to describe the procedures followed in developing and validating a context specific instrument to measure the performance of public schools in a Malaysian setting.

The paper adopted the mixed methodology, qualitative and quantitative. The qualitative approach was used at the initial stage of item generation for the instrument while the quantitative method was predominantly used to empirically establish the psychometric properties of the instrument.

The paper finds that the context‐specific instrument is psychometrically sound. The reliability index for all the dimensions are well above 0.75 and the various empirical analysis provide evidence of convergent, concurrent, and discriminant validity as well as dimensionality.

The paper provides detailed information on developing and validating a new context‐specific instrument. The method and procedure can be a good reference for researchers interested in developing instruments.

The soft system methodology intervention enhances holistic discussion in relation to the focal at the item generation phase. This allows a greater amount of creative debate resulting in a comprehensive list of indicators to be used the instrument.

As a way of assessing the ability of organizations to discover and manage unexpected failures in organizational capabilities of knowledge management (KM), this study aims to develop a measurement instrument that involves the five reliability dimensions of preoccupation with failure, reluctance to simplify interpretations, sensitivity to operations, commitment to resilience, and deference to expertise.

To generate measurement items, previous research related to organizational reliability, high reliability theory, mindfulness, and required organizational capabilities of KM was reviewed. The measurement instrument was then verified in terms of reliability and validity, empirically using data from 240 companies in North America. Internal consistency of measurements, measurement item reliability, and construct reliability were examined to ensure the reliability of the instrument. Based on confirmatory factor analysis using structural equation modelling, construct validity was also tested.

The reliability evaluation instrument for KM suggested in this study was constructed with four dimensions, preoccupation with failure in KM, sensitivity to KM operations, commitment to resilience in KM, and deference to expertise. The related measurement items were also identified.

This instrument is useful for researchers and executives looking for appropriate outcomes through the implementation of KM initiatives. Furthermore, the study provides a starting point for further research on KM reliability.

To date, while many of the KM success or failure studies have relied on developing success factors or organizational capability requirements, few studies have been conducted to identify evaluation measures that can assess the cognitive infrastructure that enables simultaneous adaptive learning and provides organizational reliability infrastructure through the management of unwanted, unanticipated, and unexplainable failures in KM-required capabilities.

The purpose of this paper is to describe the ongoing, iterative and empirical work to develop, test and revise the Community Equity Literacy Leadership Assessment (CELLA) for principals through several studies: a sorting study and expert panel survey review.

This study employs several survey development methods, including a sorting study and expert panel survey review.

The findings suggest that each study improved the CELLA’s items and provided useful learning for future testing cycles of inquiry.

Research suggests that principal leadership is a significant aspect of equitable and authentic school–family–community engagement. However, there is a paucity of theoretically grounded and psychometrically sound instruments to assess principals’ knowledge and skills in this area. To address this gap, the authors developed the CELLA for school leaders and their leadership teams.

Operations management literature prescribes various practices in supply quality management (SQM). However, few studies have described the SQM practices being conducted in Asian countries, especially in Hong Kong. The purpose of this study is to identify the critical SQM practices that conducted in Hong Kong.

We used in‐depth industrial interviews and extensive literature review to identify some critical items for evaluating SQM practices. Accordingly, an instrument was developed. We validated this instrument with 90 leading manufacturing related companies in Hong Kong by using SPSS 9.0.

Finally, we extracted ten critical factors for describing a SQM system. These factors could be clustered into three major groups namely supplier selection, supplier development and supplier integration.

This paper has not discussed the relationships among SQM practices, supplier quality and organisational quality. For future study, it will be worthwhile to consider these interrelations.

The newly developed instrument could be used to measure the practices of supply quality management in Hong Kong.

The paper reports a study that was intended to develop a self-assessment instrument to measure high school students' readiness for pursuing independent online learning.

The instrument was developed through the following steps: (1) developing the draft, (2) checking the instrument's face validity and (3) testing the instrument's validity, reliability and discriminant capacity using PLS analysis.

The study has developed a tool to self-assess high school students' readiness for independent online learning. The instrument consists of 36 statement items and is statistically proven to have good reliability, construct and indicator validity and a discriminating power.

The instrument items were designed to fit the context of Indonesian high school students. However, only responses from high school students in rather urban areas were used to test the validity and reliability of the instrument. This could imply that the instrument is only accurate in urban settings.

As a result of the research, a tool to assess high school students' readiness for independent online learning has been created. To better prepare students for independent online learning endeavors, the school might use the results to enhance areas that need improvement.

The study succeeded in developing a contextualized self-assessment tool for measuring Indonesian students' independent online learning readiness.

The purpose of this paper is to evaluate how mental health service user involvement in health professional education adds value to student learning about recovery-oriented practice and to determine the quality and suitability of instruments used in studies to evaluate this involvement in terms of their: relationship to recovery-oriented practice; and psychometric properties.

Studies of service user involvement were reviewed to identify their research objectives. These were mapped against an Australian recovery-oriented practice capability framework together with the constructs measured by instruments used in these studies. Psychometric properties for each instrument were evaluated using the COSMIN checklist.

While research objectives are not stated in terms of recovery-oriented practice, they do relate to some elements of a recovery-oriented practice framework. No instrument measures outcomes against all recovery-oriented practice domains. The AQ has the strongest evidence for its psychometric properties. The most commonly used instrument measures only stigma and has poorly validated psychometric properties.

This paper demonstrates that the “value add” of service user involvement in health professional education has been poorly defined and measured to date. Learning from lived experience is central to a recovery-orientation and is an expectation of health professional education programmes. Defining objectives for service user involvement in terms of recovery-oriented practice and developing an instrument which measures student learning against these objectives are important areas for ongoing research supporting improved approaches to supporting people’s recovery.

The purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group.

This study, using mixed methods, focusses on: designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric; and testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38).

The result of this study is a validated rubric instrument consisting of 11 presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery.

Implications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes.

This instrument offers the opportunity to formatively assess students’ oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students’ development in presentation performance in a pre-and post-test situation.