Search results

1 – 10 of over 8000
Content available
Book part
Publication date: 20 September 2018

Abstract

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Open Access
Article
Publication date: 29 June 2020

Andreas Norrman and Andreas Wieland

This invited article explores current developments in supply chain risk management (SCRM) practices by revisiting the classical case of Ericsson (Norrman and Jansson, 2004) after…

12315

Abstract

Purpose

This invited article explores current developments in supply chain risk management (SCRM) practices by revisiting the classical case of Ericsson (Norrman and Jansson, 2004) after 15 years, and updating its case description and analysis of its organizational structure, processes and tools for SCRM.

Design/methodology/approach

An exploratory case study is conducted with a longitudinal focus, aiming to understand both proactive and reactive SCRM practices using a holistic perspective of a real-life example.

Findings

The study demonstrates how Ericsson's SCRM practices have developed, indicating that improved functional capabilities are increasingly combined across silos and leveraged by formalized learning processes. Important enablers are IT capabilities, a fine-grained and cross-functional organization, and a focus on monitoring and compliance. Major developments in SCRM are often triggered by incidents, but also by requirements from external stakeholders and new corporate leaders actively focusing on SCRM and related activities.

Research limitations/implications

Relevant areas for future research are proposed, thereby increasing the knowledge of how companies can develop SCRM practices and capabilities further.

Practical implications

Being one of few in-depth holistic case studies of SCRM, decision-makers can learn about many practices and tools. Of special interest is the detailed description of how Ericsson reactively responded to the Fukushima incident (2011), and how it proactively engaged in monitoring and assessment activities. It is also exemplified how SCRM practices could continuously be developed to make them “stick” to the organization, even in stable times.

Originality/value

This is one of the first case studies to delve deeper into the development of SCRM practices through taking a longitudinal approach.

Details

International Journal of Physical Distribution & Logistics Management, vol. 50 no. 6
Type: Research Article
ISSN: 0960-0035

Keywords

Content available
Article
Publication date: 23 January 2019

Rebecca Reynolds, Sam Chu, June Ahn, Simon Buckingham Shum, Preben Hansen, Caroline Haythornthwaite, Hong Huang, Eric M. Meyers and Soo Young Rieh

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning

2458

Abstract

Purpose

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

Design/methodology/approach

This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.

Findings

The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.

Originality/value

The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

Open Access
Article
Publication date: 11 December 2019

Niclas Sandström and Anne Nevgi

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty…

1320

Abstract

Purpose

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.

Design/methodology/approach

The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.

Findings

Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.

Research limitations/implications

The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.

Practical implications

The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.

Originality/value

The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.

Details

Journal of Corporate Real Estate , vol. 22 no. 1
Type: Research Article
ISSN: 1463-001X

Keywords

Open Access
Article
Publication date: 12 August 2022

Hesham El Marsafawy, Rumpa Roy and Fahema Ali

This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning

1374

Abstract

Purpose

This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.

Design/methodology/approach

A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.

Findings

The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.

Originality/value

This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

Details

Quality Assurance in Education, vol. 30 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

Open Access
Article
Publication date: 12 May 2023

Dirk Ifenthaler and Muhittin ŞAHİN

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy…

Abstract

Purpose

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.

Design/methodology/approach

A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.

Findings

The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.

Originality/value

The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.

Details

Interactive Technology and Smart Education, vol. 20 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 27 August 2019

Óscar Martín Rodríguez, Francisco González-Gómez and Jorge Guardiola

The purpose of this paper is to focus on the relationship between student assessment method and e-learning satisfaction. Which e-learning assessment method do students prefer? The…

2691

Abstract

Purpose

The purpose of this paper is to focus on the relationship between student assessment method and e-learning satisfaction. Which e-learning assessment method do students prefer? The assessment method is an additional determinant of the effectiveness and quality that affects user satisfaction with online courses.

Design/methodology/approach

The study employs data from 1,114 students. The first set of data was obtained from a questionnaire on the online platform. The second set of information was obtained from the external assessment reports by e-learning specialists. The satisfaction revealed by the students in their responses to the questionnaire is the dependent variable in the multivariate technique. In order to estimate the influence of the independent variables on the global satisfaction, we use the ordinary least squares technic. This method is the most appropriate for dependent discrete variables whose categories are ordered but have multiple categories, as is the case for the dependent variable.

Findings

The method influences e-learning satisfaction, even though only slightly. The students are reluctant to be assessed by a final exam. Students prefer systems that award more importance to the assessment of coursework as part of the final mark.

Practical implications

Knowing the level of student satisfaction and the factors that influence it is helpful to the teachers for improving their courses.

Originality/value

In online education, student satisfaction is an indicator of the quality of the education system. Although previous research has analyzed the factors that influence e-student satisfaction, to the best of authors’ knowledge, no previous research has specifically analyzed the relationship between assessment systems and general student satisfaction with the course.

Details

Higher Education Evaluation and Development, vol. 13 no. 1
Type: Research Article
ISSN: 2514-5789

Keywords

Open Access
Article
Publication date: 30 September 2020

Aminudin Zuhairi, Maria Rowena Del Rosario Raymundo and Kamran Mir

Quality assurance (QA) in open and distance learning (ODL) has always become universal concerns of stakeholders. The quality of ODL has been confronted with challenges in terms of…

28824

Abstract

Purpose

Quality assurance (QA) in open and distance learning (ODL) has always become universal concerns of stakeholders. The quality of ODL has been confronted with challenges in terms of the diversity of inputs, processes, the complex supply chain management of ODL and recent paradigm shift into online learning. Assuring the quality of ODL are daunting tasks at individual, institution and system levels. Completed before the beginning of the COVID-19 outbreak, this study aims to better understand the implementation of QA system in three Asian open universities (OUs), namely University of the Philippines Open University (UPOU), Universitas Terbuka (UT), Indonesia and Allama Iqbal Open University (AIOU), Pakistan.

