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The purpose of this paper is to present an educational approach to elevating problem-solving and numeracy competencies of business undergraduates to meet workplace demand. The approach is grounded in the theory of constraints following the Decoding the Discipline model. The authors investigated a cognitive bottleneck involving problem modeling and an affective bottleneck concerning low self-efficacy of numeracy and designed specific interventions to address both bottlenecks simultaneously. The authors implemented the proposed approach in an introductory level analytics course in business operations.

The authors use an empirical study to evaluate the effectiveness of the proposed approach in addressing deficiency in numeracy and problem-solving skills. Cognitive and affective learning interventions were introduced in an undergraduate core course in analytics. The perceived effectiveness of the interventions was evaluated with the use of a survey at the end of the course. To further investigate the effectiveness of the proposed interventions beyond self-reporting, the impact of the interventions on actual learning was evaluated by comparing the exam scores between classes with and without the interventions.

Students who underwent the interventions successfully overcame both learning bottlenecks and indicated a positive change in attitude toward the analytics discipline as well as achieved higher exam scores in the analytics course.

This study succeeds in strengthening the body of research in teaching and learning. The authors also offer a holistic treatment of cognitive and affective learning bottlenecks, and provide empirical evidence to support the effectiveness of the proposed approach in elevating numeracy and problem-solving competencies of business undergraduates.

The proposed approach is useful for business educators to improve business students’ quantitative modeling skill and attitude. Researchers can also extend the approach to other courses and settings to build up the body of research in learning and skill development. Educational policy makers may consider promoting promising approaches to improve students’ quantitative skill development. They can also set a high standard for higher education institutions to assess students’ numeracy and problem-solving competencies. Employers will find college graduates bring to their initial positions the high levels of numeracy and problem-solving skills demanded for knowledge work to sustain business growth and innovation.

As students’ numeracy and problem-solving skills are raised, they will develop an aptitude for quantitative-oriented coursework that equips them with the set of quantitative information-processing skills needed to succeed in the twenty-first century society and global economy.

The proposed approach provides a goal-oriented three-step process to improve learning by overcoming learning bottlenecks as constraints of a learning process. The integral focus on identifying learning bottlenecks, creating learning interventions and assessing learning outcomes in the proposed approach is instrumental in introducing manageable interventions to address challenges in student learning thereby elevating students’ numeracy and problem-solving competencies.

The purpose of this paper is to demonstrate the main advantages of integrating bottleneck theory, action learning and transformation capabilities to phenomenon and process analysis systems.

This paper selects three typical cases, using grounded theory standardized coding procedures, and selects exploratory case study approach.

Inward small and medium manufacturing enterprises use the bottleneck breakthrough program and provide a correct knowledge input for action learning. Action learning provides a strong guarantee that for the implementation of bottleneck breakthrough program, programming and action learning are required to continually solve problems and achieve goals in the process.

The authors used inward manufacturing small- and medium-sized enterprises as research subjects The authors did not analysis the role of knowledge services; the future studies could explore how to improve the performance through the transformation value co-creation.

Because of the lack of resources and capacity, small- and medium-sized enterprise adopt appropriate micro-innovation and continuous micro-transformation to break the bottleneck stage and achieve small victories.

Learning and development enterprises are not only through multinational clients which restructuring enhance the learning capacity of the international M & A path. It does not conduct thorough and comprehensive change, and also not related to the structural of readjustment organization. In fact, the radical change and transformation strategy is different than other strategies.

The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL).

This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes.

The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus.

This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process.

While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

This chapter discusses key training challenges that organizations need to confront with the objective of building a robust human resource management system. Given the dynamics of the current business environment, training and development has become an indispensable function in global organizations. Building an effective human capital that contributes to continual organizational growth has become the established norm to survive in a competitive business landscape. However, the training and development function is often rendered ineffective, on account of various bottlenecks existing in the organization. Addressing these bottlenecks is quintessential in ensuring the creation of a performance-driven human capital. The goal of this chapter is to draw attention to the training impediments that hinder organizational growth and to diagnose the underlying causes for the same. This chapter concludes with recommendations that organizational decision-makers can leverage in their quest to strengthen the human capital, by utilizing their training and development infrastructure optimally.

