Search results

Organisations must build resilience to be able to deal with disruptions or non-routine events in their supply chains. While learning is implicit in definitions of supply chain resilience (SCRes), there is little understanding of how exactly organisations can adapt their routines to build resilience. The purpose of this study is to address this gap.

This paper is an in-depth qualitative case study based on 28 interviews across five companies, exploring learning to build SCRes.

This study uncovers six learning mechanisms and their antecedents that foster SCRes. The learning mechanisms identified suggest that through knowledge creation within an organisation and knowledge transfer across the supply chain and broader network of stakeholders, operating routines are built and/or adapted both intentionally and unintentionally during three stages of a supply chain disruption: preparation, response and recovery.

This study shows how the impact of a supply chain disruption may be reduced by intentional and unintentional learning in all three disruption phases. By being aware of the antecedents of unintentional learning, organisations can more consciously adapt routines. Furthermore, findings highlight the potential value of additional attention to knowledge transfer, particularly in relation to collaborative and vicarious learning across the supply chain and broader network of stakeholders not only in preparation for, but also in response to and recovery from disruptions.

This study contributes novel insights about how learning leads both directly and indirectly to the evolution of operating routines that help an organisation and its supply chains to deal with disruptions. Results detail six specific learning mechanisms for knowledge creation and knowledge transfer and their antecedents for building SCRes. In doing so, this study provides new fine-grained theoretical insights about how SCRes can be improved through all three phases of a disruption. Propositions are developed for theory development.

The purposes of this research are to study the theory and method of multi-attribute index system design and establish a set of systematic, standardized, scientific index systems for the design optimization and inspection process. The research may form the basis for a rational, comprehensive evaluation and provide the most effective way of improving the quality of management decision-making. It is of practical significance to improve the rationality and reliability of the index system and provide standardized, scientific reference standards and theoretical guidance for the design and construction of the index system.

Using modern methods such as complex networks and machine learning, a system for the quality diagnosis of index data and the classification and stratification of index systems is designed. This guarantees the quality of the index data, realizes the scientific classification and stratification of the index system, reduces the subjectivity and randomness of the design of the index system, enhances its objectivity and rationality and lays a solid foundation for the optimal design of the index system.

Based on the ideas of statistics, system theory, machine learning and data mining, the focus in the present research is on “data quality diagnosis” and “index classification and stratification” and clarifying the classification standards and data quality characteristics of index data; a data-quality diagnosis system of “data review – data cleaning – data conversion – data inspection” is established. Using a decision tree, explanatory structural model, cluster analysis, K-means clustering and other methods, classification and hierarchical method system of indicators is designed to reduce the redundancy of indicator data and improve the quality of the data used. Finally, the scientific and standardized classification and hierarchical design of the index system can be realized.

The innovative contributions and research value of the paper are reflected in three aspects. First, a method system for index data quality diagnosis is designed, and multi-source data fusion technology is adopted to ensure the quality of multi-source, heterogeneous and mixed-frequency data of the index system. The second is to design a systematic quality-inspection process for missing data based on the systematic thinking of the whole and the individual. Aiming at the accuracy, reliability, and feasibility of the patched data, a quality-inspection method of patched data based on inversion thought and a unified representation method of data fusion based on a tensor model are proposed. The third is to use the modern method of unsupervised learning to classify and stratify the index system, which reduces the subjectivity and randomness of the design of the index system and enhances its objectivity and rationality.

This paper presents an information technology based instructional model for effective learning in management information systems programs and modules for students in undergraduate education. This model is primarily centered on the traditional in-class learning model. Information technology is used in a unique and novel way in order to create a learning environment which not only engages students in the learning process but also enhances their problems solving skills, analysis and decision making abilities. The model embeds information technology in projects in order to hide complexities but without compromising achievement of learning objectives. It also uses information technology in a simulation mode in order to demonstrate key concepts or learning themes, to simulate main themes presented in case studies and to simulate problems behaviors. The model employs other creative techniques in order to deliver its overall goals.

The purpose of this paper is to analyse the individual’s experience during the use of Pinterest in a marketing learning process. This experience is a fundamental starting point from which to develop marketing learning processes that flow naturally. Thus, it is necessary to examine the components that determine the individual’s experience and to explore consequences such as collaborative learning and marketing learning performance.

To conceptualise the individual’s experience, this study focuses on her/his state of cognitive absorption (CA) and establishes a second-order formative structure made up of five components: heightened enjoyment, curiosity, control, temporal dissociation and focused immersion. The model is estimated with partial least squares modelling, using SmartPLS 2.0 software.

