Using theory to inform capacity-building: Bootstrapping communities of practice in computer science education research

In this paper, we describe our efforts in the deliberate creation of a community of practice of researchers in computer science education (CSEd). We understand community of practice in the sense in which Wenger describes it, whereby the community is characterized by mutual engagement in a joint enterprise that gives rise to a shared repertoire of knowledge, artefacts, and practices. We first identify CSEd as a research field in which no shared paradigm exists, and then we describe the Bootstrapping project, its metaphor, structure, rationale, and delivery, as designed to create a community of practice of CSEd researchers. Features of other projects are also outlined that have similar aims of capacity building in disciplinary-specific pedagogic enquiry. A theoretically derived framework for evaluating the success of endeavours of this type is then presented, and we report the results from an empirical study. We conclude with four open questions for our project and others like it: Where is the locus of a community of practice? Who are the core members? Do capacity-building models transfer to other disciplines? Can our theoretically motivated measures of success apply to other projects of the same nature

Globalisation of HR at Function Level: Exploring the Issues Through International Recruitment, Selection and Assessment Processes

Much of the debate around convergence-divergence is based around comparative analysis of HR systems. However, we need now to combine these insights with work in the field of IHRM on firm-level motivations to optimise, standardise and export HR models abroad. A series of the changes are being wrought on a range of IHRM functions – recruitment, global staffing, management development and careers, and rewards - by the process of globalisation highlighting the difference between globally standardised, optimised or localised HR processes. This paper reports on a study of firm-level developments in international recruitment, selection and assessment, drawing upon an analysis of four case studies each conducted in a different context. Organisations are building IHRM functions that are shifting from the management of expatriation towards supplementary services to the business aimed at facilitating the globalisation process, and this involves capitalising upon the fragmentation of international employees. As HR realigns itself in response to this process of within-function globalisation (building new alliances with other functions such as marketing and IS) the new activity streams that are being developed and the new roles and skills of the HR function carry important implications for the study of convergence and divergence of IHRM practice. Globalisation at firm level revolves around complexity, and this is evidenced in two ways: first, the range of theory that we have to draw upon, and the competing issues that surface depending on the level of analysis that is adopted; and second, the different picture that might emerge depending upon the level of analysis that is adopted. This paper shows that although the field of IHRM has traditionally drawn upon core theories such as the resource-based view of the firm, relational and social capital, and institutional theory, once the full range of resourcing options now open to IHRM functions are considered, it is evident that we need to incorporate both more micro theory, as well as insights from contingent fields in order to explain some of the new practices that are emerging

Engineering Change in Mexico: The Adoption of Computer Technology at Grupo ICA (1965-1971)

This article documents the adoption of computer technology by a civil engineering services and construction company in Mexico at the time that it became the first Mexican multinational enterprise. Computerization took place independently of cross border growth. The challenges, failures and successes of computerization attest to the transformation in the use of computer applications from the mechanization of routine procedures to the creative use of these applications. In line with company policy, the latter lead to the establishment of the computer centre as a standalone, profit generating business unit. However, this policy responded to ‘laissez faire’ and fiscal (i.e. minimizing tax payments) rather than strategic considerations. To little surprise computer services never grew to be a significant income stream.Computer centers, History, Data processing, Computer integrated engineering, Mexico

Transformative and troublesome? Students’ and professional programmers’ perspectives on difficult concepts in programming

Programming skills are an increasingly desirable asset for higher education students across disciplines; however, learning to program continues to be difficult to master for many students. The heterogeneity of student cohorts in most computer science courses makes it challenging to isolate the concepts within programming that are particularly hard for all students to understand (i.e., 'threshold concepts'). As a result, there is a lack of consensus over the threshold concepts that are relevant to those learning programming. This paper draws on a qualitative study using focus groups with undergraduates and professional software developers to identify potential threshold concepts in programming. Data from the focus groups were thematically coded and analyzed using a theoretical framework based on established criteria for threshold concepts. In particular, we focused on concepts that were both troublesome and transformative and included other characteristics such as participants' partiality of understanding. Six potential threshold concepts were identified in the majority of the focus groups, including abstract classes, data structures and designing objects. Further analysis of the data identified additional concepts that may hinder rather than help the learning of these threshold concepts, which we have called 'accidental complexities'

