Search results

This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.

This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.

The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.

These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.

Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.

In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

Women leaders struggle with the persistent paradoxical expectations. Literature suggests that a paradox mindset helps to leverage these tensions. This study aims to understand the nexus between the microfoundations of individual women leaders’ experiences, their responses and the organisational context, which enables or hinders their paradox mindset.

This study adopted a qualitative approach by conducting semistructured interviews with 14 women, all senior leaders in corporate South Africa.

The results reveal the interaction in the nexus between, firstly, women leaders’ authenticity and awareness as key anchors that enable them to adopt a paradox mindset and, secondly, the organisation’s role in creating hindrances or opportunities to leverage tensions. Women leaders in our sample applied one of two strategies: they either adapted to the environment or curated a subenvironment. This study shows that, if done authentically, through her own agency, a woman can influence interactions that make it easier to manage tensions within her environment, especially those created by negative performance evaluation because of unconscious institutional gender bias.

The extent to which the findings of this research can be generalised is constrained by the selected research context.

This research contributes to the literature on paradox theory by revealing organisational contextual influencers, such as institutional bias in negative performance evaluation, which hinders a woman leader’s opportunity to be hired or promoted. These organisational influences also interact with women leaders’ ability to embrace paradox and internally leverage agentic and communal tensions.

As the strategy of 5G new infrastructure is deployed and advanced, 5G-R becomes the primary technical system for future mobile communication of China’s railway. V2V communication is also an important application scenario of 5G communication systems on high-speed railways, so time synchronization between vehicles is critical for train control systems to be real-time and safe. How to improve the time synchronization performance in V2V communication is crucial to ensure the operational safety and efficiency of high-speed railways.

This paper proposed a time synchronization method based on model predictive control (MPC) for V2V communication. Firstly, a synchronous clock for V2V communication was modeled based on the fifth generation mobile communication-railway (5G-R) system. Secondly, an observation equation was introduced according to the phase and frequency offsets between synchronous clocks of two adjacent vehicles to construct an MPC-based space model of clock states of the adjacent vehicles. Finally, the optimal clock offset was solved through multistep prediction, rolling optimization and other control methods, and time synchronization in different V2V communication scenarios based on the 5G-R system was realized through negative feedback correction.

The results of simulation tests conducted with and without a repeater, respectively, show that the proposed method can realize time synchronization of V2V communication in both scenarios. Compared with other methods, the proposed method has faster convergence speed and higher synchronization precision regardless of whether there is a repeater or not.

This paper proposed an MPC-based time synchronization method for V2V communication under 5G-R. Through the construction of MPC controllers for clocks of adjacent vehicles, time synchronization was realized for V2V communication under 5G-R by using control means such as multistep prediction, rolling optimization, and feedback correction. In view of the problems of low synchronization precision and slow convergence speed caused by packet loss with existing synchronization methods, the observer equation was introduced to estimate the clock state of the adjacent vehicles in case of packet loss, which reduces the impact of clock error caused by packet loss in the synchronization process and improves the synchronization precision of V2V communication. The research results provide some theoretical references for V2V synchronous wireless communication under 5G-R technology.

In response to the National Leadership Education Agenda, this application brief furthers priority one, addressing the teaching, learning, and curriculum development of leadership education. The ability of students to demonstrate leadership outcome mastery in areas of communication, self-awareness, interpersonal interactions, and civic responsibility (Seemiller, 2014), is valued across disciplines. Socratic Circles provide a structured discussion learning strategy based on Socratic pedagogy (Copeland, 2005), beneficial to the practice of leadership outcomes. Discussed are descriptions of implementation methods; outcomes related to Seemiller’s (2014) Student Leadership Competencies; and practitioner reflections of the use of Socratic Circles in college level leadership courses.

Steer-by-wire (SBW) system mainly relies on sensors, controllers and motors to replace the traditionally mechanical transmission mechanism to realize steering functions. However, the sensors in the SBW system are particularly vulnerable to external influences, which can cause systemic faults, leading to poor steering performance and even system instability. Therefore, this paper aims to adopt a fault-tolerant control method to solve the safety problem of the SBW system caused by sensors failure.

