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21 – 30 of over 68000This paper aims to present a high‐level conceptual framework to strengthen the conceptual bridge between project management and workplace learning by applying situated learning…
Abstract
Purpose
This paper aims to present a high‐level conceptual framework to strengthen the conceptual bridge between project management and workplace learning by applying situated learning theory to project management practice to guide shared learning within and between projects.
Design/methodology/approach
The paper bridges situated learning theory from the workplace learning literature and the resource‐based view (RBV) of project management from the strategic management literature, using them as lenses to view two learning mechanisms in the project management domain, project reviews and communities of practices.
Findings
The paper finds that situated learning theory can be applied to project management to highlight processes that enable capability development through shared project learning.
Research limitations/implications
This paper is conceptual in nature and intended to make a case for empirical research that draws on workplace learning literature which is useful to project management as there remains the challenge of leveraging these perspectives for project management practice.
Practical implications
The paper believes that situated learning theory offers insights that can be leveraged to make project management environments more effective through improved intra‐project and inter‐project shared learning.
Originality/value
This paper presents a high‐level conceptual framework to bridge situated learning theory to the RBV of project management. The paper finds that situated learning theory is well suited to contribute to an understanding of shared learning in projects and justifies future research.
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Richard D. Osguthorpe and Jennifer L. Snow-Gerono
The report from our recent accreditation visit indicated that the unit has an emerging framework for an assessment system that collects data at necessary transition points…
Abstract
The report from our recent accreditation visit indicated that the unit has an emerging framework for an assessment system that collects data at necessary transition points. However, the report also suggests that the unit does not analyze that data in an effective way to conduct meaningful program change. The events that led to this discovery (and the actions that have been taken since) have provided important lessons learned for our institution that relate to continuous program improvement and the accreditation process itself. This chapter details those events and lessons learned.
The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills.
Abstract
Purpose
The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills.
Design/methodology/approach
A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions.
Findings
A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school.
Research limitations/implications
This study was limited to a class of 21 students enrolled in a public school in North Texas.
Originality/value
There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.
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Luís César Ferreira Motta Barbosa, Otávio José de Oliveira, Marcio Cardoso Machado, Ana Clara Tomaz Morais, Patrícia Maria Bozola and Manuel Gilberto Freitas Santos
This study used a qualitative approach on five case studies in Brazilian industrial companies. The research used interviews, document analysis and on-site visits to collect and…
Abstract
Purpose
This study used a qualitative approach on five case studies in Brazilian industrial companies. The research used interviews, document analysis and on-site visits to collect and analyze data. The companies were selected based on the following criteria: operating in the industrial sector, updating their quality management system (QMS) process to ISO 9001: 2015 and agreeing to participate in this study.
Design/methodology/approach
This article aims to investigate the strategies of industrial companies adopted for ISO-9001:2015 certification in light of the six major advances concerning the previous version. Thus, QMS of other organizations can incorporate identified lessons learned, whether certified or not.
Findings
The main finding of the research is the systematization of a set of lessons learned in the experiences of implementing the six significant advances of ISO 9001 concerning the previous version by industrial companies in the State of São Paulo in Brazil. These lessons can and should be used by other organizations to improve their QMSs.
Practical implications
The practices identified in this empirical research can serve as benchmarking to assist quality managers from other companies in QMS certification based on ISO 9001: 2015 or even those not certified but interested in updating their QMSs. Therefore, lessons learned can significantly minimize efforts to improve your projects, processes, products and services. These findings can also help industrial companies improve their production efficiency and effectiveness through quality improvement.
Originality/value
The main novelty of the research is the consolidation of theoretical and practical analysis of the main changes in the latest version of the ISO 9001 standards. The efforts to fulfill those changes result in lessons learned. The “lessons learned” will form a new block of knowledge that will subsidize theoretical (new research) and practical (formulation of a new ISO 9001 standard and helps quality managers improve their systems).
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Jörn Kobus, Markus Westner, Susanne Strahringer and Diane Strode
With the rise of digitization, IT organizations are challenged to provide efficient service delivery and offer innovative digital solutions while maintaining a constant resource…
Abstract
Purpose
With the rise of digitization, IT organizations are challenged to provide efficient service delivery and offer innovative digital solutions while maintaining a constant resource capacity. To address this challenge, some IT organizations have adopted Lean Management (LM). Although LM is a standard production mode in manufacturing, it is less familiar to IT organizations. The purpose of this paper is to identify 12 lessons learned from companies who implemented LM in their IT organization (Lean IT) to free up their IT resource capacity from existing day-to-day operations so they could use it to enable their digitization strategy.
Design/methodology/approach
A case study of two major international companies from different industries. Data were collected from 25 structured interviews.
Findings
The lessons learned provide insights into how these companies implemented Lean IT, the potential outcomes they aimed for, what they did to achieve those outcomes, how they facilitated the implementation of Lean IT, and restrictions they encountered during the implementation.
Research limitations/implications
The findings are based on a limited range of IT organizations.