From Social Data Mining to Forecasting Socio-Economic Crisis

Socio-economic data mining has a great potential in terms of gaining a better understanding of problems that our economy and society are facing, such as financial instability, shortages of resources, or conflicts. Without large-scale data mining, progress in these areas seems hard or impossible. Therefore, a suitable, distributed data mining infrastructure and research centers should be built in Europe. It also appears appropriate to build a network of Crisis Observatories. They can be imagined as laboratories devoted to the gathering and processing of enormous volumes of data on both natural systems such as the Earth and its ecosystem, as well as on human techno-socio-economic systems, so as to gain early warnings of impending events. Reality mining provides the chance to adapt more quickly and more accurately to changing situations. Further opportunities arise by individually customized services, which however should be provided in a privacy-respecting way. This requires the development of novel ICT (such as a self- organizing Web), but most likely new legal regulations and suitable institutions as well. As long as such regulations are lacking on a world-wide scale, it is in the public interest that scientists explore what can be done with the huge data available. Big data do have the potential to change or even threaten democratic societies. The same applies to sudden and large-scale failures of ICT systems. Therefore, dealing with data must be done with a large degree of responsibility and care. Self-interests of individuals, companies or institutions have limits, where the public interest is affected, and public interest is not a sufficient justification to violate human rights of individuals. Privacy is a high good, as confidentiality is, and damaging it would have serious side effects for society.Comment: 65 pages, 1 figure, Visioneer White Paper, see http://www.visioneer.ethz.c

Using knowledge elicitation techniques to establish a baseline of quantitative measures of computational thinking skill acquisition among university computer science students.

The purpose of this study was to establish a baseline of quantitative measures of computational thinking skill acquisition as an aid in evaluating student outcomes for programming competency. Proxy measures for the desired skill levels were identified that reliably differentiate the conceptual representations of computer science students most likely, from those least likely, to have attained the desired level of programming skill. Insights about the development of computational thinking skills across the degree program were gained by analyzing variances between these proxy measures and the conceptual representations of cross-sections of participating students partitioned by levels of coursework attainment, programming experience, and academic performance. Going forward, similar measures can provide a basis for quantitative assessment of individual attainment of the desired learning outcome. The voluntary participants for this study were students enrolled in selected undergraduate computer science courses at the University. Their conceptual representations regarding programming concepts were elicited with a repeated, open card sort task and stimuli set as used for prior studies of computer science education. A total of 135 students participated, with 124 of these providing 296 card sorts. Differences between card sorts were quantified with the edit distance metric which provided a basis for statistical analysis. Card sorts from cross-sections of participants were compared and contrasted using graph theory algorithms to calculate measures of average segment length of minimum spanning trees (orthogonality), to identify clusters of highly similar card sorts, and to reduce clusters down to individual exemplar card sorts. Variances in distance between the card sorts of cross-sections of participants and the identified exemplars were analyzed with one-way ANOVAs to evaluate differences in development of conceptual representations relative to coursework attainment and programming experience. Findings Collections of structurally similar card sorts were found to align with categorizations identified in earlier studies of computer science education. A logistic regression identified two exemplar sorts representing deep factor categorizations that reliably predicted those participants most, and least likely to have attained the desired level of programming skill. Measures of proximal distance between participants' card sorts and these two exemplars were found to decrease, indicating greater similarity, as students attained progressive coursework milestones. This finding suggests that proximal distances to exemplars of common categorizations for this stimuli set can effectively differentiate conceptual development levels of students between, as well as within, cross-sections selected by achievement of coursework milestones. Measures of proximal distances to one exemplar of deep factor categorization were found to increase, indicating less similarity, as participants’ levels of programming experience increased. This finding was contrary to the theoretical framework for skill acquisition. Further analysis found that variances in experience level as captured by the study instrument were not equally distributed among the cross-sections. The preponderance of participants reporting greater levels of experience were degree majors not required to enroll in the courses most likely to develop that specific conceptualization. Therefore, for this deep factor categorization, instruction was found to have a greater influence on conceptual development than programming experience. However, it is possible that other categorizations, such as those related to software engineering technology, may be found to be more influenced by experience. The orthogonality of participant card sorts was found to increase with each category of increase in academic performance, as in keeping with prior studies. Orthogonality also increased with greater levels of programming experience as expected by the theoretical framework. However, since experience was not equally distributed across categories of coursework achievement, the relationship between the orthogonality of participant card sorts and milestones of coursework achievement was not found to be statistically significant overall. Based on the findings, the researcher concludes that a baseline of quantitative measures of computational thinking skills can be constructed based upon categorizations of elicited conceptual representations and associated exemplar card sorts. Eleven categorizations identified in a prior study of computer science seniors appear to represent reasonable expectations for deep factor categorizations. Follow up research is recommended (a) to identify for each categorization the exemplar card sorts that may be specific to different degree majors, and (b) to identify which categorizations may be more influenced by programming experience than by instruction. Given an elicitation tool that prompts for the specific categorizations and a set of exemplar representations as proposed above, instructional programs can establish expected ranges of proximal distance measures to specific exemplars. These exemplars should be selected according to particular categorizations, degree majors, and coursework milestones. These differentiated measures will serve as evidence that students are meeting the instructional program learning objective for developing competency in the design and implementation of computer-based solutions