Design/methodology/approach

A qualitative method was employed involving analysis of documents of the three Asian OUs and focus group discussions and interviews with management and staff. Data collected were then analyzed to draw conclusions and possible recommendations.

Findings

Findings of this study presented good practices, challenges and rooms for improvement of the QA system in the three Asian OUs. Focusing on students and stakeholders in their QA effort, this study has revealed that quality begins with inner self and is multidimensional. QA is principally viewed as continuous improvement, as mechanism and assessment and as effort at exceeding expectations of students and stakeholders. The recent challenge for QA is to embrace a delicate process of ODL transformation into online digital system. The recent COVID-19 outbreak has further implications and challenged QA implementation in ODL in higher education into the next level of complexity.

Practical implications

This study revealed the diversities in how OUs met the societal needs of their respective stakeholders and addressed the challenges ahead for QA in ODL.

Originality/value

These findings were expected to enhance the understanding of the theory and practice of QA in ODL and to contribute to quality improvement of ODL programs.

Details

Asian Association of Open Universities Journal, vol. 15 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 6 September 2021

Karen A. Tarnoff, Eric D. Bostwick and Kathleen J. Barnes

Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist…

2692

Abstract

Purpose

Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist engaging in AoL tasks. The purpose of this paper is to provide specific recommendations to address faculty concerns and to guide AoL systems toward maturity.

Design/methodology/approach

This paper provides a comprehensive model of faculty resistance perspectives aligned to AoL maturity, provides specific responses to faculty resistance and introduces success markers of progress toward maturity.

Findings

Specifically, a three-stage model of AoL system maturity is presented and aligned with five faculty perspectives. For each faculty perspective, responses targeting causal factors are proposed and signs of progress toward the next level of faculty engagement are highlighted.

Practical implications

Faculty and AoL leaders will be able to identify their current stage of AoL system maturity and implement practical solutions to move to the next stage of system maturity.

Social implications

Understanding the motivations for faculty resistance will facilitate more meaningful and effective internal interactions as a school seeks to improve its AoL system. In turn, a more effective AoL system will promote better learning experiences for students; and better learning allows students to become productive in their chosen careers more quickly, thus improving society as a whole.

Originality/value

To the knowledge, no prior paper has organized faculty resistance along a maturity continuum, provided targeted responses based on the level of maturity or included signs that indicate growth toward the next level of maturity.

Details

Organization Management Journal, vol. 18 no. 5
Type: Research Article
ISSN:

Keywords

Open Access
Article
Publication date: 26 July 2018

Fanny M.F. Lau and Gryphon Sou

Territory-wide system assessment (TSA) was launched and administered by Hong Kong (HK) Education Bureau (EDB) since 2004. Since then, parents and teachers have been questioning…

5398

Abstract

Purpose

Territory-wide system assessment (TSA) was launched and administered by Hong Kong (HK) Education Bureau (EDB) since 2004. Since then, parents and teachers have been questioning its need, value, uselessness, effectiveness, harm for schools, teachers and students. In 2015, the issue blew up with Kau Yan School’s principal boycotting the tests. A series of discussions in the public and media and different surveys were then carried out widely in HK. After review, EDB announced in 2017 that the revised version of TSA be extended to Primary 3 students in HK. The purpose of this paper is to propose that TSAs for Primary 3, Primary 6 and Secondary 3 need a further review to judge their need and uselessness.

Design/methodology/approach

This paper reviews the educational policy governing the administration of the TSA. Primary and secondary data from focus group meetings, press interviews (Bogdan and Biklen, 1982; Miles and Huberman, 1994; Ouiment et al., 2001) and public reports would be analyzed. Besides, participant observation (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) and theoretical reasoning (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) have been applied for the critical review of this controversial test. The contrast study on the conflicting views of stakeholders in the education industry would bring up some insights of this controversial educational policy in Assessment for Learning.

Findings

Conflicting and contrasting perceptions from TSA to basic competency assessment (BCA) among stakeholders of education and government include governmental stakeholder – EDB’s awareness; EDB stressed that TSA is a low-stakes assessment which does not need extra practice for students; non-governmental stakeholders including legislative councilors’ perception, school principals’ perception, teachers’ perception, parents’ perception and students’ perception. Facing the opposition and grievances of different stakeholders, EDB announced in January 2017 that the revised version of TSA: BCA, be extended to HK in May 2017. Parents and legislative councilors were angry and they ask for a review or even cancellation for Primary 3 TSA.

Originality/value

This original study will initiate more thorough revisions and discussions for the TSAs for Primary 3, Primary 6 and Secondary 3 in HK, as a quality educational management step. While TSA for Primary 3 has been reviewed and substantially “revised,” the community at large still asks for further revision for its needs, uselessness and harm for parents, teachers and students. Since the underlying causes of students’ suicides are not fully identified, the problem of over-drilling practices for TSAs for Primary 3, Primary 6 and Secondary 3 needs to be satisfactorily resolved. Thus, TSAs for Primary 6 and Secondary 3, like that for Primary 3, should be reviewed for probable revision.

1 – 10 of over 8000