Practical implications
The lessons learned inform those implementing Lean IT because they explain how companies have implemented Lean IT to facilitate digitization and the benefits and pitfalls they encountered. A comparison of Lean IT and Lean Production shows that LM is transferable to IT organizations if domain specific requirements are respected.
Originality/value
This paper reports the unique experience of companies implementing Lean IT, which can inform other companies in a similar situation.
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An issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies…
Abstract
Purpose
An issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies. The aim of this paper is to explore how teachers suggest informing their designs for learning.
Design/methodology/approach
The study is based on documentation from workshops where adult education teachers were encouraged to suggest how a design for learning can draw on what is known, how the design can be evaluated and how the design and lessons learned can be shared. The data was analyzed using thematic analysis.
Findings
Most teachers did not explicitly suggest how to inform their designs for learning, although some suggested to draw on learning theories. The teachers were able to provide many examples of how their designs for learning could be evaluated based on student perceptions and assessment. They primarily suggested to discuss and share their designs and lessons learned at the school.
Practical implications
The workshop format could be adapted and used in practice.
Originality/value
Relatively little attention has been paid to how teachers inform their designs for learning. A key challenge for teachers is to understand design for learning as an informed practice, which could be integrated as part of their daily work.
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Rongjin Huang, Angela T. Barlow and Melanie E. Haupt
The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices…
Abstract
Purpose
The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions.
Design/methodology/approach
This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS.
Findings
A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning.
Originality/value
The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.
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Jan vom Brocke, Theresa Schmiedel, Alexander Simons, Alexander M. Schmid, Martin Petry and Christoph Baeck
The purpose of this paper is to summarize an information technology (IT) initiative at Hilti Corporation that began with a local IT need and ended with the global transformation…
Abstract
Purpose
The purpose of this paper is to summarize an information technology (IT) initiative at Hilti Corporation that began with a local IT need and ended with the global transformation of the company’s customer service processes and infrastructures. The authors highlight 12 lessons learned from the transformation, which Hilti referred to as the Global Contact Center (GCC) program.
Design/methodology/approach
The authors analyze Hilti’s GCC program based on first-hand experience. Hilti applied an innovative, wave-like implementation approach that facilitated a fast roll-out, fostered peer-to-peer knowledge transfer, and helped to overcome reluctance to change.
Findings
The analysis of Hilti’s approach to its new customer service management reveals a number of simple, yet, critical lessons learned regarding leveraging IT-driven business value through global process transformation.
Research limitations/implications
The case report can help researchers to further theorize about IT-enabled process transformation. The GCC program resulted in significant improvements in the performance and quality of customer service processes and enabled transparent reporting and performance measurement on a global scale.
Practical implications
Overall, the GCC case provides an illustrative example of successful process transformation at the global level that also demonstrates implementation challenges. As such, the case report can help practitioners in planning and executing similar projects toward customer service excellence.
Originality/value
Hilti’s GCC case not only provides fresh insights into a successful process transformation. As it focusses on customer service, it also concerns an application area that has received little in the way of attention from process transformation research.
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Noriyuki Inoue and Daniel Light
What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study…
Abstract
Purpose
What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams.
Design/methodology/approach
The authors first reviewed available documents on the DSD curriculum in the district, and then conducted DSD class observations. The authors also interviewed the students, teachers, the principal, the lead teacher at the school, the school district staff in charge of the operation as well as the Sesame Japan staff in order to collect the data for the study.
Findings
The study found that students were highly engaged in open-ended discussions about their future dreams and how to achieve them in observed DSD classes. The implementation of the new curriculum benefited from utilizing lesson study as the main arena for curricular innovation. A further analysis of the data suggests that the success of the curricular innovation owed much to an inside-out implementation process that situated the iterative lesson study cycle of the teachers as the key driver of change while external actors supported the lesson study process in an inside-out fashion.
Research limitations/implications
The study implies that guiding an educational innovation to success requires not only institutionalized lesson study, but also cross-institutional collaborative dialogues to support the lesson study process with mutually established trust among key players of the innovation. Further studies are needed to investigate how this model sustains as principals and how this model works (or do not work) in other pilot schools and beyond.
Practical implications
This study implies that what matters most is that the school embodies a vision shared among teachers, school leaders and external curriculum developers, all working together across institutions in a spirit of collaboration. This type of inside-out implementation would be a path to ensure and sustain the success for those who plan any new educational innovation.
Social implications
What matters most was found to be that the school embodies a vision shared among educators, school leaders and external curriculum developers working together across institutions in a spirit of collaboration.
Originality/value
Guiding an educational innovation to success requires not only new ideas and effective curriculum plans but also a social structure that allows teachers to engage in effective implementations of the desired curriculum. Lesson study is often considered to be a within-school or school-to-school collaborative process. It is rarely connected to outside agents that bring in new ideas for educational innovation. This study found how inside- and outside-school actors can work together to actualize educational innovation, and what roles lesson study play there.
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