Barriers and Enablers to Building Entrepreneurial Ecosystems as Perceived by Change Agents in the Workplace

This study explores factors that influence entrepreneurial ecosystems. Clifton (2010, 2015) recommends entrepreneurship, better business models, and new business startups as a solution for economic renewal in the United States and specifically identifies disengaged workers and low-energy workplaces as the starting point. The recommendation does not address how to make workplaces conducive to entrepreneurial activity, nor does the recommendation address how to engage entrepreneurial employees. Existing literature outlines the known tensions between theory, anecdotal evidence, and the professional practice of building entrepreneurial ecosystems. To date, the term entrepreneurial ecosystem exists as a metaphor in the extant literature. While scholars have not agreed upon a single definition, they seemingly coalesce around the societal, economic, and technological dimensions of an entrepreneurial ecosystem. Human capital theory, diffusion of innovation theory, endogenous growth theory, and knowledge spillover theory serve as the theoretical foundation for this study. The researcher identified participants for data collection through conversations and interactions with the Innovation Learning Network. The study results describe activities that facilitate (e.g., key people, inclusive processes, and knowledge spillovers) and hinder (e.g., lack of time, lack of commitment, and lack of motivation) workplace innovation programs. Study participants (N = 12) describe how the change agent’s role expands the workplace boundaries, enabling value-added connections and collaborations. Three interviews, used for triangulation, validated the study’s findings. Although barriers exist, study participants contend that workplaces are conducive environments to spark intrapreneurship, promoting innovation in an organization

Exploring the culture of corporate social investment within a multinational corporation: a Gauteng-based case study

A research report submitted to the School of Human and Community Development Faculty of Humanities University of the Witwatersrand In partial fulfillment of the requirements for the degree Master of Arts in the field of Social Development March 2018The South African government impels business to contribute to the country’s transformation through corporate social investment (CSI) to accelerate social development. The study focused on the sub-element of CSI as part of the broader corporate social responsibility CSR frame. CSI in South Africa assumes a vastly different dimension from that of global practices, founded predominantly on the country’s historical disparities. Post-apartheid legislation makes CSI an obligatory practice. A business’s commitment reflects in company policies, operations and organisational culture. The case study of a multinational corporation (MNC) used face-to-face interviews and a semi-structured interview schedule with eleven purposively sampled employees. Via a qualitative, interpretive paradigm, the study examined participant perspectives on the prevailing corporate culture on CSI. Corporate culture by way of the shared values and beliefs of employees as significant stakeholders was analysed and the New Institutional Economics (NIE) framework was applied. Thematic analysis concluded that over time the company made notable progress in its CSI practices. The MNC continues to instil a CSI culture across its operations, so social responsibility embeds as an essential element of its corporate culture. A key outcome of this research is an adapted CSI model. The pivotal role of leadership and the positioning of the CSI department within the MNC are a priority for entrenching a CSI culture. Related themes were the importance of marketing and communication, employee volunteering, policy and sustainability. The commitment of MNCs is fundamental to the dependency discourse articulated by state and civil society that business invest in social development to facilitate access to the economy for vulnerable communities. A strategic social contract between private sector, government and civil society is pivotal for a well-functioning state – a synergy, central to tackle widespread inequality and poverty in South Africa. CSI is a vital conduit to propel social development.MT 201