This paper proposes an active fault-tolerant control framework to deal with sensors failure in the SBW system by hierarchically introducing fault observer, fault estimator, fault reconstructor. Firstly, the fault observer is used to obtain the observation output of the SBW system and then obtain the residual between the observation output and the SBW system output. And then judge whether the SBW system fails according to the residual. Secondly, dependent on the residual obtained by the fault observer, a fault estimator is designed using bounded real lemma and regional pole configuration to estimate the amplitude and time-varying characteristics of the faulty sensor. Eventually, a fault reconstructor is designed based on the estimation value of sensors fault obtained by the fault estimator and SBW system output to tolerate the faulty sensor.

The numerical analysis shows that the fault observer can be rapidly activated to detect the fault while the sensors fault occurs. Moreover, the estimation accuracy of the fault estimator can reach to 98%, and the fault reconstructor can make the faulty SBW system to retain the steering characteristics, comparing to those of the fault-free SBW system. In addition, it was verified for the feasibility and effectiveness of the proposed control framework.

As the SBW fault diagnosis and fault-tolerant control in this paper only carry out numerical simulation research on sensors faults in matrix and laboratory/Simulink, the subsequent hardware in the loop test is needed for further verification.

Aiming at the SBW system with parameter perturbation and sensors failure, this paper proposes an active fault-tolerant control framework, which integrates fault observer, fault estimator and fault reconstructor so that the steering performance of SBW system with sensors faults is basically consistent with that of the fault-free SBW system.

In recent years, owing to the rapidly increasing labor costs, the demand for robots in daily services and industrial operations has been increased significantly. For further applications and human–robot interaction in an unstructured open environment, fast and accurate tracking and strong disturbance rejection ability are required. However, utilizing a conventional controller can make it difficult for the robot to meet these demands, and when a robot is required to perform at a high-speed and large range of motion, conventional controllers may not perform effectively or even lead to the instability.

The main idea is to develop the control law by combining the SMC feedback with the ADRC control architecture to improve the robustness and control quality of a conventional SMC controller. The problem is formulated and solved in the framework of ADRC. For better estimation and control performance, a generalized proportional integral observer (GPIO) technique is employed to estimate and compensate for unmodeled dynamics and other unknown time-varying disturbances. And benefiting from the usage of GPIO, a new SMC law can be designed by synthesizing the estimation and its history.

The employed methodology introduced a significant improvement in handling the uncertainties of the system parameters without compromising the nominal system control quality and intuitiveness of the conventional ADRC design. First, the proposed method combines the advantages of the ADRC and SMC method, which achieved the best tracking performance among these controllers. Second, the proposed controller is sufficiently robust to various disturbances and results in smaller tracking errors. Third, the proposed control method is insensitive to control parameters which indicates a good application potential.

High-performance robot tracking control is the basis for further robot applications in open environments and human–robot interfaces, which require high tracking accuracy and strong disturbance rejection. However, both the varied dynamics of the system and rapidly changing nonlinear coupling characteristic significantly increase the control difficulty. The proposed method gives a new replacement of PID controller in robot systems, which does not require an accurate dynamic system model, is insensitive to control parameters and can perform promisingly for response rapidity and steady-state accuracy, as well as in the presence of strong unknown disturbances.

Crowdfunding (CF) is a digital-financial innovation that, bypassing credit crisis, bank system rigidities and constraints of the capital market, is allowing new ventures and established companies to get the needed funds to support innovations. After one decade of research, mainly focused on relations between variables and outcomes of the CF campaign, the literature shows methodological lacks about the study of its overall behavior. These reflect into a weak theoretical understanding and inconsistent managerial guidance, leading to a 27% success ratio of campaigns. To bridge this gap, this paper embraces a “complex system” perspective of the CF campaign, able to explore the system's behavior of a campaign over time, in light of its causal loop structure.

By adopting and following the document model building (DMB) methodology, a set of 26 variables and mutual causal relations modeled the system “Crowdfunding campaign” and a data set based on them and crafted to model the “Crowdfunding campaign” with a causal loop diagram. Finally, system archetypes have been used to link the causal loop structure with qualitative trends of CF's behavior (i.e. the raised capital over time).

The research brought to 26 variables making the system a “Crowdfunding campaign.” The variables influence each other, thus showing a set of feedback loops, whose structure determines the behavior of the CF campaign. The causal loop structure is traced back to three system archetypes, presiding the behavior in three stages of the campaign.

The value of this paper is both methodological and theoretical. First, the DMB methodology has been expanded and reinforced concerning previous applications; second, we carried out a causation analysis, unlike the common correlation analysis; further, we created a theoretical model of a “Crowdfunding Campaign” unlike the common empirical models built on CF platform's data.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.

Exploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.

The facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.

This paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.