Search results

The purpose of this paper is to explore EFL reading anxiety of first-year undergraduate engineering students and its effect on their reading performance in a public sector engineering university in Pakistan. It specifically aims to explore their top-down, bottom-up and classroom EFL reading anxiety.

Data for the present study were collected from 200 first-year engineering students to explore their reading anxiety. A 20-item questionnaire developed by Zoghi and Alivandivafa (2014) was used to measure students’ EFL reading anxiety, while an IELTS academic reading test was used to measure their reading performance. The data were analyzed through exploratory factorial analysis and multiple regression analysis to determine which type of reading anxiety has a significant effect on students’ reading performance.

It was found that the bottom-up reading anxiety and the classroom reading anxiety have a significant negative impact on the reading performance of the first-year undergraduate engineering students of a Pakistani university. However, top-down reading anxiety has an insignificant negative impact on the reading performance of university students.

The data for the current study were drawn from one Pakistani public sector engineering university, and all the students were first-year undergraduates. The data were collected through a self-reported questionnaire and IELTS (academic) reading test. Some of the students may be unfamiliar with the IELTS test pattern, so their reading performance might have been affected.

Teachers should adopt such a methodology in their EFL classrooms which helps students reduce their reading anxiety. Reading texts must be selected considering the proficiency level of students, and reading strategies must be explicitly taught to reduce bottom-up and top-down reading anxieties. Teachers should create a positive learning environment in their classroom by encouraging students to make an effort to improve their reading skills in order to deal with classroom reading anxiety. Students must be explained that they should help one another rather than ridiculing each other’s reading mistakes. Differentiated instruction can also be adopted to facilitate weak readers. The teachers can provide additional/out of the class support to weak readers in order to help them deal with reading anxiety.

The EFL reading anxiety among university students in the Pakistani context has received little attention from the researchers. Furthermore, although the impact of EFL reading anxiety on EFL students’ reading performance has been explored previously, the impact of three types of EFL reading anxiety on EFL learners’ reading performance has not been adequately investigated.

Lean implementations in hospitals tend to be lengthy or lack the desired results. In addressing the question, how can lean be implemented effectively in a hospital-wide setting, this paper aims to examine two opposing approaches.

The authors studied two Dutch university hospitals which engaged in different lean implementation approaches during the same four-year period: top-down vs bottom-up. Inductive qualitative analyses were made of 49 interviews; numerous documents; field notes; 13 frontline meeting observations; and objective hospital performance data. Longitudinally, the authors depict how the sequential events unfolded in both hospitals.

During the six implementation stages, the roles played by top, middle and frontline managers stood out. While the top managers of one hospital initiated the organization-wide implementation and then delegated it to others, the top managers of the other similar hospital merely tolerated the bottom-up lean activities. Eventually, only the hospital with the top-down approach achieved high organization-wide performance gains, but only in its fourth year after the top managers embraced lean in their own daily work practices and had started to co-create lean themselves. Then, the earlier developed lean infrastructure at the middle- and frontline ranks led to the desired hospital-wide lean implementation results.

Change-management insights, including basic tenets of social learning and goal-setting theory, are shown to advance the knowledge of effective lean implementation in hospitals. The authors found lean implementation “best-oiled” through role-modeling by top managers who use a phase-based process and engage in close cross-hierarchical or co-creative collaboration with middle and frontline managerial members.

Describes the non‐prescriptive approach which the authors have used successfully as the basis for their interventions as culture‐change consultants and management development practitioners in the UK public sector. The requirement has been to help top management to develop an effective strategic‐change management process to achieve organizational transformation. Key elements of the approach are: simultaneous interventions at the levels of top‐team dynamics, cultural values and strategic planning; the collaborative management of an interactive top‐down/bottom‐up process; and the application of a unique combination of technologies in the cultural values survey (CVS) and strategic options development and analysis (SODA).

Many service-oriented software engineering (SOSE) methods from industry and academia claim their compliance with SOA and SO, but there is a lack of framework to assess the existing methods or to provide new ones. First, the paper questions: (Q1) to what extent an approach would consider the three aspect: service, composition, and management to deliver software solutions that are conformed to SO and SOA principles; (Q2) to what extent an approach would consider the aggregates of a method, including representation techniques, assisting tools, and inspection techniques to assess the delivered solution (service and composition), in addition to the process; and (Q3) to what extent an approach would consider the alignment of business and IT through the application of model-driven development by using standards such as model-driven architecture. Then, the paper compares four generic approaches: top-down, bottom-up, green-field, and meet-in-the-middle, within a framework, to highlight their strengths and weaknesses. Finally, the paper aims to propose a business-oriented approach that focuses on the value a business can add to its customers, whereby the value must be specified in a contract to be largely re-used.

This work develops a framework as an abstract model for SOSE generic methods. Then, it uses the framework as an analytical study to compare the generic methods and come up with research issues and a new method for SOSE.

A set of guidelines that a SOSE method develops should consider when selecting or developing a new method.

Comparison of existing SOSE methods within the findings of the proposed framework. The paper has theoretical implications as the open issues provide a research roadmap towards the realization of SOA in accordance with a maturity model.

This has practical implications as it: provides a better understanding of the approaches, as they are ambiguously used by the existing methods; and assists developers in deciding an approach having the necessary knowledge related to its process, strengths and weaknesses.

None of the existing comparison framework has raised the level of abstraction up to generic methods such as top-down, green-filed, meet-in-the-middle and bottom-up.

