Assessing the value dimensions of outsourced maintenance services

Purpose - The purpose of this paper is to investigate the diverse nature of tangible and intangible value dimensions that contribute to customers' perception of value from outsourced maintenance services. Design/methodology/approach - A multiple case study approach has been adopted. Repertory grid, an in-depth structured interviewing technique, has been used in order to draw out the respondents' hidden constructs in evaluating outsourced maintenance services. Data have been collected from four customer organizations of outsourced maintenance services, and a total of 33 interviews have been undertaken. Findings - The paper has identified a range of tangible and intangible value dimensions that are of importance in maintenance outsourcing decision making. The most important value dimensions for maintenance outsourcing were found to be specialist knowledge, accessibility (of the service provider), relational dynamic, range of products and services, delivery, pricing and locality. Although the paper has identified the most important value dimensions the paper also emphasizes the need to take into account the full range of value dimensions in order to understand the whole value pattern in an organization. Practical implications - The results will be of use for maintenance service providers to help them to improve value-adding capacity of maintenance services. The results can also be applied by customers to help them assess the value they receive from outsourced maintenance services. Originality/value - A different perspective on maintenance outsourcing value is provided. The value patterns in different organizations and the viewpoints of respondents in different organizational roles are described. The dynamic nature of these tangible or intangible values over time and their interrelationships has also been explored

Securing a business loan : how important is gender

This report examines the role of gender in business and evalates whether there is a evidence of gender bias when it comes to securing bank loans

Intelligent monitoring and diagnosis systems for the Space Station Freedom ECLSS

Specific activities in NASA's environmental control and life support system (ECLSS) advanced automation project that is designed to minimize the crew and ground manpower needed for operations are discussed. Various analyses and the development of intelligent software for the initial and evolutionary Space Station Freedom (SSF) ECLSS are described. The following are also discussed: (1) intelligent monitoring and diagnostics applications under development for the ECLSS domain; (2) integration into the MSFC ECLSS hardware testbed; and (3) an evolutionary path from the baseline ECLSS automation to the more advanced ECLSS automation processes

An Overview and Tutorial of the Repertory Grid Technique in Information Systems Research

Interest in the repertory grid technique has been growing in the IS field. This article seeks to inform the reader on the proper use and application of the technique in IS research. The methodology has unique advantages that make it suitable for many research settings. In this tutorial, we describe the technique, its theoretical underpinnings, and how it may be used by IS researchers. We conclude by detailing many IS research opportunities that exist in respect to the repertory grid technique

The development of responsibility in product designers

Investigations of ethics in product design have been limited. This paper offers an insight into designer's perceptions of responsibilities over three levels of expertise; first year design students, graduating design students, and design practitioners. The paper presents the use of some novel methods including triad and card sorting to uncover perceptions of designers responsibilities. The findings give rise to categories of development including knowledge development, ethical development, and role context development. The result is a descriptive model of the development of responsibility in product designers

Automated knowledge acquisition for knowledge-based systems: KE-KIT

Despite recent progress, knowledge acquisition remains a central problem for the development of intelligent systems. There are many people throughout the world doing studies in this area. However, very few automated techniques have made it to the market place. In this light, the idea of automating the knowledge acquisition process is very appealing and may lead to a break through. Most (if not all) of the approaches and techniques concerning intelligent, expert systems and specifically knowledge-based systems can still be considered in their infancy and definitely do not subscribe to any kind of standards. Many things have yet to be learned and incorporated into the technology and combined with methods from traditional computer science and psychology. KE-KIT is a prototype system which attempts to automate a portion of the knowledge engineering process. The emphasis is on the automation of knowledge acquisition activities. However, the transformation of knowledge from an intermediate form to a knowledge -base format is also addressed. The approach used to automate the knowledge acquisition process is based on the personal construct theory developed by George Kelly in the field of psychology. This thesis gives and in-depth view of knowledge engineering with a concentration on the knowledge acquisition process. Several issues and approaches are described. Greater details surrounding the personal construct theory approach to knowledge acquisition and its use of a repertory grid are given. In addition, some existing knowledge acquisition tools are briefly explored. Details concerning the implementation of KE-KIT and reflections on its applicability round out the presented material

Double-loop reflective practice as an approach to understanding knowledge and experience.

The main aim of this paper is to consider the way in which reflective practice can assist practitioners in better understanding their individual knowledge and experience. Transitioning from a design novice to a design expert is described as a vague process, in which reflective practice can offer a level of understanding that provides an important insight into professional development within design. Through a comparison of two methods of reflection and analysis of reflective practice data, it is argued that repertory grid interviews have the potential to be a catalyst for double loop learning within individuals; providing people with a platform to reflect on their beliefs and values in addition to their approach towards problem solving. This argument is based on the ability of repertory grids to uncover some of the implicit knowledge developed by designers, which is a distinct advantage to alternative methods of reflection and which is necessary to improve professional practice understanding and learning

Second Language Teacher Education: The Development of Pre-Service Teacher Cognitions About the Characteristics and Practices of Effective ESL Instructors

My dissertation explores the impact of second language teacher education on the development of the pedagogic beliefs held by student teachers enrolled in the University of Guanajuato’s Licenciatura en la Enseñanza de Inglés. Specifically, my research investigates the origins of these students’ pedagogic beliefs, the development of their beliefs over the course of the four-year language teacher program, and the convergence of their beliefs and professional practices. The current research can be described as a synchronic, exploratory-descriptive study based on a cross-sectional investigation of participant beliefs. Repertory grid interviews were used as the primary method of data collection. The repertory grid technique (RGT or “rep grid”) is the best known of several data solicitation instruments associated with the field of personal construct psychology. Data was subjected to both qualitative and quantitative inspection, including principal component and FOCUS analyses. Despite the use of statistical interpretation, the RGT is firmly grounded in qualitative, constructivist assumptions. As with any qualitative research, conclusions are necessarily tentative and must be heavily caveated. However, a number of findings seem sufficiently robust to be worthy of mention. These include the following: LEI students do not appear to significantly change their pedagogic beliefs as a result of second language teacher education; LEI student beliefs about pedagogy look to be primarily concerned with socio-affective aspects of teaching; LEI student attention seems to be as drawn to the personal characteristics and behaviors of their teachers as to the formal educational information these instructors provide; and LEI students tend not reflect on practice

Enhancing extensive reading with data-driven learning

This paper investigates using data-driven learning (DDL) as a means of stimulating greater lexicogrammatical knowledge and reading speed among lower proficiency learners in an extensive reading program. For 16 weekly 90-minute sessions, an experimental group (12 students) used DDL materials created from a corpus developed from the Oxford Bookworms Graded Readers, while a control group (10 students) had no DDL input. Both classes were required to read a minimum of 200,000 words during the course. An embedded-experiment design (Edmonds & Kennedy, 2017) was adopted consisting of both qualitative and quantitative forms of investigation. Quantitative data from the Vocabulary Levels Test by Nation and Beglar (2007) and a C-test (Klein-Braley & Raatz, 1984) constructed from an upper-level Bookworms reader found statistically significant lexicogrammatical improvements for both groups, but greater improvement took place within the control group. Qualitative data derived from a repertory grid analysis of student constructs revealed several possible reasons for the experimental group’s lack of engagement with DDL. The study concludes that careful attention to students’ learning preferences and a softening of the DDL approach may ensure better results with lower proficiency learners