The results confirm the significant weights of the components, with the exception of focused immersion, and support the influence of overall CA on the proposed outcomes. They also confirm that collaborative learning exerts a positive influence on the individual’s performance.

This study makes three contributions. First, it holistically examines the individual’s experience during marketing learning and the importance of its constituent components. Second, it establishes what the consequences of the marketing learning experience are, taking into account both social and individual factors, that is, collaborative learning and individual performance. Third, Pinterest is proposed as a social network with great potential in marketing learning. It is a well-known network which includes very interesting features for learning contexts. Nevertheless, it has been little studied in research.

El objetivo de la presente investigación es analizar la experiencia del individuo durante el uso de Pinterest en un proceso de aprendizaje de marketing. Este experiencia es un punto de partida fundamental para que el proceso de aprendizaje de marketing se desarrolle de manera fluída. Así, es preciso examinar los componentes que determinan la experiencia del individuo y explorar las consecuencias, como por ejemplo, el aprendizaje colaborativo y los resultados del aprendizaje de marketing.

Con el objeto de conceptualizar la experiencia del individuo, este studio centra su atención en la absorción cognitiva (AC) y propone una estructura formativa de segundo orden compuesta por cinco componentes: mayor disfrute, curiosidad, control, disociación temporal e inmersión enfocada. El modelo es estimado mediante el uso de Modelización de Mínimos Cuadrados Parciales, empleando el software SmartPLS 2.0.

Los resultados confirman el significativo peso de los componentes, con la excepción de la inmensión enfocada, y apoya la influencia de la AC general sobre las consecuencias propuestas. Estos resultados también confirman que el aprendizaje colaborativo tiene una influencia positiva sobre los resultados del individuo.

Este estudio ofrece tres contribuciones. En primer lugar, se examina de manera holística la experiencia del individuo durante el aprendizaje de marketing y la importancia de sus componentes. En segundo lugar, se establece cuales son las consecuencias de la experiencia de aprendizaje de marketing, teniendo en cuenta factores sociales e individuales, es decir, aprendizaje colaborativo y resultados individuales. En tercer lugar, se propone a Pinterest como una red social con un gran potencial en el aprendizaje de marketing. Se trata de una conocida red que incluye interesantes características para los contextos de aprendizaje. A pesar de ello, ha sido escasamente estudiada por los investigadores.

Experiencia, Absorción cognitiva, Pinterest, Resultados de aprendizaje de marketing, Redes sociales

Artículo de investigación

The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.

This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment.

It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges.

This study was based on the findings of a small sample of potential users.

The findings have implications for designing culturally adaptive interactive mobile applications.

This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.

The purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students’ innovation competences (creativity, critical thinking, initiative, teamwork and networking).

In this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students (n=236) from one Finnish university of applied sciences at the end of the Spring semester in 2017.

Two profiles of students concerning their level of innovation competences can be identified. The level of students’ innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences.

Because of the case study setting and a limited sample, there are limitations to the generalizability of the findings.

Focusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice.

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

This study aims to explain how learning occurs in collaborative retailer–logistics service provider (LSP) relationships. The research is guided by two research questions, addressing absorptive and desorptive capacities and the interaction between these capacities.

The study is based on a case study of a Swedish, collaborative retailer–LSP dyad. The empirical data are structured around five specific learning situations within the retailer–LSP dyad.

The findings provide an explanation for how learning occurs within a collaborative retailer–LSP relationship based on subprocesses of absorptive and desorptive capacities. The interaction between these processes is found to rely on two types of support: one-directional and bidirectional. The findings also indicate positive outcomes of learning, such as improved cost efficiencies in warehouse operations, better customer services and improved long-term strategic planning.

This study shows how retailers and LSPs can learn from each other and together create an improved logistics system for end customers.

This research takes into account absorptive and desorptive capacities in a collaborative retailer–LSP relationship. This study enhances the understanding of inter-organisational learning processes in a retail logistics context.

This article proposes an architecture of an intelligent and autonomous recommendation system to be applied to any virtual learning environment, with the objective of efficiently recommending digital resources. The paper presents the architectural details of the intelligent and autonomous dimensions of the recommendation system. The paper describes a hybrid recommendation model that orchestrates and manages the available information and the specific recommendation needs, in order to determine the recommendation algorithms to be used. The hybrid model allows the integration of the approaches based on collaborative filter, content or knowledge. In the architecture, information is extracted from four sources: the context, the students, the course and the digital resources, identifying variables, such as individual learning styles, socioeconomic information, connection characteristics, location, etc. Tests were carried out for the creation of an academic course, in order to analyse the intelligent and autonomous capabilities of the architecture.

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).