The dynamics of organizational change related to environmental sustainability on university campuses are examined in this article. Whereas case studies of campus sustainability efforts tend to classify leadership as either “top‐down” or “bottom‐up”, this classification neglects consideration of the leadership roles of the institutional “middle” – namely the faculty and staff.

The authors draw from research conducted on sustainability initiatives at the University of Guelph combined with a review of faculty and staff‐led initiatives at universities across Canada and the USA, as well as literature on best practices involving campus sustainability. Using concepts developed in business and leadership literature, faculty and staff are shown to be universities' equivalent to social “intrapreneurs”, i.e. those who work for social and environmental good from within large organizations.

Faculty and staff members are found to be critical leaders in efforts to achieve lasting progress towards campus sustainability, and conventional portrayals of campus sustainability initiatives often obscure this. Greater attention to the potential of faculty and staff leadership and how to effectively support their efforts is needed.

In the paper, a case is made for emphasizing faculty and staff leadership in campus sustainability efforts and several successful strategies for overcoming barriers are presented.

This paper aims to analyze the sustainability approach within higher education institutions. Universities, as institutions of knowledge, play an important and strategic role in maximizing social and economic benefits in a hands-on way. However, some studies on sustainable development and HEIs reveal a distancing between students and the application of sustainable initiatives in universities. This fact differs from the premises of the Talloires Declaration, which points to students as a community and as global leaders and ambassadors for sustainability.

This paper mapped the approaches, present in the literature, used to develop sustainable campuses and in particular the apparent dichotomy between the changes indicated as top-down or bottom-up in HEIs. To that end, scientific articles focused on sustainable actions in HEIs were analyzed to identify implementation approaches for sustainable development and student involvement in the process.

Results have shown that sustainability promotion models in universities generally occur in a top-down manner, where students are receptors and not sources of development for sustainable policies in universities. Thus, the authors highlight the importance of students becoming central players in sustainable initiatives.

The article becomes original when it identifies the dichotomy between top-down and bottom-up approaches. It does so through multidimensional scaling and exploratory factorial analysis in scientific articles on the topic Sustainability Funding in Higher Education. These findings show that, unlike what is discussed in the literature, sustainability promotion in universities generally occurs in a top-down manner, where students are receptors and not active agents in promoting sustainability. In response to this, the authors discussed the importance of the bottom-up approach, where they are key players.

Eight years ago when I examined the corporate planning process at the Norton Company, I had one major complaint—the wrong people were doing the job. Possibly no one else sees the same problem, but ever since then, I have asked managers in other companies how their planning is organized and how it operates. At this point, I must conclude there are some very well‐known companies that have ineffective systems, for the same reason that I felt ours was ineffective then.

The purpose of this paper is to present the development of a system called Structured Hypermedia Algorithm Explanation (SHALEX), as a remedy for the limitations existing within the current traditional algorithm animation (AA) systems. SHALEX provides several novel features, such as use of invariants, reflection of the high‐level structure of an algorithm rather than low‐level steps, and support for programming the algorithm in any procedural or object‐oriented programming language.

By defining the structure of an algorithm as a directed graph of abstractions, algorithms may be studied top‐down, bottom‐up, or using a mix of the two. In addition, SHALEX includes a learner model to provide spatial links, and to support evaluations and adaptations.

Evaluations of traditional AA systems designed to teach algorithms in higher education or in professional training show that such systems have not achieved many expectations of their developers. One reason for this failure is the lack of stimulating learning environments which support the learning process by providing features such as multiple levels of abstraction, support for hypermedia, and learner‐adapted visualizations. SHALEX supports these environments, and in addition provides persistent storage that can be used to analyze students' performance. In particular, this storage can be used to represent a student model that supports adaptive system behavior.

SHALEX is being implemented and tested by the authors and a group of students. The tests performed so far have shown that SHALEX is a very useful tool. In the future additional quantitative evaluation is planned to compare SHALEX with other AA systems and/or the concept keyboard approach.

SHALEX has been implemented as a web‐based application using the client‐server architecture. Therefore students can use SHALEX to learn algorithms both through distance education and in the classroom setting.

This paper presents a novel algorithm explanation system for users who wish to learn algorithms.

This paper examines the prospects of developing rational policy processes. The approach taken is to examine two components of policy processes. First, the paper analyses the way in which rationality has been applied to three different models, or modes of public administration: Weberian bureaucracy; market or rational actor political behaviour; and managerialism. The analysis suggests that “rational” approaches to public administration are inherently value‐laden, emphasising norms such as institutional integrity, representation or efficiency. Second, analysis is undertaken of policy implementation which is one phase of the policy process. The paper examines “top‐down”, “bottom‐up”, institutional and statutory‐coherence approaches to policy implementation. Contrasts amongst these competing models of policy implementation reinforce previous findings that there appears to be little prospect of achieving policy rationality because of the inability of the current approaches to policy analysis to enable reconciliation of fundamental normative assumptions underpinning the approaches. The current methods utilised by policy analysts do not appear to be able to provide either the tools or the structures required to achieve instrumental rationality in policy sciences.

One of the greatest gaps in our knowledge of how marketing decisions for domestic and international operations are made relates to the impact of the organisational setting in which most decision‐making takes place. While the concept of the marketing environment — all those impinging forces in the international marketplace outside the firm — is familiar, this article introduces and makes use of the idea of the corporate environment — the organisational forces and conditions surrounding the marketing decision maker. This corporate environment includes such elements as organisational climate, organisational power and politics, and the use and manipulation of information within organisations. The corporate environment provides a way of explaining and understanding some marketing decisions which do not conform to the “rational” models of economics and management science. In particular this is illustrated by re‐examining the fundamental question of the determination of marketing budgets.