The tenets of Scholarship of Teaching and Learning (SoTL) allow librarians to assess their teaching effectiveness through an evaluation of student learning. For the author, the sudden reliance on digital primary source collections during the 2020 pandemic lockdown provided a catalyst to examine her digital primary source instruction as a research project. In this case study, the author aims to examine library instruction for a required course for third-year history majors.

The author collaborated with a history professor to identify “bottlenecks” related to digital primary source research, and to design two new library instruction sessions with in-class activities and assignments to address these bottlenecks. The professor and author then evaluated the assignments to determine if students had understood and incorporated the methods modeled during the research instruction classes.

Teaching undergraduate history majors digital primary source research skills that will lead to the habits of mind of historians cannot be done in one academic quarter, for it takes time to develop disciplinary ways of thinking. Providing select core concepts more systematically earlier in the history major curriculum could make the enculturation into the discipline less fraught and confusing later, so that students begin learning foundational skills in their third year to carry them forward into their senior year when they write their theses.

Little has been written on digital primary source library instruction, which intersects with a variety of other research literacies. Assessing library instruction through the lens of SoTL is relatively new for academic librarians and has not been used in evaluating student learning in the digital primary source environment.

As educational institutes began to address the challenges posed by COVID-19, e-learning came to the foreground as the best bet left. This study is in quest of revealing engineering student's perceptions of the available e-learning platforms, thus surfacing the underlying bottlenecks. Further, it aims at providing solutions that would help enhance the e-learning experience not only in pandemic times but also in the long run.

This holistic research begins with a comprehensive comparative study about the available e-learning platforms, followed by a primary data analysis through an online survey of 364 engineering students from various colleges and branches. The collected data was analyzed to detect bottlenecks in online learning and suggestions are given for solving some challenges.

On a five-point Likert scale, the available e-learning platforms garnered ratings ranging from 2.81 to 3.46. Google meet was the most preferred platform. However, with a net promoter score (NPS) of 30.36, Microsoft Teams emerged as the most satisfying platform. Technical shortcomings clubbed with psychological and biological factors were found to be taking a toll on e-learning.

This innovative research is based on the perceptions of engineering students hailing majorly from Indian cities, and hence, it may be having educational stream bias and geographical bias. The research could be further extended to cover rural areas and global trends in e-learning.

The research offers a thorough analysis of e-learning platforms, as seen through the lens of engineering students. Furthermore, the analysis does not constrain itself to the technicalities and thus proves to be an all-encompassing one, potent enough to surface critical issues marring the e-learning experience.

Brain tumor is one of the most dangerous and life-threatening disease. In order to decide the type of tumor, devising a treatment plan and estimating the overall survival time of the patient, accurate segmentation of tumor region from images is extremely important. The process of manual segmentation is very time-consuming and prone to errors; therefore, this paper aims to provide a deep learning based method, that automatically segment the tumor region from MR images.

In this paper, the authors propose a deep neural network for automatic brain tumor (Glioma) segmentation. Intensity normalization and data augmentation have been incorporated as pre-processing steps for the images. The proposed model is trained on multichannel magnetic resonance imaging (MRI) images. The model outputs high-resolution segmentations of brain tumor regions in the input images.

The proposed model is evaluated on benchmark BRATS 2013 dataset. To evaluate the performance, the authors have used Dice score, sensitivity and positive predictive value (PPV). The superior performance of the proposed model is validated by training very popular UNet model in the similar conditions. The results indicate that proposed model has obtained promising results and is effective for segmentation of Glioma regions in MRI at a clinical level.

The model can be used by doctors to identify the exact location of the tumorous region.

The proposed model is an improvement to the UNet model. The model has fewer layers and a smaller number of parameters in comparison to the UNet model. This helps the network to train over databases with fewer images and gives superior results. Moreover, the information of bottleneck feature learned by the network has been fused with skip connection path to enrich the feature map.

This chapter will show faculty the benefits of using picture postcards in different disciplines for encouraging critical thinking, analysis, and visual literacy in the active learning classroom while helping students to contextualize what they are learning in the course. It will provide strategies for how to teach this material including possible sample worksheet questions that could be used in multiple disciplines. This chapter will present one way that faculty can innovatively use active learning strategies to teach students archival skills, analytical thinking, visual literacy, cultural competency, historical and locational awareness, collaboration with other students, and disciplinary content. Furthermore, it will discuss how this activity is equally well-suited for both innovative active and experimental classroom setups as well as large lecture halls and traditional classroom setups and how modifications can be made for each environment.